Abstract:
A Kenyan philosopher, Henry Odera Oruka (1944–1995), conceptualised and articulated
the six trends in African philosophy. These are ethno-philosophy, nationalistic-ideological
philosophy, artistic (or literary philosophy), professional philosophy, philosophic sagacity
and hermeneutic philosophy. In this article, we maintain that the last three of these trends,
namely professional philosophy, philosophic sagacity, and hermeneutic philosophy, are
useful in our attempt to contribute to Africanising the school history curriculum (SHC)
in the Curriculum Assessment Policy Statement (CAPS) in post-apartheid South Africa.
Against this background, we make use of Maton’s (2014) Epistemic-Pedagogic Device
(EPD), building on from Bernstein’s (1975) Pedagogic Device as a theoretical framework
to view African philosophy and its implications for the Africanisation of the SHC in
CAPS in post-apartheid South Africa. Through the lens of Maton’s EPD, we show how the
CAPS’ philosophy of education is questionable; untenable since it promotes ‘differences
of content’; and is at the crossroads, i.e., it is stretched and pulled in different directions in schools. Ultimately, we argue that Oruka’s three trends form a three-piece suit advertising
one’s academic discipline (professional philosophy); showing South Africa’s rich history
told in the words of African elders (sage philosophy); and imploring school history learners
to embark on a restless, unfinished quest for knowledge in the classrooms in post-apartheid
South Africa.
