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dc.contributor.author | Chimakonam, Jonathan Okeke![]() |
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dc.contributor.author | Ogbonnaya, L. Uchenna![]() |
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dc.date.accessioned | 2024-08-29T11:51:07Z | |
dc.date.issued | 2024-04 | |
dc.description.abstract | This article investigates whether Conversational Thinking can suitably serve as a pedagogical approach for philosophy education in African schools (primary and secondary levels). We argue that there is a need to introduce and teach philosophy in schools in Africa. Additionally, we argue that it would be apropos to adopt a decolonial approach in developing such curricula, which, amongst others, could accommodate African approaches to philosophy. We contend that African homegrown frameworks, such as Conversational Thinking, can serve as appropriate decolonial strategies for philosophy education in parts of Africa. Our reason is that the proposed approach can train the emerging young generations in Africa, not only to be critical, creative, and innovative, but also to view reality from African epistemic perspectives. This stems from the fact that Conversational Thinking is one strategy amongst others that can promote African culture-inspired approaches to knowledge that combine with basic thinking skills to offer truly African forms of epistemic liberation. | en_US |
dc.description.department | Philosophy | en_US |
dc.description.embargo | 2025-04-25 | |
dc.description.librarian | hj2024 | en_US |
dc.description.sdg | SDG-04:Quality Education | en_US |
dc.description.uri | https://academic.oup.com/jope | en_US |
dc.identifier.citation | Jonathan O. Chimakonam, L. Uchenna Ogbonnaya, Can Conversational Thinking serve as a suitable pedagogical approach for philosophy education in African schools?, Journal of Philosophy of Education, Volume 58, Issue 2-3, April-June 2024, Pages 361–377, https://doi.org/10.1093/jopedu/qhae039. | en_US |
dc.identifier.issn | 0309-8249 (print) | |
dc.identifier.issn | 1467-9752 (online) | |
dc.identifier.other | 10.1093/jopedu/qhae039 | |
dc.identifier.uri | http://hdl.handle.net/2263/97927 | |
dc.language.iso | en | en_US |
dc.publisher | Oxford University Press | en_US |
dc.rights | © The Author(s) 2024. Published by Oxford University Press on behalf of Philosophy of Education Society of Great Britain. All rights reserved. This is the pre-peer reviewed version of the following article : Can Conversational Thinking serve as a suitable pedagogical approach for philosophy education in African schools?, Journal of Philosophy of Education, Volume 58, Issue 2-3, April-June 2024, Pages 361–377, https://doi.org/10.1093/jopedu/qhae039. The definite version is available at : https://academic.oup.com/jope. | en_US |
dc.subject | Conversational thinking | en_US |
dc.subject | Philosophy | en_US |
dc.subject | Education | en_US |
dc.subject | Schools | en_US |
dc.subject | Africa | en_US |
dc.subject | SDG-04: Quality education | en_US |
dc.title | Can conversational thinking serve as a suitable pedagogical approach for philosophy education in African schools? | en_US |
dc.type | Postprint Article | en_US |