A Comparative Exploration of John Dewey’s and Julius Nyerere’s Concepts of Education and African Development

Authors

  • Emmanuel Ofuasia Lagos State University

DOI:

https://doi.org/10.31874/2309-1606-2019-25-2-7

Abstract

Owing to the nearly tangible result in the quest toward inclusive development in Africa, there has been the clamour that perhaps the Social Sciences, charged with the responsibility of providing solace for the menace are no longer adequate. This is the axiomatic basis upon which this essay builds its argument as it aims to blaze a trail that is usually taken for granted in the discourse on development – pedagogy. Hence, via the methods of comparison and analysis, this essay discloses the nexus between John Dewey’s reconstructionism and Julius Nyerere’s educational model of self-reliance as a basis to structure development from the arena of education. For Dewey, through education, society can develop and reform its purposes and can move in different directions. For Nyerere, education for self-reliance has to foster communal goals of living together and working together for the common good. Both Dewey and Nyerere stated that education should make the individual realize that he is a member of the society and learn to participate in social learning. A critical examination of the ideas of these minds reveals that in the face of the discrepancies or differences motivations between their educational philosophies, the aggregate factor is suggestive of a worthy platform upon which a self-reliant education that will usher in the era of social development may be erected. This study admits the undeniable Western presence and the indigenous approach which makes it to initiate a blend of them. The parenthood can serve as a platform that will nurture minds that will consequently inform national development, also ideology plays a very crucial role. The present educational system of contemporary Africa has waned consequent to the circumvention of proper assessment of knowledge. The educational framework is therefore the onus and recommendation of this intellectual inquiry.

Author Biography

Emmanuel Ofuasia, Lagos State University

Doctoral Student, Department of Philosophy

References

Akinsanya P.O. (2015) Philosophizing About Education, Lagos: University of Lagos Press and Bookshop Ltd.

Azenabor, G.E. (2005) “Sustainability of University Education in Nigeria: A Philosophical Discourse on Problem and Revival Strategies” in Ogbinaka, O.M. (ed.), African Studies Monographs, No.VI., Onosomegbowho Oginanka Publishers Ltd.

Bahm, A.J. (1977) Comparative Philosophy: Western, Indian and Chinese Philosophies. Albuquerque: World Books.

Balogun, O. A. (2013) Philosophy in an African Culture: A Light in the Darkness. 69th Inaugural Lecture, Olabisi Onabanjo University. Olabisi Onabanjo University Mass Communication Press: Ago-Iwoye.

Coatzee, K. J., Graaf, .J, Heidrincks, J., Wood, G. (2007) Development: Theory, Policy and Practice. Cape Town: Oxford University Press.

Dewey, J. (1897) My Pedagogic Creed, New York and Chicago: E.L. Kellogg & Co.

Dewey, J. (1899) The School and Society, Chicago: University of Chicago Press.

Dewey, J. (1902) The Child and the Curriculum, Chicago: The University of Chicago Press.

Dewey, J. (2000) “My Pedagogic Creed” in Reed, R.F. & Johnson R.W. (eds.) Philosophical Documents in Education. New York: Longman.

Ellis, F., Biggs, S. (2001) Development Policy. Review. 19(4)

Falola, T. (2018) The Toyin Falola Reader on African Culture, Nationalism, Development and Epistemologies. Austin, Texas: Pan-African University Press.

Frank, A. (1967) Crisis in the Third World. New York. Holmes and Meier

Freire, P. (1972) The Pedagogy of the Oppressed. Ramos: Penguin Books.

Hountondji, P. (2004) Knowledge as a Development Issue. In: K. Wiredu (ed.) A Companion to African Philosophy. New York: Blackwell.

Hussain, A., Tribe, K. (1981) Marxism and the Agrarian Question: German Social Democracy and the Peasantry 1890-1907. Hong Kong: MacMillain Press LTD.

Lenin, V. (1964) The Development of Capitalism in Russia. Moscow: Progress Publishers.

Matunhu, J. (2011) A Critique of Modernisation and Dependency Theories in Africa: Critical Assessment. African Journal of History and Culture. 2011. 3(5).

Mulenga, D. (2001) Mwalimu Julius Nyerere: A Critical Review of his Contributions to Adult Education Postcolonialism. International Journal of Lifelong Education 20: 446-470.

Nyerere, J. (1968) Ujamaa- Essays on Socialism, London: Oxford University Press.

Reid, D. (1995) Sustainable Development: An introductory Guide. London: Earthscan Publications LTD.

Rodney, W. (1971) How Europe Underdeveloped Africa. Dares Salaam: B’ogle Overture

Sen, A. (1999) Development as Freedom. New York: Anchor Books

Shale, E.N. (2002) Julius Nyerere’s Critical Education Thought. In: McDonald, D.A and Shale, E.N. (eds) The Legacies of Julius Nyerere Influences and Development Discourse and Practice in Africa, Trenton, New Jersey: African World Press.

Smith, A.D. (1973) The Concept of Social Change. London: Routledge and Kegan Paul.

Downloads

Abstract views: 1288

Published

2020-07-03

How to Cite

Ofuasia, E. (2020). A Comparative Exploration of John Dewey’s and Julius Nyerere’s Concepts of Education and African Development. Filosofiya Osvity. Philosophy of Education, 25(2), 127–141. https://doi.org/10.31874/2309-1606-2019-25-2-7

Issue

Section

Articles

Metrics

Downloads

Download data is not yet available.