Literaturnachweis - Detailanzeige
| Autor/inn/en | Bridges, David; Asgedom, Amare; Kenaw, Setargew |
|---|---|
| Titel | From 'deep knowledge' to 'the light of reason': sources for philosophy of education in Ethiopia. |
| Quelle | In: Comparative education, 40 (2004) 4, S. 531-544Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0305-0068 |
| Schlagwörter | Dorfgemeinschaft; Informelles Lernen; Religion; Spiritualität; Philosophie; Tradition; Orthodoxe Kirche; Afrika; Äthiopien |
| Abstract | This paper explores some of the indigenous sources available in Ethiopia as a resource for philosophy and philosophy of education. In the process it makes a small contribution to the ongoing debate among philosophers as to whether there is a distinctive African philosophy. The paper illustrates, first, what is sometimes referred to as the 'deep knowledge' underlying more day-to-day beliefs in Ethiopia (or more specifically in this case those of the Amhara-Tigre cultural complex) and their application in 'educational magic' and, secondly, the 17th century philosophical writing of Zara Ya'eqob and Walda Heywat, which is remarkable for its Enlightenment-style attachment to reason and argumentation. Two more directly educational indigenous sources are then explored: the educational thought and practice of the Ethiopian Orthodox Church and non-formal education in villages. Finally, the paper considers the relevance of these sources to contemporary educational development and suggests that they merit continuing attention and reference both from the point of view of preserving cultural identity and continuity and also, more pragmatically, because there are ideas, values and practices in the tradition which have continuing relevance for Ethiopians grappling with educational development issues today. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2005/2 |
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