2024-03-28T17:50:59Zhttps://uir.unisa.ac.za/oai/requestoai:uir.unisa.ac.za:10500/235772019-03-04T09:17:05Zcom_10500_23650com_10500_3752com_10500_4675com_10500_4671col_10500_23651col_10500_3753col_10500_23576
Higgs, Philip
2018-01-31T12:13:56Z
2018-01-31T12:13:56Z
2017
Higgs P. (2017) Teaching African Philosophy and a Postmodern Dis-Position. In: Afolayan A., Falola T. (eds) The Palgrave Handbook of African Philosophy. Palgrave Macmillan, New York
978-1-137-59291-0
http://hdl.handle.net/10500/23577
https://www.palgrave.com/gp/book/9781137592903
http://0-search.ebscohost.com.oasis.unisa.ac.za/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1357865
http://0-search.ebscohost.com.oasis.unisa.ac.za/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1357865
This handbook investigates the current state and future possibilities of African Philosophy, as a discipline and as a practice, vis-à-vis the challenge of African development and Africa's place in a globalized, neoliberal capitalist economy. The volume offers a comprehensive survey of the philosophical enterprise in Africa, especially with reference to current discourses, arguments and new issues—feminism and gender, terrorism and fundamentalism, sexuality, development, identity, pedagogy and multidisciplinarity, etc.—that are significant for understanding how Africa can resume its arrested march towards decolonization and liberation
The teaching of African philosophy has drawn much attention by way of critical reflection and commentary. In this chapter, Higgs claims that the teaching of African philosophy should be opposed to that formulation of knowledge espoused by modern Western/European thought where rationality is closely connected to knowledge. Higgs further argues that the teaching of African philosophy should take cognisance of an African knowledge culture that does not only include the idea of what I refer to as “plural conversations in an inter-African context,” but also includes a cross-cultural epistemic which facilitates cross-cultural dialogue and understanding. In the light of this, the chapter proposes an orientation to the teaching of African philosophy that has cultural relevance insofar as it is mounted on concepts peculiar to an inter-African context, as well as in the larger context of a continuing cross-cultural dialogue. Such an orientation to the teaching of African philosophy acknowledges the necessity to develop the ability to grasp the fundamentals of indigenous African cultures and other cultures by way of adopting and living out what I call a postmodern dis-position.
Educational Studies
en
Palgrave
Education
Philosophy
African philosophy
Post-modern-disposition
African Renaissance
Knowledge culture
Plurality
Dialogue
Teaching African Philosophy and a Postmodern Dis-Position
oai:uir.unisa.ac.za:10500/291902022-11-24T07:06:25Zcom_10500_3752com_10500_4675com_10500_4671col_10500_3753col_10500_23576
Tlili, Ahmed
Huang, Ronghuai
Shehata, Boulus
Liu, Dejian
Zhao, Jialu
Metwally, Ahmed H. S.
Wang, Huanhuan
Denden, Mouna
Bozkurt, Aras
Lee, Lik-Hang
Beyoglu, Dogus
Altinay, Fahriye
Sharma, Ramesh C.
Altinay, Zehra
Li, Zhisheng
Liu, Jiahao
Ahmad, Faizan
Hu, Ying
Salha, Soheil
Abed, Mourad
Burgos, Daniel
2022-08-01T03:17:23Z
2022-08-01T03:17:23Z
2022-07-06
2022-08-01T03:17:23Z
Smart Learning Environments. 2022 Jul 06;9(1):24
https://doi.org/10.1186/s40561-022-00205-x
https://hdl.handle.net/10500/29190
Abstract
The Metaverse has been the centre of attraction for educationists for quite some time. This field got renewed interest with the announcement of social media giant Facebook as it rebranding and positioning it as Meta. While several studies conducted literature reviews to summarize the findings related to the Metaverse in general, no study to the best of our knowledge focused on systematically summarizing the finding related to the Metaverse in education. To cover this gap, this study conducts a systematic literature review of the Metaverse in education. It then applies both content and bibliometric analysis to reveal the research trends, focus, and limitations of this research topic. The obtained findings reveal the research gap in lifelogging applications in educational Metaverse. The findings also show that the design of Metaverse in education has evolved over generations, where generation Z is more targeted with artificial intelligence technologies compared to generation X or Y. In terms of learning scenarios, there have been very few studies focusing on mobile learning, hybrid learning, and micro learning. Additionally, no study focused on using the Metaverse in education for students with disabilities. The findings of this study provide a roadmap of future research directions to be taken into consideration and investigated to enhance the adoption of the Metaverse in education worldwide, as well as to enhance the learning and teaching experiences in the Metaverse.
Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis
Journal Article
en
The Author(s)