Teaching African Philosophy and a Postmodern Dis-Position

Abstract

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.