(i) recognizes the basic unity of human endeavor through Hermeneutic Philosophy that expresses intelligibility of Being-in-the world” (Nabudere, 2003:16). “discourse” “the (j) is based on the notion that privileging Integrated and Synthesized Knowledge curriculum must transcend a narrow conception of what is purely African to include such knowledge within the wider synthesized framework of global knowledge (Nabudere, 2003:17). (k) draws inspiration and materials for learning from real life Afrikan-based Pedagogy situations of the African people, especially in the rural areas, by adopting those pedagogical methods and techniques that inform their philosophy of life, their worldview, and their lived experiences and practices. The key to developing an Afrikan-based Pedagogy hinges upon the knowledge specific-sites where African experts of different branches of knowledge are located. These sites will inform both the content and the pedagogy. The pedagogy will incorporate which contains forms of art and techniques to which they give “oracy,” expression, which is essential for adult learning. By mainstreaming this form of expression, its agents gain visibility and recognition in knowledge creation and production. This will enable indigenous tales, stories, proverbs, legends, myths, symbols and epics to be resuscitated, for these forms of knowledge incorporate people’s philosophies of life, norms, values in a kind of and library” (Nabudere, 2003:19). “moving” “living
(i) Hermeneutic Philosophy recognizes the basic unity of human endeavor through “discourse” that expresses “the intelligibility of Being-in-the world” (Nabudere, 2003:16). (j) Integrated and Synthesized Knowledge is based on the notion that privileging curriculum must transcend a narrow conception of what is purely African to include such knowledge within the wider synthesized framework of global knowledge (Nabudere, 2003:17). (k) Afrikan-based Pedagogy draws inspiration and materials for learning from real life situations of the African people, especially in the rural areas, by adopting those pedagogical methods and techniques that inform their philosophy of life, their worldview, and their lived experiences and practices. The key to developing an Afrikan-based Pedagogy hinges upon the knowledge specific-sites where African experts of different branches of knowledge are located. These sites will inform both the content and the pedagogy. The pedagogy will incorporate “oracy,” which contains forms of art and techniques to which they give expression, which is essential for adult learning. By mainstreaming this form of expression, its agents gain visibility and recognition in knowledge creation and production. This will enable indigenous tales, stories, proverbs, legends, myths, symbols and epics to be resuscitated, for these forms of knowledge incorporate people’s philosophies of life, norms, values in a kind of “moving” and “living library” (Nabudere, 2003:19).
Banguras_Edited.docx