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  1. (1 other version)How the West Was One: The Western as Individualist, the African as Communitarian.Thaddeus Metz - 2015 - Educational Philosophy and Theory 47 (11):1175-1184.
    There is a kernel of truth in the claim that Western, and especially Anglo-American-Australasian, normative philosophy, including that relating to the philosophy of education, is individualistic; it tends to prize properties that are internal to a human being such as her autonomy, rationality, pleasure, desires, self-esteem, self-realization and virtues relating to, say, her intellect. One notable exception is the idea that students ought to be educated in order to be citizens, participants in a democratic and cosmopolitan order, but, compared to (...)
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  • Ethics in Aristotle and in Africa: Some Points of Contrast.Thaddeus Metz - 2012 - Phronimon 13 (2):99-117.
    In this article I compare and, especially, contrast Aristotle’s conception of virtue with one typical of sub-Saharan philosophers. I point out that the latter is strictly other-regarding, and specifically communitarian, and contend that the former, while including such elements, also includes some self-regarding or individualist virtues, such as temperance and knowledge. I also argue that Aristotle’s conception of human excellence is more attractive than the sub-Saharan view as a complete account of how to live, but that the African conception is (...)
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  • African Philosophy and the Decolonisation of Education in Africa: Some critical reflections.Philip Higgs - 2012 - Educational Philosophy and Theory 44 (s2):37-55.
    The liberation of Africa and its peoples from centuries of racially discriminatory colonial rule and domination has far-reaching implications for educational thought and practice. The transformation of educational discourse in Africa requires a philosophical framework that respects diversity, acknowledges lived experience and challenges the hegemony of Western forms of universal knowledge. In this article I reflect critically on whether African philosophy, as a system of African knowledge(s), can provide a useful philosophical framework for the construction of empowering knowledge that will (...)
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  • A Dilemma Regarding Academic Freedom and Public Accountability in Higher Education.Thaddeus Metz - 2010 - Journal of Philosophy of Education 44 (4):529-549.
    The aim of this article is to establish that current thought about the point of a publicly funded university faces a dilemma. On the one hand, influential and attractive ‘macro’-level principles about how state resources ought to be accountably used entail that academic freedom should be utilised solely for the sake of social justice or some other concrete public good. Standard theories of public morality entail that an academic’s responsibility is entirely to be ‘responsive’ or ‘relevant’ to her social context (...)
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  • Africanising Institutional Culture: What Is Possible and Plausible (Repr.).Thaddeus Metz - 2022 - In Dennis Masaka (ed.), Knowledge Production and the Search for Epistemic Liberation in Africa. Springer. pp. 111-134.
    Reprint of a chapter first published in Being at Home (2015).
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  • Traditional African Religion as a Neglected Form of Monotheism.Thaddeus Metz & Motsamai Molefe - 2021 - The Monist 104 (3):393–409.
    Our aims are to articulate some core philosophical positions characteristic of Traditional African Religion and to argue that they merit consideration as monotheist rivals to standard interpretations of the Judeo-Christian-Islamic tradition. In particular, we address the topics of how God’s nature is conceived, how God’s will is meant to bear on human decision making, where one continues to exist upon the death of one’s body, and how long one is able to exist without a body. For each of these topics, (...)
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  • African Theories of Meaning in Life: A Critical Assessment.Thaddeus Metz - 2020 - South African Journal of Philosophy 39 (2):113-126.
    In this article, I expound and assess two theories of meaning in life informed by the indigenous sub-Saharan African philosophical tradition. According to one principle, a life is more meaningful, the more it promotes community with other human persons. According to the other principle, a life is more meaningful, the more it promotes vitality in oneself and others. I argue that, at least upon some refinement, both of these African conceptions of meaning merit global consideration from philosophers, but that the (...)
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  • Core aspects of ubuntu: A systematic review.C. Ewuoso & S. Hall - 2019 - South African Journal of Bioethics and Law 12 (2):93.
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  • (1 other version)Africanising Institutional Culture: What Is Possible and Plausible.Thaddeus Metz - 2015 - In Pedro Tabensky & Sally Matthews (eds.), Being at Home: Race, Institutional Culture and Transformation at South African Higher Education Institutions. University of KwaZulu-Natal Press. pp. 242-272.
    Since the transition to a constitutional order, in what respects have cultures in higher education institutions in South Africa become Africanised, and, going forward, how should they be? In this chapter I provide an overview of the major different forms that Africanisation of institutional culture could take, and I then indicate the respects in which South African universities have or have not taken them on board over the past 20 years. In addition, I provide the first comprehensive critical discussion of (...)
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  • Paltering and an African moral theory: Contributing an African perspective to the ethical literature on paltering.Cornelius Ewuoso - 2019 - South African Journal of Philosophy 38 (1):55-67.
    To date, existing studies on paltering argue the thesis that paltering is never ethically justifiable; it is akin to deception, since one uses truthful statements with an intention to deceive. This study contends the above essential description and rather argues the thesis: it is a hasty generalisation to conclude that just because paltering has been employed in some fields such as the fields of negotiation and politics to deceive, it is therefore synonymous with deception. Specifically, I show in this study (...)
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  • Ethical Education as a Normative Philosophical Perspective.Ignace Haaz - manuscript
    Part of education as interactive exercise is related to a community of practitioners, a dialogue based philosophy of morals which supposes ethical normative characteristics of the discourse. This normative layer can be interpreted either in relation to the lifeworld, i. e. to the understanding of the good life. Alternatively, it can be realized in relation to some cultural rights, since a mutual recognition based ethics, aiming at highlighting culture as necessary feature of human dignity, can explain an ultimate goal of (...)
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  • (1 other version)How the West Was One: The Western as Individualist, the African as Communitarian (repr.).Thaddeus Metz - 2017 - In Michael Peters & Carl Mika (eds.), The Dilemma of Western Philosophy. Routledge. pp. 51-60.
    Reprint of an article initially appearing in Educational Philosophy and Theory (2015).
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  • Managerialism as Anti-Social: Some Implications of Ubuntu for Knowledge Production.Thaddeus Metz - 2017 - In Michael Cross & Amasa Ndofirepi (eds.), Knowledge and Change in the African University: Challenges and Opportunities. Sense Publishers. pp. 139-154.
    Given the myriad ways in which managerialism in higher education, and especially research undertaken there, is undesirable, is there a moral theory that plausibly explains why they all are and prescribes some realistic alternatives? In this contribution, I answer ‘yes’ to this overarching question. Specifically, I argue that the various respects in which managerialism is unjustified, particularly with regard to knowledge production, are well captured by an ethical philosophy grounded on salient ideas about communal relationship associated with the southern African (...)
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