One debate that metaphysicians of race have been consumed with since the 1990s is what we can call the US race debate, which is the debate about what the nature and reality of race is according to the dominant ways that ‘race’ and race terms are used to classify people in contemporary American English. In 2014, I contributed a defence of biological racial realism in the US race debate that utilized new results about human genetic clustering from population genetics. In (...) this paper, I will show that all US race theories have been wrong, including my own. This is because, as I will argue, the correct US race theory has a radically pluralist form. This is an instance of a metametaphysical position that I call radical racial pluralism. After defending radical racial pluralism in the US race debate, I explore valuable implications of the view for philosophers of race. (shrink)

This paper provides an externalist account of talk and thought that clearly distinguishes the two. It is argued that linguistic meanings and concepts track different phenomena and have different explanatory roles. The distinction, understood along the lines proposed, brings theoretical gains in a cluster of related areas. It provides an account of meaning change which accommodates the phenomenon of contested meanings and the possibility of substantive disagreement across theoretical divides, and it explains the nature and value of conceptual engineering in (...) a way that addresses recent prominent concerns. (shrink)

Assisted reproduction using donor gametes is a procedure that allows those who are unable to produce their own gametes to achieve gestational parenthood. Where conception is achieved using donor sperm, the child lacks a genetic link to the intended father. Where it is achieved using a donor egg, the child lacks a genetic link to the intended mother. To address this lack of genetic kinship, some fertility clinics engage in the practice of matching the ethnicity of the gamete donor to (...) that of the recipient parent. The intended result is for the child to have the phenotypic characteristics of the recipient parents. This paper examines the philosophical and ethical problems raised by the policy of ethnic matching in gamete donation. I consider arguments for the provision of ethnic matching based on maximising physical resemblance and fostering ethnic identity development. I then consider an argument against ethnic matching based on the charge of racialism. I conclude that while the practice of ethnic matching in gamete donation could promote positive ethnic identity development in donor-conceived children from historically subjugated ethnic minorities, it also risks endorsing the problematic societal attitudes and assumptions regarding ethnicity that enabled such subjugation in the first place. (shrink)

Abstract The purpose of this article is to explore the contribution of African philosophy in challenging the impacts of Western hegemony and globalization on Africa. Since Western philosophy claims the “universality” of its philosophy, culture, science and technology, some racist Western philosophers pledge to provide this to Africa as part of their “civilizing mission” because they argue that Africa has no civilization. Nowadays, this notion, supported by globalization, assumes a hegemonic place in Africa. The article examines the impacts of globalization (...) which has increased the cultural, political and economic problems of the continent which require the contribution of African philosophy to be resolved. In so doing,a qualitative method is used by analyzing relevant secondary sources collected from books, book sections, and journal articles. The article argued that African philosophy as such uses critical analysis, synthesis, and criticism to resolve problems facing the people of the continent. So, the African philosophical approach should be used to sort out and do away with African problems. Mostimportantly,recognizing and inculcating the contributions of African traditional values and thoughts that can go hand in hand with the achievements of globalization is vital, for Western science and technology alone are so local, and not enough for the betterment of Africa. Based on this, the article suggested that both the West and Africa should take part in cross-cultural communications so as to create understanding about the pluralistic nature of cultures and the significance of African traditional values and thoughts. This, in turn, empowers African philosophers, the people,governments, and concerned bodies to work on Africanization via rediscovering African identity. (shrink)

Words change meaning over time. Some meaning shift is accompanied by a corresponding change in subject matter; some meaning shift is not. In this paper I argue that an account of linguistic meaning can accommodate the first kind of case, but that a theory of concepts is required to accommodate the second. Where there is stability of subject matter through linguistic change, it is concepts that provide the stability. The stability provided by concepts allows for genuine disagreement and ameliorative change (...) in the context of conceptual engineering. (shrink)

This essay tries to develop a “black radical Kantianism”—that is, a Kantianism informed by the black experience in modernity. After looking briefly at socialist and feminist appropriations of Kant, I argue that an analogous black radical appropriation should draw on the distinctive social ontology and view of the state associated with the black radical tradition. In ethics, this would mean working with a (color-conscious rather than colorblind) social ontology of white persons and black sub-persons and then asking what respect for (...) oneself and others would require under those circumstances. In political philosophy, it would mean framing the state as a Rassenstaat (a racial state) and then asking what measures of corrective justice would be necessary to bring about the ideal Rechtsstaat. (shrink)

This paper argues that one part of the picture of thinking about decolonising the philosophy curriculum should include problematising the notion of Western philosophy. I argue that there are many problems with the idea of Western philosophy, and with the idea that decolonising the curriculum should involve rejecting so-called Western philosophy. Doing this could include granting the West a false narrative about its origins, influences and interactions, perpetuating exclusions within contemporary and recent North American and European philosophy, perpetuating exclusions and (...) failed acknowledgements within the history of so-called Western philosophy, while at the same time rejecting a tradition which has included in itself so many topics and methodologies that what is left after excluding it would leave other traditions with limited resources, at the same time as wrongly granting the West proprietary rights over any ideas it has happened to investigate, rather than seeing these as belonging to all of humanity. I therefore conclude that a central part of curriculum change should be problematising Western philosophy, including our learning more about, and teaching, more complex views of its history and interactions with other traditions. (shrink)

The linguistic turn provided philosophers with a range of reasons for engaging in careful investigation into the nature and structure of language. However, the linguistic turn is dead. The arguments for it have been abandoned. This raises the question: why should philosophers take an interest in the minutiae of natural language semantics? I’ll argue that there isn’t much of a reason - philosophy of language has lost its way. Then I provide a suggestion for how it can find its way (...) again. (shrink)

This essay assesses the use of excrement as a cultural trope in a posthumanist era. Drawing on insights from feminist, postcolonial, and animal theory, it proposes that Fossey and the film Gorillas in the Mist are popularized versions of a recurring narrative that posits feces as a sign of the both material and symbolic fluid boundaries between human and nonhuman animals, colonizers and natives, men and women, and science and nature. Specifically, Gorillas in the Mist transposes Fossey's study of gorilla (...) "dung" in the jungle, the essay demonstrates, as a repetition of the enunciation "shit." In both written and spoken form, excrement mediates between, and ultimately merges, the identities of Fossey and the mountain gorillas. In the conclusion, the essay raises some problems in theorizing the relationship between postcolonial and posthumanist theory. (shrink)

After a long period of comparative neglect, in the last few decades growing numbers of philosophers have been paying attention to the startling contrast presented between Kant’s universal moral theory, with its inspiring enlightenment ideas of human autonomy, equality and dignity and Kant’s racism. Against Charles Mills, who argues that the way to make Kant consistent is by attributing to him a threshold notion of moral personhood, according to which some races do not qualify for consideration under the categorical imperative, (...) I argue that Kant cannot be made consistent on race, and that rather than trying to make him so, we should use the example of Kant’s racism to tell us something about the nature of racism. I argue that Kant’s own moral philosophy and moral psychology in fact give some materials for thinking about his racism, and about racism. (shrink)

Divided into eight sections, each with introductory essays, the selections offer rich and detailed insights into a diverse multinational philosophical landscape. Revealed in this pathbreaking work is the way in which traditional philosophical issues related to ethics, metaphysics, and epistemology, for instance, take on specific forms in Africa's postcolonial struggles. Much of its moral, political, and social philosophy is concerned with the turbulent processes of embracing modern identities while protecting ancient cultures.

The aim of this paper is to contribute to the on-going debate about self-redescription in the history of African philosophy using the method and theory of redescription. This method and theory of redescription has become the deep concern of not only Western philosophers but of many African philosophers which is markedly present in their agitated pursuits of wisdom. This self-redescription is always resiliently presented in the works of Kwasi Wiredu, Kwame Appiah, Gyekye Kwame, Olusegun Oladipo, Wole Soyinka, Sophie Oluwole, Jim (...) Unah, Martin Heidegger and Maduabuchi Duko;r who is the most recent emergence of the problem of theory and method in African philosophy. So, the general purpose of this paperis to enact the intellectual concern of these self-redescription in the history of African philosophy while the specific purpose is to determine the adequacy of humanism and hermeneutics as concepts covering the self-image of African philosophy. This paper will further show the incoherence and incongruence of humanism and hermeneutics with the concrete self-image of African philosophy by redescribing them in the mould of emerging concepts such as the humanness of Orisa intellectual culture, in particular; and orunmineutics as a general philosophical theory. (shrink)

While Appiah and Soyinka criticize racial essentializing in Sartre and the Negritude poets, Sartre in Black Orpheus interprets the Negritudinists as employing a phenomenological, anamnestic retrieval of subjective experience. This retrieval uncovers two ethical attitudes: a less exploitative approach toward nature, and a conversion of slavery’s suffering into a stimulus for universal liberation. These attitudes spring from peasant cultural traditions and ethical responses to others’ race-based cruelty, rather than emanating from mystified ‘blackness’. Alfred Schutz’s because-motive analysis, a process of narrative (...) self-constitution, renders plausible these linkages the Negritudinists draw between themselves and peasant or slave ancestors. Such narratives, customarily constructed in common sense by European- and African-Americans, regularly involve mythic elements, serve laudable ethical purposes and require continual theoretical critique by anthropology, genetics and ethics. Theory, though, plays only a critical, corrective role for subjective, anamnestic recoveries of racial and ethnic identity, and it can never replace them. (shrink)

(C. Boundas, ed., Companion to 20th Century Philosophy, Edinburgh University Press, forthcoming 2007).

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 (...) enable communities in Africa to participate in their own educational development. (shrink)

This is a book of interpretation, not of fact. It studies the major discourses in African political thought throughout the last one and a half centuries, rendering new interpretations of a number of important theorists. Subsequently, this book analyzes paradigmatic models of thought that recur in pre-colonial, colonial, as well as post-colonial political discourses. This in depth analysis allows for a critical inventory of African political thought at the close of the twentieth century.

Contemporary African philosophy ranges over a number of debates, positions, and theoretical traditions. It can, however, be read as its own critical tradition of hard-won methodological refinements and substantive philosophical debates common to a body of philosophical work concerned with African philosophical resources elided by coloniality and postcoloniality. In this paper I argue for an account of Analytic philosophy as a style of philosophy, and trace a congruous approach in history of African philosophy, suggesting that these should not be characterised (...) as antagonistic. I conclude by contrasting this style of philosophy with positions drawn from the work of Mogobe Ramose, arguing that the Analytic approach captures a set of questions worth pursuing in engagements with Ramose's work. (shrink)

Africanisation refers to a renewed focus on Africa, a reclaiming of what has been taken from Africa, and forms part of a post-colonialist and an anti-racist discourse. Africanising the curriculum involves developing scholarship and research established in African intellectual traditions. The idea is that this education will produce people who are not alienated from their communities and are sensitive to the challenges facing Africa. However, the idea of Africanisation is highly contested and may evoke a false or at least a (...) superficial sense of 'belonging,' further marginalisation, or it may emphasise relevance. This article discusses the possibility of Africanisation and takes further the argument of Graham Duncan of how Africans can reclaim their voices in the space of theological education. It unpacks the idea of Africanisation within higher education in general, examining the rationale behind the calls for Africanisation, followed by a discussion on the implications of Africanisation for theological education. (shrink)

The subject of personal identity has received substantial treatment in contemporary African philosophy. Importantly, the dominant approach to personal identity is communitarian. Bernard Matolino's new book Personhood in African Philosophy enters into this discussion by way of contesting some of the assumptions underlying communitarian approaches. His own critical assessment leads him to what I believe is an unprecedented objection in the literature; the conclusion that communitarian philosophers are involved in a category mistake when framing the question and articulating the notion (...) of personhood. I intend to present a brief summary of the chapters of the book and reflect on some of the main philosophical issues that the book provokes, noting what I take to be refreshing insights that Matolino brings to the discussion while also engaging critically with the ones I find most contentious. In particular, I briefly assess Matolino's implicit suggestion that an Akan inspired quasi-physicalist account of mind avoids the mind-body interaction problem; I object to the category mistake charge on behalf of communitarians; and lastly, I raise questions about, and propose ways Matolino can refine, his proposal concerning a new way of thinking about personhood, which goes under the rubric of Limited Communitarianism. (shrink)

In this essay I examine the contributions of the pragmatist tradition to the philosophy of ethnicity. From the pragmatist philosophies of Dewey and Locke I derive a reconstructive model for the clarification and improvement of the life experiences of ethnic groups. Addressing various problems and objections, I argue that this Deweyan and Lockean reconstructive model rejects any sharp separation between race and ethnicity and avoids the pitfalls of the biologist race paradigm and the culturalist ethnicity paradigm. I explore some of (...) the social and political implications of this reconstructive model through a discussion of José Martí's inspiring account of Hispanic identity. (shrink)

When the “object” gazed at is called Africa and when the gazing subject is Africa, the observer cannot help but conclude that any gaze that is related to Africa is an intersection of gazes calling forth several questions: Who is looking at Africa? What is Africa looking at? Who looks at the one who is looking at Africa? Two problems emerge from this: the identification of the subject, and the discrimination among objects and themes produced by the limited scope of (...) these gazes. If the gaze at (or of) Africa is an intersection of perspectives, these perspectives will only find stability if they are related to the African history that is in the making. This is a plural history, for geographic diversity, and the multiplicity of acting figures and sociopolitical organizations give African history a “changeable and diverse” character. Any evaluation of the relationship of Africans to their history must be an attempt, a sketch that makes no pretense of providing a unique and certain interpretation of the African lived experience (Erlebnis) by implementing the kind of controlling philosophy of history that fixes the beginning, the length, and the order of a people's history. It is more a question of restating, with the uncertainty that characterizes any evaluation of a specific history, the problem of the relationship of African history to its becomings. How, by which conditions and through which actors does this plural history speak its moments of creation today? At its heart, how does it articulate the conflicting overlap of the gravity of existing institutions and the audacity of creation? The exploration of these questions first centers around the often discussed theme of African identity (self). The stakes at this level involve the detachment of the conditions of a dynamic re-appropriation from this notion of identity - at the very moment when globalization is conjugating itself by turns in the imperative, the indicative, and the conditional. Next, the examination will focus on relationships to otherness (the other). How can intersubjective relations be declined differently? (shrink)

Feminist epistemologies consider ways in which gender influences knowledge. In this article, I want to consider a particular kind of feminist empiricism that has been called feminist radical empiricism. I am particularly interested in this view's treatment of values as empirical, and consequently up for revision on the basis of empirical evidence. Proponents of this view cite the fact that it allows us to talk about certain things such as racial and gender equality as objective facts: not just whether we (...) have achieved said equality in our society, but whether we are, in fact, all equal. I will raise the concern that the way in which they model the role of values in epistemology may be a problematic idealization of the open-mindedness of human agents. In some cases, resistance to value-change cannot be diagnosed as a failure to respond adequately to evidence. If so, the strategy of empirically testing our values that some feminist radical empiricists suggest may not be as useful a tool for social change as they think. (shrink)

The African Renaissance is historically an African revolutionary project aimed at reclaiming and reviving African heritage that was destroyed by European slavery and colonialism. One of the manifestations of the African Renaissance was to do away with European names imposed on African countries, and to replace them with African names. While this was a good move, it was a half-measure because it ignored the gender aspect of colonial naming which saw a European cultural legacy of naming women after their husbands’ (...) surnames remaining intact. Socially, this colonial practice promoted gender inequality by elevating husbands’ family names while relegating wives’ family names to a lower place. Politically, the exercise reduced women into being their husbands’ shadows even when women use double-barrel surnames. This colonial legacy’s suffocating effect on women’s identities was laid bare towards the African National Congress’ (ANC) elective conference in 2017. The Zuma family name was used to frustrate Nkosazana Dlamini-Zuma’s contestation for the ANC’s presidency when her opponents argued that being the ex-wife of Jacob Zuma, the then ANC’s and South Africa’s president, would deter her from acting independently. The central argument here is that for the African Renaissance project to be meaningful and relevant for women, it must reclaim African women’s cultural right to retain their own family names and not adopt their husbands’. (shrink)

I argue that the default interpretation of “aesthetics” should be global aesthetics, and that aestheticians should take as standard preparation for work in the field some basic knowledge of aesthetics in various cultural traditions. I consider some of the obstacles that interfere with a move in this direction and some of the steps that might encourage a more inclusive self-conception of the field.

The US psychologist Gail Hornstein’s monograph, Agnes’s Jacket: A Psychologist’s Search for the Meanings of Madness, is an important intervention in the identity politics of the mad movement. Hornstein offers a resignified vision of mad identity that embroiders the central trope of an “anti-colonial” struggle to reclaim the experiential world “colonized” by psychiatry. A series of literal and figurative appeals makes recourse to the inner world and cultural world of the mad as well as to the ethno-symbolic cultural materials of (...) dormant nationhood. This rhetoric is augmented by a model in which the mad comprise a diaspora without an origin, coalescing into a single transnational community. The mad are also depicted as persons displaced from their metaphorical homeland, the “inner” world “colonized” by the psychiatric regime. There are a number of difficulties with Hornstein’s rhetoric, however. Her “ethnicity-and-rights” response to the oppression of the mad is symptomatic of Western parochialism, while her proposed transmutation of putative psychopathology from limit upon identity to parameter of successful identity is open to contestation. Moreover, unless one accepts Hornstein’s porous vision of mad identity, her self-ascribed insider status in relation to the mad community may present a problematic “re-colonization” of mad experience. (shrink)

Some of the literature about teaching issues of race and racism in classrooms has addressed matters of audience. Zeus Leonardo, for example, has argued that teachers should use the language of white domination, rather than white privilege, when teaching about race and racism because the former language presupposes a minority audience, while the latter addresses an imaginary or presupposed white one. However, there seems to be little discussion in the literature about teaching these issues to an audience that is in (...) fact predominantly minority. Leonardo assumes that minority students need little convincing about the reality of white domination, but students of color are not a monolithic group. The paper addresses some specific challenges the author has faced teaching theories of white domination to a predominantly minority student audience in New York City. Leonardo is right that audience matters, but audience turns out to matter in ways that defy common assumptions. (shrink)