In a joint article1 with Wenceslaus Kwindingwi, Bernard Matolino declared an end to ubuntu. The declaration, they argue, is a result of the failure of ubuntu in practice and theory in modern African societies. This declaration triggered strong reactions, and an analysis of these responses suggests the need for continuous interrogations of African ideals and beliefs and their relevance to modern African thought. In this article, I argue that Kwindingwi and Matolino’s argument is in line with Matolino’s broader scepticism about (...) Afro-communitarianism in general. In other works, he insists that attempts to theoretically and practically ground postcolonial African philosophy in ideas of Afro-communitarianism exaggerate its functionality. I aim to show that Matolino’s Socratic process and the outcomes, as demonstrated in the “The end of ubuntu”, aim to produce quality understanding and reasoned defence of the traditional ideas aimed to guide modern African thought. The rejectionist approach should be seen as a nudge to make the advocacy for African ideals and beliefs, such as ubuntu, match up with the knowledge of them and how they operate in reality. (shrink)

This book aims at six important conceptual tools developed by philosophers. The author develops each particular view in a chapter, hoping to constitute at the end a concise, interesting and easily readable whole. These concepts are: 1. Ethics and realism: elucidation of the distinction between understanding and explanation – the lighthouse type of normativity. 2. Leadership, antirealism and moral psychology – the lightning rod type of normativity. 3. Bright light on self-identity and positive reciprocity – the reciprocity type of normativity. (...) 4. The virtue of generosity and its importance for inclusive education – the divine will type of normativity. 5. Ethical education as normative philosophical perspective. The normativity of self-transformation in education. 6. Aesthetics as expression of human freedom and concern for the whole world in which we live. (shrink)

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 (...) higher education as global and universal education. Since the whole set of human rights should be seen as an indivisible system of basic limits to individual and collective freedom, a right based approach would be the other main perspective, certainly relevant in the context of the African continent, as it is worldwide. Furthermore a right based understanding is a much ignored aspect of human rights, although intimately related to basic interests of the higher education system from either the point of view of the national education systems, or as private universities and it is also related to non-governmental organisations understanding of the general aim of higher education development, where international organizations could help in the implementation of these cultural rights based good practices. In the first section we first develop briefly a normative ethical model of education based on the transformative model of the ethics of discourse compared to other possible classical models based on merit, then we will present cultural rights, reminding us some aspects of cultural rights related to higher education, and address the relevance for the African context of a contextual reflection on these rights. (shrink)

Ever since nonhuman entity and the environment became a major ethical issue, anthropocentric worldviews have been blamed for all that is morally wrong about our dealings with nature. Those who regard themselves as non-anthropocentrists / holistic scholars typically assume that the West’s anthropocentric axiologies and ontologies stir all of the environmental degradations associated with human species. In contrast, a handful of environmental philosophers aver that anthropocentrism is entirely acceptable as a foundation for environmental ethics as human’s perspective cannot be entirely (...) removed from the decision-making process. They often argue that is it possible for the man to act responsibly towards the environment for human’s sake and its future generation. Thus there is an ever-present tension between anthropocentrism and holism, with each side trying to oust talk each other. In my opinion, those extreme views are lump sided, as such lack room for tolerance. The thrust of this paper is to bridge the gap within these ethical theories with the theory of “anthropoholism”. Anthropoholism is a theory in environmental ethics that acknowledges man central role; perspective, place in eco-system as well as ontology but argues that despite this position, Man is just a part of nature, such that he cannot exist independently of the environment, or cannot be understood without reference to the environment. With this, the theory of anthropoholism is able to bridge the gap between the two extreme views by stating the obvious and explaining the connection between the two extreme views. (shrink)