A scientific community cannot practice its trade without some set of received beliefs. These beliefs form the foundation of the "educational initiation that prepares and licenses the student for professional practice". The nature of the "rigorous and rigid" preparation helps ensure that the received beliefs are firmly fixed in the student's mind. Scientists take great pains to defend the assumption that scientists know what the world is like...To this end, "normal science" will often suppress novelties which undermine its foundations. Research (...) is therefore not about discovering the unknown, but rather "a strenuous and devoted attempt to force nature into the conceptual boxes supplied by professional education". (shrink)

Philosophy and Truth offers the first English translation of six unpublished theoretical studies (sometimes referred to as Nietzsche's "Philosopher's Book") written just after the publication of The Birth of Tragedy and simultaneously with Untimely Meditations. In addition to the texts themselves, which probe epistemological problems on philosophy's relation to art and culture, this book contains a lengthy introduction that provides the biographical and philological information necessary for understanding these often fragmentary texts. The introduction also includes a helpful discussion of Nietzsche's (...) early views concerning culture, knowledge, philosophy, and the Greeks. (shrink)

Suggests an open system of psychological exploration to cut through accepted norms of morality, language, and politics.

"Collects Martin Heidegger's pivotal writings on art, its role in human life and culture, and its relationship to thinking and truth"--Publisher description.

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 (...) the major reasons that have been given for Africanising. Specifically, I distinguish between five rationales for Africanising institutional culture, namely, those appealing to relativism, democracy, redress, civilisation and identity, bring out their different implications for the forms that Africanisation should take, and argue that some of these rationales are philosophically much more promising than others. I conclude that the rationales of redress, civilisation and identity together make a compelling case for a moderate form of Africanising the institutional culture of public universities, one that would be much more robust than what has appeared so far on the democratic landscape in South Africa. (shrink)

© 2016 South African Journal of Philosophy. This article explores current issues in South African philosophy curriculum design. Four questions are considered, each followed by a supplementary note. Firstly, the place of philosophy from other traditions, particularly Western philosophies, in South African curricula is considered. The related note reflects on whether different philosophical traditions in curricula should be treated separately or integrated. Secondly, ambiguity in some important authors reception of plural traditions is identified and investigated to see what we can (...) derive from their example for our philosophical practice. The related note looks at "decolonisation of the curriculum". Thirdly, I affirm the importance of relevance as a criterion for curriculum development, interrogating the meaning of this criterion for philosophy. The related note focuses on interpreting student feedback. Fourthly, the continued presence of "white" lecturers in South African philosophy departments is discussed against the background of the tension between the Mandela and Biko paradigms in contemporary society. The related note considers ideological resonances of our response to this issue in other parts of the world. Finally, the articles ideas are presented as an attempt to map argumentative options, clarify some of their merits and implications, and acknowledge their limits. (shrink)

Thomas S. Kuhn's classic book is now available with a new index.

Much of the literature on the African philosophy of education juxtaposes two philosophical strands as mutually exclusive entities; traditional ethnophilosophy on the one hand, and ‘scientific’ African philosophy on the other. While traditional ethnophilosophy is associated with the cultural artefacts, narratives, folklore and music of Africa’s people, ‘scientific’ African philosophy is primarily concerned with the explanations, interpretations and justifications of African thought and practice along the lines of critical and transformative reasoning. These two alternative strands of African philosophy invariably impact (...) understandings of education in different ways: education constituted by cultural action is perceived to be mutually independent from education constituted by reasoned action. Yusef Waghid argues for an African philosophy of education guided by communitarian, reasonable and culture dependent action in order to bridge the conceptual and practical divide between African ethnophilosophy and ‘scientific’ African philosophy. Unlike those who argue that African philosophy of education cannot exist because it does not invoke reason, or that reasoned African philosophy of education is just not possible, Waghid suggests an African philosophy of education constituted by reasoned, culture-dependent action. This book provides an African philosophy aimed at developing a conception of education that can contribute towards imagination, deliberation, and responsibility - actions that can help to enhance justice in educative relations, both in Africa and throughout the world. This book will be essential reading for researchers and academics in the field of the philosophy of education, especially those wanting to learn from the African tradition. (shrink)

Much of the literature on the African philosophy of education juxtaposes two philosophical strands as mutually exclusive entities; traditional ethnophilosophy on the one hand, and ‘scientific’ African philosophy on the other. While traditional ethnophilosophy is associated with the cultural artefacts, narratives, folklore and music of Africa’s people, ‘scientific’ African philosophy is primarily concerned with the explanations, interpretations and justifications of African thought and practice along the lines of critical and transformative reasoning. These two alternative strands of African philosophy invariably impact (...) understandings of education in different ways: education constituted by cultural action is perceived to be mutually independent from education constituted by reasoned action. Yusef Waghid argues for an African philosophy of education guided by communitarian, reasonable and culture dependent action in order to bridge the conceptual and practical divide between African ethnophilosophy and ‘scientific’ African philosophy. Unlike those who argue that African philosophy of education cannot exist because it does not invoke reason, or that reasoned African philosophy of education is just not possible, Waghid suggests an African philosophy of education constituted by reasoned, culture-dependent action. This book provides an African philosophy aimed at developing a conception of education that can contribute towards imagination, deliberation, and responsibility - actions that can help to enhance justice in educative relations, both in Africa and throughout the world. This book will be essential reading for researchers and academics in the field of the philosophy of education, especially those wanting to learn from the African tradition. (shrink)

Reprint of a chapter that initially appeared in _Being at Home_ (2015).

Philosophy and Truth offers the first English translation of six unpublished theoretical studies written just after the publication of The Birth of Tragedy and simultaneously with Untimely Meditations. In addition to the texts themselves, which probe epistemological problems on philosophy's relation to art and culture, this book contains a lengthy introduction that provides the biographical and philological information necessary for understanding these often fragmentary texts. The introduction also includes a helpful discussion of Nietzsche's early views concerning culture, knowledge, philosophy, and (...) the Greeks. (shrink)