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African Higher Education Research Online - Psychology brewed in an African pot: indigenous philosophies and the quest for relevance

   

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Psychology brewed in an African pot: indigenous philosophies and the quest for relevance

Bandawe, Chiwoza R.

Abstract:
Higher education has often been targeted for criticism with regard to its lack of relevance when seeking to address the harsh realities of poor health, poverty and conflict in African countries. African universities have been seen as producing Western-influenced graduates who become an elite out of touch with their own indigenous worldview. In order to maintain the connection between higher education in Africa and the African worldview and philosophy, thus enhancing the relevance of university education, this paper argues that there is a need to promote the revisiting of our African identities in the courses on offer. By way of illustration, the paper examines an aspect of medical tertiary education at the University of Malawi, College of Medicine: in particular, how the course entitled ‘Social and Behavioral Dynamics’ has evolved over the past 10years in an effort to embrace an African worldview and philosophy in the undergraduate medical program, with the goal of producing graduates sensitized to the worldviews of the indigenous populations they will serve, and able to enrich the global context by bringing to it uniquely African perspectives.

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Document Title: Psychology brewed in an African pot: indigenous philosophies and the quest for relevance
Journal: Higher Education Policy
Volume: 18
Issue: 1
No. of Pages: 289-300


Document Type:Journal Article (Peer Reviewed)
Subject Area:Teaching and Learning
Country:Malawi
Keywords:Ubuntu, African Culture, Malawi, Higher Education, Psychology, Curriculum Reform, Responsiveness


File Size:109 KB
Rights:This paper was accessed at http://www.palgrave-journals.com
Date Added:01 February 2008


Bandawe, Chiwoza R. (2005). Psychology brewed in an African pot: indigenous philosophies and the quest for relevance, Higher Education Policy 18: 289-300

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