Inhaltszusammenfassung

We argue that philosophy education across the globe is still bedevilled with the ‘politics’ of marginalization of less favoured traditions like African philosophy. Extant works show that the conventional curriculum of philosophy used in educational institutions across the globe is predominantly Western and, as such, very much colonial. We contend that this amounts to a sort of ‘epistemic injustice’ that is detrimental to knowledge production. We argue specifically that this ‘politics’ should ...We argue that philosophy education across the globe is still bedevilled with the ‘politics’ of marginalization of less favoured traditions like African philosophy. Extant works show that the conventional curriculum of philosophy used in educational institutions across the globe is predominantly Western and, as such, very much colonial. We contend that this amounts to a sort of ‘epistemic injustice’ that is detrimental to knowledge production. We argue specifically that this ‘politics’ should be discontinued. We propose the conversational tradition, out of which a philosophy curriculum that is comprehensive and antithetical to the politics of exclusion may be developed.» weiterlesen» einklappen

Autoren

Klassifikation

DDC Sachgruppe:
Philosophie