From sankofa, tu, shosholoza to Ubuntu and umoja: a five-stage historical timeline of the philosophy of Africa and implications for education, research and practice
Publication Name
African Journal of Social Work
Abstract
There is no comprehensive history of Africa’s philosophy for reasons including colonisation and neo-colonisation that resulted in its philosophy’ neglect and under-studying compared to Eastern, Middle-Eastern and Western philosophies. In this article, the timeline of Africa’s philosophy has been divided into five stages – sankofa, tu, shosholoza, Ubuntu and umoja. Sankofa is a stage where less is known, although, by looking at the history of the different groups of Black Africans – the Bantu, Kush, Nile-Sahara, San, Khoi Khoi, Hadza, Sandawe, Mbenga, Mbuti and Twa – we learn that they had related values centred around the family, community, society, environment and spirituality, and probably lived in proximity. The tu stage was characterised by the expansion of their communities and new languages that named Africa’s philosophy differently but closely. The shosholoza stage involved resisting the colonisation of Africa’s philosophy on and off the continent. The fourth stage is Ubuntu, the current stage where the noun Ubuntu has become prominent as the name of the philosophy for reasons including the resilience of the Zulu Kingdom from whose Nguni/Ngoni language the noun derives from. The final stage is umoja, the stage of renaissance and African-centredness. At this stage, Ubuntu is becoming the dominant worldview for Africa. From this history, among other things, we learn that Ubuntu did not start recently, Africa is not philosophyless and that Ubuntu cannot be attributed to Bantu people alone but all Black Africa. This history contributes to a better education for Africa where scientists, researchers, teachers, social workers, development workers, even security people, politicians and business people – become African-centred, all working for an Africa whose knowledge, innovations and capabilities compete with the rest of the world on an equal footing. It is recommended that the history of Africa’s philosophy and the philosophy itself be embedded in all levels of ‘formal’ or ‘informal’ education and this will be more useful if all stages, from sankofa to umoja are included. Knowledge of Africa’s philosophy would make education, research and practice more appropriate to Africa, especially in the fields of social work and development where colonial knowledge, values and practices have been dominant.
Open Access Status
This publication may be available as open access
Volume
13
Issue
3
First Page
167
Last Page
178