The notion of ubuntu and communalism is of great importance in anAfrican educational discourse, as well as inAfrican Philosophy of Education and in Africanphilosophical discourse. Ubuntu is aphilosophy that promotes the common good ofsociety and includes humanness as an essentialelement of human growth.

In this article, I respond to questions about, and criticisms of, my article “Towardan African Moral Theory” that have been put forth by Allen Wood, Mogobe Ramose, Douglas Farland and Jason van Niekerk. The major topicsI address include: what bearing the objectivity of moral value should have on cross-cultural moral differences between Africans and Westerners; whether a harmonious relationship is a good candidate for having final moral value; whether consequentialism exhausts the proper way to respond to the value of a (...) harmonious relationship; what makes a moral theory count as “African”; how the existing literature on African ethics relates to the aim of analytically developing and defending a single foundational moral principle; whether the intuitions I appeal to ground an African moral theory are pro tanto rightmakers or general moral truths; whether the moral theory I defend can capture pro tanto rightness; and whether the best interpretation of African ethics is self-regarding (deeming the only basic moral reason for action to be that it would develop one's own valuable human nature) or other-regarding (holding that a certain kind of harmonious relationship between individuals could ground a basic moral reason for action) . (shrink)

Here I introduce the symposium issue of the South African Journal of Philosophy that is devoted to critically analysing my article “Toward an AfricanMoral Theory.” In that article, I use the techniques of analytic moral philosophy to articulate and defend a moral theory that both is grounded on the values of peoples living in sub-Saharan Africa and differs from what is influential in contemporary Western ethics. Here, I not only present a précis of the article, but also provide a sketch (...) of why I have undertaken the sort of project begun there, what I hope it will help to achieve, and how the contributors to the symposium principally question it. (shrink)

In this article I articulate and defend an African moral theory, i.e., a basic and general principle grounding all particular duties that is informed by sub-Saharan values commonly associated with talk of "ubuntu" and cognate terms that signify personhood or humanness. The favoured interpretation of ubuntu (as of 2007) is the principle that an action is right insofar as it respects harmonious relationships, ones in which people identify with, and exhibit solidarity toward, one another. I maintain that this is the (...) most defensible moral theory with an African pedigree at the time, and that it should be developed further with an eye to rivalling dominant Western theories such as utilitarianism and Kantianism. (NB: a mildly revised version, avoiding some typos and phrases that invite misinterpretation, appeared as a chapter in Isaac Ukpokolo, ed., _Themes, Issues and Problems in African Philosophy_ London: Palgrave Macmillan, 2017, pp. 97-119.). (shrink)

Can a state seek to promote a thick conception of the good (such as fostering a kind of meaning or excellence in people's lives) without treating its citizens disrespectfully? The predominant answer among friends of the principle of respect for persons is "no." The most powerful Kantian objection to non-liberalism or perfectionism is the claim that citizens who do not share the state's conception of the good would be wronged in that the state would treat a certain way of life (...) as more important than its citizens' capacities to choose their own ways of life. I sketch a new non-liberal principle for political decision-making and show that, unlike other forms of non-liberalism, it is not vulnerable to this major respect-based objection. 'Open perfectionism' is the view that state enforcement of a conception of the good favoured by the majority is permissible if and only if the minority has the substantial ability to avoid the territory in which the conception of the good is enforced. I argue that it is a realistic possibility for some non-liberal states to provide a fair opportunity to their dissenters to avoid the imposition of non-liberal policies and that the Kantian liberal's central complaint would not apply to non-liberal states if they were to provide such an opportunity. The principle of respect for persons grounds the most influential argument for liberalism, and so showing that open perfectionism is consistent with liberal intuitions about free choice promises to help to transcend the long-standing conflict between non-liberalism and Kantian liberalism. (shrink)

in a very different sense, to refer to the cultural community, or cultural structure, itself On this view, the cultural community continues to exist even when its members arc free to modify the character of the culture, should they find its traditional ...

The question of what living is for—of what one should care about and why—is the most important question a person can ask. Yet under the influence of the modern research ideal, our colleges and universities have expelled this question from their classrooms, judging it unfit for organized study. In this eloquent and carefully considered book, Tony Kronman explores why this has happened and calls for the restoration of life’s most important question to an honored place in higher education. The author (...) contrasts an earlier era in American education, when the question of the meaning of life was at the center of instruction, with our own times, when this question has been largely abandoned by college and university teachers. In particular, teachers of the humanities, who once felt a special responsibility to guide their students in exploring the question of what living is for, have lost confidence in their authority to do so. And they have lost sight of the question itself in the blinding fog of political correctness that has dominated their disciplines for the past forty years. Yet Kronman sees a readiness for change--a longing among teachers as well as students to engage questions of ultimate meaning. He urges a revival of the humanities’ lost tradition of studying the meaning of life through the careful but critical reading of great works of literary and philosophical imagination. And he offers here the charter document of that revival. (shrink)

The question of what living is for—of what one should care about and why—is the most important question a person can ask. Yet under the influence of the modern research ideal, our colleges and universities have expelled this question from their classrooms, judging it unfit for organized study. In this eloquent and carefully considered book, Tony Kronman explores why this has happened and calls for the restoration of life’s most important question to an honored place in higher education. The author (...) contrasts an earlier era in American education, when the question of the meaning of life was at the center of instruction, with our own times, when this question has been largely abandoned by college and university teachers. In particular, teachers of the humanities, who once felt a special responsibility to guide their students in exploring the question of what living is for, have lost confidence in their authority to do so. And they have lost sight of the question itself in the blinding fog of political correctness that has dominated their disciplines for the past forty years. Yet Kronman sees a readiness for change--a longing among teachers as well as students to engage questions of ultimate meaning. He urges a revival of the humanities’ lost tradition of studying the meaning of life through the careful but critical reading of great works of literary and philosophical imagination. And he offers here the charter document of that revival. (shrink)

In South Africa, the notion of an African Philosophy of Education emerged with the advent of post-apartheid education and the call for an educational philosophy that would reflect this renewal, a focus on Africa and its cultures, identities and values, and the new imperatives for education in a postcolonial and post-apartheid era. The idea of an African Philosophy of Education has been much debated in South Africa. Not only its content and purpose but also its very possibility have been, and (...) continue to be, the subject of understandably passionate exchanges. In this paper, after discussing some of the constitutive features of African Philosophy of Education, we indicate aspects with which we are sympathetic. Our central question is whether African Philosophy of Education is the revisioned, ‘typically African’ philosophy of education that it is claimed to be. We argue that it has revealed certain tendencies that are remarkably similar to characteristics of Fundamental Pedagogics, the repressive doctrine complicit in apartheid education that it claims to replace. More substantially still, African Philosophy of Education, by labeling itself uniquely and distinctly ‘African’, runs the risk of insulating itself not only from interaction with the wider world but also from any critical interrogation. (shrink)

The eminent Ghanaian philosopher Kwasi Wiredu confronts the paradox that while Western cultures recoil from claims of universality, previously colonized peoples, seeking to redefine their identities, insist on cultural particularities.

Kwame Gyekye offers a philosophical interpretation and critical analysis of the African cultural experience in modern times. Critically employing Western political and philosophical concepts to clear, comparative advantage, Gyekye addresses a wide range of concrete problems afflicting postcolonial African states, such as ethnicity and nation-building, the relationship of tradition to modernity, the nature of political authority and political legitimation, political corruption, and the threat to traditional moral and social values, practices, and institutions in the wake of rapid social change.

I critically discuss contemporary work in African, i.e., sub-Saharan, moral philosophy that has been written in English. I begin by providing an overview of the profession, after which I consider some of the major issues in normative ethics, then discuss a few of the more noteworthy research in applied ethics, and finally take up the key issues in meta-ethics. My aim is to highlight discussions that should be of interest to an ethicist working anywhere in the world, focusing on ideas (...) characteristic of the sub-Saharan region that are under-appreciated not merely for the purpose of comparative ethics, but also for substantive ethical argumentation. In particular, I maintain that there are kinds of communitarian and vitalist approaches to morality commonly held by sub-Saharan philosophers that international scholars should take seriously as genuine rivals to utilitarian, Kantian, contractarian, and care-oriented outlooks that dominate contemporary Euro-American discussion of ethically right action. (shrink)

The establishment of South Africa's Truth and Reconciliation Commission was a pioneering international event. Never had any country sought to move forward from despotism to democracy both by exposing the atrocities committed in the past and achieving reconciliation with its former oppressors. At the center of this unprecedented attempt at healing a nation has been Archbishop Desmond Tutu, whom President Nelson Mandela named as Chairman of the Truth and Reconciliation Commission. With the final report of the Commission just published, Archbishop (...) Tutu offers his reflections on the profound wisdom he has gained by helping usher South Africa through this painful experience. In No Future Without Forgiveness, Tutu argues that true reconciliation cannot be achieved by denying the past. But nor is it easy to reconcile when a nation "looks the beast in the eye." Rather than repeat platitudes about forgiveness, he presents a bold spirituality that recognizes the horrors people can inflict upon one another, and yet retains a sense of idealism about reconciliation. With a clarity of pitch born out of decades of experience, Tutu shows readers how to move forward with honesty and compassion to build a newer and more humane world. (shrink)

In spite of decolonisation, the philosophical character of European standpoint on colonisation together with its corresponding practices remains unchanged in its relations with the erstwhile colonies. It is precisely this condition which calls for the need for the authentic liberation of Africa. This speaks of a two-fold exigency. One is that the colonised people's conceptions of reality, knowledge and truth should be released from slavery and dominance under the European epistemological paradigm. Without this essential first step there cannot evolve a (...) common authentic and liberating universe of discourse. The second exigency is that the evolving common universe of discourse must take into account the rational demands of justice to the colonised arising from the unjust wars of conquest that resulted in colonial disseizing of territory as well as the enslavement of the colonised. These rational demands of justice are specifically the restoration of territory to its indigenous rightful owners and reparations to them. This two fold exigency is the indisplensable neccessity for the authentic liberation of Africa, and indeed, all the colonised people of the world. (shrink)

What is education for? Should it produce workers or educate future citizens? Is there a place for faith schools - and should patriotism be taught? In this compelling and controversial book, Harry Brighouse takes on all these urgent questions and more. He argues that children share four fundamental interests: the ability to make their own judgements about what values to adopt; acquiring the skills that will enable them to become economically self-sufficient as adults; being exposed to a range of activities (...) and experiences that will enable them to flourish in their personal lives; and developing a sense of justice. He criticises sharply those who place the interests of the economy before those of children, and assesses the arguments for and against the controversial issues of faith schools and the teaching of patriotism. Clearly argued but provocative, On Education draws on recent examples from Britain and North America as well as famous thinkers on education such as Aristotle and John Locke. It is essential reading for anyone interested in the present state of education and its future. (shrink)

This is a sequel to Augustine Shutte's previous book Philosophy for Africa. In that book he engages with some concepts central to traditional African thinking about human nature and society. In this book he offers a new interpretation of the chief ethical idea in African thought, Ubuntu. He argues that it complements the central European ethical notion of individual freedom, and shows how the two ideas can be combined to form an ethic based on a richer understanding of our humanity. (...) He then applies this ethic to different spheres of life: gender relations, sex and family life, education, health care, work, politics and religion. In each sphere he tries to show how an ethic of Ubuntu can provide concrete guidance for our continuing struggle to make a multi-cultural South Africa a truly humane society. (shrink)

The chapter argues that all people philosophize in so far as they pose fundamental questions and reflect on fundamental aspects of life, human conduct and human relations. It sketches communality in traditional African life, and argues that African philosophy should speculate about and provide a conceptual interpretation and analysis of human problems and human experience in the African context. The notion of ubuntu is identified as pervasive and fundamental to African socio-ethical thought, as illuminating the communal rootedness and interdependence of (...) persons, and highlighting the importance of human relationships. (shrink)