Humanity Educating Philosophy

Outline of Humanities Education Philosophy: In the following we will focus on each of us as individual bias or error and explore this importance as our cognitive subject. When studying the Western tradition of thought, we note that most epistemological theory assumes that individuals know the answer and can criticize what was communicated to others as socially constructed knowledge I will. Many people believe that human beings may be cheated, but I believe they can teach others because I know my fraud and false beliefs.

Philosophy is a general and fundamental question of studying human existence, knowledge, value, reason, thought, language, truth, essence of child, and educational purpose. Philosophy proposes a controlled and rational argument for seeking the meaning and understanding of problems and concerns. From the perspective of the origin of humanity, pursuing meaning, purpose and human understanding is always the core of human existence. Therefore philosophy can be seen as a conceptual anchor of human culture and civilization, even if the philosophy of Africa is only partially drawn. Philosophy is to make sense of the meaning of human existence, such as descendants of the purpose of life and the way to adapt to this meaning by finding some basic questions and answers to that question. Even though it is not all, most disciplines and major will begin with philosophy.

The most important question is whether the African educational philosophy will bring about a paradigm shift to the continually divided world of humanitarian education inevitably divided. Educational philosophy in Africa is based on human values ​​in Africa, truly useful for humanity (website visited June 2, 1995, www.bu.edu/wcp/Papers/Educ/EducVent.htm) ) And Shumba, Chapter 35, this volume). The current African education system is mainly based on Western perspectives and educational methods; hence they reflect the recent tradition of colonial control (Fafunwa and Aisiku, 1982; Fordor et al., 2003 ). Early educational writers gave the impression that Africa is a dark continent full of unreadable people (Fordor et al., 2003). These early educational writers did not recognize to a certain extent the fact that Africans have formal and informal educational systems. Some of them will be measured by the highest standards of their times.