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Education in Africa would have come in a way that is not so different; it would have been supported mainly on the tribal scale whereby peoples would be teachers to each other and also the community as a whole be their societies. Despite their vast and remote communities, and incomparable distances between them, the latter could be characterized as the ones that, before their encounter with the colonists, had institutions and own concepts, values and principles. The African philosophy of education has in no way a single part that can detached away from the entire of the continent's philosophy.

In which case, quaking modern and historical Africa was brought together in smaller ethnic communities, the education in those times was as well mostly confined to those bonds and bounds of the smaller communities. The First Nation peoples, with their great distances and intricate ancestors, despite been lost, still retain their curiosity as to the common connections of their history of being occupied and what existed before that. It is also striking that they do have a common theme, having the rules or the underlying principles, and the values.

African philosophy seems to influence the African way of education at a certain extent and at the same time it is yet independent of it. There was education, which, like culture in general continent of Africa, was not specifically characterized as either belonging to a particular tribal group or ethnic group. Furthermore, ethnic communities can create a sovereignty beyond a variety of outlined diversities and geography that distances them from one another as a result of their shared history by colonization and living together in harmony based on the same principles that existed long before the colonists' arrival. African philosophy on education is created and to an extent draws and precedes African philosophy.

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Historical African Philosophy in Education

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Historical African Philosophy in Education

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With its focus on attaining reasonableness, philosophy of education would lean toward a method of instruction and learning in which students, for example, give up expecting assigned readings and course texts to be regarded as master texts. Instead, they are seen as reasonable individuals, which makes them more receptive to analysing, interpreting, and looking beyond texts. They are better equipped to discuss ideas with other students and teachers and are less inclined to insist on firm and definitive conclusions. Naturally, in order to do this, teachers must first cultivate an ear for students' responsive abilities and become reasonable individuals themselves.

Secondly, teachers must expand their repertoire of communication skills in order to elicit responses from students and help them grow into self-critical, deliberate individuals. Additionally, when educators and students collaborate to reason, they demonstrate to one another how to reason coherently and demonstrate their capacity and willingness to assess the arguments for action put forth by others. This helps them hold each other accountable for both their own conclusions and their endorsement of others' practical conclusions. When it comes to teaching educational theory to postgraduate education students, university instructors can help them develop a critical pedagogy and reflexivity knowledge so that the students can critically and self-reflectively assess these ideas. By identifying the logical consistency, coherence, and soundness of the arguments made to support these concepts, students can assess university lecturers' explanations of educational concepts and make an informed decision about how to apply these concepts to their own teaching practices.

The idea is that educating students about education concepts no longer revolves around the choices made by individual university teachers, but also around the assessments made of teachers by students, who may choose to incorporate ideas like reflexivity and critical pedagogy into their instructional strategies. Put another way, pupils might choose to act on these ideas. These students may choose to explore what it would entail to put these ideas into practice. If students questioned and challenged one another's opinions on, say, educational revolution, some students could be interested in seeing how other students would respond to them.

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Philosophy of education will be as old as the “Man.’ These divisions in philosophy of education are a result of the eras or periods during which the schools’ supporters who could spark the interest of their society and the wider world through their thoughts or politics were very central or prominent.

The philosophies are in two major categories namely: Plato, an ancient Greek philosopher and one of the founders of the subject of education, and contemporary philosophers of education. There is an idea of ancient philosophy that goes back to the BCs (Beni Christo), that is, Idealism of Plato, Realism of Aristotle, Naturalism of Rousseau and countless others. Notably, in contrast to the ancient schools of thought, contemporary philosophies are relatively new and in the course of which the philosophy advocates proposed and received recognition by not very far off period from 13th century downaway. These theories include; Democratic Theory of Dewey, Existential Theory of Sartre, Perennialism of Hardler and so on in the field of contemporary theories of education.

In that fact only one philosopher becomes the representative of all other thinking people who support or reject similar views is not meant that at some points of time some other people subscribed to or rejected these views. While the given varies depending on the source and the factors to be taken into account, there is no doubt that these are numerous. Beyond this, the philosophy of education can be used as a set of philosophical tools like speculative, as well as analytical that produces a sound, coherent, and consistent conclusion in education arguments.

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Teaching for Change: An African Philosophical Approach

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REFLECTIVE

Discus the significance of African teaching philosophies in the broader context of global education

African philosophy of Education is, therefore, the type of education that is meant to solve African problem. It is a philosophy that is saddled with the responsibility of reflecting African cultures and values. The major aim of introducing education is to enlighten and harness the potentials in people. In school, students are being taught how to make the best of themselves while advancing the course of the society where they find themselves. It is disheartening to observe that the education introduced by the white men to the Africans have not been able to solve African problems or improve them due to the fact that, Western philosophy, culture and values differs from that of Africans and as such, the philosophy of education operation in Africa has been detrimental in terms of advancing African Identity and ideology. The cause of this can be traced to the fact that African issues and challenges especially in the contemporary period is not the same with that of the Europeans. We therefore observe a European philosophy of education that is operational in Africa and expected to solve African problems.

Analyse how these philosophies contribute to a more inclusive and diverse educational landscape.

Teaching to engage diversity, to include all learners, and to seek equity is essential for preparing civically engaged adults and for creating a campus and society that recognizes the contributions of all people. Teaching for diversity refers to acknowledging a range of differences in the classroom. Teaching for inclusion signifies embracing difference. Teaching for equity allows the differences to transform the way we think, teach, learn and act such that all experiences and ways of being are handled with fairness and justice. These ideas complement each other and enhance educational opportunities for all students when simultaneously engaged. Three imperatives make it essential for us to actively practice teaching for diversity, inclusion, and equity:

1. Difference is an essential part of our history and current reality. Dealing with human diversity and differential status is intractable in America due to our national history of racism and tensions between individual freedom and the common good.

2. Difference is an unstoppable part of our future. Classrooms are increasingly diverse and demography assures that this trend will continue.

3. Diversity and inclusion improve teaching and learning. People learn and enrich their abilities to think critically and creatively as they engage in conversations across difference, especially when all learners’ abilities and attributes and embraced.

Inclusive teaching strategies are intended to ensure that all students feel supported such that they freely learn and explore new ideas, feel safe to express their views in a civil manner, and respected as individuals and members of groups. Intentionally incorporating inclusive teaching strategies helps students view themselves as people who belong to the community of learners in a classroom and university.

Reflect on potential challenges and opportunities for incorporating African-driven teaching philosophies into comtemporary pedagogical practices.

The adoption of smart digital technologies in the education system has grown exponentially over the past few years. This has created new possibilities, predicaments, and challenges in contemporary society. These technologies have been most prevalent in advanced private and public schools, but recently, they have reached the most disadvantaged schools around the globe. Many of these schools and teachers rely on smart digital technologies to assist learners in their education. The pervasiveness and the affordances of digital technologies are transforming the teaching and learning spaces. The boundaries of learning have been extended beyond the ‘brick-and-mortar’ through technology-supported instructional activities. The complementary strength between technology-enhanced learning and traditional approaches to teaching is becoming more visible. For example, technology-enabled smart boards are slowly replacing the traditional chalkboards and textbooks in classrooms. Central to this transition are educators, who remain the custodians of classroom pedagogical discourse. In TEL, digital competence and digital literacy are of critical importance.

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Communal Leaning

With a focus on reciprocal learning and reflection, community-based learning is a teaching and learning approach that combines instruction, meaningful community participation, and reflection to enhance the learning process. The instructional approach known as Community Based Learning (CBL) is predicated on the idea that experience bolstered by intellectual analysis, context-giving, direction, and basic knowledge frequently results in the most deep learning. The chance for students to contribute reflective knowledge and concepts drawn from social interactions and firsthand observation to a course's scholarly arguments and topics deepens both the individual learning process and the course material. Our courses have the potential to profoundly impact education, and the communities we serve can gain from the resources of our teachers and students. The term "community-based learning" refers to a broad range of teaching strategies and initiatives that educators employ to link the subjects being taught in schools to the institutions, history, literature, cultural heritage, and natural surroundings that are all part of the community. The idea that all communities contain innate educational resources and advantages that teachers may utilize to improve students' learning experiences is another driving force behind community-based learning.

Holistic Education Methods

Cultivating a developing child's physical, emotional, moral, psychological, and spiritual qualities is the aim of holistic education. Personalized opportunities that are tailored to a child's abilities and emotions are essential to serving the whole child. Students are able to make use of their unique strengths in a secure and encouraging learning environment. Instructors need to be ready to guide pupils with different learning styles and educational backgrounds. Although there is a single overarching idea that guides holistic education, teachers can use a variety of techniques to foster a holistic learning environment.

Educational Models

Experiential Learning:

Experiential learning-focused schools offer practical educational opportunities. Students could, for example, investigate several learning styles in groups to see which ones suit them best. In order to solve societal issues or develop novel goods, holistic, experiential approaches frequently incorporate problem-solving activities.

Self-Guided Learning:

Teachers in self-guided learning environments let students learn in the way that best fits their learning style and at their own speed. The ability to customize helps to offset the shortcomings of one-size-fits-all learning paradigms in the self-guided culture. Low-stakes tests are used to modify the content and tempo of the program. Students in smaller classes with a range of ages and skill levels may be present.

Community Schools:

The foundation of community schools is the notion that people derive meaning from their relationships with their community. Instructors collaborate with families, locals, groups, and government representatives to offer comprehensive assistance and extended learning possibilities, such as summer and after-school activities. Schools serve as a community center by bringing together activities related to education, engagement, socialization, and development.

Teacher Strategies

Strong Student-Teacher Relationships:favorable relationships between teachers and students have a favorable effect on engagement and performance. When at-risk adolescents experience safety and nurturing, they are more likely to succeed. Teachers who act with cultural sensitivity and who take the time to get to know their students' needs and strengths can help build meaningful relationships. Encouraging students to take on leadership positions and participate in the development of classroom rules fosters communication and trust among them, which increases their drive for success.

Encouraging Self-Confidence: Pupils must think they are capable of succeeding and that they belong in the classroom. Teachers can facilitate the development of self-confidence in their pupils by giving them several chances to process organized material and express their understanding in a range of ways. Teachers ought to treat every student fairly and acknowledge each person's special skills. By ensuring that teachings are applicable to students' everyday lives and center on real-world problems, it is possible to increase their motivation.

Incorporating Emotional Reflection: It's not always simple for teachers to see beyond students' academic achievement in order to support their mental and emotional development. Teachers might set aside time for pupils to think, reflect, or practice meditation in order to promote emotional contemplation in daily activities. Effective listening and observing skills, as well as reading material that offers various viewpoints on societal issues, could be the main topics of empathy education lessons.

Oral Traditions

Oral tradition, or the transfer of information orally, functions in ways that are both comparable to and distinct from other forms of instruction. Similar to traditional schooling, students are the observers, and since they only pay attention to what they hear, they typically have more acute perception. Several brain regions are stimulated by oral tradition. Call and response, hand gestures, and movement are frequently used in singing, chanting, and storytelling. This synergy between the brain and body promotes active learning and helps develop muscle memory. Vygotsky highlighted the close ties formed through oral language transfer of knowledge and based many of his beliefs about education on his observations in traditional Russian homes. The act of teaching was made easier by the procedure explanations provided within the action.