博客來Across many parts of the world, education is increasingly being shaped by demands for practicality, immediate economic returns, and direct employability. Nowhere is this trend more evident than in Sub-Saharan Africa, where philosophy as a discipline is often dismissed as impractical, outdated, or irrelevant to the urgent developmental needs of emerging economies. However, this perspective overlooks the fundamental role philosophy plays in fostering critical thinking, ethical reasoning, and intellectual curiosity. The question, therefore, is not whether philosophy has value, but rather how its principles can actively contribute to education, societal progress, and human development in contemporary Sub-Saharan Africa.
Rethinking Philosophy for Education, Society and Human Development offers both a theoretical and empirical justification for the continued relevance of philosophy in higher education and beyond. This timely and thought-provoking volume, edited by Stephen Azubuike Oguji and Kingsley Ekene Amaechi, brings together scholars from diverse disciplines to challenge the growing indifference towards philosophy in African universities. Through twelve insightful chapters, this edited collection explores philosophy’s indispensable role in shaping education, decolonizing curricula, enhancing diplomatic and legal reasoning, and addressing national development challenges. It refutes the false dichotomy between philosophy and practical utility, arguing that philosophy’s rigorous inquiry and foundational principles should remain central to academic and societal advancement in the region.
Providing a crucial resource for educators, policymakers, scholars, and students, this collection underscores philosophy’s enduring significance. Engaging with this volume is not just about defending a discipline. It is about reimagining the very foundation of education and human progress in Sub-Saharan Africa.
