Akan folklore as a philosophical framework for education in Ghana

Abstract

Philosophies of education serve as frameworks for producing lifelong learners and a knowledgeable and skilled human workforce who brace up their societies for changes in the 21st century. However, the Ghanaian education system continues to relegate its rich Indigenous philosophies to the back burner, favouring Western educational philosophies to drive its educational policies and practices. Ghana cannot continue to pursue a lifelong education agenda by relying on education that is entirely centred on foreign cultural values. The author of this article argues that lifelong education in Ghana needs to incorporate more elements of an authentic Ghanaian framework. Based on the view that a connection between education, culture and development in Ghana is imperative, he thus analyses the educational strengths of African folklore from the Akan ethnic group of Ghana. His conclusion is that aspects of Akan folklore, including its stories and proverbs, its kinship rights and rules, its moral codes, its corporate and humanistic perspective, present a viable alternative and complement to the country’s current westernised education. The author therefore proposes an enhanced Ghanaian framework for education which takes on board Akan philosophy and pedagogy. This will be beneficial for promoting quality and lifelong education in the country and serve the common good of Ghanaians.