Challenging the dominant ideological paradigm: Can community engagement contribute to the central epistemic aims of philosophy?

Abstract

In this paper, we aim to put forward a view of philosophy that allows for the transformation of the discipline through community engagement activities within the South African higher education context in a way that enhances both the nature of the production and dissemination of philosophical knowledge and the project of philosophy simpliciter. This view contrasts strongly with what we call the dominant ideological paradigm that currently governs the South African philosophical community, and has implications for the ways in which philosophy is taught at universities, and for how philosophers go about conducting research, thinking about their discipline, and considering who is best suited to contribute to the formation of philosophical knowledge. Moreover, this view of philosophy, we suggest, would enable our community to make rich and nuanced contributions to the international community of philosophers, whose views have long held dominance over their African counterparts.