Abstract
In most sub-Saharan African states, education was carried out by missionaries, which resulted in the incursion of foreign language and/or culture. As one of the sub-Saharan countries, Ethiopia has faced the same scenario apart from the changes accrued during regime changes. In line with these changes, the education philosophy, education policy, and its accompanying epistemology have shown marked changes. However, all of them fail to encompass the sociocultural facets of the country. As a result, the quality of education at all levels of the system has been a point of discussion for the last several years. The current initiative (Ethiopian Education Development Roadmap (2018-30)) is one of the offspring of a marked debate in the education sector. Therefore, the purpose of this article is to provide a more comprehensive picture of the education system in Ethiopia on top of philosophical scrutiny of past and current education reforms. In analyzing education reforms, the paper draws on indigenous philosophical orientation and the values of Ubuntu. The paper argues that the reforms introduced during regime changes are short of pledging an indigenous knowledge base. As indigenous education is based on sound philosophical foundations, the paper further argues that the proposed philosophical foundation can easily fit with the culture and lifestyle of the community being considered.
Highlights
Education is an important aspect that enables people to adapt to their environment
Is is because Ubuntu has the potential to rescue people from their loss of identity and let them regain their cultural and social values [14, 16]. us, the epistemological, axiological, and ontological underpinnings of the African education system should base their foundation on such indigenous philosophy that caters to the values and wisdom inherent in society
Traditional Ethiopian education which has been the basis for the production, formation, and preservation of tradition, culture, and values of the Ethiopian people has been replaced by modern Education which is literally called “Western Education” in Ethiopia since it has no any taste of the Ethiopian culture and worldview. e essence of “Foucault’s Genealogy” will help us to show how such traditional worldviews have been denigrated and are made obsolete through the systematic organization of the Education system
Summary
Education is an important aspect that enables people to adapt to their environment. It is taken as a keystone of development, social change, security, growth, and Power. All teachers and teaching materials were imported from western countries, mainly from the British [1], during the start of modern education in 1908 In this regard, the perspective of African world view and the associated indigenous knowledge is usually overlooked and dominated by the western culture which leads to identity crisis [2]. Is shows Africans metaphysical beliefs, axiological values, and epistemological bases that formed the foundation of indigenous education are depreciated as superstition by western educational philosophy. Us, the epistemological, axiological, and ontological underpinnings of the African education system should base their foundation on such indigenous philosophy that caters to the values and wisdom inherent in society. We aimed to overview the educational philosophy of Ethiopia by benchmarking the African/ Ethiopian philosophical orientation (Ubuntu/Synergy)
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