African Belief And Knowledge Systems

The debate on the existence of African philosophy has taken central stage in academic circles, and academics and researchers have tussled with various aspects of this subject. This book notes that the debate on the existence of African philosophy is no longer necessary. Instead, it urges scholars to demonstrate the different philosophical genres embedded in African philosophy. As such, the book explores African metaphysical epistemology with the hope to redirect the debate on African philosophy. It articulates and systematizes metaphysical and epistemological issues in general and in particular on Africa. The book aptly shows how these issues intersect with the philosophy of life, traditional beliefs, knowledge systems and practices of ordinary Africans and the challenges they raise for scholarship in and on philosophy with relevance to Africa.

Key to African studies is understanding the knowledge systems of the continent and her diaspora. The representation and understanding of Africa are dependent on the observer’s definition of knowledge. Afrocentric knowledge is comprised of a collection of political, religious, and indigenous belief systems. Religious Beliefs and Knowledge Systems in Africa begins with deconstructing the Western philosophy of knowledge before defining and exploring the epistemic disciplines of Africa. It transcends postcolonial critique, through an Afrocentric approach to knowledge divided into three key themes. The first of these is the African worldview, exploring knowledge through eldership, witchcraft, and divination. This is followed up by kingship ideology and epistemologies, exploring discussing how politics, religion, and belief shape African society. Finally, the world religion chapter examines Christianity, Islam, and Pentecostalism in their impact on African ways of knowing. This book calls to action new fields of study in universities, encouraging a greater understanding of African ways of knowing through more nuanced disciplines.

Positing the notions of coloniality of ignorance and geopolitics of ignorance as central to coloniality and colonisation, this book examines how colonialists socially produced ignorance among colonised indigenous peoples so as to render them docile and manageable. Dismissing colonial descriptions of indigenous people as savages, illiterate, irrational, prelogical, mystical, primitive, barbaric and backward, the book argues that imperialists/colonialists contrived geopolitics of ignorance wherein indigenous regions were forced to become ignorant, hence containable and manageable in the imperial world. Questioning the provenance of modernist epistemologies, the book asks why Eurocentric scholars only contest the provenance of indigenous knowledges, artefacts and scientific collections. Interrogating why empire sponsors the decolonisation of universities/epistemologies in indigenous territories while resisting the repatriation/restitution of indigenous artefacts, the book also wonders why Westerners who still retain indigenous artefacts, skulls and skeletons in their museums, universities and private collections do not consider such artefacts and skulls to be colonising them as well. The book is valuable to scholars and activists in the fields of anthropology, museums and heritage studies, science and technology studies, decoloniality, policymaking, education, politics, sociology and development studies.

This collection derives from a conference held in Pretoria, South Africa, and discusses issues of indigenous knowledge systems (IKS) and the arts. It presents ideas about how to promote a deeper understanding of IKS within the arts, the development of IKS-arts research methodologies, and the protection and promotion of IKS in the arts. Knowledge, embedded in song, dance, folklore, design, architecture, theatre, and attire, and the visual arts can promote innovation and entrepreneurship, and it can improve communication. IKS, however, exists in a post-millennium, modernizing Africa. It is then the concept of post-Africanism that would induce one to think along the lines of a globalized, cosmopolitan and essentially modernized Africa. The book captures leading trends and ideas that could help to protect, promote, develop and affirm indigenous knowledge and systems, whilst also making room for ideas that do not necessarily oppose IKS, but encourage the modernization (not Westernization) of Africa.

Focusing on the three leading religious traditions in Africa (African Traditional Religion, Islam, and Christianity), this book shows how belief in the supremacy of sacred words compels actions and influences practices in contemporary Africa. "Sacred words” are taken to mean holy texts as in divination, the Quran and the Bible. Toyin Falola evaluates how religious leaders engage with sacred words, both orals and texts, engendering practices that reveal the expression of religious beliefs, the impact of those beliefs, and the knowledge contained in them. Attention is given to the key ideas in the words chosen by religious leaders, and how they form a continuous knowledge system, impacting the politics of managing society and people.

This handbook explores the evolution of African education in historical perspectives as well as the development within its three systems–Indigenous, Islamic, and Western education models—and how African societies have maintained and changed their approaches to education within and across these systems. African education continues to find itself at once preserving its knowledge, while integrating Islamic and Western aspects in order to compete within this global reality. Contributors take up issues and themes of the positioning, resistance, accommodation, and transformations of indigenous education in relationship to the introduction of Islamic and later Western education. Issues and themes raised acknowledge the contemporary development and positioning of indigenous education within African societies and provide understanding of how indigenous education works within individual societies and national frameworks as an essential part of African contemporary society.

This book explores the role of the social and natural sciences in supporting the development of indigenous knowledge systems. It looks at how indigenous knowledge systems can impact on the transformation of knowledge generating institutions such as scientific and higher education institutions on the one hand, and the policy domain on the other.