Critical-Ethical-Thinking: A Humancentric Theory of Education in the Face of Labour-Market-Schooling in Africa
Leaning on a number of philosophers of education and on the researcher’s experience, this paper modestly proposes a humancentric theory of education that puts a priority on enabling educators and learners to primarily develop what is termed “critical-ethical-minds” prior to seeking specialized knowl...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
Noyam Publishers
2021
|
| Materias: | |
| Acceso en línea: | https://doi.org/10.38159/ehass.2021261 https://doaj.org/article/db1884302cb74c00985b09be073a9325 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: | Leaning on a number of philosophers of education and on the researcher’s experience, this paper modestly proposes a humancentric theory of education that puts a priority on enabling educators and learners to primarily develop what is termed “critical-ethical-minds” prior to seeking specialized knowledge and skills. Once this prime objective is achieved, learners would be well equipped to creatively engage with other academic disciplines in view of acquiring corresponding jobs in the life-world. This paper recommends that this theory of education is likely to produce an individual judged as intellectually emancipated and maturely articulate; capable of reasonably facing the realities of this world and Africa in particular, and of transforming his or her society into a better place to live in.
|
|---|