There are debates and renunciations among Western and African philosophers trained in
the Western schools of philosophy about the existence and absence of African
philosophy. Contrary to this argument and denial is the affirmation that a Black person
like his or her White counterpart is capable of thinking, which is the root of philosophy.
This dissertation is an attempt to try and address such questions and line of argument.
It should be noted that one of the wishes of the majority of indigenous Namibians is to
see an education system where the concept of indigenous knowledge is respected and
incorporated in the school curriculum of their children. The Constitution of the Republic
of Namibia, Article 19 states clearly that, “every person shall be entitled to enjoy,
practice, profess, maintain and promote any culture, language, tradition or religion …”
Since these aspects are elements and attributes of philosophy, the researcher ventured on
the Indigenous Mafwe Philosophy of Education: Impact of Western Education from 1860
– 1990 as a subject of research.
The research focused on the nature and purpose of the study, by highlighting the question
about the existence of an African philosophy in general and the indigenous Mafwe
philosophy in particular. The statement of the problem chronicled the Mafwe indigenous
philosophy of education and the influence of Western education philosophy on their
philosophical and political administrative structures.
Both qualitative and quantitative research designs were employed in the study. In
addition conceptual analysis, oral traditions, ethnohistory and phenomenological analysis
methods were used. The population composed of the Mafwe linguistic groups. In terms
of sampling procedures, cluster sampling was used for teachers while purposeful
sampling was applied in the case of elders. Questionnaires were administered to teachers
because they can read and write while elders were interviewed.
The findings are that Mafwe had the reasoning capacity as demonstrated through their
educational activities, in which knowledge was rigorously sought and treasured. These
educational activities included chiningamo (evening gatherings), entango (fables and
riddles), kanamundame (type of traditional chess), mulabalaba (type of traditional chess)
and many others, which can be equated to any traditional educational system across the
globe. The research also unearthed aspects of epistemology which was done through
riddles, proverbs and witty sayings; axiology was done through episodes and instructions;
metaphysics through belief in Almighty and logic through witty sayings.
However, many of the Mafwe educational activities and philosophical beliefs have been
abandoned by the Mafwe community and seem to be irrelevant among the youth because
of the Western impact.
LILEMBA, J (2021). Indigenous Mafwe Philosophy Of Education: Impact Of Western Education From 1860 Until 1990... Afribary. Retrieved from https://afribary.com/works/indigenous-mafwe-philosophy-of-education-impact-of-western-education-from-1860-until-1990-1
LILEMBA, JOHN "Indigenous Mafwe Philosophy Of Education: Impact Of Western Education From 1860 Until 1990.." Afribary. Afribary, 27 Apr. 2021, https://afribary.com/works/indigenous-mafwe-philosophy-of-education-impact-of-western-education-from-1860-until-1990-1. Accessed 11 Dec. 2023.
LILEMBA, JOHN . "Indigenous Mafwe Philosophy Of Education: Impact Of Western Education From 1860 Until 1990..". Afribary, Afribary, 27 Apr. 2021. Web. 11 Dec. 2023. < https://afribary.com/works/indigenous-mafwe-philosophy-of-education-impact-of-western-education-from-1860-until-1990-1 >.
LILEMBA, JOHN . "Indigenous Mafwe Philosophy Of Education: Impact Of Western Education From 1860 Until 1990.." Afribary (2021). Accessed December 11, 2023. https://afribary.com/works/indigenous-mafwe-philosophy-of-education-impact-of-western-education-from-1860-until-1990-1