Amasa Philip Ndofirepi

Reasonable Children, Reasonable Citizens: The Contributions of Philosophy for Children to Post-apartheid South Africa

Abstract The following questions are addressed in this concept paper: (a) What kind of citizenship education, if any, should schools in liberal societies promote? and (b) What ends is such education supposed to serve? A transformation agenda of an emerging democratic society such as South Africa should be informed by an education system that fosters democratic ideals. Schools are primarily instituted with the central goal of producing educated persons in general and persons who are as knowledgeable as they are reasonable in particular. But can we educate for reasonableness without educating for thinking? We present in this paper a theoretical-philosophical exposé of Philosophy for Children by attempting to advance a convincing interpretation of reasonableness in the context of South Africa. We argue a case for doing philosophy with children as this promotes the virtues of striving for objectivity, accepting fallibility, judiciousness and maintaining a pragmatic attitude which are critical for a reasonable person.

Teacher Accountability in South African Public Schools: A Call for Professionalism from Teachers

Abstract Many times teachers hide behind “The Department”, “The Standards”, “The Examinations”, and “The Resources” when taken to task about their poor instruction and lack of adequate care for learners and commitment to duty. A lot of public funds are used to finance education. Such huge funding has to be justified through calls for responsibility and accountability in schools, particularly by teachers. There is a general view that if public schools were managed in exactly the same way private companies were managed and the reward and punishment for teachers was on the basis of how much students learnt, teaching and learning would improve in schools. Teachers often see themselves as teaching learners without critically reflecting on the extent to which they are accountable to parents of the learners and to the learners they teach. Such a lack of a complete understanding of the view that teachers as professionals have high levels of accountability often see teachers exhibiting unprofessional conduct in wanton disrespect and despise of parents and learners. In this paper the researchers explore the concept teacher accountability. They further examine the different types of accountability teachers have and also outline some of the elements of unprofessional conduct teachers exhibit due to lack of accountability. The reasons why teachers should be fully accountable to parents and learners are outlined. In this paper the researchers also outline conditions that should be in place before teachers are made accountable and they recommend the licensing of teachers and the introduction of performance-related incentives as some of the measures that to ensure teacher accountability in public schools in South Africa.

An Explorator y Study of Corporal Punishment by Teachers in Zimbabwean Schools: Issues and Challenges

Abstract This study sought to explore the issues and challenges faced by teachers on use of corporal punishment in Zimbabwean schools. A case study design that is mainly qualitative in nature with some aspects of the quantitative approach was used in this study. Data were collected manually from the perpetrators’ files kept at the Masvingo regional offices. The study found 17 cases of unauthorised corporal punishment in schools reported to the Ministry of Education, Sport and Culture in Masvingo region of Zimbabwe. Data were analysed using percentages and tables. The study found 17 cases of unauthorised corporal punishment were committed by teachers. These findings are merely a-tip-of-the-iceberg because most cases of corporal punishment are never reported to the authorities by the victims for fear of reprisals by the perpetrators. The implications of the findings were discussed in detail in the study.

A SWOT Analysis of the Rise and Pedagogical Implications of the Social Constructivist Epistemology in Educational Practice

Abstract In this paper the researchers argue that constructivism is a term that should be used with caution because of its multifarious nature. It is widely used in many disciplines with very different meanings that make it appear ‘like a chimera’ creature whose real identity is a subject of debate. For instance, in education where it has been widely embraced as a modern progressive pedagogy as opposed to the traditional ‘jug and mug’ or banking concept (Freirre 1990), it is also used with many and varied meanings, for example, to describe learning and teaching as well as curricula and assessment. The researchers explore the rise of the social constructivist epistemology by focusing our attention on the Strengths, Weaknesses, Opportunities and Threats (SWOT) of the approach in pedagogical terms. In doing so, the researchers draw from the views of both apologists and critics of the social constructivist epistemology. The paper is basically a conceptual theoretical discursive analysis of a seemingly popular teaching philosophy. The analysis therefore unfolds with an examination of the genesis and development of the social constructivist epistemology and proceeds with a discussion of the merits and insights generated by the approach in pedagogical terms. This implies that the opportunities and threats the epistemology offers to classroom practitioners are dealt with. The paper thus seeks to offer a critique of the constructivist epistemology in education through the SWOT analysis strategy.

Philosophy for Children: A Possible Starting Point for Democratic Citizenship in Africa?

Abstract In this paper, the researchers suggest that the engagement of children in philosophical enquiry from an early age can help prepare them for democratic citizenship and help to create future leaders in Africa who are tolerant, respectful of others, committed to social justice and appreciative of the ‘otherness’ of the ‘other’. Although the desire for freedom may be innate, knowledge of how democracy functions must be taught and learnt. The researchers argue that the skills and values of democracy are socially learnt rather than innate and thus need to be modelled in formal schools. To this end, they posit that any society that wishes to remain free needs to ensure that its citizens (including children) are well educated in the theory and practice of democracy. The paper offers a critical philosophical exploration of the Matthew Lipman-initiated Philosophy for Children programme and the influence it may have on the production of democratic citizens.

Perceived Challenges of Implementing the Performance Management System in Zimbabwe

Abstract The study examined the challenges experienced by teachers when implementing the performance management system (PMS) in Zimbabwean high schools. A qualitative survey design was used. Forty school teachers and five school heads participated in the study. The sample for teachers was randomly selected while the school heads were purposively selected from five high schools in Masvingo province of Zimbabwe. Data were collected using questionnaires and interviews in this study. The study found that lack of training on performance management (PM), abuse of the system by school heads, failure by school management to provide staff development programmes, lack of meaningful reward as well as shortage of resources were the major obstacles affecting the implementation of the system. Recommendations thus mainly focused at ways of mitigating such challenges so as to revitalise the PMS.

To discipline or to punish? A critical discourse on schooling in South Africa

In this paper we submit a critical, theoretical discourse of discipline and punishment in South African schools. The present situation in schools is indicative of a lack of discipline, which has led to a perpetuation of unsuccessful learning and teaching. The banning of corporal punishment has been criticised by many educators, many of whom continue to use it against the law, in the belief that it is necessary for the creation of a climate conducive to teaching and learning. We argue that the confusion as about the place of discipline and punishment in school is a definitional question. Hence, our interest in deliberating on the distinction between punishment and discipline in the context of South African schooling.

Philosophy for Children in Africa: Is the Hermeneutic-Narrative Approach the Answer?

Abstract In this conceptual position paper based on literature review, the researchers reflect on the place of the Hermeneutic-narrative approach in a Philosophy for Children in Africa. Their thesis is that if any act of philosophising is said to be “African” it is an undertaking by Africans in a specific type of intellectual activity and the critical examination of fundamental problems functional to the African reality. The researchers enter the dialogue by arguing a case for a Philosophy for Children programme that can be said to be African. They present a theoretical-philosophical proposition that an African perspective of Philosophy for Children is an approach to philosophising with children that starts from an interpretation of an African culture. They submit that Philosophy for Children in Africa should involve children in a creative and accurate interpretation of phenomena in the African context in order to understand their world.

Rethinking Education of Deaf Children in Zimbabwe: Challenges and Opportunities for Teacher Education

The study explores the communication challenges faced by teacher trainees in teaching deaf learners and the opportunities that they present. A critical disabilities study approach within the qualitative paradigm was employed to collect interview data from 14 trainee teachers (6 were men and 8 women) and 5 of their specialist mentors (all of them were women) at 3 special schools in Zimbabwe. The trainees were aged 28-45. Data were analyzed using theme identification methods. Results showed that all the mentors and trainees without deaf assistants tended to teach using spoken language and even though they had no prior experience with them, they were suspicious of the use of deaf assistants, whom they saw as synonymous with sign language. Scepticism about using sign language was based on the idea that it was inadequate, would interfere with spoken language development, and would not enable learners to be included in a nondeaf world. It was also established that most of the mentors and trainees with deaf assistants used spoken language to teach, although this tended to be in combination with signs. Based on these challenges, opportunities to develop the education of deaf learners are discussed and recommendations made.

Quality education in Africa: Introducing philosophy for children to promote open-mindedness

Abstract This paper presents a theoretical argument for the introduction of Philosophy for Children (P4C) in schools for the realization of quality education in Africa. While I acknowledge that there is a multiple range of attributes of quality education, I isolate open-mindedness as a value that strives to prepare learners to engage in inquiry and equip them to reason and nurture them into critical, development-oriented citizens. To show the connections between open-mindedness and philosophy with children in the 21st century Africa, I draw upon Bertrand Russell and William Hare (2004) on the one hand and Matthew Lipman (1988) on the other. I submit a case for a Philosophy for Children programme in schools as one fertile site for the dialogue between theory and practice in the enhancement of quality educational reform.