Divided into eight sections, each with introductory essays, the selections offer rich and detailed insights into a diverse multinational philosophical landscape. Revealed in this pathbreaking work is the way in which traditional philosophical issues related to ethics, metaphysics, and epistemology, for instance, take on specific forms in Africa's postcolonial struggles. Much of its moral, political, and social philosophy is concerned with the turbulent processes of embracing modern identities while protecting ancient cultures.

Neo-liberal economics is built upon the claim that the freedom to pursue one's self-interest and rational choice leads to economic growth and development. Against this background neo-liberal economists and policymakers endeavoured to universalise this claim, and insistently argue that appropriate economic policies produce the same results regardless of cultural values. Accordingly, developing countries are often advised to embrace the neo-liberal economic credo for them to escape from the trap of underdevelopment. However, the economic success of South East Asia on the (...) one hand and the failure of economic development in sub-Saharan Africa on the other, are increasingly proving that the 'economic' argument cannot be taken dogmatically: self-interest and rationality do not seem to be the sufficient explanations for economic development. One other avenue to be taken seriously is the link between cultural values and economic development. After viewing the principle of self-interest against its historico-cultural background, I consider this link in the African context, and argue that, although they cannot be taken as the sole factor, people's cultural beliefs and values are crucial for economic development. Economic growth and development need to be a substantiation of a people's beliefs and values. In African value system, this substantiation could lead to what one would call 'ubuntu economy' in which the state, the markets and the people are all agents, and not patients, in the process of economic growth and development. (shrink)

There is growing interest for a communitarian approach to the governance of genomics, and for such governance to be grounded in principles of justice, equity and solidarity. However, there is a near absence of conceptual studies on how communitarian-based principles, or values, may inform, support or guide the governance of genomics research. Given that solidarity is a key principle in Ubuntu, an African communitarian ethic and theory of justice, there is emerging interest about the extent to which Ubuntu could offer (...) guidance for the governance of genomics research in Africa. To this effect, we undertook a conceptual analysis of Ubuntu with the goal of identifying principles that could inform equity-oriented governance of genomics research. Solidarity, reciprocity, open sharing, accountability, mutual trust, deliberative decision-making and inclusivity were identified as core principles that speak directly to the different macro-level ethical issues in genomics research in Africa such as: the exploitation of study populations and African researchers, equitable access and use of genomics data, benefit sharing, the possibility of genomics to widen global health inequities and the fair distribution of resources such as intellectual property and patents. We use the identified the principles to develop ethical guidance for genomics governance in Africa. (shrink)

Reading the vast panorama of the history of Western medicine in general and psychiatry in particular sheds an interesting light not only on social constructions and representations but also on the perception of the Other by the medical institution. Colonial medicine in its struggle - praiseworthy, moreover - against epidemics, presents an interesting case here. We read in the Colonial Medical Archives at Berlin, that a certain Dr Roesener was sent to Kamerun (Cameroon), a German protectorate, to take charge of (...) the eradication of malaria, hookworm (anchylostoma), filariosa and sleeping sickness. But he also found himself faced with mental illnesses and, in his report of October 1909, reported the case of a sick man of the Dwala tribe claiming to be a friend of the Kaiser and presenting all the symptoms of mental illness. A problem of nosography arose - stemming from the cultural perception of an illness and above all of the Other: did this Dwala merit being mad? To understand the meaning of this question, we must return to the German anthropology of the last century, which made a clear distinction between ‘natural people’ (Naturmenschen) and those that were civilized, who were part of Kultur. Moreover, in this report Roesener used the word Naturmenschen to signify the Dwala. In this perspective, as the doctor notes, mental illness was, in the medical teaching of that time, a disturbance of the mind, a malaise of civilization. The prerequisite for being mentally ill was being implicitly part of a civilization. Mental illness was, moreover, translated in German by Geisteskrankheit, in other words, literally, illness of the mind. Now, the ‘natural person’ (the Dwala) has no civilization and in consequence cannot be sick in his mind. And yet he presented all the symptoms which made him a classic mental patient. Could one apply the nosography proper to illnesses stemming from civilization to ‘natural peoples’? Without resolving the problem which his terminological usage posed, Roesener insistently demanded that Berlin send the logistical means to Cameroon to build a lunatic asylum (Irrenhaus). To the problem of mental fragility that was posed came the answer of incarceration in a society that knew nothing of confinement of its ‘mental patients’, the latter often not being considered as inferior. (shrink)

When the “object” gazed at is called Africa and when the gazing subject is Africa, the observer cannot help but conclude that any gaze that is related to Africa is an intersection of gazes calling forth several questions: Who is looking at Africa? What is Africa looking at? Who looks at the one who is looking at Africa? Two problems emerge from this: the identification of the subject, and the discrimination among objects and themes produced by the limited scope of (...) these gazes. If the gaze at (or of) Africa is an intersection of perspectives, these perspectives will only find stability if they are related to the African history that is in the making. This is a plural history, for geographic diversity, and the multiplicity of acting figures and sociopolitical organizations give African history a “changeable and diverse” character. Any evaluation of the relationship of Africans to their history must be an attempt, a sketch that makes no pretense of providing a unique and certain interpretation of the African lived experience (Erlebnis) by implementing the kind of controlling philosophy of history that fixes the beginning, the length, and the order of a people's history. It is more a question of restating, with the uncertainty that characterizes any evaluation of a specific history, the problem of the relationship of African history to its becomings. How, by which conditions and through which actors does this plural history speak its moments of creation today? At its heart, how does it articulate the conflicting overlap of the gravity of existing institutions and the audacity of creation? The exploration of these questions first centers around the often discussed theme of African identity (self). The stakes at this level involve the detachment of the conditions of a dynamic re-appropriation from this notion of identity - at the very moment when globalization is conjugating itself by turns in the imperative, the indicative, and the conditional. Next, the examination will focus on relationships to otherness (the other). How can intersubjective relations be declined differently? (shrink)

African indigenous education is a mode of study that was fashioned to propagate and disseminate African economic and socio-cultural practices. This study gyrates on the extent to which this education inculcated ideal environmental consciousness among its recipients. The study analyses philosophical canons of indigenous African education and the role each canon played in sustaining a healthy environment. The method used in this study is analysis as it facilitates easy juxtaposition of philosophical canons of African indigenous education with the tenets of (...) ecopedagogy. The study submits that African education was ecologic. This has been neglected yet it is useful in guaranteeing environmental sustainability. Place-based learning, revision of the curriculum to incorporate ecopedagogy and awareness creation through seminars are the approaches recommended by the study. (shrink)