Let us return to the old landmark: An examination of the pedagogies of African knowledge systems.

摘要

Africa has produced many outstanding knowledge systems, despite the fact that one can be led to think otherwise based on the projections of the major media. As a researcher, I became familiar with African ways of knowing by absorbing the rich, tradition-based heritage and cultural lore from my Jamaican-born parents. A review of the relevant literature confirms that much of what is classified as African religions, myths, and art are in fact best understood as elements of various African knowledge systems. This study examines African knowledge systems, their pedagogies, and the use of their pedagogies in the European American institutions of higher learning. Specifically, this study examines the use of African pedagogies by Dr. Grant D. Venerable II, who served as a professor of chemistry in various American universities. This study also examines the effect that African pedagogies had on the students of Dr. Venerable. This study finds that the pedagogies of African knowledge systems offers American students a unique and in-depth understanding of the subject matter and it also gives them a deeper appreciation for life. This study also finds that the pedagogies of African knowledge systems have a historical legacy that reaches back into ancient Africa. These systems and their pedagogies were brought to and preserved in North America by enslaved African people. Furthermore, such pedagogies, when the conditions are right, may be useful in American colleges and universities. Finally, this study calls for further research on other African American teachers who are holders of the pedagogies of African knowledge systems. In addition, it offers ideas for practice of these pedagogies.