African Ways of Knowing and Pedagogy Revisited
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Whereas African ways of knowing have previously been ‘misunderstood, misinterpreted, ridiculed and ignored’ in colonial discourses, this paper situates debate on their relevance in defining the African personhood and pedagogy of liberation and progress in Africa. The paper is designed to inform educators of African students on the nature of the African paradigm of knowing to understand the African psyche. Although modern people (especially the African elite) tend to invest little faith in developing indigenous knowledges, this paper amply demonstrates that traditional ways of knowing (spirituality centered wisdom) continue to be relevant in modern life even beyond the African boundaries. The insights informing the paper were gleaned from several studies conducted by this researcher (and others) exploring the African paradigm from Shona and Ndebele cultures’ conceptions of giftedness. The paper recommends revisiting African traditional ways of knowing to harmonize the past with the present and establish the true basis for pedagogy of liberation and progress in Africa.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it