A REVIEW OF IGWEBUIKE AS AN IGBO-AFRICAN PHILOSOPHY OF EDUCATION

Abstract

This paper argues that colonialism as a system of western rule over regions of the world in which it fanned its influence did more than control the resources of the societies that were subjected to it. It upended their social structures and educational systems. Under the assumption that colonized communities inhabited people who were illiterate or uneducated, colonialists positioned themselves as heralds of a value that was utterly lacking. The effect was the introduction and enforcing of an educational system that stripped the student of conscious rational thought, rather turning him/her into a depository of mechanized thought patterns. In place of authentic dialogue with the totality of the individual experiences and culture of the recipients, colonial educationists handed ossified learning techniques that ignored the dynamic nature of education. Kanu writes: