Educational Assistance

INTRODUCTION:

Some European scholars have doubted the authenticity of African traditional education. They assert that before the coming of the Europeans to Africa there was no education in Africa, the culture which is the main tenet of African Traditional Education is often portrayed as primitive and incapable of yielding a tangible framework of theories and philosophy that can guide a reasonable educational practice.

There is a calculated move by modern education that threatens to cause a virtual extinction of the indigenous education in Africa. This threat is of great magnitude, especially when our own youth are persuaded to see no value in African culture and education. As early as 1970’s, a survey study among Kenyan and Tanzanian secondary students revealed that only a small percentage attached value to African education and culture. They absolutely see no need in preserving traditions and customs. (Prewitt, K, 1977).

These findings suggest that many people are still myopic about the characteristics and impact of African traditional education on modern civilization. It may not even be considered as a reliable means for tangible progress and development in Africa and other continents. It is no wonder, every technological and medicinal discoveries in Africa arouses much international debate and final dismissal if not patented by the westerners.

In the voice of Gabriel Kingsley Osei, a distinguished professor of History this state of affairs has to change. The dark ages which relegated the African education and civilization into ignorance and superstition must now receive more light on the authenticity of African traditional education. It must be illuminated enough for people to recognize indigenous African education as one of the most effective and potential means of solving African problems. (Osei, 1968).

It is the intent of the is paper to reveal  the characteristics of African traditional education that makes it an authentic educational system and show how it has impacted on world civilization and education, and its potential contribution to development of Africa and the rest of the world. Logical presentation and revelations in this paper should convince the reader of the need to foster the resurgence and adaptation of all that is valid for the 21st century in our indigenous African education. The following questions will be addressed in this paper.

The Meaning of African Traditional Education:

What is the meaning of African traditional education?

African traditional education refers to ways of teaching and learning in Africa which are based on indigenous knowledge accumulated by Africans over long periods of time in response to their different physical, agricultural, ecological, political and socio-cultural challenges. The indigenous knowledge is an amalgamation of diverse cultural experiences commonly generated by diverse African cultures, and passed as valuable information from generation to generation. (Shiundu, J.S, Omulando, S.J 1992; Fasokun, J. et al, 2005).

The Aims of African Traditional Education

What were the aims of African traditional education?

The general aim of African traditional education was based on the socio-cultural and economic features shared by the various communities. The harsh natural environment made survival to be the main aim of education. Every skill, knowledge or attitude learnt was either for protection, acquiring of food or shelter. (Sifuna, 1994, Datta, 1984).

Other aims were as follows:

§       To create unity and consensus among society members.

§       To perpetuate the cultural heritage of particular ethnic group and to preserve ethnic boundaries.

§       To inculcate feelings of group supremacy and communal living.

§       To prepare the young for adult roles and status.

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Out of the 8.3 million considering suicide, 2.3 million Americans made a plan in the last year while 1.1 million adults had actually attempted suicide in the last year. Factoring into the risk levels was gender, age and history of substance abuse. Substance abuse, not surprisingly, increased the risk of seriously considering, planning or attempting suicide. It was found that people experiencing substance abuse disorders within the past year were more than three times as likely to have seriously considered committing suicide as those not battling substance abuse. Those with past year substance abuse were four times more likely to have planned a suicide than those without substance abuse disorders and nearly seven times more likely to have attempted suicide. These numbers are tragic but not altogether too surprising when taking into consideration the lifestyle of a person caught in the cycle of addiction. Most people tried a drug to avoid a problem and then continued with taking drugs instead of handling the problems in their life, finding them actually worse than at first and now finding themselves addicted to their drug of choice. Now their foremost problem is the cravings for the drug and the “how –to- get -more” of said drug. The lifestyle to keep the addiction fed brings on depression and guilt due to the activities to keep their cravings at bay. This of course increases the guilt where the only way out of this lifestyle to the addict is to commit suicide, which in the their mind will handle all their problems and do their friends and family a favor by them not having to worry over them any longer. Rebecca Pool, C.A.D.C.  (Certified Drug and Alcohol Counselor) states, “We encounter many people entering our program stating upon arrival they had considered suicide because they had hit rock bottom and saw no other way to stop using drugs and in the process destroying not only themselves but their families. A person addicted to drugs can not see anyway out of this lifestyle. This is where Narconon steps in and is able to give that addict the tools and skills to overcome their addiction and to achieve their goals and dreams upon completion of the program, drug-free.”The Narconon international network of drug and alcohol rehabilitation and education programs was founded over 43 years ago. Narconon Arrowhead is the networks premier facility, located in southeast Oklahoma on 216 acres in Arrowhead State Park, is the perfect treatment environment for those addicted who are trying to regain control of their life. Since Narconon’s center opened in Oklahoma in 1990 over 3,580 people have graduated the full program. Over 70% of these graduates are enjoying sober and productive lives today. If you or someone you love needs help please call 1-800-468-6933 to speak to a counselor who can help you get started on the road to recovery or log on to www.heroinaddiction.com.