In Defence of Ubuntu

The article defends ubuntu against the assault by Enslin and Horsthemke (Comp Educ 40(4):545–558, 2004). It challenges claims that the Africanist/Afrocentrist project, in which the philosophy of ubuntu is central, faces numerous problems, involves substantial political, moral, epistemological and educational errors, and should therefore not be the basis for education for democratic citizenship in the South African context. The article finds coincidence between some of the values implicit in ubuntu and some of the values that are enshrined in the constitution of South Africa and that on that basis argues that ubuntu has the potential to serve as a moral theory and a public policy. The educational upshot of this article’s argument is that South Africa’s educational policy framework not only places a high premium on ubuntu, which it conceives as human dignity, but it also requires the schooling system to promote ubuntu-oriented attributes and dispositions among the learners. The article finds similarities between ubuntu and bildung, whose key advocates, among others was German scholar and intellectual Wilhelm von Humboldt. It argues that it would be ethnocentric, and indeed silly to suggest that the ubuntu ethic of caring and sharing is uniquely African when some of the values which it seeks to promote can also be traced in various Eurasian philosophies.     

Information and communication technology (ICT) initiatives at the university of fort hare: Cure or plague?

Conclusion This paper set out to provide a skeptical perspective to the view that IT has the potential to bring people into the global community. While not doubting the merits of IT’s capabilities it proposed that such claims be qualified in view of disparities in the distribution of wealth between nations and between peoples. It focused attention on the plight of students at the University of Fort Hare, in the Eastern Cape, which is the poorest of South Africa’s nine provinces. It argued instead that IT has the likelihood of accentuating instead of bridging existing inequalities in wealth between countries and between peoples. It contended that not‘everybody’ is predisposed to becoming a role player in the global agenda given that access to IT and online facilities is stratified by income. This, the paper posited, is most likely to exacerbate the "global digital divide"—the growing disparity in wealth between countries of the North and the South, and between peoples, the information "haves" and "have-nots". The U.S.’s 1999 expenditure on IT, which stood at $762 as opposed to South Africa’s expenditure in the same year, which was $10.6, illustrates the "divide". But while on the surface the University of Fort Hare’s situation seemed very gloomy, the paper outlined positive, but modest initiatives not only to provide access to IT and online facilities, but also to quip staff and students with requisite skills to enable them to be role players in the global agenda. He serves on the Editorial Committee of the South African Journal of Higher Education as Senior Consultant Editor, and is the Head of the Department of Foundations of Education at Fort Hare.