The foundations of knowledge: a cross-cultural perspective

Abstract

This thesis deals with the problem of African societies having systems of education based on Western Knowledge and Culture. It seeks to explore the possibility of establishing epistemological foundations for a cross-cultural curriculum whereby education in Africa could embrace elements of both African and Western Culture. "Knowledge" and "Culture" are analysed in relation to education to show that conflicts exist between African culture and western-type education. The epistemological positions of "cultural universalism"and "cultural relativism" are outlined and critically analysed as available options for solving the problem. It is concluded that a solution lies in rejecting the universalist claims of western knowledge without embracing the relativist view that every society determines what counts as knowledge. A detailed analysis of "knowledge" and "forms of knowledge" is therefore undertaken indicating that knowledge turns crucially on "truth", which should be construed as objectivity. Objectivity entails "agreement in use” as well as "agreement in judgements"; the former being conventional and relative, while the latter is fundamental and universal. Agreement in judgement is interpreted as agreement in forms of life; which is analysed in the search for epistemological foundations. The thesis of strictly compartmentalised knowledge based on corresponding "forms of life” is rejected in favour of inter-relatedness of forms of knowledge. "Family resemblances” (analogies and metaphors) play a decisive role in this inter-relatedness. Agreement in forms of life is ultimately interpreted as agreement in "the human form of life", which is elaborated and substantiated as the foundation providing a basis for cross-cultural understanding. Hence knowledge from different cultures provide competing answers to basic problems rooted in the human form of life. Universal standards can be used to make limited judgements between such knowledge or cultures; but otherwise they are to be seen as relative though inter-related. Broad suggestions for a cross-cultural curriculum are advanced.