Pub Date : 2007-03-16DOI: 10.4314/INDILINGA.V5I2.26406
S. Edwards, N. Makunga, J. Thwala, D. Nzima
Discerning visitors to Africa typically have an ‘ancestral-roots' experience on encountering an essential humanity and communal spirituality which may seem lacking in their home communities. This is scarcely surprising when it is considered that converging lines of evidence from various scientific disciplines all point consistently to Africa as the cradle of civilisation for all humanity. In its original, essential and literal meaning, psychology is concerned with the breath, energy, consciousness, soul or spirit of life that leaves a person at death and continues in some other form. Such an essential and spiritual form of psychology, still practiced internationally, has its roots in African communal spirituality and spiritual community. Today, such reality remains concretely apparent in the experience of the Zulu diviner of being “breathed” by the ancestors during the divine healing process (ukububula kwedlozi) and in the mobilising of spiritual healing power (umoya) by African Indigenous Church faith healers. The aim of this paper is to make clear some of the implications of this ancient theme of African breathing and spiritual healing for the promotion of health for contemporary humanity. Keywords : Communal spirituality, divine healing, breathing healing, spiritual healing Indilinga Vol. 5 (2) 2006: pp. 135-144
{"title":"African breathing and spiritual healing","authors":"S. Edwards, N. Makunga, J. Thwala, D. Nzima","doi":"10.4314/INDILINGA.V5I2.26406","DOIUrl":"https://doi.org/10.4314/INDILINGA.V5I2.26406","url":null,"abstract":"Discerning visitors to Africa typically have an ‘ancestral-roots' experience on encountering\u0000an essential humanity and communal spirituality which may seem lacking in their home\u0000communities. This is scarcely surprising when it is considered that converging lines of\u0000evidence from various scientific disciplines all point consistently to Africa as the cradle of\u0000civilisation for all humanity.\u0000In its original, essential and literal meaning, psychology is concerned with the breath,\u0000energy, consciousness, soul or spirit of life that leaves a person at death and continues in\u0000some other form. Such an essential and spiritual form of psychology, still practiced internationally,\u0000has its roots in African communal spirituality and spiritual community. Today,\u0000such reality remains concretely apparent in the experience of the Zulu diviner of being\u0000“breathed” by the ancestors during the divine healing process (ukububula kwedlozi) and in\u0000the mobilising of spiritual healing power (umoya) by African Indigenous Church faith\u0000healers.\u0000The aim of this paper is to make clear some of the implications of this ancient theme of\u0000African breathing and spiritual healing for the promotion of health for contemporary\u0000humanity. Keywords : Communal spirituality, divine healing, breathing healing, spiritual\u0000healing Indilinga Vol. 5 (2) 2006: pp. 135-144","PeriodicalId":151323,"journal":{"name":"Indilinga: African Journal of Indigenous Knowledge Systems","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134399111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2007-03-16DOI: 10.4314/INDILINGA.V5I1.26400
Rotimi Fasan
Language is generally regarded as a mechanism for human communication. It is, in this sense, a linguistic system of communication. It can, therefore, be either written or spoken and conveys meanings that are shared within a speech community. The article exposes the relevance of language as engaged in conflict management by the Yoruba. It also examines the connection between language and conflict management, how language as a communicative tool can and has been employed in the management of conflict among the Yoruba, within the wider context of the African experience. Keywords : language, conflict management, discourse. Indilinga Vol. 5 (1) 2006: pp. 62-75
语言通常被认为是人类交流的一种机制。从这个意义上说，它是一种交流的语言系统。因此，它既可以是书面的，也可以是口头的，并传达在语言社区内共享的含义。这篇文章揭示了语言在约鲁巴人冲突管理中的相关性。它还考察了语言与冲突管理之间的联系，以及在非洲经验的更广泛背景下，语言作为一种交流工具如何能够并且已经被用于管理约鲁巴人之间的冲突。关键词:语言，冲突管理，话语。《印染》Vol. 5 (1) 2006: pp. 62-75
{"title":"Language and Indigenous Conflict Management","authors":"Rotimi Fasan","doi":"10.4314/INDILINGA.V5I1.26400","DOIUrl":"https://doi.org/10.4314/INDILINGA.V5I1.26400","url":null,"abstract":"Language is generally regarded as a mechanism for human communication. It is, in this sense, a linguistic system of communication. It can, therefore, be either written or spoken and conveys meanings that are shared within a speech community. The article exposes the relevance of language as engaged in conflict management by the Yoruba. It also examines the connection between language and conflict management, how language as a communicative tool can and has been employed in the management of conflict among the Yoruba, within the wider context of the African experience. Keywords : language, conflict management, discourse. Indilinga Vol. 5 (1) 2006: pp. 62-75","PeriodicalId":151323,"journal":{"name":"Indilinga: African Journal of Indigenous Knowledge Systems","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133677400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2007-03-16DOI: 10.4314/INDILINGA.V5I2.26408
Olukoya Ogen
This paper argues that the abysmal failure of conventional agricultural techniques in Africa has made it critically necessary for Africa's agricultural policies to evolve from its age-long indigenous agricultural technologies. The study, therefore, highlights several instances of the application of indigenous knowledge to the Ikale farming system. Essentially, the adequate utilisation of the Ikale's indigenous knowledge system enabled Ikale farmers to become the undisputed regional experts in food crop production in southeastern Yorubaland during the period under review. The paper concludes that modern approaches to agricultural development in Africa will continue to fail unless they take into consideration Africa's home-grown innovative farming techniques and indigenous knowledge systems. Keywords : Traditional farming, farming techniques Indilinga Vol. 5 (2) 2006: pp. 157-166
{"title":"Traditional Farming and Indigenous Knowledge Systems in Africa: Perspective From the Ikale-Yoruba Experience","authors":"Olukoya Ogen","doi":"10.4314/INDILINGA.V5I2.26408","DOIUrl":"https://doi.org/10.4314/INDILINGA.V5I2.26408","url":null,"abstract":"This paper argues that the abysmal failure of conventional agricultural techniques in Africa has made it critically necessary for Africa's agricultural policies to evolve from its age-long indigenous agricultural technologies. The study, therefore, highlights several instances of the application of indigenous knowledge to the Ikale farming system. Essentially, the adequate utilisation of the Ikale's indigenous knowledge system enabled Ikale farmers to become the undisputed regional experts in food crop production in southeastern Yorubaland during the period under review. The paper concludes that modern approaches to agricultural development in Africa will continue to fail unless they take into consideration Africa's home-grown innovative farming techniques and indigenous knowledge systems. Keywords : Traditional farming, farming techniques Indilinga Vol. 5 (2) 2006: pp. 157-166","PeriodicalId":151323,"journal":{"name":"Indilinga: African Journal of Indigenous Knowledge Systems","volume":"50 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127996750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-02-09DOI: 10.4314/INDILINGA.V3I2.26358
Michael E. Jones, Joshua E. Hunter
Whether to pursue international legal measures to extend intellectual property rights to cover indigenous knowledge or to treat it as a public good is the subject of debate. This paper makes the case that investing indigenous knowledge as a public good is an ethical position compatible with the idea that indigenous and traditional knowledge represents community property, is holistic and is passed on through generations in a cultural context. International property rights have proved to be ineffective in protecting indigenous peoples or their knowledge. In an effort to reverse this trend, we propose a national education plan in New Zealand, not only to incorporate indigenous knowledge into the curriculum, but also to integrate the cultural importance of whanau into school practices. Whanau, the Maori sense of place, is the equivalent of the ultimate Maori public good and represents an enviro-identity more complex than family structure. In order to realize the perspective of place, the school system requires the inclusion of indigenous education into a learning model that seeks to foster the recognition that we are all bound to place and dependent upon local ecosystems.
{"title":"Enshrining indigenous knowledge as a public good : indigenous education and the Maori sense of place","authors":"Michael E. Jones, Joshua E. Hunter","doi":"10.4314/INDILINGA.V3I2.26358","DOIUrl":"https://doi.org/10.4314/INDILINGA.V3I2.26358","url":null,"abstract":"Whether to pursue international legal measures to extend intellectual property rights to \u0000cover indigenous knowledge or to treat it as a public good is the subject of debate. This \u0000paper makes the case that investing indigenous knowledge as a public good is an ethical \u0000position compatible with the idea that indigenous and traditional knowledge represents \u0000community property, is holistic and is passed on through generations in a cultural context. \u0000International property rights have proved to be ineffective in protecting indigenous peoples \u0000or their knowledge. In an effort to reverse this trend, we propose a national education plan \u0000in New Zealand, not only to incorporate indigenous knowledge into the curriculum, but \u0000also to integrate the cultural importance of whanau into school practices. Whanau, the \u0000Maori sense of place, is the equivalent of the ultimate Maori public good and represents \u0000an enviro-identity more complex than family structure. In order to realize the perspective of \u0000place, the school system requires the inclusion of indigenous education into a learning \u0000model that seeks to foster the recognition that we are all bound to place and dependent \u0000upon local ecosystems.","PeriodicalId":151323,"journal":{"name":"Indilinga: African Journal of Indigenous Knowledge Systems","volume":"220 S713","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120854569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-02-09DOI: 10.4314/INDILINGA.V3I2.26360
A. S. Chiromo
This paper discusses the notion that children bring into the classroom sociocultural characteristics from their environment, which may create a wedge between what they are taught and what they learn. It is also acknowledged in this paper that some sociocultural factors, such as the ‘cooperative goal structure' may have positive implications for science education. The following sociocultural factors that may affect science education in Zimbabwe are discussed: sex or gender bias, reverence for authority, religious ideology, causality and causal attribution and relationship with nature. It is also recommended that science educators should view science from a cultural context and that they should be able to recognize the characteristics of the learners' sociocultural background that might serve as a blockage or those that promote the learning of science concepts. Teachers should then use that knowledge as the starting point of their teaching.
{"title":"EFFECTS OF SOCIOCULTURAL BELIEFS ON SCIENCE EDUCATION IN ZIMBABWE: IMPLICATIONS FOR SCIENCE TEACHING","authors":"A. S. Chiromo","doi":"10.4314/INDILINGA.V3I2.26360","DOIUrl":"https://doi.org/10.4314/INDILINGA.V3I2.26360","url":null,"abstract":"This paper discusses the notion that children bring into the classroom sociocultural characteristics from their environment, which may create a wedge between what they are taught and what they learn. It is also acknowledged in this paper that some sociocultural factors, such as the ‘cooperative goal structure' may have positive implications for science education. The following sociocultural factors that may affect science education in Zimbabwe are discussed: sex or gender bias, reverence for authority, religious ideology, causality and causal attribution and relationship with nature. It is also recommended that science educators should view science from a cultural context and that they should be able to recognize the characteristics of the learners' sociocultural background that might serve as a blockage or those that promote the learning of science concepts. Teachers should then use that knowledge as the starting point of their teaching.","PeriodicalId":151323,"journal":{"name":"Indilinga: African Journal of Indigenous Knowledge Systems","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127872219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-02-09DOI: 10.4314/INDILINGA.V3I2.26361
K. Molebatsi, M. Mulinge
We present a descriptive analysis of indigenous discourses on the subject of HIV/AIDS in Serowe, an urban village in Botswana. The results show that people tend to view disease from the perspective of their culture. This is evident from the way AIDS in particular is understood, explained, prevented and treated among the residents of Serowe. Those studied considered AIDS to be a ‘Tswana disease', which was curable provided that it was attended to early by a real (traditional) doctor. The results suggest that the major cause of AIDS is believed to be breaches of sex taboos, especially those prohibiting sexual intercourse during menstruation, just after childbirth, immediately after a miscarriage and after the loss of a spouse. It is concluded that the persistent indigenous conceptions of AIDS observed in the study have important consequences for the prevention of the spread of AIDS that should be used in the campaign against HIV/AIDS, rather than dismissed by the government and other institutions involved.
{"title":"Indigenous discourses in the social construction of HIV / AIDS in Serowe, Botswana","authors":"K. Molebatsi, M. Mulinge","doi":"10.4314/INDILINGA.V3I2.26361","DOIUrl":"https://doi.org/10.4314/INDILINGA.V3I2.26361","url":null,"abstract":"We present a descriptive analysis of indigenous discourses on the subject of HIV/AIDS in Serowe, an urban village in Botswana. The results show that people tend to view disease from the perspective of their culture. This is evident from the way AIDS in particular is understood, explained, prevented and treated among the residents of Serowe. Those studied considered AIDS to be a ‘Tswana disease', which was curable provided that it was attended to early by a real (traditional) doctor. The results suggest that the major cause of AIDS is believed to be breaches of sex taboos, especially those prohibiting sexual intercourse during menstruation, just after childbirth, immediately after a miscarriage and after the loss of a spouse. It is concluded that the persistent indigenous conceptions of AIDS observed in the study have important consequences for the prevention of the spread of AIDS that should be used in the campaign against HIV/AIDS, rather than dismissed by the government and other institutions involved.","PeriodicalId":151323,"journal":{"name":"Indilinga: African Journal of Indigenous Knowledge Systems","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116587554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-02-09DOI: 10.4314/INDILINGA.V3I2.26368
Sylvia Tloti, F. Wood
{"title":"Practitioners' voices on intellectual property rights : interview with Ma-Ngconde : a traditional healer and prophet : conversation four","authors":"Sylvia Tloti, F. Wood","doi":"10.4314/INDILINGA.V3I2.26368","DOIUrl":"https://doi.org/10.4314/INDILINGA.V3I2.26368","url":null,"abstract":"","PeriodicalId":151323,"journal":{"name":"Indilinga: African Journal of Indigenous Knowledge Systems","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128411904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-02-09DOI: 10.4314/INDILINGA.V3I2.26362
F. Ndhlovu
This article explores the philosophical underpinnings of African indigenous knowledge that can be harnessed towards the improvement of resource management and utilization in Zimbabwe's newly resettled areas. The main argument of the article is that government programmes in newly resettled areas have thus far tended to sideline the role of African indigenous knowledge systems in championing development. The study concludes by recommending that indigenous knowledge systems need to be recognized as having a decisive role in the administration of public goods and certainly in the management of natural resources in Zimbabwe's newly resettled areas.
{"title":"LAND REFORM AND INDIGENOUS KNOWLEDGE: A MISSING LINK IN THE FAST TRACK LAND REFORM PROGRAMME IN ZIMBABWE","authors":"F. Ndhlovu","doi":"10.4314/INDILINGA.V3I2.26362","DOIUrl":"https://doi.org/10.4314/INDILINGA.V3I2.26362","url":null,"abstract":"This article explores the philosophical underpinnings of African indigenous knowledge that can be harnessed towards the improvement of resource management and utilization in Zimbabwe's newly resettled areas. The main argument of the article is that government programmes in newly resettled areas have thus far tended to sideline the role of African indigenous knowledge systems in championing development. The study concludes by recommending that indigenous knowledge systems need to be recognized as having a decisive role in the administration of public goods and certainly in the management of natural resources in Zimbabwe's newly resettled areas.","PeriodicalId":151323,"journal":{"name":"Indilinga: African Journal of Indigenous Knowledge Systems","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131012863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2005-02-09DOI: 10.4314/INDILINGA.V3I2.26359
P. P. Monyatsi, P. Nleya
Teaching practice, which comprises a teaching internship and/or fieldwork undertaken by prospective teachers for an annual period of seven weeks, is an essential component of all the teacher education programmes offered at the University of Botswana's Faculty of Education. The general aim of teaching practice is to introduce prospective teachers to real teaching situations and routines under the guidance of suitably qualified professionals. In view of changes such as semesterization, escalating enrolments and rising costs of teaching practice, which threaten to compromise quality, the paper argues that there is need to establish a school-based mentoring scheme that will provide the needed teaching supervision expertise at school level. The scheme will be informed by lessons from African customary education. Such a scheme will not be altogether new, as in the Botswana of yesterday, indigenous knowledge systems and institutions such as bogwera and bojale , the tribe, the kgotla and family formed the basis of creating and sustaining knowledge. Graduates from these institutions included traditional doctors, priests, teachers, nurses, legislators, economists and many other people of outstanding responsibility in their communities.
{"title":"An Indigenous Knowledge Inspired Teacher Pilot Mentoring Scheme in Botswana: A Proposal","authors":"P. P. Monyatsi, P. Nleya","doi":"10.4314/INDILINGA.V3I2.26359","DOIUrl":"https://doi.org/10.4314/INDILINGA.V3I2.26359","url":null,"abstract":"Teaching practice, which comprises a teaching internship and/or fieldwork undertaken by prospective teachers for an annual period of seven weeks, is an essential component of all the teacher education programmes offered at the University of Botswana's Faculty of Education. The general aim of teaching practice is to introduce prospective teachers to real teaching situations and routines under the guidance of suitably qualified professionals. In view of changes such as semesterization, escalating enrolments and rising costs of teaching practice, which threaten to compromise quality, the paper argues that there is need to establish a school-based mentoring scheme that will provide the needed teaching supervision expertise at school level. The scheme will be informed by lessons from African customary education. Such a scheme will not be altogether new, as in the Botswana of yesterday, indigenous knowledge systems and institutions such as bogwera and bojale , the tribe, the kgotla and family formed the basis of creating and sustaining knowledge. Graduates from these institutions included traditional doctors, priests, teachers, nurses, legislators, economists and many other people of outstanding responsibility in their communities.","PeriodicalId":151323,"journal":{"name":"Indilinga: African Journal of Indigenous Knowledge Systems","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117056908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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