REFLECTIONS ON INDIGENOUS AND MODERNIST PEDAGOGIES: THE CAUSATIVE FORCE OF REPETITION

Abstract

Sound morality principles in the conduct of all issues of life ensure cohered and just society,
and should therefore underpin every knowledge transmission, acquisition and practice.
Pedagogy in indigenous African societies systematically groomed learners to esteem sublime
intellection in knowledge transaction situations. Now, Hi-modernist humans assiduously
gestate and germinate theories and knowledge constructs as well as processing, which
mesmerise and blossom, while spawning injurious side-effects that de-human mentalities and
life orientations. Ingenious brilliances disregard prestigious knowledge origins, or re-invent
them in magnificent life and mind destructing fashions. Is our millennium still viable? This
discourse queries whether ingenious or modernist pedagogy has geared into nefarious
overdrive, losing sight of instilling humanly attributes in knowledge giving, acquiring, and
practice. Indigenous pedagogy, now supplanted by its elegantly devastating modern offspring
is uniquely ingenuous and gritty. It prioritised the nurturing of mass mind wellness, other-consciousness and sublime spirituality. This paper thus argues focusing on commonality as
the foundation for probing super structural specifics. All humans are anatomically the same
as per gender.