Human Sciences Education, Research, and the Spirituality Nexus in Africa - The Indigenous Musical Arts1 Epistemology

Abstract

The paper reflects on the mental dependency syndrome that continues to afflict governance and academic leadership in African countries, and as such authoritatively African epistemology remains virtually invisible at all levels of musical arts education in the continent. Northern hemispheric knowledge paradigms implanted by Colonial education schemes remain emphasized. Consequently, the mentality of African elites remains subtly enslaved under the firm manipulation of the North. As such, political independence with mental dependence is the vogue in African nations. The paper argues that the epistemological validity of indigenous African musical arts could help redeem the cultural knowledge amnesia resulting from continued over-dependence on hegemonic knowledge episteme. African learners and students are compelled to view, study, research and discuss African musical arts with European-American cultural-mental lenses as a result of speculative literature that misrepresent African mental genius. The fundamental spirituality connections of indigenous musical arts epistemology that informs the humanity- buttressed African indigenous philosophical ideals and theoretical formulations are tendered. African musical arts educators are then urged to aspire for the virtue of originality in disciplinary representations; to mobilize selves and government authorities to visibly muster pride of cultural integrity; to factually research, discern, teach and practice their prodigious but misunderstood human-intellectual wisdoms. Research orientation and methodology have always marked African indigenous knowledge inventions, practices and intra- as well as inter-cultural advancement. Pointers briefly offered on attaining Africa-sensed, education orientations that respect the primary authority of indigenous practitioners discuss issues of research that touch on library research, mental attitude, field equipment and theory, and sampled an extra curricular intervention practice. The reward is ability to discern African theoretical and philosophical principles basic for inter- cultural discourse. The conclusion is on the meaning and practice of inter-culturism, which in traditional Africa cherished the humanity ideal of sharing. Contemporary Africans need the spirit and practice of sharing, inculcated by indigenous musical arts principles, to achieve mutual benefits in inter-personal/cultural aspirations in educational and other societal practices.