ADLT 101 Introduction to Adult Education Session 8 Festivals in - - PowerPoint PPT Presentation

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ADLT 101 Introduction to Adult Education Session 8 Festivals in - - PowerPoint PPT Presentation

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ADLT 101 Introduction to Adult Education Session 8 Festivals in Ghana & Philosophies of Adult Education in Africa Lecturer: Dr. Isaac Kofi Biney Contact Information: kbiney@ug.edu.gh/ikkbiney@yahoo.co.uk College of Education School of

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College of Education School of Continuing and Distance Education

2014/2015 – 2016/2017

ADLT 101 Introduction to Adult Education

Session 8 – Festivals in Ghana & Philosophies of Adult Education in Africa

Lecturer: Dr. Isaac Kofi Biney Contact Information: kbiney@ug.edu.gh/ikkbiney@yahoo.co.uk

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Session Overview

Goals and Objectives

At the end of the session, the student will

  • Learn to appreciate and understand major festivals

celebrated in Ghana

  • Discuss African Philosophies of Adult Education
  • Explore more about Dr. Kwame Nkrumah and African

Philosophy

  • Discuss Julius Nyerere & African Philosophy
  • Understand Nationalistic-Ideological Philosophy
  • Explain Professional Philosophy
  • Discuss Philosophic Sagacity
  • Dr. Isaac Kofi Biney, SCDE

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Session Outline

  • Introduction
  • Festivals in Ghana and Indigenous Adult Education
  • African Philosophies of Adult Education
  • Dr. Kwame Nkrumah & African Philosophy
  • Julius Nyerere & African Philosophy
  • Nationalistic-Ideological Philosophy
  • Professional Philosophy
  • Philosophic Sagacity
  • Conclusion
  • References
  • Dr. Isaac Kofi Biney, SCDE

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Reading List

  • This week, complete the following tasks:
  • Log
  • nto

the UG Sakai LMS course site: http://sakai.ug.edu.gh/XXXXXXXXX

  • Watch the Videos for Session 9 – Evolution of Adult Education

Worldwide

  • Review Lecture Slides: Session 9 – Evolution of Adult Education

Worldwide

  • Read Chapter 3 of Recommended Text – Nafukho, F., Amutabi, M.

& Otunga, R. (2005). African Perspective of Adult Learning - Foundations of Adult Education in Africa. Hamburg: UNESCO Institute for Education. Pages 42 – 56. Kwapong, O. A. T. F. & Aggor, R. A. (2012).Introduction to Adult Education. Accra: University of Ghana. Pages 110 - 118

  • Visit the Chat Room and discuss the Forum question for Session 8
  • Complete the Individual Assignment for Session 8
  • Dr. Isaac Kofi Biney, SCDE

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Introduction

  • Festivals in Africa play an integral role in the life of the

people.

  • Some examples include harvest festivals on a particular

crop, religious and cultural festivals.

  • They are celebrated among groups of people to remember

and honour ancestral spirits to guide, protect and purify the people and their traditional area.

  • In Ghana, these celebrations are essential for the

provision of education, for the adult population.

  • It offers a platform for people to display and share the

rich culture, their history and origin which in turn provide moral education inspiration for community development.

  • Dr. Isaac Kofi Biney, SCDE

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Major Festivals in Ghana

The Aboakyir Festivals

  • One of Ghana’s major events is the Aboakyir festival

which attracts lots of visitors and tourists from all

  • ver the world.
  • It is celebrated among the people of Winneba in the

Central Region of Ghana during the month of May.

  • Its celebration marks the migration of the people from

Western Sudan Empire to their present location.

  • They were led by two brothers and their god “Otu”.
  • Dr. Isaac Kofi Biney, SCDE

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Aboakyir Festival (Contd.)

  • Through the traditional priest, they are to sacrifice a

young member of the royal family every year to “Otu”.

  • Appeal to the god led to the use of the head of an

animal from the wild cat family caught alive.

  • “Otu” was settled at Penkye and became known as

“Penkye Otu”.

  • Subsequent appeal to the god to the use of a deer.
  • Dr. Isaac Kofi Biney, SCDE

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Aboakyir Festival (Contd.)

  • Today, the festival begins with a hunt for a live deer

between two groups to test the bravery, power and strength of the groups.

  • Once the animal has been caught, jubilation follows,

and it is sacrificed to the gods.

  • There is a procession of chiefs and sub-chiefs in the

traditional area.

  • There is also singing, dancing and storytelling that go

with the event.

  • Dr. Isaac Kofi Biney, SCDE

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Hogbetsotso Festival

  • Hogbetsotso Festival means Festival of Exodus
  • Hogbetsosto festival is celebrated among the Anlos in

the Volta region of Ghana to mark their journey from Togo to their present settlement in Ghana.

  • Before coming to Ghana, they lived under a wicked

King Agorkoli, in Notsie.

  • A brave warrior known as the Red Hunter helped

them to escape from the King.

  • Dr. Isaac Kofi Biney, SCDE

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Hogbetsotso Festival (Contd.)

  • The festival’s celebration marks a time for peace,

unity, settlement of disputes for the people to live in harmony with each other.

  • There is cleaning exercise that involves all for a clean

community.

  • The belief is that these activities will insulate them

from evil attacks.

  • It is climaxed by a grand durbar of chiefs and elders.
  • Dignitaries all of status dance to Agbadza dance

which is full of merrymaking and fun.

  • Dr. Isaac Kofi Biney, SCDE

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Homowo Festival

  • Homowo is a harvest festival celebrated by the Ga

people of the Greater Accra Region of Ghana.

  • It is celebrated at different times by different quarters
  • f the Ga tribe.
  • Ga Mashie tribe celebrates their Homowo a little

earlier than the La tribe.

  • It begins with the sowing of millet by the Ga

traditional priests in May before the rains start.

  • A thirty day ban on noise making is imposed.
  • Dr. Isaac Kofi Biney, SCDE

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Homowo Festival (Contd.)

  • Homowo means hoot at hunger and this is celebrated in

remembrance of the famine that faced the Ga people on their migration to Ghana.

  • The harsh situation they faced inspired them to embark on a

massive food production exercise that ended in a bumper harvest, hence, hooting at hunger.

  • Activities include the procession- singing and drumming,

sprinkling of kpokpoi on the principal streets of Accra, where kpanlogo dance is performed.

  • During the celebration, there is a great display of Ga heritage

and culture.

  • This serves as an attraction to people from all walks of life to

join in the celebrations.

  • Dr. Isaac Kofi Biney, SCDE

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Celebration of Homowo Festival

  • Dr. Isaac Kofi Biney, SCDE

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African Philosophies of Adult Education

  • Philosophy simply means love of wisdom.
  • African philosophies are from two main sources- written or

unwritten.

  • The unwritten philosophy resides in the memory of older

generations that pass it on to the younger generation as they interact with them.

  • There is a great loss and cost if an elder does not get the

chance to transmit the worldview before he/she dies with it.

  • Two great late African nationalist-ideological philosophers –
  • Prez. Dr. Kwame Nkrumah of Ghana & Prez. ‘Mwalimu’

Julius Kambarage Nyerere of Tanzania will be considered.

  • The purpose, content, and methodology of adult education is

similar to nationalist-ideological and ethnophilosophers views.

  • Dr. Isaac Kofi Biney, SCDE

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  • Dr. Kwame Nkrumah & African

Philosophy

  • Dr. Kwame Nkrumah, a

political visionary together with

  • ther

African leaders, affirmed communalism as the key ethical principle in African culture.

  • Dr. Nkrumah stirred the

consciousness

  • f

the common people to liberate them from political discontent.

  • Dr. Isaac Kofi Biney, SCDE

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Julius Nyerere & African Philosophy

  • To Nafukho et al. (2005) the recorded

form of African philosophies can be traced in the works of African phi-losophers such as Kwasi Wiredu, Paulin Hountondji, Odera Oruka and Julius Nyerere and Peter Bodounrin.

  • The

late President Nyerere

  • f

Tanzania was not only a philosopher, but a renowned adult educator as well.

  • He adopted ‘ujamma’, socialism and

self-reliance strategies, to promote education and overall development of Tanzania.

  • To Nyerere, adult education should be

directed to helping people help themselves.

  • Dr. Isaac Kofi Biney, SCDE

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African Philosophies

  • The African philosophers were endowed with philosophical

mate-rial which is embedded in:

  • proverbs,
  • myths and folktales,
  • folksongs, rituals, paintings
  • symbols such as Adinkra, and
  • beliefs systems, customs, and traditions of the people.
  • Four trends in contemporary African philosophy based on

communal har-mony exist (Oruka cited in Nafukho, et al., 2005).

  • These are ethno-philosophy, nationalistic-ideological philosophy,

profes-sional philosophy and Philosophic sagacity.

  • Ethno-philosophy is about the basic principles of African behaviour,

beliefs and cus-toms that focus on the views expressed in written texts and oral litera-ture.

  • Dr. Isaac Kofi Biney, SCDE

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Nationalist-Ideological Philosophy

  • Nationalist-ideological philosophy emerged as socio-

political force that reflected the vital norms in the culture

  • f traditional Africans.
  • It was used as ideologies for political independence from

colonial regimes.

  • Some of the African leaders who adopted this philosophy

in their leadership drive include Dr. Kwame Nkrumah, Julius Nyerere, William Abraham, Kenneth Kaunda, and Leopold Senghor.

  • Oginga Odinga, Abdel Nasser & Amilcar Cabral were
  • ther African leaders that adopted the nationalist-

ideological philosophy in their leadership drive.

  • Dr. Isaac Kofi Biney, SCDE

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Professional Philosophy

  • It refers to the works of African professionals trained

in Western philosophy. They argue that:

  • The philosophy of Africa should be acknowledged

from an academic standpoint.

  • Philosophy should be perceived from the Western

perspective, however, allowance should be made for minor differentiations.

  • Dr. Isaac Kofi Biney, SCDE

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Philosophic Sagacity

  • It is a reflection on the philosophical thoughts of

Africans.

  • The adherents of this philosophy perceive that

African philosophies are the ideas and views of individual African philosophic sages.

  • They refuted the professional philosophy view, and

cited lack of acknowledgement of the sources and recordings as a major setback, but not any western philosophy influence.

  • Dr. Isaac Kofi Biney, SCDE

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Conclusion

  • Based on developments in African festivals and

philosophy, adult learning should be perceived in Africa not only from classroom setting, but also, from community and workplace settings.

  • Group and team learning should be seriously and

vigorously encouraged among adult learners.

  • The reason being that no one head is a repository of

all knowledge, but every individual possesses ideas, views and diverse potentials to learn to add values to him/herself.

  • Dr. Isaac Kofi Biney, SCDE

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References

Biney, I. K. (2003). Problems facing leadership in community development in the Wassa West District of the Western

  • Region. (Unpublished MPhil. Thesis). Accra: University of

Ghana, Legon. Kwapong, O.A.T.F. & Aggor, R.A. (2012). Introduction to adult

  • education. Accra: ICDE.

Nafukho, F., Amutabi, M. & Otunga, R. (2005). Foundation of adult education in Africa. Hamburg: UNESCO Institute of Education.

  • Dr. Isaac Kofi Biney, SCDE

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