Hermeneutics of Pythagoreanism in relation to the historicity of holistic African philosophy of education that starts from Egypt
K’Odhiambo, Atieno K
Khanani, Brenda S
Njogu, Gladys N
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The continent of Africa yearns for holistic philosophy of education that takes into account African heritage and heritages from other parts of the world with a point of historical reference that makes education radiate to all parts of the continent with philosophical underpinnings. Any model of African philosophy of education that does not have referential point may end up not providing impetus for integrated discourse with concomitant intellectualism. Pythagoreanism, a self-contained thought system initiated by Pythagoras (570-495 BC) and his followers, is hermeneutically analysed as a philosophical ideal that recognises Egypt (Nile Valley) as the genesis of African philosophy of education. It is discerned that the philosophy embraces historicism, spiritualism, empiricism, aesthetics and discipline, which are inherent in African heritage and other heritages. It is posited that when discourse on African philosophy of education embraces holistic and interdisciplinary approach that espouses historicity whereupon learning is envisaged to be a phenomenon that emerges from known to unknown with the vantage point that allows knowledge to evolve and get imbued with attributes that take cognizance of Africanity and philosophicality then educational issues besetting Africa can be relevantly addressed.