Critical-Ethical-Thinking: A Humancentric Theory of Education in the Face of Labour-Market-Schooling in Africa

Abstract

Leaning on a number of philosophers of education and on the researcher’s experience, this paper modestly proposes a humancentric theory of education that puts a priority on enabling educators and learners to primarily develop what is termed “critical-ethical-minds” prior to seeking specialized knowledge and skills. Once this prime objective is achieved, learners would be well equipped to creatively engage with other academic disciplines in view of acquiring corresponding jobs in the life-world. This paper recommends that this theory of education is likely to produce an individual judged as intellectually emancipated and maturely articulate; capable of reasonably facing the realities of this world and Africa in particular, and of transforming his or her society into a better place to live in.

Keywords

• education
• labour-market-schooling
• critical-ethical-thinking
• humancentric theory of education