In real terms alongside mythological, religious and scientific pursuits Africans just like the rest of humanity also use philosophical analysis in order to make sense of their existence. Kant (1724-1804) which is known for his ethics of “categorical imperative” that we must act in such a way that we could will the maxim according to which we act to be a universal law. Kant has been long recognized as one of the greatest European philosopher, which his work has been influential. His “Critique of pure reason” and “Groundwork of the metaphysics of morals”, which makes him known. But what is ignored by many according to Eze (1997:103-140) his racial classification of human nature into four categories ‘White European’, ‘Yellow Asians’, ‘Black …show more content…
It has not motivated force, for it lacks affect and passion. They are not in love, thus they are also not afraid. They hardly speak, do not care each other, cares about nothing and are lazy. However The race of the Negroes, one could say, is completely the opposite of the Americans; they are full of affect and passion, very lively, talkative and vain. They can be educated, but only as a servant (slaves) that is they allow themselves to be trained. They have many motivated forces, are also sensitive, are afraid of the sense of humour (Eze1997:103-140). Murray (1967:14) indicated that “…outside Egypt there is nowhere indigenous history. In view of this argument, African history has always been ‘foreign ‘history”. Equally to the grand philosophies of Western thinkers expressed in the name of dialectic, materialism and the limitations of human knowledge, a hierarchical relation is developed between Europe and the rest of the world. However, the realities of Ethiopian history, art, culture, and politics disprove what the non-African individual wrote about Africa in general. They presented Africa from an entirely Eurocentric …show more content…
The curriculum of education was designed copied from the West or with the involvement of Western expertise. It is important to remember at this juncture that it is sometimes difficult to separate colonialism from education. Colonialism and education are too many ways through which European power perpetuated underdevelopment in Africa. Though education predates colonialism, but the European use strong powers to introduce a system of education that were so foreign, whose aim was to ensure that the African nation was subjugated and exploited (Oba and Eboh2011:624-631). Incorporating indigenous knowledge and life skills will enrich the existing Western-oriented curriculum in many ways. The West selfishly, implemented or imposed their curricula without considering the African situation (ibid). This trend contributed to making the country like the other African continent imprint colonial education system in non-colonized state Ethiopia in changing the country into the European image (Wuhibegezer and Gezae (2015: 40). Indigenous knowledge is marginalized and this needs the de-marginalisation of the knowledge and makes part of the knowledge of the