Open Journal of Philosophy

Open Journal of Philosophy

ISSN Print: 2163-9434
ISSN Online: 2163-9442
www.scirp.org/journal/ojpp
E-mail: ojpp@scirp.org
"Educating for Ubuntu/Botho: Lessons from Basotho Indigenous Education"
written by Moeketsi Letseka,
published by Open Journal of Philosophy, Vol.3 No.2, 2013
has been cited by the following article(s):
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[18] A critical assessment of ubuntu as a source for moral formation in contemporary Africa
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[23] Comprehensive sexuality education for sustainable learning in rural ecologies.
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[24] The philosophy of ubuntu in secondary schools in the Gweru District of Zimbabwe: a critical reflection
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[25] Guidelines for the promotion of teacher wellbeing in a township primary school
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[26] Clash of ideologies in post-colonial education systems: Convergences and divergence
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[27] Self-Directed Learning
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[28] Self-Directed Learning: An imperative for education in a complex society
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[29] Senegalese Parent, Family, and Community Engagement in Education: An Ubuntu-Inspired Inquiry
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[30] Higher Education in the melting pot: Emerging discourses of the 4IR and decolonisation
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[31] Enhancing risk management skills at a municipality using an adult education approach
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[32] Original Paper Enabling Teachers as Front Liners in Maintaining Learners' Emotional Well-Being during Covid-19 Context: Ubuntu/Botho as a Guiding Principle
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[33] Social Support Experiences of Spousally Bereaved Individuals in a South African Township Community: The Botho/Ubuntu Perspective
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[34] Fostering Sustainability-The University of South Africa Experience
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[37] Open Learning in the African Context: Challenges and Possibilities for Self-directed Learning
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[38] Basotho Community Elders' Views on Botho/Ubuntu as a Moral Concept
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[39] Using ubuntu values to enhance disruptive pedagogies for effective and meaningful teaching of grade 12 Euclidean geometry
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[40] Ubuntu pedagogy–transforming educational practices in South Africa through an African philosophy: from theory to practice
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[42] Grounding Teaching and Learning in African Higher Education
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[43] Application of Ubuntu Philosophy for the enhancement of Guidance and Counselling: An alternative for facilitating Inclusive Education in Lesotho
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[44] Ubuntu and African Disability Education: An Ethical Perspective From the Global South
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[45] Tatodi among the Bangwaketse
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[46] NGATI MUKUWERENGA NDICHEDWA KALE KALE PIECES OF THE PUZZLE: AID, EDUCATION AND GEOGRAPHY IN MALAWI A COMPARISON OF GIS AND …
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[47] Collective resilience to global challenge: a collective wellbeing agenda to transform towards sustained equitable education
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[48] The paradox of internationalising higher education through ubuntu philosophy
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[49] Indigenous Knowledge Systems
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[50] Applying Freire and Ubuntu to Humanizing Higher Education Leadership
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[51] Deconstructing power differentials in the postgraduate supervision process: mentoring in Ubuntu praxis
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[52] Ngati Mukuwerenga Ndichedwa Kale Kale Pieces of the Puzzle: Aid, Education and Geography in Malawi: A Comparison of GIS and Manual Methods for Increasing …
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[53] Ubuntu: Constructing Spaces of Dialogue in the Theory and Practice of Global Education
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[54] Knowledge management application in township schools: a case study of Emalahleni Circuit 1, 2 and 3
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[55] Reflective Practice: The Hallmark of Andragogics in Ubuntu/Unhu Societies
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[56] Deontology, ubuntu and doctor-patient relationship
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[57] THE ISITHEBE SOCIAL CONNECTEDNESS INTERVENTION STUDY
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[58] A capabilities approach to an African inclusive education in the technical vocational education and training sector in Botswana
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[59] Zimbabwean teacher education: student teachers' perceptions of a teacher education curriculum infused with African traditional education
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[60] Dyslexia, Entrepreneurship, and Transition to Decent Work
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[61] Restorative transformation after lockdown: Freedom and Ubuntu in Civic Education
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[62] (Re)-Construction of womanhood in Lesotho: Narratives of 'Unmarried'Basotho women (Methepa
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[63] A collaborative framework for enhancing sustainable learning for learners with disruptive behaviour in a rural school context.
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[64] Facilitating young children's understanding of Ubuntu using creative drama
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[65] Democratic citizenship education in Ghana: Implications for teaching and learning in Ashanti Schools
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[67] Revisiting virtue ethics and spirituality of Botho: A study of an indigenous ethic of character formation in the moral thought and practice of Basotho
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[68] Reflections of Ubuntu principles in selected Setswana drama texts
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[86] Core aspects of ubuntu : a systematic review
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[87] An Epistemological Critique of the African University Education System
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[88] Gathering Under the Mopani Tree: An Indigenous Psychology Theory of an Interdependent Resilience Pathway
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[89] The Lesotho General Certificate of Secondary Education (2013): teachers' readiness for implementation
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[90] INFORMATION MANAGEMENT IN PHYSICIAN-PATIENT INTERACTIONS: TOWARDS A NEW APPROACH
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[91] Problematizing Democratic Citizenship in South African Secondary Schools
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[92] Using Mobile-Based Social Media to Facilitate Interaction and Build Communities through the Lens of Ubuntu in Distance Education.
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[93] PATRIACHY AND UBUNTU PHILOSPHY: THE VIEWS OF COMMUNITY ELDERS IN THE EASTERN CAPE PROVINCE
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[94] Indigenous African philosophy of Ubuntu as a foundation for a conducive environment for culturally responsive teaching and learning in South Africa
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[95] Wellbeing as Positive Outcome of a Social Connectedness Pathway to Resilience: An Indigenous Psychology Perspective
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[96] Ubuntu as care: Deconstructing the gendered Ubuntu
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[97] Towards an Alternative Approach to Education Partnerships in Africa: Ubuntu, the Confluence and the Post-2015 Agenda
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[98] WHO guidelines challenged in Botswana: traditional medicine between healing, politics and witchcraft
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[99] Introduction: Re-visioning Education in Africa—Ubuntu-Inspired Education for Humanity
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[100] AfroSymbiocity as a Psychology of Conflict and Conflict Resolution in Africa
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[101] A Review of You Can't Teach Us If You Don't Know Us and Care About Us: Becoming an Ubuntu, Responsive and Responsible Urban Teacher
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[102] Youth workers' role as contributors to social cohesion and nation building
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[103] Ubuntu considered in light of exclusion of people with disabilities
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[104] Neoliberal Globalisation and Resistance from Below: Why the Subalterns Resist in Bolivia and not in Ghana
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[106] Life orientations implications on the development of altruistic behaviour in school going adolescents
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[107] Using indigenous games and knowledge to decolonise the school curriculum: Ubuntu perspectives
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[108] Transformative Learning: Improving Teachers' Cultural Competencies Through Knowledge and Practice of Ubuntu Pedagogy
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[113] Embracing Ubuntu in managing effective classrooms
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[114] Disability and armed conflict: A quest for Africanising disability in Uganda
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[115] Age‐old care and support practices in Southern Africa functioning robustly as sophisticated social technology interventions
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[117] Towards an African education research methodology: decolonising new knowledge
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[118] Leadership challenges to the Episcopacy in the Anglican Diocese of Harare in Post-Independent Zimbabwe: a pastoral theological perspective (1980-2013)
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[120] Contextualised Inclusive Education: A Retrospective Look at Technical and Vocational Education and Training (TVET) in Botswana
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[121] The amalgamation of traditional African values and liberal democratic values in South Africa: implications for conceptions of education
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[122] Insights from traditional initiation teachers (Basuwe) on the influence of male traditional initiation (lebollo) on the behaviour of schoolboys
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[123] The challenge of personal and universal rights when dealing with pregnancy due to rape in rural KwaZulu-Natal
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[124] Contextualised Inclusive Education: A Retrospective Look at Technical and Vocational Education and Training (TVET) in Botswana.
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[125] African Youth Cultures in a Globalized World: Challenges, Agency and Resistance
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[126] Stories of hope: a community endeavor to promote college access with rural youths in Benue state of Nigeria
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[127] Exploring Teenage Orphans' Survival Strategies into Adulthood in Gwanda Community: A Wellness Perspective
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[128] Transcending GIPA: towards an Ubuntu framework for mainstreaming participation of South African people living with HIV (PLHIV) in social change communication for …
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[129] Indigenous pathways to adaptive coping in rural communities
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[130] Education, disability and armed conflict: A theory of Africanising education in Uganda
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[131] Ubuntu and Justice as Fairness
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[132] Did Philosophy Originate in Greece? An Africanist Response
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[133] Indigenous knowledge and school science: Possibilities for integration
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[134] Anchoring Ubuntu Morality
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[135] THE NEXUS BETWEEN OPEN DISTANCE LEARNING (ODL), AFRICAN PHILOSOPHY AND UBUNTU
[136] Conflict between personal and universal rights when dealing with a pregnancy through rape case in rural KwaZulu-Natal
[137] SUPPORTING OPEN DISTANCE LEARNING (ODL) STUDENTS THROUGH UBUNTU VALUES
[138] PERSPECTIVES ON ODL: TEACHING AND LEARNING THROUGH UBUNTU
[139] Reflections of youth researchers who seek to forge social justice and to build alternative forms of resistances
[140] Creating a context conducive to creative learning in a coding club: Student teachers' experiences
[141] 7 General Conclusion and Postscript
Abdul Karim Bangura
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