Author(s)

Kingston Chukwunonyelum Ani Casimir^1,2, Orajaka Sussan Nwakego^2,3, Emmanuel Umezinwa⁴

¹Department of Philosophy, University of Nigeria, Nsukka, Nigeria.
²Institute of African Studies, University of Nigeria, Nsukka, Nigeria.
³Department of Music, University of Nigeria, Nsukka, Nigeria.
⁴Department of Music, Nnamdi Azikiwe University, Awka, Nigeria.

The need for a paradigm shift in African development blueprint is also a call for reform of certain critical aspects of education in Africa. In the main stream African studies, this need may be defined as the Africanization of the contents of Africa’s inherited modern educational system. Presently, there is an urgent need for a paradigm shift in the study and practice of music as an integral agenda of African studies and African philosophy. Current educational reforms in both African studies and general education have continued to demand for this shift in the curriculum contents of mainstream African studies that have to do with the philosophy of music education. The trilology of music, philosophy and African studies are the identified three conceptual relevant disciplines where this call should be concentrated and worked out in good time. In essence, this article is a call for state tertiary institutions to “Africanize” music as a discipline, as an art and as a curriculum, using the philosophical analysis derived from the core principles of African studies. Philosophy will help the search for the Africanization of music education by giving it a safe human value base in African philosophy. We have argued in this paper that Western concepts of philosophy and aesthetic education currently taught in the 1950s failed to reflect the human values that are African and this failure and the need to reform their existing content informed the emergence of the centers of African research, renewal and studies known as Institutes of African studies in different Universities in Africa and Europe. Aesthetically speaking, music has a psychological role in culture, arts and the education of indigenous communities in Africa. Aesthetically, musical education based upon Western values alien to Africa has negative implications for the modern musical educational policies, curriculum and practice for the modern African state. From the analytical perspectives of both African Philosophy and African studies, we are able to argue and establish what should constitute the dynamics of new musical paradigm shift in Africa and to define the relevancy of music education to the African educational system, using analytical situation drawn from Nigeria examples in the study.

Curriculum, Philosophy of Music Education, Content Analysis, African Studies, Cultural Education, African Philosophy, Music Education, Nigeria Education

Casimir, K. , Nwakego, O. and Umezinwa, E. (2015) The Need for a Paradigm Shift in Philosophy, Music and African Studies: A Trilogical Identification of Three Conceptual Relevancies in State Tertiary Education. Open Journal of Political Science, 5, 135-154. doi: 10.4236/ojps.2015.52016.