nd I'm usingAfrican very loosely, because Africa is complex and there are multiple African ways ofknowing.
I find it interesting that the speaker felt the need to point this out, and I find it even more interesting that there are multiple African ways of knowing but they all come together as the greater country.
And, in that process of renewing yourself, there has to be a debate, there has to bestruggle. As you do that, you move towards a consensus, and you agree that what wenow have is in the best interest of the society. I may have my differences, but I will haveto subordinate them.
The process of ubuntu draws out one's qualities to support and supply the greater common good as opposed to their own personal needs, which avoids selfish decisions and pride. There is a struggle that comes with avoiding being selfish, and debating this within yourself is a difficult process.
The only way that the self can realize itself is through others.
I like this concept and I would like to see how it plays out in person. I feel like us reading his passage and then the concept actually being real and unfolding in front of us are two different things.
A measure ofresponsibility is part of our obligation whether it comes to us through religion or throughother practices, you know, a moral obligation of duty to others.
I want to question where we see this in other cultures, such as our own. Do we have practices that embrace this ideology? Is it in the same way or a similar way?
he level of our human relationships has never béen so low. We live in a social nd state jobs are environment where there is little or no respect for human or natural life;
There is a very limited amount of things said in this reading that I wish to try to make connections to because I know I cannot even if I wish to. This, though, I see on a much broader scale. Our connections with each other, the way we form them, and the willingness we have to form them in the first place.
We are now more afraid of one another than we used, to be of white folks.
This is a question I have that may not have an answer simply due to my race. I wish to better understand this concept. I'm sure the rest of this reading will also help to clarify my questions
In the last analysis, the kids should come full of spontaneity - with their feel- ings, with their questions, with their creativity, with their risk to create, getting their own words "into their own hands" in order to do beautiful things with the
One question I have here is how do we teach this kind of concept in the classroom? Since we will be in high schools, how do we embrace this ideology when students may not even know how to engage with this kind of thing because they were not taught to do so prior to our class?
We should not frustrate those students who come to us hoping for answers to their expectations, to their doubts, to their desire to know. We
This is something I want to point our for the simple fact of capitalizing on it!!! This is one of those things that any teacher can do/learn how to do regardless of their personality and I think it needs to be brought to the front of every classroom.
Another important virtue for the teacher is patience and its opposite, impatienc
I admire here the point the writer makes about the importance of impatience just as much as patience because it takes one to understand the other.
en. Rather, a teacher is a professional, one who must constantly seek to improve and to develop certain qualities or virtues, which are not received but must be crea
I believe that some qualities in teachers cannot be taught, you either possess them or you do not. It's nothing against anyone who may not possess certain qualities, just that they may not be as fit to be a teacher as they are fit to do something else.