Changes in teacher education courses India is a developing country. Our traditions and culture of the millennium. Different types of people live in India. In the ancient educational institutions known as the ‘Ashramam’ and teachers known as the “master.” Masters is a mother and father’s social respect is due. According to our Vedic third master is God. In ancient times, they give attention to Shravana, meditation and asanas. All types of information is in the Vedas. Yoga is India’s most precious gift to the world. Yoga has its origins in the Vedas, that is, by their meditative state sages heard the text, it is called as srutis. The great sage Veda Vyasa in a systematic order. Therefore, it is known as Veda Vyasa. We now live in the world of technology. The great changes taking place in the daily life of mankind. Television, telephone, radio, computer, Internet and mobile of much in our daily lives. Even today, for teachers, students role models in society.

The teaching profession is respected in the community work. But there are huge changes taking place in the education system. The increase in Western culture. Thanks to globalization, we see the main form of advertising. This is not good. Maestro is a nation builder. The development of any country depends on its educational system. Any type of development may be through education. The concept of the course can be seen as a teacher and student links between the connection be organized by achieving previously set up the teachers, learning organization, or by experts The aim of the. The course is a means of education. Although education is learning, curriculum learning representatives. While education on “how” and “time” to “course covers what” the product of education, lesson plans. Teacher Training Teacher training is an integral part of the education system. This is closely linked to social, is conditional, moral, cultural and character of a nation. The constitutional objectives, guiding principles of state policy, socio-economic issues and knowledge of growth, is expected to produce changes in the business and education, need a future educational system offers proper reaction and the prospects for teacher’s education program in Bixu be Guancha . When India won freedom, the education system was acceptable, because it is considered to be from the same sudden departure, would interfere with and undermine stability. Therefore, the system is willing to maintain the strength and vision of all the reforms adopted are rearranged. Therefore, the education, including teacher training is still mainly the needs and aspirations of the people from the insulation. Efforts in the past 50 years, there have been some localized system. The difference, however, there are still a large and obvious. Requirements for bridge construction, can be:  - The establishment of a national teacher training system based on the essence of Indian culture, its unity and diversity simultaneously change and continuity.  - To facilitate the realization of constitutional goals and the emergence of new social order.  - To prepare for the professional ability of teachers to effectively discharge its responsibilities to society.  - To improve the level of teacher training to improve professional and social status of teachers and develop their sense of responsibility. Teacher training program Need to improve the overall progress in educational levels are well known. The important role of educational institutions, aware of the various initiatives that reflect the change in the nature and role of education – formal and informal. Universal access to quality education is considered a necessary condition for development. This calls for improving teacher education system, high quality teachers. The Commission and the Commission, Sarvepalli Radhakrishnan Commission (1948), Secondary Education Commission (1953), Kothari Commission (1964-1966), are appointed by the central banks and governments of countries in recent decades has stressed the need for quality teacher education system for training needs. Secondary Education Commission (1953) pointed out that the main factors for the reconstruction of education in secondary schools is the training of teachers. Education Commission (1964-1966) stressed that “in the world of science and technology, is the level of education determines the prosperity, welfare and human security” and “a good program of professional education of teachers is necessary to improve quality of education. ‘ India has a great education system. About 5. 98 500,000 primary schools, 1. 76 500,000 and 980,000 high school, senior secondary schools in the country, about 1300 teacher training institutions and some 700 primary school teachers education college / university faculty to prepare teachers in secondary schools and universities. From about April. 52 million of the nearly 300 million rural teachers, teaching, primary and junior levels. A considerable portion of them are not trained or training. In some regions, the Northeast, and even qualified teachers. For in-service education, the situation is not very encouraging. It is estimated that 40% of the average level of teacher training of teachers to provide a 5 year period. On non-formal education, although some models popular in several states, but there is still much to be done to prepare teachers and other staff of the system. On Teacher Education (NCTE) and non-state legal Organizing Committee (1973-1993) by the quality of teacher training to improve on the various measures. His greatest contribution was in the teacher training curriculum framework prepared in 1978. Therefore, the teacher education programs have been changes in teacher training courses in various universities and in the parliament. A similar effort was in 1988. In the past decade, due to the new guidelines, in education, social and economic political background of countries He rapidly changing international level. Curriculum renewal has become an imperative in the gaps in teacher training light. Teacher training is a traditional nature and purpose. Consistent with the theory and practice of the education system response requirements of curriculum integration is still weak. Capacity and skills of teachers prepared to train them not to become effective professionals. The latest developments in his understanding of education is still inadequate. Organized learning experience and the available stipulatory little help improve self-directed lifelong learning skills. The system is also preparing to become professional teachers who are not necessarily in the first commitment to teacher education courses. More than a teacher-training institutions do not match words with deeds. Capacity and is very few lessons. Program definition, Olive (1997). Course content: What is the school to teach Set of topics. Content A research program. A set of materials A course sequence. A target of A learning process All this, in schools, including extra-curricular activities, classes, orientation occurs, and interpersonal relationships. Everything is planned by the school staff. A series of experiments with school students. A person from the school as a result of lessons learned. The flexibility of the course In India, there are many communities living in the mountains, plateau, desert, plain and rib area all have their own unique personality, habits and needs of the environment. Therefore, the same course, can not force everyone, regardless of their needs and environment. If from a different location to another, from one society to another. “India’s destiny in their own classrooms had.” In the world of science and technology, based on the level of education determines the prosperity, security and the people (of the Education Commission from 1964 to 1966) benefit. Different types of courses 11 types of courses 1. Openly, clearly written or course 2. Social studies 3. Hidden or covert curriculum 4. Space program 5. Mirage Course 6. With the course 7. Rhetoric Courses 8. The class uses 9. Received curriculum 10. Internal courses 11. E-Courses Teacher education programs at different stages – NCTE In teacher training phase Target * Teachers to enable students to instill the desire of children, know that their immediate natural environment, her love and respect; * Teachers to prepare students for the use of local resources and local circumstances. Course content and transaction Teachers at this stage the need for literacy programs, awareness training, social, national and local customs, festivals and fairs and community social life force. You can also develop the strength, impact on the environment, including pollution, the importance of history and culture and education and development of special features, location of the political mandate and program evaluation knowledge. Level of education in primary school teachers Target • Development of environmental studies, social sciences and integrated comprehensive integration of science and technology skills of teachers in teaching practice; * Teachers enable students to instill the desire of child
ren, know that their immediate natural environment, her love and respect; Inspiration pre-service teacher training Course content and transaction This is a student teacher must recognize the need to reduce the course load, Zuzhishidang of Xuexijingyan is the Xing Zhi Huo homosexual students involved the immediate environment, Bangzhu they Kaifa and absorption Li Xiang Zhi. Teacher training course at this stage has been to provide guidance. Teaching and learning mathematics woven around the environment so that learners integrated environment. These activities will focus on the use of local culture and specific local environment and resources and the environment. Students must have experience of teachers to help children develop social, emotional and cultural. Understanding and the phenomenon occurring in the environment, realistic point of view there may be social or scientific activities. This can be done with the focus of observation, classification, comparison, analysis, reasoning, both inside and outside the classroom. Secondary school teacher training and high school Target Teachers and students develop sensitivity and awareness of environmental concerns, promoting skills, overcome the environmental challenges; Inspiration pre-service teacher training Academic stream In addition, concerns, ecological imbalance, environmental degradation, it also must study the socio-economic and cultural. Students with special educational needs Gifted Education and Talent Development objectives: Target * The teacher asked students to develop their gifts and talents between social responsibility and commitment to social and environmental; Continuous training of teachers Target * Teachers will be sensitive to allow gender and the environment. The need for teacher education curriculum reform India’s traditions and culture of the Millennium. Educational institutions and teachers known as the Ashramam call for the division. A huge change in our daily lives where. As the globalization of the education system has been fully affected. Educational institutions are now giving priority to technical education. Maestro is a national builder. Its ability to change society. Know the importance of technology, communication skills, the National Committee of Teacher Education (NCTE) presented the technology is known as a separate theme of “Education Technology”, both the B Ed and M. Ed in Education, Communicative English, Computer personality development, and describes the level of the second Ed. Now, we face many problems, such as terrorism, poverty and high population. We hope that this program enhances the community of peace, non-violent, positive attitudes and values of the type. By the teacher training courses instill these things, we will have a positive change in society. Our national education policy (1986) and other committees and the Education Committee is also to pay attention to quality of teacher training. However, we have the responsibility to follow this course type. Through seminars, workshops and conferences is an important collection of internationally renowned scholars on the curriculum changes in the current circumstances, the importance of attitude. There are many changes in course proposals, but not in practice. Guidelines / Tips Ø at different levels, pre-primary, primary and secondary education, teacher education programs are generally based on the current format, in addition to other basic courses, including philosophy, sociology and psychology of education. Our aim is, teachers should have a conceptual understanding of the field of education that is relevant to the political, social and cultural life, the country’s teachers were not only responsible for the “realization of small ornament only major concern” of the teaching task, but to create people who can use their mind, that in the field of education obtained all the situation is full of prospects. This is the course, provide great potential to convert to a chapter on the thematic focus of discussion lists. In addition to others, you can re-examine the existing curriculum, and to include the basic content of the new economic policy and constitutional concerns about non-discrimination issues cluster differences. Other areas related to the development of ideas, is the practice of teaching and social work. Ø non-discrimination in the exercise, the values of the type of development, such as gender chapters / gender, caste or tribe, disability, extra-curricular activities can be co-operation and additional central theme of the curriculum of teacher training institutions. It does not intend to repeat the activities included in this chapter here, which you can see them listed in the relevant sections of these activities. Or, it may be useful to the planning of this issue guidance teacher training program. Familiar with the talks, can the implementation of strategies for teaching educators and teachers to learn about the topic. An effective way to institutionalize the concept of primary and secondary education into teacher training. This may be supplemented by appropriate cooperation, lesson plans, primarily to offset the development of attitudes and values of a number of key deficiencies in the curriculum. Ø What is needed is the active defense of these components into the national consciousness of educational institutions, educational institutions and the Institute of Education curriculum. Ø In order to overcome the shortcomings of decentralization issues, recommended a comprehensive independent units, including the Constitution of India and its impact on education expressed concern about the familiar primary and secondary education should be incorporated into teacher training. Ø In India, in the education process of impact assessment system, particularly significant in the classroom teaching quality, security and other units from the urgent need for a separate constitutional education due attention and weight of the subject in the classroom. Ø a lot depends on the realization of substantive intelligence through education and teacher educators, teachers and dedication. If the problem is dealt with sincerity and purpose, which definitely can run through teacher training, the necessary changes in the educational system. Conclusion Today, we are in a world of technology is happening rapidly. Parents and teachers who have an immediate impact. India has been with the national science and technology progress, but we have shown that the value system in our slower pace, even if we have a fine tradition of human values. From the context and concerns as outlined above, the teachers and the general and specific objectives of the curriculum framework configuration file defines the boundary. Courses offered by the cognitive framework of the following features:  - It reflects the cultural heritage of India is to achieve national goals and aspirations of the people to comply with clerical services.  - To respond to the latest developments in the field of education.  - To establish a combination of theory and practice of education.  - Offers a variety of learning experiences teachers.  - Allow teachers to try new ideas.  - Ensure that the integral pre-and in-service teacher education.  - Training of teachers at different stages of setting goals. According to Swami Vivekananda Master provides students with knowledge and a bright future. Always trying to help students and promote social good habits, not only students but also. Teachers are the axes of development. In the teacher’s influence is more student life. Any kind of social development depends on its educational system. So it is very important to give priority to education of teachers. It is very important for teacher education programs to increase science and technology. Therefore, there is no doubt that India will become the world’s powerful and rich countries. Reference material 1. Sunday, Mr. Saxena shallow Mishra, RK Mohanthy “teacher education”, Surya Publications, near the government. Inter College, Meerut, first edition, 1998. 2. http://www. NCTE item. Organization / 3. http://www. aponline. Governor. In / 4. http://www. NCERT. Ca
rd. In / *****

麦卡里乌基 – 0721 666 098, mickariuki @ yahoo. The COM, we can and must develop an African philosophy of education? : In 1986 and Bennaars Njoroge published in Africa, on the education of students and educational introduction to philosophy text, vision education. Since the book’s publication, produced in the educational philosophy of intelligence-arid areas in Kenya. This is just the prologue, while introducing or textbooks. More importantly, the proposed model, and said that the purpose of this book is an African philosophy of education as the development of a conceptual framework (1986, 92). This model has an intention.

I would say that file is in the affirmative, as it should be seen as a moral responsibility, the policy can not serve as an outstanding capacity. But the real idea is to develop education in Africa remains a distant prospect, until we have the necessary academic skills to be an expert. Philosophers of education experts, the shortage of education in the educational philosophy of the so-called philosophers. They should be trained in the philosophy of technology and science education. Must meet one of the two disciplines. In order to ‘meet in one, “is a philosopher of education must be combined with technical and scientific philosophy of education as a whole area of academic expertise. Educational philosophy and philosophers of science education in the intermediate zone technology. In other words, a person must have one as the main technical and professional philosophers degree. The “conference in two areas’, is to blame the lack of resources in this regard. Refers to people who are not ideal is the subject of teaching. There are two in Africa, which is less than ideal teachers of philosophy of education class. Generalists and specialists, the first professional educators are not philosophical terms. The latter is not education and training of academic philosophers. Plato would be excluded, as many philosophers of education will allow. Generalists do the general principles of philosophy, goals and educational objectives of education. Technical education philosophy philosopher too abstract, unrelated to the professional concerns of teachers in the school day. The latter accused the speculative position of chair armrests, which is the general allegations. Concept model of education in Africa: the vision of Education vision of Education stood two feet – one foot in the planting and philosophy of the saint, the oppressed – the feet are rooted in the conceptual model to other education development in Africa philosophy of education and Bennaars described by Njoroge (1986,88-89). Education Pedagogía Sagaz vision or attempt to go beyond the philosophical wisdom of Nairobi School in the original power. As Gail said Presbey, the proposed projects for the start of the original power wise philosophy – the euro skeptics who thought the Americans, Africans can not be defensive philosophy – have been overcome. For the present needs of the African elders benefit from his wisdom, both in Africa and the world. I also recommend the title “saint to difficult problems. Although there are good reasons to focus on the elderly in rural areas earlier, ignore the wise philosopher, stressed that it should be admired for their philosophy of the place, can be found in women, youth and Africa, and urban residents. In this way, philosophy of life to meet people and learn more about light and Africa to share experiences. Gail concluded that, if, and how, therefore, philosophy was part of a wise and growth depends on those who are willing to continue the idea that their work will help to define the terms “smart” and “sage philosophy of the future.” wisdom of education provided here as a possible contribution to the development of the sage philosophy in Africa aspects of educational philosophy. Njoroge and Bennaars (1986, 98) … made a basic framework of philosophical thought education should be in Africa. In this model identified four areas of interest, reflecting the special role of technology philosophy, philosophy of education on a specific focus and trends, in each specific African philosophy. attention to these areas are: education, national philosophy, the phenomenon of education in Africa, criticism and education and philosophy of education in Africa. author (1986, 88) that this is a “regulatory framework, the concept of education in Africa. “It says (1986, 89 ),… Ke Yi establish what we now should be the main function or in Africa’s educational philosophy concern, so we can get a 模型, showing a characteristic in the philosophy of education in the Africa. Achieved 2 of the model standards or conditions must be satisfied that the technical and Africa. Because of the above conditions “the African philosophy of education, a real technical approval, (s) should be noted that the philosophy of education such as technical features and similar methods” (1986 , 89). There are four functions, namely, philosophy of technology, critical, rational, phenomena and speculation (1986, 23-24). In these letters, the four functions, namely, the educational concept of the four methods, implies that There, critical and analytical methods (1986, 89). As to the second criteria or conditions must be philosophical Africa and Africa is a “must reflect the philosophy in Africa (1986, 89) mode. Njoroge and Bennaars (1986,83-89) outlined four trends of African philosophy, ethnic, philosophical, cultural philosophy, political philosophy and formal philosophy. These trends are matched by a philosophy of technology every four functions of the corresponding function. The resulting combination of these four are: national and in education, culture, philosophy of the practice of linking the outcome of the African philosophy of the consequences of speculative philosophy of education, functional results, combined with a unique method of the African philosophy of existence of the role of the phenomenological method, in political philosophy and methods of the key functions of key outcomes, and philosophy, the last formal contact with the analysis results of the analysis function (1986, 89.) Therefore, we can find the “four main areas of concern, which can be described as one of the philosophical foundation of education in Africa is race …。” philosophy of education, on education in Africa, critical situation of education in Africa, and the philosophy of education in Africa. [1] Aristotle’s philosophy of causation in the technical functions of formal reasons, the trend of philosophy in Africa is the material cause. Formal and material composition of the reasons is the common principle is great, but the nature of philosophy of education in Africa is the extent possible 内恩乔罗格 and Bennaars framework. As Wittgenstein (1981, 2.14), “What is the picture is its elements are interrelated in some way”, that “the reality of pattern formation” (2.15). In reality, the ‘picture in a graphical form. . . Attached. . . Reality. . . To correct “, this image of what practical measures should be.. (21,521). Njoroge framework and Bennars what should be considered as the African philosophy of education considered. Plato made the medium-term Model Bennaars Njoroge and still did not work in practice. This may be due to an expert who is “extremely rare” (1986, 78) to the appropriate combination of the lack of training in the philosophy of technology training and vocational education (second edition) . to further the development of the African philosophy of education knowledge and skills required of experts in African philosophy. This provision, the African philosopher, educator, specialist rose to double technical and vocational education philosophy (1986 ,77-80) similar in (Plato Republic, Book V 473d) observed, the city has not … except from the evil rule of philosopher king, breathing in the city, or those people we now call kings and rulers of the practical and appropriate philosophy research, until, that is, political power and unity of ideas and the pursuit of a different nature now be forced to exclude other allowed to do so. Otherwise, we have described the city will not be possible, or see the dawn. Plato under Njoroge paraphrase – Bennaars we can say: Kenya will not be African philosophy of education, teaching and research unless the philosopher, who taught educational foundations or the true education and appropriate learning philosophy, until, that is, philosophy of technology and science education education in Africa in the use of different philosophers and scholars are now in addition to other fields were forced to enter the treatment. Otherwise, the African philosophy of education that the model can not be a possibility, or see the light one day. Plato in the s
ame location provides a logical link average common philosophy of education in Africa, and science and technology philosophy of education. The average African art is a philosopher who is also a professional philosopher, is a student combine their technical ideas and teaching professionals . It is from this hope is the development of education, the possibility of an African philosophy. Experts can be so rare development of African Education. Pedagogy of wisdom: an experiment in Africa, the African philosophy Bennars Njoroge and wisdom of the philosophy four trends identified in educational psychology philosophy is not included, but Oruka Audra (1990,16-17) is considered a clear trend of African philosophy. including four from the Oruka African philosophy (1990 13-20), that determine the trend, national philosophy, philosophy, wisdom, and nationalist ideologies of Philosophy and professional. To Oruka (1991.43) “as a wise idea to a third option,” among the public philosophy or (ethnic philosophy) and “a written statement critical ‘or (professional) the trend is that philosophy of smart, popular traditional African is the key to wisdom and philosophical discourse custom. “This is a model of sage philosophy Njoroge phenomenological analysis – Bennaars, an attempt to develop the African Education. As the model Njoroge – Bennaars African philosophy of education need to be worked out two aspects: First, technical methods of philosophy, followed by the tendency of African philosophy. to develop the wisdom of teaching, choice phenomenological philosophy of technology features, and sage wisdom or philosophy is the philosophy of the tendency of African philosophy, the two new areas in philosophy of education to Recognizing the wisdom of teaching in Africa. Bank problematizing and wisdom teaching is the pedagogy of the oppressed. Freire, the Brazilian educator, developed a philosophy of education called Education tendency of the oppressed (1972). Pedagogy of the Oppressed ‘role… important discoveries… dehumanization. He said: “oppressed” is: how oppressed, as the central issue of division of teaching and non-real life, to participate in the liberation of Education development? “” This reason for teaching the oppressed oppressed and the object, this will be reflected in the struggle for liberation they need to participate in the reflection. and in this approach, and to conduct a remake of “(1972,25) . Of the oppressed is a traditional teaching method, which is teacher-centered struggle for Critical Pedagogy, teachers assume the leading role, students are passive. Freire in the traditional teaching methods identified two dialectical opposite, the oppressors – who happen to be teachers and the oppressed – who happen to be students. Teacher in a dialectical situation, the opposition students in the teacher’s knowledge, but no knowledge of the students should be the whiteboard. Freire used the banking industry now compared to 10 teaching contradictory attitudes and practices, reflecting the community’s oppression “(1972,46-47). The teacher as the” Bank staff on the “domination of the Banking Act to use.” “Paulo Freire Institute of the change of a teaching model to replace” the deposits of education. . . And men in relationship to the world problems “(1972.52). This is also known as the liberation of education,” the cognitive component, there is no information transferrals (1972.53). Of “problematizing educational practice first, the need for teachers and students to resolve conflict. Dialogue relations – an essential role in cognitive ability in cooperative cognitive view of the same object – will not be possible” (1972, 53 ). Anti-traditional education, so that the banks’ freedom of teachers and students of critical reflection that lead to “sense and in reality there’s a key intervention. (1972, 53 to 54). In order to test education bank… Y of the.. The composition of education issues, “Freire (1972, 56 57states … that the two concepts and practice of conflict in education is analyzed. try to Bank of education, from the mythologizing reality and conceal the manner of its interpretation of certain facts exist in the male Education issues brought the world to mythologizing his own task. banking education to resist dialogue; problems, resulting in educational dialogue is cognitive behavior, reveals the essential reality. banking assistance for the object type of education to address The key form of education so that their thinkers. “educational segregation of the World Bank, through inhibition of awareness and sense of creativity, domestication of intent to deprive the people of the ontological and historical mission to be more fully human. Freire is the bank’s media education’s “authoritarian and alienated intellectual liberation ‘and people start with” total rejection of the here and now “, which is where they are immersed in the situation …. it really must be seen emerging as a non-fatal and immutable, but only as a limit – so its status is a challenge. “(1972,57-58) the wisdom of education is to develop the philosophy of education in Africa. This is a critical reflection on teaching in Africa, the possibility of as Freire said, critical reflection, is in this sense “concurrent action of action and reflection” (1972, 99). Two elders Oruka Audra (1991 species; 34) identifies two African State the type of scholars, sages and saints of universal philosophy. The results show that in Kenya there are two main differences between sage philosophy. A thought that they are saints, but well-informed and educated, can not go beyond human wisdom to celebrate. This Wise has not the ability or willingness to pursue their own independent review against the popular belief. It is, therefore, in the second class of popular saints and scholars, the wise philosophy. The first is the master of wisdom, and wisdom in the second teaching experts. saints know philosophy, wisdom, popular then, what is the cardinal of faith and wisdom of their community, but he made the kind of people take for granted the independent and critical assessment. Thus, while the stay of the wise folk wisdom in first-order philosophy, philosophy of saints is a second-order philosophy, this is a reflection and what is reasonable assessment of the first order. What is given to the first order is a traditional mixture of beliefs and practices cum. Oruka (1991 年, 37) that “there is and will be wise, even modern educated Africans, for example, Nyerere. To be a saint,” We must wisely and be able to leverage the benefits of that wisdom of their communities. ” of concern is not wise to say, wisdom is by definition, philosophy, philosophy, but to study the wisdom of the reach of their overlap. “In this game, both philosophers and wise men have the same function: it uses understanding and solving the basic problems of human life abstract reasoning “(1991, 41). Audra Oruka (1991, 34) carried out the research project in Kenya.” One of the main objectives is to find in a traditional African philosophy traces of words or philosophy of life …. …. clever idea of the exposure value is another important research goal wise “(1991, 41). However, the project is the most sensible means” to help substantiate or reject the well-known, the true philosophy “is not held in the traditional claims of Africa”. This statement means that, in Africa, modern philosophy, “existence is entirely due to the introduction of Western ideas of Africa” (1991, 34). this claim is invalid can only be established if the host is found in African traditional philosophy of saints. the project has been identified as the philosophy of saints (and wisdom teach people to succeed) in Kenya, but different from the popular scientists (with the traditional wisdom of people who ) (1991,33-34). This prejudice is reflected in the Mullin 10 in Europe (1965), which was originally a Christian trying to … established guidelines in the Department of Modern Africa “(1965,3). MU Lin (1965,32-33) work with the African mentality mentality contrast European countries: Africa’s reasoning is not words, know what is syllogism, inductive thinking, rather th
an deductive, so it’s analytical thinking: is intuitive and comprehensive .. .. This is a different mentality in Europe, we must respect this …. One of the consequences of this move is a way of thinking, gather the impression, one way to get to the core meaning of a problem …. the most important consequence of his system from the abstract and the people …. the teachers in Europe, deductive thinking, training, specific rules to express the idea of thinking of the way African countries can not absorb. they do not agree with his reasoning. “As a wise wise philosopher committed to teaching, dedication to the description of the popular wisdom. philosophical wisdom is often “a reflection of a product and re-evaluation of the cultural philosophy 7. intelligent, philosophical bent who has to make a critical evaluation of their culture and their core values. “reasons they use to produce” a system within a system, and in order ‘command authority (1991, 49). vision of folk culture is the philosophy of the first order.’ It is in his thinking and requirements of the absolute truth, any contrast with the ideology of war. “folk wisdom” is to maintain order in the accounting and expert …. His explanation or do not go beyond the premise and the mainstream thinking of Culture “(1991 , 49) obtained results. For the first critical philosophy of culture wise philosophy. this is “a major rebellion on the first line and inappropriate.” Although the first command line community beautification philosophical wisdom is skeptical. .. who use to assess their reasons. The first order is purely authoritarian thinking, and the second order and the general openness and rationality. and the truth is provisional, to change the ratiocinative, not as God, the message ( 1991, 49). In addition, the characteristics between the wise (1991, 36 years old) popular wisdom is proficient in mundane culture, customs and beliefs. you can say or describe their competition. However, , it can not be brought against them any significant Wen Ti De, inherent in the 矛盾 can comply. clever, like the philosopher, folk wisdom, it also Ke Yi of Xin Yang and She Hui Zai their familiar values. Ta main task is the careful assessment and recommended them to social pressure range, allowing only the beliefs and values to the control of reason of Chuan Di. folk standpoint is not sure its constant isolation of his views of the social beliefs and their preparations for the wisdom of the traditional Qing Xiang uncensored behind the place of refuge, he is intelligent. wise philosophy, on the contrary, is clearly an isolated community for their evaluation, rationalization, and even criticized the ability of these beliefs and convictions. It can also be enjoyed with the interviewer or mental game of dialectical . Marin false representation that Africa is a general collapse, and the wisdom of thinking of the African epidemic. syllogistic reasoning can sage philosophy in Africa, both before, social and literacy. “there is no wisdom, either before, social and literacy” ( Oruka 1991, 37 years old). to be a scholar is not necessarily the philosophy of education education philosophy of the phenomenological method visionary foresight to anayze two teachers, two Oruka paradigm based on wisdom, philosophy and wisdom of the civil type. This is the outcome of the attempt to Njoroge – Bennaars (1986) model or conceptual framework for education development in Africa. against the use of phenomenological analysis of the philosophy teacher, we can draw two conclusions sage teaching folkies. a teacher of philosophy points , scholars, and the key is who authorized the students to think for themselves. using student-centered teaching methods. The classroom is the research community, whose role is to find a solution to student midwives in their problems. relate to real life problems in the classroom . folkies folkies who saint points only to recover the old notes for teachers, lectures. do not update their clients who dictate notes that students are expected to be liabilities. These teachers did not criticize the theory and practice. They are authoritarian, to enable students to memorize the notes, in order to pass the exam. this problem and the fear of error in self-criticism, Professor. folkies “of teachers to use teaching bank, and philosophical education teachers solve the problem. 萨拉菲纳马 Song Buke reflected in the film Lady teacher of philosophy horsefly itching students who dare to think about, this is extremely challenging received traditions. she’s open and midwives tiered health plan demystifies the liberation of students in learning. the teacher who replaced her teacher is a folkies example of regeneration. he can The best account the right to impose apartheid oppression and popular teaching African students. This mechanical rigidity of the host to send pre-packaged opinions without critical reflection. dogmatic teacher, This is a liberation from oppression, from racial domination of Education isolation of South African white supremacy. Conclusions model Njoroge – Bennaars help to develop their own philosophy of education in Africa. Pedagogica wisdom is that the models, and prove a pragmatic attitude and philosophy of education in Africa. education more many regions in Africa, where a wise idea to be explored and logical conclusion can be drawn in order to enhance teaching and in Africa, Kenya education, especially philosophy of learning. Savio philosophy of education production concept, not only in Africa, but a conceptual framework, but also with other parts of the critical analysis of theory and teaching practice will take place. This is a possible direction of the proposal is, inter alia, in Wise’s philosophy can go beyond the original concern of the Oruka. noted sage philosophy (in the possible contribution of the department of philosophy) and philosophy of education based on the Department of Education (.) bibliographic Freire P (1972) Pedagogy of the Oppressed, translated by Myra Bergman Ramos, m Delcey: Penguin Books. Mullin, J. (1965) Catholic Church of modern Africa, pastoral theology, London: Geoffrey Chapman. Njoroge – Bennaars (1986) Philosophy and Education in Africa: an introductory for education students text. Nairobi: TransAfrica. Audra O (1990) Africa in the contemporary cultural philosophy proper names. Nairobi: Shirikon ________( 1991) sage philosophy, Indian philosophy thinkers and modern debate on Africa. Nairobi behavior:

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