EXTRAVERSION AND THE GOAL OF EDUCATION IN THE AFRICAN CONTEXT

Abstract

The article explores the nature of extraversion as it manifests itself both in the economy and intellectual activity, pervading the educational activity. Based on a Eurocentric philosophy, the type of tertiary level education that many African countries developed only enabled them to stay on the periphery, since the education does not encourage independent thinking and theory building. Overcoming this requires redefining the goal of education in an African context with a program that could encourage change. This can be achieved by striking a balance between exogenous and indigenous forms of knowledge through an intercultural approach.