Beyond phenomenology: teaching African traditional religions in a Zimbabwean university

This paper argues that the trivialization of African traditional religions by Christianity in Zimbabwe requires that Zimbabwean university educators should use an assertive and positively empowering approach to bring the two on a par. Effective learning is prevented for as long as Christianity is understood as the paragon of human religiosity. Transcending phenomenological neutrality is necessitated by the disadvantaged position currently occupied by African traditional religions. Once African traditional religions have been catapulted to their rightful place alongside other religions of the world, phenomenological techniques can be reclaimed and applied. Bibliogr., sum. [ASC Leiden abstract]

Title:Beyond phenomenology: teaching African traditional religions in a Zimbabwean university
Author: Chitando, Ezra
Year:2001
Periodical: Zimbabwe Journal of Educational Research (ISSN 1013-3445)
Volume:13
Issue:2
Pages:177-195
Language:English
Geographic terms: Zimbabwe
Southern Africa
Abstract:This paper argues that the trivialization of African traditional religions by Christianity in Zimbabwe requires that Zimbabwean university educators should use an assertive and positively empowering approach to bring the two on a par. Effective learning is prevented for as long as Christianity is understood as the paragon of human religiosity. Transcending phenomenological neutrality is necessitated by the disadvantaged position currently occupied by African traditional religions. Once African traditional religions have been catapulted to their rightful place alongside other religions of the world, phenomenological techniques can be reclaimed and applied. Bibliogr., sum. [ASC Leiden abstract]