AFRICANNESS & MIT MK Mothoagae (Mr) CARS - UNISA

1. AFRICANNESS & MITMK Mothoagae (Mr)CARS - UNISA AN ADDRESS TO THE COLLEGE OF LAW - BOARD MEETING

2. Introduction • The aim of this presentation is to give an expose of CARS’ vision and mission within the African Renaissance paradigm using Multi-, Inter- and Trans disciplinary approaches in advancing the understanding, interrogation, production, dissemination and use of knowledge. • To this end the presentation will give a brief overview of some of the fundamental theoretical underpinnings of the Inter and Trans disciplinary approaches; the contextualization and premise of CARS' academic offerings within the African Renaissance paradigm and its relevance within UNESCO’s & other Global Education-based Institutions’ declarations and recommendations.

3. CARS and the African Renaissance Paradigm • CARS’ academic offerings seek to create an understanding of the past, present & future of Africa. • Pursue knowledge paradigms that are self-critical, in/outward looking & reflective • Knowledge informed by the vision and spirit of the AR should inspire self-worth, dignity and respect among the Africans (Gutto, 2004; 2005)

4. Paradigm Shift – T. Kuhn (1922 -1996) • CARS’s academic offerings are inspired by Kuhn’s philosophy & vision of a PS; • Thomas Kuhn’s book – “The Structure of the Scientific Revolutions” (1962); • Kuhn vision & philosophy has revolutionized thinking about Science; • Kuhn – used paradigm to refer to conceptual frameworks and/or worldviews of various scientific communities;

5. Paradigm Shift –T Kuhn(1922 -1996) • A paradigm of scientific revolution in Kuhn’s sense would be Copernican revolution; • Paradigms are incommensurable; • A change from one way of thinking to another. • Paradigm shift is a revolution, a transformation, a metamorphosis. • Kuhn’s image of a paradigm is useful in understanding one’s self and the changes taking place in all of life: scientific, social, legal, religious etc.

6. The African Renaissance Paradigm • The African Renaissance Paradigm must advocate – African centered paradigms & epistemologies – as espoused by scholars - Cheik Anta Diop,T Obenga,J Carruthers, R Rashidi, M Asante, Grisso, Nabudere & others; • The African Centered paradigm must be based on African Historiography and African Worldview

7. The African Renaissance Paradigm Founded on the reconstruction of African history with emphasis on the Nile & Ancient Egyptian- as pillars of restoration and self-identity; The Kemetic literature, the Timbu’ktu & other African IK manuscripts as resources to provide the foundation for an African Centered paradigm.

8. Inter & Trans-disciplinary Approaches • Multidisciplinarity – studying a research topic not in only one discipline, but in several simultaneously; • Interdisciplinarity concerns the transfer of methods from one discipline to another. 3 degrees of application, epistemological, generation of new disciplines. • Transdisplinary – between & across the different disciplines & beyond all disciplines. (Nicolescu et al.) • Three Pillars of TD – Levels of Reality; Logic of the Included Middle & Complexity.

9. Inter-disciplinarity & Complexity – Julie T Klein (2004) • Inter-disciplinarity – a result of the complex nature of knowledge • Knowledge is depicted as a network or web with multiple nodes of connection, a dynamic system; • Metaphor of unity, with values of universality & certainty are replaced by metaphors of plurality relationally in a complex world;

10. Inter-disciplinarity & Complexity – Julie T Klein (2004) • Images of boundary crossing and cross-fertilization are superseding images of disciplinary depth and compartmentalization; • Older values of isolated modes of work, control, mastery & expertise are being reformulated and replaced by dialogue, interaction and negotiation;

11. Inter-disciplinarity & Complexity – Julie T Klein (2004) • Changes in the spatial & temporal structures of knowledge calls for changes in the traditional images of knowledge as a cognitive map with distinct borders and territories to images of knowledge as a kaleidoscope; • Interdisciplinary activities interconnect in a shifting matrix with unpredictable synergistic relationship; • Cultures in their ever-shifting interactions & complexities, need to be both researched and taught from interdisciplinary perspective.

12. From Inter to Transdisciplinarity - Rethinking Problem-solving. JT Klein • Transdisciplinarity – a result of a need for a new approach to complex problems evident across fields of human interaction with natural systems & fields of major technical development; • A new discourse of trans-disciplinary problem-solving bridges the historical gap between calls for inter-disciplinarity and problem orientation, and a disciplinary, practical policy of support for natural sciences and technology;

13. From Inter to Transdisciplinarity - Rethinking Problem-solving. JT Klein • UNESCO’s MOST program (Management of Social Transformation) designed to bridge the gap - natural sciences and social sciences; • Transdisciplinarity conference at Zurich regarded language as crucial, together with the challenges of achieving ‘communicative sustainability’ in the complex multilingual context of Africa; • Researchers should also be aware ‘unofficial’ languages and discourses of stakeholders in such vital problem contexts such as health (HIV-AIDS), ecology and agriculture;

14. Transdisciplinarity –The Three Pillars: Basarab Nicolescu & Others • A new logic for a new reality • Based on the principles of dynamic opposition and the law of the ‘included middle’ • Offers needed alternative to quasi-exclusive application of classical binary logic; • The philosophic logic of Lupasco, extended by Nicolescu through the ‘Principles of the Levels of Reality’- is grounded in the major discoveries in quantum physics, biology, mathematics and the system science of the 21st century;

15. Aristotelian Logic of the “Excluded Middle”

16. Aristotelian Logic of the “Excluded Middle” • T-State= Containing the space is seen as empty • T-State= non-connective • T-State= non-participatory • T-State= is the middle ground between the subject A and its reciprocal (the containing medium) “non A” is excluded from participation in the logical construct. (Seb Henagulph 2000)

17. Stéphane Luspasco’s Logic of the “Included Middle”

18. Stéphane Luspasco’s Logic of the “Included Middle” • T-State = containing and connecting ensemble • T-State= the logic of the included middle • T-State= “Multi-reality participation of the containing space • T-State= Interconnection, and implicit relativistic mediating space or included middle. (Seb Henagulph 2000)

19. Synopsis of Transition from Mono to MIT Mono- disciplinarity excluded middle A Non-A Trans- disciplinarity A- Non-A The Logic of the Included middle T-State

20. A New Vision & Knowledge for a Complex World As espoused in the following International Declarations/Charters: • The Locarno Congress – Which University for Tomorrow? • The Charter of Transdisciplinarity; • World Declaration on Higher Education for the 21st Century & • Dakar Framework for Action

21. Declarations and Recommendations by UNESCO and other Education-based Institutions on their findings regarding: • The problems confronting human kind in the 21st century; • The solutions that are put forward to address these problems;

22. Declarations and Recommendations by UNESCO and other Education-based Institutions on their findings regarding: • The role of education, especially Higher Education on world issues; • The kind of curricula, the type of learner/student emerging as a product of these institutions; etc.

23. A cursory survey on the four mentioned UNESCO documents reflects unanimity on the following issues regarding Higher education and the role of the university: • A loss of meaning and the universal hunger for meaning, the danger of the break between science & culture, University as bona fide Institutes for the Research of Meaning; [ Locarno: 1, 7 & 8]. • Meeting the needs of education systems affected by conflict, natural calamities and instability – programmes designed to promote fully human person, respect for human rights & fundamental freedoms [Dakar: Str.5:58].

24. UNESCO documents reflects unanimity on the following issues regarding Higher education and the role of the university: • Shaping a new vision of Higher Education - advancing knowledge through research in science, arts and humanities –innovation, interdisciplinary & trans-disciplinary should be promoted and reinforced in programmes on social and cultural aims & needs [WD HE 21st; Art 5]. • The keystone is the semantic and practical unification of the meanings that transverse and lay beyond different discipline, - the dignity of the human being is of both planetary and cosmic dimensions, [ Trans. Charter, Art. 4 & 8].

25. CONCLUSION The Question that we put forward to Ourselfs, the Executive Dean, Board members, Colleagues can best be phrased in the words of Basarab Nicolescu: “ Which University for Tomorrow?”

26. Which University for Tomorrow?”? Phrased in the context of the College of Law & UNISA it could lend itself to the following critical questions: • What kind of problems confront the College of Law & UNISA’s students? • To what extent are the programmes designed to address these problems?

27. Which University for Tomorrow?”? Phrased in the context of the College of Law & UNISA it could lend itself to the following critical questions: • Is there a room for a paradigm shift in the true Copernicus revolution in the College & the Institution? • Lastly, what kind of learner does the College & UNISA envisages to bring about in dynamic world of the 21st Century

28. Bibliography • Nicolescu, B.1996. Manifesto of Transdisciplinarity. Paris: Editions du Rocher. http://www.Locarno Congress, Switzerland. 1997. http://www.Nicolescu , Transdisciplinary Evolution of the University. • Klein, J.T. 2004. Interdisciplinary and complexity: An evolving relationship. E:CO Vol. 6 , Nos. 1 -2, pp 2-10. Wayne State University Press. • Thomas Kuhn. http://www.ee.scu.edu/eefac/healy/kuhn.html • Giri, A.K. 2002. The calling of a creative transdisciplinarity. Futures, No 34, pp. 103 -115. Elsevier Science Ltd. India. • What is a Paradigm Shift? http://www.taketheleap.com/define.html

29. I THANK YOU KE A LEBOGA