Reform of Educational Philosophy for Africa.

African nations are still structurally and culturally dependent on their former metropoles. This dependence has challenged and variegated the endogenous creative efforts of the African leadership. A typology of eight leadership styles found in Africa attests to this variegation and diversity of endogenicity. Overall, a confused picture was painted which showed that the African leadership experienced uncertainties about how to endogenize African institution-building efforts. To illustrate these confused efforts, the study focused on knowledge system building. Educational philosophy was isolated for an in-depth study. A "Dogbe Philosophy of Education Assessment Scale" was developed, and Ghana was chosen as a case test. The results of the study revealed a significant confusion in the minds of Ghanian leaders relative to questions about an educational philosophy and the meaning of that philosophy for an appropriate, relevant policy. African leaders only need to look at Japan to see how effective a nation can be if it blends external ideas appropriately with internal demands to meet national needs. African leaders too, can explore the possibilities for using an endogenous philosophy of education to aid their national development in a space-age civilization. (BZ)