Abstract

In recent years, the struggle to decolonize knowledge in academia has largely focused on addressing cognitive concerns such as curricular development matters (materials to be taught) and pedagogical strategies (how it is taught) to transform education in Africa. Hardly does the issue of non-cognitive concerns such as the right attitude required to guide the development of this reformed curricular and pedagogical strategies get explored. Indeed, what is lacking in our struggle to decolonise the curricular and pedagogical strategies is an interdisciplinary perspective because the extant approaches rely largely on curriculum theories and practices that leave the role of allied disciplines such as social epistemology (specifically virtue epistemology), educational psychology and paremiology that deal largely with non-cognitive concerns utterly unexplored. However, it is widely argued that curriculum and pedagogy (material to be taught and students’ processing of the material) is insufficient to make any meaningful impact on educating the mind without the help of allied disciplines that will teach the right attitude. This chapter, therefore, underscores the importance of the study of non-cognitive factors in the curriculum development and transformation effort by connecting it with the resources in virtue epistemology, educational psychology and paremiology to emphasize the teaching of epistemic virtues in Akan proverbs to provide a comprehensive approach to the concerns of decolonising knowledge in Africa.