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Nyerere understood education as a tool for liberating both an individual and the society;
a tool which should liberate an individual socially, economically, psychologically,
culturally, physically, intellectually and spiritually. Further, education should add value
to learners through effective transformation that lead to the growth of society and
development of a nation. The main purpose of this paper was to examine the concept of
Education as a Tool for Liberation in Nyerere’s understanding. The paper presents a
theoretical framework based on Dewey, upon whom Nyerere’s concept of education for
liberation could have taken roots from. Dewey viewed education as a problem-solving
process which should liberate not only an individual but also a society. For him, a
genuinely liberated society could be more splendidly achieved through education which
must change as per the changing needs and prerequisites of the evolving society. The
paper also covers various elements of education as a liberating tool. Nyerere brought out
various liberating elements of education including psycho-physical elements, mentalmoral elements, socio-political elements and economic elements of education. Given
Nyerere’s understanding of education, this paper is expected to provide a more realistic
view of education as a liberating tool that should be used to address various
contemporary societal issues |
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