Education and the Culture Concept

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Abstract
The culture concept carries many implications for the educationist which have still to be worked out. Perhaps its greatest value will prove to lie in providing a corrective to the intellectualist fallacy to which teachers and educationists are singularly prone. By taking into account the complex and largely non-intellectual processes of acculturation, the teacher in Africa will realize that he is unlikely to effect a direct transference of intellectual propositions and idea-systems; and he may be saved from disappointment when he sees the truths he has dealt in employed to subserve ‘illegitimate’ ends.

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