A Reflection on Amare’s ‘From Knowledge Acquisition to Knowledge Application: The Case of Curriculum Inquiry in Ethiopia’

Abstract

This paper is a critical reflection on Amare‟s observation that the Ethiopian school system focuses only on the knowledge acquisition aspect of education with “narrowly defined” educational goals and his assessment of curricular and pedagogical accomplishments. Amare‟s critique is reflected upon from philosophical perspectives and in relation to UNESCO‟s four pillars of education. The paper concludes stressing the need for philosophical foundations to understand and improve the Ethiopian education system.