Independent and interdependent concepts of self: a meeting of worlds

Abstract

This article argues for a re-evaluation of pedagogical methods to integrate an interdependent concept of self with an independent concept of self in order to enhance teaching and learning. The influence of an African communal or interdependent system in comparison with the dominant independent individual system is investigated by means of interviews with students at the Arts  Department. The socialconstructivist learning perspective with the concept of communities of practice as a framework is used for the study. Based on the findings, the article advocates teaching
and learning methods that are more multiculturally sensitive and that incorporate “other” voices and alternative ways of dialogue in order to improve interaction and information sharing.