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The current paradigm shift in the world toward promoting reduction for civic purposes and sustainable development gravitates between philosophies of cultural revivalism and cultural relativism. The ancient axiological debate between universal eternal forms/ideas and dynamic modernity world view theories is immortal and inevitable given contemporary African knowledge-power-politics nexus favouring revitalisation of African indigenous knowledge systems for citizenship recognition, sustainable allocation and empowerment. Historically, citizenship, community empowerment, good governance, democracy, scientific inquiry, organised management and other developmental principles were regarded by some scholars of Western origins. History is constantly changing, new facts are found about old events, and old facts are reinterpreted. Revisiting ancient and contemporary texts using critical analysis in tandem with qualitative philosophical inquiry paradigms, this study questioned ethnocentrism, distorted perspectives and relativity of ancient pre-colonial African epistemologies implications in today's educational civic responsibilities. Research findings indicated applicability of ancient pre-colonial epistemologies today and in the future given the cumulative dialectic essence of knowledge. Pre-colonial epistemologies can play significant contributions in multiple education aims of responsible, self-reliant, productive participation and reflective citizenship. Given the infinitum potentiality of pre-colonial epistemology implications, this research recommended adaptation of pre-colonial pedagogies into worldwide formal contemporary education systems. However, mainstreaming ancient pre-colonial epistemologies will be a challenge without decolonising and deconstructing contemporary pro-Western teacher education systems. Article visualizations:

In most if not all, African countries since their independences education still lacks Africanness and education discourse has focused on two related developmental issues. The need to change a Western influenced education orientation linked to undermining African intellectual capabilities and knowledge systems. On the other hand, some Afrocentric scholars have criticized the paid-labour-technocratic literacy education systems adopted by African countries from colonialism after independences as Western conservative and reaffirming schooling as a guardian of Western civilisations. This paper presented a summary of major theoretical and historical perspectives on why African philosophy currently continue to remain excluded as the most dominate philosophy of education in African education institutions in contrast to time and efforts granted Western philosophies of education. This paper argued that lack of Afrocentrism in education hinders self-actualisation, multi-culturalism, democracy, freedom of choice, academic diversity, independent thinking hence restricting sustainable education, self-driven development, but furthering African intellectual, design and technology dependency on the west. This paper concluded by calling for refurbishment and redefinition of the purpose of education and the nature of how teachers are trained since they are agents of change and disseminators of developmental goals. Contemporary African education and teacher training to target schooling as an agent of modernity, democracy, difference, diversity, cultural and socio-economic relevance was recommended. Above all recognition and inclusion of indigenous knowledge and other aspects of African philosophy were recommended too. This research took a qualitative paradigm. Using purposive sampling-data was collected from both primary and secondary documentary sources from libraries and the internet using the 'Analytical Model of Constant Comparison'. Data collection and analysis took place simultaneously. Article visualizations: