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The paper aims to describe the inadequate nature of both “mono‐objectivist” approaches, which deny any role of social influence in science, and relativist social constructions, which fail to distinguish between science and pseudoscience. It outlines an alternative conceptual framework that allows for the possibility of social construction of science, while preventing epistemological relativism.

The study utilizes the cybernetic concept of recursion to show how science can bend back on itself, investigating its own foundations, without undermining its ability to improve our empirical understanding of the world. The paper makes use of several case studies to define specific mechanisms that show how the process of knowledge production in science can steer a course between reduction to a single “right answer,” and fragmentation into subjective interpretations.

The paper concludes by showing how the cybernetic recursion of multiple objectivity can also be applied to cybernetics itself. In particular, it suggests that such recursive investigations allow us to reconsider the Law of Requisite Variety, and envision an alternative form that can better account for the complexity that arises in self‐generating systems.

The research is unlikely to be of use to scientists looking for epistemological proof of singular right answers, or social constructivists looking for proof of epistemological relativism.

The paper suggests that researchers in constructivism need not limit their work for fear that it will lead to relativist conclusions.

This paper fulfils an identified need to offer an alternative to current developments in the field of science and technology studies.

After almost three centuries of employing western educational approaches, many African societies are still characterized by low western literacy rates, civil conflicts, and underdevelopment. It is obvious that these western educational paradigms, which are not indigenous to Africans, have done relatively little good for Africans. Thus, the purpose of this paper is to argue that the salvation for Africans hinges upon employing indigenous African educational paradigms which can be subsumed under the rubric of ubuntugogy, which the authors define as the art and science of teaching and learning undergirded by humanity toward others.

Therefore, ubuntugogy transcends pedagogy (the art and science of teaching), andragogy (the art and science of helping adults learn), ergonagy (the art and science of helping people learn to work), and heutagogy (the study of self-determined learning). That many great African minds, realizing the debilitating effects of the western educational systems that have been forced upon Africans, have called for different approaches.

One of the biggest challenges for studying and teaching about Africa in Africa at the higher education level, however, is the paucity of published material. Automated generation of metadata is one way of mining massive data sets to compensate for this shortcoming.

Thus, the authors address the following major research question in this paper: What is automated generation of metadata and how can the technique be employed from an African-centered perspective? After addressing this question, conclusions and recommendations are offered.

Using the philosophical lenses of revisionist ontology and the politics of personhood, this paper explores the notion of Black Founders of the United States. I introduce the concept critical intellectual agency to argue that Black Founders brought unique contributions to the American experience. Their efforts were twofold. First, Black Founders established separate Black institutions that would become staples in Black communities after emancipation. Second, Black Founders challenged the supposed egalitarian beliefs of White Founders through media outlets. To illustrate, I focus on one Black Founder, Benjamin Banneker and his letter to Thomas Jefferson to illustrate how Black Founders philosophically responded and challenged White Founders prejudicial beliefs about Blackness. This paper seeks to challenge social studies teachers’ curricular and pedagogical approaches to Black Americans during the colonial period by providing a heuristics and language to explore the voices of Black Americans in U.S. history.