Introduction

The idea that teacher-student relationships determine both the mode and mood of the teaching and learning process appears to be incontestable. These relationships mainly come about by how teachers view students or portray themselves to their students.

The “deification” of the teacher’s authority, which is very common in contemporary African schools, often leads to the “thingification” of students, an evil that African schools have to be purged from by re-emphasising inter-subjectivity. 

The Concept of Inter-subjectivity

Inter-subjectivity is a philosophical concept that deals with the awareness and acknowledgment of mutuality in human relations. This involves recognising others (their humanity, experiences, and perspectives in social interactions). Inter-subjectivity celebrates relationships as an encounter between two persons or parties as “subjects”. This is buttressed by Martin Buber’s postulation of the I-Thou rather than I-It relationship, and the concept of alterity or the acknowledgment of otherness as intimated by Emmanuel Levinas.

“Africanising” inter-subjectivity gives precedence to the concept of Ubuntu, personhood, and communality, as explored by some African philosophers. John S. Mbiti avers that the expression, “I am because we are; and since we are therefore I am,” which is at the base of Ubuntu, is a cardinal point in the African conception of personhood. Personhood is considered in relation to others, and the community at large. This is because of the common saying that, “What affects you directly affects me indirectly.”

But, it is unfortunate that some teachers treat students as “things” rather than people to be related with mutually. This brings in a “person-thing” relationship in school arenas. The teaching experience instead of being a mutual encounter becomes an avenue for financial and emotional extortion. This accounts for the situation where students pay teachers to obtain marks or use their bodies to sexually gratify them. This indispensably adds flames to the moral decadence that is already so rife in contemporary African society. There is, therefore, a need to re-emphasise the value of inter-subjectivity in pedagogical encounters. 

Inter-subjectivity as a Resolution to “Thingification”

Proper inculcation of inter-subjectivity would acquaint African teachers with the acknowledgment of students as subjects to be related with mutually. This would better establish pedagogical relationships that make rather than mar inalienable values of the African society rooted in the concept of Ubuntu. By acknowledging students as persons, rather than things, the problem of the “thingification” of students is resolved, thus strengthening social and communal bonds in Africa. 

Conclusion 

Yusef Waghid designates that it is only through the recognition of one another’s humanity that teachers and students can engage in sceptical pedagogical encounters. Such encounters would occasion genuine care and authenticity in school milieus in contemporary society.  And since the school is the place of formation of the members of society, it, therefore, implies that good relationships welling from education will lead to better relationships in the society at large.