AFRICAN JOURNAL OF CONTEXTUAL THEOLOGY

The Holy Ghost Missionaries, along with European explorers, merchants, colonialists and Protestant bodies introduced Church Missionary Education (CME) in Africa especially in the nineteenth and twentieth centuries. The Holy Ghost Missionaries, especially, propagated CME among ndi Igbo of southeastern Nigeria. Their educational philosophy and methods promoted colonial and church influences that are insensitive to the educational customs and traditions of the people, thus leading to calls for reforms. This article proposes a philosophy of wholeness to address the inadequacies in the educational and religious curriculum the people inherited. Thomas Groome's shared praxis pedagogies and methods are described and presented in this article as having potentials for tackling the socio-cultural, political, religious, and educational challenges facing ndi Igbo and Africans in post-colonial and post-missionary Africa

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