http://hdl.handle.net/10311/2899 Sun, 18 Oct 2026 09:26:09 GMT 2026-10-18T09:26:09Z http://hdl.handle.net/10311/1305 Social studies as pedagogy for effective citizenship Adeyemi, Michael B. One of the aims of an inaugural lecture is to give an academic an opportunity to share his/her scholarly activities with the academic community. My teaching and research career spans many decades at several institutions of higher education among them; the Indiana University, Bloomington, Indiana, United States of America (USA); former University of Ife, (now Obafemi Awolowo University) Ile-Ife, Nigeria; and currently, the University of Botswana. This lecture reflects aspects of my scholarly interventions and contributions in these contexts. Wed, 20 Oct 2010 00:00:00 GMT http://hdl.handle.net/10311/1305 2010-10-20T00:00:00Z http://hdl.handle.net/10311/1304 Whither sustainability in a changing? with considerations on the future growth of Botswana Ringrose, Susan This presentation considers aspects of global sustainability initially in a geological context in order to provide a long-term perspective on global warming and to try and help define what is meant by ‘the natural environment’. Geologically southern Africa is experiencing one of the longest warm/wet (relatively speaking) interglacial periods on record and given the perpetuation of recorded geological cycles, should soon be plunged into the next (cold-dry) glacial period. Hence since ‘the environment’ is constantly changing both in terms of long and short term responses to climatic variability it is relatively difficult to define ‘natural capital’ in realistic, long term trends, especially since the future cold period may be being ameliorated by CO2 induced warming trends which further destabilises the climate. A further geological perspective lets us consider the apparent inevitability of global mass extinctions of terrestrial and aquatic species. This phenomenon has led to significant biodiversity declines several times during the evolution of global species. These mass extinctions were caused mainly by non-biotic factors with only the most recent extinction events being caused by the dominant global inhabitant, Homo sapiens. Humankind is believed to have emerged from the African rift area around 1.3 million years ago and has spread over the planet increasingly modifying its surface area. Accelerated development has taken place particularly since the last Ice Age when humans became increasingly sedentarised and began to develop crops and keep livestock under the relatively mild conditions of the present benign interglacial era. Favourable climatic conditions to the present day have ultimately culminated in exponential increase in the world’s population since the 1990s, with a present population of around 7 billion. Approximately 40% of the planetary surface is currently dedicated to feeding humankind. Intensive agriculture has promoted major environmental changes by developing globally a series of agri-ecosystems which may or may not be sustainable as they (along with the rise of industries) have perturbed global biogeochemical cycles – mostly the carbon and nitrogen cycles, but also the phosphorous and sulphur cycles. These both exacerbate and are exacerbated by climate change but significantly the increased pressure on the ‘natural environment’ may well be decreasing the planets ability to continually buffer future change. Technological and biochemical advances promote intensive agriculture at a large social and financial cost such that increasing food (and fuel) prices are one of the major causes of increasing social instability. The effects of these global changes are being dealt with differently in different semi-arid or tropical countries with examples of sustainability options being taken from mainly Botswana. Research in Botswana has lead to examples of changing environmental conditions over decadal time periods. These examples concentrate on rangeland change with evidence of increasing shrubland development which may be problematic for increasing the national herd size. The sustainable use of drinking water esources in Maun is also considered. However, planning for climatic variability and increased commodity costs in a country such as Botswana requires that major efforts towards attaining better food (and energy) security are essential while establishing a greater range of export commodities to keep the economy stable. While this is essential and maybe sustainable from an economic and social perspective, environmental impacts although hard to quantify, may be less sustainable. The problem with sustainability as a concept is often the lack of baseline data against which to measure economic, social and environmental sustainability but cost increases globally and human striving for short-term goals tends to ensure that the environment – or ecosystems in general suffer the consequences in a changing world. Wed, 03 Dec 2014 00:00:00 GMT http://hdl.handle.net/10311/1304 2014-12-03T00:00:00Z http://hdl.handle.net/10311/1303 Adult education: the alpha (α) and omega (Ω) of all education Biao, Idowu Adult Education is the first education that mankind ever benefited from. It is equally the last education in the life of every human being. In this sense, it is the beginning and end of all education not merely because of the prime chronological position it occupies among all types of education but also because of its significance and inevitability within the context of human learning experience. At creation, the first human being found himself in a strange and unusual environment. He needed education to make sense of his new experience. This first ever education was facilitated at a distance by the Creator Himself; the universe was the non-formal learning environment employed, the contents of this education were made up of survival skills and elements of the universe were employed as learning aids. Thus was born the first ever open and distance learning experience. Beyond this initial educational occurrence, the education undergone by the human fetus, the growing infant, members of ancient societies (Greek, Africa) and first religious students constitute the string of first types of Adult Education that mankind usually benefit from. Graduation ceremonies, retirement processes, U3A offerings and opportunities for dying well are examples of the manner in which Adult Education offers itself as tool for advancing the various inevitable types of last learning in human beings’ life. Yet, as vital as first and last educations have proven to be to man’s happiness, the major waves of change the world has witnessed (Toffler & Toffler, 2006; UN, 2000; Drucker, 1993; Toffler, 1991a,b,c; Herberman, 1984), have proven that Adult Education has been employed to provide solutions to major human challenges since the dawn of days. In this sense, Adult Education is not merely the first and last educations needed by mankind but it is the Alpha and Omega of all education as beyond being the entry and exit points of human education, it is education that is needed throughout the course of human life. If Adult Education is this important, of what practical benefit could it further be to nations of the earth in general and to Africa in particular? It can help boost the provision of basic education; it can serve as leverage to African universities’ performance and it can assist in advancing African development efforts beyond its present achievement level. Two main policy recommendations have been proffered by way of indicating the manner in which Adult Education may be employed to bring about the possibilities mentioned here. Mon, 01 Jul 2013 00:00:00 GMT http://hdl.handle.net/10311/1303 2013-07-01T00:00:00Z http://hdl.handle.net/10311/1302 South Africa's foreign policy: national interest versus national identity Mahant, Edelgard; Costa, Sara When Nelson Mandela became President of South Africa, he announced that human rights would become the light which would guide South Africa’s foreign policy but, when he tried to implement such a policy, the newly democratic country found itself isolated among African states. When Mandela sought to impose sanctions on Nigeria after the execution of Ken Saro-Wiwa and nine other opposition leaders, no other African government would support him. Thabo Mbeki, who replaced Mandela in 1999, proudly proclaimed, “I am an African”. He sought to work with other African governments, no matter how unsavoury their democratic credentials. His government tried to mediate the conflict in the Democratic Republic of Congo and maintained good relations with Zimbabwe as that country slid into chaos. Most recently, the South African government has helped to prevent Sudan’s President Omar El-Bashir from being brought before the International Criminal Court. What caused such a rapid change in the foreign policy of a newly democratic country? Using the theoretical framework of constructivism, I argue that it was the desire of the Mbeki regime to make South Africa a leader among African states rather than the pursuit of strategic or economic interests that led to the change in policy. This is a good example of identity politics and the search for prestige! Wed, 21 Mar 2012 00:00:00 GMT http://hdl.handle.net/10311/1302 2012-03-21T00:00:00Z