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The paper is a theoretical –conceptual exploration of the place of traditional systems of educating in African societies prior to the colonisation by the West. The researchers argue that despite the denigration by the west, Africans had an equally worthwhile (E)ducation and not an inferior (e)ducation system. The researchers’ case is premised on the understanding that every society has its own tradition of educating its new members and traditional Africa is no exception. The paper provides a critical argument which challenges the authoritative nature of traditional African education for denying children access to critical and creative thinking.