a person’s social origins or gender and his or her ultimate social
attainments.’^18 The task of holistic education is formidable but is not
insurmountable.
NOTES
(^1) Busia, K.A.A., Purposeful Education for Africa, The Hague : Mouton, 1996 (3rd ed.), p. 13.
(^2) Asante, Emmanuel, ‘Toward An African Christian Theology of the Kingdom of God’, in :The
Kingship of Onyame, Lewinston/Queenston/Lampter : Mellen University Press, 1995, p. 16.
(^3) Hunnex, Milton D., Chronological and Thematic Charts of Philosophers, Grand Rapids, MI : Zon-
dervan, 1986, p. 36.
(^4) Ibidem, p. 37.
(^5) Mugambi, J.N.K, ‘Responsible Leadership in Education and Development. An African Per-
spective’ in : Stückelberger, Christoph/Mugambi, J.N.K., Responsible Leadership. Global Perspec-
tives, Nairobi : Acton Publishers, 2005, p. 25. See also Chapter 9 in this volume.
(^6) Ibidem.
(^7) Ibid.
(^8) Ibid.
(^9) Ibid., p. 31.
(^10) Hunnex, op. cit., p. 36.
(^11) Schreiner, Peter et al. (eds),Holistic Education Resource Book. Learning and Teaching in an Ecu-
menical Context, New York/Munich/Berlin : Waxmann, 2005, p. 18.
(^12) Ibid., p. 19.
(^13) Ibid.
(^14) Ibid., pp. 20-22.
(^15) Ibid., p. 23.
(^16) Ibid.
(^17) Quoted in Bull, Vivian A., ‘Economic Justice,’ in : Education for Human Responsibility in the
Twenty-First Century. Third International Conference of the International Association of
Methodist-Related Schools, Colleges and Universities at the Methodist College in Belfast, Northern
Ireland, July 16-20, 2001, Nashville, TN : General Board of Higher Education and Ministry,
2003, p. 62.
(^18) Ibid.
106 Responsible Leadership : Global Perspectives