Learning Through Mistakes in Yoruba Philosophy: Implications for Contemporary Pedagogical Approaches

Abstract

This article presents a robust investigation into the Yoruba philosophical orientation toward error, conceptualized not as a deficit but as a socially sanctioned and indispensable pathway to wisdom (ogbón) and good character (ìwà rere). It argues that this indigenous epistemic framework offers a vital corrective to error-avoidant cultures prevalent in many contemporary classrooms. The synthesis draws extensively on primary Yoruba oral sources—including the Ifá literary corpus, a vast array of proverbs (òwe), and the foundational ethos of òmolúàbí (the well-bred, virtuous person)—and aligns them with convergent evidence from the learning sciences, such as the theories of productive failure, error management training, the hypercorrection effect, formative assessment, and growth mindset. The paper contends that an error-embracing instructio bhai ynal design, which centralizes iterative feedback, community accountability, and moral-ethical formation, can significantly enhance durable learning. We propose a culturally grounded, practical heuristic framework—AṢE (Acknowledge–Seek–Explain)—to translate these Yoruba principles into actionable classroom routines. This framework is shown to be inherently compatible with constructivist and sociocultural theories of learning. The article concludes by outlining detailed pedagogical implications for assessment, classroom culture, and teacher education, acknowledges the study's limitations, and proposes a clear agenda for future empirical validation in both African and global diasporic schooling contexts.