Pedagogy of wisdom is seen here as a possible contribution to the development of Sage philosophy from the perspective of an African philosophy of education. Njoroge and Bennaars (1986, 98) formulated
Cities would have no respite from evil … If only philosophers, as a rule the kings in the cities, or those whom we now call kings and rulers really and adequately study philosophy, until, that is, political power and
philosophy to merge, and the different nature of those who currently deal with one at the expense of others were forcibly removed from it. Otherwise, the city we are describing will not be turned into an opportunity and see the light of day.
Pedagogy and the wisdom of the wise Pedagogy developed as an attempt to overcome the initial impetus to draft Sage School of philosophy Nairobi. As Gail Presbey States
Therefore, we can define the ‘four major problem areas that may be the basis … of a truly African
philosophy of education. “This ethno-philosophy of education; phenomenology of African education, critics of African education and philosophical analysis of African education.  In Aristotelian causality of technical responsibilities of philosophy are formal reasons, but the trends in African philosophy are material causes. Formal and material causes of co-constitutive principle of substantial time, on the merits of the African philosophy of education is possible within the framework of Njorog
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