The Sunday News
Brian Maregedze
An academic, champion of bio-divinity and religious environmentalism, Professor Nisbert Taisekwa Taringa “Baba Feyi” on 11 January joined other luminaries of his stature. He was born on 11 May 1964. To the academically nurtured by Prof Taringa it is time to reflect and celebrate on his wonderful works as he graduates into the celestial. After all, academics never die!
A career academic
It was not possible to study Religious Studies at the University of Zimbabwe without undertaking Prof Taringa’s courses in, Introduction to Phenomenology of Religion and Introduction to World Religions. It is within these two courses that I interacted with Baba Feyi as an undergraduate in the department of Religious Studies, Philosophy and Classics. To some university students, Methods and Theories in the Study of Religions was another continuous space of learning under his tutelage. In the year 2010, he also co-authored a key module for B. A Special Honours in Religious Studies and Theology published by the Zimbabwe Open University titled, Phenomenology of Religion, Module HRST101.
His years of academic service in the University of Zimbabwe’s Department of Religious Studies, Philosophy and Classics can be traced from 1 January 2003 when he was appointed a lecturer, Senior lecturer on 1 January 2014 and Associate Professor on 1 January 2015. By the time of Baba Feyi’s untimely death he was serving as the Deputy Dean-Faculty of Arts, University of Zimbabwe. He was appointed Deputy Dean in the Faculty of Arts on 1 April 2017. Prior to that, he had served as the Chairman of the Department of Religious Studies for two terms, that is, from 11 July 2012-30 July 2015 and 1 October 2015-30 September 2018.
Some of his academic credentials include; DPhil (2009), MA (1993), BA Hons (1991), Grad. CE (2000), Diploma in Religious Studies (1989 — all from the University of Zimbabwe. MA Intercultural Theology, (2005) Radboud University, The Netherlands.
Certificate of Completion, Fulbright Scholarship Program, (2016). Certificate in Utilising New Media and Technologies in Research and Teaching, University of Bayreuth, Germany and Moi University, Kenya (2012). Certificate in Transfer of Africa-Related Alumni Knowledge, University of Bayreuth, Germany and Moi University, Kenya (2010). Certificate in Religion and Order: Empirical Methods for Social Research (University of Bayreuth, Germany (2008). Certificate in the Study of the United States Institute on Religious Pluralism in the United States, University of California, Santa Barbara, USA (2006).
Baba Feyi was a Visiting Fulbright Research Scholar, Northwestern University, Illinois, USA (2016) and Bayreuth Academy of Advanced African Studies, University of Bayreuth, Germany (2014).
Championing bio-divinity and religious environmentalism
Baba Feyi specialised in diverse religions and contemporary issues namely; ecology, gender, disability, health and well-being, sexuality, animals in religions; human rights, methods and theories in the study of religions.
Bio-divinity basically entails the teaching or belief that the environment is significant beyond its use value to people because it is sacred. Religious environmentalism also deals with the conscious application of religious beliefs and practices to contemporary concerns about an environmental crisis. Baba Feyi’s publication, Towards an African-Christian Environmental Ethic (2014) published by University of Bamberg Press under the Bible in Africa Series (BiAS) deals with these issues among many. As an undergraduate, an important lesson from Baba Feyi relates to that of confronting questions on how as learners in the study of religion could solve the environmental crisis of our time.
Also among his research contracts included the Nagel Institute for the Study of World Christianity: Children’s Theology in Zimbabwe 2016-2017.
Critique of banking education
Baba Feyi championed problem-posing education. He gave me a copy of the classic, The Pedagogy of the Oppressed (1996) which was a seminal work written by Paolo Freire. According to Freire, problem-posing education has learners who are involved in reality, inquiring into it critically and thus, transform it. Put simply, teacher-learner both work together to solve a problem. Freire writes: “Problem-posing education bases itself on creativity and stimulates true reflection and action upon reality, thereby responding to the vocation of persons as beings who are authentic only when engaged in inquiry and creative transformation.”
On the contrary, banking model of education assumes the teacher possesses all knowledge whilst the learner is interpreted as an “empty vessel,” so to use the metaphor of the “empty mug cup” waiting to be filled. Docile and passive learners are products of a banking system of education. Learners memorise the content they are taught, only to pass examinations. Success is this form of education is also based on regurgitating thoughts rather critical reflection and consciousness on the part of the learners. A student-teacher interaction championed by Freire is that of problem-posing. Baba Feyi always offered an excellent platform from which learners could freely express their observations on religious experiences. A dialogue always existed in illuminating ways even to those who had low self-esteem would be academically motivated to stand up and speak out their views, contributions and challenges if they were any. Hence, the humanity of learners was valued by Baba Feyi as it is enunciated by Paolo Freire in his Latin American context.
Above all, Baba Feyi’s academic input has been pivotal at both secondary and tertiary levels. To high school learners undertaking Family and Religious Studies in Zimbabwe, Prof Taringa is a voice to recognise. The learning and teaching of Religious Studies is never the same. He was buried at Glen Forest Cemetery in Harare on 15h January. He is survived by his wife and three children. May His Soul Rest In Peace!
Brian Maregedze is an author, historian and columnist. He is also a Research Associate with Leaders for Africa Network — a pan African Research think tank.
