In this essay, I will be discussing about Adeyemi and Adeyinka’s (2003) conception of African traditional education. I will be also looking at John Locke’s (1960) parental view of education. Then later I will be distinguishing between Adeyemi and Adeyinka’s conception of African traditional education and Locke’s parental view of education. Adeyemi and adeyinka (2003) state that African traditional education is the type education that occurred before Christian missionaries that brought in Western education that is modern to Africa. African education was not as civilised as the Western one. “Education is ‘the process of cultural transmission and renewal’, is the process whereby adult members of the society carefully guide the development of infants and young children, initiating them into a culture of the society” (Adeyemi & Adeyinka, 2003, p.426). This means that the authors define education as a way of constructing children to the products that fit well or accepted by the society through guiding them. This means that a child can abide by the norms and values of the society. In order to proof if education has taken place is when there is a transformation from infancy to adulthood. The definition of education continues that “from the Latin origin, we infer that education is the process of bringing up children by adult members of the family and the society, a process of rearing children, a process of guiding, directing and educating children” (Adeyemi & Adeyinka, 2003, p.426). Adult members of the family could be parents or guardians as well as the society and teachers in schools, they have the authority over children as they show children direction and they also give instructions. Therefore, they are providing education to their children. Adeyemi and adeyinka (2003) continues to claim that education does not only happen at school, it continues throughout the university life and it is a lifetime experience as well. Education occurs inside and outside school; therefore we are practically surrounded by education. Fafunwa (1974, as cited in Adeyemi & Adeyinka, 2003) lists the aims of African are to develop character, physical skills, intellectual skills, sense of fitting in the society, to teach respect for elders, honesty and to respect cultural heritage. The aim of developing physical skills it is for African masculine activities, and other aims are more of the modern education such as respect towards elders because respect it’s still taught even today. Ocitti (1971, as cited in Adeyemi & Adeyinka, 2003) states that African traditional education is made up of five principles which are preparationism, functionalism, communalism, perennialism and wholisticism. Preparationism which is gender-based. Prepar