There is a noticeable usage of African Traditional herbal medicine in the treatment of physical and metaphysical diseases. This is largely due to the perceived high costs of orthodox medicine and the feeling that traditional herbs are more dependable. This research established the epistemological underpinnings of African traditional herbal medicine among primary school teachers in the Central Region of Uganda. The researcher used interviews, document analysis and focus group discussions to collect data from different schools. A total of eighteen (18) teachers were sampled, teachers claimed that African traditional herbal medicine is based on testimonial seeming, perceptual seeming, and memorial seeming. The study, therefore, found that the epistemological theory which can appropriately explain the basis of African Traditional herbal medicine in schools is the Bucket Theory of mind as advocated for by Karl Popper. The study recommends Poppers’ falsification theory in the operations of primary school teachers as a measure to do away with falsity content in the usage of traditional herbal medicine in schools

The study was an investigation of the Knowing Process of rural secondary science teachers in Uganda. The problem of the study was the poor performance of students in sciences in the rural secondary schools in Ugandan Certificate Examinations (UCE). The central point was to find out the beliefs of the rural secondary science teachers about how the educators come to know anything. A non-experimental research design was employed in the study. The research was carried using a purposive sampling technique. Regarding data collection, the researcher administered fifty (50) questionnaires to fifty (50) teachers; interviewed ten teachers and carried out classroom observations often live lessons. The findings of the study revealed that teacher’s conceptions about the mode of knowing to fall under three sources of knowledge, namely, authority, sense-perceptual experience, and reason. It was clear that teachers assume that learners do not have knowledge; hence the Bucket theory of mind is central in their teaching-learning process. Many teachers appeared to do things the way they were taught; in other words, a number of rural science teachers tended to be doing activities whose underlying assumptions they were not clear of. A functional approach to the teaching of Philosophy in Educational programs is recommended.