“This defective approach to scholarship was suffered by different categories of colonial student. Many of them had been handpicked and, so to say, carried certificates of worthiness with them. These were considered fit to become enlightened servants of the colonial administration. The process by which this category of student became fit usually started at an early age, for not infrequently they had lost contact early in life with their traditional background. By reason of their lack of contact with their own roots, they became prone to accept some theory of universalism, provided it was expressed in vague, mellifluous terms. Armed with their universalism, they carried away from their university courses an attitude entirely at variance with the concrete reality of their people and their struggle.”

— Kwame Nkrumah

Consciencism (1964), Introduction

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Kwame Nkrumah 26

Pan Africanist and First Prime Minister and President of Gh… 1909–1972

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“I was introduced to the great philosophical systems of the past to which the Western universities have given their blessing, arranging and classifying them with the delicate care lavished on museum pieces. When once these systems were so handled, it was natural that they should be regarded as monuments of human intellection. And monuments, because they mark achievements at their particular point in history, soon become conservative in the impression which they make on posterity. I was introduced to Plato, Aristotle, Descartes, Kant, Hegel, Schopenhauer, Nietzsche, Marx and other immortals, to whom I should like to refer as the university philosophers. But these titans were expounded in such a way that a student from a colony could easily find his breast agitated by Conflicting attitudes. These attitudes can have effects which spread out over a whole society, should such a student finally pursue a political life. A colonial student does not by origin belong to the intellectual history in which the university philosophers are such impressive landmarks. The colonial student can be so seduced by these attempts to give a philosophical account of the universe, that surrenders his whole personality to them. When he does this, he loses sight of the fundamental social fact that he is a colonial subject. In this way, he omits to draw from his education and from the concern displayed by the great philosophers for human problems, anything which he might relate to the very real problem of colonial domination, which, as it happens, conditions the immediate life of every colonized African. With single-minded devotion, the colonial student meanders through the intricacies of the philosophical systems. And yet these systems did aim at providing a philosophical account ofthe world in the circumstances and conditions of their time. For even philosophical systems are facts of history. By the time, however, that they come to be accepted in the universities for exposition, they have lost the vital power which they had at their first statement, they have shed their dynamism and polemic reference. This is a result of the academic treatment which they are given. The academic treatment is the result of an attitude to philosophical systems as though there was nothing to them hut statements standing in logical relation to one another. This defective approach to scholarship was suffered hy different categories of colonial student. Many of them had heen handpicked and, so to say, carried certificates ofworthiness with them. These were considered fit to become enlightened servants of the colonial administration. The process by which this category of student became fit usually started at an early age, for not infrequently they had lost contact early in life with their traditional background. By reason of their lack of contact with their own roots, they became prone to accept some theory of universalism, provided it was expressed in vague, mellifluous terms. Armed with their universalism, they carried away from their university courses an attitude entirely at variance with the concrete reality of their people and their struggle. When they came across doctrines of a combative nature, like those of Marxism, they reduced them to arid abstractions, to common-room subtleties. In this way, through the good graces oftheir colonialist patrons, these students, now competent in the art of forming not a concrete environmental view of social political problems, but an abstract, 'liberal' outlook, began to fulfil the hopes and expectations oftheir guides and guardians.”

Kwame Nkrumah (1909–1972) Pan Africanist and First Prime Minister and President of Ghana

Source: Consciencism (1964), Introduction, pp. 2-4.

“The student must be allowed to develop his thinking ability and creativity, instead of repressing them from an early age.”

Mwanandeke Kindembo (1996) Congolese author

“A colonial student does not by origin belong to the intellectual history in which the university philosophers are such impressive landmarks. The colonial student can be so seduced by these attempts to give a philosophical account of the universe, that surrenders his whole personality to them. When he does this, he loses sight of the fundamental social fact that he is a colonial subject. In this way, he omits to draw from his education and from the concern displayed by the great philosophers for human problems, anything which he might relate to the very real problem of colonial domination, which, as it happens, conditions the immediate life of every colonized African.”

Kwame Nkrumah (1909–1972) Pan Africanist and First Prime Minister and President of Ghana

Consciencism (1964), Introduction

“The new crimes that the US and Israel were committing in Gaza as 2009 opened do not fit easily into any standard category—except for the category of familiarity.”

Noam Chomsky (1928) american linguist, philosopher and activist

Source: Gaza in Crisis: Reflections on Israel's War Against the Palestinians

“Whether it will be contained or not, this outbreak is rapidly becoming the first true pandemic challenge that fits the disease X category.”

Marion Koopmans (1956) Dutch university teacher

On the 2019–20 coronavirus pandemic, as quoted in Coronavirus May Be ‘Disease X’ Health Experts Warned About https://www.bloomberg.com/news/articles/2020-02-22/coronavirus-may-be-the-disease-x-health-agency-warned-about (February 21, 2020) by Jason Gale, Bloomberg News

“If any pale student, glued to his desk, here seek an apology for a way of life whose natural fruits is that pallid and emasculate scholarship of which New England has had too many examples, it will be far better that this sketch had not been written. For the student there is, in its season, no better place than the saddle, and no better companion than the rifle or the oar.”

Francis Parkman (1823–1893) American historian

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“Traditional leadership is based on ascription. In former times, there was some degree of flexibility which enabled change. This was based on prowess in war and statecraft. The British fossilised the system and traditional leaders became government functionaries. Their authority was strengthened by the colonial administration.”

Joni Madraiwiwi (1957–2016) Fijian politician

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“The early thirties brought what liberal economists called the Great Depression and Marxist economists described as the great crisis of capitalism. It dawned on me that the economic world order was unreliable, unstable, and, most of all, iniquitous. I sought intellectual contacts and friendship with a group of socialist students and also with a small handful of communist-oriented students and unemployed workers.”

Tjalling Koopmans (1910–1985) Dutch American economist

" Tjalling C. Koopmans - Biographical http://www.nobelprize.org/nobel_prizes/economic-sciences/laureates/1975/koopmans-bio.html". Nobelprize.org. Nobel Media AB 2013. Web. 9 Jun 2014.

“We have developed contacts with five groups of insurgents. We are making these contacts in an attempt to bring them into the political process.”

Jalal Talabani (1933–2017) Iraqi politician

Agence France-Presse staff (April 11, 2007) "Iraqi president says in contact with five rebel groups", Agence France-Presse.

“In carrying out the work of female education great impediments, some of them of an almost insuperable character, had to be overcome, and many defects had to be rectified.”

Keshub Chunder Sen (1838–1884) Indian academic

Speech delivered at the East India Association, London, on 13th May 1870. See Female Education in India for full speech.

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