Kwame Nkrumah Quotes

Foremost among the neo-colonialists is the United States, which has long exercised its power in Latin America. Fumblingly at first she turned towards Europe, and then with more certainty after world war two when most countries of that continent were indebted to her. Since then, with methodical thoroughness and touching attention to detail, the Pentagon set about consolidating its ascendancy, evidence of which can be seen all around the world.

The less developed world will not become developed through the goodwill or generosity of the developed powers. It can only become developed through a struggle against the external forces which have a vested interest in keeping it undeveloped.

of the analysis of facts and events, and this kind of evaluation is, I feel, as good a starting point of the inquiry into the relations between philosophy and society as any other. Philosophy, in understanding human society, call for an analysis of facts and events, and an attempt to see how they fit into human life, and so how they make up human experience. In this way, philosophy, like history, can come to enrich, indeed to define, the experience of man.

We in Ghana, are committed to the building of an industrialized socialist society. We cannot afford to sit still and be mere passive onlookers. We must ourselves take part in the pursuit of scientific and technological research as a means of providing the basis for our socialist society, Socialism without science is void. … We need also to reach out to the mass of the people who have not had the opportunities of formal education. We must use every means of mass communication – the press, the radio, television and films – to carry science to the whole population – to the people. ...
It is most important that our people should not only be instructed in science but that they should take part in it, apply it themselves in their own ways. For science is not just a subject to be learned out of a book or form a teacher. It is a way of life, a way of tackling any problem which one can only master by using it for oneself. We must have science clubs in which our people can develop their own talents for discovery and invention.

The guerrilla is the masses in arms.

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 of the 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 but statements standing in logical relation to one another.

The three essential components of neo-colonialism are:
1. Economic exploitation
2. Puppet governments and client states
3. Military assistance
4. Economic "aid."

The critical study of the philosophies of the past should lead to the study of modern theories. For these latter, born of the fire of contemporary struggles, are militant and alive.

Seek ye first the political kingdom and all things shall be added unto you.

Capitalism is too complicated a system for a newly independent nation. Hence the need for a socialistic society.

A state can be said to be a neo-colonialist or client state if it is independent de jure and dependent de facto. It is a state where political power lies in the conservative forces of the former colony and where economic power remains under the control of international finance capital.

" We face neither East nor West; we face forward.” Source: “Kwame Nkrumah: The Conakry Years,” by June Milne.

I learnt to see philosophical systems in the context of the social milieu which produced them. I therefore learnt to look for social contention in philosophical systems. It is of course possible to see the history of philosophy in diverse ways, each way of seeing it being in fact an illumination of the type of problem dealt with in this branch of human thought. It is possible, for instance, to look upon philosophy as a series of abstract systems. When philosophy is so seen, even moral philosophers, with regrettable coyness, say that their preoccupation has nothing to do with life. They say that their concern is not to name moral principles or to improve anybody's character, but narrowly to elucidate the meaning of terms used in ethical discourse, and to determine the status of moral principles and ru1es, as regards the obligation which they impose upon us. When philosophy is regarded in the light of a series of abstract systems, it can be said to concern itself with two fundamental questions: first, the question 'what there is'; second, the question how 'what there is' may be explained. The answer to the first question has a number of aspects. It lays down a minimum number of general under which every item in the world can and must be brought. It does this without naming the items themselves, without furnishing us with an inventory, a roll-call of the items, the objects in the world. It specifies, not particu1ar objects, but the basic types of object. The answer further implies a certain reductionism; for in naming only a few basic types as exhausting all objects in the world, it brings object directly under one of the basic types.

For centuries, Europeans dominated the African continent. The white man arrogated to himself the right to rule and to be obeyed by the non-white; his mission, he claimed, was to "civilize" Africa. Under this cloak, the Europeans robbed the continent of vast riches and inflicted unimaginable suffering on the African people.

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.