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This defective approach to scholarship was suffered by different categories of colonial student. Many of them had been handpicked and, so to say, car… - Kwame Nkrumah
" "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.
English
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About Kwame Nkrumah
(21 September 1909 – 27 April 1972) was a Ghanaian politician, political theorist, and revolutionary. He was the first Prime Minister and President of Ghana, having led the Gold Coast to independence from Britain in 1957. An influential advocate of Pan-Africanism, Nkrumah was a founding member of the Organization of African Unity and winner of the Lenin Peace Prize from the Soviet Union in 1962.
Also Known As
Alternative Names:
Francis Nwia Kofi Ngonloma
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Nkrumah
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Francis Nwia Kofi Nkrumah
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Osagyefo Dr. Kwame Nkrumah
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Additional quotes by Kwame Nkrumah
Once multilateral aid begins the neo-colonialist masters are f aced by the hostility of the vested interests in their own country. Their manufacturers naturally object to any attempt to raise the price of the raw materials which they obtain from the neo-colonialist territory in question, or to the establishment there of manufacturing industries which might compete directly or indirectly with their own exports to the territory. Even education is suspect as likely to produce a student movement and it is, of course, true that in many less developed countries the students have been in the vanguard of the fight against neo-colonialism.
It is not only the study of philosophy which can become perverted. The study of history too can become warped. The colonized African student, whose roots in his own society are systematically starved of sustenance, is introduced to Greek and Roman history, the cradle history of modern Europe, and he is encouraged to treat this portion of the story of man together with the subsequent as the only worthwhile portion. This history is anointed with a universalist flavouring which titillates the palate of certain African intellectuals so agreeably that they become alienated from their own immediate society.
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