Knowledge: A Vessel We All Need? (Continued)

(University of Dar es Salaam, Nkurumah building)

Many nations, having understood the importance of knowledge for development, have invested on education. And this is education, not as a stage of growth, but as growth itself.  Here I quote one of the most recognized leaders in the world

“Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation.” J. F. Kennedy

Education should not be about teaching what to think, it should not limit free thought or expressions. It should be about learning how to express free thought coherently. It should not conform one to a uniformity of what to think, or sever ones’ talent because it does not fall in with an existing uniformity. It should be about discovering, nurturing and encouraging abilities so that each one makes a place within their environment.

Just as the cultures in history differed in acquisition of knowledge, even individuals today differ in how they learn. However, practice still remains the most adopted means of learning. With practice one attains and expresses not only knowledge but also skills. Therefore, education should perpetuate the production of knowledge and skills. Education should help a person use the knowledge and skills to grow ones-self and their environment. This is discipline and not conformity. Discipline includes rules and responsibilities, consequences and expectations. Discipline helps one to strive and excel, to persevere in a course, to give dedication to ones abilities despite resistance or challenges. When we are not disciplined, we lose focus easily; we become easily swayed and lose our chances in learning or playing ones part in changing our environment.

All this requires a great effort. Knowledge and skills speak of untold wealth. And to acquire any wealth, investment is inevitable. Every nation that has invested sufficiently on education with a purpose has yielded great fruits. Here I stress on “education with a purpose.” Let’s take an arrow as an example. When a person makes an arrow, they have to consider the length and distribution of weight appropriately. And when one throws the arrow, they have a target. They throw the arrow with the force needed to hit the target. Everything is done with a purpose. When one single mistake occurs, or when a calculation is overlooked, no target will be hit. Similarly, we should have education with a purpose and work towards it. We cannot have shortcuts, loopholes, or mistakes; because we will never hit the target.

(...to be continued)