African education: Consciencism or neocolonialism

Abstract

The essay analyzes educational relationship between Consciencism and neocolonialism in the post decolonized African countries. The concepts of education, Philosophical Consciencism, neocolonialism, and post-colonial traumatic syndrome are introduced and defined. A case is made that the current African education, as extensions of colonial curricula, is producing a neocolonial Philosophical Consciencism, intelligentsia, and collective personality that maintain the colonial characteristics in the form of neocolonialism in Africa. To produce Africentric Philosophical Consciencism, the curricula of African education must be Africanized especially the subjects in social sciences. It is the contents of education, as indicated by the curricula, that create acceptable boundaries of Consciencism, personality, thinking and problem-solving skills relevant to the dynamics of African existence and her transformations from colonialism to independence and emancipation by establishing a non-subservient cognitive zone over the social decision-choice space with Africa’s non-defective self-confidence for resisting being drawn into the spheres of beggar’s syndrome, neocolonialism, and imperial influence at all forms of the game of existence. The current African mind, through the neocolonial education, has been brought under control in the zone of neocolonial Philosophical Consciencism. In this way, the imperial problem of establishing neocolonial states for resource exploitation as well as preventing African independence, self-development, and creation of self-confidence has been solved by neocolonialists through the neocolonial education.