Showing posts with label decolonization. Show all posts
Showing posts with label decolonization. Show all posts

Thursday, August 29, 2024

BRICS+: Bright or Dark Perspectives of a Block of Countries in the Path to Real or Delusional Multipolarity

БРИКС+: светлые или темные перспективы блока стран на пути к реальной или иллюзорной многополярности

 

When last August, in the XV BRICS summit (22-24.8.2023), it was announced that the five constituent members of the Block (China, India, Russia, and Brazil, as initial members in 2006, with the addition of South Africa in 2010) agreed to admit another six (6) countries, namely Argentina, Egypt, Ethiopia, Iran, Saudi Arabia, and UAE (herewith mentioned in alphabetic order; Argentina did not make use of the offer, following the recent presidential elections), the member states ushered the world community in a new era. The groundbreaking decision will be effect January 1st 2024. The development -in and by itself- is neither good nor bad; the outcome will depend on the choices that will be made and the changes that will be implemented with respect to the nature, the status, the function, the targets, and the international role of the Block itself. In fact, right now, all options are open.





Содержание

I - Что такое БРИКС и чем он не является

II - Сильные стороны БРИКС

III - Слабые стороны БРИКС

IV - Расширение БРИКС

V - Что дальше для БРИКС?

VI - Экономические интересы могут быть основой только слабо ассоциированных государств (или Лиги), а не союза государств

VII - Многосторонние организации государств никогда не могут быть созданы как противоположный полюс мировой державы

VIII - Многополярность: реальность или заблуждение?

IX - Многополярность завтра: реальность только через изоляцию однополярного мирового центра

 

Contents

I - What BRICS is and what it is not 

II - Strong points of BRICS

III - Weak points of BRICS

IV - The Expansion of BRICS

V - What next for the BRICS?

VI - Economic interests can be the basis of only loosely associated states (or a League), not a union of states

VII - Multilateral organizations of states can never be established as an opposite pole of a world power

VIII - Multipolarity: a reality or a delusion?

IX - Multipolarity tomorrow: a reality only through the isolation of the unipolar world center

 

What is better or more suitable? Is it wise to enlarge BRICS or to deepen the integration of this block of 11 countries? The challenges are enormous and the repercussions will be cataclysmic for the entire world. This topic has indeed been controversial for some time; Russia, India and Brazil were not enthusiastic about China's incessant suggestions for the "influx of fresh blood". In fact, the decision to invite six emerging market group countries was a compromise; several other states had expressed their wish to join, but after numerous deliberations, for various reasons they were not accepted now.

 

Before new members arrive, the existing partners should define what they truly want BRICS or BRICS+ to be; this issue is still perplex, diverse and vague. In this regard, it is crucial to always recall that the original concept of BRIC (for only four countries) is credited to an Englishman, namely Jim O'Neill (Baron O'Neill of Gatley), who was at the time the chairman of Goldman Sachs Asset Management; the idea was first expressed within very different context -quite noticeably- in November 2001.

 

However, the governments concerned took some time to explore and evaluate the thought before adapting it to their interests and perspectives; the first high-level meetings started in 2006, and the first formal summit (4 members) was held in Yekaterinburg in July 2009. Everyone today effortlessly understands that the world was very different at the time; meanwhile, the achievements of the 5-country block, although significant for the beneficiaries, were modest at the international level.  

https://en.wikipedia.org/wiki/Jim_O%27Neill,_Baron_O%27Neill_of_Gatley

https://www.goldmansachs.com/intelligence/archive/building-better.html

 

Consequently, before considering BRICS as the perfect counterbalance to the West (as President Putin stated openly lasst year), it is essential for anyone to accurately understand what BRICS is, what it is not, what it can be, and what it cannot.  

https://english.elpais.com/international/2023-08-23/brics-explores-expanding-its-membership-to-counterbalance-the-west.html

 

I - What BRICS is and what it is not 

BRICS is not an 'organization' like the SCO (Shanghai Cooperation Organization), which is a Eurasian political, economic, international security and defense organization, and the EAEU (Eurasian Economic Union), which is an economic union of several post-Soviet states located in Eurasia. To be constructive and effective in his approach to this topic, an astute observer should dissociate three totally distinct issues:

a- the hitherto achievements of the 5-country block;

b- what BRICS is nowadays; and

c- what BRICS can become in the future.

 

In this regard, what Muhammad Kamal wrote in the Egyptian daily Al Masry al Yom (« نحو عضوية «البريكس; Towards BRICS Membership) is totally inconsistent; worse, his pessimism for Egypt's adhesion to the 5-country block only reflects the wishes of the idiotic and corrupt stooges of Western embassies in Cairo. This type of thought may be disastrous for Egypt. If BRICS did not achieve 'much' in the past, this fact hinges on eventually misplaced worldviews and pointless considerations that the member states may have had. All the same, with a new approach, with an accurate perception of what an expanded BRICS can or cannot become, and with a strong commitment to the interests of these countries' populations, one can certainly mark a spectacular success. https://www.almasryalyoum.com/news/details/2875518

 

Definitely, BRICS is not an organization; it is not an economic bloc, in spite of the numerous projects launched and materialized, such as the New Development Bank (launched in 2014-2015), the Contingent Reserve Arrangement (CRA), the BRIC Cable (the construction of which has not yet started), joint publications, and various initiatives. Under discussion are issues of paramount importance, namely a potential BRICS payment system and an eventual common currency. It becomes therefore evident that there are slow steps toward a comprehensive partnership.

https://en.wikipedia.org/wiki/New_Development_Bank

https://en.wikipedia.org/wiki/BRICS_Cable

https://rosstat.gov.ru/storage/mediabank/BRICS%20Joint%20Statistical%20Publication-2022.pdf

 

The latest initiative is VII BRICS International School, which will be held by the Russian National Committee on BRICS Research on November 13-18, 2023 in Moscow. About: http://infobrics.org/post/39507

 

Precisely because BRICS is not an organization, they don't have a proper portal, as it happens in the case of existing international bodies like the SCO, the Turkic Union or the African Union. Instead, they have a rudimentary site with basic info, and every annual meeting comes up with a separate, new site. Examples:

http://infobrics.org/

http://infobrics.org/post/39107/

http://infobrics.org/news/summits/

http://infobrics.org/news/brics-plus/

https://brics2023.gov.za/

 

The rest is up to private initiatives, think tanks, research centers, online magazines, and the world's mass media. Examples:

https://kidsnews.top/brics-summit-2022/

https://brics-plus-analytics.org/what-is-bricks-plus/

https://www.bricsmagazine.com/en/articles/what-makes-brics-strong

https://www.pewresearch.org/short-reads/2017/06/21/4-charts-on-how-russians-see-their-countrys-place-in-the-world/

https://intellinews.com/comment-so-what-did-happen-to-that-claimed-turkish-aspiration-to-join-brics-289788/

https://www.visualcapitalist.com/visualizing-the-future-global-economy-by-gdp-in-2050/

https://www.reuters.com/world/brics-poised-invite-new-members-join-bloc-sources-2023-08-24/

https://timesofindia.indiatimes.com/india/prime-minister-narendra-modi-on-wednesday-said-india-supports-expansion-of-brics-to-include-new-nations-/articleshow/102982077.cms?from=mdr

https://timesofindia.indiatimes.com/topic/BRICS

 

As group of countries, BRICS is a heteroclite array of states with certain common interests, but also with very divergent economies, structures and legislations, and partly different socioeconomic visions; until now, no common long-term perspective has been envisaged – let alone agreed upon. This means that the governments of the member states have to seriously consider and scrupulously study how they will manage to set up a common economic space and how to first offer themselves the necessary tools in order to advance in that direction. 

 

Many charts, tables, drawings and tables have been produced in order to highlight to all what BRICS really is; but this approach comprises also a drawback that can cause confusion and misjudgment. This is due to the fact that each visual representation highlights only one aspect of the reality; however one gets a complete idea of the reality, only if one goes through illustrations of all the existing aspects of the reality. One missing diagram about the BRICS is enough to obscure our understanding and confuse our perception.

 

II - Strong points of BRICS

As of end 2023, over 3.3 billion people lived in the BRICS countries, making more than 40% of the world population; BRICS states stretch over 30% of the world's land surface and account for 26% of the global economy. The 5-country block represents 18% of trade in goods and 25% of foreign investment. At this point, we already face some challenges in our effort to quantify the reality. Verifiable facts like the area and the population of a country are undeniable points of reference; the area of a country is measured in kilometers square, whereas the population is estimated in millions or thousands of people. However, when it comes to the Gross Domestic Product (GDP) of a country, there are two diametrically opposed methods of calculation; the end results may be very divergent.

 

GDP estimates published by financial and statistical institutions are calculated at market or government official exchange rates. But what is called 'Nominal GDP' is stated without taking into consideration the existing differences in the cost of living among the countries. This means that the data presented can vary enormously from one year to another due to fluctuations in the currency exchange rates; but this may be temporary and therefore irrelevant.   

 

That is why GDP (PPP) forecast estimates are to be considered as a better reflection of the economic realities, and of the comparison between two countries; to sort this data and publish their databases, financial and statistical institutions calculate using both, market and government official exchange rates. PPP (Purchasing Power Parity) is a method of measuring that takes into consideration the relative cost of local goods, services and inflation rates of the country.

 

The ensuing difference can be colossal: China's nominal GDP for the year 2023 is 19.37 trillion US$, but the PPP-based GDP of China for the same year is 33 trillion US$; on the contrary, on either case, US GDP amounts to 26.85 trillion US$. As it can be surmised, PPP-based GDP is preferable for comparison; all the same, the size of an economy being also a matter of political propaganda, many Anglo-Saxon institutions deliberately show a predilection for Nominal GDP in order to occasionally show that Russia is not among the top ten economies of the world.

https://www.france24.com/en/business/20230822-size-population-gdp-the-brics-nations-in-numbers

http://brics2022.mfa.gov.cn/eng/tpzx/202206/t20220627_10710527.html

https://www.imf.org/en/Publications/WEO/weo-database/2023/April/weo-report

https://en.wikipedia.org/wiki/List_of_countries_by_GDP_(nominal)

https://en.wikipedia.org/wiki/List_of_countries_by_GDP_(PPP)

https://www.statista.com/statistics/254281/gdp-of-the-bric-countries/

https://www.cia.gov/the-world-factbook/field/real-gdp-purchasing-power-parity/country-comparison/

https://ru.wikipedia.org/wiki/БРИКС

https://en.wikipedia.org/wiki/BRICS

https://zh.wikipedia.org/zh-cn/金国家

https://pt.wikipedia.org/wiki/BRICS

https://hi.wikipedia.org/wiki/ब्रिक्स

 

III - Weak points of BRICS

Be that as it may, the aforementioned impressive figures about the BRICS are not attested on other occasions; for instance, the total voting quota of the 5-country block in the IMF is only 14.7%, although in 2021 they accounted for about a third of world GDP, a fifth of world trade, about a quarter of direct investment, and their foreign exchange reserves reached 35% of the world's total. This point was highlighted by President Putin in his address to President Xi Jinping on 22nd June 2022.

Приветствие участникам Делового форума БРИКС (Greetings to the participants of the BRICS Business Forum)

http://www.kremlin.ru/events/president/transcripts/speeches/68689

 

On another note, in the US$ 109 trillion world stock market, BRICS represent only a small segment of the world market capitalization (around 20%), whereas the US, which is home to 39 of the 100 largest companies in the world, has more than 40% of the market and the European Union amounts to ca. 11%.  

https://en.wikipedia.org/wiki/List_of_countries_by_stock_market_capitalization

https://www.theglobaleconomy.com/rankings/stock_market_capitalization_dollars/

https://www.visualcapitalist.com/the-109-trillion-global-stock-market-in-one-chart/

 

IV - The Expansion of BRICS

On the basis of the above mentioned data, one can understand that the recently admitted six (6) countries do not constitute a major expansion. When it comes to total area (in kilometers square), the six states {Argentina (2.780.400 km2), Saudi Arabia (2.149.690 km2), Iran (1.648.195 km2), Ethiopia (1.104.300 km2), Egypt (1.002.450 km2) and UAE (83.600 km2)} amount to ca. 20% (8768635 km2) of the land surface of the BRICS countries (ca. 40 million km2).

https://en.wikipedia.org/wiki/List_of_countries_and_dependencies_by_area

 

Similarly, with respect to population, the six newly accepted states {Ethiopia (107.334.000), Egypt (105.388.000), Iran (85.298.600), Argentina (46.654.581), Saudi Arabia (32.175.224) and UAE (9.282.410)} have a total population of 386.132.815 people, which is around 10% of the current population of BRICS. However, the 11-country block will be home to almost half the population of the world (46%); this marks a significant threshold indeed.

https://en.wikipedia.org/wiki/List_of_countries_and_dependencies_by_population

 

Similar conclusions we draw concerning the economic indicators of the six newly admitted states and notably their PPP-based GDP; combined the GDP of the six countries {Saudi Arabia (2.300.967 US$ million), Egypt (1.803.584 US$ million), Iran (1.691.819 US$ million), Argentina (1.274.807 US$ million), UAE (890.171 US$ million), Ethiopia (393.847 US$ million)} is around 8.350.000 US$ million; in other words, the six states produce only one seventh (1/7) of the total GDP of the current BRICS member states (56 US$ trillion).

 

This aspect was duly discerned also by those who are accustomed to rather take into account the nominal GDP; that's why they underscored the fact that "Saudi Arabia is the only trillion-dollar economy being added to the BRICS".

https://www.visualcapitalist.com/visualizing-the-brics-expansion-in-4-charts/

 

Combined the nominal GDP of the six new member states {Saudi Arabia (1.061.902 US$ million), Argentina (641.102 US$ million), UAE (498.978 US$ million), Egypt (378.110 US$ million), Iran (367.970 US$ million), Ethiopia (156.083 US$ million)} amounts to 3.1 US$ trillion; this is about one ninth (1/9) of the nominal GDP of the current BRICS member states (27.7 US$ trillion).

 

If we stop at this point and we do not further explore the manifold aspects of BRICS expansion, we will be left with the idea that, due to necessary compromises, the first major phase of BRICS expansion did not include several other countries, which also expressed the interest to join, notably Algeria, Belarus, Bangladesh, Kazakhstan, Venezuela, Vietnam, etc. But this will prevent us from observing a very interesting and crucial aspect of the development. As a matter of fact, this was not particularly highlighted by anyone in the world's mainstream mass media. There is indeed one economic sector in which the present stage of BRICS expansion made a significant breakthrough; this is the energy sector, and more particularly, the Oil production.

 

As a matter of fact, the addition of Saudi Arabia, Iran and the UAE will more than double BRICS' share of global oil production. With six out of the nine top oil producers being BRICS+ member states (Saudi Arabia, Russia, China, Brazil, Iran, UAE), the 11-country block represents 43% of the world oil production.

https://www.visualcapitalist.com/visualizing-the-brics-expansion-in-4-charts/

https://wisevoter.com/country-rankings/oil-producing-countries/

https://en.wikipedia.org/wiki/List_of_countries_by_oil_production

https://www.visualcapitalist.com/charted-worlds-biggest-oil-producers-in-2022/

 

This means that, in spite of the compromises made, BRICS made a big step ahead in preparing their forthcoming transformation from an ill-defined block of countries to a well-defined organization that will change the post-WW II world drastically and irrevocably. As I already said, the concept that they will have to adopt for their alliance is that of the common economic space.

 

V - What next for the BRICS?

Dangling between long term strategy and everyday opportunities, the governments of the 5- or 11-country block can really make of their partnership whatever they want. They can turn it to the tool par excellence for the transformation of the present world; indeed, they can make of the BRICS+ the cornerstone in the foundation of a human world order of unity, equity, justice, lawfulness, concord, and worldwide cordiality. Reversely, they can neglect their imagination, fail to create a vision, ignore their intellect, and thus waste their time.

 

In this regard, it is clear that BRICS+ will be the reflection of the shared vision that the member states, the respective governments, and -above all- the civil societies will initiate. It is therefore essential to avoid extreme optimism or pessimism and to make an effort not to mix a long term perspective with any type of unnecessary political propaganda. The difference can be understood in the following examples:

 

Speaking about Russia’s vision of the BRICS+ format as early as February 2018, Sergey Ryabkov, a noteworthy statesman and Russia’s Deputy Foreign Minister since 2008, stated: «we suggest that our partners consider BRICS+ as a platform for developing what could be termed an 'integration of integrations'».

https://brics-plus-analytics.org/what-is-bricks-plus/

 

This sounds as sheer advocacy of the 'single economic space' concept, which leads to economic union. Quite contrarily, Sergei Lavrov (Center for World Politics and Strategic Analysis) and Kirill Babaev (Director of the Institute of China and Modern Asia), both of the Russian Academy of Sciences, in their article «И вширь, и вглубь - Пути укрепления институциональной основы БРИКС» (Both in breadth and in depth - Ways to strengthen the institutional framework of BRICS / Бабаев К.В., Лавров С.В. И вширь, и вглубь // Россия в глобальной политике. 2023. Т. 21. № 5. С. 69–81; https://globalaffairs.ru/articles/vglub-i-vshir-brics/) present a far more realistic approach, opting for the 'common economic space' concept.

 

There are important differences between the two concepts, and it is essential to make this point clear, because the 'single economic space' concept simply cannot work in the case of BRICS, and even more so that of BRICS+. This is exactly what the authors of the aforementioned article do; the question is whether this is enough.

 

VI - Economic interests can be the basis of only loosely associated states (or a League), not a union of states

At this point, taking into consideration the international situation as it is evidently downgrading over the past few years, the governments of the BRICS+ member states must truly become consciously serious in their judgment, drastically bold in their action, and greatly resourceful in their vision before they are soon met with an aggravated deterioration of the world order in which their efforts will unfortunately be irrevocably meaningless.  

 

Although BRICS+ governments are correct in their analyses and conclusions as regards the major structural problems of the world economy, they all apparently fail to understand where the world community is led to; this is due to the prevailing, very confusing, and definitely perplex situation. But the present condition of the world affairs makes of the aforementioned economic problems only a tiny sector of the very grave troubles that currently exist and impact every human across the Earth.

 

Consequently, in spite of the fact that the world economy is in major trouble, all its aspects cannot be tackled independently of the other, grave and thorny, issues of intellectual, academic, educational, scientific, cultural, and socio-governmental order that we are currently facing. As a matter of fact, erroneous intellectual concepts, delusional interpretations of the reality, intentional distortions of World History, ideological aberrations, and overwhelming oppression of indigenous cultures are at the origin of developments that brought the world economy to the brink of collapse. Scientific absurdities, military interventions, and corrupt governmental practices contributed to the overall deterioration, and have therefore to be also taken into consideration.   

 

As far as BRICS+ member states are concerned, there is one word that terminally encapsulates the aforementioned reality in its totality: Western colonialism. What matters in this regard is that this term is not to be identified with only its military, political and economic dimensions.

 

Colonialism is basically a criminal and anti-human development the most crucial dimension of which is cultural; culture determines the psychology of people, nations, ruling classes and governments, and this -in turn- impacts the local economy.

 

In addition to the aforementioned points, there is a critical factor which must also be taken into account: only a union of loosely associated states can ever be successfully established on the basis of economic interests. This is a fundamental condition to retain. As situation, it is due to the fact that states do not exist in themselves, but constitute the receptacle of human activity related to the administration and the governance of the society.

 

Consequently, a number of states can form an effective organization that will impact worldwide developments only on the basis of major decisions taken by conscious peoples and statesmen genuinely representing their societies, which are known for their historically diverse values, distinct moral principles, varied cultural heritage, but shared goals and common vision. But this is much broader than an economic union.

 

The perfect example of failure is in this regard offered by the European Union. The debilitated union of states started before 72 years with the establishment of the European Coal and Steel Community (ECSC; 1952), which was designed to integrate the coal and steel industries in Western Europe (France, West Germany, Italy, Belgium, the Netherlands, and Luxembourg). Evaluated for that purpose, ECSC was good, but it could never progress in the direction of transformation from an economic community to one nation-state.

 

Different peoples do not integrate into one nation-state without a unifying force; this can certainly be a faith, a cult, a worldview or even an ideology, but never economic interests. That is why BRICS+ member states, although they are forced to define how to set up a 'common economic space', have to broaden the box and try to see things as widely as they can.

 

VII - Multilateral organizations of states can never be established as an opposite pole of a world power

In spite of the urgency of their economic demands for new standards and rules or a new world order (as many people say), BRICS+ member states have got to approach the world affairs in a different, far broader, and definitely comprehensive manner. This imperative is due to both, their incomparably enormous size and the undeniable fact that they altogether constitute a worldwide organization with major, not only economic, interests that they have in common. Actually, the troubles that all these countries face at the level of the international trade and world economy are due to

a- political developments that took place over the last70-80 years,

b- two successive World Wars,

c- numerous earlier conflicts,

d- extreme ideological aberrations,

e- preposterous intellectual assumptions,

f- outrageous educational-academic forgeries, and

g- a 5-century long, nefarious and calamitous, colonial legacy.

 

In this case, BRICS+ member states cannot possibly imagine that they are able to rectify a so deeply rooted injustice and inhumanity that prevail worldwide by merely sidestepping the US dollar via

- local currency trading,

- Mbridge (a multi-central bank digital currency platform, which is shared among participating central banks and commercial banks, as it is built on distributed ledger technology in order to enable instant cross-border payments and settlement) or

- other alternative payment routes and methods of de-dollarization.

 

In fact, their true problem is what is accurately called 'the Collective West' in its entirety. The US dollar replaced indeed the British pound as the world’s reserve currency (in 1944 following the Bretton Woods Agreement); it ceased unilaterally to be convertible to gold (in 1971, due to the so-called Nixon shock); and it became the sole currency in which Saudi Arabia is paid for Oil (in 1974, as per the terms of the Saudi Arabia and US Agreement on Cooperation, signed June 8, that made the petrodollar possible, which also known as 'the petrocurrency effect' and 'the petrodollar recycling').

 

However, all these developments consist, truly speaking, in Microhistory, if viewed within a wider context. In fact, they constitute only in the latest episodes of the colonial conquest, contamination and putrefaction, which have progressively enveloped the world. That is why BRICS+ member states must see things within a macrohistorical context and shape their decision making processes accordingly.

 

Precisely because the aspects of the world troubles are so many, BRICS+ member states have to realize that the country, which capitalized on its monetary privilege, namely the petrodollar, did so while also defending all the other aspects of the 5-century long Western predominance, which proved to be catastrophic for the entire world, except for the West European colonial powers and their annexes.

 

As a matter of fact, the historically true definition of the USA is not "the country with the US dollar as national currency", but "the heir of 5-century long, colonial legacy". This is what the US stands for – not just a currency.

 

Indeed, the US dollar is not only the default world currency, but at the same time, the strongest currency of the Western world. All the same, people often tend to forget that the American currency was first one of the strongest in the Western world, then its strongest, and only 'recently' the world's medium of exchange. It is therefore undeniable that, also at the financial and economic level, it represents the 'Collective West'.

 

Due to the successive historical developments, which led the entire Mankind to the present occurrence and on which the US predominance has persistently based its delusional legitimacy, it would be foolish to believe that the US will ever accept the reduction of the systemically omnipotent Western world into merely two or three poles (EU, US, and -eventually- Japan) of a delusional multipolar system composed by them and by the rising, major BRICS+ forces. Nuclear wars of any form are far more plausible to take place than a multipolar world to be potentially formed with the participation of the EU and the US.  

 

To put it in simple words, you can never possibly ask someone, who considers himself as extraordinarily enormous as a 'dinosaur', to condescend to accept few 'cockroaches' as equal; this metaphor does not constitute the exact representation of the reality, but it accurately reflects the mentality of the people who currently run the EU, the US, the UK and their annexes. These forces have by now carried out a fully obvious colonial agenda across the Earth; even worse, they are evidently intending to implement the next parts of the agenda, which has already been proven as inherently unacceptable to the mankind – the majority of the misfortunate inhabitants of the Collective West included. In other words, the world situation is far worse than what most of the foolish or fooled leaders of the BRICS+ member states have imagined.  

 

VIII - Multipolarity: a reality or a delusion?

Discussing about the chances for the emergence of a multipolar world system does not hinge only on a qualitative examination of intentions and a quest for world peace and security; it is not sufficient to only scrutinize the purposes of the decayed and ailing but raucous and rancorous elites of US, Germany, France, England and Italy from one side and assess the aspirations of the ruling classes of China, India, Russia, Brazil and a nebula of several heavily populated countries, namely Indonesia, Pakistan, Nigeria, Bangladesh, Mexico, Ethiopia, Egypt, Congo, Vietnam, Turkey, Iran, Thailand, Tanzania and South Africa.

 

Despite the undeniable importance of all the aforementioned parameters, there is another factor that determines even more conclusively the outcome of the present cleavage. This pertains to the process of historical developments that brought about the present state of international affairs. There are only specific procedures that allow a multipolar world community to be formed; it cannot rise anytime anywhere.

 

The past eighty (80) years have been characterized by a unipolar system of world governance; this was not the first time in World History in which a very large part of the Earth was under the control of one state (the Neo-Assyrian Empire, Achaemenid Iran, the Abbasid Caliphate, the Mongol Empire of Genghis Khan, the Chagatai Empire of Timur/Tamerlane, etc.) without any other state being able to challenge it.

 

Several political commentators often dare to portray the present period as the first time in which one country 'controlled' almost the totality of the surface of the Earth, but this is definitely a maximalist approach. In fact, as description, it is wrong. As conclusion, it has only a nominal value; this is so because the 'control' was asserted only via various layers of proxies, who were, practically speaking, unable to always govern all the territory that they claimed to possess.

 

It is essential not to confuse the present conjecture with the days that antedated WW II or WW I; many irrelevant historians and inconsistent intellectuals are pleased to draw parallels between 1914 and 2024 or between 1939 and 2024, but they are very wrong, confusing, and dangerously deceitful.

 

Parallels as regards the ensuing consequences or outcome cannot be drawn between a past circumstance and the present occurrence; this is so because people know what came next, after the past circumstance that they take as one pole of the parallel, but only assume that the other pole (namely the present occurrence) will have the same exit (namely a war).  

 

Parallels can be drawn between a past circumstance and the present occurrence only with respect to the anteriority of both moments that are taken as parallels. In this case, we know very well that no unipolar system of world governance existed either in the period 1870-1914 or during the interval between the two world wars.

 

Prior to WW II, the world community revolved around six major poles, i.e. England (as the British Empire), USSR, USA, France, Japan and Germany; the six powers gradually formed two heteroclite groups of allies of which one prevailed in 1945.

 

Prior to WW I, the world community revolved around nine major poles, i.e. England (as the British Empire), the Russian Empire, France, Germany, Austria-Hungary, Italy, the Ottoman Empire, USA, and Japan. 

 

It is very critical at this point to comprehensively comprehend that those major poles or constituents of the world community did not seek to establish a multipolar system of world governance either in 1914 or in 1939; it is actually necessary to take into consideration the fact that the concept of 'world community' had not yet been formed or formulated as a substitute to the criminal colonial activities of England and France, which attempted to divide Africa, Western and South Asia, and Oceania among themselves.

 

Even worse for the silly raiders of the lost multipolarity, it is even more crucial to take into account that, if a proposal for the establishment of a multipolar system of world governance was made back in 1914, the colonial powers England and France would be the first to reject it. Actually, the criminal gangsters, who always ruled Paris and London and later hijacked Washington D.C., deliberately triggered WW I, by duly utilizing their paranoid Serbian lackeys.

 

Why England and France back in 1914 would vehemently oppose any proposal for the establishment of a multipolar system of world governance is easy to assess; this development would block their effort to terminally dismantle Austria Hungary and the Ottoman Empire, while also effectively carrying out cruel operations of regime change in the German and the Russian Empires.

 

Furthermore, we have to also reckon with the fact that, if someone advanced a proposal as regards the establishment of a multipolar system of world governance back in 1939, he would surely be resolutely reprimanded by the criminal colonial rascals of London and Paris. England and France declared war on Germany, because they did not want to establish a multipolar world community including the USSR, Japan, Germany, and Berlin's ally Italy. As we all know, regime change operations took place in the latter three states in 1945, and 40-45 years later in the (until then greatly marginalized, continually defamed, and shamelessly vilified) USSR.

 

So, to conclude the present assessment, we have to perceive the establishment of the so-called 'world community' and the inception of the 'international law' as mere tricks, intentional schemes, and colonial contrivance deceitfully presented but successfully elaborated by England, France and their successor, namely the US. In fact, on multiple occasions over the past 80 years, it was fully proven that there is no world community, but a perilous jungle inhabited by ferocious monsters, which are more incensed and more devilish than any wild animal, those of the Mesozoic included.

 

The sole reality is this: what the mankind attested for 300 years -from the Carnatic Wars (1740-1763; Anglo-French wars in India) to the end of WW II- was only the rise of the Western colonial powers to world predominance. The world impressively shifted from a multipolar system of world belligerency (with 11 poles, namely Spain, Portugal, England, France, Holland, Austria-Hungary, Russia, the Ottoman Empire, Safavid-Afshar Iran, Mughal India, and Qing China) to a unipolar system of world governance, which can be conclusively described as the Western barbarism and colonial tyranny over mankind.  

 

The above makes clear to all that the termination of a unipolar system of world governance can never happen through negotiations with the central pole of the system; in a Jurassic environment, only idiots would believe in and count on such 'negotiations'.

 

IX - Multipolarity tomorrow: a reality only through the isolation of the unipolar world center

It would be anything between foolish and paranoid to imagine that the forces, which controlled the Western states and elites over the past five centuries, will be ready to yield power to those whom they have been considering, for at least 350-400 years, as targets for conquest and world dominance.

 

BRICS+ member states stand therefore in front of a dilemma: either reject the Western unipolar dominance or capitulate. Since the latter is a non-option, it would be useful to explore the possible ways to reject the barbarian, catastrophic and heinous Western rule. However, before pondering on how the 5-century long colonial impact can be overthrown by the countries that represent ca. 90% of the world population, it would be essential for all of them, and more particularly, for the BRICS+ governments, to specify the sectors in which the rejection of the colonial rule (or unipolar system of world governance) must take place.

 

Because it will be partly functional and basically ineffective, if the BRICS+ member states challenge the Collective West only at the monetary, financial and economic levels, it is imperative for the respective governments to come to an agreement about launching BRICS+ commissions specializing in almost all the sectors for which there are presently fully-fledged UN Specialized Agencies, Programmes and Funds, Research and Training Institutes, Other Entities and Bodies, as well as Related Organizations. A separate commission in Decolonization and De-Westernization should be added, involving groups of study and rejection of all aspects of academic, educational, scientific, intellectual, cultural, moral, behavioral and socio-governmental colonialism.  

 

Following a 6-month period of tense consultations, the commissions and the groups of study should come up with conclusive proposals about the restructuring of all the international bodies, their priorities, works, methods and processes. Effectively backed by a comprehensive refutation of the 5-century long Western colonial order, an overwhelming denunciation of the racist and fallacious Western version of World History, and an all-encompassing condemnation of the preposterous and biased function of the UN for 80 years, BRICS+ member states and all their allies should irrevocably withdraw from all the UN organizations, unequivocally deny any legitimacy to the fake international body, and immediately launch the All Peoples Assembly, as the sole legitimate international body. This will convene initially for an indefinite period of time and institute the fair, just, unquestionably multilateral, and solid international milieu to which all the people worldwide have long aspired. A new Internet will have to be rapidly launched for all the member states totally independently from the US-based legacy system.   

 

This will be tantamount to complete transformation of the BRICS+ into the new international body, which has been badly missing to almost all the people across the Earth. All the employees of the new international body and its specialized agencies, institutes and related organization will have to be proportionally hired on the basis of ethnic origin, language and religion/belief. It will therefore be impossible for a group that constitutes approximately 0.2% of the 8 billion world population to literally invade key positions, promote sectarianism, and thus become the well-justified reason of its own rejection by all the rest.  

 

Subsequently, BRICS+ member states and all their allies will be accepted as members of the Shanghai Cooperation Organization (CSO), which will turn out to be the de facto guarantee of worldwide peace and security. International relations with the NATO member states, their allies and satellites will be totally severed at all levels, commercial, educational, recreational, academic, intellectual, scientific, technological, economic, social, governmental and military.

 

This abrupt separation will evidently produce a tremendous international economic shock; but the BRICS+-led countries will be able to face the challenge, recover in relatively short time, and adapt in a far better environment totally void of the Western colonial barbarism, horrific criminality, heinous inhumanity, and evil delusions.

 

The Collective West must die and it will die; powerfully quarantined, asphyxiated within its borders, economically collapsed, socially imploded, and irreversibly poisoned by the evil delusions, sick literature, inhuman governance, rotten thoughts, insidious ideas, demented ideologies, corrupt arts, suicidal philosophies, absurd disbelief, and utter nonsense that their supposed spiritual, religious, intellectual and social leaders produced, the Western world will totally perish in the most deserved hecatomb, which will be the price they will pay for the unipolar system of world governance that they imposed and for the plans of human annihilation that they developed.

 

Quite unfortunately for the BRICS+ member states and their allies, there is no alternative; by totally isolating the unipolar world center (namely Canada, USA, UK, EU, Australia and New Zealand), which is what is called the 'Collective West', they will be in a position to effectively install a genuinely representative, peaceful, secure, sustainable multipolar system of world governance, which will extend covering the quasi-totality (ca. 90%) of the world population.

 

The only other possible transition from a unipolar to a multipolar world is nuclear; if the eventually foolish and fooled leaders of the BRICS+ member states do not truly know or do not duly expect this, it will certainly be too bad for them. If they do not act immediately according to the aforementioned description, they will inevitably offer their worst enemies the privilege of a surprise attack. This is so because the Collective West is very close to the point of no return; they reached the stage of irreparable social disintegration. Consequently, their own chance of survival is to trigger further wars abroad. This is actually what these barbarians have always done after 1492; but this time, it will surely be nuclear.

 

All those, who 'calmly' wait for the US presidential elections to take place and -even worse- anticipate the victory of Donald Trump, will be proven as the best, although unpaid, agents of the Collective West among the leadership of the BRICS+ member states.

 

And the establishment of a country, which is hit by a nuclear attack of any type, will have either to cause tremendous nuclear devastation -which involves also terrible collateral damages- or to leave in History the memory of a protracted but failed tenure. It will be a shame and an example to avoid.

 

 ---------------------------------------------   


Download the article in PDF:

https://megalommatiscomments.wordpress.com/2024/08/28/brics-bright-or-dark-perspectives-of-a-block-of-countries-in-the-path-to-real-or-delusional-multipolarity/

https://vk.com/megalommatis?w=wall429864789_13461%2Fall

https://www.academia.edu/123338902/BRICS_Bright_or_Dark_Perspectives_of_a_Block_of_Countries_in_the_Path_to_Real_or_Delusional_Multipolarity

https://www.4shared.com/web/preview/pdf/pWCifbU8ku?

https://www.patreon.com/posts/brics-bright-or-110991870


















Monday, June 24, 2024

Educational-Intellectual De-Westernization for Africa: Rejection of the Colonial, Elitist, Racist and Profane European Concepts of 'University' and 'Academy'

 

Образовательно-интеллектуальная девестернизация в Африке: отказ от колониальных, элитарных, расистских и богохульных европейских концепций «Университет» и «Академия»

 

 

In a previous article published under the title "Beyond Afrocentrism: Prerequisites for Somalia to lead African de-colonization and de-Westernization", I expanded on the diverse misconceptions, oversights, errors and problems that existed in the early discourses of the African Afrocentric intellectuals who wanted to liberate Africa from the colonial yoke but did not assess correctly all the levels of colonial penetration and impact, namely spiritual, religious, intellectual, educational, academic, scientific, cultural, socio-behavioral, economic, military and governmental. You can find the article's contents and links to it at the end of the present, second part of the series.  



What matters mostly is not the study and the publication of Assyrian cuneiform texts, but the reestablishment of the Ancient Mesopotamian conceptual approach to Medicine as a spiritual-material scientific discipline; "a large collection of texts from the Assyrian healer Kisir-Ashur's family library forms the basis for Assyriologist Troels Pank Arbøll's new book. In the book entitled Medicine in Ancient Assur - A Microhistorical Study of the Neo-Assyrian Healer Kiṣir-Aššur, Arbøll analyses the 73 texts that the healer, and later his apprentices, scratched into clay tablets around 658 BCE. These manuscripts provide an incredibly detailed picture of the elements, which constituted this specific Mesopotamian healer’s education and practice". https://humanities.ku.dk/news/2020/new-book-provides-rare-insights-into-a-mesopotamian-medical-practitioners-education-2700-years-ago/


Contents

Introduction

I. Centers of education, science and wisdom from Mesopotamia and Egypt to Constantinople and Baghdad: total absence of the Western concept of "university"

II. The Western European concept of "university": inextricably linked to the Crusades, colonialism and totalitarianism  

III. De-colonization for Africa: rejection of the colonial, elitist and racist concepts of "university" and "academy"

 

Содержание

Введение

I. Центры образования, науки и мудрости от Месопотамии и Египта до Константинополя и Багдада: полное отсутствие западной концепции «университет»

II. Западноевропейская концепция «университет»: неразрывно связана с крестовыми походами, колониализмом и тоталитаризмом

III. Деколонизация Африки: отказ от колониальных, элитарных и расистских концепций «университет» и "академия"

 

Introduction

As I stated in my previous article, the most erroneous aspects of the African Afrocentric intellectuals' approach were the following:

a) their underestimation of the extremely profound impact that the colonization has had on all dimensions of life in Africa,

b) their failure to identify the compact nature of the colonial system as first implemented in Western Europe, then exported worldwide via multifaceted types of colonization, and finally imposed locally by the criminal traitors and stooges of their Western masters in a most tyrannical manner, and

c) their disregard of the fact that the multilayered colonization project was carried out indeed by the colonial countries in other continents (Asia, Eastern Europe, Latin America, etc.) as well, being thus not only an African affair.

 

To the above, I herewith add another, most crucial, element of the worldwide colonial regime that the African Afrocentric intellectuals failed to identify:

- its indivisibility.  

 


Ancient Egyptians at school: a model letter writing exercise. The teacher corrected spelling mistakes in red; ca. 1850 BCE, currently in Metropolitan Museum


In fact, you cannot possibly think that it is possible to reject even one part of the evil system (example: its Eurocentric pseudo-historical dogma, the promotion of incest and pedophilia, the sophisticated diffusion of homosexuality or another part) while accepting others, namely 'high technology', 'sustainable development', 'politics', 'democracy', 'economic stability', 'human rights', etc. Of course, this relates to the element described in the aforementioned aspect b, but it is certainly very important for all Africans not to make general dreams and not to harbor delusions as regards the Western colonial system that they have to reject as the most execrable and the most criminal occurrence that brought disaster to the Black Continent (and to the rest of the world) for several centuries.

 

In the present article, I will however stay close to the fundamental educational-academic-intellectual aspects of colonization that African academics, intellectuals, mystics, wise elders, erudite scholars, and spiritual masters have to take into account when considering how to reject and ban from their educational and research centers the colonially imposed pseudo-education and the associated historical forgeries, such as Eurocentrism, Hellenism, Greco-Roman world, Judeo-Christian civilization, etc. In part IV of my previous article, I explained why "Afrocentrism had to encompass severe criticism and total rejection of the so-called Western Civilization". Now, I will take this issue to the next stage.

 


 Ancient Egyptian scribes


I. Centers of education, science and wisdom from Mesopotamia and Egypt to Constantinople and Baghdad: total absence of the Western concept of "university"

You cannot possibly decolonize your land and de-Westernize your national education by tolerating the existence of 'universities' on African soil or anywhere else across the Earth. Certainly, this word is alien to all Africans, because it is part of the vocabulary or the barbarian invaders (université, university, etc.), who imposed it without revealing to the African students the racist connotation, which is inherent to this word.

 

Actually, the central measure taken and the principal practice performed by the inhuman Western colonial masters was the materialization of the evil concept of 'university' and the establishment of such unnecessary and heinous institutions in their colonies. This totalitarian notion was devised first in Western Europe in striking contrast to all the educational, academic, scientific systems that had existed in the rest of the world.

 

Since times immemorial, and noticeably in Mesopotamia and Egypt before the Flood (24th – 23rd c. BCE), institutions were created to record, archive, study, comprehend, represent, preserve and propagate the spiritual or material knowledge and wisdom in all of their aspects. From the Sumerian, Akkadian and Assyrian-Babylonian Eduba (lit. 'the house where the tablets are completed') and from the Ancient Egyptian Per-Ankh (lit. 'the house of life') to the highest sacerdotal institutions accommodated in the uniquely vast temples of Assyria, Babylonia and Egypt, an undividable method of learning, exploring, assessing, and representing the spiritual and material worlds (or universes) has been attested in numerous texts and documented in the archaeological record.


From the scribal school at Nippur, Central Mesopotamia: a catalogue of Assyrian-Babylonian proverbs


Simple sign exercise of an apprentice: the first wedges

 

About Education, Wisdom, and Scientific Research in Ancient Mesopotamia:

https://en.wikipedia.org/wiki/Eduba

https://www.degruyter.com/document/doi/10.1515/9783110741124-003/html

https://africame.factsanddetails.com/article/entry-92.html

https://www.academia.edu/3323238/Domesticizing_Babylonian_Scribal_Culture_in_Assyria_Transformation_by_Preservation

https://www.cambridge.org/core/books/cambridge-history-of-science/science-and-ancient-mesopotamia/C48D6E70188ED938863F479B692D465B#

https://www.arch.cam.ac.uk/research/projects/archived-projects/geography-knowledge-assyria-and-babylonia

https://oracc.museum.upenn.edu/projectlist.html

Niek Veldhuis, On the Curriculum of the Neo-Babylonian School

https://www.jstor.org/stable/3217754

Assyrian Imperial Administration 680-627 BCE: A Comparison between Babylonia and the West under Esarhaddon and Assurbanipal

https://ro.ecu.edu.au/cgi/viewcontent.cgi?referer=&httpsredir=1&article=2397&context=theses_hons

https://www.britishmuseum.org/blog/ancient-healthcare-fit-king#:~:text=In%20Mesopotamia%2C%20medicine%20mostly%20involved,of%20healing%20potions%20or%20enemas.

Mesopotamian medicine

https://pubmed.ncbi.nlm.nih.gov/17378276/

Medicine in Mesopotamia

https://uomustansiriyah.edu.iq/media/lectures/2/2_2018_11_16!07_25_05_PM.pdf

https://www.researchgate.net/publication/6429561_Mesopotamian_medicine

https://www.cambridge.org/core/books/abs/cambridge-history-of-science/mesopotamian-mathematics/9A71B9240A02458691FCB1E0221FCA60

https://en.wikipedia.org/wiki/Babylonian_mathematics

Zaid Haba, Mathematics in Ancient Mesopotamia - April 2021

https://iraqieconomists.net/en/wp-content/uploads/sites/3/2021/04/Mathematics-in-Mesopotamia.pdf

https://www.asor.org/anetoday/2023/02/cuneiform-mathematics


Mesopotamian scribal schoolboy practicing syllables; from Ancient Mesopotamia Speaks: Highlights of the Yale Babylonian Collection, edited by Agnete W. Lassen, Eckart Frahm, and Klaus Wagensonner, distributed by Yale University Press for the Yale Peabody Museum of Natural History in April 2019


About Education, Wisdom, and Scientific Research in Ancient Egypt:

https://www.virtualkemet.com/perankh/index.htm

https://en.wikipedia.org/wiki/Pr_(hieroglyph)

https://en.wikipedia.org/wiki/Ankh

https://www.semanticscholar.org/paper/The-house-of-life%3B%3A-Per-ankh.-Magic-and-medical-in-Ghalioungui/85c6be3d595579c8e1c4be734bc4bdd632dc8ac5

https://www.ancient-egypt-online.com/education-ancient-egypt.html

https://factsanddetails.com/world/cat56/sub404/item1929.html

https://repository.uwtsd.ac.uk/id/eprint/566/1/Education%2C%20Pharaonic%20Egypt.pdf

https://en.wikipedia.org/wiki/Ancient_Egyptian_medicine

https://en.wikipedia.org/wiki/Ancient_Egyptian_mathematics

https://en.wikipedia.org/wiki/Ancient_Egyptian_technology

https://en.wikipedia.org/wiki/Ancient_Egypt#Daily_life

https://www.worldhistory.org/article/1026/clergy-priests--priestesses-in-ancient-egypt/

https://www.researchgate.net/publication/336842816_Education_in_Ancient_Egypt_till_the_End_of_the_Graeco-Roman_Period_Some_Evidences_for_Quality/link/5e7dc8c9a6fdcc139c08ff27/download?_tp=eyJjb250ZXh0Ijp7ImZpcnN0UGFnZSI6InB1YmxpY2F0aW9uIiwicGFnZSI6InB1YmxpY2F0aW9uIn19

https://www.scribd.com/document/587878437/5-Early-Egyptian-Education-Written-Report?irclickid=1yJRTExG8xyKUiyQKow1xTgjUkHSpaSCl1K8200&irpid=123201&sharedid=232498&irgwc=1

https://historielaerer.dk/education-in-ancient-egypt/

https://malaikamutere.com/2021/02/14/perankh-house-of-life-love-light/


 Ancient Egyptians at school


There was no utilitarian approach to learning, studying, exploring, comprehending, representing and propagating knowledge and wisdom; in this regard, the human effort had to fit the destination of Mankind, which was -for all civilized nations- the epitome of all eschatological expectations: the ultimate reconstitution of the original perfection of the First Man.

 

Learning, studying, exploring, assessing or concluding on a topic, and representing it to others were parts of every man's moral tasks and duties to maintain the Good in their lives and to unveil the Wonders of the Creation. The only benefit to be extracted from these activities was of moral and spiritual order – not material. That is why the endless effort to learn, study, explore, assess, conclude and represent had to be all-encompassing.

 


From the mortuary temple of Seti I at Abedju /Abydos - Self-begotten and Scribe for all other aspects of the Divine, Djhawty (Ḏḥwtj, known as Thoth to the Ancient Greeks) represented the aspect of divine Wisdom for the Ancient Egyptians; credited with the invention of writing (: the hieroglyphics), Thoth was often depicted as holding the Ankh symbol, being therefore the Life-giver and the Master of the sectors of Knowledge, material or transcendental. He thus epitomized the indissoluble link between education, religion and spirituality. About: https://en.wiktionary.org/wiki/ḏḥwtj and https://en.wikipedia.org/wiki/Thoth


Neo-Sumerian map of field 21st c. BCE


The same approach, attitude and mentality was attested among Cushites, Hittites, Aramaeans, Iranians, Turanians,  Indians, Chinese and many other Asiatic and African nations. It continued so all the way down to Judean, Manichaean, Mazdaean, Christian, and Islamic times as attested in

 

a) the Iranian schools, centers of learning, research centers, and libraries of Gundishapur (located in today's Khuzestan, SW Iran), Tesifun (Ctesiphon, also known as Mahoze in Syriac Aramaic and as Al-Mada'in in Arabic; located in Central Mesopotamia), and Ras al Ayn (the ancient Assyrian city Resh-ina, which is also known as Resh Aina in Syriac Aramaic; located in North Mesopotamia);

 

b) the Aramaean scientific centers and schools of Urhoy (today's Urfa in SE Turkey; which is also known as Edessa of Osrhoene), Nasibina (today's Nusaybin in SE Turkey; which is also known as Nisibis), Mahoze (also known as Seleucia-Ctesiphon), and Antioch;

 

c) the Ptolemaic Egyptian Library of Alexandria, the Coptic school of Alexandria, and the Deir Aba Maqar (Monastery of Saint Macarius the Great) in Wadi el Natrun (west of the Nile Delta);

 

d) the Imperial school of the Magnaura (lit. 'the Great Hall') at Constantinople (known in Eastern Roman as Πανδιδακτήριον τς Μαγναύρας, i.e. 'the all topics teaching center of Magnaura');

 

e) the Aramaean 'Workshop of Eloquence', which is also known as the 'Rhetorical school  of Gaza' (earlier representing the Gentile tradition and later promoting Christian Monophysitism);

 

f) the Judean Rabbinic and Talmudic schools and Houses of Learning (בי מדרשא/Be Midrash) that flourished in Syria-Palestine (Beit Hillel and Beit Shammai) and in Mesopotamia (Nehardea, Pumbedita, Mahoze, etc.); and

 

g) the Islamic schools (madrasas), centers of learning, research centers, observatories, and libraries of Baghdad (known as House of Wisdom - Bayt al Hikmah/بيت الحكمة), Harran (in North Mesopotamia, today's SE Turkey), al-Qarawiyyin (جامعة القرويين; in Morocco), Kairouan (جامع القيروان الأكبر; in Tunisia), Sarouyeh (سارویه; near Isfahan in Iran), Maragheh (مراغه; in NW Iran), Samarqand (in Central Asia), and the numerous Nezamiyeh (النظامیة) schools in Iran, Caucasus region, and Central Asia, to name but a few.

 

About Iranian, Aramaean, Judean, and Christian schools, centers of learning, research centers, and libraries:  

https://en.wikipedia.org/wiki/Gundeshapur

https://en.wikipedia.org/wiki/Academy_of_Gondishapur

https://en.wikipedia.org/wiki/Ctesiphon

https://en.wikipedia.org/wiki/Al-Mada%27in

https://en.wikipedia.org/wiki/Ras_al-Ayn

https://en.wikipedia.org/wiki/Urfa

https://en.wikipedia.org/wiki/Osroene

https://en.wikipedia.org/wiki/School_of_Edessa

http://www.nestorian.org/the_school_of_edessa.html

https://en.wikipedia.org/wiki/Nusaybin

https://en.wikipedia.org/wiki/School_of_Nisibis

https://en.wikipedia.org/wiki/School_of_Seleucia-Ctesiphon

https://en.wikipedia.org/wiki/School_of_Antioch

https://en.wikipedia.org/wiki/School_of_Alexandria

https://en.wikipedia.org/wiki/Monastery_of_Saint_Macarius_the_Great

https://en.wikipedia.org/wiki/University_of_Constantinople

https://en.wikipedia.org/wiki/Magnaura

https://en.wikipedia.org/wiki/Rhetorical_school_of_Gaza

https://en.wikipedia.org/wiki/Talmudic_academies_in_Syria_Palaestina

https://en.wikipedia.org/wiki/Houses_of_Hillel_and_Shammai

https://en.wikipedia.org/wiki/Nehardea

https://en.wikipedia.org/wiki/Talmudic_academies_in_Babylonia

https://en.wikipedia.org/wiki/Pumbedita

https://en.wikipedia.org/wiki/Pumbedita_Academy

 

About Islamic schools (madrasas), centers of learning, research centers, observatories, and libraries:

https://en.wikipedia.org/wiki/House_of_Wisdom

https://en.wikipedia.org/wiki/University_of_al-Qarawiyyin

https://en.wikipedia.org/wiki/Harran_University_(Middle_Ages)

https://en.wikipedia.org/wiki/Great_Mosque_of_Kairouan

https://en.wikipedia.org/wiki/Sarouyeh

https://en.wikipedia.org/wiki/Madrasa

https://en.wikipedia.org/wiki/Nezamiyeh

https://en.wikipedia.org/wiki/Maragheh_observatory

https://en.wikipedia.org/wiki/Ulugh_Beg_Observatory

 

Also:

https://en.wikipedia.org/wiki/Ancient_higher-learning_institutions

https://en.wikipedia.org/wiki/Byzantine_university

 

All these centers of learning did not develop the absurd distinction between the spiritual and material worlds that characterizes the modern 'universities' which were incepted in Western Europe. Irrespective of land, origin, language, tradition, culture and state, all these temples, schools, madrasas, observatories, and libraries included well-diversified scientific methods, cosmogonies, world perceptions, approaches to life, interpretations of facts, and considerations of data. Sexagesimal and decimal number systems were accepted and used; lunar, solar and lunisolar calendars were studied and evaluated; astronomy and astrology (very different from their modern definition and meaning which is the result of the Western pseudo-scientific trickery) were inseparable, whereas chemistry and alchemy constituted one discipline. These true and human centers of knowledge and wisdom were void of sectarianism and utilitarianism.

 

Viewed as moral tasks, search, exploration and study, pretty much like learning and teaching constituted inextricably religious endeavors. Furthermore, there was absolute freedom of reflection, topic conceptualization, data contextualization, text interpretation, and conclusion, because there were no diktats of theological or governmental order.

 

In brief, throughout World History, there were centers of learning, houses of knowledge, libraries, centers of scientific exploration, all-inclusive schools, but no 'universities'.

 

--- ANCIENT CENTERS OF LEARNING AND SCIENTIFIC RESEARCH ---



Representation of gold tablet excavated at Persepolis with cuneiform inscription of Darius the Great (ca. 520-500 BCE); at the highest point on the Persepolis terrace a huge 'Audience Palace', the Apadana, was built to receive outstanding visitors. Its massive roof was supported by 72 stone columns; of them only fourteen still stand. Over each of the four corners rose a 4-story tall tower and in the foundation of each Darius had a stone box placed; each contained a 'foundation inscription' inscribed on gold and silver plates. Each plate was tri-lingual (in Babylonian, Elamite and Old Persian). Two of the stone boxes remained hidden and untouched for about 2500 years. After their discovery, one set of plates was stored at the palace of Reza, Shah of Iran and the other set went on display in a museum. After the revolution in 1978 removed the Shah, son of Reza Shah, and after the modern Islamic Republic was established, the second set was also displayed in a museum. For many years both sets of plates and their stone boxes were displayed in Iran’s National Museum in Tehran. However, they were still not immune from theft; several years ago, after one of the gold plates was stolen and melted down by an official, the rest was removed to the government’s National Treasury. About: https://latterdaysaintmag.com/the-gold-plates-of-king-darius/ and https://archive.org/details/persepolis_discovery_and_afterlife_of_a_world_wonder



Taq-e Kasra (طاق كسرى) or Ewane Khusrow (ایوان خسرو), known also as Arch of Ctesiphon (Tesifun; تیسفون) is today the greatest remaining structure from one of the two main capitals of Sassanid Empire (224-651 CE); in terms of knowledge, learning, science and research, it eclipsed Rome by far; The arched iwan hall (ca. 37 m high, 26 m across, and 50 m long) is the largest man-made, free standing vault constructed until modern times.



A small part of the site of the Sassanid Gundishapur imperial center of higher education, scientific research, library and archives has been excavated thus far;  14 km SE of Dezful



2nd c. CE Aramaean mosaic with representation related to the cult of Atargatis (also known as 'the Syrian goddess') and inscription from Urhoy/Edessa of Osrhoene/Urfa (Haleplibahçe Mozaik Museum)


King Abgar of Urhoy (Edessa of Osrhoene/Urfa) and the Image of Edessa (from St Catherine monastery in Sinai; 10th century)


Urfa/Urhoy/Edessa of Osrhoene: Balıklıgöl (Fish Lake; also known as Halil-Ür Rahman Lake) is a pool and a nearby mosque and madrasa, which -according to Islamic traditions- are thought to be the location where Nimrud threw Abraham into a fire, but he survived.



The archaeological site of the School of Nisibis in today's Nusaybin, SE Turkey


Mar Yaqub (St. Jacob) Church in Nusaybin; known as 'Moses of Mesopotamia', St. Jacob of Nasibina (Nisibis) lived in the 4th c. CE.


 Monastery of St Macarius, Wadi El-Natroun


Wall painting of the martyrdom of saints, 6th c.; from a building at the Coptic town of Wadi Sarga, Egypt


Stucco wall painting of St. Cosmas and St. Damian; between them are the figures of Anthemos, Leontios and Euprepios; above a monochrome panel with Three Children in the Furnace and a Coptic inscription; 6th–7th c. from Wadi Sarga, Egypt


Reconstruction of the Magnaura palace or Senate at Constantinople (left); to the right is depicted the Chalke gate.


Büyük Saray Merdiven Kulesi: Grand Palace Staircase Tower; the remaining part of the Magnaura Palace

Cambridge University Library manuscript T-S F9.41 recto (above) and verso (below): a commentary to Babylonian Talmud, Tractate Bava Meṣiʿa



Representation of Rabbi Ashi teaching at the Sura Academy


Above: drawing of self-trimming lamp in Ahmad ibn Musa ibn Shakir's treatise on mechanical devices; below: a page from al-Khwarizmi's Kitab al-Jabr



Qarawiyyin mosque, Morocco


The Great Mosque of Kairouan (also known as the Great Mosque of Sidi-Uqba), Tunisia


Rock carved with al-Aqida al-Murshida (العقيدة المرشدة; the Guiding Creed) by Ibn Tumart (approved by Sheikh Fakhr al-Din Ibn Asakir, 12th-13th c.); it is located in the garden dedicated to Sheikh Ibn Asakir in Al-Salah Islamic High School in Baalbek, Lebanon. Ibn Tumart (1080-1130), founder of the Berber Almohad dynasty (1121–1269) in NW Africa and Spain, had attended the Nizamiyya school of Baghdad and studied under Al-Kiya al-Harrasi (1058-1110). Al Ghazali (1058-1111) was also appointed (in 1091) as professor in the same school by the founder Nizam al-Mulk (نظام‌الملک; 1018-1092; his real names being Abu Ali Hasan ibn Ali Tusi), the Iranian adviser and vizier of Alp Arslan (second sultan of the Seljuk Empire; 1029-1072; reign after 1063) and his successor, Malik Shah I (1055-1092).


 Mustansiriya Madrasah


Miniature from manuscript of the Tevārīh-i Güzide Nusret Nāme (British Library Or. 3222, f.105), depicting the great Iranian scholar and astronomer Nasir al-Din al-Tusi (1201-1274; نصیر الدین طوسی) and colleagues working on the Zij-i Ilkhani (زیجِ ایلخانی) astronomical catalogue at the observatory of Maragheh (NW Iran) where he transferred a considerable part of valuable manuscripts from Baghdad after he accompanied the Great Mongol Emperor Hulagu (grandson of Genghis Khan; 1217-1265) in his expedition against and destruction of the capital of the Islamic Caliphate (1258).



Ulugh Beg Observatory, Samarqand; Ulugh Beg (1394-1449; reign from 1447), scholar, astronomer, emperor of the Timurid state, and grandson Tamerlane (Timur), one of the World History's most erudite rulers



Ulugh Beg and his harem; manuscript of the Freer Gallery of Art


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II. The Western European concept of "university": inextricably linked to the Crusades, colonialism and totalitarianism   

Western European and North American historians attempt to expand the use of the term 'university' and cover earlier periods; this fact may have already been attested in some of the links that I included in the previous unit. However, this attempt is entirely false and absolutely propagandistic.

 

The malefic character of the Western European universities is not revealed only in the deliberate, absurd and fallacious separation of the spiritual sciences from the material sciences and in the subsequently enforced elimination of the spiritual universe from every attempt of exploration undertaken within the material universe. Yet, the inseparability of the two universes was the predominant concept and the guiding principle for all ancient, Judean, Christian, Manichaean, Mazdaean, and Islamic schools of learning.

 

One has to admit that there appears to be an exception in this rule, which applies to Western universities as regards the distinction between the spiritual and the material research; this situation is attested only in the study of Christian theology in Western European universities. However, this sector is also deprived of every dimension of spiritual exercise, practice and research, as it involves a purely rationalist and nominalist approach, which would be denounced as entirely absurd, devious and heretic by all the Fathers of the Christian Church. As a matter of fact, rationalism, nominalism and materialism are forms of faithlessness.

 

All the same, the most repugnant trait of the Western European universities is their totalitarian and inhuman nature. In spite of tons of literature written about the so-called 'academic freedom', the word itself, its composition and etymology, fully demonstrate that there is not and there cannot be any freedom in the Western centers of pseudo-learning, which are called 'universities'. The Latin word 'universitas' did not exist at the times of the Roman Republic, the Roman Empire, and the Western Roman Empire. The nonsensical term was not created in the Eastern Roman Empire where the imperial center of education, learning, and scientific research was wisely named 'Pandidakterion', i.e. 'the all topics teaching center'.

 

The first 'universitas' was incepted long after the anti-Constantinopolitan heretics of Rome managed to get rid of the obligation to accept as pope of Rome the person designated by the Emperor at Constantinople, which was a practice of vital importance which lasted from 537 until 752 CE.

 

The first 'universitas' was incepted long after the beginning of the systematic opposition that the devious, pseudo-Christian priesthood of Rome launched against the Eastern Roman Empire, by fallaciously attributing the title of Roman Emperor to the incestuous barbarian thug Charlemagne (800 CE). 

 

Last, the first 'universitas' was incepted long after the first (Photian) schism (867 CE) and, quite interestingly, several decades after the Great Schism (1054 CE) between the Eastern Roman Empire and the deviate and evil Roman papacy.

 

In fact, the University of Bologna ('Universitas Bononiensis'; in Central Italy) was established in 1088 CE, only eight (8) years before the First Crusade was launched in 1096 CE.

 

It is necessary for all Africans to come to know the historic motto of the terrorist organization that is masqueraded behind the deceitful title "University of Bologna': "Petrus ubique pater legum Bononia mater" (: St. Peter is everywhere the father of the law, Bologna is its mother). This makes clear that these evil institutions (universities) were geared to function worldwide as centers of propagation and imposition of the lawless laws and the inhuman dogmas of the Western European barbarians. About:

https://en.wikipedia.org/wiki/Byzantine_Papacy

https://en.wikipedia.org/wiki/Charlemagne#Reign_as_emperor

https://en.wikipedia.org/wiki/Photian_schism

https://en.wikipedia.org/wiki/East%E2%80%93West_Schism

https://en.wikipedia.org/wiki/University_of_Bologna

https://en.wikipedia.org/wiki/First_Crusade


Lead seal of Michael Cerularius (Μιχαήλ Κηρουλάριος; 1000-1059), Patriarch of Constantinople (from 1043), who excommunicated pope Leo IX of Rome, thus triggering the Great Schism. The evil institution of 'universitas' could have never been launched without a final separation of the barbarian and faithless Western European realms from the Christian Orthodox Eastern Roman Empire.


At this point, we have to analyze the real meaning and the repugnant nature of the monstrous word. Its Latin etymology points to the noun 'universus', which is formed from 'uni-' (root of the Genitive 'unius' of the numeral 'unus', which means 'one') and from 'versus' (past participle of the Latin verb 'verto', which in the infinitive form 'vertere' means 'to turn'). Consequently, 'universus' means forcibly 'turned into one'. It goes without saying that, if the intention is to mentally-intellectually turn all the students into one, there is not and there cannot be any freedom in those malefic institutions. About:

https://en.wiktionary.org/wiki/unus#Etymology

https://en.wiktionary.org/wiki/versus#Latin

https://en.wiktionary.org/wiki/universitas#Latin

 

'Universitas' is therefore the inauspicious location whereby 'all are turned into one', inevitably losing their identity, integrity, originality, singularity and individuality. In other words, 'universitas' was conceived as the proper word for a monstrous factory of mental, intellectual, sentimental and educational uniformity that produces copies of dehumanized beings that happen to have the same, prefabricated world views, ideas, opinions, beliefs and systematized 'knowledge'. In fact, the first 'students' of the University of Bologna were the primary industrial products in the history of mankind. Speaking about 'academic freedom' and charters like the Constitutio Habita were then merely the ramifications of an unmatched hypocrisy. About:

https://en.wikipedia.org/wiki/University#Academic_freedom

https://en.wikipedia.org/wiki/Authentica_habita

https://en.wikipedia.org/wiki/Medieval_university#Establishment

https://en.wikipedia.org/wiki/List_of_medieval_universities

 

To establish a useful parallel between medieval times in Western Europe and modern times in North America, while also bridging the malefic education with the malignant governance of the Western states, I would simply point out that the evil, perverse and tyrannical institution of 'universities' definitely suits best any state and any government that would dare invent an inhumane motto like 'E pluribus unum' ('out of many, one). This is actually one of the two main mottos of the United States, and it appears on the US Great Seal. It reflects always the same sickness and the same madness of diabolical uniformity that straightforwardly contradicts every concept of Creation. About:

https://en.wikipedia.org/wiki/E_pluribus_unum#Origins

 

E pluribus unum


One may still wonder why, at the very beginning of the previous unit, I referred to "the racist connotation, which is inherent to" the word 'universitas'; the answer is simple. By explicitly desiring to "turn all (the students) into one", the creators of these calamitous institutions and, subsequently, all the brainless idiots, who willingly accepted to eliminate themselves spiritually and intellectually in order to become uniformed members of those 'universities', denied and rejected the existence of the 'Other', i.e. of every other culture, civilization, world conceptualization, moral system of values, governance, education, and approach to learning, knowledge and wisdom.

 

The evil Western structures of tyrannical pseudo-learning did not accept even the 11th c. Western European Christians and their culture an faith; they accepted only those among them, who were ready (for the material benefits that they would get instead) to undergo the necessary process of irrevocable self-effacement in order to obtain a filthy piece of paper testifying to their uniformity with the rest. Western universities are the epitome of the most inhuman form of racism that has ever existed on Earth.

 

As a matter of fact, there is nothing African, Asiatic, Christian, Islamic or human in a 'university'. If this statement was difficult to comprehend a few centuries or decades ago, it is nowadays fully understandable.

 

III. De-colonization for Africa: rejection of the colonial, elitist and racist concepts of "university" and "academy" 

It is therefore crystal clear that every new university, named after the Latin example and conceived after the Western concept, only worsens the conditions of colonial servility among African, Asiatic and Latin American nations. As a matter of fact, more Western-styled 'universities' and 'academies' mean for Africa more compact subordination to, and more comprehensive dependence on, the Western colonial criminals.

 

It is only the result of pure naivety or compact ignorance to imagine that the severe educational-academic-intellectual damage, which was caused to all African nations by the colonial powers, will or can be remedied with some changes of names, titles, mottos and headlines or due to peremptory modifications of scientific conclusions. If I expanded on the etymology and the hidden, real meaning of the term 'universitas', it is only because I wanted to reveal its perverse nature. But merely a name change would not suffice in an African nation's effort to achieve genuine decolonization and comprehensive de-Westernization.

 

Universities in all the Arabic-speaking countries have been called 'Jamaet' (or Gamaet; جامعة); the noun originates from the verb 'yajmaC ' (يجمع), which means collecting or gathering (people) together. At this point, it is to be reminded that the word has great affinity with the word 'mosque' (جامع; JamaC) in Arabic. However, one has to take into consideration the fact that the mere change of name did not cause any substantive differentiation in terms of nature, structure, approach to science, methods used, and moral character of the overall educational system. About:

https://en.wiktionary.org/wiki/جامعة

 

Other vicious Western terms of educational nature that should be removed from Africa, Asia and Latin America are the word 'academy' and its derivatives; this word denoted initially in Western Europe 'a society of distinguished scholars and artists or scientists'. Later, in the 16th-17th c., those societies were entirely institutionalized. For this reason, since the beginning of the 20th c., the term 'academia' was coined to describe the overall academic environment or a specific independent community active in the different fields of research and education. More recently, 'academy' ended up signifying any simple place of study or training company.

 

As name, nature, contents, structure and function, 'academy' is definitely profane; in its origin, it had a markedly impious character, as it was used to designate the so-called 'school of philosophy' that was set up by Plato, who vulgarized knowledge and desecrated wisdom. In fact, this philosopher did not only fail to pertinently and comprehensively study in Ancient Egypt where he sojourned (in Iwnw; Heliopolis), but he also proved to be unable to grasp that there is no knowledge and no wisdom outside the temples, which were at the time the de facto high centers of spiritual and material study, learning, research, exploration and comprehension. He therefore thought it possible for him to 'teach' (or discuss with) others despite the fact that he had not proficiently studied and adequately learned the wisdom and the spiritual potency of the Ancient Egyptian Iwnw (Heliopolitan) hierophants and high priests.

 

Being absolutely incompetent to become a priest of the sanctuary of Athena at the suburb 'Academia' of Athens, he gathered his group of students at a location nearby, and for this reason his 'school' was named after that neighborhood. It is noteworthy that the said suburb's name was due to a legendary figure, Akademos (Ακάδημος; Academus), who was mythologized in relation with the Theseus legends of Ancient Athens. Using the term 'school' for Plato's group of friends and followers is really abusive, because it did not constitute an accredited priestly or public establishment.

 


The vain glorification of the Platonic Academy is a modern Western European bias; the discovery (in 1897) of a (1st c. BCE – 79 CE) mosaic in the villa of T. Siminius Stephanus in Pompeii unleashed a madness that took hold in the Western European academic and intellectual circles. There is no apparent reason for which the mosaic should be depicting Plato's school; most probably, it represents some decayed, elitist Roman statesmen who wanted to be dressed after the Greek fashion while attending a banquet. Yet, it became known as Plato's Academy mosaic, which is totally false and absolutely ridiculous. Still, what matters most in this case is the fact that, back at those days, the Roman Empire was flooded by Oriental cults, religions, mysticisms, faiths, myths and traditions of African and Asiatic origin. The extraordinary and unprecedented diffusion of Oriental cults throughout the Roman Empire and other parts of Europe put the final tombstone on the bad habits of the old Roman elite that found in the Ancient Greek philosophers the perfect opportunity and the best means to disregard their spiritual needs and to delude themselves with meaningless and worthless talking. They were therefore irreversibly swept away by Christianity, a new religion, which did not tolerate either the mischievous daily life of the corrupt Greek and Roman elites or the villainous institutions of republic, slavery, democracy, theater, and philosophy.



In fact, all those, absurdly eulogized, 'Platonic seminars' were informal gatherings of presumptuous, arrogant, wealthy, parasitic and idiotic persons, who thought it possible to become spiritually knowledgeable and portentous by pompously, yet nonsensically, discussing about what they could not possibly know. It goes without saying that this disgusting congregation of immoral beasts found it quite normal to possess numerous slaves (more than their family members), consciously practiced pedophilia and homosexuality, and viewed their wives as 'things' in a deprecatory manner unmatched even by the Afghan Taliban. This nauseating and execrable environment is at the origin of vicious term 'academy'. And this environment is the target of today's Western elites. About:

https://en.wikipedia.org/wiki/Platonic_Academy

https://en.wikipedia.org/wiki/Academy#History

https://en.wikipedia.org/wiki/Academus

 

Consequently, any use of the term 'academy' constitutes a straightforward rejection of the sacerdotal, religious and spiritual dimension of knowledge and wisdom, in direct opposition to what was worldwide accepted among civilized nations with great temples throughout the history of mankind. In fact, the appearance of what is now called 'Ancient Greek Philosophy' was an exception in World History, which was due to the peripheral and marginal location of Western Anatolia and South Balkans with respect to Egypt, Cush, Syria-Palestine, Mesopotamia, Anatolia, and Iran. In brief, the Ancient Greek philosophers (with the exception of very few who were true mystics and spiritual masters and therefore should not be categorized as 'philosophers') failed to understand that, by exploring the world only mentally and verbally (i.e. by just thinking and talking), no one can sense, describe, and represent (to others) the true nature of the worlds, namely the spiritual and the material universes.

 

Plato and his pupils (his 'school' or 'academy') were therefore ordinary individuals who attempted to 'prove' orally what cannot be contained in words and cannot be comprehended logically but contemplatively and transcendentally. All the Platonic concepts, notions, ideas, opinions and theories are maladroit and failed efforts to explain the Iwnw (Heliopolitan) religion of Ancient Egypt (also known among the Ancient Greeks as the 'Ennead'). But none of them was able to perform even a minor move of priestly potency or any transcendental act.

 

Furthermore, I have to point out that the absurd 'significance' that both, the so-called Plato's school and 'Ancient Greek Philosophy', have acquired in the West over the past few centuries is entirely due to the historical phenomenon of Renaissance that characterized 15th-16th c. Western Europe. But this is an exception even within the context of European History. Actually, the Roman ruler Sulla destroyed the Platonic Academy in 86 BCE; this was the end of the 'Academy'. Several centuries later, some intellectuals, who were indulging themselves in repetition, while calling themselves 'successors of Plato', opened (in Athens) another 'Academy', which was erroneously described by modern Western university professors as 'Neo-Platonic'. All the same, the Roman Emperor Justinian I the Great put an irrevocable end to that shame of profanity and nonsensical talking (529 CE). About:

https://en.wikipedia.org/wiki/Sulla#Sack_of_Athens

https://en.wikipedia.org/wiki/Siege_of_Athens_and_Piraeus_(87%E2%80%9386_BC)

https://en.wikipedia.org/wiki/Justinian_I#Authoritarian_rule

https://en.wikipedia.org/wiki/Platonic_Academy#Neoplatonic_Academy

 

The revival of the worthless institution that had remained unknown to all Christians started, quite noticeably, little time after the fall of Constantinople (1453); in 1462, the anti-Christian banker, statesman and intellectual Cosimo dei Medici established the Platonic Academy of Florence to propagate all the devilish and racist concepts of the Renaissance and praise the worthless institution that had been forgotten. About:

https://en.wikipedia.org/wiki/Platonic_Academy_(Florence)

 


The corrupt banker Cosimo dei Medici (1389-1464); posthumous portrait by the mannerist painter Bronzino (whose real name was Agnolo di Cosimo; 1503-1572)


I recently explained why the Western European Renaissance and the colonial conquests are an indissoluble phenomenon of extremely racist nature; here you can find the links to my articles:

https://www.academia.edu/114770216/Aristotle_as_Historical_Forgery_the_Western_Worlds_Fake_History_and_Rotten_Foundations_and_Prof_Jin_Canrongs_Astute_Comments

https://www.academia.edu/115003715/The_Fake_Texts_of_Ancient_Greek_Historians_the_Behistun_Inscription_Ctesias_Diodorus_Siculus_Darius_I_the_Great_and_Semiramis

https://www.academia.edu/120038294/The_Collective_West_its_Mysteries_Illusions_and_Threats_against_the_Mankind

 

It becomes therefore crystal clear that Africa does not need any more Western-styled universities and academies; contrarily, there is an urgent need for university-level centers of knowledge and wisdom, which will overwhelmingly apply African moral concepts, values and virtues to the topics studied and explored. Learning was always an inextricably spiritual, religious, and cultural affair in Africa. No de-colonization will be effectuated prior to the reinstallation of African educational values across Africa' s schools.

 

Consequently, instead of uselessly spending money for the establishment of new 'universities' and 'academies', which only deepen and worsen Africa's colonization, what the Black Continent needs now is a new type of institution that will help prepare African students to study abroad in specifically selected sectors and with pre-arranged determination and approach, comprehend and reject the Western fallacy, and replace the Western-styled universities with new, genuinely African, educational institutions. Concerning this topic, I will offer few suggestions in my forthcoming article.   

 

======================= 

 

Beyond Afrocentrism: Prerequisites for Somalia to lead African de-colonization and de-Westernization

Introduction

I. Decolonization and the failure of the Afrocentric Intelligentsia

II. Afrocentric African scholars should have been taken Egyptology back from the Western Orientalists and Africanists 

III. Western Usurpation of African Heritage must be canceled.

IV. Afrocentrism had to encompass severe criticism and total rejection of the so-called Western Civilization

V. Afrocentrism as a form of African Isolationism drawing a line of separation between colonized nations in Africa and Asia

VI. General estimation of the human resources, the time, and the cost needed

VII. Decolonization means above all De-Anglicization and De-Francization

https://megalommatiscomments.wordpress.com/2024/04/24/beyond-afrocentrism-prerequisites-for-somalia-to-lead-african-de-colonization-and-de-westernization/

https://www.academia.edu/118012848/Beyond_Afrocentrism_Prerequisites_for_Somalia_to_lead_African_de_colonization_and_de_Westernization

https://vk.com/megalommatis?w=wall429864789_11249%2Fall

https://www.4shared.com/web/preview/pdf/qDG6u9Fgku?

https://www.linkedin.com/posts/muhammad-shamsaddin-megalommatis-677982143_prerequisites-for-somalia-to-lead-african-activity-7189287260201107456-L3S1/

https://www.slideshare.net/slideshow/beyond-afrocentrism-prerequisites-for-somalia-to-lead-african-decolonization-and-dewesternization/267536509

https://www.calameo.com/read/00715689774f9a8410730

https://figshare.com/articles/journal_contribution/_b_Beyond_Afrocentrism_Prerequisites_for_Somalia_to_lead_African_de-colonization_and_de-Westernization_b_/25691655

https://www.patreon.com/posts/beyond-for-to-de-103047142

https://megalommatis.substack.com/p/beyond-afrocentrism-prerequisites?r=iwr0e

https://megalommatis.blogspot.com/2024/04/beyond-afrocentrism-prerequisites-for.html

https://medium.com/@megalommatis/beyond-afrocentrism-prerequisites-for-somalia-to-lead-african-de-colonization-and-ad7781ab7903

https://megalommatis.livejournal.com/51430.html

 

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https://www.academia.edu/121379681/Educational_Intellectual_De_Westernization_for_Africa_Rejection_of_the_Colonial_Elitist_Racist_and_Profane_European_Concepts_of_University_and_Academy

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