HISTORY AS A FORCE IN NIGERIAN NATIONAL DEVELOPMENT
By Simon E. Abang
Coneri Magazine| Calabar
Thursday, 6 June 2019, 17:56
On Tuesday, 18 June 2019 President Mohammedu Buhari directed all primary and secondary schools across the country to immediately implement the teaching of history as a standalone subject from the next academic year.
The presidential action was greeted with fanfare by the majority of citizens across the country who appears to be awakened by the realities of the day. The removal of history as a standalone subject in the primary and post-primary school curriculum and its attendant implication in the country's development is in itself a historical dialogue. However, at the moment our efforts will be an attempt to understand the relevance of history to the country's national development process.
Read: The three most important things Cross River State has lost over the Years
Understanding history in its literal form is as simple as taking candy from a child. For instance, the majority of us pride ourselves as people with a fair knowledge of the myth of our historical origin because the facts have been handed over to us (orally) from one generation to another. However, transforming such fair knowledge, and relating its unique dynamics to other groups appear to be a difficult task. This is not because it cannot be achieved but, rather, it is a product of the neglect of history as a factor in national development. History is not rocketed science. Rather, it is an act that requires critical reasoning and connectivity of seemingly disproportionate evidence to arrive at facts- facts that will serve as a lesson for the present and guide for the future. So, it is important while pursuing national objectives both state and non- state actors should give priority to historical knowledge.
Nigerian national history has been divided by Historians into the colonial and postcolonial epoch (19-20th century). But these cannot be treated in isolation without laying the foundation of such historical analysis from the pre-colonial era- where the African society evolves and heralded other world civilizations about 25000 years ago; where the black man all over the world was seen as a brother and given equal opportunity in Africa. Colonial and postcolonial African history though, very critical to the evolution of contemporary African societies remained banal in the sharpening of the continental framework for development given the fact that it created the impetus for the superstructure to dominate the African system that was growing within it pace. The resultant effect of this was the forceful merger of African societies creating the problems of boundaries and suspicion among African groups. Nigeria was never an exception.
The history of Nigerian is a history of diverse African societies but with a common heritage. In the past groups that inhabit what later became Nigeria interacted and traded freely among others. In fact, cross-boundary trade was seen as a major force in the group’s integration as such, it was pursuit vigorously. Most societies that later emerge in the Nigerians space were a product or an offshoot of one another. Diversification was never a barrier rather it serves as an in-depth undertone for the philosophical and sociological discernment of the group's heritage which, in turn, broadened peaceful co-existence among them.
Read: Three most expensive cities in Nigeria
During colonialism, Nigerian famous independent leaders where faced with the question of unity as proposed by the great ZIK of Africa but in his own wisdom after the close observation of Nigerian communities, Sir Amadu Bello had advice that it will be more appropriate to understand our diversity in order that it may serve as a springboard towards national integration. This was widely accepted and indeed, it did serve as part of the argument put forward by Obafemi Awolowo in the London constitutional conference of 1957- that ratified the Nigerian federal structure. That's the kind of understanding which our contemporary leaders need to sincerely pursue in order to drive the national integration process in the country. Indeed, the knowledge of history remains a major driving force to that effect.
The history of groups all over the world is closely knitted to one another. For instance, in pre-colonial African societies efforts were made to preserve history in a method that was best known at that time, Such a method was Oral Tradition. Oral tradition simply refers to verbal testimonies that have been handed over to us from generation to generation. They constitute the exact traditional information most of us where the privilege to have to receive our parents who also might have gained through their parents, and so on and so forth. But sadly we fail to do the same to the present generation in spite of the fact that the method of communication and documentation has improved tremendously. This narrative must change if we are ready to go further.
There is much wisdom that can be discerned from history lessons as it does not only remind us of the mistakes of the past and the direction of the present it also leads to health and happiness. Because, through it, one becomes fully aware of his environment which, in turn, gives him total control of his being. A person gains wisdom by learning from the past and applying its lesson to the decisions he takes every day. So learning from the past, persons and societies do not only learn solely from their own experience. "By examining the activities of past societies; writing of Philosophers, Historians and critical minds about the occurrences of the past, any person or society can bridge the gap between where they are and where they are meant to be." For instance, where is Nigeria coming from and where it is today? In answering these questions, therefore, it is important that we unveil an analysis of the past to support our thesis. Example, Africa's triple heritage.
"In a TV documentary series titled: Africa's triple heritage, written and narrated by Ali Mazrui in the early 1980s and jointly produced by the BBC and the Public Broadcasting Service (WETA, Washington) in association with the Nigerian Television Authority. And later was published in a book with the same title by the BBC, Little Brown and Company. The film series premiered in 1986 on BBC and controversially on local PBS stations throughout the United States, as envisioned by Mazrui and promoted in this documentary project, is a product resulting from three major influences:(1) an indigenous heritage borne out of time and climate change; (2) the heritage of Eurocentric capitalism forced on Africans by European colonialism; and (3) the spread of Islam and Christianity by both Jihad and evangelism respectively. The negative effects of this history
have yet to be addressed by independent African leaders, while the West has tended to regard Africa as the recipient rather than as transmitter of effects. Yet Africa has transformed both Europe and America in the past, Mazrui points out, and the difficult situation in which Africa finds itself today (economically dependent, culturally mixed, and politically unstable) is the price it has had to pay for Western development." So, therefore, the contemporary African must not only pay the price of his triple heritage but he must first understand the past that has to produce such mixed cultural identity before it can be sharpened to suit the present realities. As it is today, understanding this past can only be attained through lessons of history. As such, historical lessons in Africa in general, and in Nigerian, in particular, must be treated with the utmost importance it requires to serve as a bridge instead of the barriers we experience today.
In most societies of the world, the foundation of its development is anchored in citizens understanding of its past; on how the past has been studied and vigorously sharpen to produce a progressive future. In his masterpiece, The End of History and the Last Man, Frank Fukuyama states that apart from the logic of science the lessons of history has remained a guiding principle in the national development of states. So, a country without a sense of its history or working towards undermining its history is akin to a country without a sense of direction.
History has, and will still remain a strong force of human dialectics. Analysis of the past has often been used as a mirror of the present. History sharpens today's reality. For instance, the accidental discovery of Martha Peterson's mummified body, buried in an iron casket in Queens neighbourhood New York - which was later recreated and given identity after a painstaking historical/ and scientific inquiry in 2011 explain the nexus between yesterday, today and tomorrow. though "Martha’s case may seem like ancient history, it is of vital importance to recognize that her death was only 169 years ago. Her account is a relatively recent part of America' collective past. We must remember her not only as a fascinating case of forensic science but as part of an America whose inequality continues to linger today." Her persistence, even in death, is a reminder that history cannot be erased and there is always more to learn from the struggles of those who came before us."
We must continue to learn from history if we are to archive development. In traditional African societies, which we all in one way or the order belong there is a common adage that goes: a child who refuses to learn from the past is bound to make the same mistakes. Collaborating the same position, Ola Rotimi, an African dramatist wrote in his finest theatricals, The gods are Not to Blame: "when a frog in front falls in a pit the rest take caution." Indeed from our experience it is clear we have really fallen deep in a pit of bungled systems and the only option left for us is caution. We can only develop the needed sense of caution if we learn from the past.
It is quite amazing that majority of Nigerians between the age 14-35 cannot descent most of the various topical happenings in the country since independence? Or even express some fair knowledge regarding the downward trend in the country's economic, political and social advancement. This again has been ascribed to the near absence of historical knowledge among young people. Who is to be blamed? the youths or those in authority? It will be highly irrational to blame the youths who are mere pounds in the hand of their leaders. It the responsibility of the leaders to chart the course of national direction. As such, the presidential directive must be followed to the later.
There are numerous factors that have been identified as being responsible for the downward trend of historical knowledge in the country. Part of the problems are: (1) the mistake or deliberate attempt by some of those at the helm of states affairs (in the past) to design a template that will recognize and institutionalised history as driving change in the country's development efforts; (2) the manipulation of the country's diversity (which ordinarily should have served as a force towards national integration) to a major barrier in the country's unity. In the word of Ethan Mijab, NDA professor, politicians manipulate our diversity and ethnicity for political exigencies. This is unfortunate! Why most advanced nations of the world like the USA, China, etc. appear to have benefitted from the development of her national history Nigeria seems to be in the opposite direction.
In my undergraduate history lessons at the University of Calabar, Professor Winifred Akoda had taken time to inculcate in the minds of members of my class, mostly made up teenagers the role of a Historian as the mouthpiece of his society. On his part, Professor Okon Uya has emphasized the role of a Historian in Nation building. While on the other hand, S.E Majuk, another Professor of History and International studies did expose our minds to the critical mindedness of a historian. The above statements, though, address to professional historians but also with if you carry out an analysis of such statements you will realize that they emphasized the relevance of history education in national development. The import of the statements from the above-renowned academics could not be discerned by the majority of us, then. But with the passage of time, in addition to the expansion of the human mind and the realities of the day it became visibly clear and apparent that the trajectory of most of our youths who have been blindfolded from the true picture of the country's past is gearing towards instigating and igniting the inferno that will consume us all if we are not guided by historical knowledge.
Finally, though the historian may have been sum-up by the above-mentioned academics as professional in the discipline one can also point to the fact that the majority of those who have taken to the pen or found solace in inquiring into the affairs of man can also be regarded as those with a historical mindset. So, therefore, in attempting to activate our passion for public engagement, it imperative we are guided by events of the past; the realities of today and the uncertainties of tomorrow. And these can partly be attained with history as a standalone in our national education curriculum.
Simon Eban Abang is a budding strategist; he writes from Calabar, CRS.
He can be reached on wanmusoswo@gmail.comViewPoint
HIS 101: HISTORY AS A FORCE IN NIGERIAN NATIONAL DEVELOPMENT
By Simon E. Abang| Thursday, 5 June 2019, 12:56
On Tuesday, 18 June 2019 President Mohammedu Buhari directed all primary and secondary schools across the country to immediately implement the teaching of history as a standalone subject from the next academic year. The presidential action was greeted with fanfare by the majority of citizens across the country who appears to be awakened by the realities of the day. The removal of history as a standalone subject in the primary and post-primary school curriculum and its attendant implication in the country's development is in itself a historical dialogue. However, at the moment our efforts will be an attempt to understand the relevance of history to the country's national development process.
Understanding history in its literal form is as simple as taking candy from a child. For instance, the majority of us pride ourselves as people with a fair knowledge of the myth of our historical origin because the facts have been handed over to us (orally) from one generation to another. However, transforming such fair knowledge, and relating its unique dynamics to other groups appear to be a difficult task. This is not because it cannot be achieved but, rather, it is a product of the neglect of history as a factor in national development. History is not rocketed science. Rather, it is an act that requires critical reasoning and connectivity of seemingly disproportionate evidence to arrive at facts- facts that will serve as a lesson for the present and guide for the future. So, it is important while pursuing national objectives both state and non- state actors should give priority to historical knowledge.
Nigerian national history has been divided by Historians into the colonial and postcolonial epoch (19-20th century). But these cannot be treated in isolation without laying the foundation of such historical analysis from the pre-colonial era- where the African society evolves and heralded other world civilizations about 25000 years ago; where the black man all over the world was seen as a brother and given equal opportunity in Africa. Colonial and postcolonial African history though, very critical to the evolution of contemporary African societies remained banal in the sharpening of the continental framework for development given the fact that it created the impetus for the superstructure to dominate the African system that was growing within it pace. The resultant effect of this was the forceful merger of African societies creating the problems of boundaries and suspicion among African groups. Nigeria was never an exception.
The history of Nigerian is a history of diverse African societies but with a common heritage. In the past groups that inhabit what later became Nigeria interacted and traded freely among others. In fact, cross-boundary trade was seen as a major force in the group’s integration as such, it was pursuit vigorously. Most societies that later emerge in the Nigerians space were a product or an offshoot of one another. Diversification was never a barrier rather it serves as an in-depth undertone for the philosophical and sociological discernment of the group's heritage which, in turn, broadened peaceful co-existence among them.
During colonialism, Nigerian famous independent leaders where faced with the question of unity as proposed by the great ZIK of Africa but in his own wisdom after the close observation of Nigerian communities, Sir Amadu Bello had advice that it will be more appropriate to understand our diversity in order that it may serve as a springboard towards national integration. This was widely accepted and indeed, it did serve as part of the argument put forward by Obafemi Awolowo in the London constitutional conference of 1957- that ratified the Nigerian federal structure. That's the kind of understanding which our contemporary leaders need to sincerely pursue in order to drive the national integration process in the country. Indeed, the knowledge of history remains a major driving force to that effect.
The history of groups all over the world is closely knitted to one another. For instance, in pre-colonial African societies efforts were made to preserve history in a method that was best known at that time, Such a method was Oral Tradition. Oral tradition simply refers to verbal testimonies that have been handed over to us from generation to generation. They constitute the exact traditional information most of us where the privilege to have to receive our parents who also might have gained through their parents, and so on and so forth. But sadly we fail to do the same to the present generation in spite of the fact that the method of communication and documentation has improved tremendously. This narrative must change if we are ready to go further.
There is much wisdom that can be discerned from history lessons as it does not only remind us of the mistakes of the past and the direction of the present it also leads to health and happiness. Because, through it, one becomes fully aware of his environment which, in turn, gives him total control of his being. A person gains wisdom by learning from the past and applying its lesson to the decisions he takes every day. So learning from the past, persons and societies do not only learn solely from their own experience. "By examining the activities of past societies; writing of Philosophers, Historians and critical minds about the occurrences of the past, any person or society can bridge the gap between where they are and where they are meant to be." For instance, where is Nigeria coming from and where it is today? In answering these questions, therefore, it is important that we unveil an analysis of the past to support our thesis. Example, Africa's triple heritage.
"In a TV documentary series titled: Africa's triple heritage, written and narrated by Ali Mazrui in the early 1980s and jointly produced by the BBC and the Public Broadcasting Service (WETA, Washington) in association with the Nigerian Television Authority. And later was published in a book with the same title by the BBC, Little Brown and Company. The film series premiered in 1986 on BBC and controversially on local PBS stations throughout the United States, as envisioned by Mazrui and promoted in this documentary project, is a product resulting from three major influences:(1) an indigenous heritage borne out of time and climate change; (2) the heritage of Eurocentric capitalism forced on Africans by European colonialism; and (3) the spread of Islam and Christianity by both Jihad and evangelism respectively. The negative effects of this history have yet to be addressed by independent African leaders, while the West has tended to regard Africa as the recipient rather than as transmitter of effects. Yet Africa has transformed both Europe and America in the past, Mazrui points out, and the difficult situation in which Africa finds itself today (economically dependent, culturally mixed, and politically unstable) is the price it has had to pay for Western development." So, therefore, the contemporary African must not only pay the price of his triple heritage but he must first understand the past that has to produce such mixed cultural identity before it can be sharpened to suit the present realities. As it is today, understanding this past can only be attained through lessons of history. As such, historical lessons in Africa in general, and in Nigerian, in particular, must be treated with the utmost importance it requires to serve as a bridge instead of the barriers we experience today.
In most societies of the world, the foundation of its development is anchored in citizens understanding of its past; on how the past has been studied and vigorously sharpen to produce a progressive future. In his masterpiece, The End of History and the Last Man, Frank Fukuyama states that apart from the logic of science the lessons of history has remained a guiding principle in the national development of states. So, a country without a sense of its history or working towards undermining its history is akin to a country without a sense of direction.
History has, and will still remain a strong force of human dialectics. Analysis of the past has often been used as a mirror of the present. History sharpens today's reality. For instance, the accidental discovery of Martha Peterson's mummified body, buried in an iron casket in Queens neighbourhood New York - which was later recreated and given identity after a painstaking historical/ and scientific inquiry in 2011 explain the nexus between yesterday, today and tomorrow. though "Martha’s case may seem like ancient history, it is of vital importance to recognize that her death was only 169 years ago. Her account is a relatively recent part of America' collective past. We must remember her not only as a fascinating case of forensic science but as part of an America whose inequality continues to linger today." Her persistence, even in death, is a reminder that history cannot be erased and there is always more to learn from the struggles of those who came before us."
We must continue to learn from history if we are to archive development. In traditional African societies, which we all in one way or the order belong there is a common adage that goes: a child who refuses to learn from the past is bound to make the same mistakes. Collaborating the same position, Ola Rotimi, an African dramatist wrote in his finest theatricals, The gods are Not to Blame: "when a frog in front falls in a pit the rest take caution." Indeed from our experience it is clear we have really fallen deep in a pit of bungled systems and the only option left for us is caution. We can only develop the needed sense of caution if we learn from the past.
It is quite amazing that majority of Nigerians between the age 14-35 cannot descent most of the various topical happenings in the country since independence? Or even express some fair knowledge regarding the downward trend in the country's economic, political and social advancement. This again has been ascribed to the near absence of historical knowledge among young people. Who is to be blamed? the youths or those in authority? It will be highly irrational to blame the youths who are mere pounds in the hand of their leaders. It the responsibility of the leaders to chart the course of national direction. As such, the presidential directive must be followed to the later.
There are numerous factors that have been identified as being responsible for the downward trend of historical knowledge in the country. Part of the problems are: (1) the mistake or deliberate attempt by some of those at the helm of states affairs (in the past) to design a template that will recognize and institutionalised history as driving change in the country's development efforts; (2) the manipulation of the country's diversity (which ordinarily should have served as a force towards national integration) to a major barrier in the country's unity. In the word of Ethan Mijab, NDA professor, politicians manipulate our diversity and ethnicity for political exigencies. This is unfortunate! Why most advanced nations of the world like the USA, China, etc. appear to have benefitted from the development of her national history Nigeria seems to be in the opposite direction.
In my undergraduate history lessons at the University of Calabar, Professor Winifred Akoda had taken time to inculcate in the minds of members of my class, mostly made up teenagers the role of a Historian as the mouthpiece of his society. On his part, Professor Okon Uya has emphasized the role of a Historian in Nation building. While on the other hand, S.E Majuk, another Professor of History and International studies did expose our minds to the critical mindedness of a historian. The above statements, though, address to professional historians but also with if you carry out an analysis of such statements you will realize that they emphasized the relevance of history education in national development. The import of the statements from the above-renowned academics could not be discerned by the majority of us, then. But with the passage of time, in addition to the expansion of the human mind and the realities of the day it became visibly clear and apparent that the trajectory of most of our youths who have been blindfolded from the true picture of the country's past is gearing towards instigating and igniting the inferno that will consume us all if we are not guided by historical knowledge.
Finally, though the historian may have been sum-up by the above-mentioned academics as professional in the discipline one can also point to the fact that the majority of those who have taken to the pen or found solace in inquiring into the affairs of man can also be regarded as those with a historical mindset. So, therefore, in attempting to activate our passion for public engagement, it imperative we are guided by events of the past; the realities of today and the uncertainties of tomorrow. And these can partly be attained with history as a standalone in our national education curriculum.
Simon Eban Abang is a budding strategist; he writes from Calabar, CRS.
He can be reached on wanmusoswo@gmail.comViewPoint
HIS 101: HISTORY AS A FORCE IN NIGERIAN NATIONAL DEVELOPMENT
By Simon E. Abang| Thursday, 5 June 2019, 12:56
On Tuesday, 18 June 2019 President Mohammedu Buhari directed all primary and secondary schools across the country to immediately implement the teaching of history as a standalone subject from the next academic year. The presidential action was greeted with fanfare by the majority of citizens across the country who appears to be awakened by the realities of the day. The removal of history as a standalone subject in the primary and post-primary school curriculum and its attendant implication in the country's development is in itself a historical dialogue. However, at the moment our efforts will be an attempt to understand the relevance of history to the country's national development process.
Understanding history in its literal form is as simple as taking candy from a child. For instance, the majority of us pride ourselves as people with a fair knowledge of the myth of our historical origin because the facts have been handed over to us (orally) from one generation to another. However, transforming such fair knowledge, and relating its unique dynamics to other groups appear to be a difficult task. This is not because it cannot be achieved but, rather, it is a product of the neglect of history as a factor in national development. History is not rocketed science. Rather, it is an act that requires critical reasoning and connectivity of seemingly disproportionate evidence to arrive at facts- facts that will serve as a lesson for the present and guide for the future. So, it is important while pursuing national objectives both state and non- state actors should give priority to historical knowledge.
Nigerian national history has been divided by Historians into the colonial and postcolonial epoch (19-20th century). But these cannot be treated in isolation without laying the foundation of such historical analysis from the pre-colonial era- where the African society evolves and heralded other world civilizations about 25000 years ago; where the black man all over the world was seen as a brother and given equal opportunity in Africa. Colonial and postcolonial African history though, very critical to the evolution of contemporary African societies remained banal in the sharpening of the continental framework for development given the fact that it created the impetus for the superstructure to dominate the African system that was growing within it pace. The resultant effect of this was the forceful merger of African societies creating the problems of boundaries and suspicion among African groups. Nigeria was never an exception.
The history of Nigerian is a history of diverse African societies but with a common heritage. In the past groups that inhabit what later became Nigeria interacted and traded freely among others. In fact, cross-boundary trade was seen as a major force in the group’s integration as such, it was pursuit vigorously. Most societies that later emerge in the Nigerians space were a product or an offshoot of one another. Diversification was never a barrier rather it serves as an in-depth undertone for the philosophical and sociological discernment of the group's heritage which, in turn, broadened peaceful co-existence among them.
During colonialism, Nigerian famous independent leaders where faced with the question of unity as proposed by the great ZIK of Africa but in his own wisdom after the close observation of Nigerian communities, Sir Amadu Bello had advice that it will be more appropriate to understand our diversity in order that it may serve as a springboard towards national integration. This was widely accepted and indeed, it did serve as part of the argument put forward by Obafemi Awolowo in the London constitutional conference of 1957- that ratified the Nigerian federal structure. That's the kind of understanding which our contemporary leaders need to sincerely pursue in order to drive the national integration process in the country. Indeed, the knowledge of history remains a major driving force to that effect.
The history of groups all over the world is closely knitted to one another. For instance, in pre-colonial African societies efforts were made to preserve history in a method that was best known at that time, Such a method was Oral Tradition. Oral tradition simply refers to verbal testimonies that have been handed over to us from generation to generation. They constitute the exact traditional information most of us where the privilege to have to receive our parents who also might have gained through their parents, and so on and so forth. But sadly we fail to do the same to the present generation in spite of the fact that the method of communication and documentation has improved tremendously. This narrative must change if we are ready to go further.
There is much wisdom that can be discerned from history lessons as it does not only remind us of the mistakes of the past and the direction of the present it also leads to health and happiness. Because, through it, one becomes fully aware of his environment which, in turn, gives him total control of his being. A person gains wisdom by learning from the past and applying its lesson to the decisions he takes every day. So learning from the past, persons and societies do not only learn solely from their own experience. "By examining the activities of past societies; writing of Philosophers, Historians and critical minds about the occurrences of the past, any person or society can bridge the gap between where they are and where they are meant to be." For instance, where is Nigeria coming from and where it is today? In answering these questions, therefore, it is important that we unveil an analysis of the past to support our thesis. Example, Africa's triple heritage.
"In a TV documentary series titled: Africa's triple heritage, written and narrated by Ali Mazrui in the early 1980s and jointly produced by the BBC and the Public Broadcasting Service (WETA, Washington) in association with the Nigerian Television Authority. And later was published in a book with the same title by the BBC, Little Brown and Company. The film series premiered in 1986 on BBC and controversially on local PBS stations throughout the United States, as envisioned by Mazrui and promoted in this documentary project, is a product resulting from three major influences:(1) an indigenous heritage borne out of time and climate change; (2) the heritage of Eurocentric capitalism forced on Africans by European colonialism; and (3) the spread of Islam and Christianity by both Jihad and evangelism respectively. The negative effects of this history have yet to be addressed by independent African leaders, while the West has tended to regard Africa as the recipient rather than as transmitter of effects. Yet Africa has transformed both Europe and America in the past, Mazrui points out, and the difficult situation in which Africa finds itself today (economically dependent, culturally mixed, and politically unstable) is the price it has had to pay for Western development." So, therefore, the contemporary African must not only pay the price of his triple heritage but he must first understand the past that has to produce such mixed cultural identity before it can be sharpened to suit the present realities. As it is today, understanding this past can only be attained through lessons of history. As such, historical lessons in Africa in general, and in Nigerian, in particular, must be treated with the utmost importance it requires to serve as a bridge instead of the barriers we experience today.
In most societies of the world, the foundation of its development is anchored in citizens understanding of its past; on how the past has been studied and vigorously sharpen to produce a progressive future. In his masterpiece, The End of History and the Last Man, Frank Fukuyama states that apart from the logic of science the lessons of history has remained a guiding principle in the national development of states. So, a country without a sense of its history or working towards undermining its history is akin to a country without a sense of direction.
History has, and will still remain a strong force of human dialectics. Analysis of the past has often been used as a mirror of the present. History sharpens today's reality. For instance, the accidental discovery of Martha Peterson's mummified body, buried in an iron casket in Queens neighbourhood New York - which was later recreated and given identity after a painstaking historical/ and scientific inquiry in 2011 explain the nexus between yesterday, today and tomorrow. though "Martha’s case may seem like ancient history, it is of vital importance to recognize that her death was only 169 years ago. Her account is a relatively recent part of America' collective past. We must remember her not only as a fascinating case of forensic science but as part of an America whose inequality continues to linger today." Her persistence, even in death, is a reminder that history cannot be erased and there is always more to learn from the struggles of those who came before us."
We must continue to learn from history if we are to archive development. In traditional African societies, which we all in one way or the order belong there is a common adage that goes: a child who refuses to learn from the past is bound to make the same mistakes. Collaborating the same position, Ola Rotimi, an African dramatist wrote in his finest theatricals, The gods are Not to Blame: "when a frog in front falls in a pit the rest take caution." Indeed from our experience it is clear we have really fallen deep in a pit of bungled systems and the only option left for us is caution. We can only develop the needed sense of caution if we learn from the past.
It is quite amazing that majority of Nigerians between the age 14-35 cannot descent most of the various topical happenings in the country since independence? Or even express some fair knowledge regarding the downward trend in the country's economic, political and social advancement. This again has been ascribed to the near absence of historical knowledge among young people. Who is to be blamed? the youths or those in authority? It will be highly irrational to blame the youths who are mere pounds in the hand of their leaders. It the responsibility of the leaders to chart the course of national direction. As such, the presidential directive must be followed to the later.
There are numerous factors that have been identified as being responsible for the downward trend of historical knowledge in the country. Part of the problems are: (1) the mistake or deliberate attempt by some of those at the helm of states affairs (in the past) to design a template that will recognize and institutionalised history as driving change in the country's development efforts; (2) the manipulation of the country's diversity (which ordinarily should have served as a force towards national integration) to a major barrier in the country's unity. In the word of Ethan Mijab, NDA professor, politicians manipulate our diversity and ethnicity for political exigencies. This is unfortunate! Why most advanced nations of the world like the USA, China, etc. appear to have benefitted from the development of her national history Nigeria seems to be in the opposite direction.
In my undergraduate history lessons at the University of Calabar, Professor Winifred Akoda had taken time to inculcate in the minds of members of my class, mostly made up teenagers the role of a Historian as the mouthpiece of his society. On his part, Professor Okon Uya has emphasized the role of a Historian in Nation building. While on the other hand, S.E Majuk, another Professor of History and International studies did expose our minds to the critical mindedness of a historian. The above statements, though, address to professional historians but also with if you carry out an analysis of such statements you will realize that they emphasized the relevance of history education in national development. The import of the statements from the above-renowned academics could not be discerned by the majority of us, then. But with the passage of time, in addition to the expansion of the human mind and the realities of the day it became visibly clear and apparent that the trajectory of most of our youths who have been blindfolded from the true picture of the country's past is gearing towards instigating and igniting the inferno that will consume us all if we are not guided by historical knowledge.
Finally, though the historian may have been sum-up by the above-mentioned academics as professional in the discipline one can also point to the fact that the majority of those who have taken to the pen or found solace in inquiring into the affairs of man can also be regarded as those with a historical mindset. So, therefore, in attempting to activate our passion for public engagement, it imperative we are guided by events of the past; the realities of today and the uncertainties of tomorrow. And these can partly be attained with history as a standalone in our national education curriculum.
By Simon E. Abang
Coneri Magazine| Calabar
Thursday, 6 June 2019, 17:56
On Tuesday, 18 June 2019 President Mohammedu Buhari directed all primary and secondary schools across the country to immediately implement the teaching of history as a standalone subject from the next academic year.
The presidential action was greeted with fanfare by the majority of citizens across the country who appears to be awakened by the realities of the day. The removal of history as a standalone subject in the primary and post-primary school curriculum and its attendant implication in the country's development is in itself a historical dialogue. However, at the moment our efforts will be an attempt to understand the relevance of history to the country's national development process.
Read: The three most important things Cross River State has lost over the Years
Understanding history in its literal form is as simple as taking candy from a child. For instance, the majority of us pride ourselves as people with a fair knowledge of the myth of our historical origin because the facts have been handed over to us (orally) from one generation to another. However, transforming such fair knowledge, and relating its unique dynamics to other groups appear to be a difficult task. This is not because it cannot be achieved but, rather, it is a product of the neglect of history as a factor in national development. History is not rocketed science. Rather, it is an act that requires critical reasoning and connectivity of seemingly disproportionate evidence to arrive at facts- facts that will serve as a lesson for the present and guide for the future. So, it is important while pursuing national objectives both state and non- state actors should give priority to historical knowledge.
Nigerian national history has been divided by Historians into the colonial and postcolonial epoch (19-20th century). But these cannot be treated in isolation without laying the foundation of such historical analysis from the pre-colonial era- where the African society evolves and heralded other world civilizations about 25000 years ago; where the black man all over the world was seen as a brother and given equal opportunity in Africa. Colonial and postcolonial African history though, very critical to the evolution of contemporary African societies remained banal in the sharpening of the continental framework for development given the fact that it created the impetus for the superstructure to dominate the African system that was growing within it pace. The resultant effect of this was the forceful merger of African societies creating the problems of boundaries and suspicion among African groups. Nigeria was never an exception.
The history of Nigerian is a history of diverse African societies but with a common heritage. In the past groups that inhabit what later became Nigeria interacted and traded freely among others. In fact, cross-boundary trade was seen as a major force in the group’s integration as such, it was pursuit vigorously. Most societies that later emerge in the Nigerians space were a product or an offshoot of one another. Diversification was never a barrier rather it serves as an in-depth undertone for the philosophical and sociological discernment of the group's heritage which, in turn, broadened peaceful co-existence among them.
Read: Three most expensive cities in Nigeria
During colonialism, Nigerian famous independent leaders where faced with the question of unity as proposed by the great ZIK of Africa but in his own wisdom after the close observation of Nigerian communities, Sir Amadu Bello had advice that it will be more appropriate to understand our diversity in order that it may serve as a springboard towards national integration. This was widely accepted and indeed, it did serve as part of the argument put forward by Obafemi Awolowo in the London constitutional conference of 1957- that ratified the Nigerian federal structure. That's the kind of understanding which our contemporary leaders need to sincerely pursue in order to drive the national integration process in the country. Indeed, the knowledge of history remains a major driving force to that effect.
The history of groups all over the world is closely knitted to one another. For instance, in pre-colonial African societies efforts were made to preserve history in a method that was best known at that time, Such a method was Oral Tradition. Oral tradition simply refers to verbal testimonies that have been handed over to us from generation to generation. They constitute the exact traditional information most of us where the privilege to have to receive our parents who also might have gained through their parents, and so on and so forth. But sadly we fail to do the same to the present generation in spite of the fact that the method of communication and documentation has improved tremendously. This narrative must change if we are ready to go further.
There is much wisdom that can be discerned from history lessons as it does not only remind us of the mistakes of the past and the direction of the present it also leads to health and happiness. Because, through it, one becomes fully aware of his environment which, in turn, gives him total control of his being. A person gains wisdom by learning from the past and applying its lesson to the decisions he takes every day. So learning from the past, persons and societies do not only learn solely from their own experience. "By examining the activities of past societies; writing of Philosophers, Historians and critical minds about the occurrences of the past, any person or society can bridge the gap between where they are and where they are meant to be." For instance, where is Nigeria coming from and where it is today? In answering these questions, therefore, it is important that we unveil an analysis of the past to support our thesis. Example, Africa's triple heritage.
"In a TV documentary series titled: Africa's triple heritage, written and narrated by Ali Mazrui in the early 1980s and jointly produced by the BBC and the Public Broadcasting Service (WETA, Washington) in association with the Nigerian Television Authority. And later was published in a book with the same title by the BBC, Little Brown and Company. The film series premiered in 1986 on BBC and controversially on local PBS stations throughout the United States, as envisioned by Mazrui and promoted in this documentary project, is a product resulting from three major influences:(1) an indigenous heritage borne out of time and climate change; (2) the heritage of Eurocentric capitalism forced on Africans by European colonialism; and (3) the spread of Islam and Christianity by both Jihad and evangelism respectively. The negative effects of this history
In most societies of the world, the foundation of its development is anchored in citizens understanding of its past; on how the past has been studied and vigorously sharpen to produce a progressive future. In his masterpiece, The End of History and the Last Man, Frank Fukuyama states that apart from the logic of science the lessons of history has remained a guiding principle in the national development of states. So, a country without a sense of its history or working towards undermining its history is akin to a country without a sense of direction.
History has, and will still remain a strong force of human dialectics. Analysis of the past has often been used as a mirror of the present. History sharpens today's reality. For instance, the accidental discovery of Martha Peterson's mummified body, buried in an iron casket in Queens neighbourhood New York - which was later recreated and given identity after a painstaking historical/ and scientific inquiry in 2011 explain the nexus between yesterday, today and tomorrow. though "Martha’s case may seem like ancient history, it is of vital importance to recognize that her death was only 169 years ago. Her account is a relatively recent part of America' collective past. We must remember her not only as a fascinating case of forensic science but as part of an America whose inequality continues to linger today." Her persistence, even in death, is a reminder that history cannot be erased and there is always more to learn from the struggles of those who came before us."
We must continue to learn from history if we are to archive development. In traditional African societies, which we all in one way or the order belong there is a common adage that goes: a child who refuses to learn from the past is bound to make the same mistakes. Collaborating the same position, Ola Rotimi, an African dramatist wrote in his finest theatricals, The gods are Not to Blame: "when a frog in front falls in a pit the rest take caution." Indeed from our experience it is clear we have really fallen deep in a pit of bungled systems and the only option left for us is caution. We can only develop the needed sense of caution if we learn from the past.
It is quite amazing that majority of Nigerians between the age 14-35 cannot descent most of the various topical happenings in the country since independence? Or even express some fair knowledge regarding the downward trend in the country's economic, political and social advancement. This again has been ascribed to the near absence of historical knowledge among young people. Who is to be blamed? the youths or those in authority? It will be highly irrational to blame the youths who are mere pounds in the hand of their leaders. It the responsibility of the leaders to chart the course of national direction. As such, the presidential directive must be followed to the later.
There are numerous factors that have been identified as being responsible for the downward trend of historical knowledge in the country. Part of the problems are: (1) the mistake or deliberate attempt by some of those at the helm of states affairs (in the past) to design a template that will recognize and institutionalised history as driving change in the country's development efforts; (2) the manipulation of the country's diversity (which ordinarily should have served as a force towards national integration) to a major barrier in the country's unity. In the word of Ethan Mijab, NDA professor, politicians manipulate our diversity and ethnicity for political exigencies. This is unfortunate! Why most advanced nations of the world like the USA, China, etc. appear to have benefitted from the development of her national history Nigeria seems to be in the opposite direction.
In my undergraduate history lessons at the University of Calabar, Professor Winifred Akoda had taken time to inculcate in the minds of members of my class, mostly made up teenagers the role of a Historian as the mouthpiece of his society. On his part, Professor Okon Uya has emphasized the role of a Historian in Nation building. While on the other hand, S.E Majuk, another Professor of History and International studies did expose our minds to the critical mindedness of a historian. The above statements, though, address to professional historians but also with if you carry out an analysis of such statements you will realize that they emphasized the relevance of history education in national development. The import of the statements from the above-renowned academics could not be discerned by the majority of us, then. But with the passage of time, in addition to the expansion of the human mind and the realities of the day it became visibly clear and apparent that the trajectory of most of our youths who have been blindfolded from the true picture of the country's past is gearing towards instigating and igniting the inferno that will consume us all if we are not guided by historical knowledge.
Finally, though the historian may have been sum-up by the above-mentioned academics as professional in the discipline one can also point to the fact that the majority of those who have taken to the pen or found solace in inquiring into the affairs of man can also be regarded as those with a historical mindset. So, therefore, in attempting to activate our passion for public engagement, it imperative we are guided by events of the past; the realities of today and the uncertainties of tomorrow. And these can partly be attained with history as a standalone in our national education curriculum.
Simon Eban Abang is a budding strategist; he writes from Calabar, CRS.
He can be reached on wanmusoswo@gmail.comViewPoint
HIS 101: HISTORY AS A FORCE IN NIGERIAN NATIONAL DEVELOPMENT
By Simon E. Abang| Thursday, 5 June 2019, 12:56
On Tuesday, 18 June 2019 President Mohammedu Buhari directed all primary and secondary schools across the country to immediately implement the teaching of history as a standalone subject from the next academic year. The presidential action was greeted with fanfare by the majority of citizens across the country who appears to be awakened by the realities of the day. The removal of history as a standalone subject in the primary and post-primary school curriculum and its attendant implication in the country's development is in itself a historical dialogue. However, at the moment our efforts will be an attempt to understand the relevance of history to the country's national development process.
Understanding history in its literal form is as simple as taking candy from a child. For instance, the majority of us pride ourselves as people with a fair knowledge of the myth of our historical origin because the facts have been handed over to us (orally) from one generation to another. However, transforming such fair knowledge, and relating its unique dynamics to other groups appear to be a difficult task. This is not because it cannot be achieved but, rather, it is a product of the neglect of history as a factor in national development. History is not rocketed science. Rather, it is an act that requires critical reasoning and connectivity of seemingly disproportionate evidence to arrive at facts- facts that will serve as a lesson for the present and guide for the future. So, it is important while pursuing national objectives both state and non- state actors should give priority to historical knowledge.
Nigerian national history has been divided by Historians into the colonial and postcolonial epoch (19-20th century). But these cannot be treated in isolation without laying the foundation of such historical analysis from the pre-colonial era- where the African society evolves and heralded other world civilizations about 25000 years ago; where the black man all over the world was seen as a brother and given equal opportunity in Africa. Colonial and postcolonial African history though, very critical to the evolution of contemporary African societies remained banal in the sharpening of the continental framework for development given the fact that it created the impetus for the superstructure to dominate the African system that was growing within it pace. The resultant effect of this was the forceful merger of African societies creating the problems of boundaries and suspicion among African groups. Nigeria was never an exception.
The history of Nigerian is a history of diverse African societies but with a common heritage. In the past groups that inhabit what later became Nigeria interacted and traded freely among others. In fact, cross-boundary trade was seen as a major force in the group’s integration as such, it was pursuit vigorously. Most societies that later emerge in the Nigerians space were a product or an offshoot of one another. Diversification was never a barrier rather it serves as an in-depth undertone for the philosophical and sociological discernment of the group's heritage which, in turn, broadened peaceful co-existence among them.
During colonialism, Nigerian famous independent leaders where faced with the question of unity as proposed by the great ZIK of Africa but in his own wisdom after the close observation of Nigerian communities, Sir Amadu Bello had advice that it will be more appropriate to understand our diversity in order that it may serve as a springboard towards national integration. This was widely accepted and indeed, it did serve as part of the argument put forward by Obafemi Awolowo in the London constitutional conference of 1957- that ratified the Nigerian federal structure. That's the kind of understanding which our contemporary leaders need to sincerely pursue in order to drive the national integration process in the country. Indeed, the knowledge of history remains a major driving force to that effect.
The history of groups all over the world is closely knitted to one another. For instance, in pre-colonial African societies efforts were made to preserve history in a method that was best known at that time, Such a method was Oral Tradition. Oral tradition simply refers to verbal testimonies that have been handed over to us from generation to generation. They constitute the exact traditional information most of us where the privilege to have to receive our parents who also might have gained through their parents, and so on and so forth. But sadly we fail to do the same to the present generation in spite of the fact that the method of communication and documentation has improved tremendously. This narrative must change if we are ready to go further.
There is much wisdom that can be discerned from history lessons as it does not only remind us of the mistakes of the past and the direction of the present it also leads to health and happiness. Because, through it, one becomes fully aware of his environment which, in turn, gives him total control of his being. A person gains wisdom by learning from the past and applying its lesson to the decisions he takes every day. So learning from the past, persons and societies do not only learn solely from their own experience. "By examining the activities of past societies; writing of Philosophers, Historians and critical minds about the occurrences of the past, any person or society can bridge the gap between where they are and where they are meant to be." For instance, where is Nigeria coming from and where it is today? In answering these questions, therefore, it is important that we unveil an analysis of the past to support our thesis. Example, Africa's triple heritage.
"In a TV documentary series titled: Africa's triple heritage, written and narrated by Ali Mazrui in the early 1980s and jointly produced by the BBC and the Public Broadcasting Service (WETA, Washington) in association with the Nigerian Television Authority. And later was published in a book with the same title by the BBC, Little Brown and Company. The film series premiered in 1986 on BBC and controversially on local PBS stations throughout the United States, as envisioned by Mazrui and promoted in this documentary project, is a product resulting from three major influences:(1) an indigenous heritage borne out of time and climate change; (2) the heritage of Eurocentric capitalism forced on Africans by European colonialism; and (3) the spread of Islam and Christianity by both Jihad and evangelism respectively. The negative effects of this history have yet to be addressed by independent African leaders, while the West has tended to regard Africa as the recipient rather than as transmitter of effects. Yet Africa has transformed both Europe and America in the past, Mazrui points out, and the difficult situation in which Africa finds itself today (economically dependent, culturally mixed, and politically unstable) is the price it has had to pay for Western development." So, therefore, the contemporary African must not only pay the price of his triple heritage but he must first understand the past that has to produce such mixed cultural identity before it can be sharpened to suit the present realities. As it is today, understanding this past can only be attained through lessons of history. As such, historical lessons in Africa in general, and in Nigerian, in particular, must be treated with the utmost importance it requires to serve as a bridge instead of the barriers we experience today.
In most societies of the world, the foundation of its development is anchored in citizens understanding of its past; on how the past has been studied and vigorously sharpen to produce a progressive future. In his masterpiece, The End of History and the Last Man, Frank Fukuyama states that apart from the logic of science the lessons of history has remained a guiding principle in the national development of states. So, a country without a sense of its history or working towards undermining its history is akin to a country without a sense of direction.
History has, and will still remain a strong force of human dialectics. Analysis of the past has often been used as a mirror of the present. History sharpens today's reality. For instance, the accidental discovery of Martha Peterson's mummified body, buried in an iron casket in Queens neighbourhood New York - which was later recreated and given identity after a painstaking historical/ and scientific inquiry in 2011 explain the nexus between yesterday, today and tomorrow. though "Martha’s case may seem like ancient history, it is of vital importance to recognize that her death was only 169 years ago. Her account is a relatively recent part of America' collective past. We must remember her not only as a fascinating case of forensic science but as part of an America whose inequality continues to linger today." Her persistence, even in death, is a reminder that history cannot be erased and there is always more to learn from the struggles of those who came before us."
We must continue to learn from history if we are to archive development. In traditional African societies, which we all in one way or the order belong there is a common adage that goes: a child who refuses to learn from the past is bound to make the same mistakes. Collaborating the same position, Ola Rotimi, an African dramatist wrote in his finest theatricals, The gods are Not to Blame: "when a frog in front falls in a pit the rest take caution." Indeed from our experience it is clear we have really fallen deep in a pit of bungled systems and the only option left for us is caution. We can only develop the needed sense of caution if we learn from the past.
It is quite amazing that majority of Nigerians between the age 14-35 cannot descent most of the various topical happenings in the country since independence? Or even express some fair knowledge regarding the downward trend in the country's economic, political and social advancement. This again has been ascribed to the near absence of historical knowledge among young people. Who is to be blamed? the youths or those in authority? It will be highly irrational to blame the youths who are mere pounds in the hand of their leaders. It the responsibility of the leaders to chart the course of national direction. As such, the presidential directive must be followed to the later.
There are numerous factors that have been identified as being responsible for the downward trend of historical knowledge in the country. Part of the problems are: (1) the mistake or deliberate attempt by some of those at the helm of states affairs (in the past) to design a template that will recognize and institutionalised history as driving change in the country's development efforts; (2) the manipulation of the country's diversity (which ordinarily should have served as a force towards national integration) to a major barrier in the country's unity. In the word of Ethan Mijab, NDA professor, politicians manipulate our diversity and ethnicity for political exigencies. This is unfortunate! Why most advanced nations of the world like the USA, China, etc. appear to have benefitted from the development of her national history Nigeria seems to be in the opposite direction.
In my undergraduate history lessons at the University of Calabar, Professor Winifred Akoda had taken time to inculcate in the minds of members of my class, mostly made up teenagers the role of a Historian as the mouthpiece of his society. On his part, Professor Okon Uya has emphasized the role of a Historian in Nation building. While on the other hand, S.E Majuk, another Professor of History and International studies did expose our minds to the critical mindedness of a historian. The above statements, though, address to professional historians but also with if you carry out an analysis of such statements you will realize that they emphasized the relevance of history education in national development. The import of the statements from the above-renowned academics could not be discerned by the majority of us, then. But with the passage of time, in addition to the expansion of the human mind and the realities of the day it became visibly clear and apparent that the trajectory of most of our youths who have been blindfolded from the true picture of the country's past is gearing towards instigating and igniting the inferno that will consume us all if we are not guided by historical knowledge.
Finally, though the historian may have been sum-up by the above-mentioned academics as professional in the discipline one can also point to the fact that the majority of those who have taken to the pen or found solace in inquiring into the affairs of man can also be regarded as those with a historical mindset. So, therefore, in attempting to activate our passion for public engagement, it imperative we are guided by events of the past; the realities of today and the uncertainties of tomorrow. And these can partly be attained with history as a standalone in our national education curriculum.
Simon Eban Abang is a budding strategist; he writes from Calabar, CRS.
He can be reached on wanmusoswo@gmail.comViewPoint
HIS 101: HISTORY AS A FORCE IN NIGERIAN NATIONAL DEVELOPMENT
By Simon E. Abang| Thursday, 5 June 2019, 12:56
On Tuesday, 18 June 2019 President Mohammedu Buhari directed all primary and secondary schools across the country to immediately implement the teaching of history as a standalone subject from the next academic year. The presidential action was greeted with fanfare by the majority of citizens across the country who appears to be awakened by the realities of the day. The removal of history as a standalone subject in the primary and post-primary school curriculum and its attendant implication in the country's development is in itself a historical dialogue. However, at the moment our efforts will be an attempt to understand the relevance of history to the country's national development process.
Understanding history in its literal form is as simple as taking candy from a child. For instance, the majority of us pride ourselves as people with a fair knowledge of the myth of our historical origin because the facts have been handed over to us (orally) from one generation to another. However, transforming such fair knowledge, and relating its unique dynamics to other groups appear to be a difficult task. This is not because it cannot be achieved but, rather, it is a product of the neglect of history as a factor in national development. History is not rocketed science. Rather, it is an act that requires critical reasoning and connectivity of seemingly disproportionate evidence to arrive at facts- facts that will serve as a lesson for the present and guide for the future. So, it is important while pursuing national objectives both state and non- state actors should give priority to historical knowledge.
Nigerian national history has been divided by Historians into the colonial and postcolonial epoch (19-20th century). But these cannot be treated in isolation without laying the foundation of such historical analysis from the pre-colonial era- where the African society evolves and heralded other world civilizations about 25000 years ago; where the black man all over the world was seen as a brother and given equal opportunity in Africa. Colonial and postcolonial African history though, very critical to the evolution of contemporary African societies remained banal in the sharpening of the continental framework for development given the fact that it created the impetus for the superstructure to dominate the African system that was growing within it pace. The resultant effect of this was the forceful merger of African societies creating the problems of boundaries and suspicion among African groups. Nigeria was never an exception.
The history of Nigerian is a history of diverse African societies but with a common heritage. In the past groups that inhabit what later became Nigeria interacted and traded freely among others. In fact, cross-boundary trade was seen as a major force in the group’s integration as such, it was pursuit vigorously. Most societies that later emerge in the Nigerians space were a product or an offshoot of one another. Diversification was never a barrier rather it serves as an in-depth undertone for the philosophical and sociological discernment of the group's heritage which, in turn, broadened peaceful co-existence among them.
During colonialism, Nigerian famous independent leaders where faced with the question of unity as proposed by the great ZIK of Africa but in his own wisdom after the close observation of Nigerian communities, Sir Amadu Bello had advice that it will be more appropriate to understand our diversity in order that it may serve as a springboard towards national integration. This was widely accepted and indeed, it did serve as part of the argument put forward by Obafemi Awolowo in the London constitutional conference of 1957- that ratified the Nigerian federal structure. That's the kind of understanding which our contemporary leaders need to sincerely pursue in order to drive the national integration process in the country. Indeed, the knowledge of history remains a major driving force to that effect.
The history of groups all over the world is closely knitted to one another. For instance, in pre-colonial African societies efforts were made to preserve history in a method that was best known at that time, Such a method was Oral Tradition. Oral tradition simply refers to verbal testimonies that have been handed over to us from generation to generation. They constitute the exact traditional information most of us where the privilege to have to receive our parents who also might have gained through their parents, and so on and so forth. But sadly we fail to do the same to the present generation in spite of the fact that the method of communication and documentation has improved tremendously. This narrative must change if we are ready to go further.
There is much wisdom that can be discerned from history lessons as it does not only remind us of the mistakes of the past and the direction of the present it also leads to health and happiness. Because, through it, one becomes fully aware of his environment which, in turn, gives him total control of his being. A person gains wisdom by learning from the past and applying its lesson to the decisions he takes every day. So learning from the past, persons and societies do not only learn solely from their own experience. "By examining the activities of past societies; writing of Philosophers, Historians and critical minds about the occurrences of the past, any person or society can bridge the gap between where they are and where they are meant to be." For instance, where is Nigeria coming from and where it is today? In answering these questions, therefore, it is important that we unveil an analysis of the past to support our thesis. Example, Africa's triple heritage.
"In a TV documentary series titled: Africa's triple heritage, written and narrated by Ali Mazrui in the early 1980s and jointly produced by the BBC and the Public Broadcasting Service (WETA, Washington) in association with the Nigerian Television Authority. And later was published in a book with the same title by the BBC, Little Brown and Company. The film series premiered in 1986 on BBC and controversially on local PBS stations throughout the United States, as envisioned by Mazrui and promoted in this documentary project, is a product resulting from three major influences:(1) an indigenous heritage borne out of time and climate change; (2) the heritage of Eurocentric capitalism forced on Africans by European colonialism; and (3) the spread of Islam and Christianity by both Jihad and evangelism respectively. The negative effects of this history have yet to be addressed by independent African leaders, while the West has tended to regard Africa as the recipient rather than as transmitter of effects. Yet Africa has transformed both Europe and America in the past, Mazrui points out, and the difficult situation in which Africa finds itself today (economically dependent, culturally mixed, and politically unstable) is the price it has had to pay for Western development." So, therefore, the contemporary African must not only pay the price of his triple heritage but he must first understand the past that has to produce such mixed cultural identity before it can be sharpened to suit the present realities. As it is today, understanding this past can only be attained through lessons of history. As such, historical lessons in Africa in general, and in Nigerian, in particular, must be treated with the utmost importance it requires to serve as a bridge instead of the barriers we experience today.
In most societies of the world, the foundation of its development is anchored in citizens understanding of its past; on how the past has been studied and vigorously sharpen to produce a progressive future. In his masterpiece, The End of History and the Last Man, Frank Fukuyama states that apart from the logic of science the lessons of history has remained a guiding principle in the national development of states. So, a country without a sense of its history or working towards undermining its history is akin to a country without a sense of direction.
History has, and will still remain a strong force of human dialectics. Analysis of the past has often been used as a mirror of the present. History sharpens today's reality. For instance, the accidental discovery of Martha Peterson's mummified body, buried in an iron casket in Queens neighbourhood New York - which was later recreated and given identity after a painstaking historical/ and scientific inquiry in 2011 explain the nexus between yesterday, today and tomorrow. though "Martha’s case may seem like ancient history, it is of vital importance to recognize that her death was only 169 years ago. Her account is a relatively recent part of America' collective past. We must remember her not only as a fascinating case of forensic science but as part of an America whose inequality continues to linger today." Her persistence, even in death, is a reminder that history cannot be erased and there is always more to learn from the struggles of those who came before us."
We must continue to learn from history if we are to archive development. In traditional African societies, which we all in one way or the order belong there is a common adage that goes: a child who refuses to learn from the past is bound to make the same mistakes. Collaborating the same position, Ola Rotimi, an African dramatist wrote in his finest theatricals, The gods are Not to Blame: "when a frog in front falls in a pit the rest take caution." Indeed from our experience it is clear we have really fallen deep in a pit of bungled systems and the only option left for us is caution. We can only develop the needed sense of caution if we learn from the past.
It is quite amazing that majority of Nigerians between the age 14-35 cannot descent most of the various topical happenings in the country since independence? Or even express some fair knowledge regarding the downward trend in the country's economic, political and social advancement. This again has been ascribed to the near absence of historical knowledge among young people. Who is to be blamed? the youths or those in authority? It will be highly irrational to blame the youths who are mere pounds in the hand of their leaders. It the responsibility of the leaders to chart the course of national direction. As such, the presidential directive must be followed to the later.
There are numerous factors that have been identified as being responsible for the downward trend of historical knowledge in the country. Part of the problems are: (1) the mistake or deliberate attempt by some of those at the helm of states affairs (in the past) to design a template that will recognize and institutionalised history as driving change in the country's development efforts; (2) the manipulation of the country's diversity (which ordinarily should have served as a force towards national integration) to a major barrier in the country's unity. In the word of Ethan Mijab, NDA professor, politicians manipulate our diversity and ethnicity for political exigencies. This is unfortunate! Why most advanced nations of the world like the USA, China, etc. appear to have benefitted from the development of her national history Nigeria seems to be in the opposite direction.
In my undergraduate history lessons at the University of Calabar, Professor Winifred Akoda had taken time to inculcate in the minds of members of my class, mostly made up teenagers the role of a Historian as the mouthpiece of his society. On his part, Professor Okon Uya has emphasized the role of a Historian in Nation building. While on the other hand, S.E Majuk, another Professor of History and International studies did expose our minds to the critical mindedness of a historian. The above statements, though, address to professional historians but also with if you carry out an analysis of such statements you will realize that they emphasized the relevance of history education in national development. The import of the statements from the above-renowned academics could not be discerned by the majority of us, then. But with the passage of time, in addition to the expansion of the human mind and the realities of the day it became visibly clear and apparent that the trajectory of most of our youths who have been blindfolded from the true picture of the country's past is gearing towards instigating and igniting the inferno that will consume us all if we are not guided by historical knowledge.
Finally, though the historian may have been sum-up by the above-mentioned academics as professional in the discipline one can also point to the fact that the majority of those who have taken to the pen or found solace in inquiring into the affairs of man can also be regarded as those with a historical mindset. So, therefore, in attempting to activate our passion for public engagement, it imperative we are guided by events of the past; the realities of today and the uncertainties of tomorrow. And these can partly be attained with history as a standalone in our national education curriculum.
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