As time has gone by, our cherished East African heritage seems to have faded away. We find ourselves assimilating into different cultures, gradually forsaking the wealth of our own unique culture, which lies in the essence of ያሁአ. Our leaders have misled us into believing that education alone holds the key to a prosperous life. However, when my education perpetuates the survival of billion-dollar corporations, it compels me to voice my concerns to my fellow East African kinsmen, for it is evident that we are traversing a tumultuous path.
We are delving into the implications surrounding the pursuit of college degrees and advanced education, prompting us to critically analyze the consequences of these endeavors. While it may initially seem that obtaining higher education is a means to serve one's country by applying acquired knowledge, a deeper examination reveals potential complexities. If individuals are not fully committed to humanitarian work, their efforts often end up primarily benefiting their employers, who capitalize on the skills imparted through education.
Let’s shed light on a statement made by John D. Rockefeller, the founder of the U.S. Board of Education, which highlights the role of education colonization. His famous quote, "I don't want a nation of thinkers, I want a nation of workers," raises important questions about the intention and purpose of education. It suggests that education might be shaped to create a workforce focused on fulfilling the needs of a select few, potentially undermining the development of critical thinking and empowerment among individuals.
Moreover, it is noteworthy to observe the financial support provided by John D. Rockefeller to esteemed eastern institutions such as Yale, Harvard, Columbia, Brown, Bryn Mawr, Wellesley, and Vassar. This aspect further emphasizes the influence wielded by the Rockefeller family, extending their reach beyond national borders and future generations to come. They form part of an influential global elite society, exerting their power and shaping the direction of various spheres, including education, tech and industry.
As East Africans, we should consider the broader dynamics at play within the realms of education, governance, and employment. It encourages individuals to critically evaluate the impact of their educational pursuits and professional choices, ensuring they align with moral cultural values and contribute to the betterment of our society. By recognizing and actively engaging with these power dynamics, individuals can work towards fostering a more equitable and just society, transcending the influence of elite entities that operate discreetly but significantly, much like an app operating in the background on a smartphone.
We need to embark on our journey towards college, driven by the noble intention to support our East African families. The passage of time becomes evident when we look up and realize that four long years have gone by, and yet we have done nothing substantial to aid our families who are grappling with unimaginable hardships such as calamity, war, genocide and famine. It begs the question: How is our hard-earned degree truly contributing to humanitarian efforts in regions like Eritrea, Tigray, Shewa, Oromo, Amhara, Afar and Gondar? After investing in years of education, where is the tangible assistance for our suffering families? Have we not heard that our families continue to be forcibly displaced from their communities, deprived of much-needed food aid that has failed to reach them?
It becomes evident that the challenges faced by our East African communities are pressing and demand urgent attention. This is a call to action for individuals who have acquired knowledge and expertise through higher education to rise to the occasion and make a meaningful impact. By bridging the gap between education and humanitarian work, we have the potential to address the plight of our families in a tangible and impactful manner. It is imperative to channel our efforts, resources, and expertise to ensure that our families receive the support they desperately need. Through collaboration, advocacy, and strategic initiatives, we can strive to alleviate the suffering and bring about positive change in these affected regions. Let us not allow the passage of time to be marked by our inaction, but rather let it be a testament to our unwavering commitment to our communities and the restoration of hope in the face of adversity.
In the present day, we, the Chashah community, are confronted with the daunting task of addressing the numerous crimes committed against our East African families. The Chashah Monastery Parliament is positioning itself as a refuge for suffering families and a solid foundation for our very own education system. Together, we can embark on this collective journey. We are called to embody the spirit of ያሁአ, emerging victoriously against all adversaries and ensuring the protection of our families from the enduring pain of war. Our aim is to establish a community that nurtures and empowers our people, enabling them to prosper spiritually and flourish in life through ያሁአ. This transformative effort, though long overdue, is now upon us. To all East African PhDs and College Degrees, it’s time to embrace the power of ያሁአ, as he will help us sustain our own communities. ያሁአ is truly a bridge over troubled waters.
Because of oppression many turn to education as a way to gain validation in themselves, but our recognition comes from our faith.