A KENEZIAN DISSERTATION ON TRUTH AND REALITY IN RELIGION AS A PRELUDE TO SOLVING THE PROBLEM OF DETERMINING WHAT IS RELIGIOUS TRUTH IN IMPORTED VERSUS RENASCENT IGBO RELIGION.

  in English UK

Dr Jideofo Kenechukwu Danmbaezue, D.Sc.

Every branch of knowledge is comes under classical philosophy, the king of all studies whether scientific or not. That is why Ph. D. is regarded and is the summit of academic ascent. Other doctorate degrees build on this base, like D.Litt. and D.Sc., which are post-doctoral degrees obtained only by exceptional students who major in advanced researches in the specialised fields. All knowledge comes under the scrutiny of Philosophy. To appreciate my dissertation, therefore, we must establish baselines for what we can and should accept as truth for the citizens of this global village our world has turned into!

The meaning of truth has been explained by some philosophers as relating to objects or visible realities; namely Socrates, Plato, Aristotle, Dewey and Descartes. These were the front liners in the realism, pragmatism and existentialism, for they raised and gave us insight into the question: 

WHAT IS TRUTH? 

They tried to answer; 

• Can truth be known with certainty without subjective colorinations by individuals? 
• How do we know that we actually know anything, in other words; what is reality?

Because of these types of questions, great thinkers tried and are still trying to decipher the nature of reality. Reality as we have earlier stated can be subjective or objective. Here, we are concerned with the reality that cuts across intellectual pursuits, academic excellence and international boundaries! Can reality be practically and conceptually perceived? 

In I S M or Kenezianism, we do not hold briefs for those who speak from both sides of their mouth or with their tongues in their cheeks! We blurt it out as it is. Truth is naked. Anywhere you find it wearing pants, bra, lipstick or sunshade, reject it for it has ceased to be truth! Truth is innocent and guiltless. It is always a newborn baby from the Creator.  Dr Kenez says.
   

Human knowledge is based upon the truth of things, facts, visible realities and evidence that mortal men observe in the created universe. To know the truth implies the knowledge, comprehension or understanding of reality. 
Knowledge or truth that arise from such sources as common sense, honest observation, right reasoning and practical experience are referred to and respected as scientific! That is our concern in this dissertation that will integrate all shades of opinion under normal temperature and pressure. 

Other sources like authority, tradition, intuition and revelation belong to another realm of knowledge where belief and faith reign supreme. This brand of knowledge has eternally been the conundrum the breeds disagreements, socio-centric nepotism, apartheid policies, racial inequalities in creed, politics and religion. Dr Kenez has reservations for these.

Following the practical or observable aspects of reality; Socrates; who incidentally was the first victim of holding on to the truth; with his students: Plato, Aristotle and some others maintained that truth was/is objective or that it is concerned with things in practical life. 

The greatest philosopher that gave us the genesis of true knowledge and thereby established the accurate definition of truth, was Rene Descartes who gave us the axiom “COGITO, EGO SUM’ literally meaning; “I DOUBT, THEREFORE I AM”; or “I know from my ability to doubt, that at least I exist” This is what is known as truth correspondence between what is said and what one says about it!

Prior to Descartes ultimate work on Epistemology, Aristotle had described truth in his Metaphysics thus: Truth consists in saying or affirming of being: that it is, and non-being, that it is not. 

This was also the view held by Grecian Parmenides and his co-patriot Protogoras. “All things are true in as much as they are”, and, “That is true which is in reality as it is seen by the one perceiving it” are other ways early philosophers described reality. 

The correspondence theory of the Great African Theologian, Augustine of Hippo summarised the point by stating that the nature of the truth consists in the conformity of thing with the intellect. 

The Italian Thomas Aquinas later opined that, truth is the correspondence of the intellect with the extra-mental object or particular entity. This he called ontological or existential truth, which is pragmatic, verifiable and subjective in that it is experienced and verifiable.

Those of us who belong to pragmatic and existential schools of thought agree, accept and affirm that truth being the formulation of experience is certain of popularity since in the final analysis; truth is always economical, convenient and successful in practice. It saves time and money as it insists on the cash-value of an idea. The pragmatist examines the fruits, consequences and facts of truth. It is expedient in the way of our thinking. In the case of the rational enterprise we are here concerned with, its rational coherence or consistency, really occurs when it agrees with the system of concept and relations already accepted as true by philosophers, natural scientists and computer-age students.

WHAT IS THE NATURE OF REALITY?

Some early thinkers claimed that our human world was/is divided into two realities:

• The world of visible data, visible objects and objective facts  based upon the theory of their independence from the perceiving individual, and
• The world of intuitions or perceived reality based on the theory that reality is internal, subjective and personal.

The world of objective fact exists independent of the knower! A fact exists and is not worried or affected by its being known that is to say a reality remains in its form, existence and essence, whether we know it or not. It is there in creation. We can find it if we want. It is for us to discover it, if we can. Whether we discover it or not, it does not cease to exist or be what it is.

Realists metamorphose into disciples of I S M

 Reality is something out there, obeying the laws of creation, regardless of our approval and belief. Research is the main tool for natural scientists. He collects data, analyses them employing both deductive and inductive reasoning. A realist recognises that facts are obstinate. We cannot wish facts away! They always refuse to quit. If one thrusts one’s finger into a flame it will burn. If one eats rotten food, he is sure of having a running stomach that needs medical intervention. The treatment is not dependent of the social status of the patient! Water gives life but can also kill when taken more than the lungs can cope with. Water does not pity a drowning man; tall or short, rich or poor, male or female, young or aged. If you do not know how to float you die inside too much water! That is the nature of objects in the world, regardless of who knows or is ignorant of them.

Kenezians and natural scientists know that Metaphysics is concerned with the study of reality which is perceived differently by the idealists, realists, pragmatists and existentialists. Philosophers discuss the nature of the existence of reality, the beings we share the universe with, the mortal man and his destiny, the natural and supernatural entities he theorises of, and the purpose of all the other living and non-living things he observes competing with him in the eternal survival of the fittest till his time on planet expires! Positivism is a claim that scientific laws and facts control physical, human behaviour, actions and emotions. Positivism ended the dogmatism and negativism of religionists and the assumptions and speculations of philosophy. Once you accept this ‘modus operandi’ you have arrived and you are welcome to the base of INTEGRATIONAL SPIRITAN MOVEMENT. It is the tool for globalisation of the true allegiance, loyalty and worship of the Almighty Creator of us all!

WHAT IS THE NATURE OF IDEALISM?

The idealist believes that man is a composite of mind and body, though with different capacities and functions. He has never seen the mind but knows from his daily feelings, verbalisations and thought that he possesses a spiritual aspect. Thus he regards himself as a part of the supreme or eternal spirit. He believes he has freewill and is determined to challenge the forces of nature. This explains the Kantian notion that man is both free and determined. He is deemed free because of his free will to make decisions responsibly but determined because he is a natural being who must obey the natural law, hence the conception of positivism or logical positivism.

If man is a child of God, then he definitely is part of God due to the possession of the dual gifts of soul or mind, the idealist argues. Therefore, idealists argue that the child or pupil of religion ought to be educated to fulfil his spiritual elements. The child should be educated to be properly integrated spiritually and corporeally to appreciate his invisible and visible nature. He must be educated to realise that the universe has a meaning and purpose. This knowledge is believed by the idealist to be innate in man. The role of the teacher is to pull out knowledge or ideas already contained within the individual.

 Idealists eventually metamorphose into religionists

The idealist teacher has the function of inculcating in all members of a community the notion of respecting one’s family, town,

or nation. According to Kristnamurti, education is to understand the adequate meaning of life through critical education that creates self-knowledge which is awareness of the total psychological process.  With the acquisition of self-knowledge, one understands the futility of egoism, selfishness, violence, efficiency, etc promoted by modern technical education; hence the right type of education properly integrates both the educator and the educand into accepting the norms and mores of the community, thereby cultivating high values.

Realism, on the other hand, can be grouped into rational, hence its forms of the classical and religious perspective and scientific or pragmatist realism. The religious or scholastic Thomist and the classical realism follow the foot-step of Aristotle, though the

religious realism embraces Aquina’s view. Thomas Aquinas, a Catholic theologian synthesized and adopted the Aristotlean philosophy to the Christian doctrines. The classical and the scholastic/religious realist agree that the material world exists independent of man’s approval or disapproval.

Scholasticism, the Christian philosophy begun by Augustine of Africa reached its popularity through Aquinas’ philosophical contribution. While Augustine adopted the Platonic view of the usage of ideas, Aquinas followed the Aristotlean view of science. The aim of Scholasticism was to harmonize faith with reason. Thus, it rationalised the Christian teaching through the scholastic method which consisted of stating

• the position of proposition;
• the refutation of any contrary view or thesis to the proposition,
• the proof of the accepted proposition; (iv) and the analysis or refutation of any objection to the advanced proof.

Scholasticism prevailed in the European Universities in the Middle Ages until the advent of modern philosophy which emphasised rationally, experience and analysis to be-little or dwarf faith and critical dogmatism. The scholasticism agreed that God created material things and supernatural entities in an orderly and harmonious manner yet it maintains that reason and experience induced man to know that the spiritual element of man’s nature was superior to matter. It employed reason and experience to synthesize faith and not to contradict it. The scholastic philosophy supported the view that man, though immortal, was free and responsible for his actions, hence children should be educated to be intellectually well-balanced persons as against those who are simple well-adjusted to the physical and social environment. ¹⁰ This notion is Greek and Roman whereby moral, intellectual and physical elements are co-ordinated to form an educand who is intelligent, wise, courageous, temperate and responsible in discharging his duties as a citizen.

The scientific or natural realism of F. Bacon, J. Locke, D. Hume, B. Russell and A. North Whitehead, contributed to the development of scientific knowledge through the positivism or logical positivism in 19^th century. The scientific realism argues that the mission of philosophy is to co-ordinate the concepts and discoveries of sciences. It holds that the universe is not permanent and that change is real in observing the natural law which is constant and unchanging.

• The natural realist believes that the existence of the invisible realities is unreal and the invisible entities cannot be proved empirically because they cannot be experienced.
• The scientific realist argues that man is basically biological and he does not have free will, hence the Kantian or Marxian view that man is casually determined by his physical and social environment and nature.
• The realists especially the classical and the religious ones think that man and the world, as creatures of God should be directed towards the transcendent cause, hence education prepares the individual for life after death but on the other hand, education for the pragmatist is not a preparation for life but life itself.
• The pragmatist sees reality as the interaction of the human being with his environment and that is why reality is regarded as the sum total of what we experience since what cannot be experienced is unreal for the pragmatist.
• The pragmatist maintains that it is the individual who creates his own reality which is subject to change. The existentialist also perceives reality as something personally experienced and lived without pretences. Individuals, according to this view, ought to interpret reality freely and responsibly.

2.         Epistemology: Theory of Knowledge:

One is curious to know oneself and the world. Knowledge in opposing belief, ignorance and opinion, is a result of adequate information from many sources, namely, human experience, reason, revelation, authority and intuition. What one knows must have three elements or factors, namely, it must be truthful, observable with reason and there must be evidence for what we know.

 Man wants to know in order to dispel his ignorance and fears of the surroundings. Knowledge establishes facts of realities. It purges the human mind from superstitious beliefs, wrong assumptions, theories, issued, in order to establish the truth about things and claims.

Epistemology raises question about the origins, nature and the scope of human knowledge. Some of its objectives include investigating whether knowledge is probable or whether some knowledge is certain. It wants to find out how we obtain “knowledge” from the surroundings; “discover” knowledge or “invent” it? Is all knowledge of equal value or not? And how are we sure of our answer? Is there one or more methods of knowing? Is it possible that one should know something in its entirety.

Epistemology argues that man acquires knowledge about reality, no matter, the imperfections in the human understanding. This claim challenges the views of the sceptics in the Middle Ages who maintained that the knowledge of an object was impossible. However, man cannot boast of knowing and comprehending an object in its entirety. At least, we must assert that man has a partial knowledge of his own existence and the existence of other material objects. If he acknowledges that he is or exists, he must recognize that some other existent being both visible and invisible are or exist. Some sources of knowledge include empirical, rational, authoritative, intuitive and revealed sources.

i.          Empirical or scienctific knowledge:

To know something entails to be acquainted with the object. To know in Latin is “scientia” from “scire”, from where science derives its claim of validity. There are three processes in knowledge – the individual or the subject, the object to be known and mental act that establishes a relationship between the subject and the known object.

The empirical knowledge is acquired through the sense perception. The experience of the subject plays a great role in that the investigator collects data, sees the materials, manipulates them, observes and makes experiments to verify his results. There is no authority except facts which can be obtained by observation. The empiricist or scientist believes that nothing is in the mind what is has not been perceived” “nihill est in intellect non fuerit in sensu”, hence the Lockean view of “tabula rasa” – the clean blank of the human mind at birth. Thus, all deductions are made from facts

Empirical knowledge does not operate through the sense perception alone-it believes in doing, in action for practical result. It supports the Chjinese proverb that states “that what I say I remember, what I hear, if forget, what I do, I understand.” This is graphically put: “one showing is worth a hundred sayings.

This type of knowledge is promoted by scientists and philosophers. Such thinkers include Aristotle (384-322 BC), John Locke (1632-1704), Herberb Spencer (1820-1903) – the English evolutionist who believes that empirical knowledge is the most valuable and worthier than the other sources of knowledge. Other notable supporters of empiricism include: Francis Fenelon (1561-1715), John Amon Comenius (1592-1670), Francis Bacon (1561-1626), Roger Bacon (1214-1670). Francis Bacon supported the use of scientific method in establishing rational knowledge. This method destroys what he called the idols of the mind, namely, the idols of the tribe, cave, market place and theatre.

Empirical knowledge supports the acquisition of concrete, practical, vocational skills, mathematical, philosophy, pure sciences, language for communications for diplomatic reasons, concrete study of history, politics, etc. for their benefits and not for literacy and artistic reasons as in the classical periods. It pays little attention to arts, music and literature as it criticises dogmatic, authoritarian teaching and doctrines as they cannot be demonstrated practically. Empirical education emphasizes doing, action and production of material goods through technology in science. It pays little attention to higher values geared towards spiritual development and that is one of the reason why it is suspicious to the Christian idealists.

ii.         Rational knowledge

This type of knowledge is acquired by the use of reason through the agency of human intellect. Some philosophers claim that rational knowledge is superior to the sensory knowledge in that rational knowledge establishes truth of the facts which are more tenable and ever constant as evidenced in mathematics. Its superiority over empirical knowledge is based on the view that scientific knowledge is in constant change. However, the rationalist does not ignore that the sensory knowledge is the raw material for intellectual activity. For the rationalist, senses give partial knowledge. The propounders of rational knowledge include Plato, Socrates, Rene Descrates, George Berkeley, etc. rational knowledge promotes mathematics, philosophy and critical studies.

Rational knowledge can be classified into three major parts: the principle of exclude middle; the principle of non-contradiction and the principle of identity. The principle of excluded middle states that one whole cannot be put into fraction and still exists properly. No statement can be half true or false. It is either true or false. The principle of non-contradiction maintains that a thing cannot be that thing and the opposite at the same time. For instance, Angelina is a woman, she is just a woman and can never be a man. The principle of identity claims that one thing is one and not more than one at the same time. If something is true or false, it is true or false. Thus, we can vividly and logically assert that all men are mortal and Joseph is a man and conclude that Joseph who is a man is mortal.

CRITICAL THINKING AND SCIENTIFIC METHOD:

Scientific or empirical method is a child of critical thinking which is one of the aims of philosophy and proper method of tackling issues in human life. What does critical thinking mean? It is a process by which one constructively gives a close examination, re-examination or reappraisal of the theorems, opinions, ideas, issues, methods, etc which are adopted by people in society. It is not a mere criticism for the sake of criticising issues and opinions. Critical thinking is done on good faith to erase misconceptions and confusions. It clarifies misunderstanding. Once a free individual understands an issue, he or she is in the position to evaluate matters for the purposes of establishing the truth concerning situations.

Critical thinking creates initiative and independence of the person to refrain from dancing to the tune of the crowd or what an existentialist thinker-Kar Jaspers called the ‘Herd’. Opinions and concepts should be subjected to constant re-examination and analysis in order to be permanent and unchangeable. Things and values do change; reality changes. It is the duty of a critical thinker who must be responsible to effect a positive change for prosperity.

 Some examples of proofs arising from critical approach are witnessed in logic which is used to clarify concepts. It is the law governing conclusions or rational or intellectual proofs that are valid.

i.    if we establish that all living creatures are mortal as first premise and establish

that Okonkwo is a living creature as the second premise. The conclusion is that Okonkwo is mortal.

ii. Have you ever seen a mouse sucking like lambs and puppies? Have you seen a

mouse laying eggs? No. But a mouse gives birth to young ones just as sheep and dogs. All animals that bear young mammals feed their babies with the mother’s milk. Though we have never seen a baby mouse do so only because mice may be shy of humans when they suckle their young ones.

Scientific method is interested in the investigation of things and establishment of new facts, truth of reality or existence. Scientific method is empirical and not speculative philosophy in that the scientific method collects facts or data, observes and probes into them and presents result which must be tested and subjected to verification before establishing them as valid, constant and absolute. This method is open to every person to test and prove or disprove the result. It rejects all assumptions and presumptions.

However, its result though acceptable to be absolute for a particular time, but it is still provisional because it is subject to change with time if a new result is reached with new instruments and invention challenge and disprove the old ones. Thus, the scientific method like philosophy is not dogmatic.

From what we have stated above, it means that proofs and verification are tools in philosophy. Proofs are used by intellect in proving theoretical and mathematical problems to establish knowledge or truth about reality or existence whilek verification uses data, observation and experiments to do the same. Proofs and verification are based on ontology or metaphysics-the knowledge of something in existence. We realise that ontology is the science or knowledge of being, the knowledge which is derived from critical thinking about the natural phenomena. This is established with the use of the principle of cause and effect understood through critical thinking. With rational knowledge, one arrives at adequate conclusions with the help of accurate principles.

PHILOSOPHY AND EMPIRICAL SCIENCE:

It is difficult to separate philosophy and science since both of them are in search of knowledge. The English word “sciencio” which literally means “knowledge”, hence “sciencio” or “scio” means “I know”. Both philosophy and science are objective, rational and systematic studies of the universe. Both of them are critical, analytic and sceptical since none of them tolerates any claim or belief without critically analyzing it. Each adopts signs and symbols as observed in algebra, mathematics or symbolic logic.

In logic or sound reasoning, philosophy uses deductive and inductive statements and arguments to ascertain facts as the empirical sciences do. Logic which is an aspect of epistemology is treated in Chapter Three.

Philosophy serves as the basis of all the disciplines in search of knowledge and truth but whenever a definite disciplines or subject attains a definite knowledge on its own area, it secedes and becomes an independent discipline of knowledge, for instance, mathematics, psychology, astronomy, etc. They are now separate fields of study, unlike, in the past, when they were fused in philosophy. Before the modern times, mathematics, was regarded – as natural philosophy, hence, according to B. Russell, the Newton’s major work was termed “The Mathematical Principles of Natural Philosophy.” The separate fields of study narrow and limit itself in scope just as psychology is concerned with the discourse of mind or soul and astronomy for the study of the heavenly bodies. The philosophy knowledge is embracing and it unifies all other sciences by its critical, analytical and evaluative approach in establishing truth.

The only difference between science and philosophy is that the former engages in experimental, data collection, hypothesis, verification and provisional results based on empirical facts. Its result is factual, precise, definite and verifiable by an interested person. The result is open and it is subjected to change from time to time. While science explains how things work and not why they work, philosophy explains critical why things work or behave the way they behave and justifies its claims rationally and dispassionately. Thus, the role of philosophy, after loosing her children is to examine the fundamental assumptions, principles and the nature of the sciences whether natural, social and human since science as an organised knowledge can be divided into these areas. The basic notion of science is the idea of law of nature. It is only philosophy that can investigate this basic notion common to all the aspects of science.

Philosophy critically explains the meanings of the concepts adopted in science such as hypothesis, theory, cause, etc, hence, philosophy of science is one of the highly respected themes in philosophy.¹¹

(iii)       Authoritative Knowledge:

An authority is a specialist in a particular field of study. A specialist or an expert information can be obtained from men viz, scientists, geographers, economists, historians, etc. The communists regard Karl Marx as an authority, the Catholic regards the Pope as an authority, M. Luther is respected by the Protestant, Nigeria respects Dr. Nnamdi Azikiwe as an authority in statesmanship.

Some books are special authoritative sources –viz, the Holy Scripture, Koran, Das Kapital, Encyclopaedia, Dictionary, etc. Institutions have authority e.g. The Church, the Armed Forces Council, the School, the State, etc.

There are some problems in this type of knowledge in that the views of the authorities in the same field may conflict and disagree. Some of the institutions may be dogmatic, reactionary, high handedness, oppressive, etc. One must be careful in accepting every opinion of the authorities. Verify the assumptions instead of relying on the “magister dixit” – the “authority says” principles, for instance, Aristotle has once been an authority in asserting that horses (or women) have more teeth than men, but it is left for us to find out by ourselves by counting the teeth of horses or women.

(iv)       Intuitive Knowledge:

An intuitive knowledge is a direct and immediate knowledge arising internally from the individual. It is a sudden or a surging apprehension without the intermediary of sense perception or conscious thought. It is a feeling that something is true and certain. It is a thought starving device.

Some ethical values in the Bible are intuited; some mathematical solution to problems, axioms, postulation are intuited truths. Sometimes, you intuit that your tribe is superior to other tribes or races. Some literary writers intuit in their literature and some artists have intuitive experience.

(v).       Revealed Knowledge:

This type of knowledge comes from an external source-God or Deity. Prophets assume that God communicates with them. Revelations consist of prescriptions and descriptions about the human behaviour. Such revelations are contained in the Bible, Koran, and some other holy writs and are imparted in the study of religious studies, social studies, etc. This sort of knowledge or truth is not verifiable empirically and scientifically. But philosophy upholds that truth ought to be experienced or reasoned out. It is thus necessary to consider philosophy and religion to know their differences and relationship.

PHILOSOPHY AND RELIGION:

Religion as man’s linkage to a higher and superior entity or being does not necessarily rely on reason for establishing its belief systems. Generally, religion resorts to faith, belief in supernatural being and revelation and engages in rituals of prayer, sacrifice, rites, sacraments and sacramental. It is dogmatic and conservative as it believes in authority and, hence, it is creed-oriented and authoritarian. Religion is sometimes called the opium of the people by Marx as the people have imbibed it to the extent that it intoxicates them. Religion does not raise question on what can be known by man’s reason and experience; what man can or ought to know or do as a human and free person. Rather, it expects man to know and do like gods. But the truth is that man is not a god and he has to know and do what is practicable within his natural capacity moderated by reason and experience.

On the other hand, philosophy as we have noted, searches for truth, wisdom and knowledge with reason, subjecting its findings to critical scrutiny and analysis with open mind to adopt to new ideas philosophy is a liberal art and science and Plato had defined it in the Phaedo as the “noblest and greatest of arts.”

The two disciplines of philosophy and religion are far apart from their approach to achieve their objectives- knowledge or truth. While philosophy adopts rational, experiential and critical approach, religion emphasizes belief and faith. However, a philosopher can still be religious and vice versa, hence a theologian adopts a ‘reasoned belief’ in discussing divinity on the basis that ‘logos’ is a discourse and “theo” is relating to God, that is to say that theology is a reasoned discourse on God.

Scholasticism in the Middle or Dark Ages harmonized or reconciled faith with reason, hence the view of “belief with knowledge and knowledge with belief.” It is latinised as ‘credo ut intelligam’, “intelligo ut credam” which literally mean “I believe in order to know: I know in order to believe.” The leading scholastics or learned schoolmen were Catholic philosophers and theologians and notably among them were Augustine of Africa (354-430), Bonaventure (1221-1274), St. Anslem (1033-1109) Aquinas (1223-1274). Today, we have many reputable philo-theologians, such as C.B. Okolo, I. C. Onyewuenyi, V. Chukwulozie, both of them professed philosophy at the University of Nigeria, Nsukka.

REFERENCES

1.                  Aristotle’s Metaphysics Book 12 Chapter Nine

2.                  Copleston F. A. A History of philosophy, vol. 1. Newman Press, Westminster, Maryland, 1959 P. 28.

3.                  Alpern, H. March of philosophy, N. Y. 19 34, P. 99

4.                  Aristotle’s Politics, Book 1 Ch. 2

5.                  Copleston, F. A. History of philosophy, vol 1 Newman Press, Westminster, Maryland, New Revised 1959 p. 316

6.                  Aristotle’s Metaphysics iv. 7.

7.                   Okafor, F. C. Philososphy of Education and The Thrid World Perspective, 3^rd Edition Star Publishers, Enugu. P. 165.

8.                  Okafor, E. C. Op Cit, P. 164.

9.                  Kristnamurti, J. Education and Significance of Life, Publisher, Victor Gollancz Ltd. London. 1978, p 17.

10.              Kneller, G. F. Introduction To The Philosophy of Education, John Willey and Sons, Inc. N. Y. 1971, 2^nd edition p. 13.

11.              Eneh, J. O. History and Philosophy of Science: An Out line: pub. Magnet Business Enterprises, Enugu, Nigeria, 2000

    NOTA BENE ;

I WRITE, TYPE AND UPLOAD ALL MY PAPERS, DIATRIBES, PICTURS, VIDEOS AND DISSERTATIONS.

I TAKE FULL RESPONSIBILTIES FOR ALL THE ERRORS OF THE KEYBOARD I MAKE, THEY WERE NOT DELIBERATE…  THEY ONLY REMIND ME THAT I AM STILL A FINITE BEING AND PRONE TO ALL THE HUMAN WEAKNESSES OTHER HAVE. PRAY FOR ME 

THE REVOLUTIONARY DEPOSITION OF DR KENEZ

IMPORTED RELIGIONS BROUGHT OUR DECLINE IN SOCIAL MORALITY IN BIAFRA, THE LAND OF THE RISING SUN AND CONSCIENTIOUS RETRAINING OF OUR YOUTHS IN A PROGRAMMED FAMILY VALUES OF OUR AUTHENTIC VALUE SYSTEM IS THE ANSWER.

The Genesis of Immorality in Biafra Was the Arrival and Assimilation of Foreign Religions and Westernisation

The desecration of our pre-colonial high moral values started with the arrival of the first white missionaries in West Africa. What the natives called “NSO-ANI” was re-branded FORGIVEABLE SINS and so watered down the sanctity of religious values in Biafra. Its partner, WESTERN EDUCATION neatly completed the ‘coup de grace’ as the foreign concepts and social values of the colonialists destroyed the social ethics of the natives and rendered our pristine mores and norms ineffective. In some communities; “aping the white man’s dress code and mannerisms became fashionable and ignoring the customs and traditions of the community was seen as the criterion of being EDUCATED and MORE CIVILISED than the illiterate folks in the villages!
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DR JIDEOFO KENECHUKWU DANMBAEZUE, @ 30/06/2013 04:14:32 HRS GMT.

A CROSS-CULTURAL HARMONISATION OF YOUTH DEVELOPMENT

*THE PANACEA FOR RACISM*

By

Dr. J. K. Danmbaezue, D. Psych., FACRS,

Consultant Clinical Psychologist / Existential Family Therapist.

MEDICAL DIRECTOR of Kenez Health Klinik, &

ANIMATOR of Happy Family Network International

Block: C, House: 82, Federal Housing Estate, 
Trans-Ekulu, Enugu.

P. O. Box 1995.  Phone 042-551199 or 550344, 
ENUGU, NIGERIA

Being the Paper presented at

THE UNITED NATIONS CONFERENCE ON RACISM

 Holding at Durban, South Africa 
From 23^rd August – 2^nd September 2001.

Abstract

         This guest paper emphasizes the origins and development of prejudice, discrimination, ethnocentrism, stereotypy and religious bigotry as the seeds that germinate into racism or political radicalism, dominant and minority ethnic groups that culminate in stressful relations, violence and wars.

           A cross-cultural harmonization of child-rearing practices is the author’s therapeutic prescription if youths must be re-oriented towards the universal brotherhood of mankind.  We have the same basic anatomy and physiology; we share the same air, water, food and rest periods.  Blood groupings, emotions, motivations, and libido allow for similar sex attractions, pregnancies and births.  So, where do these ethnic superiority and inferiority complexes come from?

            The “Kenezian Creed” and “The Letter to Educationists all over the world”, epitomise the ideals that this Existential Therapeutic Programme enunciates.  The panacea for racism is a systematic re-education, religious liberalism and socio-political equality, which should form the foundations of cross-cultural harmonisation of youth counselling and personality development initiatives.

 

Concise C. V.

Dr. J. K. Danmbaezue is a fifty-three year old privately employed psychotherapist/psychometrician with an outfit named KENEZ HEALTH KLINIK, where he counsels young adults about to wed, administering psychological tests and utilizing them objectively to re-direct incompatible couples.  He also has an NGO-christened HAPPY FAMILY NETWORK INTERNATIONAL, which aims at the globalization of those principles neatly encapsulated in ‘The Kenezian Creed’ and ‘Dr. Kenez Letter to All Educationists’.  He is happily married and has three kids.  He holds a Doctor of Science degree in Psychometrics, and the prestigious Fellowship of the African College of Research Scientists. He is an Existentialist to the core!

INTRODUCTION:

           Philosophy demands the delimitation of concepts, terms or nomenclatures for clarity of discussions, analyses, conclusions and recommendations.  The following are relevant in our case:

Prejudice is “a system of negative conceptions, feelings and action-orientations regarding the members of a particular group”; whereas “Discrimination” refers to “overt action in which members of a group are accorded unfavourable treatment on the basis of their religious, ethnic or racial membership” Zanden, (1972).

Ethnocentrism is “an exaggerated tendency to think the characteristics of one’s own group or race superior to those of other groups or races” whereas “stereotypy” means “a pathological symptom of mental or nervous disorder showing itself in continuous repetition of seemingly senseless words and syllables, or of certain posture’s and actions”.  Drever  (1972).

Religious bigotry refers to “an obsessive belief and practice system whereby a person or group of people has strong and unreasonable opinion and will not listen to or accept any contrary views or religious opinions of anyone who disagrees”.  Hornby  (1976).

Racism or Racialism refers to “any set of beliefs that organic genetically transmitted differences (whether real or imagined) between human groups are intrinsically associated with the presence or absence of certain socially relevant abilities or characteristics, hence that such differences are a legitimate basis of invidious distinctions between groups socially defined as races” Berghe (1967).

Ethnic Group is a parallel term for race “which is often socially defined on the basis of cultural characteristics superimposed on perceived physical traits defined by the group and/or is defined by other groups as different.... by virtue of innate... inherited on genetically induced behavioural patterns”.  A. H. Coleman-cited in – Krauss (1976) and this naturally leads us to Dominant and Minority groups – which are the remote and immediate causes of violence, terrorism and wars.

A Dominant Group is “one within a national state whose distinctive culture and/or physiognomy is established as superior in the society and which treats differentially/unequally other groups in the society with other cultures or physiognomy “Marden and Meyer (1968), and correspondingly;

A Minority Group is a “culturally or physically distinctive and self–conscious social aggregate, with hereditary membership and a high degree of endogamy, which is subject to political, economic or social discrimination by a dominant segment of an environing political society” Williams (1964).

           Analytically therefore, the recurrent decimal in all these definitions is that racists are misguided, self-opinionated and neurotic people who need ego trips or massage to suppress their feelings of inadequacy, otherwise termed INFERIORITY COMPLEX. 

Ethnology and Ethnography do not support apartheid, religious bigotry or racism.  For want of space and time, there are two traditions in ethnic relations and socio-anthropological studies, which this existential author subscribes to (i) the psychosocial orientation, which is phenomenological, and (ii) the socio-cultural orientation, which is existential.  Both form the contrasting research perspectives that most scholars patronize.  However they should complement each other. Individuals are born “tabula raza” - a clean slate! It is parents and relevant others that write on and crowd this slate with parochial traditions!  No child hates another child!  Hatred is a learned behaviour!  So many films and dramas portray this.  Individual prejudice comes mainly from the internalization of the prejudicial norms of one’s society.  A case in point is the historical origin of Hitler’s hatred for the Jews.  A mistaken identity and maltreatment in his primary school days when he freely associated with Jewish children -–was the remote cause of anti-Semitism which he internationalized, followed by ‘German blood superiority’ he championed which eventually led to the two world wars he engineered! 

The adult populations manufactured Black-white relations in U.S.A., Indians, Mexicans and Puerto Ricans segregationist policies, not teenagers nor adolescents! South Africa’s multiracial society and apartheid system have been studied as the ultimate in structured inequality while Hawaii and Brazil as multiracial societies with a low degree of racism.  Why can’t we replicate the latter form of ethnic relations in all countries of the world?  The choice is ours!

YOUTH DEVELOPMENT: 

It is interesting to note what anthropologists, psychiatrists, sociologists and psychologists have concluded after varying researches into various aspects of child-rearing practices all over the world. Collumb and Valatin (1970), French psychiatrists, concluded thus:

“The social changes attendant on modernization cause far reaching disturbances in traditional family organization and bring about alterations in the relationship of the child to the family group.  Love and authority are no longer provided for the child by the communal group of the whole family but (only) by the biological parents.... Are the parents able to take on these loving and disciplinary roles alone?  Cut off from their extended family group on all sides, can they overcome their own problems and fears and make themselves ready to fulfill their new functions?  How does the child experience these changes?  Is it already possible to set out their pathological consequences?  It is difficult to say; however, one may state that the number of maladjusted children, the number of adolescents with problems is growing considerably, especially in towns.  The present generation will be followed by another which will have the same incidence of schizophrenia as in West” p. 127

This international Conference in South Africa in 2001 should address those fundamental questions.  What this author offers is only a palliative/prophylactic recommendation.  Before that however – we need to recall what Erikson (1972) and Kohlberg (1969) posited as the critical stages of moral development in teenagers and adolescents.  These will help us formulate the cross-cultural harmonization this paper proposes.  In his “EIGHT AGES OF MAN,” Chap. 7 pp. 239-266; Erikson established eight sensitive developmental patterns that parents, teachers and relevant others must take advantage of, if children must grow up into mature, respectful and responsible citizens of the world.  Correspondingly, in his “DEVELOPMENT OF MORAL CHARACTER AND MORAL IDEOLOGY” – a cognitive developmental approach – Lawrence Kohlberg of Harvard University posted six moral stages that teenagers pass through – namely:  pre-moral, instrumental-hedonistic, role taking, law-and-order, autonomous-principle, and finally the universal-ethical-principle.

 Time and space may not allow a detailed discussion of these stages.  However, let it be known also that: Bandura & Walters, (1963) have their SOCIAL LEARNING AND PERSONALITY DEVELOPMENTAL APPROACH, while Goshin, (1969) has relevant topics in their HANDBOOK OF SOCIALIZATION THEORY AND RESEARCH; while Hoffman Martin, has his “Moral Development Theory” cited in Paul. H. Mussen (Ed.) CARMICHAEL’S MANUAL OF CHILD PSYCHOLOGY (3^rd ed.)

All point to this one fact: That what we give or fail to give growing children, teenagers or adolescents form the base of all racial discriminations, hatred, fear and apartheid tendencies.  There are no known genetic traits, or inherited behavioural patterns that warrant racial discrimination.  The adult population manufactured, patented and marketed RACISM.  Therefore, it remains their duty and urgent responsibility to dismantle and obliterate the consequences of their mischievous and xenophobic creations; apartheid, religious bigotry, anti-Semitism, Zionism and all other forms of racial inequalities that they breed!

The creator of the Universe did not input any racial inequalities in his created universe and beings.  Nor did Charles Darwin’s theory of evolution, even mention any scientific basis for racism.  Politicians, warmongers, and demonic rulers who traded in human beings and monetary values invented racism based on their inferiority complexes, xenophobic reactions and vainglorious exploits.  For how long must we all suffer for their mischief?  The onerous duty of liberated minds, as exemplified by the participants at this United Nation’s Conference will come into sharper focus as we deliberate on the therapeutic measures proposed by this paper.

CROSS-CULTURAL HARMONISATION

           In the light of the foregone scientific references, this psychotherapist has developed two basic inter-ethnic and inter-racial compositions – spanning a period of thirty years and has labelled them “THE KENEZIAN CREED” and “THE LETTER TO TEACHERS OF HIS CHILDREN”.  The pair is crucial re-orientation ploys to revolutionize the religious and educational climates of the world and subsequently ameliorate or slow down the incidence of/or the increase in racial tensions, religious fanaticism and ethnic cleansing.

           “CROSS-CULTURAL” here is used as an adjective meaning “involving, or containing ideas or elements from two or more different cultures, while “HARMONIZE” to make something harmonious e.g. colours that harmonize well (i.e. together produce a pleasing effect) or the cottages harmonize well with the landscape.  In music “harmonization” means to play or sing notes that accompany the main tune and produce harmony with the lead singer”. Hornby (1995) pp 279 & 544

From the above the therapeutic regimen for racialism and other ethnic stressful relationships lies in the Homo sapiens sapiens accepting that each culture must harmonize with the lead race; that is, the HUMAN RACE.  If musicians can harmonize with the lead singer why are whites, blacks and yellows unable to harmonize?  Its is due to ignorance, petty jealousy, morbid fear of strangers and unbridled self-pride.          An attempt must be made to de-emphasize religion which is the greatest harbinger of fanatical zeal to discriminate against and dominate others. MISINFORMATION or DISINFORMATION – also known as propaganda that completes the racial tones dictated by maniacal leaders, politicians and governments must be halted and reversed systematically.

           The Kenezian Creed sifts the L.C.M and H.C.F. of the human race.  Then it dresses them in philosophic, ethical and scientific language which harmonises with the main language of nature – WE ARE HUMAN BEINGS, WITH SAME CREATOR, SAME BLOOD AND PLASMA, SIMILAR ANATOMY AND PHYSIOLOGY and WE INTER-MARRY AND PRODUCE SAME SPECIES.  Of what value are our World Cups, Olympics and Arts Festivals, if at the end of the day we still discriminate and derogate others based simply on the colour of their skin, or eyes and or the texture of their hairs?  Does emotion and motivation vary among the races of mankind?  No, is the answer!  Any man or woman can learn the language of the ethnic groups they are born into and mingle with, hence, English, French, Swahili, German and some other languages have gained international appeal and usage.  In the like manner, lets amplify those areas of cognition, memory and recall that unify the races rather than propagate those minor differences that separate and antagonise us.

In education, any child irrespective of skin colour, genetic endowment and child rearing practices can become a genius in nuclear physics, computer science, acrobatics and, music. There has never been, nor will there ever be a scientific proof of the superiority of one race to another.  These xenophobic rationalizations are ego defense mechanisms that emanate from depraved and demented minds and must not be allowed to drag us to another world war.  A word is enough for the wise.  The systematic incorporation of the tenets of the following compositions into primary school/educational curricula will eradicate racism worldwide:

THE KENEZIAN CREED

Nuggets of Wisdom for the Unification of all Belief Systems.

1.        I am of age; therefore, I affirm that I exist!  I am “ME”, you are “YOU” and we are “US”. I affirm that I am a Created Being living in the present, hoping to come to an end as other creatures I have observed, do come to a definitive end.

2.        I therefore know that all finite creatures obey some natural laws that govern existence.  I affirm that these laws are also eternal and like every other law, must have a Giver.  I deduce therefore that there are commensurate sanctions for any deliberate violation of these laws.

3.        When I observe the heavens and landscapes, hills and valleys, rivers and oceans, sunrise and sunset, equinoxes and eclipses, I am certain that this Eternal Law-giver is Great and Powerful in all respects and possesses Superhuman Intelligence, Power and Control over all of us?

4.        When I inspect living and non-living beings, their beauty and variety, their numbers and their sizes, especially their modes of survival in varying environments, and particularly their ability to reproduce their kinds, I confess that this Eternal Law-giver must be Beautiful, Loving and All-Creative.

5.        I respect “IT” in all “ITS” creations while admiring in particular those that move about.  For I do realise that I share the traits they have; we all have the same basic structures, we survive by performing similar functions, have similar feelings and produce comparable results. I cannot but bow in reverence and worship this Almighty Being, the Eternal Law-Giver who sustains everything on this planet.

6.        This Almighty Being set all things in motion. “IT” directs their courses and life spans, keeps them in space and time, now and always.  And because there are no accidents in nature when “IT’S” laws are strictly adhered to, I attest to the fact that “IT” is the greatest GOOD; All-knowing, All-caring and Ever Present Being.

7.        To “IT” be all my respect, obedience and loyalty, as I extend my hands of love and brotherhood to all Human Beings, co-heirs and offspring of this Almighty Creator and Father of all. Therefore, my creed concisely is this:  (a) THE UNIVERSE IS MY COUNTRY AND INHERITANCE, (b) ALL MANKIND, MY BLOOD RELATIVES AND EQUALS, (c) SEEKING THE TRUTH, LIVING THE TRUTH AND DOING GOOD AT LL TIMES – MY RELIGION.

My 50^th Birthday gift to Mankind. Composed, Revised and Ratified between 1970-1998

DR KENEZ DANMBAEZUE’S PLEAS TO TEACHERS OF HIS CHILDREN

*(Each paragraph/plea can be used as the theme of Morning Assembly Talks)

Dear Teacher,

Your job is an onerous one, commendable by both God and man,

My child will look up to you as a role model, a mirror to view the world;

You will have to father him for 5 hours a day, 5 days a week and 35 weeks per year,

That’s long enough to make or mar his future, his classmates and that of this country.

1.Teach him to look around and admire the beauty in nature, himself inclusive,

Let him know that for every child he sees, there are two parents – a father and a mother;

So for the birds he sees, trees, animals, hills, rivers, sun, daylight, night and moonlight,

There is but One Almighty Father, who created and takes care of us all on a daily basis.

2.Teach him to trust and obey The Almighty Creator with worship in humility,

And to love every other being, as we all are sons and daughters of the same Creator;

Let him realise that when it rains, it’s for every one: plants, animals and man,

The Creator’s kindness and benevolence does not choose those to hate or love.

3.Teach him that for every lie he tells, he will tell ten more lies to cover it up,

And for ten lies, he needs one hundred more lies – that is foolishness;

So let him learn that truth is golden, more precious than wealth and riches,

Knowledge, wisdom and fame are the rewards earned by truthful people.

4.In school, let him love and respect his classmates and fight to protect the weaker ones,

Allow him to taste bitter and sweet things; and to combine laughter and suffering;

That way you will have prepared him to deal with wicked and honest human beings,

Thereby teaching him to differentiate good from evil and to do good all his life.

5.Teach him that lying, cheating and stealing produce criminals and rogues,

Teach him that a kobo earned is better than a hundred won by lottery;

It’s better to go hungry than enjoy a meal prepared with stolen money,

Or eat crumbs of bread among finest friends than a whole loaf among dishonest men.

6.Teach him that a passage studied, understood and memorised,

Is far better than one simply crammed and repeated like a parrot;

The former leads to ingenuity, resourcefulness and creativity,

The latter to imitative behaviour, and lack of self-confidence;

Teach him that it’s more honourable to fail an examination,

Than to copy, cheat or use “expo” methods to pass any examination.

7.Finally teach him that it is better to be neither too poor nor too rich,

Than to become wealthy by stealing, deceit and cutting corners;

The former leads to contentment, peace of mind and long life,

The latter to arrogance, greed, restlessness and sudden death;

Explain to him what “Honesty is the best policy” really means,

And the practical implications of the saying: “More haste, less speed”.

Postscript: You’ll have to believe and practise these yourself,

Before you can teach them to my son and his mates;

But be assured that if you succeed in this assignment,

You will be a hero and the father of heroes and heroines;

And that’s what our dear country needs most.

May God guide your endeavours!

*My 53^rd Birthday Gift to all Educationists, Inspired by Abraham Lincoln’s letter, Gestation Period: 1997-2001*

RESUME, CONCLUSIONS AND RECOMMENDATIONS

           The etiological origin of racism is ethnocentric megalomania best exemplified by Adolf Hitler’s xenophobic ideas.  “Xenophobia” as defined by Drever (1972) is  “a morbid fear of strangers”, and Hornby (1995) concerns by defining it as “an intense dislike or fear of strangers or people from other countries”... “excessive patriotism can lead to xenophobia” – he concluded p. 1385.

           “Racism or racialism” van den Berghe (1967) affirms, “are beliefs (not facts) that organic genetically transmitted differences (real or imagined) exist between social groups” which he concluded were false.  There has never been any existential or scientific proof that a Caucasian is superior to Negroid or Mongoloid specie of the human race.  Racism is puerile and futile!

           Professor M. Nesturkh, a Russian anthropologist has a 133-page hardbound book, with over 100 black and white and coloured pictures - entitled THE RACES OF MANKIND.  In the preface, Professor N. N. Cheboksarov, a Doctor of History, and a Miklukho-Maklai Prize Winner, opens up thus:

“The problem of the races of mankind is one of the most important in anthropology, the science that studies the natural history of man with all the variations due to age, sex, and geographical factors.  The races of mankind are, in actual fact, geographical (or territorial) variations, historically conditioned, of a single physical type-MAN.

           “The writings of the founders of Marxism-Leninism contain many valuable statements on such problems as the connection between the origin of races and the natural geographical conditions of life of primitive man; the distant ancestors of the present–day peoples, the gradual obliteration of racial differences in the course of historical development, the racial mixtures that make up modern nations and the absolute invalidity of racism.

           “A correct conception of the races of mankind is of particularly great political and scientific importance today, in the period of the collapse of the colonial system and the unparalleled development of the struggle for national liberation by the dependent and colonial peoples.  The ideologists of imperialism, in their effort to provide a basis for class, national and colonial oppression, have advanced the false “theory” of the physical and mental inequality of races, or the existence of “higher” and “lower” races, of races that are capable and those that are incapable of independent, social, economic and cultural development.

           “Racism is closely bound up with reactionary nationalism and chauvinism.  The Programme of the Communist Party of the Soviet Union, adopted by the Twenty-Second Party Congress, lays special stress on the fact that nationalistic prejudice and the survivals of former national discord constitute the sphere in which resistance to social progress may be the longest, fiercest, most   stubborn and most implacable.    The misanthropic inventions of the racists stand in direct contradiction to the data provided by anthropology”. Pp 5 & 6

          

All scientists agree with the learned Russian Professor and PrizeWinner!  Moreover, Professor M. Nesturukh, himself concludes his introduction to the book thus:

“The author realises the difficulties attaching to the task he has undertaken and will be satisfied if his readers obtain from his book a general idea of the concept of races and their origin and a conviction of the unscientific nature of racism”.   P. 10.

           It is the conclusions of this paper that only intellectual pygmies and anthropological misfits can, and do propagate racism in ethnic or religious relations.  But for the fact that this is a scientific paper, passages in the Torah, Bible, Koran and the Bhagavad-Gita would have been used to substantiate the stupidity of racialism and the demonic possession of all racists.  They are all adenescents!

           Suffice it to recommend the following:

i.                    That all racists be subjected to a psychiatric evaluation.  It is possible that they have congenital deficiencies that warrant their schizophrenia fantasies.

ii.                  That participants at this conference devise means and modalities for appealing to religious leaders of all shades, colours and faith to repudiate discriminatory sermons, doctrines or catechesis in their religious worship.

iii.                That all film makers and drama writers expunge sentences or scenes depicting superiority or inferiority in all their products.  On the other hand they must encourage scriptwriters to douse the embers of hatred, violence and ethnic jealousies in their productions e.g. GUESS, WHO’S COMING TO DINNER.

iv.                 That musicians review their lyrics and emulate the consortium of international stars that gave us the famous song: WE ARE THE WORLD.  In like manner, let all intelligent people all over the world stand up to be counted among music lovers who appreciate that orchestras and choirs need soprano, alto, tenor and bass to harmonise the lead instrument or singer.  So also should white, black and yellow races blend or harmonize the leading HUMAN RACE.

v.                   All newly established families must make conscious efforts to give their offspring a better deal or lease of life rather than feed them the same nepotic ideas or prejudices their own parents condemned to feed on during their growing years

vi.                 Re-education in all nursery, kindergarten and primary schools, must eliminate segregation based on skin colour, class or creed.  Each stanza or paragraph of the Kenezian Letter to all Liberated Educationist can be used to conduct morning assemblies.

vii.              National constitutions should incorporate sections that make it a crime to discriminate against any citizen, guest or stranger in one’s native land. Moreover, national prizes may be awarded to those adjudged to have demonstrated the tenets of the Kenezian Creed practically in their daily living.

REFERENCES

Bandura A. & Walters, R. H. (1963)

           Social Learning and Personality Development, New York. Holt, Rinehart and Winston

Coleman A. K. (1976)

Race and Ethnic Relations. p. 451. Cited in Krauss S. (ed.) Encyclopedic Handbook of Medical Psychology, Butterworths. London Boston.

Collomb H & Valantin S (1970)

Ethopsychiatrie et evolution de la schizophrenia” in Famille Africaine “de” L’enfant dans la Famille”, ed. by E.J. Anthony and C. Koupermik, Paris; Masson et Cie.

Danmbaezue J. K. (1998)

The Kenezian Creed – Interethnic Ethical Principles for the Universal Brotherhood of Mankind.  Hafani Publications, Kihol Products Ltd. Ihiala, Anambra State of Nigeria.

Danmbaezue, J. K. (2001)

Letter to Teachers of Children World-wide”. International Education Project, Kenez Health Klinik C 82, Federal Housing Estate, Enugu.

Drever James (1972)

A Dictionary of Psychology – Penguin Reference Books-Revised by Harvey Wallersten – Hazell Watson & Viney Ltd. Great Britain.

Erikson E. H. (1972)

Childhood and Society – a Pelican Book, Penguin Books Ltd, Harmondsworth, Middlesex, England.

Goslin., D.A. Ed. (1969)

           Hand Book of Socialisation Theory and Research, Chicago, Rand Mc Nally and Co.

Holffman, Martin (1970)

Moral Development in Paul H. Mussen (Ed.) Carmichael’s Manual of Child Psychology, 3^rd. Ed. Vol. II, New York, Wiley 1970.

Hornby A. S. (1995)

Oxford Advanced Learner’s Dictionary, 5^th Ed. by Jonathan Crowder Oxford University Press.  Walton Street, Oxford  0X2 6DP.

Kohlberg L. (1964)

Development of Moral Character and Moral Ideology in M.L. Hoffman and L. W. Hoffman (eds.) Review of Child Development Research, New York; Russel Sage Foundation.

Marden C. F. And Meyer G. (1967)

           Minorities in American Society. 3^rd Ed. New York and London. John Wiley.

Nesturkh M. (undated)

The Races of Mankind: Foreign Languages Publishing House, Moscow;  Translated from the Russian by George Hanna.  Designed by Vladimir A.N.

van den Borghe, P. L. (1967)

           Race and Racism pp 9,11, New York and London.  John Wiley.

Zanden Vander J. W. (1972)

           American Minority Relations. 3^rd Ed. P. 21, 26, New York, Ronald Press.

DR. JIDEOFO KENECHUKWU DANMBAEZUE, D. Sc., FACRS.

Please note that all the addresses and phone numbers in the paper are obsolete and are to be replaced with the following:

Phones: 0812-7546470, 0803-9097614 or 0805-1764999

E-mails: saintkenez@yahoo.co.uk or agunabu1948@gmail.com

Website:  www.happyfamilynetwork.hpage.com

FORE MORE, THEN VISIT THIS SITE;

https://plus.google.com/b/106992048580968472386/106992048580968472386/posts

THIS RESEARCH PAPER RECEIVED A STANDING OVATION AT DURBAN IN SOUTH AFRICA AS THE MOST PRACTICAL WAY OF RESOLVING APARTHEID TENDENCIES IN CHILDREN AND IF FOLLOWED THROUGH TEENAGE AND ADOLESCENCE WAS THE EXISTENTIAL SOLUTION TO RACISM. TODAY, DECADES LATER, AFTER THE DEMISE OF THE GREAT NELSON MANDELLA WHO WAS THE SPECIAL GUEST OF HONOUR DURING THE PAPER'S PRESENTATION... WHAT HAS THE UNITED NATIONS DONE ABOUT ITS IMPLEMENTATION... NOTHING, ..MAY BE A WHITE PROFESSOR SHOULD HAVE BEEN THE RIGHTFUL AUTHOR OR RESEARCH SCIENTIST THAT SHOULD HAVE PROPOSED THE ERUDITE AND SCHOLARLY RECOMMENDATIONS. READ AND DECIDE FOR YOURSELF IF THE SO CALLED FIRST AND SECOND WORLDS REALLY WANT RACISM OBLITERATED IN THE AFFAIRS OF MEN .. OR THAT THEY ARE SATANIC DEMONS HEADING ALL THE INSTITUTIONS WHO CLAIM THEY ARE WORKING FOR GLOBAL PEACE.

Dr Jideofo Kenechukwu Danmbaezue, D.Sc.

Consultant Clinical Psychologist,

Existential Family Therapist,

Clinical Psychometrician.

agunabu1948@gmail.com

THE ENVISAGED PLATINUM AGE OF ONE WORLD RELIGION WHEN ALL NATURAL SCIENTISTS HAVE ADOPTED INTEGRATIONAL SPIRITAN MOVEMENT AS THE GLOBAL FAITH FOR A GLOBAL PEACE FOR OUR DIGITALISED GLOBAL VILLAGE


The Kenezian proposed INTEGRATIONAL SPIRITAN MOVEMENT would have spread all over the global village and have devised means and modalities for appealing to all presidents of all nations in the world to direct national religious leaders of all shades, colours and faith to repudiate discriminatory sermons, doctrines or catechesis in their religious worship.


At the same time all film makers and drama writers would have expunged sentences or scenes depicting superiority or inferiority in all their products. They must encourage scriptwriters to douse the embers of hatred, violence and ethnic jealousies in their productions that proscribe racism like; ‘GUESS, WHO’S COMING TO DINNER’. Then musicians must have reviewed their lyrics and emulated the consortium of international stars that gave us the famous song: WE ARE THE WORLD.


In like manner, all intelligent and rational people all over the world would stand up to be counted among music lovers who appreciate that orchestras and choirs need soprano, alto, tenor and bass to harmonise the lead instrument or singer. In like manner, all teachers and student of fine arts would have agreed that white, black and yellow races can blend or harmonize the leading into the original landscape; the HUMAN RACE.


All newly established families must have begun to make conscious efforts to give their offspring a better deal or lease of life rather than feed them the same nepotic ideas or prejudices their grand parents condemned to feed on during their growing years. By then re-education in all nurseries, kindergarten and primary schools must have eliminated segregation based on skin colour, class or creed. In this regard, each stanza of the Kenezian Letter to all Liberated Educationists can be used to conduct morning assemblies.


Finally, the platinum age would have made it mandatory that all national constitutions must incorporate sections that make it a crime to discriminate against any citizen, guest or stranger in one’s native land. Moreover, national prizes may annually be awarded to those exemplary citizens of the global village who are adjudged to have demonstrated the tenets of the Kenezian Creed practically in their daily living. That would be the WONDERFUL WORLD filled with BEAUTIFUL PEOPLE, which Integrational Spiritan Movement (I.S.M). proposed at the turn of the millennium!

      Reply       OR        Comment;

Rev. Prof. Jude Jideofo Kenez Danmbaezue, D.Sc.

saintkenez@yahoo.co.uk OR agunabu1948@gmail.com