In societies around the globe, particularly in Africa and parts of Asia, a disturbing trend has emerged where populist leaders harbor a deep-seated disdain for those who possess greater polish and education. This attitude, borne out of a complex mix of paranoia and defensiveness, not only stifles progress but threatens to unravel the very threads of community and tradition that have been universally cherished for generations.
Central to this dilemma is a deep-seated insecurity among leaders who, due to their limited intellectual development, regard their more educated peers as rivals instead of valuable resources.
This sense of insecurity manifests itself in a contemptuous attitude, where the merits of intellectual achievement are neither acknowledged nor celebrated, but are instead faced with skepticism, condescension, or even overt hostility.
The ramifications of such an outlook extend well beyond personal grievances; they significantly impact governance, the preservation of cultural heritage, and the overall unity within society.
When leaders dismiss the potential contributions of knowledgeable individuals, they undermine effective decision-making and policy formulation, ultimately leading to poor governance. Furthermore, this disdain can create a rift in cultural continuity, as the wisdom and insights of the educated class are ignored or stifled.
As a result, societal cohesion suffers; when intellectual contributions are devalued, it fosters an environment of mistrust and division, rather than one that embraces diversity of thought and encourages collaboration.
Firstly, this disdain results in a systematic undervaluing of education and expertise within policy-making circles. Policies are often crafted without due regard for professionalism, cultural and historical contexts, international relations, and diplomatic best practices. This not only leads to inefficient governance but can also cause direct harm through misguided policies in security, social cohesion, health, education, and environmental protection. Leaders who view education with contempt are less likely to invest in internationally recognized or nationally viable educational systems, perpetuating cycles of charlatanism and ignorance that benefits their position but at the expense of national development and the greater good.
Moreover, this attitude impacts the cultural fabric of society. Educated individuals, who often champion the arts, sciences, and preservation of cultural heritage, find themselves marginalized. The rich tapestry of a nation’s history, its language, arts, and traditions, risk being undervalued or lost when those in power do not appreciate or understand their significance. Instead of fostering an environment where cultural richness can flourish, these leaders might promote a culture of mediocrity, where intellectual pursuit is not just neglected but actively discouraged.
The social contract that binds a community together is also at risk. Trust in leadership diminishes when those at the helm are seen to be motivated by personal insecurities rather than the collective good. This can lead to a breakdown in social cohesion, as citizens grow disillusioned with a leadership that does not seek to elevate the society but to keep it at a level where their own inadequacies are less visible.
The result is a disoriented and disgruntled society where meritocracy is supplanted by cronyism, and decisions are made not on the basis of what is best for the people, but rather on what maintains the status quo of the ruling group or individual.
Perhaps most alarmingly, this disdain can foster an environment ripe for authoritarianism. In an attempt to mask their inadequacies, leaders might resort to controlling narratives, censoring dissenting voices, and promoting a culture of fear and compliance over one of open debate and intellectual freedom. This not only stifles innovation but also erodes democratic values, potentially leading to a society where freedom of thought is curtailed.
To curb this destructive path, society must actively work towards a culture that values education, not as a threat but as a cornerstone of progress. Leadership must be encouraged to embrace continuous learning, to appreciate the expertise of others, and to govern with humility. Educational reforms should aim not only at increasing literacy but also at fostering critical thinking, cultural appreciation, and an inclusive environment where knowledge is seen as a communal asset.
In summary, the contempt that leaders hold for those who are more knowledgeable poses a significant threat to societal progress. If this adverse sentiment is allowed to persist, it may not only obstruct advancement but could also initiate a decline in the very fabric of society. It is crucial for communities to identify and actively respond to this concerning trend by supporting leaders who appreciate the importance of education, inclusivity, and the shared heritage of their citizens.
“Ogaanta lafteeda dila
Si aan waxba loo ogaan.”
— Abdulkadir Hirsi YamYam (AuN)
Disclaimer: The views expressed in this article are exclusively those of the author and do not necessarily reflect the opinions of Somali Stream.
2 Comments
We are wondered every person’s talks this issue say inclusive but the reality is we have’nt seen what a called inclusive even the the way of reaching inclusive.
This is well said and wish deeply touches the so many confronted views and it may lead into a constructive agreement a mong the political leaders swimming in endless disputes an enough time which could be replaced in the past atmosphere of serving the weaking community by the local conflicts, droughts, floods, diseases, and lack of all basic life infrastructures are impacted.