EMBRASING RESPONSIBILITY: THE ROLE OF

EDUCATION IN SOCIETAL PROGRESS AND THE

CHALLENGES OF CHANGE
By Dr. Avitus Leonard,

Pastor at Divine Grace Church and founding president of Dei Institute - Online University
(DIOU), and Founder of DeiEX AI
"Those who receive this privilege, therefore, have a duty to repay the sacrifice which others have made.
They are like the man who has been given all the food available in a starving village in order that he
might have the strength to bring supplies back from a distant place. If he takes this food and does not
bring help to his brothers, he is a traitor. Similarly, if any of the young men and women who are given an
education by the people of this republic adopt attitudes of superiority or fail to use their knowledge to
help the development of this country, then they are betraying our union" (Julius Nyerere, 1962).”

INTRODUCTION

This statement by Julius Nyerere holds a valuable principles worth learning from. However, in
my view, it leans too heavily towards subjectivism rather than Deicrasim. The statement
appears to reject objective truth, reducing it to a subjective concept of 'what is true for me'
rather than 'what is true for us.' It is undeniable that those who possess privileges such as
education have a responsibility for the development of their communities or the nation as a
whole. Failure to fulfil this responsibility can be seen as a form of betrayal or traitor.
Throughout history, we often encounter stories of educated or knowledgeable individuals who
sought to leverage their expertise to benefit their communities. Despite their good intentions,
they encountered numerous challenges when attempting to do so. These individuals aimed to
bring about positive changes by applying their skills and innovative ideas to address societal
issues and improve conditions.

However, they met with resistance that posed significant hurdles to their initiatives. As these
educated individuals introduced their innovative ideas for societal improvement, they
encountered staunch opposition from those who harboured a fear of change. Perceiving the
educated populace as a threat to the established order, dissenters vehemently resisted the
proposed transformations. This resistance often intensified, creating a hostile environment for
progress. The criticisms aimed at the educated advocates were not merely verbal; they
extended to exclusionary practices that sought to marginalize their influence and stifle their
impact. Furthermore, the opposition's tactics escalated to alarming levels, with instances of
violence directed at those championing positive change. Confronted with such hostility, the
journey towards reform became fraught with peril and adversity, testing the resolve and
courage of the individuals dedicated to advancing their communities.

In Chinua Achebe's novel "Things Fall Apart," we encounter the character Nwoye, the son
of Okonkwo, a staunch traditionalist deeply rooted in the customs and values of Igbo society
in Nigeria. Unlike his father, Nwoye possesses a curious and open-minded nature, yearning for
knowledge beyond the boundaries of his village. When Christian missionaries arrive in their
village, Nwoye is captivated by their teachings, finding comfort and belonging in Christianity.
Despite facing disapproval from his father and societal pressure to conform to traditional
beliefs, Nwoye secretly embraces Christianity, drawn to its message of hope and acceptance.
Nwoye's embrace of Christianity and thirst for knowledge represents a conflict between
tradition and change, highlighting the struggle of individuals to break free from societal
constraints and pursue personal growth. Despite Nwoye's exposure to new ideas, upon his
return from studying in Europe, the society, led by figures like Okonkwo, adamantly rejects
the changes, clinging stubbornly to tradition.

Galileo Galilei, the renowned Italian astronomer, mathematician, and physicist, faced
persecution for his scientific findings and was famously condemned by the Church. In the early
17th century, Galileo supported the heliocentric model of the solar system, which posited that
the Earth revolves around the sun, contrary to the geocentric model endorsed by the Catholic
Church. In 1616, the Catholic Church issued a decree declaring heliocentrism as formally
heretical. Galileo was later tried by the Roman Inquisition in 1633 and found guilty of heresy
for his support of heliocentrism and for challenging Church doctrine. He was forced to recant
his views and spent the rest of his life under house arrest.

Martin Luther, the 16th-century German monk and theologian, was labelled as a traitor and
faced excommunication from the Catholic Church due to his role in sparking the Protestant
Reformation. Luther's criticism of certain practices within the Catholic Church, particularly the
sale of indulgences, and his theological arguments challenging the authority of the Pope and
the Church hierarchy, led to his condemnation by Church officials. In 1521, he was formally
declared a heretic by the Holy Roman Empire and was excommunicated from the Catholic
Church. Luther's translation of the Bible into German and his teachings promoting salvation
through faith alone, rather than through the Church's sacraments, posed a direct challenge to
the established religious authority of the time. His actions and beliefs were seen as a threat to
the unity and power of the Catholic Church, leading to his labelling as a traitor by Church
authorities. However, it's essential to note that Luther's legacy is complex, and he is revered by
many as a key figure in the advancement of religious freedom, the translation of scripture into
vernacular languages, and the emergence of Protestant Christianity. While he was considered
a traitor by the Catholic Church, his impact on religious history is profound and continues to
be studied and debated to this day.

All of the examples above illustrate the complexities surrounding the application of education
within society. While education is a valuable tool for progress and enlightenment, it often
comes with societal expectations and pressures regarding how individuals should utilize their
knowledge. Take, for instance, the cases of Galileo, Martin Luther, and others who dared to
challenge prevailing beliefs and systems with their education. Despite their noble intentions to
benefit society, they faced harsh persecution. Galileo's advocacy for heliocentrism clashed with
the Catholic Church's geocentric views, leading to his condemnation. Similarly, Martin
Luther's criticisms of certain practices within the Catholic Church sparked the Protestant
Reformation, resulting in his excommunication and labelling as a traitor.
Even in the bible, we see examples of individuals facing persecution for their beliefs. The
Apostle Paul, in his fervent mission to share the gospel of Grace, encountered opposition from
those who adhered strictly to the law. In Galatians 5:11, Paul questions the persecution he faces,
saying, "But if I, brothers and sisters, still preach circumcision, why am I still being
persecuted? In that case, the offense of the cross has been abolished." His commitment to
preaching the gospel of Grace, despite facing persecution, demonstrates his unwavering
dedication to spreading the message of salvation through faith. These examples underscore the
tension between individual convictions and societal norms, highlighting the challenges faced
by those who seek to challenge the status quo in pursuit of truth and righteousness.

In our society, there must be openness to change. When individuals are given the privilege of
education, they should also be entrusted with the opportunity to bring about positive changes.
It is bold to assert that any society resistant to change is a traitor and betrays the generations.
We can't have education and still not want creativity or changes. We should not fear challenges
from educated individuals who seek to utilize their knowledge for the betterment of society.
Unfortunately, many societal issues persist because we continue to operate within outdated
frameworks. Intellectuals often remain silent, fearing persecution from those who hold power.

When foolish people gain power, fairness suffers. When criminals make rules, justice is lost.
When crazy people act too spiritual, it makes spirituality seem silly. Plus, there's a whole
bunch of confused young people who don't even know their own identity. It's a real mess –
Dr Avitus Leonard.

When individuals lacking wisdom find themselves in positions of power, they often misuse it,
leading to negative consequences for those they govern. This misuse of power can result in
unfair treatment, oppression, and exploitation of the vulnerable members of society. Similarly,
when individuals with criminal tendencies are the ones making the rules, the justice system
becomes corrupted. Instead of upholding fairness and equality, these rules serve to benefit the
wrongdoers, perpetuating injustice, and undermining trust in the legal system.

During Pol Pot's regime in Cambodia, a chilling example of this misuse of power unfolded.
Those perceived as educated or intellectual were targeted for persecution, including people
who wore glasses or were known to speak foreign languages. These individuals were singled
out and often subjected to violence or execution because Pol Pot viewed them as a threat to his
regime. This tragic period, known as the Cambodian genocide, resulted in the deaths of millions
through forced labour, starvation, and systematic killings.

Furthermore, when individuals who are not mentally sound or rational become overly involved
in spiritual matters, their actions can distort the true essence of spirituality. Instead of
promoting understanding, compassion, and personal growth, their behaviour may appear
nonsensical or even harmful, causing confusion and disillusionment among others. Moreover,
the emergence of confused generations, unsure of their own identities and struggling to
understand their sexuality, reflects broader societal challenges. This confusion may stem from
various factors, including societal pressures, changing cultural norms, and inadequate
education on matters of identity and sexuality.
Albert Einstein's famous quote, "Insanity is doing the same thing over and over again and
expecting different results," speaks volumes about human behaviour and problem-solving.
When we repeatedly employ identical methods to tackle challenges while anticipating different
outcomes, we engage in futile behaviour. This highlights the critical need for adaptation,
evolution, and innovation in our problem-solving approaches. In today's rapidly changing
world, where new issues emerge and existing ones evolve, it's vital to embrace fresh
perspectives and innovative solutions. This means breaking free from traditional thinking and
exploring new avenues of creativity and experimentation. By doing so, we unlock a realm of
possibilities previously unseen, paving the way for transformative change and progress.
Adopting a new mindset goes beyond merely acknowledging the need for change; it involves
actively seeking unconventional ideas, challenging established norms, and fostering a culture
of curiosity and exploration. It requires courage to venture into uncharted territory, resilience
to endure setbacks, and humility to recognize our limitations.

As we usher in an era fuelled by innovation and forward-thinking, we empower ourselves to

confront complex issues with renewed vigour and determination. Whether it's addressing
global challenges like climate change, inequality, or technological disruptions, or navigating
personal struggles and obstacles, embracing a fresh perspective enables us to navigate
uncharted waters with confidence and purpose. Einstein's words serve as a timeless reminder
that stagnation leads to inertia while embracing change and innovation opens doors to
boundless opportunities for growth and advancement. Moreover, regarding attitudes of
superiority, it's crucial to understand that it's not always the most knowledgeable individuals
who exhibit such behaviour. Insecurity and fear often drive people to adopt attitudes of
superiority as a coping mechanism for their own inadequacies. By projecting an image of
superiority, they seek to shield themselves from vulnerability and maintain control. However,
it's essential to recognize that such behaviour stems from deeper insecurities and psychological
struggles. Compassion and understanding towards individuals grappling with insecurity can
foster healthier relationships and promote personal growth. Insecurity and fear can affect
anyone, regardless of their level of knowledge or expertise. Therefore, creating an environment
of empathy and support, where individuals feel safe to address their insecurities and work
towards overcoming them, is crucial. By fostering a culture of openness and acceptance, we
can cultivate a more inclusive and supportive community where everyone feels valued and
respected.

Reflecting on Julius Nyerere's statement from 1962, one can discern its inclination towards
subjectivism, where individual perspectives and interpretations hold prominence over objective
truths. Rather than adhering to a collective understanding or universal principles, subjectivism
allows for varying interpretations based on personal beliefs and experiences. In contrast,
Deicrasim, a concept introduced by Dr. Avitus Leonard, advocates for divine guidance
integrated with democratic principles, emphasizing ethical leadership and collective decision-
making. Despite its subjectivist nature, Nyerere's statement remains significant due to the
timeless principles it espouses. It serves as a poignant reminder of the imperative for societal
evolution and adaptation. In an ever-changing world, where new challenges arise and existing
paradigms evolve, the rigidity of traditional norms can stifle progress. Nyerere's call for
openness to change underscores the necessity of embracing innovation and new ideas as
catalysts for societal advancement.

Moreover, while subjectivism may suggest a departure from objective truths, it also fosters
diversity of thought and encourages dialogue. By acknowledging and respecting differing
perspectives, societies can cultivate an environment conducive to creativity, collaboration, and
growth. Nyerere's statement, despite its radical nature, thus serves as a catalyst for introspection
and dialogue, prompting individuals and communities to re-evaluate their approaches and
embrace transformative change.

Political extremism and orthodoxy can hinder societal growth by promoting rigid ideologies
and stifling dissenting voices. They breed intolerance, polarization, and division, eroding the
fabric of civil discourse and impeding constructive dialogue. In their extreme manifestations,
they can lead to violence, oppression, and the curtailment of fundamental freedoms. To
safeguard against these dangers, we must cultivate a culture of moderation, inclusivity, and
critical thinking. By fostering an environment where diverse perspectives are respected, and
constructive debate is encouraged, we can mitigate the influence of extremism and orthodoxy.
It is through collaboration, compromise, and mutual understanding that we can chart a course
toward a more equitable, just, and prosperous society.

In essence, while embracing change and innovation is essential for societal progress, we must
do so with a keen awareness of the dangers posed by political extremism and orthodoxy. By
promoting moderation and fostering an open and inclusive discourse, we can navigate the
complexities of the modern world and build a future grounded in tolerance, cooperation, and
respect for all. According to Deicrasim, the philosophical concept introduced by Dr. Avitus
Leonard, the emphasis is not on individuals' religious affiliations but rather on their
embodiment of godly virtues and principles. In essence, Deicrasim advocates for ethical
leadership guided by divine principles, rather than mere adherence to religious dogma or
institutionalized beliefs. The distinction between religious leaders and godly leaders is pivotal
in the framework of Deicrasim. While religious leaders may hold positions of authority within
religious institutions and demonstrate knowledge of religious teachings, they may not
necessarily exhibit the qualities of godly leadership. Being a godly leader entails embodying
virtues such as compassion, integrity, humility, and a commitment to serving others, which
transcend religious denominations and affiliations.

In contrast, a religious leader who lacks these qualities may fail to truly lead in accordance with
divine principles. Their leadership may be driven by personal agendas, egotism, or the pursuit
of power rather than a genuine commitment to serving the greater good. Thus, Deicrasim
emphasizes the importance of discerning between religious titles and the actual embodiment of
godly character traits in leadership. Furthermore, Deicrasim challenges the notion of religious
elitism, which prioritizes individuals' positions within religious hierarchies over their moral
character and actions. Instead, it advocates for a holistic understanding of leadership that
prioritizes the cultivation of inner virtues and the alignment of one's actions with divine
principles. In practical terms, Deicrasim calls for a shift in focus from religious titles and
affiliations to the character and conduct of leaders. It encourages communities to identify and
support leaders who demonstrate godly virtues and exhibit a genuine commitment to ethical
governance and service to others. Overall, according to Deicrasim, the need for godly leaders
transcends religious boundaries and denominations. It underscores the importance of
cultivating leadership rooted in divine principles and moral integrity, irrespective of
individuals' religious affiliations or titles. By prioritizing godly leadership qualities, societies
can foster environments conducive to justice, compassion, and collective well-being.

In conclusions, if leaders cannot feed their people with knowledge, they should at least
refrain from feeding them lies – Dr Avitus Leonard.

According to the statement above, leaders must be cautious not to feed their people with lies,
as knowledge is of utmost importance. In history, we observe the influence of Jean Bodin, a
French philosopher who lived in the 16th century. He introduced a significant concept known
as "sovereignty," arguing for the concentration of power in a single authority figure or group
to make crucial decisions within a country. Bodin also advocated for the "divine right of kings,"
asserting that monarchs derived their authority directly from God, making them above the law
and allowing them to govern without question. This idea of absolute monarchy greatly
impacted European political thought for many years.

Bodin's concept of sovereignty and the divine right of kings left a lasting imprint on political
thought during his time and shaped how countries were governed. However, as time
progressed, people came to realize the potential drawbacks of concentrating power in one
entity. They recognized that granting one person or group absolute power could lead to
problems. Consequently, new ideas about democracy and the rule of law emerged, emphasizing
power-sharing and accountability to the people. It is evident that societies remained stagnant
due to the perpetuation of lies. Moving forward, we should strive for positive change, guided
by truth and transparency.
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