In “Conceptual Decolonisation: Kwasi Wiredu’s Disruption of Philosophy”, published in The Elephant on 25th April 2019, Sanya Osha argues that while the celebrated Ghanaian philosopher, Kwasi Wiredu, has disrupted Western philosophy, his efforts at conceptual decolonisation within the framework of analytic philosophy are not radical enough because, allegedly, they remain captive to the Western philosophical canon. Osha has pursued the same line of argument in his article on Wiredu in the Internet Encyclopedia of Philosophy.
It is appropriate to remind ourselves early in this article that since colonisation denotes foreign invasion and occupation that robs its victims of their political autonomy, material resources, and their attendant right to cultural expression in its diverse manifestations, conceptual decolonisation necessarily implies the victims’ initiative to evict foreign ideas that occupy and dominate their way of thinking, and to assert their right to think and act as they choose. Scholars have frequently observed that colonisation had a three-pronged approach: military action to physically subdue the armed resistance of its victims, religion to weaken their resolve for armed resistance, and formal education to superimpose on them a Western worldview with its “white” supremacist orientation. Conceptual colonisation mainly functions at the level of religion and formal education, and so its deconstruction must operate along the same lines.
Not bound to Ancient Athens
Osha asserts that “The Athenian origins of Western philosophy obviously do not address the urgencies of African existential dilemmas and this is probably one of the reasons that African philosophy sometimes appears not to be in the forefront of the social processes of decolonisation in Africa. … the African subject is compelled, with little or no voice, to find its locus of muteness within an invariably Western philosophical canon.” He seems to be implying that all African scholars of philosophy only feel accomplished in the discipline if they can expound the thoughts of the ancient Greek philosophers such as Thales, Pythagoras and Anaxagoras, Socrates himself, and his myriad academic descendants such as Plato, Aristotle, Augustine of Hippo, Thomas Aquinas, David Hume and Immanuel Kant, among others. However, Osha’s view, which implies that philosophy is essentially a Western discipline, risks creating the false impression that non-Western cultures in Africa, Asia, Central America, South America, New Zealand and Australia do not undertake philosophical reflection, thereby reinforcing the conceptual colonisation that he and Wiredu are agreed ought to be uprooted.
For centuries the West debated the question as to whether Africans had the ability to philosophise, to which Georg Wilhelm Friedrich Hegel, in the introduction to his Philosophy of History, gave a definite answer in the negative, insisting that Africa was a dark continent without logic, and therefore without history and civilisation. Underlying this question was the widespread belief in the West that Europe’s culture is characterised by reason and non-European ones by emotion, superstition, or whatever else, but certainly not reason. Thus the renowned Kenyan philosopher D.A. Masolo, in African Philosophy in Search of Identity, observed that at the centre of the debate on African philosophy is “the concept of reason, a value which is believed to stand as the great divide between the civilised and the uncivilised, the logical and the mystical.”
However, as Jennifer Lisa Vest correctly observed in “Perverse and Necessary Dialogues in African Philosophy”, “To engage in academic dialogues implicitly or explicitly guided by a request or a felt need to justify and defend the very possibility of African philosophy or African rationality is to engage in perverse and unnecessary dialogues” – perverse because they question the very humanity and attendant rationality of Africans, and unnecessary because such humanity and its attendant rationality need no demonstration.
For centuries the West debated the question as to whether Africans had the ability to philosophise, to which Georg Wilhelm Friedrich Hegel, in the introduction to his Philosophy of History, gave a definite answer in the negative, insisting that Africa was a dark continent without logic, and therefore without history and civilisation.
The publication of the English translation of Placide Tempels’ La Philosophie Bantoue as Bantu Philosophy in 1952, with a second better known edition in 1959, was a classical enactment of the adage that one ought to refrain from judging a book by its cover, for it ironically argued that Africans are incapable of individualised, rational, philosophical reflection, reinforcing the belief that Africans are outsiders to the kind of philosophical reflection undertaken in Europe. For Tempels, “African philosophy” simply meant a purported monolithic African worldview. Indeed, Tempels was convinced that Africans could not articulate their own “philosophy”, so that it rested on Europeans to explicate it: “It is we [Europeans] who will be able to tell them [Africans], in precise terms what their inmost concept of being is. They will recognise themselves in our words.”
Regrettably, John S. Mbiti’s celebrated African Religions and Philosophy, first published in 1969, adopted Tempels’ theoretical framework, with Mbiti sparing only one chapter for what he called “African philosophy”. Notice that the title of Mbiti’s book suggests that there are many African religions, but a single African philosophy.
It is also regretable that Mbiti’s book got to be much better known than The Mind of Africa, written seven years earlier, in 1962, by the Ghanaian philosopher William E. Abraham. Abraham’s book was a philosophical masterpiece that grappled with various issues regarding the direction that newly independent African states were bound to face. In his preface, Abraham wrote: “I have not merely tried to describe and isolate the forces at work in Africa, and to describe the people among whom the forces are unleashed. I have sought the fundamental framework within which these forces are set, that framework which reveals the people of Africa in their human condition in society. Every society has an ideology. It is the ideology of a society which yields those principles in the light of which significant events are judged to be significant.”
Since Abraham’s seminal work, philosophers too many to count, from different countries in Africa, have penned down their thoughts on various subjects, not least that of conceptual decolonisation. These include, but are certainly not limited to, Ghana’s Kwasi Wiredu and Kwame Gyekye, Benin’s Paulin J. Hountondji, Senegal’s Souleymane Bachir Diagne, Cameroon’s Jean-Godefroy Bidima, Nigeria’s Olu´ Fe´mi Ta´ I´wo` and Nkiru Nzegwu, Malawi’s Didier Njirayamanda Kaphagawani, Ethiopia’s Bekele Gutema Jebessa, Eritrea’s Tsenay Serequeberhan, and Kenya’s H. Odera Oruka and D.A. Masolo.
Wiredu in touch with the people’s struggles
Wrote Osha: “For philosophy to obtain relevance to the practices of everyday life in Africa, it has to be embedded in and defined by everyday struggles and experiences.” This is precisely what Wiredu does in a good number of his works.
In his 1967 “African Traditional Thought and Western Science”, Robin Horton asserted that Africans are incapable of a detached evaluation of their systems of thought in terms of truth and falsity. More specifically, Horton asserted that African religious systems of thought were “closed”, by which he meant that they did not envisage alternatives to the established systems of thought.
However, in “How Not to Compare African Traditional Thought with Western Thought”, published as a chapter in his Philosophy and an African Culture, Wiredu points out that Horton ought to have compared African religion with Western religion, and African scientific thought with Western scientific thought. While for Osha this is a mere attempt at disrupting the Western philosophical canon through a synthesis of African and Western philosophy, Wiredu’s rejoinder served the crucial role of slowing down the spread of one more Western myth presented as objective analysis of African realities.
An important issue in philosophical discourses by African scholars is the role of language: how much independence can such scholars really assert in their intellectual productions if they continue to be beholden to the languages of their erstwhile colonisers? In Decolonising the Mind: The Politics of Language in African Literature, Ngugi wa Thiong’o famously highlighted the fact that there is no escape from mental subjugation to Western imperialism as long as creative writers in Africa continue to use such languages. Osha is aware of the fettering effect of language, but charges Wiredu with perpetuating it: “The African subject thus finds him/herself entrapped within a Western philosophical vocabulary that necessarily constrains his/her discursive agency, notwithstanding the realities of being ensconced within an ostensibly African voice, in this case, Wiredu’s own voice.”
An important issue in philosophical discourses by African scholars is the role of language: how much independence can such scholars really assert in their intellectual productions if they continue to be beholden to the languages of their erstwhile colonisers?
However, Wiredu has consistently called attention to the challenges of undertaking philosophical reflection in Western languages on the basis that they are carriers of Western worldviews that necessarily colour the cogitations of the African philosopher. He presents some of his thoughts on this issue in his “Formulating Modern Thought in African Languages: Some Theoretical Considerations”, which appeared in The Surreptitious Speech: Presence Africaine and the Politics of Otherness 1947-1987 edited by V. Y. Mudimbe.
Furthermore, in “Toward Decolonizing African Philosophy and Religion”, Wiredu is emphatic that African philosophy will go a long way on the road to decolonisation when African scholars utilise their indigenous languages in their philosophical works, and points out that many other people think philosophically in their indigenous languages as a matter of course. To illustrate his point, he takes up Placide Tempels’ claim, in Bantu Philosophy, that for the Bantu, “Being is force and force is being”, and points out that the very sentence cannot be translated into his Akan language, which, he tells us, does not have the existential verb “to be”. From this he infers that what Tempels claims about the Bantu in this regard cannot be attributed to the non-Bantu Akan, and that this is particularly significant because Tempels often gives the impression that what he purportedly found among the Bantu is applicable to all Africans.
Wiredu further points out that the late Alexis Kagame, himself from the Bantu, reported that Tempels’ sentence is also incapable of translation into Bantu languages. Wiredu goes on to observe that “If Kagame is right, then whatever it was that Tempels noticed about Bantu thought was radically mis-stated by the use of an inapplicable Western category of thought, namely, the concept of being as existentially construed. It is a concept that was obviously deeply ingrained in Tempels’ own manner of thinking, and he very well may have thought it universal to all human thinking.” Consequently, Wiredu points out that “it is fair to say that any Africans who go about disseminating Tempels’ claim without confronting the conceptual issue are simply advertising their colonial mentality for all who have eyes to see.”
What is more, Wiredu has led by example, in that he has contributed a chapter written in his Akan language to Listening to Ourselves: A Multilingual Anthology of African Philosophy, a ground-breaking volume edited by Agnes B. Curry and Anne Waters, with a foreword, most appropriately, by Ngugi wa Thiong’o. The other six contributors to the anthology – every scholar writing an essay in his or her own language, with accompanying English translations undertaken by scholars who are native speakers of the respective tongues – are Souleymane Bachir Diagne (Wolof), Messay Kebede (Amharic), D.A. Masolo (Dholuo), Fred Ochieng’-Odhiambo (Dholuo), Betty Wambui (Gikuyu), and the late Emmanuel Chukwudi Eze (Igbo). The editors indicate that Wiredu’s calls for conceptual decolonisation played a large part in inspiring the anthology.
Moreover, while Osha seems to imply that Wiredu’s philosophy is purely analytic (the kind undertaken in the British Isles and North America), D.A. Masolo noted in “Narrative and Experience of Community as Philosophy of Culture” that one implication of the communalistic and narrativistic approach of African philosophy is that the dichotomy between analytic and continental philosophy, so characteristic of Western philosophy, is not applicable to it.
Besides, contrary to the impression that Osha creates that Wiredu’s philosophy is strictly analytic, Wiredu also delves into contractarian philosophy, so closely associated with continental philosophy, when in Cultural Universals and Particulars: An African Perspective, he questions the almost hegemonic confidence in the Western liberal majoritarian multiparty systems of governance in post-colonial African states, and appeals for the adoption of no-party ones characterised by consensus-based decision-making in their place, on the grounds that many pre-colonial African communities effectively governed themselves through such systems. He asserts that “When representatives are not constrained by considerations regarding the fortunes of power-driven parties they will be more inclined in council to reason more objectively and listen more open-mindedly. And in any deliberative body in which sensitivity to the merits of ideas is a driving force, circumstances are unlikely to select any one group for consistent marginalisation in the process of decision-making. Apart from anything else, such marginalisation would be an affront to the fundamental human rights of decisional representation.” Wiredu is emphatic that while unanimity might be the perfection of consensus, quite often it will be enough to ensure that all views are adequately articulated in the course of decision-making to secure the goodwill of those whose wishes are not adopted for implementation.
Wiredu will also go down in the annals of African philosophy for having curated and edited A Companion to African Philosophy, a forty-seven chapter volume bringing together the contributions of philosophers from around Africa and a number from other parts of the world. His inclusion of non-African scholars is appropriate for at least two reasons. First, it confirms that African philosophers have made contributions that have been noticed and responded to by academics beyond the continent. Indeed, several philosophers of European descent, working in Western universities, have now thrown in their lot, not with the enslaving approach to African philosophy championed by Placide Tempels and John S. Mbiti after him, but rather with the emancipatory approach to it championed by a host of contemporary African philosophers. Second, Wiredu’s inclusion of non-African philosophers in A Companion to African Philosophy highlights the fact that African philosophy is taking its rightful place in the emerging discourses on world philosophies, thereby further whittling down the hegemony of the Western philosophical canon that Osha seems to think is invincible.
Diverse schools of African philosophy
Osha talks of “the Anglophone school of African philosophy”, suggesting that he holds the view that the schools of philosophy in Africa are organised along the Western imperialist mapping of Africa into Anglophone, Francophone and Lusophone (Portuguese-speaking) – a view that perpetuates Western imperialism by legitimising the criminal partition of Africa in Berlin towards the close of the nineteenth century.
However, there is no single Anglophone school of philosophy, but rather a number of schools of philosophy in the so-called Anglophone Africa. For example, the late Kenyan philosophy professor, H. Odera Oruka, identified six such schools: ethnophilosophy (which, led by Placide Tempels, treats African philosophy as collective wisdom or a shared worldview); nationalist/ideological school (comprising works of political leaders such as Julius K. Nyerere, Kwame Nkrumah, and Leopold Sedar Senghor); professional philosophy (practised by academically trained individuals teaching and writing in universities); sage philosophy (the thoughts of men and women rooted in their indigenous African cultures); hermeneutical school (borrowing from the insights of the phenomenological and existentialist movements in Continental European philosophy); and the literary school (comprising the philosophical thoughts of African novelists, poets, playwrights and other creative writers).
Preserving the identity of African philosophy
Osha’s pessimism regarding the potential of African philosophy to contribute to conceptual decolonisation is perhaps most striking when he writes: “By interrogating the overarching tradition/modernity dialectic, Wiredu has announced cultural synthesis as a pragmatic approach. But it seems the benefits of this conceptual approach would have been better realised in the fields of cultural studies, and other related discourses.” Osha’s proposal is in line with positivism – the view, popularised by Auguste Comte, that only what can be apprehended using the five senses is worth scholarly inquiry. This line of thought is at the core of the incessant attacks on the humanities, with their focus on introspective inquiry.
Osha talks of “the Anglophone school of African philosophy”, suggesting that he holds the view that the schools of philosophy in Africa are organised along the Western imperialist mapping of Africa into Anglophone, Francophone and Lusophone (Portuguese-speaking) – a view that perpetuates Western imperialism by legitimising the criminal partition of Africa in Berlin towards the close of the nineteenth century.
In A Short History of African Philosophy, Barry Hallen notes that in the mid-twentieth century, both religious studies and social anthropology challenged the autonomy of African philosophy by popularising the view that all African thought was “traditional”. This approach is evident in Mbiti’s flagship book, African Religions and Philosophy, in which he unapologetically apportions a much lower status to philosophy than to religion: “We speak of African traditional religions in the plural because there are about one thousand African peoples (…), and each has its own religious system…Religion is the strongest element in traditional background, and exerts probably the greatest influence upon the thinking and living of the people concerned.” He further alleges that “While religion can be discerned in terms of beliefs, ceremonies, rituals and religious officiants, philosophy is not so easily distinguishable.”
Furthermore, during a public lecture at the University of Nairobi on 27th March, 2015, Prof. Mbiti related how he participated in establishing the Department of Religious Studies and Philosophy at Makerere University, Uganda, in the 1960s. Notice that the name of the department followed the pattern of his book title – African Religions and Philosophy. A look at the Table of Contents of Mbiti’s work reveals his unapologetic subjugation of philosophy to religious studies: of the twenty chapters in the book, fifteen have an explicitly religious focus, while the remaining five (Chapters 1, 2, 17, 18 and 20) are marginally philosophical. It is also noteworthy that several scholars of religious studies have insisted that there is no essential difference between philosophy and religious studies, to which many African philosophers have replied that religious studies investigates dogma, while philosophy focuses on the clarification of terms, verification of the truth of claims, and the logical connection between claims and evidence provided for them. Indeed, an attempt at integrating philosophy and religious studies would produce a monstrosity which would be neither philosophy nor religious studies, for it would incurably distort the distinct methodological approaches of the two disciplines.
On its part, social anthropology, which professes to inquire into the entire range of cultures and societies in the world, originally concentrated on non-Western so-called primitive societies, with sociology reserved for modern Western societies. Ethnology is generally regarded as one of the major sub-branches of social anthropology, and as Paulin J. Hountondji aptly illustrated in his African Philosophy: Myth and Reality, the original racist orientation of social anthropology certainly influenced Placide Tempels’ paternalistic approach to African philosophy in his Bantu Philosophy; this is what led Hountondji to refer to Tempels’ approach as “ethnophilosophical”.
As for cultural studies, which Osha prefers to African philosophy, it professes to be an interdisciplinary field concerned with the role of social institutions in the shaping of culture. Britanica.com informs us that among the central concerns of cultural studies are the place of race or ethnicity, class, and gender in the production of cultural knowledge. Cultural studies emerged, not in Africa, but rather in Britain in the late 1950s and early 1960s. Consequently, one wonders what the basis for his optimism towards it is in contradistinction to his pessimism towards philosophy.
Furthermore, for almost three decades now, neoliberalism has been vigorously questioning the value of the humanities and social sciences, with buzz phrases such as “market-driven courses” being used in reference to applied sciences such as medicine, dentistry, pharmacy, and engineering, and governments resolving to allocate greater funding to them. Nevertheless, the social sciences have managed to convince those who hold the purse strings of their contribution to the economy, leaving the humanities, under which philosophy falls, grossly under-funded. As a result, some scholars of African philosophy are now trying to prepare research proposals that pander to the demands of funding agencies. This situation prompted me to write “Research Methodology in Philosophy within an Interdisciplinary and Commercialised African Context”, in which I argued that in view of the limited number of natural and social phenomena available for scholarly inquiry, there will always be intersections in the subject matter of various disciplines. As such, the only way for a discipline to preserve its identity and to contribute meaningfully to inter-disciplinary inquiry is to stay true to its methodology.
African philosophy Transforming the conceptual apparatus
Osha went on to write: “… essentially, what we require more than ever is a complete transformation of the conceptual apparatus so that we are able to embrace more fully our essential realities rather than being alienated and stymied by them at a fundamental conceptual level.” Although Osha thinks that African philosophy is an obstacle to the attainment of this noble aspiration, philosophers all over Africa are engaged in innovative projects aimed at conceptual decolonisation. We have already cited three such innovations by Kwasi Wiredu, but a few more examples would be helpful.
Scholarship has been inundated by the Western liberal concept of personhood, with its emphasis on the atomic individual who pursues his or her personal interests without any consideration of the common good except as it directly promotes his or her personal good.
The late Prof. H. Odera Oruka, from his base at the University of Nairobi, launched the Sage Philosophy Project in 1974, with the aim of collecting the individual, reflective and didactic thought of indigenous thinkers among various ethnic groups in Kenya, and this culminated in his Sage Philosophy: Indigenous Thinkers and Modern Debate on African Philosophy. D.A. Masolo, in a chapter in Sagacious Reasoning: Henry Odera Oruka in Memoriam, edited by Anke Graness and Kai Kresse, aptly referred to Oruka’s Sage Philosophy Project as an instance of “Decentering the Academy”. Besides, in “The Philosophy of Foreign Aid: A Question of the Right to a Human Minimum” in his Practical Philosophy: In Search of an Ethical Minimum, Oruka wrote on the politics of foreign aid, responding to Garrett Hardin’s “Lifeboat Ethics: The Case against Helping the Poor”.
Scholarship has been inundated by the Western liberal concept of personhood, with its emphasis on the atomic individual who pursues his or her personal interests without any consideration of the common good except as it directly promotes his or her personal good. However, Kwasi Wiredu and Kwame Gyekye edited Person and Community, and D.A. Masolo authored Self and Community in a Changing World, both of which question Western liberalism and present incisive reflections on African communalism. Similarly, while in the post-Cold War world Francis Fukuyama announced the victory of liberalism in The End of History and the Last Man, Ademola Kazeem Fayemi, in “Towards an African Theory of Democracy”, aptly noted that Fukuyama’s liberal democracy cannot be the end of human history simply because we are not at the end of human intelligence.
Nkiru Nzegwu’s “Feminism and Africa: Impact and Limits of the Metaphysics of Gender” in A Companion to African Philosophy edited by Kwasi Wiredu, and her Family Matters: Feminist Concepts in African Philosophy of Culture, among others, are valuable contributions to the current discourses on gender equity.
The sum of the matter is that contrary to Sanya Osha’s diagnosis, African philosophy is making its robust contribution to conceptual decolonisation alongside other disciplines in the humanities and social sciences. What is of crucial importance is that African and Africanist scholars indefatigably aim for academic excellence grounded in an ideology that is resolutely on the side of the African masses. There is wide room for inter-disciplinary co-operation between African philosophy and other disciplines. For example, collaboration between African philosophy and critical discourse analysis (CDA) would enrich African philosophy by placing at its disposal the thoroughgoing methodology and the avowedly pro-people ideological orientation of CDA, thereby yielding abundant fruit for conceptual decolonisation.
Eating Our Own Flesh: Corruption as a Form of Cannibalism
Corruption in Africa is not simply an act of giving or receiving a bribe; it is a form of “primitive accumulation” or “accumulation by dispossession” that hollows out institutions and causes much misery.
Corruption is a political vernacular in Kenya today, as Keguro Macharia once described it. In public discourse, corruption is described as something both pervasive and cunning. You get a sense of this in some of the metaphors that we use to describe it: “cartels fight back” or corruption is a “virus” or a “cancer” that has taken over the country’s body politic. The metaphor of cancer is a particularly intriguing one, as it simultaneously renders corruption as invisible, powerful and biological.
The effect of this metaphorising of corruption is that it makes the phenomenon difficult to conceptualise concretely. It has suffered an unfortunate definitional flattening, a slippage which this article will attempt to address. We need the definition of corruption put back into sharp focus so that its contours, its peaks and troughs, are clearly accentuated. Only then can we begin to figure out a way through this moral morass.
First, the misconceptions. What is corruption? Is it that young girl in Machakos praying that her brother, a police constable, will finally be deployed to a route rich enough in opportunities for extortion so that she can finally finish her course at the University of Nairobi? She has already lost a year. Is this girl, or her brother, corrupt?
Is corruption the kickbacks that a state employee extracts from suppliers to supplement his income, which has been stretched to breaking point by a clan of dependents? What about paying extra to bump your loved one up a surgery waiting list at a public hospital?
Or is corruption something more formally executed, using laws, imprests and tenders? Is it the transfer of taxes to private use to fund a legislator’s trip to get cancer treatment abroad — over and above his taxpayer-funded premium health insurance scheme? Or is it the transfer of strategic national resources, like oil blocks, mining licences and public utilities, into private hands?
What makes one describe a traffic police officer taking a Sh50 bribe from a matatu driver as corruption but the collusion by state officers to incur public debt at the scale of an entire country’s GDP as macro-economic management? And what makes the transfer of government trustee land into foreign private hands “Foreign Direct Investment”, while the same transaction by a native is termed as a “land grab” i.e. corruption?
Is it the scale of the land in question, such that acquiring 100,000 hectares is an “investment” but ten hectares is a “land grab”? Or does it have something to do with power, where the passport of a (former) imperial power paves the way for the individual holding the said passport signalling to local elites that this is the master’s son and we better make room for him or else prepare for violent expropriation and/or occupation?
Where is the line? What are the criteria? Who decides? Better yet, who should decide?
Let us turn to some linguistic definitions.
Corruption is archaically and simply defined by the Oxford dictionary as “a state of decay or putrefaction”. But today’s use of the term has redefined this term and given it a completely different meaning, just like other modern-day terms that are used primarily in their conceptual rather than linguistic meaning, including Terrorism, Extremist, Human Rights, Black, White, etc.
So, what is corruption in its politically loaded sense? Yasmin Dawood, in her classic paper “Classifying Corruption”, captures it as follows:
“Scholars have categorized various kinds of corruption. Thomas Burke has distinguished three kinds of corruption: quid pro quo, monetary influence, and distortion. Zephyr Teachout has identified five categories: criminal bribery, inequality, drowned voices, a dispirited public, and a lack of integrity. Deborah Hellman has described three principal kinds of corruption: corruption as the deformation of judgement, corruption as the distortion of influence, and corruption as the sale of favours.”
Clearly, corruption is a loaded term that can be unpacked extensively. But the single and most broadly used definition of corruption is articulated by Jakob Svensson as follows: “The misuse of public office for private gain.”
Most of the literature available on corruption engages the problem from the level of its outcomes – in other words, on its results, i.e. “private gain”. But there seems to be little effort at trying to analyse the root causes.
Given the widespread nature of corruption, and given that it has no definitive social differentiators like class, income, education level or geographical region, it follows that the possible causes are either intrinsic (related to the nature of man or woman) or systemic (attributable to the prevailing socio-political and economic environment).
The intrinsic motivation can be explained in a general sense by human beings’ deeply instinctive proclivity to possess. In short: greed. That is simple enough.
But looking at all the scholarly definitions of corruption, what we witness in Africa defies any of those classifications completely.
Nigeria’s Sani Abacha did not benignly “misuse public office for private gain”; he swept the treasury coffers clean. He decimated the public office. Kenya’s president from 1978 to 2002, Daniel arap Moi, and his coterie of ministers did not “quid pro quo, influence or distort”; they ingested entire institutions.
The same goes for the successive administrations of Mwai Kibaki and Uhuru Kenyatta. Their voracious troops of army ants have left no tree standing, literally. No tree in the forest was considered too sacred to spare. Their appetite is unlimited.
Nothing was/is too big or too small, not the strategic grain reserve, not the sports kitties (one of the few remaining routes out of poverty), not even programmes like the Youth Fund, the National Youth Service or Kazi kwa Vijana. (As a resident of Eastlands I can attest that these programmes had a direct impact on the ground, with all the associated positive results of wealth redistribution e.g. drastic drops in crime, increase in economic activity, rise in optimism.)
None of this is corruption, not by a mile. It is institutional cannibalism.
Given that it is our own, our best and brightest sons and daughters who are cannibalising our own institutions, I will go further and describe it as a socio-pathological condition that I am calling autosarcophagy – an amalgam in Greek of “eating one’s own flesh.”
This makes it a sociological condition. Why have we failed to evolve from a primitive agrarian society? It is obvious from observation that the trappings of civilization were quickly pasted upon us and this is perhaps why irrespective of our level of education, we struggle to perceive institutions. A native administrator perceives the institutional resources through a primitive instinctive lens rather than through an evolved intellectual lens. Given that the focal point is instinctive, the reaction becomes an irresistible urge to consume or possess this honeycomb, as instincts cannot perceive a discarnate boundary such as that of person, institution and/or system.
Therefore, as these officers sit across from the institution’s treasury, in the same way they sit across from the season’s grain harvest in the granary on their farm, they cannot help but raid it. If their signature can transfer funds from the institution’s bank account in the same way their signature facilitates transfer from their personal accounts, then what possibly makes the institution’s bank account different i.e. not a personal bank account?
Granted, there is scholarly consensus that Homo Economicus (the latest and arguably the most wicked of all the evolutionary stages of mankind), is a sociopath, whose folly was preciently captured by Jonathan Swift in his 1729 satirical article suggesting that the impoverished Irish might ease their economic troubles by selling their children as food for rich gentlemen and ladies.
Still, the existence of this disorder in the West should be no consolation because Homo Economicus in Western society commits his genocide and fetal cannibalism in the villages of the people of the East and Global South. But African Homo Economicus commits filial cannibalism. How else would we term indenturing our own children as chattel by taking out high interest loans and sovereign bonds on their futures and then diverting those funds into private accounts, or accepting payments to dump nuclear and toxic waste in our backyards?
As for the second systemic cause? Capitalism.
The unstoppable march toward absolute implementation of this pernicious socio-political and economic order portends nothing but misery for humanity. The uncritical application of its core doctrinal pillar that calls for individual freedom of ownership ultimately results in what Marx called “primitive accumulation” and more recently translated by Prof. David Harvey as “accumulation by dispossession”.
In our context, this manifests as the transfer of collective (public) wealth into the hands of private, well-connected owners through privatisation of public resources like water, energy, minerals and public infrastructure, including healthcare and utilities, and the transfer of individual citizens’ wealth into the same private hands through usury, taxes and inflation.
Essentially, this creates a society where the only way one can get bread and water to feed one’s child is by taking the bread and water of someone else’s child. This may be the reason why there is little investment in understanding the root cause analysis of the problem of corruption — it would reveal the witch’s cloven hoof. It is the nature of the beast. It is capitalism.
And as the population increases and the walls around the public’s resources continue to be erected and extended, the masses’ incomes and wealth continue to be systematically harvested through quantitative easing (printing fiat), bonds (usury) and taxes, and then consolidated and transferred to the top through the global banking and financial system. It results in a fight at the bottom that grows ever more vicious, manifesting itself in perpetual war, slavery, dehumanising poverty and misery.
The only way to halt this accelerating bottomless spiral downward is to reject Man as Sovereign, end capitalism and establish a system that will nurture the (collective) Man using divine provision (natural resources), and protecting private property and wealth creation from expropriation by taxation, usury and inflation.
Simply, change the system.
Keep It in the Family: A Case for Homeschooling in Kenya
Many parents who choose homeschooling seek to be directly and consistently involved in moulding their children’s character throughout their formal education on the basis of the conviction that with good moral and mental habits, high academic achievement and success in career are almost guaranteed.
While most Kenyans associate formal education with institutional schooling, a significant number of their compatriots have opted for homeschooling. Homeschooling is not a specific curriculum, but rather the implementation of a curriculum by the parents themselves and/or their own directly chosen delegates. With the dominance of institutional schooling, many now view homeschooling as part of alternative education.
Several Kenyan families have homeschooled their children from the early 1990s using a variety of curricula, including 8-4-4, I.G.C.S.E., and Accelerated Christian Education. A number of Kenyan children have completed their high school education through homeschooling and have been admitted to universities inside and outside Kenya, and several are already employed, while others have ventured into entrepreneurship.
The Constitution of Kenya recognises the right of the child to education. Article 43 (1) (f) lists education as one of the fundamental rights of every person. Furthermore, Article 53 (1) (b) states that every child has the right to free and compulsory basic education. Nevertheless, neither of the articles limits education to the school environment.
However, Homeschooling Kenyan parents have expressed concern over provisions in the Basic Education Act 2013 that presume education can only be attained through institutionalised schools. For example, Article 28 of the Act, titled “Right of Child to Free and Compulsory Education”, states that “The Cabinet Secretary shall implement the right of every child to free and compulsory basic education” (Article 28(1)), but the tenor of the Act is that such education can only happen in the context of an institutional school.
The homeschooling community in Kenya is already feeling the effects of the Basic Education Act 2013 limiting education to the school environment. The Daily Nation carried a story on the 18th February this year, about the arrest of Silas Shikwekwe Were in Malaba, later arraigned in a Butali court in Kakamega County for allegedly abdicating his duty to enroll his children in school. Mr. Were and Mr. Onesmus Mboya Orinda filed Constitutional petition No. 236/19 at the High Court, Milimani Law Courts, asking the court to recognise home schooling as a legal and viable alternative method of according children in Kenya their right to education. They argue in their petition that the provisions of the Basic Education Act 2013 requiring a parent to enroll a child to an institution of learning limits the scope of what education is. They aver that sections of the Basic Education Act 2013 infringe on the rights of parents to determine the forum and manner in which their children will be educated. During the first mention of the Constitutional Petition on 25th June 2019, the courtroom was packed with homeschooling parents.
A number of considerations have led some Kenyan parents to choose homeschooling over institutional schooling.
A short history of schools
Schools have been a part of human societies for thousands of years. Among some of the peoples of Africa, the age groups system used to pass on knowledge, skills and attitudes to the young adults. It entailed a degree of deliberate, formal passing on of knowledge, skills and attitudes in a manner reminiscent of a contemporary school. There were schools in the ancient societies of Egypt, India, China, Greece, and Rome. The Byzantine Empire had an established school system until the fall of the Empire in 1453 C.E. In Muslim societies, mosques combined both religious observances and learning activities, but by the 9th century, the madrassa arose as a separate institution from the mosque. In Western Europe, a number of cathedral schools were founded during the Early Middle Ages in order to teach future clergy and administrators. Mandatory school attendance became common in parts of Europe during the 18th century, with the aim of increasing the literacy of the masses.
Formal schools become widespread only during the past two centuries. With the advent of the Western Scientific Revolution, certain fields of knowledge became highly specialised, making it significantly more difficult for parents to help their children to master them. The rise of factories during the Industrial Revolution led to the need for mass formal schooling to inculcate requisite habits in the workforce – punctuality, adherence to instructions, among others.
Education is the primary responsibility of parents, not schools
The word “education” comes from the Latin word ēducātiō, which literally means “breeding”, “bringing up”, or “rearing”, all of which are primarily associated with parents rather than with schools. Indeed, theorists of education frequently define education as the deliberate, planned equipping of the young with knowledge, skills and attitudes that enable them to participate effectively in the life of society. Again, such equipping is primarily the responsibility of parents, not schools. For most of human history, parents have been in charge of their children’s education. Their homes served as spaces for imparting social values and etiquette and particular trades. Families were known for certain trades. The presence of English surnames such as Tailor, Cook, Baker, and Smith partly explains this naming practice.
Formal schools become widespread only during the past two centuries. With the advent of the Western Scientific Revolution, certain fields of knowledge became highly specialised, making it significantly more difficult for parents to help their children to master them.
Despite the rise of universal compulsory education through schools, the responsibility of providing education primarily rests with parents as part of their wider responsibility to provide for their children. Parents who take their children to school are delegating rather than abdicating this responsibility, and this is evident in the practice of schools regularly meeting parents to brief them on their children’s progress. As such, parents who choose homeschooling are simply choosing to discharge their responsibility directly rather than delegating it to the schools.
Direct and consistent parental involvement in moulding character
In Philosophy and Education in Africa, R.J. Njoroge and G.A. Bennaars point out the four dimensions of education: the cognitive dimension entails the acquisition of knowledge; the normative dimension has to do with the inculcation of values; the procedural/creative dimension involves the approach or methodology through which the knowledge and values are acquired; the social/dialogical dimension entails the fact that education is an interactive process within human groups rather than in solitude.
The rise of factories during the Industrial Revolution led to the need for mass formal schooling to inculcate requisite habits in the workforce – punctuality, adherence to instructions, among others
Regrettably, in our day, many think that education (formal education) is exclusively geared to equipping students with knowledge (the cognitive dimension). It is no wonder we have so many highly skilled people whose ethical orientation is grievously wanting. Many parents who choose homeschooling seek to be directly and consistently involved in moulding their children’s character throughout their formal education on the basis of the conviction that with good moral and mental habits, high academic achievement and success in career are almost guaranteed.
There is consensus among theorists and practitioners of education that the ideal model of education is one in which the child gets maximum personalised attention in order to take care of his or her uniqueness. Harvard’s educational psychology Prof. Howard Gardner pointed out that human beings have multiple intelligences (“learning styles”), and that each of us uses one or two of them to learn most effectively. Following Gardner’s approach, the US-based Institute of Learning Styles Research has identified seven learning styles, highlighting the various ways in which different people learn most effectively using their five senses.
The seven learning styles are print (looking at printed or written text), aural (listening), visual (looking at depictions such as pictures and graphs, haptic (touch or grasp), interactive (verbalisation), kinesthetic (whole-body movement), and olfactory (smell and taste). Schools typically focus on the three competencies referred to in Western tradition as “the 3Rs” – reading, writing and reckoning (calculating), and mainly approach learning from a verbal and logical perspective, thereby largely neglecting people whose learning styles cannot cope with this approach.
By the very nature of the size of a typical family, a home-schooled child gets much better personalised attention than a child in a typical institutional Kenyan public school where one teacher attends to tens of pupils in one lesson. When Kenya’s National Rainbow Coalition (NARC) government introduced Free Primary Education in Kenya in early 2003: the number of pupils rose dramatically, but the number of teachers, classrooms and other facilities by and large remained unchanged. The quality of learning was significantly compromised. Some short-staffed schools had to ran shifts to accommodate the pupils. By and large, the school system moves the pupils from class to class regardless of how much they have actually learnt; and the few who are required to repeat a year for extremely poor performance suffer the humiliation of doing so among their peers.
The dire implications of a grossly unhealthy teacher-to-pupil ratio quickly showed. From 2009, Uwezo initiative implemented large-scale household surveys to assess the actual basic literary and numeracy competencies of school-aged children across Kenya, Tanzania and Uganda, culminating in annual reports. A July 2013 newspaper headline on one of those reports declared: “Over 50 Per Cent of Class 8 Pupils can Barely Read – Report”. The article stated “The report by Uwezo Kenya also reveals that over 50 out of 100 children in Classes Four and Five can’t comprehend stories written for class two pupils.” In its Sixth Annual Report covering the year 2015, Uwezo observed, “Assessments across Kenya, Tanzania and Uganda have highlighted the learning crisis since 2010. The key observation has been that budgets and other inputs to learning have been increasing steadily, but learning outcomes have remained essentially stagnant.”
Personalised attention is critical for exceptionally gifted children and for children with disabilities. Exceptionally gifted children who master concepts and skills grow bored when subjected to the average pace of learning: they might be able to complete the tasks assigned for one year in three months. Requiring them to sit in school and learn at the pace of the average child is torturous mass production, not education.
Children with disabilities often need special, even specialised attention to learn effectively. The Kenyan public school system is grossly ill-equipped to provide education for children with autism, so parents of autistic children have to equip adequately for the task of schooling. The class size at Thika School for the Blind where I went to school was fifteen rather than the prescribed forty in a typical public school. In certain subjects such as maths, geography and biology where teachers rely heavily on chalkboards and other visual teaching aids, children with visual disabilities would be left behind unless there was a resource teacher to offer extra support. At Thika, the teacher spent considerable time with each student helping them to appreciate maps, diagrams, graphs and maths formula. The parents of children with different disabilities ought to have the liberty to home-school them if they are able and willing to do so. Indeed, such liberty would affirm the right of children with disabilities to high-quality education in line with Articles27 and 54 of the Constitution.
History offers a number of cases of exceptionally gifted children who performed very poorly in school because the school system could not cater for their learning disabilities. People with dyslexia (reading and writing difficulties) or dyscalculia (difficulties with maths) are cases in point. English scientist Michael Faraday was a person with dyslexia, and yet through personal study he made numerous ground-breaking discoveries and inventions, including electromagnetic rotary devices that were fundamental to the development of electric motor technology used to generate electrical power. Albert Einstein had difficulty in school due to dyslexia, and his achievements can be attributed to his ability to teach himself. Some of the other famous Western scientists with dyslexia include Alexander Bell, Galileo Galilei and Thomas Edison.
A friend of mine confessed that he could not read at all by Standard 3; his first attempt at the then Certificate of Primary Education (CPE) exam at a Nairobi Eastlands primary school yielded dismal results. His mother then took him to a high-cost primary school to re-do the CPE and he excelled: today he is a university lecturer in pure Maths – the most abstract branch of mathematics.
I know of several parents with university degrees who have chosen to stay at home to provide their children with quality education. I am acquainted with a parent who holds a Masters degree in educational Psychology who has chosen to provide homeschooling for her children instead of pursuing a career in the schools or colleges. Some parents would give up pursuing their careers to home-school their children to shield them from the associated dangers of institutional day and boarding schools. It is evident that the home-schooled children of such parents enjoy certain advantages over their counterparts in institutional schools.
The commute to school is associated with several challenges. Day schooling children are exposed to undesirable social elements and dangers in their daily commute. Those parents determined to find quality schooling for their children beyond the limits of a neighbourhood, get up as early as 4:30 a.m. to prepare children to board buses at 5:30 a.m. to schools on the other side of town, in a continuous dawn to dusk routine.
Boarding schools come with their own set of social challenges such as unhealthy competition and bullying that have lasting effects on many young lives.
Home-schools as private schools
The culture of private schools is entrenched in Kenya. The children of prominent Public officials attend private schools rather than public ones. Private schools have better educational facilities, better teacher-to-pupil ratios, leading to better performance in public examinations.
Economic realities and high tuition fees prevent many parents from the privilege of private schools but rarely considered is the option of responding with privately tutored high-quality schooling at home. Home-schooled children register as private candidates for public exams, and some of them have done exceptionally well.
There is really no essential difference between private schooling and homeschooling: both models of learning are a move away from public schools. Denying a section of society the right to educate children at home is discriminatory contrary to Article 27 of the Constitution of Kenya.
Parents with highly mobile careers that require them to relocate frequently find changing schools almost always a traumatic experience for children, as they must make new friends, and adapt to the new physical environment and new teachers. This challenge is greater in situations where children are frequently moved from one cultural context with its education system to another with a different education system. If one of the parents in a family going through this kind of experience is available to home-school the children, the homeschooling experience provides a point of stability for the children which significantly mitigates the trauma.
Parents of home-schooled children form networks that facilitate regular joint activities among their children: they visit places such as museums, factories, universities, go boat-rowing, and attend music concerts. They enroll their children in various activities outside their homes such as football, swimming, and music lessons. In addition, there are joint annual events for various homeschooling communities.
Contrary to the belief that the school environment is the best for learning social skills, it often inculcates unhealthy competition rather than co-operation. The idea that all children progress intellectually at roughly the same pace is ingrained in the thinking of the school system, and yet it necessarily works against the need to cater for the children’s individual differences. Pupils are often contented to come out top of their class irrespective of the fact that any class will have a top student however low the quality of learning. An emphasis on coming out top in class easily encourages contentment with mediocrity rather than the pursuit of excellence. Schools function in a specific social context, and is a reflection of that context.
Thus with the increasing erosion of social values, schools are now places where children learn some grossly anti-social habits such as violence and substance abuse.
Homeschooling and social class
Members of the Kenyan middle class are more likely to be inclined to homeschooling: this is mainly due to the fact that they are likely to appreciate educational theory and practice. Middle-class parents are likely to afford the availability of one parent devoted to homeschooling their children. Parents in low-income brackets cannot live off the salary of one spouse. Nevertheless, homeschooling is not the exclusive province of the middle class and the wealthy.
Most homeschooling parents use officially sanctioned curricula. Some of the curricula used in home-schools require that parents get training before embarking on using them. Homeschooling parents also benefit from the resources of homeschooling organisations outside Kenya, including Global Home Education Exchange, Home School Legal Defense Association, and National Home Education Research Institute.
Kenyan universities typically assess students for admission using the results of the Kenya Certificate of Secondary Education (KCSE) results whether a candidate sits for the exam in a public school, private school, or is privately registered as would typically be the case for Home-schooling candidates. For those home-schooled students going through other curricula, the Kenya National Examinations Council has a system of interpreting results to indicate their 8-4-4 equivalents, thereby enabling universities to make informed decisions about admissions.
For overseas education, various clusters of universities use a variety of entry tests to assess students who have gone through different education systems to determine whether or not they have the requisite skills (such as language profficiency, comprehension, reasoning, and basic maths) to handle university work. American universities rely on tests such as the SAT set by The College Board to assess applicants for undergraduate courses, and the Graduate Record Examinations (GRE) administered by the Educational Testing Service (ETS) for applicants to post-graduate courses.
There is no evidence that children who have gone through Home-schooling are disadvantaged in comparison with those who have attended institutional schools. The U.S.-based National Home Education Research Institute, score the home-educated 15 to 30 percentile points above public-school students on standardized academic achievement tests (the public school average is the 50th percentile; scores range from 1 to 99). Home-schooled students typically score above average on the standardised tests such as SAT. The measured conclusion of the Institute is: “It is possible that Home-schooling causes the positive traits reported above. However, the research designs to date do not conclusively ‘prove’ that Home-schooling causes these things. At the same time, there is no empirical evidence that Home-schooling causes negative things compared to institutional schooling.”
I first met a home-schooled child in the mid-1990s. She was the daughter of friends of mine and also neighbours in Nairobi’s Buruburu Estate. At the age of five, she was already confident and articulate. This began to dispel my doubts about Home-schooling. About ten years ago, I was requested to help look at some research papers written by some home-schooled high school finalists using a different curriculum from 8-4-4. I was pleasantly surprised to find out that unlike their counterparts in the 8-4-4 system, they were considerably well acquainted with library research and writing: they intelligently cited various books and articles using footnotes, and meticulously laid out their lists of references in a manner reminiscent of what is expected of first-year university students in Kenya! I have also had an opportunity to facilitate a “Thinking Skills” course for five home-schooled high school students, and was impressed by their confidence, clarity of thought and expression, and keenness to learn.
In view of my reflections, parents who are willing and able to provide personalised education for their children at home, often at great sacrifice to themselves, ought not to be denied the right to do so. The Home-schooling community is not lobbying for the abolition of schools: it appreciates that not everyone can home-school because some are ill-equipped for the task, while others are obligated to work to provide for their families. Nonetheless, society is enriched by diversity, including diversity in approaches to formal education. What we must all ensure is that whether through institutional schooling or Home-schooling, the child gets the knowledge, skills and attitudes that enable him or her to contribute positively to the holistic development of both himself or herself and society.
The Dark Side of Digitisation and the Dangers of Algorithmic Decision-Making
As we hand over decision-making regarding social issues to automated systems developed by profit-driven corporates, not only are we allowing our social concerns to be dictated by the profit incentive, but we are also handing over moral and ethical questions to the corporate world, argues ABEBA BIRHANE
The second annual CyFyAfrica 2019, the Conference on Technology, Innovation, and Society, took place in Tangier, Morocco, 7 – 9 June 2019. It was a vibrant, diverse and dynamic gathering where various policy makers, United Nations delegates, ministers, governments, diplomats, media, tech corporations, and academics from over 65 nations, mostly African and Asian countries, attended.
The conference unapologetically stated that its central aim was to bring forth the continent’s voices to the table in the global discourse. The president’s opening message emphasised that Africa’s youth need to be put at the front and centre of African concerns as the continent increasingly relies on technology for its social, educational, health, economic and financial issues. At the heart of the conference was the need to provide a platform to the voice of young people across the continent. And this was rightly so. It needs no argument that Africans across the continent need to play a central role in determining crucial technological questions and answers not only for their continent but also far beyond.
In the technological race to advance the continent, there are numerous cautionary tales that Africans need to learn from, tales that those involved in the designing, implementing, importing, regulating, and communicating of technology need to be aware of.
The continent stands to benefit from various technological and artificial intelligence (AI) developments. Ethiopian farmers, for example, can benefit from crowd sourced data to forecast and yield better crops. The use of data can help improve services within the healthcare and education sectors. Huge gender inequalities that plague every social, political, economic sphere can be brought to the fore through data. Data that exposes gender disparities in these key positions, for example, renders crucial the need to change societal structures in order to allow women to serve in key positions. Such data also brings general awareness of inequalities, which is central for progressive change.
In the technological race to advance the continent, there are numerous cautionary tales that Africans need to learn from, tales that those involved in the designing, implementing, importing, regulating, and communicating of technology need to be aware of.
Having said that, there already exist countless die-hard technology worshippers, some only too happy to blindly adopt anything data-driven and “AI” without a second thought of the possible unintended consequences, both within and outside the continent. Wherever the topic of technological innovation takes place, what we constantly find is advocates of technology and attempts to digitise every aspect of life, often at any cost.
At the CyFyAfrica 2019 conference, there were plenty of such tech evangelists – those blindly accepting ethically suspect and dangerous practices and applications under the banner of “innovative”, “disruptive” and “game changing” with little, if any, criticism and scepticism. Therefore, given that we have enough tech-worshippers holding the technological future of the continent in their hands, it is important to point out the precautions that need to be taken and the lessons that need to be learned from other parts of the world as the continent races forward in the technological race.
Reinforcing biases and stereotypes
Just like the Silicon Valley enterprise, the African equivalent of tech start-ups and innovations can be found in every corner of the continent, from Addis Ababa to Nairobi and Cape Town. These innovations include in areas such as banking, finance, healthcare, education, and even “AI for good” initiatives, both by companies and individuals within as well as outside the continent. Understandably, companies, individuals and initiatives want to solve society’s problems and data and AI seem to provide quick solutions. As a result, there is a temptation to fix complex social problems with technology. And this is exactly where problems arise.
In the race of which start-up will build the next smart home system or state-of-the-art mobile banking application, we lose sight of the people behind each data point. The emphasis is on “data” as something that is up for grabs, something that uncontestedly belongs to tech-companies, governments, and the industry sector, completely erasing individual people behind each data point. This erasure of the person behind each data point makes it easy to “manipulate behaviour” or “nudge” users, often towards profitable outcomes for the companies. The rights of the individual, the long-term social impacts of AI systems and the unintended consequences on the most vulnerable are pushed aside, if they ever enter the discussion at all. Be it small start-ups or more established companies that design and implement AI tools, at the top of their agenda is the collection of more data and efficient AI systems and not the welfare of individual people or communities.
Rather, whether explicitly laid out or not, the central point is to analyse, infer, and deduce users’ weaknesses and deficiencies for the benefit of commercial firms. Products, ads, and other commodities can then be pushed to individual “users” as if they exist as an object to be manipulated and nudged towards certain behaviours deemed “correct” or “good” by these companies and developers.
The result is AI systems that alter the social fabric, reinforce societal stereotypes and further disadvantage those already at the bottom of the social hierarchy. UN delegates addressing the issue of online terrorism and counterterrorism measured and exclusively discussed Islamic terrorist groups, despite the fact that white supremacist terrorist groups have carried out more attacks than any other group in recent years. This illustrates an example where socially held stereotypes are reinforced and wielded in the AI tools that are being developed.
Although it is hardly ever made explicit, many of the ethical principles underlying AI rest firmly within utilitarian thinking. Even when knowledge of unfairness and discrimination of certain groups and individual as a result of algorithmic decision-making are brought to the fore, solutions that benefit the majority are sought. For instance, women have been systematically excluded from entering the tech industry, minorities are forced into inhumane treatment , and systematic biases have been embedded in predictive policing systems, to mention but a few. However, although society’s most vulnerable are disproportionally impacted by the digitisation of various services, proposed solutions to mitigate unfairness hardly consider such groups as crucial pieces of the solution.
A question of ethics
Machine bias and unfairness is an issue that the rest of the tech world is grappling with. As technological solutions are increasingly devised and applied to social, economic and political issues, the problems that arise with the digitisation and automation of everyday life also become increasingly evident. The current attempts to develop “ethical AI” and “ethical guidelines”, both within the Western tech industry and the academic sphere, illustrate awareness and attempts to mitigate these problems. The key global players in technology, Microsoft and Google’s DeepMind from the industry sector and Harvard and MIT from the academic sphere are primary examples that illustrate the recognition of the possible catastrophic consequences of AI on society. As a result, ethics boards and curriculums on ethics and AI are being developed.
These approaches to develop, implement and teach responsible and ethical AI take multiple forms, perspectives, and directions and emphasise various aspects. This multiplicity of views and perspectives is not a weakness but rather a desirable strength that is necessary for accommodating a healthy, context-dependent remedy. Insisting on one single framework for various ethical, social and economic issues that arise in various contexts and cultures with the integration of AI is not only unattainable but also advocating a one-size-fits-all style dictatorship.
Machine bias and unfairness is an issue that the rest of the tech world is grappling with. As technological solutions are increasingly devised and applied to social, economic and political issues, the problems that arise with the digitisation and automation of everyday life also become increasingly evident.
Nonetheless, given the countless technology-related disasters and cautionary tales that the global tech-community is waking up to, there are numerous crucial lessons that African developers, start-ups and policy makers can learn from. The African continent needs not go through its own disastrous cautionary tales to discover the dark side of digitisation and technologisation on every aspect of life.
AI is not magic; it is a buzz word that gets thrown around so carelessly that it has increasingly become vacuous. What AI refers to is notoriously contested and the term is impossible to define conclusively – and it will remain that way due to the various ways various disciplines define and use it. Artificial intelligence can refer to anything from highly overhyped and deceitful robots to Facebook’s machine learning algorithms that dictate what you see on your News Feed, your “smart” fridge and everything in between. “Smart”, like AI, has increasingly come to mean devices that are connected to other devices and servers with little to no attention being paid to how such hypoconnectivity at the same time creates surveillance systems that deprive individuals of their privacy.
Over-hyped and exaggerated representation of the current state of the field poses a major challenge. Both researchers within the field and the media contribute to this over-hype. The public is often made to believe that we have reached AGI (Artificial General Intelligence) or that we are at risk of killer robots taking over the world, or that Facebook’s algorithms have created their own language forcing Facebook to shut down its project , when none of this is in fact correct.
The robot known as Sophia is another example of AI over-hype and misrepresentation. This robot, which is best described as a machine with some face recognition capabilities and a rudimentary chatbot engine, is falsely described as semi-sentient by its maker. In a nation where women are treated as second class citizens, the United Arab Emirates (UAE) has granted this machine citizenship, thereby treating this “female” machine better than its own female citizens. Similarly, neither the Ethiopian government nor the media attempted to pause and reflect on how the robot’s stay in Addis Ababa should be covered. Instead the over-hype and deception were amplified as the robot was treated as some God-like entity.
Leading scholars in the field, such as Mitchell, emphasise that we are far from “superintelligence”. The current state of AI is marked by crucial limitations, such as the lack of understanding of common sense, which is a crucial element of human understanding. Similarly, Bigham emphasises that in most of the discussion regarding “autonomous” systems (be it robots or speech recognition algorithms), a heavy load of the work is done by humans, often cheap labour – a fact that is put aside as it doesn’t bode well with the AI over-hype narrative.
Over-hype is not only a problem that portrays an unrealistic image of the field, but also one that distracts attention away from the real danger of AI, which is much more invisible, nuanced and gradual than “killer robots”. The simplification and extraction of human experience for capitalist ends, which is then presented as behaviour based “personalisation”, is a banal practice on the surface but one that needs more attention and scrutiny. Similarly, algorithmic predictive models of behaviour that infer habits, behaviours and emotions need to be of concern as most of these inferences reflect strongly held biases and unfairness rather than getting at any in-depth causes or explanations.
The continent would do well to adopt a dose of critical appraisal when presenting, developing and reporting AI. This requires challenging the mindset that portrays AI as having God-like power. And seeing AI as a tool that we create, control and are responsible for, not as something that exists and develops independent of those that create it. And like any other tool, AI is one that embeds and reflects our inconsistencies, limitations, biases, political and emotional desires.
Technology is never either neutral or objective – it is like a mirror that reflects societal bias, unfairness and injustice. AI tools deployed in various spheres are often presented as objective and value-free. In fact, some automated systems that are put forward in domains, such as hiring and policing, are put forward with the explicit claim that these tools eliminate human bias. Automated systems, after all, apply the same rules to everybody. Such a claim is, in fact, one of the single most erroneous and harmful misconceptions as far as automated systems are concerned.
The continent would do well to adopt a dose of critical appraisal when presenting, developing and reporting AI. This requires challenging the mindset that portrays AI as having God-like power.
As the Harvard mathematician, Cathy O’Neil  explains, “Algorithms are opinions embedded in code.” This widespread misconception further prevents individuals from asking questions and demanding explanations. How we see the world and how we choose to represent the world are reflected in the algorithmic models of the world that we build. The tools we build necessarily embed, reflect and perpetuate socially and culturally held stereotypes and unquestioned assumptions. Any classification, clustering or discrimination of human behaviours and characteristics that our AI system produces reflects socially and culturally held stereotypes, not an objective truth.
UN delegates working on online counterterrorism measures but explicitly focusing on Islamic groups despite over 60 percent  of mass shootings in 2019 the USA being carried out by white nationalist extremists illustrate a worrying example that stereotypically held views drive what we perceive as a problem and furthermore the type of technology we develop.
A robust body of research, as well as countless reports of individual personal experiences, show that various applications of algorithmic decision-making result in biased and discriminatory outcomes. These discriminatory outcomes affect individuals and groups that are already on society’s margins, those that are viewed as deviants and outliers – people that refuse to conform to the status quo. Given that the most vulnerable are affected by technology the most, it is important that their voices are central in any design and implementation of any technology that is used on/around them. Their voices need to be prioritised at every step of the way, including in the designing, developing, and implementing of any technology, as well as in policy-making.
As Africa grapples between catching up with the latest technological developments and protecting the consequential harm that technology causes, policy makers, governments and firms that develop and apply various tech to the social sphere need to think long and hard about what kind of society we want and what kind of society technology drives. Protecting and respecting the rights, freedoms and privacy of the very youth that the leaders want to put at the front and centre should be prioritised. This can only happen with guidelines and safeguards for individual rights and freedom in place.
A robust body of research, as well as countless reports of individual personal experiences, show that various applications of algorithmic decision-making result in biased and discriminatory outcomes.
Mining people for data
Invasion of privacy is an issue that is increasingly becoming an issue in every sphere of life, including insurance, banking, health and education services. Various start-ups are emerging from all corners of the continent at an exponential rate to develop the next “cutting edge” app, tool or system; to collect as much data as possible and then infer and deduce “users’” various behaviours and habits.
However, there seems to be little, if any, attention paid to the fact that digitisation and automatisation of such spheres necessarily bring their own, often not immediately visible, problems. In the race to come up with the next new “nudge” mechanism that could be used in insurance or banking, the competition for mining the most data seems the central agenda. These firms take it for granted that such data, which is out there for grabs, automatically belongs to them. The discourse around “data mining” and “data rich continent” shows the extent to which the individual behind each data point remains non-existent. This removing of the individual (individual with fears, emotions, dreams and hopes) behind each data set is symptomatic of how little attention is given to privacy concerns. This discourse on “mining” people for data is reminiscent of the coloniser attitude that declares humans as raw material free for the taking.
Data is necessarily always about something and never about an abstract entity. The collection, analysis and manipulation of data possibly entails monitoring, tracking and surveilling people. This necessarily impacts them directly or indirectly, whether it is change in their insurance premiums or refusal of services.
AI technologies that are aiding decision-making in the social sphere are developed and implemented by private companies and various start-ups for the most part, whose primary aim is to maximise profits. Protecting individual privacy rights and cultivating a fair society is, therefore, the least of their priorities, especially if such practice gets in the way of “mining”, freely manipulating behaviour and pushing products onto customers. This means that as we hand over decision-making regarding social issues to automated systems developed by profit-driven corporates, not only are we allowing our social concerns to be dictated by corporate incentives (profit), but we are also handing over moral and ethical questions to the corporate world.
“Digital nudges” – behaviour modifications developed to suit commercial interests – are a prime example. As “nudging” mechanisms become the norm for “correcting” an individual’s behaviour, eating habits or exercise routine, those corporates, private companies and engineers developing automated systems are bestowed with the power to decide what the “correct” behaviour, eating habit or exercise routine is. Questions, such as who is deciding what the “correct” behaviour is and for what purpose, are often completely ignored. In the process, individuals that do not fit the stereotypical image of what a “fit body”, “good health” and “good eating habit” end up being punished, ostracised and pushed further to the margin.
The use of technology within the social sphere often, intentionally or accidentally, focuses on punitive practices, whether it is to predict who will commit the next crime or who would fail to pay their mortgage. Constructive and rehabilitation questions, such as why people commit crimes in the first place or what can be done to rehabilitate and support those who have come out of prison are almost never asked. Technological developments built and applied with the aim of bringing security and order, necessarily bring cruel, discriminatory and inhumane practices to some. The cruel treatment of the Uighurs in China and the unfair disadvantaging of the poor are examples in this regard.
The question of technologisation and digitalisation of the continent is also a question of what kind of society we want to live in. African youth solving their own problems means deciding what we want to amplify and show the rest of the world. It also means not importing the latest state-of-the-art machine learning systems or any other AI tools without questioning what the underlying purpose is, who benefits, and who might be disadvantaged by the application of such tools.
Moreover, African youth playing in the AI field need to create programmes and databases that serve various local communities and which do not blindly import Western AI systems founded upon individualistic and capitalist drives. In a continent where much of the narrative is hindered by negative images, such as migration, drought, and poverty, using AI to solve our problems ourselves means using AI in a way we want to understand who we are and how we want to be understood and perceived – a continent where community values triumph and nobody is left behind.
Politics2 weeks ago
Cambridge Analytica and the 2017 Elections: Why Has the Kenyan Media Remained Silent?
Politics2 weeks ago
Dying for Justice: Who Killed Oscar Kingara and George Paul Oulu?
Politics2 weeks ago
Not My Cup of Coffee: How Europe Is Still Underdeveloping Africa
Politics5 days ago
The March of Folly: Why the Referendum Will Bury the 2010 Constitution
Data Stories2 weeks ago
Alarming: Cancer Is No Longer a ‘Rich Man’s Disease’
Ideas2 weeks ago
The Dark Side of Digitisation and the Dangers of Algorithmic Decision-Making
Culture2 weeks ago
A Park Named Freedom
Reflections2 weeks ago
When Shame Kills: Cervical Cancer and Fear of the Vulva