The Ignocentric Nurturing of “Area Professors”: The Question of Academic Language and Education in Africa


  • Cyril-Mary Pius Olatunji, Ph.D Department of Philosophy, Adekunle Ajasin University, Akungba-Akoko, Nigeria
  • Lawrence Segun Ekun Department of Philosophy and ReligiousnStudies, Federal University Lokoja, Nigeria


The sum of the arguments in this article is that Africa is not developing
because of causal factors that scholars have ignored because they have
assumed that causes and effects of events must be proximate in time and
space, share some resemblance and especially a cause must share some
physically observable links with the caused event. Following such an
approach, African scholars have suggested that Africa is poor only
because of wrong economic and political reasons. By so doing they have
underestimated a whole lot of non-physically observable factors that are
even more capable of militating against the progress of Africa than those
often identified. They also admit that there is a causal link between the
current poor state of Africa and the adoption of foreign languages of
instruction in schools merely because the foreign languages have
symbolised oppression and the inferior-superior divide. This article
looks beyond the obvious to examine one of such neglected causal links
and argue that if educational and career psychology holds any truth
regarding mental capability and the place of language in the choice of
career, it could mean that those who ought to be expert scientists and
technologists scholars may have dropped out of schools and have
become area Professors, not because of any deficiency in their mental
capability to cope with the requirements of science or technology, but
because of their inability to cope with language requirements at the
various educational levels in Africa.


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