Oga Biko,
That first response was sent by mistake.
Here is the fuller response.
You are an Igbo/African immigrant scholar in the US describing my characterization of the cultural achievements of Europe as evidence of Stockholm Syndrome and Europhilia, even as you seek to learn from Islamic terrorists who contradict your very existence.
Your entire education, from childhood to graduate school and your entire working history and even your daily life confirm what I wrote about the premier position of Europe in world history since the 17th century.
In which language are the greatest number of scholarly works written? English.
In which language do you do your scholarship and most of your daily communication?
How many papers or books have you written in Igbo, your native language?
How developed is the conceptual and analytical range of criminology, a major discipline of yours, in Igbo thought and how well developed is its institutional context?
How many texts written in non-European languages have you consulted in your entire educational and academic career?
I know the answers to all these questions, in general terms. We both do.
We also know that in studying many highly specialized disciplines anywhere in the world, failure to study texts in Western languages is tantamount to cognitive suicide.
One may study Indian philosophy, for example, purely in terms of the classical texts in Indian languages, but one cannot do that in most science disciplines, including mathematics, a field in which India made significant contributions even before Europe.
The same goes for Arabic, another highly literate culture, as well as Chinese, another such culture.
Even more, beyond a particular point, the study of various non-Western cultures is inadequately grasped without studying texts in Western languages.
Without a study of the work of such Western scholars as Mark Dyzkowski, Alexis Sanderson, Andre Padoux, Douglas Renfrew Brooks, it's impossible, for example, to gain depth of scholarly understanding of such Hindu schools as Kashmir Shaivism and Sri Vidya because those figures are among the foremost masters of the literature in the original language they were written, Sanskrit, a language no longer in general use in India.
No other people has penetrated so extensively into the knowledges of diverse parts of the world, integrating this knowledge within its own institutional contexts. Such a scope of cognitive penetration and assembly was not achieved by any others at the height of their achievements, whether Arabs or Chinese.
This means one cannot achieve comprehensive knowledge in most fields of knowledge even about non-Western cultures if you don't read texts written by Western scholars in Western languages, a situation made even more significant when one adds texts written in Western languages by non-Western scholars.
Even more fundamental, the dominant investigative paradigms in the world of knowledge are Western. The focus on intellect, possibly complemented by other faculties, has been developed in other cultures, such as the achievements of Arab scholars, but the West has developed this in the most sustained, widespread and institutionalized manner, breaking free of religious and other ideological constraints to critical thought more effectively than other cultures have done.
The currently dominant map of knowledge is Western. Most scholarly disciplines were created by the West.
The West has also developed the most powerful social systems for human self expression. Freedom of expression, economic dynamism and division of labour enabling a diversity of means of earning a living have been developed in the West ahead of all other cultures at any point in history.
Even without colonialism and slavery, from which the West greatly benefited, this centrality might still be feasible because of the Scientific Revolution, the Enlightenment and the Industrial Revolution, in tandem with the Reformation, a primary break with the tyranny of the Church. I am not aware of any other continent and culture that has been able to combine this scope of social, cognitive and technological transformation.
All these are central reasons why you and many African scholars are in the US.
You are also there because your native countries are lagging behind in these frameworks of self actualization for a scholar. Abiola Irele in ''The African Scholar,'' Biodun Jeyifo in ''One Year in the First Instance,'' and other scholars describe this situation eloquently.
You are not there just because you want a change of environment. You are there because you want something better than your countries can give you. You are there because you want to be at the centre of the global knowledge system. A system created by Europe and its cultural satellites.
That's why I describe your entire life, from childhood education to university education, graduate school and even your professional life as a demonstration of my thesis.
In asking about your children's education I was asking a rhetorical question to which you, I and everyone reading this know the likely answer and the reasons for that answer, reasons that corroborate my point.
As for myself, operating from a geographical periphery of the global knowledge system, does my productivity, evident from my work visible to anyone, suggest I am handicapped in any way?
You first stated one can learn about the dangers of alcohol from the Taliban. I asked you where the research was conducted that specified the biological damage of excessive alcohol, scientific research as different from general knowledge about drunkenness which all cultures and all peoples have.
Was this scientific research conducted in systems run by people like the Taliban? Is the culture they are known for not inimical to the critical thinking represented by research?
I wont pretend to fully grasp your views on how the US can learn from the Taliban in improving US society, a rather tortuous argument. Its the Taliban that needs to learn from the US, as they seem to be doing according to the reports that they will now allow women to work and go to school.
Thus, your ''Another lesson that we can learn from the Taliban and Boko Haram is that they are mistaken in opposing the education of girls. I hope that the US learned this lesson enough to fund education massively and make it accessible to all tuition-free at all levels. Africans can wipe away illiteracy within four years if we prioritize it and organize for it '' is puzzling.
Does the US oppose education of girls?
So, for you, a central tenent of Taliban identity is opposition to alcohol. Does that exemplify their brand of Sharia law?
Your ideas on social engineering are more relevant when you don't hitch them to culturally confused and murderous extremists like the Taliban have been.
thanks
toyin