Commentary on Third World attempts to improve the intellectual strength of researchers and students in higher education: a cultural and philosophical approach
Christopher G. Jesudason
Abstract
This commentary examines the issue of intellectual capability in the Third World (TW) interpreted along cultural and philosophical lines. It is argued that the nature of knowledge generation in the nations that grew out of Roman culture was based on their sacramental and liturgical traditions that inspired similar patterns of thought in their learning and research institutions. The primary method used by the cultures of the Greco-Roman civilization to influence other cultures in at least the intellectual arena was through their development of the “eidos” or universal immaterial form, that has drawn much of the world into its own orbit of interpretation, thereby creating a type of consensus of opinion. It is argued here that all cultures that aspire to intellectual robustness must similarly possess a historically coherent anamnesis tradition that can provide a common platform for collective work that will not just have immediate relevance. It is remarked that unfortunately, most TW peoples have not invested much effort in relating cultural functionality to intellectual capability.
Keywords: Higher education
Christopher G. Jesudason
Abstract
This commentary examines the issue of intellectual capability in the Third World (TW) interpreted along cultural and philosophical lines. It is argued that the nature of knowledge generation in the nations that grew out of Roman culture was based on their sacramental and liturgical traditions that inspired similar patterns of thought in their learning and research institutions. The primary method used by the cultures of the Greco-Roman civilization to influence other cultures in at least the intellectual arena was through their development of the “eidos” or universal immaterial form, that has drawn much of the world into its own orbit of interpretation, thereby creating a type of consensus of opinion. It is argued here that all cultures that aspire to intellectual robustness must similarly possess a historically coherent anamnesis tradition that can provide a common platform for collective work that will not just have immediate relevance. It is remarked that unfortunately, most TW peoples have not invested much effort in relating cultural functionality to intellectual capability.
Keywords: Higher education
