[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-40477-en":3,"doc-seo-40477-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},40477,1099514068035,"Ezra","https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c",9,"Religion & Spirituality","Kwame Nkrumah Consciencism Philosophy and Ideology for De-Colonization","A political-philosophical work by Kwame Nkrumah outlining Consciencism as an ideology for de-colonization. The text frames African revolution in the context of the shift toward armed struggle after 1964, analyzing how neo-colonial interests and local bourgeois alliances shape class conflict and military coups. The introduction connects colonial education and intellectual life to the need for a philosophy grounded in lived social conditions, emphasizing how university thought can become conservatizing when detached from colonial realities.","Kwame Nkrumah  \nCONSCIENCISM  \nPhilosophy and ideology for decoinizatian  \nConsciencism  \nPHILOSOPHY AND IDEOLOGYFOR DE-COLONIZATION  \nAUTHOR's NOTEiv  \nINTRODUCTIONI  \nCHAPTER ONEPhilosophy in Retrospect5  \nCHAPTER TWoPhilosophy and Society29  \nCHAPTER THREESociety and Ideologys6  \nCHAPTER FOUR Consciencism78CHAPTER FIVE Set Theoretic TermsI07  \nLibrary of Congres Catalog Card Namber:6s-II834  \nStandard Book Number:SBN-85345-I36-2  \nFirst Modern Reader Paperback Edition I970  \n10987  \nManufactured in the United States of America  \n# AUTHOR'S NOTE\n\nSINCE THE publication of the first edition of Consciencism inI964,the African Revolution has decisively entered a newphase,the phase of armed struggle.In every part of ourcontinent,African revolutionaries are either preparing for armedstruggle,or are actively engaged in military operations againstthe forces of reaction and counter-revolution.  \nThe issues are now clearer than they have ever been.Thesuccession of military coups which have in recent years takenplace in Africa,have exposed the close links between the interestsof neo-colonialism and the indigenous bourgeoisie.These coupshave brought into sharp relief the nature and the extent of theclass struggle in Africa.Foreign monopoly capitalists are in closeassociation with local reactionaries,and have made use of officersamong the armed forces in order to frustrate the purposes of theAfrican Revolution.  \nIt is in consideration of the new situation in Africa that somechanges have become necessary in this edition.They occurprincipally in Chapter Three.  \nAugust 15,1969  \nConakry  \nAccording to the materialist conception of history,the ultimatelydetermining element in history is the production and reproductionof real life.More than this neither Marx nor I have ever asserted.Hence if somebody twists this into saying that the economicelement is the only determining one,he transforms that pro-position into a meaningless,abstract,senseless phrase...Marx andIare ourselves partly to blame for the fact that the younger peoplesometimes lay more stress on theeconomic side than is due to it.Wehad to emphasize the main principle vis-a-vis our adversaries,whodenied it,and we had not always the time,the place or the oppor-tunity to allow the other elements involved in the interaction tocome into their rights.But when it was a case of presenting asection of history,that is,of a practical application,it was adifferent matter and there no error was possible.Unfortunately,however,it happens only too often that people think they havefully understood a new theory and can apply it without more adofrom the moment they have mastered its main principles,and eventhose not always correctly.AndIcannot exempt many of the morerecent'Marxists'from this reproach,for the most amazing rubbishhas been produced in this quarter,too.—Letter from Engels to  \nJ.Bloch,London,21-22 September 1890  \n# INTRODUCTION\n\nTHE LINES of the partition of Africa naturally affected theeducation of thecolonized Africans.Students from English-speaking territories went to Britain as a matter of course,just as those from French-speaking territories went to France as amatter of course.In this way,the yearning for formal education,which African students could only satisfy at great cost of effort,  \nINTRODUCTION  \nwill,and sacrifice,was hemmed in within the confines of thecolonial system.  \nRecoiling from this strait-jacketing,a number ofus tried to studyat centres outside the metropolis of our administering power.That is how America came to appeal to me as a Western countrywhich stood refreshingly untainted by territorial colonialism inAfrica.To America I therefore went;how and in what circum-stances,I have already related in my autobiography,Ghana.I spentalmost ten years in the United States of America,studying andworking for a living;teaching and carrying out my own privateresearches.  \nThe evaluation of one's own social circumstance is part of theanalysis of facts and events,and this ki","cbCaiqEpHwafehiR","https://ap.wps.com/l/cbCaiqEpHwafehiR","pdf",6178720,2,1,65,"English","en",105,"# Author's Note\n# Introduction\n# Chapter One\n## Philosophy in Retrospect\n# Chapter Two\n## Philosophy and Society\n# Chapter Three\n## Society and Ideology\n# Chapter Four\n## Consciencism\n# Chapter Five\n## Set Theoretic Terms","[{\"question\":\"What situation prompted changes in the new edition, according to Nkrumah’s Author’s Note?\",\"answer\":\"The African Revolution has entered a new phase of armed struggle, and the political reality of coups and class struggle required revisions, mainly in Chapter Three.\"},{\"question\":\"How does Nkrumah connect colonial partition of Africa to the education of colonized Africans?\",\"answer\":\"He explains that partition shaped educational paths: students from English-speaking and French-speaking territories were directed to Britain and France, limiting African students’ opportunities within the colonial system.\"},{\"question\":\"Why does the introduction emphasize evaluating one’s social circumstance in the study of philosophy?\",\"answer\":\"Because analyzing facts and events through one’s social position helps philosophy understand how they fit into human life, shaping human experience and informing the relation between philosophy and 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