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ALIENATION:
A RESULT AND IMPACT OF WESTERN EDUCATION ON ETHIOPIAN
INTELLECTUALS
By
Fikre Tolossa, Ph. D.
It
is my contention that Western education has alienated Ethiopian
intellectuals by uprooting them from their history, culture,
language and society. This paper, which was presented at an
Ethiopian studies conference at the University of Dayton, Ohio, in
the summer of 2006, attempts to elaborate my contention by
providing a brief account of the history of Western education in
Ethiopia and its negative impact on Ethiopian students. It also
demonstrates how Marxism damaged Ethiopia and reveals the secret
forces behind Marxism and its hidden agenda. In conclusion, it
suggests ways and means of improving the core-curriculum of
Ethiopian education.
When
Emperors Menilik II and Haile Selassie I introduced and
spearheaded Western education to and in Ethiopia in the 19 nth and
20th centuries, they didn’t foresee that it will
alienate and uproot Ethiopian children from their origin:
Ethiopian history, culture, language, psychology, philosophy,
religion, music, literature, arts, and even society. These
emperors introduced and spearheaded it with the sole purpose of
modernizing Ethiopia by the acquisition and transfer of knowledge
in the form of science, technology and education. When parents
wouldn’t allow their children to go to Western schools fearing
they would be exposed to foreign ways of life and religion such as
Catholicism, Emperor Menilik II made a decree to punish them
severely. This phenomenal Emperor who had cultivated the love for
technology when he was growing up at the court of Emperor Tewodros
who was himself a fanatic for technology, particularly weapons’
technology, set an example to his people by doing menial works,
demonstrating an interest in engineering, and even himself
repairing watches, driving car, encouraging his wife Empress Taitu
to ride bike, introducing electricity, telephone,
telecommunications, cinema, railway transportation, etc. to his
country. Following in his footsteps, Emperor Haile Selassie laid a
modern infrastructure and stressed the importance of Western
education. As a matter of fact, he volunteered to serve as the
Minister of Education for many years to see to it that his
educational policy was implemented properly. To this end, he went
to different schools in person and supervised the classes and the
foods his “kids” ate and drank. At times, he sent fruits to
his students from his palace. During Christmas, he offered
thousands of students in his palace with cakes and special
sweaters. To high achievers, he awarded special watches with his
profile and inscriptions of his name.
Modernization
and “civilization” were understood to be two words defining
the same concept. Westerners were supposed to be highly civilized.
Hence the acquisition of Western education to “civilize” and
modernize Ethiopia after their model. This implied that Ethiopia
was not civilized or was less civilized than the West.
If one was to define civilization as a high achievement in
science and technology, Ethiopia was not indeed civilized.
However, if civilization meant a high achievement in religious
moral, ethics, and philosophy in general, music, culture,
literature, arts, architecture, history, warfare and even
politics, then Ethiopia was highly civilized. The concept of
civilization was not then explicitly defined.
What
Ethiopian leaders overlooked was that Western science, technology
and education brought with them an unexpected baggage: Western
culture, history, geography, literature, psychology, sociology,
and most of all, political economy and revolutionary philosophy
championed by Karl Marx which not only formed their world outlook,
but also affected the behavior and political practice of the
youngsters. As Karl Marx himself stated, philosophers before him
had interpreted the world, but his philosophy was to change the
world, whatever change meant, by revolutionary means.
After
all was said and done, after having gone through Western
education, Ethiopia produced many technocrats who didn’t
contribute an iota to the betterment of the life of the toiling
masses, a few scientists from whom she didn’t benefit much,
philosophers who were ignorant of the existence of Ethiopian
philosophy, economists who didn’t have any impact on the economy
of the county, revolutionaries who didn’t know the culture,
tradition, history and mentality of the people in whose name they
were dying and killing, political scientists, psychologists,
sociologists and anthropologists who didn’t know a lot about the
politics, psychology and sociology of their people, in addition to
specialists and experts in various disciplines whose expertise had
no relevance to Ethiopian realities.
It
would have been a different story had these students dealt with
these subjects in terms of their application to Ethiopian
realities. In order for them to do so, nonetheless, the Ethiopian
subject matters mentioned above should have been systematized and
included in the Ethiopian school curriculum and studied side by
side with those of the West. This doesn’t mean that there were
not conscious Ethiopians who didn’t understand the dangers of
unchecked Western education and didn’t suggest otherwise. His
excellencies Ato Mekonen Desta and Haddis Alemayehu who served as
ministers of education in their own times had foreseen it and
suggested the integration of Ethiopian subjects with Western
education; but nobody took them seriously. The zealots of Western
education, such as His Excellencies Mersaehazen Woldeqirkos and
Ato Abebe Retta nevertheless, went to the extent of proposing to
replace even one of the oldest if not the oldest alphabet in the
world, Geez, with the Latin alphabet and to make changes in the
alphabets. Aleka Lema who had a debate about this matter with
other groups of scholars and his witty son who had just graduated
from high school, Mengistu Lema, he who had later challenged
Bertrand Russell ’s (the famous British philosopher and
mathematician) colonialist contentions at the London School of
Economics, exposed the errors of those who wanted to alter the
Geez alphabet and nipped the proposal in the bud. (Mengistu Lema,
Autobiography. P.116-124)
Indoctrination
in the form of Western education begins at an early age. The
process of alienation starts when a child is placed in the first
grade of a Western school. The moment a child attends first grade
and moves to grade two, he moves away farther from his Ethiopian
roots and gets a step closer to becoming westernized; so that, at
the end of twelve years of schooling and four years of college he
has strayed away from his “Ethiopianess” for 16 years. By
then, his mentality, psyche, manners, cultural orientation and
life-style will have been influenced profoundly. The more this
young person acquires Western education and culture, the more he
becomes westernized, and the less Ethiopian zed. If he moves to
the West for further education, he is even alienated more from his
Ethiopian roots. Outwardly, this person has an Ethiopian look.
However, inwardly, he feels and thinks like a “Ferenj”. The
fact that the color of his skin and even his citizenship is
Ethiopian doesn’t mean much with respect to his mentality and
psyche. A white person who is deeply rooted in Ethiopianess could
be more Ethiopian than such a person. A case in point is the
situation of Ayana and Ayantu, a white twin living in an Oromo
region of Ethiopia.
When
Ayana and Ayantu were babies, they strayed away from their
parents, got lost and were taken by some Oromo peasants who raised
them like Oromo peasants in the remotest part of Ethiopia. Now
they are adult peasants married to Oromo peasants. These two white
individuals were never exposed to Western education, culture and
language after they were kidnapped. Their parents traced them
later. But alas! They had become totally Oromos in their language,
mentality, psyche, manners, culture, cloth and life-style. Their
parents traced them after it was too late, and left them sadly.
Despite their white color of skin and their place of birth, Ayana
and Ayantu are more Oromo, and as such, more Ethiopian, than a
westernized Oromo, or any person belonging to any other Ethiopian
ethnic group, thus proving the fact that the color of one’s skin
alone doesn’t always determine one’s identity.
Alienation
as a result of Western education within the Ethiopian context was
best reflected on the generation of Ethiopians who received
Western education after the end of the invasion of Ethiopia by
Fascist Italy and the subsequent years (1941-1980). The reason for
this was the fact that Ethiopia flung opened her gates for the
West to engage in the construction and reconstruction of the
infrastructure, as well as in the building of the nation itself.
The generation that received Western education before the Invasion
had been exposed more to Ethiopian traditional education, culture
and way of life than the generation which followed. They had
already been adults when they entered grade one having spent so
many years in Kine and Zema bet or serving as shepherds, and even
farmers contrary to the generation after the War which joined
Western schools at relatively early ages without being too
familiar with Ethiopian culture and way of life.
The
Westernized Ethiopian exhibits a few distinct characteristic
features. Such an Ethiopian has tendency to look down upon
Ethiopian things labeling them as backward and feudal, and looks
upon anything Western highly. If there is anything Ethiopian he
appreciates, it is the food- the Kitffo and Doro Wot. As such, he
dreams to visit Paris and New York instead of Axum and Laibella.
Given the choice to read between Charles Dickens and Haddis
Alemayehu, he prefers the former. He esteems highly Marx and Kant,
but is not even aware of the existence of Ethiopian philosophers
such as Zera-yacob and Welde-hiywot. If he is cultured in the
Western sense, whether his appreciation and knowledge are
superficial or not, he appreciates and gives the impression to
know Mozart than St.Yared. He values more the guitar than the
Kirrar, any Western dance than isqista and dankira, Western
outfits than Shema and Ye tibeb libs, beer than Tella, wine than
Tedge, and whisky than Katikala.
He is well-versed in China’s, Russia’s and West
Europe’s history, politics, music, languages, literature,
philosophy, etc. but very little, if any, in those of Ethiopia. He
knows the cities and states of Europe and America like the palms
of his hands, but not of his native land. He prefers to speak in
European languages than any of his native tongues. He speaks to
his children and encourages them to speak European languages than
his native languages thinking his children will be more
“civilized” if they spoke European languages. In an extreme
case of his identity crisis, he will also give his children
European than Ethiopian names.
Teens
who grew up during the Era of the Derg were reared upon the
so-called Socialist-Realist culture which emphasized the
deployment of the “culture of the masses”. As such, contrary
to those who grew up in the 1940s and 1950s and even the 1960s,
the “children of the Derg” appreciated and practiced the
Kirrar, than the guitar, Isqesta and dankira than Western dances
as well as traditional costumes (more women than men). “Ye Kinet
Kibebes” (traditional art groups) mushroomed in different
Kebeles in Ethiopia, and those youngsters became experts in
traditional music and dance.
Hence, the frequent appearance of young people performing
traditional music and dance in weddings and dance floors in
Ethiopia proper and in the West where Ethiopians have been exiled.
When
the revolutionary youngsters were not yet revolutionary, they wee
influenced highly by the so-called “imperialist culture”. When
they became revolutionaries they rejected “cultural
imperialism” and fought it tooth and nail, labeling it us
“Jolly-Jackism” on the campus level. “Jolly-Jackism” was
understood to be wearing bell-bottoms (the fashion of the day),
Afro-hair-styles, fancy shoes and attires in general, partying,
singing, looking good as opposed to looking shabby, and even
having boy and girlfriends in the open (Visiting prostitutes in
the dark was the order of the day). Ironically enough, being a
“revo” was like being a “Pente”. The only difference
between being a “revo” and a “Pente” was that the former
didn’t believe or pretend not to believe in the existence of
God. Even the military junta led by Colonel Mengistu Hailemariam
echoed this sentiment shouting slogans such as “Down with
imperialism! Down with imperialist culture and Joly-jackism!”
etc. What was shameful was that all who condemned Western
imperialism ended up in the West. Nobody sought asylum in the East
Block and China though every revolutionary dreamed of making
Ethiopia like the Eastern Block countries and China. I remember
only one person who naively chose to seek asylum in the East
Block. Funny enough, he was rejected everywhere! So, he headed for
Seattle, USA and found a safe haven in the imperialist West
against which he had fought. There was a widely spread jock then:
“sew-belaw (man eating, swallowing) imperialism “minew innen
bewategn” I wish I was eaten up (swallowed up) by the man-eating
(the cannibal) imperialism”.
The situation is not any different at present when it comes
to Ethiopian Exodus.
Things
reversed themselves when Weyane took over from the Derg. Weyane
itself was Communist and nominally “anti-imperialist” up to
the eleventh hour. In that sense it was not any different than the
other Ethiopian radicals, as both groups were the result of the
student movement. Since communism was crumbling at its source
(USSR and East Block), Weyane betrayed its communistic convictions
to impress Western donors and wore the mask of a democrat the day
it entered Addis Abeba from the bush in which it was waging
guerrilla warfare. The West flooded over Ethiopia through the
floodgate with its religion and “imperialist culture”
including pornography and strip-dance clubs. Sadly, everything
Western in general, and American in particular, is being worshiped
to this day. Many Hotels and even “Tela Bets”in the remotest
part of Ethiopia bear American names and states instead of local
Ethiopian names. This is a reflection of cultural subjugation, low
self-esteem and identity crisis. Furthermore, the fact that
Ethiopians endured sever drought and famine as well as tragic
civil-wars has affected negatively the former self-pride and
self-reliability of Ethiopians. This has debilitated Ethiopians so
much so that they are compelled to deny themselves and to lie
about their nationality and identity. Unless something is done
about this on the national level, Ethiopia will sink in a
bottomless abyss. To overcome this grim and shameful situation, a
lot of work should be done on the educational and cultural fronts.
Even
though many Ethiopians idealize Western education, Western
education per se, is deliberately distorted when it deals with the
humanity subjects in general, and with history and politics in
particular. Let me illustrate my point with a few examples. I will
take Marx, communism, the French Revolution, the October Russian
Revolution, the First World War and the Second World War.
Marx
told us that religion was the opiate of the poor and that neither
God nor the devil existed. And yet, when he was in high school, he
believed in God and wrote a poem in adoration of Jesus. The
same Marx joined a Satanist group in college, wrote an ode to
Satan and vowed to dethrone God from heaven. ((Richard Wurmbrand.
Marx & Satan. P. 11-35). Well, how would he dethrone God, if
God didn’t exist? The truth is that Marx believed that God
existed, and knew there was Satan, because he practiced witchcraft
and worshipped Satan. Not knowing the darkest side of Karl Marx,
“progressive” Ethiopian students denounced religion,
denied the existence of God, destroyed the foundation of their
ancestors’ faith, created social upheaval, got engaged in a
civil-war and caused much bloodshed and sorrow in the name of
Marxism.
They
thought that the tenets of communism were formulated by Karl Marx
and Frederick Engle who were “so concerned” with the well
being of the downtrodden. And thinking so, they tried to implement
them in Ethiopia at the cost of the lives of others and their own
lives. Meaning to improve the tragic lives of their people, they
sacrificed their youthful lives for the realization of communism
which promised a utopian system of government. The bitter fact was
that the tenets of communism were formulated by a Satanist evil
man named Adam Weishaupt a century or so before the appearance of
Marx and Engle on the European political scene. He was himself
recruited by other Satanists such as Mendelssohn and Rothschild
who were aspiring to bring about a New Atlantis; and was organized
under a Satanic secret society known as Illuminati to destroy the
then prevailing monarchies, religions (Judeo-Christianity),
feelings of nationalism, families, and abolish ownership of
private property with the sole purpose of bringing about one world
government under a Satanic religion, economy and army to exploit
the world’s resources, spread Satanism and enslave the peoples
of the planet Earth. (Milan Martin, Lucifer’s Children. P.
84-87) to launch this, he attempted to eliminate everything people
cherished dearly such as religion (the belief in one God,
particularly Christianity and Judaism), the family unit, private
property, and feelings of nationalism which would hinder
internationalism or one world government. (William Cooper.Behold A
Pale Horse. P. 76) According to his vision, a Satanist elite was
to be on top of this Satanic world government with absolute power
to control the world army, police, economic resources and Satanic
religion. Today, this kind of system is called the New World
Order. The Bushes, the Clintons, the Gores, the Kissingers, Fords,
Rockfellers, the Carnegies, etc. in the US and many of the
European elites are ready, willing and able to make it happen.
They will use the United Nations and the European Union to achieve
this.
Adam
Weishaupt founded the Illuminati secret society on May 1, 1776 to
conquer the world. His ideas deceitfully infiltrated into the
international trade union movements so that the first day of May
became Labor Day. (If you observe May First as a labor day, you
are a victim of Weishaupt’s plot). Though he was a professor of
Canon Law and lived in Bavaria, Germany, he thought France was
more conducive than Germany to experiment his communistic theory.
So, he recruited French revolutionaries such as Robespierre,
organized the Jacobins (Martin, Milan. Ibid. p. 106-109) and led
the bloody French Revolution in disguise. To motivate and allure
the French masses he used high sounding and meaningless words,
such as “liberty”, “equality” and “fraternity”. We
know the havoc and bloodshed which followed the French Revolution.
It is enough to recall that most of the victims were innocent
Christians who were a threat to the Satanic religion of the
Satanist Adam Weishaupt.
Marx
followed in the footsteps of Adam Weisehaupt about 80 years later,
and expanded and propounded his Illuminati ideas. He was financed
by the powerful members of the Illuminated-Masons in secrecy.
One
half a century later, the Illuminati-Freemasons found another
puppet and volunteer to pursue their vicious agenda further. This
person himself was a high level Illuminated-Mason by the name of
Vladimir Ilyich Lenin. His successors and Lieutenants, Joseph
Stalin and Leon Trotsky too, were Masonic-Satanists. (Texe Marrs.
Codex Magica. P. 44, 256) Stalin, before he became a Satanist had
attended a theological seminary to be a priest. The Illuminati
bankers and financiers smuggled Lenin from Switzerland to Russia
in a closed train with millions of Dollars at his disposal.
Trotsky was smuggled by the same groups from New York to run the
Bolshevik Revolution together with Lenin. He was given an American
passport and $10, 000 USD by the Illuminate US President who
plunged Americans into the First World War so that the League of
Nations, the first stage to World Satanic Government is
established at the end of the War. When the Red Army of Lenin,
Trotsky and Stalin were almost destroyed by the Nationalist forces
of the Mensheviks, the same group of Illuminated-Masons
“capitalists” financed and equipped, and rescued the Red Army
by levying arms and supplies embargo on the armies of the
Mensheviks and by sabotaging them in many ways. (Stanley Monteith.
Brotherhood of Darkness. P. 69-72) they also lent Lenin over $100
million USD later. He paid between 1918 and 24 over $400 million
Rubles in interest and principal to these “capitalists”. But
if these Satanic bankers and financers were capitalists, we
wonder, how come they championed communism? Was it because
capitalism was a system of exploitation to enhance communism which
was the future form of world government. David Rockefeller is a
good example of what I was saying. He was the first capitalist
Illuminati-Mason who visited Communist China in 1973. After he met
his fellow Illuminati-Mason Satanist by the
name of Mao Tse-tung, (David Icke. The Biggest Secret.
P.285) who had wiped out 40 to 60 million of his people for the
sake of Illuminati agenda, David Rockefeller said, “… The
Social experiment in China under Chairman Mao’s leadership is
one of the most important and successful in history.” (Monteith,
Stanley. Ibid. P.44)
Think
of it. This is the capitalist of all capitalists stating this. By
“social experiment”, of course, he meant the Illuminati
communistic social experiment which will be applied worldwide in
the future. So, if you think the communism of the past was
horrible, you haven’t yet seen anything. There is no escape.
These vicious people have done their homework, and they will
launch their “new” brand of communism soon.
It
is the same Illuminati-Masonic group which artificially and
deliberately caused the First and the Second World Wars. Since
people wouldn’t willingly surrender their rights, their
religious convictions and the sovereignty of their nations in
peaceful and prosperous times, argued these Satanists, we had to
plunge them into world wars so that they would accept the
formation of world government at the end of such tragic wars. True
enough, people didn’t object to the establishment of the now
defunct League of Nations, and the currently active United Nations
at the end of the First and Second World Wars to serve as
platforms for a Satanic-Communist one world government which is
otherwise known as “The New World Order”. Now they are
scheming a Third World War which should go as planned by Albert
Pike and his followers who envisioned to wage three world wars to
materialize the one world government of their dream. (Martin,
Milan. Ibid. p. 34) they are now plotting to add more fuel into
the already flaming Arab-Israeli relationship which they conspire
to transform into Christian-Muslim global war. They have no doubt
that the end of the Third World War will grant them their one
world government. The question is whether they will find any
survivor to enslave and rule even if they themselves outlive the
forthcoming war.
How
many of us knew these facts? How many of us know them now? Formal
Western Education is not that enlightening, is it? Western history
and political textbooks as well as the mass media, being
controlled and censored by the Illuminati, told us that Communist
wars were fought by the oppressed masses of the world. We were led
to believe by the unseen hands that the First World War took place
because Gavrilo Prinzip assassinated the Archduke of Austria.
True, Gavrilo Prinzip assassinated the Duke, but the assassin was
a Mason who was sent to kill him to trigger and escalate the First
World War which had been “concocted” by the invisible rulers
of the world in an effort to bring about a one world government
besides making tons of money by financing all sides of the
belligerent nations during the War, and at the end of the War, by
reconstructing what they had helped to demolish. By the same
token, they make us think that WW II was fought because Hitler
invaded Europe. They didn’t reveal to us that Hitler, who was
himself a Satanist-occultist and National socialist who aspired to
unite Europe and conquer the world by reviving the Roman Empire
which had ruled the world, was financed, equipped and armed by the
same invisible rulers of the world- members of the
Illuminated-Masons such as the Fords and Rockefellers in the US,
and bankers and financers in Europe such as the Rothschilds.
(Martin, Milan. Ibid. P. 276-277/)
All
miner and major wars and revolutions including the French
Revolution, the American War of Independence, the American Civil
War, WWI, WWII, the Russian Bolshevik, Chinese, Korean,
Vietnamese, Cambodian, Cuban, Ethiopian, Congolese, Angolan, and
Mozambican communist revolutions which ruined these countries were
led behind the scene by the Illuminati-Masons. Speaking of Cuba,
Fidel Castro is Illuminated-Mason (Marrs, Texe. Ibid. p. 165) who
was put in power by the CIA knowing full well that he was one of
their buddies who would experiment on the Cuban people their
“social experiment”, as David Rockefeller bluntly and brutally
stated. Do you find this information I furnished you with in the
textbooks of Western schools? No way. This is a top secret. The
evil Adam Weisehaupt once said that their power lies in their
secrecy. That is why they are called secret society. The
revelation of their secret to the public at large will definitely
weaken them and expose their scheme. So, they keep us in the dark.
As long as we are ignorant, they can control and rule us with
ease.
Our
ignorance of this bitter truth in part propelled us Ethiopian
intellectuals to destroy our country, to kill each other and to
die for the Ethiopian Revolution which strove to attain the
so-called communism which was alien to Ethiopia. Thinking that we
were killing and dying for the welfare of our people, actually we
killed and died for the realization of the satanic aspirations of
the Illuminati-Masons. Isn’t this tragic? Our tragedy was not
only in enduring and inflicting physical pain and death, but also
in destructing whatever we had achieved culturally. A case in
point is the destruction of and the attempt to destroy the
cultural relics and rare books written before the outbreak of the
February 1974 communist inspired Ethiopian Revolution which
toppled over the government of Emperor Haile Selassie. Ethiopia’s
glorious past was ignorantly labeled as “feudal”. As such,
Ethiopia’s glorious past: her culture, history, religions (both
Christianity and Islam), and most of all, the Ethiopian Orthodox
Church which was the cradle of Ethiopian civilization, were under
attack. Ethiopia’s four thousand plus years of recorded history
was reduced to one hundred years of colonial history to suit the
needs of the political protagonists of the day.
At
present, the politically disillusioned youth has embraced Western
culture as a role model in terms of outward appearance, music and
dance. Moreover, almost every Ethiopian, be it young or old
aspires to get out of Ethiopia to head for the heavenly West for
economic, political and cultural reasons. In addition to the above
factors, the fact that Ethiopians endured sever civil wars, famine
and drought have contributed to the crisis affecting the
self-esteem of Ethiopians. This has affected some Ethiopians so
much so that they deny themselves and declare their original
nationality to be any other but Ethiopian. Unless something is
done about this on the national level, Ethiopia will sink in a
bottomless abyss. To overcome this situation, a lot of work should
be done on the educational and cultural fronts.
On
the educational front, the core curriculum should be redesigned to
reflect Ethiopian folklore, culture, literature, history,
geography, theology, philosophy, sociology, anthropology,
psychology, traditional medicine, arts, crafts, architecture,
music and dance among other subjects. This doesn’t mean that the
existing Western Science and humanity courses should be precluded
totally. Science is science no matter what, unless it is mixed up
with politics. The new core curriculum should aspire to transfer
from the West science and technology selecting the ones applicable
to Ethiopia. However, when it comes to humanity subjects, an
alternative research should be conducted to seek and find the
truth concealed by the invisible rulers of this world instead of
continuing the status quo which is filled with distortions and
lies.
On
the cultural front, the performing and fine arts too, should
reflect the beauty and splendor of Ethiopian culture, arts,
history, society, literature and other subjects pertaining to
Ethiopia. Ethiopian
traditional schools, which are going out of existence due to lack
of funding and moral support should be identified, recognized and
incorporated under the Ministry of Education and be given equal
status with the other schools or assisted separately. The Ministry
of Education should indeed provide traditional schools with
classrooms, educational materials and put the teachers on its
payroll. As things now stand, these dedicated teachers who are the
foundation and promoters of Ethiopian education, culture,
literature, arts, music, philosophy and medicine are neglected.
They are not paid for the great task they accomplish. In most
cases, they depend even for their foods on their students who
themselves beg their daily meals from the public, as it has
happened for the last two thousand years.
If
such an action is taken as soon as possible in both the
educational and cultural spheres, Ethiopians will regain their
pride and self-esteem and also avoid and avert unnecessary
personal and national crisis and tragedy which occur because of
alienation and due to lack of self-awareness, appreciation, and
information.
Fikre
Tolossa, Ph. D., is professor of literature and writing at Patten
University, Oakland, CA. He could be reached at ftolossa@aol.com
for feedback.
BIBLIOGRAPHY
Lema,
Mengistu, Gile-Tarik. Mega Publishing Enterprise. Addis Abeba.
1988
Wurmbrand,
Richard, Marx & Satan. Living Sacrifice Book Company.
Bartlesville, Oklahoma, seventh Printing 2001.
Martin,
Milan, Lucifer’s Children. New World Order Books. Tulsa. OK.
2002
Cooper,
William, Behold A Pale Horse, Light Technology Publishing. Sedona,
AZ. 1991.
Marrs,
Texe, Codex Magica, River Crest Publishing. Austin. Texas. Second
printing, 2006.
Monteith,
Stanley, Brotherhood of Darkness. Hearthstone Publishing. Oklahoma
City, OK. 2000.
Icke,
David, The Biggest Secret. Bridge of Love Publications,
Scottsdale, Arizona. 1999
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