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Prof. Olu Obafemi On Nigerian University Education In Constant Transition (2)

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Readers’ Showers Of Encouragement
Prof. Tony Afejuku

By Tony Afejuku

The columnist continues our delectable delectableness of Professor Olu Obafemi with delectation.    

Education, the Story and the Storyteller

As I implied in the epigrams above, the Humanities disciplines – be they song/music, literature, philosophy, history, the media and religion – provide the stories which give meaning to life, even to the discoveries of science and technology as found in the researches that emerge from university education. 

Omonijon and her Animal Friends

The fable of Omonijon from my Okun homestead, part of which is Oworo in Lokoja here where this new federal university is sited is instructive. Omonijon gives nourishment to both the body and soul of each of her animal friends. Very briefly, this is the story: A king in a certain kingdom married two wives. Each gave birth to a child in the wee hours of the morning. The senior wife, a rough sleeper, trampled her child to death. She rushed the lifeless child to the riverside and dumped her there. But she was caught by the village’s head-hunter. She struck a bargain of a monthly ransom remittal to silence him. She rushed back to the house, armed with a stone, bathed in a ram’s blood and replaced it with the living child of the innocent junior wife. Judgment was passed in favour of the evil senior and the junior was banned from the village and flung into the evil forest at the mercy of wild animals. Her natural kindness bore witness. She made a good pounded yam meal which attracted the hungry nostrils of the animals that were attracted by her song and dance. They feasted and became her friends. They visited for the feasting festival and gave her supplies and protection. Soon, the truth came out. With a sense of guilt and a failure to pay up, the hunter recanted. The devious woman was banned with her conniving hunter. Search parties went and fetched home Omonijon, the victim. The animals missed their friend’s meals, entertainment and companionship. They yearned for her immediate return. They sang sorrowfully. And can/could all join in the song through the refrain.

Lead:         Omonijon mi (Dear Omonijon)

Ref:        Womo sewere wo hoin bo (Please hurry back)

Lead:         Amuyon koni jije ((You taught [us]) to eat pounded yam)

Ref:        Wo mo se were wo hoin bo

Lead:         A merin koni kiko (Who taught [us] to sing)

Ref:         Wo mo serere wo hoin bo

Lead:         A mujo koni jijo (You put dance on our forelegs)

Ref:        Wo mo sewere wo hoin bo…

But Omonijon was gone, leaving behind, among wild animals longing, emotion, education and civilization. University education does no more or better.

Wo mo se were wo hoin bo.., 

Education in Changing Times…

Education is, however, fast changing. It is no longer in the way we knew it. This is in tandem with changes in human patterns and particularities, occasioned by improvements in technologies. The technologies are rubbing off on practically all sectors, with education taking its share. We have witnessed shifts from the traditional education system (the pre-formal Omonijon type to the pre-digital forms) to the modern education style, to which technology is central.

In those days, we ordinarily deployed the chalk and the slate, which we renewed and painted black with camwood (Ijokun). That has since gone, replaced with/by the presentation slides. Smart boards have also taken over. Beyond that is the multiplication of avenues of learning. It is not necessarily in the classrooms as we used to know it, but right on our palms, through our smartphones, where we are hourly bombarded with an avalanche of information, and some learning resources.

The Digital Age

The IPAD, computers and other electronic equipment in a world of the Internet of Things (IoT), Artificial Intelligence and Augmented Reality (AR) introduce us to other variants of learning and education: The new variants, though departing from the structured, institutionally progressive course of the school system, to a random, but equally exposing, un-ignorable process. Sometimes, these variants enable the structured course, while they are individuated at other times.

The task before civilization is how not to obfuscate learning through the circumvention of its processes. We can hardly do otherwise considering the said threats to learning and the attendant dangers of coining deliberate falsehood (misinformation), inadvertently sharing them (disinformation) and spreading dangerous lies and propaganda (malformation), through the negatives of machine learning. What the World Health Organisation (WHO) once regarded as Infodemic is also a case in point, if you remember the many conspiracy theories in the wake of the Covid-19 pandemic.

Doubling down on remedies to the endangered culture of learning is integral to the preservation of the natural patterns of knowledge generation, sharing and impartation, not just for the benefit of the learner but the society, and the future. In addition to emerging counteracting applications, there will be the need for better governance, improved implementation of regulations, increased literacy rate and an enhanced social order, through the creation of awareness and the performance essence of the state.

Important in the circumstances is how individuals are acculturated to new information, and how their awareness levels are enhanced. These ways are transiting, asking us to be mindful, lest we fail in our effort at integrating learning with practice because of the swelling confusion of meanings, as a result of the growth of unstructured avenues of learning. The intention here is not to undermine the new sources of learning but to be conscious of the possible difference between form and substance – given vent to in the danger of the social, new media and the death of the reading culture, among the new, young generation, who are glued to the internet, the Smartphone, Android and iPhones and the permanent blindness to the print. I am talking of the death of the reading culture, the print culture, that is.

It is even more important for a society in transition. Transitions can be periods of anxiety. They might be times when our gazes can be both-forward-and-backward at the same time, just like the gaze of Janus, the Greek idol, which is at once gazing both ways. In this matrix is a call for constant introspection, just so that the determination will be going forward, rather than backwards. To go forward is, nevertheless, a function of vigilance, reviews and a continuous appreciation of where we were, in advance of where we should be. Again, time past, in time present for future time.

Education in Cultural Contexts

That said, the process of internalizing information and conditioning outlooks is crucial to defining the context of university educational system. How this affects the society in a state of flux is even much more important, in order to fathom an educational system that does not exist in a vacuum. It is why an educational system should be creative, rooted in the cultures of a people, as the beginning point of learning. We must recall the place of informal cultural systems and the essence of indigenous technologies as we ‘modernize’.

It should capture the primary essence of the people, not just on a one-off basis, but unceasingly. This is to narrow the gaps between ideas and reality, between imagination and truth and between perceptions and knowledge. It is even more so in our evolving world, where change has become permanent. We cannot overemphasize that the permanence of change is constantly tasking our ability to cope.

This challenge is because of the divergence of innovations, the disparities in their sources and the increasing multiplication of the interests involved. The processes could sometimes be overwhelming given the limitations of resources viz-a-viz the paces and spaces of change. This condition highlights the importance of localization. The apes in Omonijon’s forest learned human ways, relational forms of living and entertainment, but they remained in their natural habitat while retaining the new nurture gifted to them by Omonijon, which made them long for her:

Omonijon mi re

Wo mo se were wo hoin bo…

Localizing knowledge in a society in transition means an understanding of the immediate educational needs of the environment and the development of a curriculum that will be closely suitable to the progress of that environment. It means we are enabling learning to progress, first from a local background, before it is expanded to cover the larger world of the beneficiary, where there will soon be encounters with the earlier stated multiplication of learning resources, either in their real or fake forms. We are referring here to the need to exercise caution in swallowing hook, line and sinker, the so-called Global Best Practices, which means, nowadays, in our new educational systems total repudiation of our contexts, cultures, art, knowledge, acts and practices.

While the expanded understanding of processes and procedures could come through educational travels and tours, or via different kinds of learning in other climes, the interconnections between a primary, local environment and a secondary, global scope are bound to produce a well-honed individual. The individual’s worldview would have begun to witness changes from a local environment whose well nurtured denizens are willing to deliberate about the need to preserve shared memories and patterns. This should lead us to the question of what we need as a people.

Our Needs versus our New World

To be continued.

Afejuku can be reached via 08055213059.

 

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Opinion

Act Now To End Witchcraft Accusations And Ritual Attacks

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Witch Burning, Impunity And Abuses Linked to Witchcraft Beliefs In Benue State
Dr Leo Igwe
Dear Sirs/Madams,
This is an open letter to you, Emeritus Professors, Professors, Senior and junior lecturers, deans of faculties, heads of departments, and school teachers. I am writing because I feel heartbroken, disappointed, and betrayed. I write you because I believe, as educators, we are failing in our duty and obligation. I am writing to draw your attention to a disturbing and dangerous trend in our country: witchcraft accusations and ritual attacks. These practices are an ill wind that blows nobody any good. I urge you all to get involved in addressing this menace, campaigning against these harmful practices, and educating and enlightening the public. As you may have noticed, recently, our society has been witnessing a growing wave of attacks and killings linked to witchcraft accusations and ritual attacks. The situation is getting out of hand.
There have been rampant cases of abuse, savage acts, murder of suspected witches, and horrific killing of other human beings by ritualists. Men and women, youths and adults, children and elderly persons have been victims. The perpetrators have mainly been youths. These revulsive acts are motivated by misconceptions about nature and how nature works, by irrational and superstitious beliefs about causes of illnesses, death, and other misfortunes. These barbaric killings are motivated by mistaken ideas about wealth and riches, about how to make money or become successful. Witch hunting and ritual attacks persist because many people are deluded and have refused to confront and combat their delusions and superstitions. Witch hunting persists because many people believe strongly that human beings can turn into birds and cats, that human beings can harm others, and cause accidents and death through spiritual, magical, or supernatural means. These are nonsensical ideas, aren’t they? Ritual attacks take place in our society because many people believe in the potency and efficacy of ritual sacrifice of humans and animals. A notion that is outright hogwash!
Distinguished colleagues, you would agree with me that witch-hunting and ritual attacks persist due to the failure of our schools and teachers to educate and reorient the minds of our students, youths, and other members of society. We must admit that we have failed in our duty as educators and enlighteners of students and society. But we can rectify this failure, fix this problem, and combat the menace of witch hunts. Unfortunately, many lecturers and teachers hold and enable these superstitious beliefs. They reinforce these misconceptions in the minds of their students. Many lecturers are witch hunters; they are witchcraft imputing and exorcising pastors/imams or members of witch-hunting churches/mosques and shrines. Many teachers believe in ritual money, engage in ritual sacrifice, or sanction ritual beliefs and practices. They defend witch hunting and ritual sacrifice of humans and animals as a part of African culture. As intellectuals, we are complicit in this social menace. And our complicity constitutes a betrayal of intellectual and moral trust.
So, I urge you to have a change of heart and mind because our society is smoldering away due to superstitious nonsense. As intellectuals in a country like Nigeria, you are the people’s last and best hope. I urge you all to step forward and provide the intellectual and moral leadership that the situation urgently requires and help get our society out of this mess and danger.
There are two ways you can do this. First, before every lecture or class, remind your students that no one can harm or kill them through spiritual and supernatural means. Tell them nobody turns into a bird and flies out at night to harm others. Tell them that ritual money is fiction and has no basis in reason or reality. Second, liaise with the Advocacy for Alleged Witches to organize a seminar or a debate on witchcraft and ritual beliefs in your institution. Create opportunities for your students to discuss, challenge, and interrogate witchcraft and ritual narratives, exchange ideas, and share experiences.
Please, let’s begin to push back. Let’s start reorienting our students and youths for a better tomorrow.
Treat as urgent
Sincerely
Leo Igwe Ph.D (Bayreuth), Director, Advocacy for Alleged Witches, Affiliate Researcher, Institute of African and Diaspora Studies, University of Lagos. Research fellow, Institute for Policy Research and Integration in Africa, Freetown, Sierra Leone.
Tel 08130593605

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Opinion

Ritual Killings: Resurgence And Need For Urgent Action In Nigeria

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Dooyum Dominic Ingye

By Dooyum Dominic Ingye

Before the end of last year, I watched several video clips on TikTok in which some Nigerian youths boasted about engaging in money rituals to get rich. I vividly remember a video showing several young people gathered in the home of a traditional priest for consultation on money rituals. Furthermore, the internet was flooded with videos of young Nigerians declaring, “As 2024 no work for me, na rituals we go do for 2025.” These were disturbing signs of the events that would later define 2025.

Due to the number of ritual killings recorded in 2025, Nigeria’s House of Representatives urged the Federal Government to declare a state of emergency. This was partly in response to figures released by the National Bureau of Statistics (NBS), which indicated that over 150 ritual killing cases linked to young people seeking quick wealth had been recorded in the six months leading up to January 2025. Many of these cases occurred in the western part of Nigeria and the Federal Capital Territory.

For those wondering, ritual killings have always been practiced in Nigeria—from the Ogbuefi and Otu-Edo ritual killings in pre-colonial times to the Otokoto ritual killings in post-independence Nigeria. In 1910, British High Commissioner Sir Hugh Clifford documented various ritual killings in Southern Nigeria. Essentially, where superstitious traditional beliefs held sway, ritual killings were practised.

Prior to Nigeria’s return to democracy in 1999, most ritual killings were performed for so-called traditional religious purposes. However, contemporary Nigeria is characterized by exploitative ritual killings driven by superstition, greed, and power. Vulnerable people—such as women, children, and the elderly—are the primary targets.

Many youths who engage in money rituals today likely grew up in the early 1990s and 2000s, a period when Nollywood movies and the media romanticized or sensationalized money rituals. Films such as Living in Bondage (1992), Circle of Doom (1993), Idejimba (1995), Blood Money (1997), Rituals (1997), and Last Burial (2000) effectively promoted ritual themes that not only evoked strong catharsis in viewers but also solidified their belief in rituals and other superstitious nonsense.

During this period, Nigerians were still reeling from the effects of the Structural Adjustment Program, which caused widespread hardship and suffering. Many saw these movies as validation of the effectiveness of rituals, believing that they could be used to escape poverty. These fictional narratives became ingrained in the minds of children who grew up admiring actors such as Kanayo O. Kanayo, Clem Ohameze, Kenneth Okonkwo, Pete Edochie, and others as classic examples of the success of rituals. They aspired to become like the fictional characters these actors played.

Similarly, the release of Isakaba in 2001 actively promoted the belief in magical powers, particularly Odeshi—the belief that certain charms can make the human body impervious to bullets and machetes. Isakaba depicted a society plagued by crime, where the policing system had failed. The introduction of the Isakaba Boys, who possessed magical powers to apprehend and kill criminals, was portrayed as a welcome solution.

The impact of this movie was profound: it resonated with Nigerians’ real-life experiences, and many wished for a real-life Isakaba to deal with criminals. As a result, many Nigerians grew up believing that certain rituals could make them invincible.

Furthermore, Nigeria’s weak law enforcement system has allowed ritualists to operate freely. Corruption and lack of consequences have emboldened those who engage in money rituals, as they see no one willing or able to stop or prosecute them.

Coupled with increased economic hardship—especially in the last two years—and social media pressure, many young people have been driven to kill others for ritual purposes. In a country where wealth is glorified without question, where education lacks critical thinking, and where social values are eroded, the belief that human body parts can be used to attain wealth or power reigns supreme.

These beliefs have led to the deaths of many young Nigerians with promising futures.

For instance, in January 2025 in Ogun State, four teenagers were arrested for the murder of 20-year-old Sofiat Kehinde. They allegedly decapitated her and burned her head, intending to use it in a money-making ritual. In Ushata village, Nasarawa State, a suspect was arrested for allegedly killing his friend’s seven-year-old son for ritual purposes. The arrest followed a report by the boy’s father regarding his son’s disappearance. In Kwara State, Ismaila Saliu, a 25-year-old herbalist, and an accomplice were arrested by the Nigeria Security and Civil Defence Corps for allegedly murdering Saliu’s 14-year-old brother for a money ritual. Reports indicate that he conspired with another herbalist and an accomplice to commit the act. In Abeokuta last month, Taiwo Yemitan was arrested by the Ogun State Police Command for possessing a fresh human head and dismembered body parts of a female victim. Last year, in Isua Akoko, Ondo State, Yusuf Adinohi was apprehended for allegedly possessing eight human skulls.

These killings have created fear and paranoia in communities. Feelings of trust and friendship have been completely eroded. Women and girls, who are often the victims, increasingly see men as dangerous predators. Worse still, ritual killings are now so rampant that ritualists kill their own wives and children, believing that sacrificing their loved ones will bring them wealth. The most sought-after human body parts for rituals include private parts, eyes, breasts, hearts, heads, tongues, and hands.

To address these issues, the government, as the major stakeholder, must take a decisive action by creating jobs and youth empowerment programmes to reduce desperation for quick wealth. There is a need to introduce stricter punishments for ritual-related crimes to deter offenders and to sponsor national awareness campaigns that educate Nigerians on the dangers of ritual killings. It is also necessary to address misconceptions around wealth and superstition by partnering with organizations such as the Advocacy for Alleged Witches (AfAW), which has spent the last four years addressing witchcraft accusations and ritual killings in Nigeria.

This year, AfAW launched the “Stop Witchcraft Accusations and Ritual Killings” campaign to tackle witch hunts and ritual killings by teenagers. Now is the right time for the government to support AfAW and end this menace once and for all.

Dooyum Dominic Ingye is the Program Manager of the Advocacy for Alleged Witches.

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Opinion

Reading Femi Osofisani’s Well-languaged Mind (1)

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Readers’ Showers Of Encouragement
Prof. Tony Afejuku

By Tony Afejuku

Let me begin this essay with an open confession – by “open confession” I mean my saying it loud here about writing or speaking about this column’s present subject without difficulty. He is a man, a literary personage of distinction, whose writing span covers years upon years running into decades of verbal self-expression of longitude and latitude of dexterity. Where do I begin and end my scrutiny of Professor Emeritus Femi Osofisan – a distinguished literary scholar and professional of numerous parts that are more than numerous parts? He is a writer who is intimately concerned with imaginative literature; he is an academic/literary administrator; he is a theorist and critic; he is a playwright and dramatist; he is a novelist, biographer and short story writer; he is a newspaper columnist; he is a teacher and mentor; he is a poet, he is, he is a poet. In these listed parts and landscapes, so to say, in which we can rightly examine him without qualms, he so fittingly, so skillfully and so penetratingly distinguishes himself to the extent that we cannot or may not but see him as a literary personality whose stories constitute a story of how his imagination is kindled by experiences, that is, by happenings that were/are intrinsically insignificant and significant at the same time. What this means (to me) is that Femi Osofisan is one gem of a human being and a writer who appeals to me as a significant embodiment of our world, of our landscape, and his response to it.

Now my difficulty about writing about Femi Osofisan today should be apparent to my readers. I cannot possibly dwell on everything I have listed above – as important as they are because I really set out to view him as a poet, a well-languaged poet, of “a particularly wholesome or edifying matter of communication,” as TS Eliot would say. His two recent volumes of new and selected poems respectively called Remember Tenderness (Volume 1) and The Jeweller of Night (Volume 2: On Night and Life’s Mutations) represent faithfully and interestingly what Femi Osofisan (Okinba Launko – his pen name – in publishing the volumes) essentially means to me from my perspective or impression of the qualities of the poems that well define him as a considerable figure in the world of poetry and of letters generally.

In drawing my readers’ attention to Okinba Launko’s new and old offerings in this light exercise, I am not too certain if I should stick squarely to a run of the mill newspaper critique or do the run of the grain on a piece of wood reading distinct in a lavish manner from the former. Which one will delight my readers – my sophisticated and un-sophisticated readers – more? My rumination on the matter fetches me this answer: “Employ what inspiration fetches you to fit into the scheme of the length of time of your purpose and position at present.”

As a poet, what school of poetry does Okinba Launko belong to in our clime as his volumes reveal? Furthermore, what generation of poetry Okinba Launko’s volumes belong to – as the volumes equally reveal? What span of years do they cover or seem to cover in terms of the generations of poetry in our age and clime? These are weighty and difficult questions. I was a young man, a young under-graduate of the Ahmadu Bello University in Zaria trying my hands at poetry and learning to hone my writing skills as a poet or would-be poet. Of course, at this time the great Chinua Achebe had published me in Okike, the very remarkable journal of new African writing he founded, and which is still existing. And my poems had appeared in Poetry From ABU edited by Brian F. Downes, an Irish, and one of our under-graduate lecturers who supervised my collection of poems which I submitted in my final year as the requirement for the Original Composition Course which I was the lone student allowed and expected to offer the course. I cannot remember at this time that I had encountered Femi Osofisan’s name or figure in the world of our literature. But something happened when the late novelist Kole Omotosho visited ABU’s English Department to deliver a lecture to us. After the lecture I remember asking him a question that bordered on the generation(s) of Nigerian Literature. I don’t remember that he answered the question to my literary or critical satisfaction. As the editor of the students’ Departmental literary magazine, The Mirror and one of the founders of ABU Writers’ Club, I was looking for masters outside the class or the generation of Achebe, Soyinka, JP Clark, Christopher Okigbo and others – who would stir us to write what we wanted to write. My stubbornly inquisitive insistence elicited Femi Osofisan’s name from him – but the poetry of the young Osofisan did not exist for me; it certainly did not ring a bell.

Let me relate another encounter. As an undergraduate, Onibonoje Publishers, Ibadan had accepted to publish several of my poems in an anthology – in which other poets – aspiring and established ones – would also be published. Just before I graduated Onibonoje Publishers sent me their contract papers which I duly filled,  signed and dispatched to them. When I did not hear from them after a long time that was more than a pretty long time, after my NYSC year, and I was already in Zaria as a Graduate Assistant, I travelled to Ibadan. Who did I meet there in the publishers’ office – but Kole Omotosho? He told me after hearing my story that Femi Osofisan was the editor of the envisaged anthology committed to the kind of poetry that world allow young writers/poets to use their voices to lead other younger ones the use of their own voices in an original manner. Up to this moment, even though we had ceaselessly seen or met each other at different times, I had not raised the issue with Osofisan whose figure has since loomed large in our consciousness. (Kole Omotosho informed me then in Ibadan that Onibonoje Publishers had some publishing hiccups which I presumed was why the anthology did not eventually see the light of the day).

Now, why this lengthy tale? It is germane, from my point of view, to the matter of the generation of poetry Okinba Launko two volumes that are well-languaged belong to. If at the time I alluded to Femi Osofisan had not made a name as a poet, but as a play-wright and dramatist, can I, can we, regard his poetry as that of a predecessor? And from another point of view can I, can we, regard his poetry as that of a contemporary? The year I mean in this reference to the master of drama and now of poetry after the generation of the big four – Achebe, JP Clark, Soyinka and Okigbo – is from 1975 on.

To be Continued.

Afejuku can be reached via 08055213059.

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