“Have You Ever Wondered Why UNN Doesn’t Offer Chemical Engineer­ing? Here’s Why…”

It’s a question many people have asked in passing, sometimes with curiosity, sometimes with confu­sion: Why doesn’t the University of Nigeria, Nsukka (UNN) offer Chemical Engineering?

The preceding article, penned by an anonymous author, sparked a deep curiosity within me, prompting a quest to uncover the truth surrounding the writer’s background and the context in which this piece was created. This pursuit stems from a desire to under­stand the motivations and potential biases that might have influenced the author’s perspective. I’d like to share an excerpt from the article with you, and then, together, we can analyse its veracity and explore the underlying themes presented.

By examining the text closely, we can attempt to discern the author’s in­tentions and evaluate the credibility of their claims.

Furthermore, this collaborative analysis will provide an opportunity to delve into the deeper implications of the article’s message, specifically con­cerning the concept of self-imposed mental limitations.

Let’s dissect the provided excerpt and engage in a thoughtful discus­sion to determine the accuracy and relevance of the author’s assertions. Beyond simply assessing the truth­fulness of the article, our discussion should also extend to exploring prac­tical strategies for liberating ourselves from the confines of FGN’s perceived limiting beliefs of holding the Igbos down and cultivating a more empow­ered mindset.

“It’s a question many people have asked in passing, sometimes with curiosity, sometimes with confusion: Why doesn’t the University of Nigeria, Nsukka (UNN) offer Chemical Engi­neering?”

If any individual of Igbo descent subscribes to the aforementioned nar­rative, it becomes imperative for them to engage in a thorough self-examina­tion of their cognitive faculties and reasoning abilities. The narrative’s inherent flaws and inconsistencies should prompt a critical evaluation of its underlying assumptions. The crux of the matter lies not in attributing our current predicament to external factors or convenient scapegoats, but rather in acknowledging a fundamen­tal truth: our leaders have consistently demonstrated a reluctance to liberate themselves from the shackles of a self-defeating mindset. This mentality, characterized by a pervasive sense of pessimism and an unwillingness to embrace innovative solutions, has sig­nificantly hampered our progress and perpetuated a cycle of stagnation. It is essential to recognise that true eman­cipation begins with a shift in perspec­tive, a conscious rejection of limiting beliefs, and a proactive embrace of transformative change.

Our leaders must cultivate a mind­set of resilience, innovation, and un­wavering determination to overcome the challenges that confront us, espe­cially after the civil war. Only through such a transformative internal shift can we hope to achieve genuine progress and realise our full potential as a peo­ple. This requires a critical assessment of existing strategies, a willingness to challenge any limitations in our con­ventional wisdom, and a commitment to fostering a culture of accountability and forward-thinking leadership. The time for excuses has long passed; the onus is now on our leaders to embrace a new paradigm of proactive and trans­formative leadership.

To believe the aforementioned narrative implies a persistent state of conflict between the Igbo people and the Federal Government of Nigeria, a notion that presents a significant intellectual contradiction. It is illogi­cal for a globally recognised academic institution to accept such a contrived narrative of imposed limitations in the 21st century. The world has progressed beyond relying solely on traditional, manually driven academic research methodologies, particularly with the advent of advancements in artificial intelligence and scientific evolution. These advancements offer new avenues for research and understanding, mov­ing beyond the limitations of purely numerical and manual systems.

If the University of Nigeria con­tinues to operate under policies estab­lished over five decades ago, it risks be­coming stagnant and failing to adapt to the dynamic nature of knowledge creation. Such adherence to antiquat­ed policies raises serious questions about the institution’s ability to foster innovation and contribute meaning­fully to contemporary scholarship. A university, by its very nature, should be a hub of forward-thinking research and intellectual exploration. The uni­versity’s commitment to intellectual rigor and its relevance in the modern academic landscape are called into question when it fails to embrace con­temporary approaches and remains tethered to policies that may no longer be applicable or effective in the current environment. This stagnation not only impacts the institution’s reputation but also potentially limits the opportunities available to its students and faculty.

Embracing modern research meth­odologies and adapting to the changing landscape of knowledge creation are essential for any institution that aspires to be a true center of learning and in­novation in the 21st century. The con­tinued reliance on outdated policies suggests a resistance to progress and a potential disconnect from the evolving demands of the academic world. This resistance ultimately hinders the uni­versity’s ability to contribute meaning­fully to the advancement of knowledge and its capacity to prepare students for the challenges and opportunities of a rapidly changing world.

Within universities, the pursuit of knowledge transcends all boundaries. This principle underpins every new research endeavor, where the funda­mental objective is to contribute novel insights to the global body of knowl­edge. Academic research, uniquely, op­erates within a realm where limitations themselves are limitless, fostering an environment of boundless exploration.

Consequently, these centers of high­er learning, these citadels of thought, remain unrestricted by research con­straints. They are not bound by prede­termined paths or confined to narrow fields of inquiry. Instead, universities enjoy an intellectual freedom akin to birds soaring through the open sky, constantly seeking and discovering optimal alternatives to current evolu­tionary trends. This freedom allows researchers to challenge existing par­adigms, explore unconventional ideas, and push the boundaries of human understanding.

The very nature of a university encourages interdisciplin­ary collaboration, fostering a dynamic exchange of ideas that fuels innovation. This open exchange, combined with the freedom to explore uncharted intellec­tual territory, allows universities to ad­dress complex global challenges from multiple perspectives. They are incu­bators of new methodologies, pioneer­ing technologies, and groundbreaking discoveries that shape the future of our world. Universities are not mere­ly repositories of existing knowledge; they are dynamic engines of progress, constantly evolving and adapting to the ever-changing landscape of human understanding. Their commitment to unrestricted exploration ensures that the search for knowledge remains a vi­brant and vital force in society, driving us towards a deeper understanding of ourselves and the universe we inhabit. This pursuit of knowledge, unbur­dened by limitations, is the essence of the university’s mission and its endur­ing contribution to human progress.

The Igbo people, known for their resilience and entrepreneurial spirit, should cultivate a stronger sense of accountability, acknowledging set­backs and analyzing the root causes of failures rather than resorting to justi­fications. However, this very strength should be coupled with a willingness to confront challenges head-on and seek solutions rather than deflecting responsibility. In specific instances, such as the alleged blanket policy pre­venting new undergraduate intakes in Chemical Engineering departments, a direct and proactive approach is cru­cial. Instead of relying on conjecture or externalizing blame, it would be more productive to engage with key figures like the old and new Vice Chancellors of Igbo extractions.

Attributing our shortcomings to external factors is a common human tendency. However, when established systems are in place to address such issues, it becomes crucial to examine why these systems aren’t effectively utilized. Specifically, in the case of the academic disruptions at the Uni­versity of Nigeria, Nsukka (UNN), it’s easy to point fingers elsewhere. But the question remains: why haven’t the leaders and governors of the South East region, where this prestigious institution is located, taken decisive action against policies that negatively impact the university’s operations?
If such detrimental policies exist, what mechanisms prevent these influential figures from demanding their imme­diate revocation?

This inaction neces­sitates a critical self-assessment by all the South Easterners. It’s imperative for them to engage in introspection and accurately identify the root causes of these academic disruptions at UNN. This involves looking inwards, scruti­nising internal structures and process­es, and determining where responsibil­ity truly lies. Rather than externalising blame, the focus should shift towards understanding internal accountability and identifying specific individuals or groups whose actions, or lack thereof, have contributed to the ongoing chal­lenges faced by the university commu­nity. This introspective approach is essential for developing effective solu­tions and preventing future disruptions to the academic pursuits of students at UNN. It’s time to move beyond blame and embrace a proactive approach to problem-solving… Even though that I come in PEACE.

Dr. Sunny Oby Maduka (DSM)