Onjalazbroz- Testing the Foundation of Knowledge

 Education has always been both the engine and beneficiary of technological progress. From the invention of the printing press to the rise of the internet, each leap forward has transformed how knowledge is created, shared, and absorbed. It is ironic, then, that some educators now resist one of education's own greatest innovations—artificial intelligence. AI is not some alien invader in academia; it is the product of decades of research in computer science, engineering, mathematics, and statistics—fields born and nurtured within the very institutions now hesitant to embrace it. To reject AI in academic work is to deny education's fundamental purpose: to harness new discoveries that elevate human potential.   The evolution of academic work mirrors technological advancement. Not long ago, students spent days in libraries, poring over physical books and journals to produce handwritten assignments. The arrival of personal computers revolutionized this process, followed by sma...

The baton strikes cracking protestors' skulls in Nairobi's streets today carry echoes from a darker past—the rhythmic thuds of colonial askaris beating African laborers in 1920s Thika, the gunfire that cut down Mau Mau fighters in Aberdare forests, the sickening crunch of steel against bone when a police Land Rover crushed George Morara's car in 1969. Kenya's police brutality is not an aberration but a tradition, meticulously preserved across generations of political change. What began as a colonial instrument of subjugation has evolved into the ruling elite's most reliable weapon for subjugation, its violence never dissipating.   The origins of this systemic brutality trace back to the very formation of the colonial police force—an institution designed not to serve but to dominate. Before European occupation, African communities maintained order through social systems of elders' councils, age-set accountability, and communal justice. The British replaced these ...