Ethiopia's አብረሆት and Mathematics for Engineers Course
Posted: 17 Aug 2022, 18:51
I am not a regular customer of many new YouTubers' and Facebookers' posts of reports and analysis of news from Ethiopia. However, when I came across one YouTube post recently, I couldn't help juxtaposing it with the ideas I learned in one particular course in college a long time ago as well as with the relatively new idea about Ethiopia's አብረሆት.
That particular course was called Mathematics for Engineers, MATH 331. It is the most advanced mathematics course that I took in Ethiopia. If I remember correctly, it was in that course that we were introduced to some famous mathematicians like Fourier, Euler, Taylor, and Laplace.
I do not think that it is inconceivable to draw a progression from scientific ideas taught in colleges in Ethiopia and its emerging quest for አብረሆት. Then again, I do not know much about the history of academics in Ethiopia in general and that particular course in particular. Almost all my time in college, I didn't consider learning more than something curiously fun to do. May be that kind of mindset has helped me in putting off the pressure of learning as more serious thing to do in life.
Nonetheless, school has been my Bible and my moments of enlightenments throughout my school years in both Ethiopia and here in the U.S. have been my verses. Like many others, there are those kinds of moments that I vividly remember to this day. I will come back later to some of those moments. For now, I remember the day I took the final exam of that course. After the exam, for reasons I can't explain, I totally lost my appetite and couldn't eat my lunch at the student cafeteria on campus. I have no idea if any sense of satisfaction or getting over something would lead to one losing appetite. I remember trying to give it all I could to pass that exam. I passed the exam with my standard for passing, along with another student, if I remember correctly.
One batch of students in one college taking that course is a mere snapshot of the history of that course in Ethiopia, For instance, one can ask about when it was first introduced, why it was thought to be necessary to introduce that course in Ethiopia for undergraduate students to take it, how many students took it for the fist time, who the first Ethiopian student that aced it was, and so on.
I suppose getting these kinds of information to enlighten the general populace in quest of አብረሆት takes more time and resources than preparing the instantaneous reports and analysis by the many new YouTubers and Facebookers. I do not know if there are some already out there that I haven't stumbled up on yet; I am sure there is enough historical data by now to talk about.
I respect the value of instantaneous reports of news and analysis for its consumers. At the same time, I don't know if it is just me or more are sensing a gap that the juxtaposition suggests to exist in the progression from those kinds of advanced scientific thoughts in colleges and Ethiopia's quest for አብረሆት.
That particular course was called Mathematics for Engineers, MATH 331. It is the most advanced mathematics course that I took in Ethiopia. If I remember correctly, it was in that course that we were introduced to some famous mathematicians like Fourier, Euler, Taylor, and Laplace.
I do not think that it is inconceivable to draw a progression from scientific ideas taught in colleges in Ethiopia and its emerging quest for አብረሆት. Then again, I do not know much about the history of academics in Ethiopia in general and that particular course in particular. Almost all my time in college, I didn't consider learning more than something curiously fun to do. May be that kind of mindset has helped me in putting off the pressure of learning as more serious thing to do in life.
Nonetheless, school has been my Bible and my moments of enlightenments throughout my school years in both Ethiopia and here in the U.S. have been my verses. Like many others, there are those kinds of moments that I vividly remember to this day. I will come back later to some of those moments. For now, I remember the day I took the final exam of that course. After the exam, for reasons I can't explain, I totally lost my appetite and couldn't eat my lunch at the student cafeteria on campus. I have no idea if any sense of satisfaction or getting over something would lead to one losing appetite. I remember trying to give it all I could to pass that exam. I passed the exam with my standard for passing, along with another student, if I remember correctly.
One batch of students in one college taking that course is a mere snapshot of the history of that course in Ethiopia, For instance, one can ask about when it was first introduced, why it was thought to be necessary to introduce that course in Ethiopia for undergraduate students to take it, how many students took it for the fist time, who the first Ethiopian student that aced it was, and so on.
I suppose getting these kinds of information to enlighten the general populace in quest of አብረሆት takes more time and resources than preparing the instantaneous reports and analysis by the many new YouTubers and Facebookers. I do not know if there are some already out there that I haven't stumbled up on yet; I am sure there is enough historical data by now to talk about.
I respect the value of instantaneous reports of news and analysis for its consumers. At the same time, I don't know if it is just me or more are sensing a gap that the juxtaposition suggests to exist in the progression from those kinds of advanced scientific thoughts in colleges and Ethiopia's quest for አብረሆት.