By Femi Kusa/
I feel deeply sorry for Teacher Stella Nwadigbo, 45, and her pupil, Baby Adebayo Michael, a 3-year-old at Christ-Mitots Nursery and Primary School in Ikorodu, Lagos State. They are victims of a society plagued by what I call “crippled brains”—a societal condition marked by flawed thinking, poor decision-making, and misplaced priorities. This condition, I argue, stems from misguided policies, parenting, and an education system that ignores the developmental needs of children.
The Problem: Starting School Too Early
In Nigeria, children as young as three are often expected to write, recite, and comprehend material far beyond their cognitive and emotional capacities. This is child abuse disguised as education. Baby Michael, who was allegedly beaten by his teacher for failing to write numbers up to 65, exemplifies the consequences of these unrealistic expectations.
Government investigations into this incident may result in superficial actions: shutting down the school, sanctioning the proprietor, and compensating the boy’s family. However, such measures only scratch the surface. They fail to address the systemic issues rooted in what I call the “biological misconstruction” of modern humanity—a phenomenon marked by the imbalance of brain function and the neglect of spiritual and physical nurturing.
Crippled Brains: A Deeper Look
What do I mean by “crippled brains”? It refers to the imbalance between the cerebrum (the intellectual brain) and the cerebellum (the spiritually receptive brain). Fossil records suggest that, millions of years ago, the cerebrum and cerebellum were proportionate in size. Over time, however, the cerebrum overdeveloped, while the cerebellum atrophied. This imbalance has impaired humanity’s ability to harmonize intellect with intuition and spiritual guidance.
In modern times, this “crippling” manifests in various ways: parents pushing children into early academics, teachers overwhelmed by systemic inefficiencies, and policymakers oblivious to the developmental needs of young minds.
The Role of Parenting
Many parents are ill-prepared for the responsibility of raising children. Like a farmer who must prepare the soil before planting, prospective parents must prepare their bodies and minds before conception. Proper nutrition, detoxification, and a focus on spiritual and emotional well-being are essential for producing healthy, intelligent offspring.
A compelling example is the story of a British boy named Best, who was once at the bottom of his class. Researchers discovered that his poor academic performance was linked to a lack of Omega-3 fatty acids in his diet. After being supplemented with Omega-3 during a school holiday, Best’s performance improved dramatically, moving him to the top of his class.
Omega-3 fatty acids, along with other essential nutrients like zinc, play a critical role in brain development and function. How many Nigerian parents are aware of this? How many ensure their children receive the necessary nutrients for optimal brain health? Baby Michael’s matted hair, for instance, may indicate zinc deficiency, which affects cognition, vision, and overall brain function.
The Pressure to Compete
Another issue is the unhealthy competition among parents, who push their children into academic settings prematurely to showcase their intellectual superiority. At three years old, children should be exploring nature, playing, and developing their senses—not sitting in classrooms memorizing numbers. By forcing intellectual tasks on them too early, we disrupt their natural development, turning them into what I call “intellectual hothouse plants”—mature on the outside but fragile and underdeveloped within.
Challenges in the Education System
The education system exacerbates the problem. Schools are often more concerned with profits than with the well-being of their students. Teachers like Nwadigbo, who may earn meager salaries and face unrealistic workloads, are often overwhelmed. Managing a classroom of 30 three-year-olds, some still in diapers, is no small feat. When combined with the pressure to deliver results, it’s no wonder frustration boils over.
The Bigger Picture: Biological Misconstruction
This takes us back to the concept of “biological misconstruction.” In the original design of humanity, the cerebrum and cerebellum worked in harmony. The cerebellum, as the spiritually receptive brain, processed intuitive guidance from the human spirit, while the cerebrum translated this guidance into action. However, as humanity relied more on intellect and less on spiritual intuition, the cerebrum overdeveloped, and the cerebellum atrophied.
This imbalance has disconnected humanity from its spiritual core, leading to flawed decision-making and a distorted sense of priorities. A society with crippled brains cannot nurture its children properly, let alone create systems that support holistic development.
A Call for Change
The incident involving Teacher Nwadigbo and Baby Michael is a symptom of a deeper societal malaise. To address it, we must:
- Rethink Education Policies: Delay formal schooling until children are developmentally ready.
- Educate Parents: Promote awareness of pre-pregnancy and postnatal nutrition and child development.
- Support Teachers: Provide better training, salaries, and resources to reduce burnout and frustration.
- Foster Holistic Development: Encourage play, exploration, and creativity in early childhood rather than premature academic tasks.
Ultimately, we must heal our crippled brains by restoring the balance between intellect and intuition. Only then can we build a society that truly nurtures its children and fulfills its potential.
FEMI KUSA was at various times Editor; Director of Publication/ Editor-in-Chief of THE GUARDIAN NEWSPAPER; and Editorial Director/ Editor-in-Chief of THE COMET NEWSPAPER. Currently, he keeps a Thursday Column on Alternative Medicine in the NATION NEWSPAPER.
Some of his health columns may be found on www.olufemikusa.com and in MIDIUM a digital platform for writers. He is active also on Facebook @ John OLUFEMI KUSA.
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