Education and State Building in Early Ethiopian Thought: The Cases of Gebre-Hiwot Baykedagn and Eguale Gebre-Yohannes

Abstract

The role of education in state-building and the interaction between the indigenous and modern education systems are among the most researched problems. Despite their potential to illuminate this complex relationship, the works of early Ethiopian intellectuals remain largely overlooked. In light of this gap, this study comparatively analyzes the works of Gebre-Hiwot Baykedagn (1886-1919) and Eguale Gebre-Yohannes (1931-1991), with particular attention to their interpretations of the meaning and purpose of education, the interaction between indigenous and modern educational systems, and the role of education in state-building. The study employed a qualitative research method with an interpretative comparative research design using the works of the two intellectuals as primary sources. A close textual, content, and discourse analysis is used to uncover the common and divergent positions of the two intellectuals, founded on a historical contextualization of their works and lives. The study concludes that while both Baykedagn and Gebre-Yohannes understood education aligned with the Enlightenment notion of rationality and science, Baykedagn was more inclined to craft comprehensive modernization reforms that deny agency for indigenous education. On the other hand, Gebre-Yohannes believed the two systems of education can be tailored together without losing their particular essences. Both intellectuals agree on the vitality of embracing European-modelled education as part of the quest for a modern and capable state that can successfully transcend domestic and foreign challenges.

Keywords: Gebre-Hiwot Baykedagn, Eguale Gebre-Yohannes, Ethiopia, education, state-building, early intellectual