The Absence of Zambian Thinking: Unveiling the Impact of Curriculum Design and Imperial Influence

This article explores the significant impact that curriculum holds in shaping thought processes and the consequent implications for developing a unique style of thinking. Focusing specifically on the absence of Zambian thinking in the country’s educational curriculum, this study analyzes the intentional design flaws that favor the interests of imperial powers. By examining the perspectives of other nations such as the United States, India, and China, which have successfully cultivated distinct thinking styles, we highlight the missed opportunities and potential advantages that a well-designed curriculum could bring to Zambia. The findings contribute to the broader discussion on the role
of curriculum in fostering national intellectual growth and counterbalancing the influences of dominant global powers. Legacy of Indigenous Identity

Keywords: Curriculum Design, Imperial Influence, Zambian Thinking