Why Arts, Science teachers are a

There has been a lot of bragging about the issue of Arts teachers’ salaries.
Our MPs, ever ready to err on the side of caution, have called on the government to treat all teachers equally following a pay rise for science teachers in public schools.

Also, the public has described as discriminatory the unilateral salary increase in favor of Science teachers. They agree that increases should be universal, and thus the spirit of justice.

However, development isn’t about justice, that’s a byproduct, it’s about the pragmatism that comes with cutting your coattails. Everything else is superfluous to our national requirements.

That said, we have to wonder why the government favors science teachers over arts teachers. The answer can be found not in the importance of Science teachers, because they are very important, but in the government’s ignorance of the importance of Arts teachers.

The importance of the latter is found in what the Arts themselves bring to a nation.
Beyond the cultural economy, it is clear to anyone with half a brain that the arts and culturally related industries provide direct economic growth for the state and local communities.

They are essential complements to community development and the enrichment of local opportunities.

Arts and culture create job opportunities, stimulate local economies through consumer shopping and tourism.

Tourism is always based on culture as the Arts thus contribute to national economic growth by providing income from it.

This creative sector also attracts young people and supports them in the modern workforce.
Any Art teacher will tell you this.

Two, and more importantly, cultural and artistic assets such as museums, theaters, etc., help preserve our culture and, in turn, our national identity.

Such possessions thus express a Ugandan personality, echoing what Kwame Nkrumah called African personality.

This personhood presupposes individuality as individuals are expected to serve their family and community. As a result, the individual also benefits from the overall success of the family and community.

It is this interweaving that creates a cultural symbiosis that leads to a common interest that is distinctly ours.

Also, other nations are defined not by what they are, but by who they see themselves as.
This imbues their activities with a purpose to rise together as one personality. This begs the question, what is Uganda’s personality?

This question can only be answered through the Arts and how they serve as the matrix of our society giving free rein to our abilities reflected by our heritage and history.

Therefore, Science in isolation of the Arts is certainly like a person without a personality revealed by how we preserve our indigeneity in the cultural instruments born of the Arts.

Unfortunately, there is a force against the creation of a Ugandan personality, and that force is neo-colonialism.

Imperialist forces, subsets of which are neo-colonial impulses, are essentially to ensure that Ugandans are torn personalities who are neither here nor there.

This schizophrenic reality exhibits psychotic features on a national scale such as popular delusions, hallucinations, disorganized thinking (speech), grossly disorganized or abnormal motor behaviors leading to widespread negativity.

If you look at the Ugandan psyche, you will see these symptoms. This is why we never have a united vision of where we want to take the country and so we tend to self-sabotage through corruption, tribalism.

The ruling elite is now reinforcing this condition by separating the importance of Arts from Science by giving science teachers allowances and arts teachers an insult they call middle income status.

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