Özet:

In the period that begins with geographical discoveries and is also called colonialism in the second period, the Western countries are making these countries a colonial country by saying that we bring civilization to the African continent, which is called the third world countries, by advancing the "White Man's Load" mission to curb somewhat of the exploitation. They use educational systems, which are one of the basic tools of exploitation to facilitate this exploitation. The West, though the traditional education of the countries which he colonized was undervalued and implemented the policies that pushed to the second place, did not forced them to be eliminated and put his own place. The colony set its own education system next to the country’s educational system. Colonial countries, which have a traditional educational system until the beginning of their colony, begin to blurry when they face a modern educational system shaped and shaped from the experience of the colony’s Renaissance and Illumination. A system of education that is eventually dissolved and not in accordance with the cultural context of the colonial country leads to cultural corruption and economic corruption. Many post-colonial theorists, thinkers, intellectuals and writers, including Chinua Achebe, agree with the idea that the exploited countries have used and shaped their educational systems in order to ensure the durability of colonialism, which is the form of spreading thought. This is clear, especially 2. They write works on the destruction of the European civilization physically withdrawn from the countries they colonized after the World War on the political, economic and cultural lives of the colonized countries. Some argue that the heritage that the European civilization has left should be radically rejected, while some argue that the harmful and destructive effects of this civilization and good things are done, that it is not dialectically possible to reject it all because of centuries of interaction, and that the actual corruption is derived from the traditional education of the colonial countries under a closed and/or semi-open system. Chinua Achebe is among the defenders of the second view. In this context, this article, taking into account the novel No Longer at Ease, the second work of the Achebe trilogy, which is a continuation of each other in terms of events, philosophies and characters and describes the social and cultural situation of Nigeria before the colony, the colony period and after the colony, is intended to reveal how a culture formed as a result of a closed-system traditional education, suddenly undergoing an open-system education, can lead to cultural corruption and continue its exploitation.

Anahtar Kelimeler: