Seek knowledge, act with purpose, by Engr. Bello Gwarzo Abdullahi, FNSE
“Knowledge must always be translated into action; otherwise, it remains sterile.”
— Peter F. Drucker, The Age of Discontinuity
In his seminal work The Age of Discontinuity: Guidelines to Our Changing Society, Peter F. Drucker examines the profound and rapid transformations — which he calls “discontinuities” — that are reshaping contemporary life. These shifts are not gradual evolutions but sweeping changes in technology, economics, and values that demand one imperative response: learn, adapt, and act.
Humanity, it is well established, has progressed from dependency to independence, and now to interdependence — an era where collaboration and collective intelligence drive advancement. In this new paradigm, no knowledge is superfluous: every insight is valuable and every skill significant. Yet knowledge must find expression in purposeful action; otherwise, it remains unfruitful.
Drucker foresaw the emergence of the knowledge economy, where knowledge — rather than land, labour, or capital — becomes the most vital resource. The rise of the knowledge worker, he argued, represents a revolution as transformative as the Industrial Revolution itself. The task before individuals and institutions, therefore, is to make knowledge productive — to convert ideas into meaningful impact.
A nation’s true wealth lies not in its natural resources but in its people — educated, skilled, and purposeful citizens. For Nigeria, the message is unequivocal: invest in functional education that builds critical thinking, problem-solving abilities, and innovation — not merely the memorisation or recital of information.
Drucker also identified technological discontinuity — the accelerating pace of innovation that can redefine industries almost overnight. The ability to adapt to and manage technological change has become an essential survival skill for nations, organisations, and individuals alike.
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Alongside this is economic discontinuity, signalling a shift from the heavy industries of the past toward a service and innovation-driven economy. Outdated policies and rigid systems must give way to adaptability, creativity, and lifelong learning.
At the same time, societal and institutional discontinuities compel governments, corporations, and educational institutions to reinvent themselves to meet the evolving demands of social mobility, education, and global integration. Drucker called for a new social contract rooted in accountability, citizenship, and education — one that prepares individuals for an uncertain yet opportunity-rich future.
Underlying these transformations is a crisis of values. As definitions of progress and success evolve, societies must rediscover moral equilibrium — constructing ethical frameworks that guide knowledge-driven change toward the collective good, in harmony with their cultural and social realities.
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Ultimately, Drucker’s insight remains timeless: education and lifelong learning are not luxuries but imperatives. Knowledge today has a fleeting shelf life; the future belongs to those who learn, unlearn, and relearn.
In simple terms: Seek knowledge — but do not stop there. Apply it. Act upon it.
For knowledge that is not used to build, to serve, or to uplift is no more beneficial than ignorance itself.
Engr. Bello Gwarzo Abdullahi, FNSE
bgabdullahi@gmail.com
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