THE HARMONY GAZE

On 25 October 2024, Itumbili Secondary School in Magu District, Mwanza Region, on the shores of Lake Victoria in the United Republic of Tanzania, marked the inauguration of its first Tuko Sawa Club Alumni initiative through the establishment of a Harmony Centre of Excellence. The occasion convened members of the local community in a collective commitment to the advancement of wellbeing and social cohesion. The event received coverage in  The Daily News  of Tanzania, which foregrounded the participation of local Elders as a vital resource in the cultivation and restoration of moral values grounded in intergenerational knowledge, ecological attunement, and the sustenance of local food traditions. How Itumbili CoE promotes community wellbeing .           ( LINK TO THE DAILY NEWS ARTICLE )   By Abela Msikula November 4, 2024.           MWANZA: In Magu District, Mwanza Region, the Elders ...

ABOUT THE SOCIETY: The first Tuko Sawa "Society of Harmony Practitioners"(SoHP) was established in Tanzania to spread this transcultural message of unity in diversity, because we believe that "Equality Consciousness" is an ethical and moral  prerequisite for a Fairer Future. Our Society in Tanzania was first created online as a learning group but eventually the members unanimously decided to register an official entity that will allow them to share the concept of harmony in their communities. On the 7th September 2023 the SoHP was inaugurated in the capital Dodoma.  The Society's Patron Mr. Madaraka Nyerere who is the son of Tanzania's Founding Father Mwalimu Julius K. Nyerere was joined by members who travelled form all corners of the country to celebrate their #Oneness. Everyone paid for themselves, including a two nights hotel stay in the capital because our Society is not a charitable organisation that seeks funding for our daily activities. We do the be...

Human life is shaped by stories: the stories we inherit, the stories we choose, and the stories we pass forward. These narratives do more than entertain or explain. They organise how we understand ourselves, how we relate to others, and how we decide what matters. I have always loved stories, although I listen to them with careful attention, especially when they travel across cultures. I experience belonging as something created by presence rather than origin. Wherever my feet touch the ground, I consider myself at home. Each new place offers new ways of seeing, and I welcome these into what I think of as my personal stories library. This library is living and fluid. It is continually revised, expanded, and refined. It does not preserve ideas as fixed possessions. It allows them to move, evolve, and interact. This way of living with stories reflects my understanding of transculturalism as an active practice of openness and responsibility. I avoid binding myself to any single narrative ...

In this clip, I reflect on  harmony  by examining the limits of translating the word  empathy  into Kiswahili. There is no single Kiswahili term that fully captures the meaning of empathy or clearly distinguishes it from pity or compassion. In most dictionaries and online translation tools,  empathy  is translated as  huruma . However,  huruma  is closer in meaning to  pity . In everyday usage, it refers to feeling sorry for someone who is perceived as less fortunate, or reacting to misfortune from a position of distance. For example, one might say  “Namwonea huruma” , meaning “I feel pity for that person.” This does not convey empathy. When attempting to express “I empathise with you” in Kiswahili, there is no precise or culturally satisfying equivalent. Common metaphors, such as “putting oneself in another person’s shoes”, also reveal their limitations. Such expressions are not always culturally or environmentally appropriate. Wha...

The " Third Something " is a meaning that arises from spiritually-correct relationships with Self, Others, our surroundings and being aligned with a purpose greater than our own individualistic goals. It is an immaterial reward, a form of spiritual earning that fills us with inner joy enhancing our wellbeing physically and mentally. It exists outside us, somewhere between relationships, and it is only harvested by the right interactions, of love, humility and gratitude, which keep it alive. My post-doctoral work in media-anthropology is focused on finding ways that nurture The Third Something at a time when materialistic worldview is the dominant way of seeing the world. I began by looking at visual literacy to decode internal biases caused by the way "development" is articulated. In my PhD dissertation I coined the term "donor gaze" to explain the harmful impact of using the narrow lenses of international development, which conceptualise "progress...

In developing the harmony lessons, I applied a methodology grounded in what I call the Harmony Gaze , a systems thinking framework for learning and living wisely in our global interconnected world.  The Harmony Gaze is built on three pillars — Knowledge, Empathy, and Attitude — which together form the KEA model (pronounced care ). Originally developed in Sweden in 2004, KEA stands for Kunskap (Knowledge), Empati (Empathy), and Attityd (Attitude). I used this model to guide both the content of the lessons and the way learners are invited to engage with them. Knowledge: Understanding Beyond Assumption I ensured that each lesson begins with a foundation of accurate, respectful knowledge.  Knowledge, in this sense, is not merely scientific facts but the deliberate reframing them specifically to fit the eclectic level of understanding of the learners. I explained the underlying principles of Nature, human societies, and our interconnections without intefering with thier relig...

In this lesson, I introduced the principle of Cycles to explore how the dynamics and repetition of activities within Nature sustain balance in the whole. I explained that cycles are series of events that regularly repeat in the same order, and I explored how natural cycles are the life-sustaining processes that enable ongoing exchange between air, earth, water, plants, and animals. I showed how nutrients are recycled, forests generate rain, and life continues through the annual cycles of death and rebirth. I explored how decaying leaves, twigs, and animal waste are transformed by microbes and fungi into vital nutrients, demonstrating Nature’s efficiency in replenishing herself without creating waste. I explained that while day follows night and seasons follow one another, many smaller cycles are interrelated, linking the life cycles of plants and animals to sustain broader systems. I explored how built-in checks and balances—such as predator-prey relationships, tree growth, and soil fe...

In this lesson, I introduced the principle of Health to explore how mutual interdependence within natural systems sustains the wellbeing of each individual component so that the great diversity of life can flourish within the controlling limits of Oneness. I explained that every ecosystem contains an interlinked diversity of life, where each animal and plant depends on the health of its neighbours. In other words, Nature maintains health systems, and the same dynamics that sustain the natural world also underpin our own health. I explored how harmony is essential for health. I explained that for any organism to be healthy, it must maintain equilibrium, and conversely, disease arises when balance is lost. I showed that our bodies remain in balance through self-sustaining systems, and that understanding these systems can promote better health. I connected this to Nature, highlighting how the soil under our feet, though abiotic, supports trillions of living organisms that fertilise it and...

In this lesson, I introduced the harmony principle of Adaptation to explore how the infinite intelligence in Nature maintains balance among all living things. I explained that adaptation refers to the modifications organisms make to survive changes in their environment, and I explored how these mechanisms enable life to persist and thrive in specific geographical locations. I illustrated how organisms adjust to their surroundings to increase their chances of survival. For example, I explained how people living at high altitudes adapt to thinner air by developing red blood cells that carry more oxygen, allowing them to function without mountain sickness, unlike travelers. I explored similar examples in Nature, showing how living creatures constantly adjust to maintain balance. I also connected this to human societies, explaining that communities adapt their ecological, social, or economic systems in response to actual or expected changes in climate, preparing for storms, floods, and oth...

In this lesson, I introduced the harmony principle of Geometry to explore the greatness of Nature and understand how it expresses the universal order underlying all of life. I explained that the word “geometry” comes from the Greek  geometrein  (geo-, “earth,” and metrein, “to measure”), meaning “measuring the earth.” Originally, geometry was the science of measuring land in Ancient Egypt, later standardised by the Greeks as a branch of mathematics. I explored how geometry is concerned with the properties of space—shape, size, distance, and relative position—and how it allows us to see beauty and differentiate visible entities. I introduced the concept of “sacred geometry,” explaining that although geometry appears to be a human invention, its expression exists independently of humans. Sacred geometry is the language of Nature, creating visible, interrelated, and interdependent patterns. I explored how Nature uses geometry in its organisation, from individual cells to complete...

In this lesson, I introduced the principle of Interdependence to explore how the interconnectedness and inter-relationships of diverse elements enable harmony within the whole. I explained that the health of each element is strengthened by the greater diversity within the system, a concept called biological diversity, or biodiversity. I explored how life forms a complex web, where variety is essential and no single element can survive in isolation.   There is a deep mutual interdependence active at all levels, sustaining individual components so that the great diversity of life can flourish within the limits of the whole. I explored how interdependence can be seen in our own bodies. I described the human body as an amazing and complete system made up of billions of living cells, which work in ordered and dynamic relationships to keep us alive. Scientists estimate the number of cells in the body to be around 30 to 40 trillion. I explained that these cells function harmoniously witho...

In this lesson, I introduced the principle of Diversity to show that life is sustained through a rich variety of forms and functions. I explained that just as our bodies are made up of trillions of different cells working together, Nature itself depends on diversity to thrive. Every species, no matter how small, plays a role in maintaining balance and abundance, returning to Nature what it takes. I described how traditional societies, including African cultures, recognised diversity as a sacred gift. Our ancestors understood the importance of ecological variety and celebrated human differences in talents, roles, and abilities. They passed down practical knowledge orally, ensuring that each person’s unique gifts contributed to the wellbeing of the community and the sustainability of the environment. I also examined how modern systems of standardisation and uniformity have overlooked these Indigenous Knowledge Systems. While science and technology have brought extraordinary advances, cri...

In this lesson, I introduced  the principle of  Oneness , also described as coherence, to show that all life exists within an interconnected web of relationships. The lesson explored the understanding that humans are not separate from Nature, but part of a biodiverse living system that enables us to breathe, eat and survive. I explained how traditional societies around the world, including African cultures, recognised this truth through an inclusive perception that respected all forms of life. They lived with awe and reverence for the Source of Life and understood that everything is joined together in a purposeful order. This worldview fostered humility, gratitude and respect for both visible and invisible systems of life. The lesson also examined how modern thinking, particularly since the scientific and industrial revolutions, began to fragment this perception by treating Nature as raw material and measuring progress mainly through money and commodities. This shift weakened ...

In lesson one I introduced  the concept of  Harmony  as the foundation for improving our relationships with one another, with our communities, and with the natural world. I explained that harmony is not just about unity, but about  right relationships  between diverse elements that work together to create balance and wellbeing. The lesson explored how early human societies understood harmony through their close relationship with Nature. They recognised interdependence as essential to life and lived according to principles such as moderation, giving and receiving, and care for all forms of life. This wisdom was passed down through observation, oral teaching and daily practice. I also highlighted how modern societies have lost this reverence for Nature through overuse of resources and lack of moderation, contributing to climate change and environmental imbalance. The lesson emphasised that Nature operates according to natural principles that govern growth, decay a...