Stories & Updates

In the last period, we learned how our ancient predecessors managed their lives using different types of stars, such as the Pleiades, for daily activities like agriculture and breeding. They understood different times, such as periods of plenty for their livestock, and responded to natural disasters like floods and hurricanes based on their knowledge of astronomy. Despite lacking advanced tools to study the sky in detail, their contributions led to the emergence of various scholars worldwide who furthered our understanding of the sky, discovering stars, planets, the sun, the moon, meteors, asteroids, and more.

Similarly, we learned that science is built from the careful examination of matters, not individual beliefs. Scientific understanding accumulates over time and builds on past discoveries. Ancient astronomers used stars they observed worldwide to guide their lives, much like modern scientists use scientific investigations to discover new things and enhance science education.

New discoveries are often accepted when they align with existing scientific understanding. For example, in 1676, British scientist Robert Hooke discovered that objects with friction, such as balls or springs, have more friction with greater opposing weight. This discovery remains true and has led to the development of scales used to measure various things.

Science education also helps us understand how things can change. For instance, understanding the water cycle allows scientists to predict the effects of deforestation. In the 20th century, German scientist Alfred Wegener proposed that the seven continents were once joined together (Pangaea) and later separated due to plate tectonics. Initially, scientists believed the Earth’s surface didn’t move, making Wegener’s idea controversial. However, by 1960, evidence confirmed his theory, enhancing our understanding of Earth’s geology.

Other scientists like Albert Einstein, who learned Euclidean geometry and recognized the power of reasoning, contributed significantly to scientific thought. Marie Curie, a physicist and chemist, pioneered the science of radiation, coined the term “radioactivity,” and led research on cancer treatment using radioactive isotopes. She also invented the electrometer, a device for measuring small electrical currents.

Charles Darwin, born in England, is famous for his theory of evolution, which he detailed in works like “On the Origin of Species” (1859). Darwin’s observations, including those of earthquakes and soil erosion, contributed to our understanding of natural processes and the formation of mountains. He proposed that favourable traits lead to survival and the creation of new species, and he suggested that humans descended from chimpanzees.

Sir Isaac Newton, a mathematician, physicist, chemist, and natural philosopher, is regarded as one of the greatest scientists in history. He formulated the laws of gravity and motion and invented a small telescope with the ability to see distant objects. Newton’s contributions continue to influence modern physics and mathematics.

These scientists and many others have greatly contributed to the development of powerful devices and research tools, benefiting the modern world and stemming from cultural astronomy’s foundation.

Finally, the students of Engalaoni ask the entire community, including the Maasai, to support their education. Many Maasai children lack educational opportunities because their community still values livestock over education, hindering their developmental and educational progress.

Engalaoni Primary School, nestled in the Arusha region has recently embarked on a fascinating journey into the cosmos, intertwining astronomy with the rich tapestry of Maasai culture. Spearheaded by their passionate Science teacher, Mr. Eliatosha Maleko, the students have delved into the celestial realm through the establishment of a vibrant Science Club.

In a community steeped in Maasai tradition, the students sought to unravel the age-old connections between the stars and their daily lives. From the nomadic pastoralist activities to the cultivation of staple crops like corn and beans, the celestial bodies play a pivotal role in guiding the rhythms of Maasai’s existence.

Among the twinkling stars, the Pleiades hold a special significance, with each cardinal direction bearing unique interpretations ingrained in Maasai lore. Whether heralding the birth of wild animals or signalling the time for agricultural endeavours, the stars serve as celestial guides for the Maasai people.

The students also shed light on the role of meteors in traditional practices, where the abundance of these shooting stars foretells auspicious times for farmers and herders alike. Clad in traditional Maasai attire, the students passionately shared their insights, emphasizing the interconnectedness of celestial phenomena with life on Earth.

As they marvelled at the planet’s orbit around the sun and its role as a vital source of energy, the students called upon others to join them in their quest for knowledge. Through their exploration of astronomy, they not only deepen their understanding of the cosmos but also foster a deeper appreciation for their cultural heritage.

In closing, Mr. Eliatosha Maleko extends his best wishes to all who embark on this celestial journey, urging them to continue fostering cooperation and learning in their pursuit of knowledge.

Elineema Nassari, Director at MMAO, was awarded travel, lodging, and attendance of the African regional Shaw-IAU meeting hosted by the International Astronomers Union Office of Astronomy for Development on the campus of the South Africa Astronomical Observatory, Cape Town, South Africa. The workshop was from November 3-5, 2023.

Elineema writes, “This was a unique opportunity to share astronomical knowledge with a variety of teachers who came from so many countries, including Botswana. Zimbabwe, Zambia, Nigeria, Ghana, Egypt, Kenya and South Africa.as I mentioned above.

“We participated in many presentations with both in-person and virtual speakers. Teachers asked many questions, helping all of us to build an increased capacity for teaching astronomy in our respective schools. I discovered that some countries have included Astronomy in their curriculum, making it a part of the total education in their school systems. This is not yet the case in Tanzania. We have much to do to advise the government, to include Astronomy in the [national] curriculum. Upon return from South Africa to Tanzania, I immediately implemented the knowledge gained in the workshop with my fellow teachers and students as well.

Moreover, I was given an opportunity to remain at SAAO for one week more, to learn how to run an organization and observatory as well. I met with IAU-OAD and OAE staff from the Office of Astronomy for Development where I learned a great deal. Also, we discussed the development of an astro-tourism program at MMAO.

I was thrilled to have the opportunity to visit Sutherland where massive telescopes survey the Southern Hemisphere. This was my first time to see such kind of big telescope. Imagine, the largest I had used was 12 inches. And now I have spent time observing in a telescope that is more that three building stories tall! I spent nights with astronomers from, SALT, SAAO and from Japan too. This time is for me an unforgettable history.

Also, I visited the science center at Cape Town whereby I learned a very crucial thing—that MMAO can establish a science center [to engage] young children in experiential education, that is, learning by doing small experiments. This beginning experience with science, while they are still young, [initiates] the spirit of enjoying and engaging science for a lifetime.

Now I have seeds in my hands to plant in Tanzanian, with teachers and students ready to grow.

Good things are coming!

At the African Reginal SHAW-IAU workshop MMAO Director Elineema Nassari was given a Galileoscope. Elineema brought it to the Astronomy club at Makumira school, where he was a former teacher. The students assembled and used the telescope, a permanent donation to their programs.