Educational Curricula

Education requires a social and historical context, cultural purpose or function, philosophical orientation and human intention. Rooted in these criteria, curricula provide the tools teachers and learners use to fulfill the aims of learning.  Learned knowledge gives life to precise behavior. Precise behavior is applied to agriculture to feed people, develop medicines to cure people, and provide nutrition to strengthen people;manufacturing to create clothing, cars, trucks, planes, computers, books, dvds, printers, and other necessities of life; construction to create houses, buildings, roads, highways, bridges, hospitals, schools, universities, temples, stores, libraries, recreation centers, museums, and other centers of material culture; mining to dig up and extract precious minerals, gold, silver, iron, diamonds, oil, etc.  This is material culture, the essence of what a people creates in order to exist, grow, and develop.  Africans have yet to refocus on the technical and moral element of our education.  We have to learn again, as our ancestors did in ancient Kmt, how to do things and why.  Thus the questions: Education for what? Learning for what? Curriculum for what?  What type of person are you molding and for what purpose?  These are the central questions.


CRITIQUE OF EDUCATION RESEARCH

Without an accurate, organized, holistic summation of the history of the process, then the history of the ideas documenting the process (i.e., the logical summation or the theory), is groundless.  To reduce theory and method to a list of examples, criticisms, definitions, concepts, and analogies is to reject the principle of objectivity and resort to petty speculative, eclecticism, and subjectivity.  In the White controlled positivist social sciences and the reactionary aspect of the Afrocentric/African-center movement, the most widely used and fallacious method of research is to isolate and randomly tear out individual minor facts, dissect them independent of the social context that gave birth to them, string together some analogies, drop a few names of important people, then juggle this biased concoction with examples and “expert” references (and in some cases if the researcher claims Afrocentricity, sprinkle in some Swahili terms). 

This is not holistic scientific research. In fact, this is not research at all because isolated facts, selectively presented as variables and torn out of context are merely subjective constructs for juggling.  Reducing objective social processes to arbitrary patchworks of culturally, racially, class, and sex/gender biased variables and testing them in an abstracted imaginary context may be politically harmless enough, and culturally impotent enough to be published in mainstream ruling presses, but such publications are of no objectively scientific value, because each fact, each conceptualization, each variable, each analogy, each example grows out of some historically evolved concrete situation that must be summarized in its entirety if one is to bring to life---mentally reflect/reconstruct---the process in one’s mind that is taking place in reality. 

What Has Not Worked

Civilizations are not built from fruitless decades of debates with the paid intelligentsia of nations with histories of enslaving, segregating and brutalizing innocent people who happened to have black skin and be defenseless. Nor are civilizations rebuilt out of petty arguments about how many ancient Blacks nursed western and Arab civilizations into existence.  From Darfur to South Africa to South Bronx and South Central land is littered with a litany of lost lives, broken bones, broken promises---innocent people perpetually preyed upon by clever, cunning killers.  We've all lived long enough to know that we'd trade all we have for one real chance to stop our best and brightest from being sent to early graves.  Even further, this is not about merely infusing African agency into European/Arab curricula as to make African children more comfortable accepting the rest of the white supremacy curriculum.  Yes, infuse African agency, but also, develop independent African curricula.  As witnessed by the sad state of education/incarceration of working class African youth, today, infusion is not  enough.  Their curriculum is a cell-block.  Decorating it won't release intimately incarcerated minds.  Our children need more.  African Renaissance requires more.  History demands more.  And our wonderful ancestors, those who sacrificed everything---they deserve more.

Today, more than ever, the responsibility rests solely with the Africans most prepared and willing to end this miserable condition. The one with his foot on your neck is not going to do it.  They are not qualified: morally, mentally, or even psychologically.  We have to be smarter, tougher, and more honest with ourselves than in the past.  Africans need scientific and morally sound curricula and literature of rebirth. It must be accurate.  It must be independent.  It must be comprehensive, and it must be applied. The question of this epoch is not merely the need for a more relevant African literature, but what kind of literature is needed to answer the demands of this period---demands such as employment, technical and moral education, health care, housing, food, diet, exercise, clothing, transportation, recreation, self defense, security, technology, healthy relationships, ethics, land, child care and development, reparations, restitution, remorse/redemption, liberty/independence, self reliance, prosperity, longevity, how to engineer/how to manufacture life necessities, how to live life with purpose and meaning.  Real life questions require real life answers.

Less Preaching, More Applied Teaching/Apprenticeships

The literature of the University of Kmt, therefore, is based on our people's applied life's works, the material culture of a people, systematically summed up. A systematic summation of lessons from a specific area of life is essentially a theory, a summation of theories is philosophy, a summation of philosophies is cosmology, and one's cosmology is at the foundation of one's worldview.  If one's worldview is fixated on protest, verbal soliloquy, empty debate, seeking hand-outs, bragging on how Blacks (quite ignorantly) helped future enslavers to build white/Arab civilizations, posturing over who was first rather than learning how to do what they then did well now, or perpetually arguing with the descendants of enslavers, one never gets to learn:

• how to make a factory that makes a car,
• make machines that build roads,
• build a school,
• build a university,
• restore African time, restore calendar
• mass build highways, build hospitals, build houses, build airplanes and trains, build computer-automated farms and factories,
• cure diseases,
• feed, cloth and shelter millions,
• write your own guiding moral books for millions to live by,
• run a country justly
• raise healthy, independent, self reliant families
• love self first; honor your own saints; appreciate the sacrifices of your own ancestors (our only real "saviors").

This is material culture.  This, at a minimum, is what must be done. The best practices of successful peoples of the world should be studied, but only after a people has studied the best applied practices of its own ancestors.  University of Kmt Press is founded on the material culture of ancient African Kmt Civilization (4236bc-656bc).  A black heritage ranked second to none.

So long as the African population ignores the value and use of science, so long as the African intelligentsia sells itself cheaply for status and respectability in the very institutions that it criticizes, so long as opportunism/sophistry masquerades as scholarship, so long as academic compromise and integration dominate free thought, so long as credit-seeking/ambition masquerades as self sacrifices, so long as research findings are used to fuel tokenism, so long as there is no systematic KMT-based African worldview, so long as African culture has not sufficiently recovered from 2700 years of genocidal siege at the hands of Whites and Arabs, so long as the struggle itself of the African race has not yet assumed a political, and cultural character, and the new technology has not yet sufficiently developed in the bosom of the capitalist economy itself to enable us to catch a glimpse of the material conditions necessary for the emancipation of Africans---these emerging bodies of African-centered theoreticians are merely eclectic harbingers who, to meet the wants of the oppressed race, improvise reformist/integrationist ideas, claim independence yet depend of oppressors, pleading with Whites for credit, posturing for handouts/grants, stumbling between story telling, essays, empiricism, mysticism, metaphysics, and religion---and in the end, go in search of magic, gods, saviors, korans, bibles, and torahs for solutions to problems that were caused by the very people who published these ideas.

But as time moves forward, socio-cultural conditions ripen, and science is reunified with a passionate and relentless will for justice, Africans no longer need to seek answers in the sky, or plead for acceptance, integration, or permission to think outside of the confines of a Eurocentric/Arab-centric worldview; they have only to take note of what is happening before their eyes and to become its mouthpiece.  This is science.

The branch of the African-centered movement that is organized to achieve this end, along with spirituality has succeeded.