African Kmt Education Foundations of Modern ACE


African Kmt Foundations


Kmtian civilization is over 13,000 years old.  It lives within us today.  The core of ancient Kmtian culture was a fundamental insight into the laws of creation, development, decline, death and rebirth.  For them, this Ka was a process that everything had to go through. African civilization at its highest was ancient African Kmt.  After the invasions 656bc, and following the Greek/Roman/Arab/modern European occupation and era of holocaust of African enslavement most of what were was transform into the subject people most Africans in the world are today. 

The whites and Arabs now control all of African education.  This education by and large is an education for slaves, subject peoples, and victims.  Some thing as simple as changing a name, or a religion, or a Greek fraternity most Black folk claiming to be African centered would not do. 


All societies have a period of birth, development, decline, and regression back into the society that produced it, death and rebirth in the next higher form of society.  African, European, Arab, Asian and other societies have gone through various stage of development.  But African societies have been under relentless siege for thousands of years.


For 2700 year, with spear, sword, gun, cannon, automatic rifle and now nuclear rocket launchers interloping populations have ripped apart African civilization, interrupted natural growth process, retarded its culture sending it backwards, dismembered its institutions, plagiarized its great cultural and scientific legacy, crippled its people, crushing African men, making rape victims out of African women, and orphans out of African children. 

The sheer savagery of these invaders effectively hitched the entire African race to their merciless plow building Western Civilization for the whites, Islamic Civilization for the Arabs, and Jewish Civilization for Jews.


The repeated predatory invasions of the African continent (Hittites, Hyksos, Libyans, Jews, Assyrians, Persians, Macedonians, Greeks, Romans, Vandals, Arabs, Turks, Spanish, Portuguese, English, French, Dutch, Danes, Brandenburg Germans, European Jews, Scots, Swedes, Belgians, Irish, Russians, etc.), the pillage of African nations, the theft of land and life, the rape of women and children, the sodomy of men and women, the castrations of young boys---the making of "eunuchs", the harems for the pimping of the Black race's young girls, the orphaning of children, the unanswered prayers to Allah/God/Jehovah---the very gods of the murderers, the merciless captures, the kidnapping, the two thousand mile death marches from coast to coast, the imprisonment in caves/cages/dungeons, the inextinguishable death cries of children/women/men, the mutilations, the blood-thirsty massacres, the severing of heads and their impaling on sticks, the imprisonment in dungeons, the torture, the packing on death ships, the macabre Middle Passage, the genocidal Holocaust of African Enslavement, the constant and unsilencable barbarism, the perverted fondling and groping, the sinister gang rapes of prostrate African women and children, the agonizing unheard screams, the breaking of spirits with whip and gun, the working to death of millions, the seven year life expectancy, the immoral breeding, the stealing of children from their mothers and the selling of them into slavery, the long days of labor and the long nights of terror, the murderers imposing Islam, the murderers imposing Christianity, the murderer's names, the murderer's cloth, the murderer's religions, the murderer's language, the murderer's habits and values, the murderer's education, the murderers imposing their culture and way of life, the trickery, the false claims of "emancipation", the long nights of white torture and humiliation, the segregation, the lynching and burning, the discrimination, the scapegoating, the slander, the systematic reducing of a race to obsolescence, the mass imprisonment, the mass confinement to filthy ghettos, the flooding of our communities with white powered poison and crack, the injection of murderous man-made retro-viruses, an innocent race of Black children forced to grow up with no future knee-deep in waste/profanity/corruption and hopelessness, the mass preparation of Africans for the final of their "Final Solutions," and the tremendous weight of daily racism---these are the chief moments of the African holocaust. 


In many cases African courage was overcome with cowardice, African cultural standards were overcome by white supremacy, freedom became slavery, African female-centered became male supremacy, African-centered became European-centered, independence became dependence, self defense became defenseless nonviolence, the first became last.  


Everything good about Africa and Africans became bad.  The essence of African American history, therefore starts at the end of a holocaust of global dimensions which had run its course beginning with the Assyrian invasions into Northern Africa and KMT in 656bc.


It is for this reason that, in all modern schools of oppression, we are presented with an obvious paradox. We are taught that the ancient Kmtians were a people capable of producing artistic masterpieces, engineering science, and architectural structures unequalled in recorded history, yet that at the same time they were priest-bound necrophiles, an intellectually infantile "mysteriously" black skinned but white race obsessed with purely materialistic concerns for a mythical hereafter; a people slavishly worshipping a grotesque pantheon of animal-headed gods; a people devoid of real mathematics, science, astronomy or medicine, and devoid of any desire to acquire such knowledge; a people so conservative, so opposed to change, that their artistic, political, social and religious institutions remained rigid for six millennia. 


  1. Dumb driven cattle we were, and yet the people who built nothing but copied everything Kmtic in their own language during their occupation of our nation are the best and the brightest.  We believe it.  Otherwise, we would be learning everything about our classical heritage (Kmt), and scientifically and spiritually rebuilding it today in Africa.
  2. Kmtian science, medicine, mathematics and astronomy were all of an exponentially higher order of refinement and sophistication than will ever be acknowledged by the invaders who utterly decimated and destroyed it.  The whole of Kmtian civilization was based upon a complete and precise understanding of universal laws. This profound understanding manifested itself in a consistent, coherent and interrelated system that fused science, art and religion into a single organic Unity. In other words, it was exactly the opposite of what we find in the world today.  Moreover, every aspect of Kmtian knowledge was directly tied to nature and the struggle and unity of opposites from the very beginning. The sciences, artistic and architectural techniques and the hieroglyphic system show virtually no comparison to the later civilization after the interpenetration with invading predators from lower Kmt.  It fell apart, unraveled, and imploded as it interpenetrated with waves of predators.  Indeed, many of the achievements of the earliest dynasties were never surpassed, or even equaled later on.
  3. Everything about Kmtian civilization, from the construction of the pyramids to the shape of an African queen's crown, was motivated by a central holistic vision about the nature of cosmic harmony and an awareness of humanity's place in the evolution of consciousness. Complementarily and uncertainty a stretch of our minds beyond the "either/or" of syllogistic logic, to an understanding of how reality works. Complementarily and uncertainty ask us to hold mutually exclusive ideas together--the basic idea behind Ka. This "simultaneity of opposite states" is a way of holding together the object of sense perception and the content of inner knowing, in a kind of creative polarity. When the Kmtians saw the hieroglyph of a bird, they knew it was a sign for the actual, individual creature, but they also knew it was a symbol of the "cosmic function" that the creature exemplified--flight--as well as all the myriad characteristics associated with it. Hieroglyphics did not merely designate; they evoked. The observation of simultaneity of mutually contradictory states demonstrates the existence of two forms of intelligence.
  4. Our rational, scientific intelligence is of the mind and the senses.  Our crawling around with the predator's Christian, Muslim and Jew religions are about fear and cowardice. The genuine form of intelligence, and spirituality whose most total expression was located in the civilization of ancient Kmt, is of "the heart." a new kind of consciousness, a perfecting of soul. The basic insight was to think simply, to abstract oneself from time and space, and to "consider only the aspect common to every thing and every living impulse. cultivate oneself to be simple and to see simply is the first task of anyone wishing to approach the sacred symbolism of Ancient Kmt. This is necessary because the obvious blinds us, the obvious being our perception of the world via cerebral consciousness alone, which divides, analyzes, and "granulates" experience-- the Kmtians associated this type of consciousness with the "evil" god Set; its opposite, the "intelligence of the heart," they associated with Heru.
  5. Caught in the enemy' educational system, nothing but a prison cell of lies, myths, rot learning and brown nosing---our mental disposition looks for "invariance," for the rigid, irrational scheme upon which, taken as a firm foundation, we attempt the construction of our mental edifice. Maat thought refuses to build on such an invariable base because life is moving and progressing. Destruction and death are likewise moments of life. There is a simultaneity of time and appearance in the phenomenon; the phenomenon is a obvious yet hidden, and because one knows it, and never forgets it, one can be practical and realistic without fear.
  6. Essentially, Kmt's system of education was holistic. A child is first recognized to have latent capacities for training in the Sacred College of Initiates, seeks education, is trained in a normal school experiences leading into the "Lesser Mysteries"; response to intimations of a higher teaching bring her/him to the doors of the "Greater Mysteries," there the unfoldment of knowledge about life, the universe and woman or woman or man's self results in wisdom and understanding occurs, she/he is. is tested all along the line to ensure that she/he may be entrusted with knowledge about natural forces---that she/he will not use the information gained for selfish purposes -- culminating in the recognition that: altruism is the mark of a superior being.
  7. In the course of this, the child has learned that life is a manifestation of the divine presence, obscured for woman or woman or man only by her/her/his own self-centered pursuits. As he gains in knowledge, he is told that ambition does to intuition what a weevil does in a granary, and that the Kmtian sages have seen the phenomenal world as stages of consciousness in a process of becoming. The child learns at last that the aim of her/her/his training was self-knowledge. All is in yourself. Know your inmost self and look for what corresponds with it in nature." Further, that the path of progress through temple-training revolves also around the meaning of 'temple,' which to the ancient Kmtian embodied the whole of science, knowledge and wisdom.
  8. The living temple is woman or woman or man, himself a replica of the macrocosmic principles and functions, the "Neters." Only when one has felt one has achieved this does one embark on an effort to share one's understanding of the overall method used in the Kmtian Mysteries to train the character of the neophytes. 
  9. There is a glyph of Asr/Ast as the god at the top of a series of steps; and a text that says: "it is her/her/his own ladder that a woman or woman or man must climb" -- he must ascend her/her/his own nature. Altruism is indeed the mark of the superior being, who renounces personal salvation in order to shed light upon all, remaining with mankind until that day when everyone will have grown to be a transparent embodiment of her/her/his own inner Asr/Ast. There is a purpose in every important act of Nature, whose acts are all cyclic and periodical.
  10. To this is added a complete architectural grammar, represented by the shape of the stone blocks: their joints, overlappings, and "transparencies" and "transpositions" in the walls comprise a subtle grammar in which the finish of a carving or its rough aspect, the absence of essential parts--such as the eye or the navel--the reversal of right and left, and so forth, play the role of accents, declensions, conjugations, and conjunctions.
  11. All real knowledge is a kind of remembering--a bringing back together what had been separated, a reparation of the primordial scission. The Kmtians knew much else: the precession of the equinoxes, the circumference of the globe, and the secrets of pi.  Their forgotten mathematical wisdom showed that Kmtian civilization must be far older than we suspect--the clear evidence of water erosion on the Sphinx also suggests that. 

But more important than any of those conclusions, is the fact that Kmtians had a radically different consciousness from ours. They viewed the world symbolically, seeing in nature a "writing" conveying truths about the forces behind creation-"the Neters," as Kmtian gods are called. At the center of this vision was Conscious Human being, the King. For the ancient Kmtians, Conscious Human being was the crown and aim of the universe, perception nature-centered thinkers would dispute.

But Conscious Human being was not "human being as we know him." He was the individual in whom the "intelligence of the heart" has awakened, one who has had the experience of "functional consciousness. Luxury was a kind of living organism, a colossal compendium of truth, whose every detail, from its total design down to its very materials, voiced one central revelation: that Conscious Human being was the goal of cosmic evolution.


Fertilization, gestation, birth, growth, maturity, senescence, death, rebirth, and resurrection are the principles of the organic world. Polarity, relationship, substantiality, potentiality, time-and-space, and process are among the principles of the cosmological world. These, given appropriate names and forms were the "gods" of Kmt. Each was associated with its own number symbolism, which in turn commanded the geometry of the temples erected to commemorate that "god" and to evoke in the eye and heart and intellect of the beholder communion with that principle or set of principles.


The geometry flows from the measurements, and the interpretation in all its manifold aspects (mathematics, astronomy, astrology, symbolism, cosmology, mythology, art, architecture, and even medicine) flows from the geometry.


Each individual type in Nature is a stage in the cosmic embryology which culminates in human being," Different species developed various "functions"-what the Kmtians called "Neters" have their apotheosis and integration in Conscious Human being." Functional consciousness" is a way of knowing reality from the inside. Ancient Kmt was based on this inner knowing, very unlike our own outer-oriented one. The ancient Kmtians were aware of the limitations of purely cerebral consciousness, the Set mind that "granulates" experience into fragments of time and space and is behind our increasing abuse of nature and of each other. Granulated experience produces our familiar world of disconnected things, each a kind of "island reality."


Kmtian perception, time, space, direction all have religious connotations. Time is not simply a clicking of a digital clock, time is measured by the flow of religious festivals, and time within the day is correlated to stories about the gods. Every moment hence is sacred and full of spiritual intent. The Temple of Luxor was based on the human body and that its dimensions reflected sacred proportions yet what does it mean?


What does it matter that a temple is like a human body. The significance can only be understood when we consider the experience of the average Kmtian within a traditional culture based on an appreciation of the unity between the individual, the state and the divine. As "herbak" the Kmtian approaches the temple, he is not isolated from it. He approaches it at a certain time, correlated to a god or religious concept, from a direction intent with meaning.  One is  not isolated from the architecture, it is alive.

Its form, shape and dimension all communicate to him. One knows they have the same proportions as her/his body and hence he is part of the architecture, he is connected to the temple and it to him. Further to this, he knows it has been placed in a "sacred location" and hence is connected to her/his mother land and to her/his people. So there is no division, there is a harmonic and unity between the individual, time, space, direction, architecture, land and people.


As the temple rite begins "herbak" (the Kmtian on the street) does not feel that it is only for the priest class or that they get more than he does. He knows that he is part of a great chain of being, an organic state where he is linked to all others in the country from the lowest worker to the Great Leader himself. As the Great Leader acts he influences the whole state, as he practices the ancient rites all are affected. There is no an artificial division between religion, politics, the divine and the secular, the Kmtian experience is one harmonic, one unity which encompasses all aspects.


This unity was the foundation for the Kmtian Harmonic, it sustained Kmt for thousands of years, indeed, Kmtian art did not change fundamentally for some 4236 years until the advent of Akhenaton and then returned to its "Old style" until its fall. The great unity of Kmt was its sustaining vision, its essence was not only found in the state or political structure or in the priesthood, but was within every aspect of its expression, from art to architecture, from music to medicine. Like a hologram, even a single artifact can reveal the language of the greater form.


Kmt's initiation gave the initiates a degree of education one would acquire after lifetimes of lessons.

We view a mural or bas-relief of a man leading cows with nets and birds as just possibly a legend of how Kmtian people might have farmed; but particular hieroglyphic and "hieratic" writing is so much more than that. These are laws and lessons that reflect knowledge of spirit manifesting into matter and the harmonic growth and relationship between the two.

This lost wisdom, in a sense, is a form of physics. In modern terms we would label such equivocal philosophy as quantum physics and even holographic physics. "Maat mentality rejected metaphysical and positivist thought. The hieroglyphic form of writing makes the syllogistic system of such a rational science impossible. Maat mathematics confirms this attitude


The Temples are encoded with practical, physical and spiritual lessons.  The Universe is a projection of human consciousness. Consciousness is volume. The architecture in the Temples expresses volume in form. Man interprets conscious gestation as volume and form and depicts various stages of gestation as particular proportions contained within a sphere. Proportionality creating form and rhythms in our daily life are functions known as neters in Kmtian language.

An example of natural form and rhythm is the cycle of our hours based upon days, upon the revolution of the Earth, upon the lunar, around the equinoxes, around the solar calendar and so on. Neters have different implied meanings terms pertaining to their functions, mathematical equations and geometric laws. The Pharaohs appointed distinct symbols and developed many items of measure befitting these neters, some of which are known as fathoms, cubits and canons.


Architects enveloped the Temples with such engineering and design that when the entire complex or even just fragments of itself was viewed as a model, monumental points such as foundations, joints, bas-reliefs, transparencies, murals and hieroglyphics contained the philosophy and teachings of the Ancient Pharaohs.  Kmt had configured the vital moment of Genesis in mathematical terms and was able to express this creation by way of geometry propagating into greater proportions.

They had realized the square roots of 2, 3, and 5, and the perpetual golden mean ratio "phi" associated with pentagonal and hexagonal geometry expressed in the physical development of organic creatures in relationship to the growth and size of their different body parts. The Temple of Luxor is architecturally rendered to exhibit within its design the same proportions as the proportions of Man, thus also exhibiting the mathematical and geometrical structure of the Cosmos and its locale within human consciousness. Maat Consciousness not only recognized Man as the center of the Universe but was also able to formally equate it as well. 


Music to the ears engages the Universe. This Maat conception divides vibrations into proportioned intervals known as tones. These tones coagulate and multiply into spherical volume resulting in resonant harmonics and unity of chords creating form, beauty and consciousness. The inner ear was therefore recognized as one of the main keys utilized to enter the gates of wisdom and knowledge. This natural form of creation is everywhere at all moments and has self-cognition. This innate knowledge is carried throughout all vibrations and travels everywhere through multiple harmonic passages creating, in effect, geometric structure and form. Therefore, in simple terms, Cosmic Man's interpretation of consciousness is vibrational volume expanding from the center of a sphere proportioned harmonically and containing innate knowledge.


Kmt, relating consciousness to volume and volume as spheres, and perceiving that our entire Universe functions under these principles, deduced that our solar system consisted of consistent terms of proportionality, and geometric structure. Their knowledge of the gearing system of our Universe was expressed through their Temples and measuring devices. The extent of accuracy associated with astronomical events and celestial time is uncanny.

The geodetic Temples are also "consciously" oriented. Different aspects of the Maat philosophy were encoded throughout their entire complexes-absolutely incredible. And here is this man in recent modern times, to come around and measure everything and read the hieroglyphics and figure out what they were communicating. We can now further understand the concepts and sciences of this historical advanced civilization. 


For example, the Scarab is a beetle who is self-reproducing and "rolls" its home for a nest to re-create in. This union of singular duality expresses creation as a third sector for trinity. This in symbolique is consciousness. The human skull contains many bones that are bound together by sutural membranes. The top cross-section of the skull, viewed from the top, looks curiously suggestive of the back mantle of the Scarab beetle. This uppermost part of the skull, the crown, in both its physical characteristics and in its symbolic form pertains to consciousness. The Ancient Kmtians understood the functions of the human brain and depicted this in their choice of the Scarab insect as a symbol for representing a specific function, or neter, and their specific form of architecture. In architectural proportion, various rooms in the temples have specific monumental points referring to different functions, which have been located at precise points in the human body as well as the skull.


This greater vision was not only found within the Kmtian civilization, while it certainly was its greatest expression. The traditional worldview underlied much of modern thought, though its unity was not expressed as clearly as it was in Kmt. Since the reference point for modern woman or woman or man is the material world, he judges life by her/her/his perceptions and acts accordingly. His life is hence governed by physical desires and material requirements. This Great Chain is the traditional view of the universe which is not locked in a simple "nuts and bolts" view, but which encompasses the great span of existence from the very heights of spirit to the depths of the infernal realms. The Great Chain of Being while expressed in many cultures is not doctrinally specific, it can be found in Kmt cosmology.


Math and Harmony


The Harmonic of Ancient Kmt its sacred mathematics, the blazing power of language and the divine proportions of architecture reflect a worldview where all was sacred and from the laborer to the Great Leader or king, all partook of the essence of the organic whole. It is only today with the advent of so-called individual freedom, the scientific method and woman or woman or man-centered political systems that this union has been shattered and modern woman or woman or man is left alienated and lost in a hostile world. The principles upon which the Kmtian doctrine were founded are eternal.

This unified body of universal knowledge is encoded into the art and architecture of Kmt. The temples embody it by means of an architectural 'grammar' in which every element of the building contributes to the 'parts of speech' which enable the initiated to read the message of the stones. And this message is always an elaboration of the same theme - the universal cycle of spirit becoming matter and returning again to spirit, or as he put it, "the Becoming and the Return".  Therefore nothing in Kmt is accidental or purely ornamental - every element from the type of building material used, the size of the blocks, the dimensions of the walls, number symbolism, the placement of hieroglyphs and symbols, the orientation of the site - all were consciously chosen to have a predetermined effect.


  1. Even apparently mundane scenes of daily life can have profound symbolic importance. For example, scenes of the Pharaoh single-handedly overcoming an enemy army are not merely vainglorious boasting; they represent the forces of light overcoming those of darkness - the same battle that each evolving human being must fight every day.
  2. Kmtians were aware of, and consciously used, advanced mathematical concepts normally attributed to others. One of these was the Golden Section, a mathematical function which occurs throughout nature, for example in the ratios of a spiral galaxy or the orbits of the planets. When used in architecture, it allows the building to become an embodiment of these same universal principles, which were later used. All these elements work synergistically together to express the particular nature of the Neter (god, or more precisely, cosmic principle) which is incarnated in the temple. The universal laws expressed in the structure and artwork of the temples will resonate within us on a level which cannot be analyzed rationally, but which must be experienced with the whole of our being.
  3. The temple, in every aspect, embodies the laws relating to the creation of mankind, its spiritual development and destiny. It is uniquely constructed on three separate axes relating to the sun, moon and Jupiter, the planet of growth. Kmt represents the highest accomplishments of the human spirit; its architecture is the embodiment in stone of the eternal concerns of human life.
  4. The knowledge possessed by and, most significantly, the mode of thought engaged in by the highly elevated individuals who assembled, integrated and embedded that knowledge into hieroglyphs, as well as edifices of the Great Ones, sculptures and paintings was extraordinary.
  5. The ancient Kmtians thoroughly understood human psychology, physiology, anatomy as well as the mechanisms of genesis, the nature of numbers, the use and nature of forces and the human experience following bodily death. The ancient Kmtians understood why this is so.   The entirety of ancient Kmtian thought was ultimately directed to the possibility of and the means to accomplish a personal evolution. This was every human's purpose. The structures, edifices, paintings, sculptures and writings left in the temples and tombs were meant as examples of and teaching instruments for those who wished for the truth as then understood, to discover and put to use in their own lives.  Everything is consciousness that consciousness evolves in humanity only through individual and group effort toward internal perfection.
  6. The architecture of the ancient Kmtian temples is itself sacred, incorporating profound wisdom and embodying the laws of nature that we play with today but have not understood. Hidden in a strangely askew series of buildings or chambers at precisely the correct positions, as determined by overlays of the human skeleton, are brain and body outlines, the olfactory orifices, ear canals, eye openings, the twelve cranial nerves, brain structures, body organs and so forth. Yet this is only the beginning.
  7. Hieroglyphs, allegory, symbol and words sidestep cerebral intelligence, which thinks by comparison. But the method of our higher intelligence is intuition and a higher teaching must appeal to and activate it. This is foreign to us, yet vital and alive in a way cerebral intelligence cannot appreciate.
  8. The capacity to explore nature and oneself according to its subtle principles of action leads to super science and super people. These individuals can, and did, establish a social order that benefits all who function within it, from the point of view of each individual's psychological evolution.
  9. Clearly, the magnificent, enigmatic structures, the masterful sculptures, paintings, friezes, carvings, everything, could not have been accomplished with such elegance, grace, delicacy, intelligence and attention to detail if the artisans and laborers had not known and deeply felt that they themselves were individually benefited by their work in a way that exceeded mere care or satisfaction of the body.
  10. Here we may observe a true civilization, a real culture with an actual understanding in which wisdom established a constructive milieu for all citizens. Many may grimace at this, but, does anyone seriously believe that societies such as those of today's western world could possibly last 7000 years on the good earth we have poisoned?
  11. Every day we are challenged to learn something new that further breaks the bonds of cerebral intelligence on our mentations and places us among those who truly can understand the subtle interaction of the forces of creation, the hierarchical organization of everything existing, the structure of our psyche, the complete nature of our psychology and the essence of the relationship between the natural realm and the organizing principles according to which it continually comes into being.
  12. The architecture of certain temples where initiations take place, with the 'blueprint' of cosmos and the nature of woman or woman or man are identical. Initiation means a new 'beginning,' an inner change -- not a ceremony that by itself confers a change, for such would be an empty ritual without the prior interior unfoldment of faculty and quality.
  13. Kmt acquires a different face when considered against this background. It was called the Two Lands, not primarily to commemorate a historic event when the warrior Menes unified the divided country, but rather to denote the duality of spirit and matter: on earth, the subjective and objective spheres of activity; in woman or woman or man, her/her/his higher and lower selves, the white and the black, the past ands the present, the advanced and the backwards, Heru and Seth.

Memphite Theology, a cosmogony that could well be the prototype of the birth of a universe -- or that of a civilization -- in the subjective realms of Being, materializing through different epochs as the evolving forces become denser, more involved with matter. In this context, the Pharaoh (literally the 'Great House' or vessel of a particular quality prevalent at the time) was a living symbol representing something that as a person he may or may not actually have embodied in himself. Behind him stood the members of the Sacred College, supervising the 'buildings' sealed by the emblematic name they chose for him when he became king.


The brotherhood and sisterhood of wise women and men provided that remarkable continuity of pattern; design or expression, that still stands the test of time. Their communal identity, continuing through the ages, enabled the Kmtian inheritance to survive invasions and other vicissitudes during its long history, only to collapse at the weight of successive waves of sand and sea predators. The names of the gods prominent in certain places at various times, which later merged with others, in the beginning designated several aspects of the original cosmic divinities (seen to be intelligent forces), now and again wearing the guises of the new times and conditions.


Being, Becoming, Been


The Kmtians rejected the eurocentric physically-based concept of evolution, establishing instead the ongoing unfoldment of quality and faculty from within: the evolving aspect being "the spiritual factor in creatures, the causes of becoming." In short, the inherent essence of any entity expresses itself in increasingly more perfected vehicles, the latter resembling the clothes we take off and cast aside when they are worn out. Thus the central emanator of quality, the magnet drawing together the material atoms, was described as "the impersonal being whose voice is the intelligence of the heart." Or as another author expressed the thought: the self in the center of each entity constantly influences the innermost structure of matter throughout eons of time, and is that which led (and leads!) to the life forms on every rung of the evolutionary ladder.


The psychology of the Two Lands symbol, or the inner and outer selves of the cosmos and woman or woman or man, may seem a strange distillation from ancient Kmtian history -- the use of an event in time to represent a timeless, profound concept about the essence of Being and its manifestations. In this way temples of stone were seen as seats or dwelling places of cosmic principles, "a projection on Earth of some aspect of the cosmic organism."  Each hieroglyph was not only a letter in a word, but also an ideograph, containing meanings for every facet of woman or woman or man's nature and activities. In this light, the "rhythm of Asr/Ast" was the rhythm of becoming, in which it's opposite, that of disbecoming or return is latent.


The open-hearted see the principles by living the life that unfolds the qualities of the many selves in woman or woman or man -- aspects of body, soul and spirit. These aspects of the best represented qualities in us all, processes we may help forward by orienting to the spiritual and scientific center within the heart.


Kheperu means more than transformation.  It is our time, again.

 

MODELING KMT'S EDUCATION AS AFRICANCENTERED EDUCATION:

OUTER TEMPLE, INNER TEMPLE, CIRCLE OF GREAT ONES

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Outer Temple: Kmt showed two faces at all times: one living, filled with charm and respect; the other hidden, containing a lesson in every feature; one secret, one open; one passive, one aggressive. To understand these opposites these two faces must be unified.  Use the facts of everyday life depicted in the concrete images to teach abstract principles hidden within, which in turn reveal universal laws.  Black-centered personal names are therefore important.  So too are colors, especially black.  The symbolic value of names, black, and practice are the fundamental elements of early initiation.  The name bears witness to the constant solicitude to establish a relation between the thing and its essential quality or its function.  The name is a definition of the essential nature of the individual and the plan of her/his development.  This is why one person can receive several names according to the stage of her/his evolution.


Create a mental atmosphere, which corresponds to the ancient KMT background.  Show in the life of an individual the path of progress which is called the ascent of the Temple, with the temple being the whole structure of KMT wisdom, with its scientific system, metaphysical system, practical applications and its methods of work.  The temple is projection of heaven on earth.  The true living temple of this living wisdom is the human being, which embodies the principle and function.  Temples are houses in which the symbols can be seen in order to teach initiates to recognize within themselves the elements of the great world whose image and greatness he/she are.  But the temple of the sage is the teaching itself; or rather the life-giving atmosphere in which real communion takes place between those who seek and those who know.  From this angle, the whole of KMT is the temple and its entire history the history of human beings, of the living symbol of all cosmic functions. 


The part played by KMT temples was that of selecting and forming individuals capable of aspiring to this ideal type and of receiving the legacy of the ancient wisdom.  Therefore is necessary to isolate successive stages in the formation of the developed individual.  The preliminary stage is the awakening of the latent consciousness by cultivating the power of observation, the recognition of values and the sense of responsibility.  Requires the uncovering of the inner ear.  Simplicity of the heart and mind.  Experience life, respect what you have experienced, learn, discriminate, and understand relationships based on KA.  This is the simplicity of the child in the school of nature.  The second stage is the progressive initiation into the knowledge of the causal laws, graduated according to the possibilities of the student.  Develop the spirit of analysis and synthesis.  The third stage is the mastery of science, theory, and practice to the level of an art form and summarized in philosophical system of thought.


Sense in the initiate the qualities characteristic of a predestined being.  Undertake the guidance of their education.  School of Nature.   At first, encourage to work the soil and to spend days in observation of plants and animal life, as this is the best way to develop ones innate talents.  Appoint first master teach.  When initiate's acquaintance with nature has been deemed adequate, appoint initiate to second master teacher.  Outer Temple.  Initiate enters the school of scribes and is then assigned to familiarize self with the laws of matter through apprenticeship in a variety of techniques.  During three years of preparatory instruction, initiate is challenged with various problems of conscience, all of which contribute to develop their sense of responsibility and to form their judgments.  When the end of a period arrives one must know how to abandon that which sets its characteristic boundaries, so as to give free access to the new way, the shining path, the great and noble trail of the new period, one must know and hand over to destruction that which is corrupt, so that only what is indestructible should subsist.   Take Path of Wisdom, take Shining Path, and give new name, direct toward temple. 


The Life of Virtue as Required by the Kmt Mysteries

In the Egyptian Mysteries the Neophyte was required to manifest the following attributes:

  1. Control of thought
  2. Control of action, or Justice (i.e., the unswerving righteousness of thought and action).
  3. Steadfastness of purpose, or Fortitude.
  4. Identity with spiritual life, or higher ideals (i.e., Temperance which is an attribute attained when the individual had gained conquest over the passionate nature).
  5. Evidence of having a mission in life, and
  6. Evidence of a call to spiritual Orders of the Priesthood in the Mysteries; the combination of which was equivalent to Prudence or a deep insight and graveness that befitted the faculty of seership.
  7. Freedom from resentment, when under the experience of persecution and wrong. This was known as courage.
  8. Confidence in the power of the master as teacher, and
  9. Confidence in one's own ability to learn; both attributes being known as fidelity.
  10. Readiness or preparedness for initiation.

There has always been this principle of the Ancient Kmt Sciences:


  1. No one is free who is not master of themselves.
  2. Live in accordance with your own nature, for our best is achieved when we fulfilled the purpose for which we were born.  You can render to your family no greater service than to make the most of yourself. 
  3. One is wise who does not grieve for the things not had, but rejoices for those which one has.  From nature are all things, in nature are all things, to nature all things return.  To not fail at what you seek, or incur what you do not want, desire nothing that belongs to others; worry over nothing that lies beyond your own control; otherwise you must necessarily be disappointed in what you seek, and incur what you do not want.
  4. Your heart should know where you are going or coming from, what is good for it and what is bad, what it seeks and what it avoids, and what is desirable and undesirable.  Virtue is nothing else than understanding why to do good for good sake.
  5. If you work hard at what is before you, following good judgment, with a seriousness and attention to detail, without allowing anything else to distract you, remaining pure of heart, expecting nothing but to give the best of yourself, satisfied to live with purpose and passion, speaking honestly and from the heart---you will live a happy and productive life.
  6. There is nothing a person who is serious about life does reluctantly.  Everything good is done with passion.  The point is it is not how long one lives, but how well.

Inner Temple.  There is no construction without overwhelming destruction.   Nothing must be left to chance, ever.  The indispensable ingredient in harnessing the African race to carry out its historical revolutionary mission is the driving force of a highly morally sound, scientifically structured, culturally pure, n short cuts, but methodical patience toward a long-term goal. Step by step, over a protracted period of struggle, future candidates are forged in day to day family, community and cultural struggle.   Address the material and spiritual day to day needs of the African race combined with community programs that facilitate cultural and political educational efforts.  Establish selves as a positive force in the lives of African workers by providing essential services and resources, along with political/cultural indoctrination.  Before being accepted into the organization, each candidate participates in struggle for the African race, advances and begins to work more closely with the organization until the time comes when that person on their own makes the big decision of asking to join the organization.  The organization analyzes the person's situation, their strengths and weaknesses, and if worthy, accepts them into the organization for immediate initiation. There is no construction without destruction.  For every action there is an equal and opposite reaction.  


The old must be destroyed in the initiate, and the new must be born.  After acceptance, candidates then undergo strict, lengthy, systematic, and extensive indoctrination, purification, evaluation, and training.  In the process the candidate performs many small tasks which evolve into larger and more complex assignments.  These practical assignments develop further until they culminate in a planned action that puts candidates irretrievably outside of an immoral enemy law.   High demands are posed on candidates and master teachers to break with the old way.  Absolute and complete dedication to the revolution is required in words and actions. 


Respect for ones word is sacred.  Strict adherence to the Sacred Guiding Principles, Rituals, Confessions of Innocence, Commandments, and Warnings.  This sacred Guiding Thought is strictly enforced to ensure ideological, spiritual, and moral purity.  Evaluation and training is finished after examinations establish that person has shown total dedication to the Cause.  Demand a necessary firm, precise, rigorous, disciplined work ethic. Require necessary firm philosophical, theoretical, methodical foundation.  Know them by their deeds.  Judge them based on results. 


The organization analyzes the person's moral, mental, and material performance by their deeds and conscious activities and if worthy accepts them into the organization as probationary members.  Probationary members take the Oath, promising absolute and complete dedication to the Great Cause to End the Great Suffering by following the Sacred Guiding Principles, down the Path That Shines.   Next they promise to work to this supreme aim.  Once in the organization, systematic ideological and cultural training begins after assignment to command.  You will know them by their works.   Down the path of redemption, there is no looking back.  When the end of a period arrives one must know how to abandon that which sets its characteristic boundaries, so as to give free access to the Path That Shines, the right way, the lighted trial of the new period. 


One must know and hand over to destruction that, which is corrupt, so that only what is indestructible should subsist.  The organization must perform a necessary act: obliterate the expression of principles which were to make room for the function personified by the new power, and eliminate everything connected with the cult representative of the obsolete functions. 


Portray the conditions, which are indispensable for understanding the ancient KMT wisdom.  The student starts off free to chaos the material and the quality of the teaching she/he receives.  They will later become the disciples, the maker by their own choice of their own destiny.  They will therefore develop in the company of other disciples, each of whom is the embodiment of some aspect of human strivings.  The master is KMT; that is to say, the ancient wisdom, whose formidable task having been accomplished has left its great living testimony in the language of architecture, sculpture, monuments, pictures, temples, sanctuaries, science, and hieroglyph.  Principle of Forge the First Company in Deeds.  Establish sound moral foundation by processing initiate through firm, strict, disciplined, heroic practical indoctrination.  Establish strong mental foundation by processing initiate through scientific, educational training in repetition of the Sacred Guiding Principles.  Establish serious material practical foundation by forging initiates through overwhelming deeds to drive home the Lessons. 


KMT PER-AA (LEADERSHIP/MASTER TEACHERS) INITIATION


GENERAL LIFE TASKS: Devote whole life to work, study, contemplation of things divine, discipline of lifestyle which is secret and has the dignity of antiquity. Living always with divine knowledge and inspiration puts one beyond all greed, restraint of passions, and makes life alert for understanding. Practice simplicity, restraint of passions, and makes life alert for understanding. Practice simplicity, restraint, calmness, ferocity, self control, perseverance, and in everything, justice. Your walk is to be disciplined, direct, and with purpose. Practice a direct, controlled gaze-eye to eye. Do not blink when a point is to be made. Laughter is rare in public, and if it does happen, it does not go beyond a smile. Keep hands away from clothing. Lifestyle is frugal, simple, purposeful, honest, deft, swift, quick, quiet, calm but fierce. By your very life, you set and example of pure, purposeful and worthy life. 


DAILY ROUTINE: Wake up after six hours; Shower hot cold hot; Stretch upper middle/workout; Self journal 33min per day (statement of problem and what must be done); One day of silence; Fasting once a week; Daily directness, daily eye to eye, daily self criticism; Daily commitment to honesty, observation no advice, no criticism; No orders; Understand ones own mistakes; Honestly admit mistakes; No lying; Control thought, control actions, study each situation; Record all activity; ; Dress Black, Red, Green, more complete to black over time ; Behavior--Quiet observing, studying, disciplined, and alert; Talk direct, clear, short, precise; Mannerisms Probing, concentrating, concern; Control of Mind Observation, Data, Collection, procession, appropriate; Control of body Physical exercise; Posture-appearance, directness, eye to eye; Sleep 6 hours max; Eating habits No meat, chicken, fish; Carrying out schedule-Keep TBK, tape assignment secretly; Time discipline- Do what I say on time; Workout; stretch, sit-ups, punch, kicks, thrust, row, spins, pushes, jumps, dashes, quick ups, quick downs; Honor 13 Principles, 21 laws of leaderships.


Guiding principles of SEBA training


  1. Devote whole life to work, study, and contemplation of things divine.  Maintain a disciplined lifestyle which is secret and has the dignity of antiquity. Live always with divine knowledge and inspiration, as it puts one beyond all greed, restrains passions, and makes life alert for understanding.  Practice simplicity, restraint, calmness, ferocity, self control, perseverance, and in everything, justice.  Walk in a disciplined, direct and purposeful manner.  Practice a direct, controlled gaze-eye to eye.  Do not blink when a point is to be made.  Do not laugh in public. and if it does happen, it does not go beyond a smile.  Keep hands away from clothing.  Live frugally, simply, purposefully, honestly, deftly, swiftly, quickly, quietly, and calmly but fiercely.  By your very life, you set and example of pure, purposeful and worthy life. Initiation involves a process of discipline or purification both of body and soul.
  2. For months initiate will under go disciplinary intellectual exercises and bodily purification with intervals of test and ordeals to determine their fitness to proceed to the more serious stages of initiation.  Step-by step development. Before and after initiate passes from one stage to another S/he has to fulfill a number of tasks and pass a number of tests to be allowed to go through to the next stage. 
  3. Every test served as a measure of the level of intelligence and moral strength the candidate had acquired those who did not pass the tests the first time were denied for 3months. Initiation-philosophy of life, purification nature of mind and body.  (philosophy). Illumination-theory of universe, birth, death, rebirth process, science of theory and practice. guide to action fundamentals of theory. Method of KA3, scientific methods of AIP, fundamentals of KA3 methods. 
  4. Self knowledge is the basis of African accurate knowledge initiation required as a first stage the mastery of the passions which made room for the occupation of unlimited mental moral and martial powers next the initiate is required to practically search within themselves for the powers which had taken possession of them initiates must live a clean, moral, intelligent, simple life initiates must live a secret life initiates must live an honorable strong productive life of practice toward R9 all aspirants of a must receive secret training and preparation poverty must be a condition of life.  Virtue is mandatory purification of the body and mind is mandatory control of passions is mandatory baptism of water and fire in practice work toward perfection in this life control of thoughts and actions are mandatory initiators must have.
  5. A devotion of purpose we must have faith incur ancient African Kmt teachings before the invasions we must believe in our ability to assimilation initiates must be free of resentment while under the experience of persecution and wrong cultivate the ability to distinguish between right and wrong cultivate the ability to distinguish between good and bad. Kmt theory of initiation required three stages initiation involves a process of disciplines or purification both of rah embody and the soul Kmt placed great emphasis upon its immorality.
  6. Stage one: mortals probationary students who were being instructed but who had not yet experience the inner vision (initiation). 
  7. Stage two: intelligences  those who had attained the inner vision and had received mind or scientific.  Stage three: the creators or sons/daughters of light who had become identified with or united with the light true mental, moral, material (perfection).
  8. This was accomplished through the efforts of the individual through the cultivation of the arts and sciences and a life of virtue amorality honor on the other morality intelligence and martial training were required condition to membership in Kmt system and its purpose was to liberated the African soul from the 13 bodily furthers initiates must live a life of virtue imitates must have complete control of their pass ional nature initiates must had courage as would not allow adversity to turn us away from our goal initiates must have deep insight that be fits the faculty of seer ship imitates must show unanswering righteousness of thought and action.
  9. Initiates must control of thought actual stead fastness of purpose initiates must identify with spiritual life or higher ideas which is an attribute attained when the individual had gained conquest over the pass ional nature imitation must show an evidence of having a mission in life initiates must have deep insight into KA.
  10. After initiation relations between African must be governed by Maat's based on the principle of mutual assistance and leaving every African environment in a better condition than when you come into it. Each cell that the imitate is placed in must be a reproduction of the African cultural world moral mental and physical cleanliness is at all times imperative.
  11. The supreme good is for Africans to become good like this is an attainment or transformation which the harmony resulting form a like virtue and science first initiates must subordinate their lower nature to there higher natures. The harmony and purification of the soul is attained not only by virtue but also by other means the most important among them being the cultivation of the intellect through the pursuit of scientific knowledge and straight bodily discipline. . 
  12. Initiates must develop a high sense of justice and honesty since he must not wish to die without discharging all obligations.  Initiates must after being well qualified and dully prepared must undergo a series of initiation in order to develop his her soul heart head hands from the human stage to the of supreme being Africans in this theory of salvation are expected to work out their own salvation without mediator between oneself and the creator. 
  13. Kmt grading recording to moral efficiency and intellectual competence. Test ordeals merits. 

FROM AFRICAN KMT EDUCATION

TO MODERN AFRICAN CENTERED STUDY


Problem Statement


Essentially, the problem statement, clearly defined, holds the elements of its solution within the problem statement itself.  Frame the problem statement accurately and the answer will be at the heart of the question.  As a rule, from inception to infancy to youth, through maturity, to old age, to death and eventually to replacement by something higher or lower, all processes can be researched holistically using scientific African research method.  Objective conditions must be precisely studied, calculated, weighed, and measured in order to isolate the African problem statement.  This has never been done.


African American history is a vast human drama, spanning many centuries and continents. The history begins in Africa, with its rich and vibrant heritage of sciences, mathematics, arts, languages, architectures, philosophies, and cultures. TaSeti, Nubia, KMT (Egypt), Carthage, Ghana, Mali, Axum (Ethiopia), Zimbabwe, Songhay were shining examples of African civilizations for thousands of years. However, the traditional indigenous African way of life was shattered by invasion after invasion, spanning over 2700 years.


Disrupted, pillaged, enslaved and corrupted, the African continent by the 15th century was relatively easy prey for what became the Holocaust of African Enslavement. This process is the reason why millions of Africans are scattered throughout the Western Hemisphere today. It also holds the key to the present condition of African people everywhere in the world. Until 1492ad, what became called North America had been settled almost exclusively by successive waves of Asians who migrated into the Western Hemisphere by way of the Bering Straits at the end of the fourth glaciating period (the Wisconsin glaciation) beginning over 40,000 years ago.


What began in the 15th century as intercontinental treasure hunts, culminated in European colonization of already inhabited land in India, Northern Africa, West Africa, South Africa, Southeast Asia, Caribbean Islands, Central America, South America, North America, China, Australia, Greenland, Iceland, Oceania, the Pacific Islands, Siberia, New Zealand, and others. Therefore, what became called the United States (occupying 3,678,896 square miles of land mass, latitude 24'N to 49'W and longitude 67'W to 124'W east by the Atlantic Ocean and west by the Pacific Ocean) is but one significant offspring of this epochal process which saw European ruling classes seize millions of square miles of land throughout the Western Hemisphere and then capture, mass transport, and force Africans to build societies for them.


Scientifically, the social system evolving as the United States and the Africans within it should be followed from 14th century manual agricultural feudalism to 20th century wage labor based-mechanized industrial capitalism to 21st century laborless Computer Automated Machine Production and the Scientific and Technological Revolution; from the murderous white Spanish conquistadors to "Pax Britannica" to "Pax North Americana" to the New World Order; from over 16,545,687 square miles of indigenous American (Chechimecans) land and 600,000,000 enslaved Africans to global slave commodity production for global all-white home markets; from whites with no civilization to whites with a "western" civilization built on the backs of Africans and other nonwhites; from petty white thieves, pirates, and slavers to white bankers and merchants in Genoa, Antwerp, Amsterdam, London, etc. to the World Bank, and the White World Government; from Arab with sword and Koran claiming Africans to be infidels as they raped, stole, pillaged, and enslaved to white with gun and Bible claiming Africans to be pagans as they seized, raped, pillaged, and enslaved; from the African coast shipped to any place that Arabs and whites need work done to the mass movement which ends the kidnapping and repopulating the African continent with its own  people who have been scattered around the world for over 1000 years; from free African to enslave African to Africans who prepare to do all that is necessary to seize their freedom; from the manual spinning wheel to the industrial power loom; from horsepower to steam engines to gas engine to electrical engine; from slavery to segregation to integration to disintegration to separation to rupture to complete break to insurrectionary African exodus; from whites murdering with archaic single shot muskets to whites having developed the nuclear capacity to destroy five of nine planets in the solar system, or 69 planet Earths; from mass extermination by gift of small-pox blanket to injection of the deadly AIDS virus; from sober to rum to whiskey to wine, opium, to heroin, to marijuana, to cocaine, to crack to pure heroin to execution of all peddlers and promoters of poison in the African community; from Asian and Arab spheres of influence to white world domination to the beginning of the end to white world supremacy to the beginning of the African resurrection; from white slavers to white segregators, to white liberals, to white conservatives to white Nazis; from Africans to niggers to colored to Negroes to blacks to Afro-Americans, to African Americans to Africans; from African female led to African male led to white and Arab led to African male led to African female and male led; from the African continent to the Western hemisphere and the Diaspora to the African continent;  from birth to death to rebirth.   The old African world is dying and is being reborn again.


Within this context, the history of Africans in the Western Hemisphere can be systematically traced with a special focus on the social, cultural, political, economic, and moral evolution of Africans in the United States (1607-1990's).


Africans' growth was inhibited for nearly 3,000 years by internal factors and by foreign conquerors: Hyksos, Hittites, Assyrians, Persians, Greeks, Macedonians, Romans, Arabs, Turks, and Western Europeans---who took their turns.  Although these factors contributed to the African dark ages (i.e., beginning it and sustaining it), this, along with the 1000 year Arab enslavement of Africans, were greatly eclipsed by the magnitude, ferocity, and destructive force of the West European enslavement of Africans.  These, however, are external factors.   The internal factors (e.g. preparation, will, science, fighting capacity, ability to learn historical lessons as not to repeat mistakes, etc.) are often overlooked. 


In our effort to be consistent regarding the issue of evolutionary and revolutionary thinking, we realized that our approach to the subject of Africana theoretical paradigms would require that we began with a brief consideration and application of African sociopolitical paradigms in the following periods: 1) before Arab/Semitic penetration, 2) between Arab and Western European penetrations, and 3) after European penetration.


  1. Also required is a demonstration of some continuity between those theoretical systems and those more familiar in the United States beginning in the late 19th century---the seeding period of Africana Studies.  To the contrary, some scholars contend that there is no continuity. 
  2. A brief presentation about the latest evidence and the cutting edge arguments on both sides of this debate is warranted.  Essentially, then, this presents a classification scheme of theoretical paradigms representing African Americans' sociopolitical struggles.
  3. To solve the race problem, then, one must seek a causal explanation of historical activity not in the way people think, not in their abstract ideas, not in their mere opinions and pronouncements, but in their concrete needs and in the conditions out of which those needs arose.  Human need is the driving force behind action and behind plausible concrete, structured reasons advanced to justify that action.
  4. Needs give motivation, consistent purposeful action.  Need, the practical expression of necessity, brings human beings to consciousness, to race consciousness, to class-consciousness, to sex-sex/gender consciousness, to revolutionary change.  Human history is social history. 
  5. But society, since primitive, times is a race-, class-, sex/gender-, and generation-based society.  History, therefore is the record of the rise, fall, and rebirth of races, classes, sexes, and generations. 

All of this has revolved around the necessities of life and the power which those possessions allowed.  Humans are continually improving the quality of the tools they use in earning their living.  The possession of the new productive forces and the invention of the new methods give a natural advantage over those who still live by the old.  The race, class, sex, or generation which has seized control of the new forces of production has power, economic power, a power, however, which is hampered by the cultural, traditional, political, and legal property relations which express the earlier forms of material production.


  • 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 positivist social sciences and the reactionary aspect of the Afrocentric 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, 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 way of thinking is based on eternal unalterable concepts and formulas regardless of the new data of practice and science and the specific conditions, ignoring the process's own unique creative development.   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 contracts 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. 


Therefore, a holistic scientific approach (one that merges spirit and matter) to social research problems requires that one extract the process itself and then deduce from it its essence after logically summarizing the unfolding process.  Minor facts, subjectively transformed into variables, arbitrarily selected and tested out of context from the conditions that produced them, are merely amputated fragments of a total reality---a reality which must be painstakingly taken apart then pieced back together as to ascertain the object's laws of development.


Method of Inquiry: (Maat Research Methods)


Whereas philosophy is summarized theory, and theory is summarized scientific practices; method; therefore is the systematic technique of summarizing scientific practices.  African Studies employs the best of multidisciplinary and interdisciplinary research methods including Internet research to establish scientific facts.  Those scientific facts document the holistic process of African history.  Summarizing such a multifaceted process requires a "pluridisciplinary" scientific background.  


What is meant by the emergence of a new process?  The new develops in the womb of the old, reaches a point of conception, fights a life and death struggle for its existence, and in the birth throes of complementary battle comes into being as a new formation.  Does the old process die?  Yes.  However, the adaptable element of it is preserved in the new process.  Is Afrocentricity the same as Black Studies?  No.  Is African-centeredness the same as Afrocentricity?  No.  Are Pan African-centered Research Methods the same as ancient KMTic process oreintation techniques?  No.  Each has developed out of, and as a result of the one that came before it.  In fact, everything stands on the shoulders of that which came before it.  African-centered idealistic research methods must be advanced with scientific research methods.  The advanced critical elements of the past research methods must be preserved in the present stage of research methods. 


This is an ongoing process that must be standardized if African Studies are to advance from 2700 years of shipwrecked mystical contemplation and speculation.  This is an internal process.  The old process with its complementary twin opposites yields to a new higher or lower process with its complementary twin opposites, whereupon a new process emerges later to replace this old one.  The old process ends and the new one begins. The new process contains new vital forces and begins its own history of the development of vital forces.


Maatist Research Methods are a synthesis of (1) the best of modern positivist science, (2) ancient KMT process orientation, (3) African-centered critical assessment, (4) advanced computer and software technology, (5) and the application scientific findings to improving objective reality based on an intense will toward justice.


Maat Research methods criticize and preserve the rational aspect of advanced modern research methods.   Using process-orientation, scientific African-centered research should move from objective conditions to a specific problem statement.  The criteria for selecting a research problem demands that it be researchable, advances prior research, relates to scientific theory, answers personal research interests, etc.


Next the literature on the subject is collected, organized chronologically (C), historically (H) and logically (L).  Then a critical assessment of the information from an African and other worldviews must be meticulously completed.  Once the literature has been studied, the summary deductions should be kept in lab journals in chronological, historical, and logical order.   Next a draft research plan outline, timeline, and feasibility checklist must be drawn up and completed.  The organizational task of preparing for each and every research project cannot be understated.  Decide which type of research one is attempting to conduct.  Move from the literature review and the plan of action to the restoration of this thought matter into its theoretical frame of reference. 


The theoretical framework has a qualitative and a quantitative dimension that is in unity and in struggle.  Follow the process in the literature from its beginning to end, and logically summary its period of birth, death, and rebirth based on the struggle and complimentariness of its internal opposites.  Relate the problem or process to a body of theory if there is an appropriate one (s).  In sum, the theoretical framework can be used to advance an existing theory, create a new theory out of the raw material of the old, or relate the problem to present bodies of theory.  


In the process of moving from the theoretical foundation for the study, the research must establish how to proceed, what techniques to use when to use them, where to use techniques, why and of course how to employ them.  This conceptual assessment of the operational elements of the study is necessary in order to determine which research design is most appropriate for studying the sense data. Scientific investigation requires a research design as to achieve systematic detailed reflection of a process in concepts, language, symbols, and diagrams. 

Research designs are the overall plan of research, the detailed system intended to yield specific unambiguous answers to research questions and test all useful new hypotheses as they emerge.  A research method is shaped through the interrelationships of culture, class, race, sex/gender, and generation rather than by any independent social or demographic element.  It is the backbone, the real-life expression of abstract theoretical ideas transformed into practical methods of solving abstract problems of thought.  Methods leave their mark on every aspect of scientific theory. 


The actual social history of research methods is the source in which the flowering plant of scientific theory has its roots.  The culture, sex/gender, class, generation, and race are the ever-present yet unnoticed or unrecognized air that the plant breathes.  Without an accurate assessment of the composition and unique features and elements of the research, one cannot redesign hybrid research designs from the original conceptual model.  Without an understanding of the grounding of modern research designs in science and their rootedness in the cultural interpretation of a population one cannot understand the need for each population to symbolically view the world via its own independent cultural lens. 


Like a raging wind that unrelentingly bends everything in its path but is invisible, mainstream Eurocentric research methods continually reproduce themselves through the producers of studies in the image and interests of the dominant population.  Europeans are the dominant and ruling race, gender/sex, class, and culture in the United States, which bears heavily on the other demographic variables. Their ideas dominate in all areas of thought. Yet, their inherent social bias and partisan nature go unrecognized by modern scientists, especially those claiming to be objective and value-free.   The ruling ideas of the ruling people in a society appear as the only correctly ordered and methodologically derived justifications for the world as it is, as they see it, and as they want it to be.   However, reality and its interpretation is multi-faceted and multi dimensional.


In essence, methods are living instruments of theoretical problem-solving that quietly traverse their paths from birth to old age and death, continuously renewing themselves, changing their forms and shapes, yet maintaining their umbilical cord to the race, class, gender/sex, culture, and generation that produce them. KMT thought was seized by Greeks, Romans, and Arabs; it was transported to other continents, and subsequently translated, transformed, transmitted and advanced as Western Civilization. 


The rational scientific kernel was preserved, modified, and advanced to its present world form.  Clearly, today Europeans and Asians lead the world in the proliferation of scientific and technological ideas.  Only a new epoch, in the process of evolving its own broader theoretical vision, will Africans and African Americans begin to understand the mental lethargic that has contributed to the limitations of their growthy.  This is such a new epoch. 


With the emergence of the Scientific and Technological Revolution (STR), many of the common, race and class-based errors that skewed and distorted scientific conclusions in the favor of oppressor groups are being exposed.  


WHAT IS CALLED AFROCENTRIC EDUCATION;

WHAT MUST BE AFRICAN CENTERED EDUCATION


The Aryan model of world history has the last race of people, Greece and Rome, being first to develop civilization and the first African Kmt (called Egypt today) being black and brown-skinned whites.  Beginning in the University of Gottingen in Germany in the 1850s and 1870s, through strategic appointments to the then new Chair in Egyptology, of which the Classics tended to be a part, and diffusing, to other Universities in Western Europe (oxford, Cambridge) and in North America (Harvard, Yale, Brown, Cornell, Dartmouth) , the so-called "Aryan model" of the primacy of Western/North Atlantic civilization via Ancient Greece in world history was established for the next 100 years.


  • 1. African enslavement in the New World, the Carribean, south America, Central America, in the United States, and Canada until the Industrial Revolution; colonization and the scramble for Africa, the imperialism of Western Europe and the United States during the late 19th and early 20th centuries - these "facts" and more gave rise to an ideology of "scientific racism." According to that ideology, "whites" or "Caucasians" were superior to all "others," especially "blacks."In turn, Scientific Racism weevilled its way into old and new academic disciplines: history, archaeology and philosophy (old); and the classics, physical anthropology, linguistics, and craniometry (new). Craniometry was the science of the measurement of the dimensions of the cranium, from which were drawn a priori "conclusions" about the "intelligence" of "races" and, ab deductio, of their "civilizational" or "non-civilizational" capabilities.
  • 2. Even Darwin's views on natural selection, on survival of the fittest, and on movement or progression as "laws" governing the evolution of "species" were latched onto by proponents of scientific racism to reinforce their new paradigm of world civilizational history. Hence, the most "primitive" of cultures in Africa were capable of "movement," of "development" to a higher level after all, it was said. However, such "movement" could be mediated or managed only by "higher," western "civilizations." Thus was born social Darwinism, and the notion of the "white man's burden" in the imperial/colonial venture in Africa, Asia and the Caribbean and, within the United States---the intellectual bootstrap for western/North Atlantic political, military, scientific-technological and economic dominance of the global system, inclusive of Africa and of Africans in the diaspora.
  • 3. The Second World War had not yet ended when Britain took the decision to re-shape the conventional Hegelian paradigm about the non-place or peripheral place of Africa and Africans in world civilizational history.
  • 4. The remolding of the body of social knowledge concerning the history of Africa under the Sahara was the work of a "think-tank" in the British Colonial Office, headed by Lord Hailey with books such as An African Survey (London, 1938), and Native Administration in the British African Territories (5 volumes: London, 1950-1953).
  • 5. That "think-tank" influenced the decision of the British Government to set up new university colleges in Nigeria (Ibadan); the Gold Coast, later Ghana (Legon); East Africa (Makerere); and in Jamaica, British West Indies (Mona) in the immediate post-1945 period. Those university colleges were affiliated initially to the "mother" University of London in Britain. In turn, the mandate of the British Professors in the new university colleges in Africa, et al., was to spot bright "native" academic raw material, and to guide such into post-graduate training in British home universities - with the ultimate objective of handing over to them in the course of time.
  • 6. This exercise in "academic engineering" was a vital component of political-constitutional engineering or decolonization. It was well on the way by the decade of the 1960s. By then, the British pattern of "engineering" the rewriting of the history under the Sahara had diffused to the universities in the United States and in Canada, especially the so- called mainstream ones.
  • 7. However, the British-American professors of History in the new university colleges in sub- Saharan Africa, socialized in the conventional Hegelianism and scientific racism of their societies, proceeded generally to impose a neo-Hegelian/ neo-scientific race interpretation on the historical commodity concerning sub-Saharan Africa. Hausa, Yoruba, Mande and Akan civilizations in West Africa, as well as Bantu civilization in East, Central and South Africa, for example, were said to have been the work of "Hamite/Semite" incomers. The "Hamitic Hypothesis," first applied to the interpretation of the history of Ancient Egypt and of the Nile Valley, became an all-embracing tool for explaining away any notable civilizational achievements of Black Africa South of the Sahara.
  • 8. The intellectual challenge to this neo-Hegelianism concerning Africa's history came from African-born and African-descended academics in the universities in Africa, the Caribbean, and in North America. The challenge coincided with new political developments in Africa and in the wider African diasporic world.
  • 9. The 1960s was the decade of political- constitutional independence for Britain's colonies in Sub-Saharan Africa and in the Caribbean. With this conjuncture, many of the foster university colleges in those areas acceded to academic independence from the "mother" universities in Britain. As a by-product of this process, local scholars emerged to head the departments of history, archaeology, etc., in the institutions that had been set up by the British professors in their respective countries or areas. They also began to re-examine the inherited and "engineered" body of social knowledge, with its explicit or implicit Hegelianism and scientific racism.
  • 10. African scholars in the universities in the French-speaking parts of sub-Saharan Africa began to do the same re-examining, as their countries attained legal independence from a reluctant France by the 1960s.
  • 11. In the United States, the Civil Rights Movement, led by Martin Luther King and others, was at a flush of activism. Inevitably, there was an impact on the universities in the United States, especially the mainstream ones. The impact took the form of successful demands by African-Americans for the establishment of Black Studies and, later, African-American Studies programs in the mainstream universities, then infusion of black-centered ideas into the white centered American curriculum.

Herein, we must see the making of the thrust that is today called Afrocentricity, and African-centertedness, African humanities and multiculturalism. They add up to an intellectual challenge by a mainly non-white constituency here and elsewhere to what is seen, rightly as a white supremist, Aryan, Greco-Roman, male, capitalist-engineered paradigm of the history of world civilization - from the classical period to present times.


The challenge is fiercest in the field of Egyptology. Among the challengers are ben Jochanan, Ivan van Sertima, Chancellor Williams, Theophile Obenga, Jacob Carruthers, John Hendrik Clarke, Maulana Karenga and Cheik Anta Diop. Diop, who died in February 1985, presented the case for the African origins of humanity, civilization and the primary role in the founding of the civilization of Ancient Egypt and of the Nile Valley, its Africanicity, and the contribution of Nile Valley civilizations to world history to a point that rubbed Western and modern Egyptian scholars badly: for example, his books, The African Origin of Civilization: Myth or Reality (1974) and The Cultural Unity of Black Africa (1978).


To understand Diop, however, one has to comprehend the vicious cultural imperialism which the French applied in their Empire. In particular, that cultural imperialism set out to deny any worth to Africa and to anything African. This policy continued into the post-World War II period when, as we saw, the British were at least pretending to remold the history of "Black" Africa and, by extension, the diaspora as part of their decolonization exercise. Not so the French. The French emerged from World War II with no plans for the decolonization of their colonies in Africa, Asia and the Antilles.


The colonial duty and the political and economic necessities impose on our educational program a double task: first, to form local cadres who were destined to become our auxiliary assistants in all areas and to insure the ascension of an elite carefully selected; second, to educate masses, in order to make us closer and to transform their life style.


The post-World War II curriculum in the elitist-structured educational system of French West Africa - four percent of the educable population in 1947, rising to ten percent in 1957 - "abounded in whimsical and prejudiced statements about Africa." African heroes of national resistance movements against white imperialism were depicted in the curriculum as agents of chaos and decadence. Simultaneously, the curriculum extolled the virtuous role of so-called "representatives of the white race, and the nonviolent members of the black race, we shall over come, rainbow coalitions, beg-ins, crawl-ins, sit-ins, beat downs were glorified while impoverished Black men and women were unceremoniously conscripted to fight, kill and die in imperialist white wars all over the globe from vietnam to grenada and the persian gulf. Equally, the emphases in the curriculum in history, geography, literature and philosophy were on the study of Western heroes in history; European soils in geography; and of Western value-systems, based on Judaeo-Christianity, Greek Philosophy (plagiarized), Roman law and military (imperialist/ invasionary/parasitic).

This perspective was enshrined in the formative university-level programs in the humanities, law, economics and the sciences.


Dr. Cheik Anta Diop and the Présence Africaine school of African culture-history and of Negritude lashed out against the intellectual/psychological violence of the French- imposed Hegelian framework of African history.


African archaeology, of African studies, are controlled by the invaders as an outcome of Africa's recent colonial experience.  The "experts" in African affairs and the various fields of history, anthropology, and other social sciences are Europeans. The sources students are expected to consult - museum collections, libraries, archives, and so forth - are also overwhelmingly European. In sum, the documented history of Africa is found in sources that are European, not African. 


Modern Afrocentric Movement in Academe


What is generally considered Afrocentric is actually a conglomeration of works and efforts whose origins reside in a set of conditions different from Cheik Anta Diop's work, hence there exist differences in form and content, essence and appearance, process of development, and meaning and significance of work.  At least three streams of Afrocentrists can be disaggregated: the Pan-Africanists (Cheik Anta Diop and Theopile Obenga), the anti-segregationists (Maulana Karenga, Molefi Keti Asante, Leonard Jeffries, Tony Martin, etc.), and the integrationists (Ivan Van Sertima). 


Whereas Cheik Anta Diop (among others) established KMT as the foundation of African civilization, scholars philosophically, theoretically, and practically wedded to anti-segregationism and integrationism, critiqued the absence of black people in mainstream discourse and academe and sought to insert themselves into the knowledge-producing institutions of the dominant race, class, and gender.  Though their efforts have been interpreted in many ways by numerous of supporters and critics, when all the layers are peeled away and the essential features exposed, the efforts of this group can be described as a contemporary extension of the civil rights movement, of which de-segregation and integration were central.  A close and critical analysis of the historical conditions within which the afrocentrists and their work developed provides clear evidence for this. 


Rooted in the civil rights period of the 1950s and 1960s, the Afrocentric movement in academe evolved in response to conventional articulations of Africa and African people in history and social relations during the mid-20th century.  Authors on Afrocentricm often situate the work of Cheik Anta Diop at the core of the movement, however his work is of a different nature than that of the contemporary Afrocentrists, namely Drs Molefi Asante, Maulana Karenga, Ivan Van Sertima, and John Henrick Clark, among others.


The afrocentrists that set the parameters for the field of study mostly grew up during the civil rights period (1950's, 60's, and early 70's) and were involved in one way or another.  There were very specific conditions that ushered in movements around civil rights, which had their roots in the shifting relationship between labor and technology.    It was during that period in history that each institution in American society had to be integrated in accordance with the needs of production, its level of importance to white capitalist national security, and its specific degree of segregation. 


In order to achieve this integration and modernization of exploitation, the strategy was multi-faceted: boycott, sit-in, participate in freedom rides, carry out mass marches, and pray.  In other words, march, beg, take brutal beatings, crawl, lobby, plead, and appeal to white gods-in a word, "guilt-trip" the larger white population into accepting a type of social integration which actually benefited them economically, but at the same time eroded the psychological basis for their beliefs of innate superiority over African populations.  The Civil Rights Movement of 1950-1980 used the same organizational formula which was applied during the 1830-1867 abolitionist movement in the US:

  • 1. Depend solely on white middle class liberal leadership, paychecks, and programs;
  • 2. Solicit white financial backing by showing how in that moment in history, change benefited both rich exploiting whites and poor exploited Africans;
  • 3. Employ activities of begging, pleading, debating, guilt-tripping appeals to morality, appeals to democracy, appeals to constitutionality, and praying to the larger white population in order to convince them to accept minor concessions which would also benefit them;
  • 4. Lobby for favorable federal Supreme Court decisions from newly chosen liberal judges that today are almost all conservative bordering on Nazi.

WHAT IS BEING DONE

RESULTS

EMBRYONIC FORMATION OF AFRICAN CENTERED STUDY GROUPS IN HOMES,SCHOOLS, LIBARIES, CHURCHES, AND COMMUNITY CENTERS

AFRICAN CENTERED STUDY TEAMS

INJECTION OF SMALL DOSES OF TRUTH REGARDING AFRICAN CULTURE, HISTORY, MORALITY, AND ETHICS

BLACK HISTORY MONTH ACTIVITIES

CREATION OF SATELLITE AFRICAN CENTERED PROGRAMS THAT SERVICE SELECT NUMBERS OF YOUNG AFRICAN AMERICAN CHILDREN INSIDE AND OUTSIDE OF THE PUBLIC SCHOOL SYSTEM

RESCUE/RECONSTRUCT AFROCENTRIC

TALENTED TENTH)

SYSTEMATIC INSTRUCTION OF PUBLIC SCHOOL

TEACHERS, AND PROFESSORS AFROCENTIC TRUTHS VIA LIMITED INSTITUTIONAL MEANS

TEACHING PUBLIC SCHOOL TEACHERS AFROCENTRISM

CREATION OF AFRICAN CENTERED PRIVATE SCHOOLS THAT SEVICE MIDDLE CLASS AFRICAN AMERICAN CHILDREN

AFRICAN-CENTERED PRIVATE SCHOOLS

OPEN/TRANSFORM EUROCENTRIC PUBLIC SCHOOLS INTO AFROCENTIC PUBLIC SCHOOL WHICH STILL HAVE LIMITED ACESS TO A FEW SELECT MIDDLE AND WORKING CLASS AFRICAN AMERICAN CHILDREN

AFROCENTRIC PUBLIC SCHOOL

CREATION OF DOOR TO DOOR, HOUSE TO HOUSE, NEIGHBORHOOD TO NEIGHBORHOOD SELF-EDUCATION PROGRAM THAT SYSTEMATICALLY TEACH AFRICAN AMERICAN PARENTS HOW TO TEACH THEIR CHILDREN: COMMUNITY CONTROL OF EDUCATION STARTS AT HOME.

NEIGHBORHOOD AFRICAN-CENTERED YOUTH/PARENT

NURTURING OF WEEKEND AFRICAN CENTERED CLASSES AT NEIGHBORHOOD PUBLIC SCHOOLS/COMMUNITY CENTERS/CULTURAL CENTERS TAUGHT BY PARENTS, TEACHERS, AND STUDENTS.

WEEKEND COMMUNITY AFRICAN-CENTERED


Make sure that all of this is done nonviolently, and with no anger toward whites for having brutalized, enslaved, raped, worked to death, exploited---summarilly oppressed and exploited them for over 360 years.


The lower section of the African middle class, specifically preachers, teachers, small business owners, labor leaders, comedians, comics, clowns, singers, actors, trumpet players, athletes, and other entertainers were to be the raw material out of which this movement was to be fashioned, directed and controlled.  This minuscule lower Black middle class (white-washed, Greco-Roman/Judea-Christian, capitalist, and male dominated) would mislead the mass of poor working class Africans in head busting marches, sit-ins, crawl-ins, beg-ins, boycotts and other forms of civil disobedience. 


At the same time, lower middle class Africans were being led by white liberals and sometimes by those calling themselves radicals, social democrats, socialist and even sometimes white communists.  It was within this context of struggle and change that the Afrocentric movement in academe evolved as a protest/infusion/integration movement of the culturally attune Black intelligentsia. 


Reflective of the period within which modern foundations of Afrocentrism were born, its central efforts consist primarily of critiquing white mainstream ideology, theory, methods, and practice, while seeking insertion into the prevailing order and mainstream historical summations.  Almost all of the leaders of this movement kept their white names, white religions, white Greco-roman culture, capitalist economic philosophy, and almost all of them in leadership where Black men---many still in Greek fraternities, Arab mosques and European built churches.


The development of Egyptology today as an Eurocentric and semetic discipline has blunted the scientific study of African Kmt.  The modern issue is how to liberate historical knowledge in Africa from the constraints of European historiography and the colonial library. The Greeks praised Kmt and consistently stated it was the source of their knowledge.  By the middle of the nineteenth century A.D., this model was replaced by the "Aryan Model" which downplayed the achievements of the Kmtians, introduced racist hyper- diffusion migrations of people and cultures into the Nile Valley from the north, and laid Classical Greece as the forerunner of later Western civilisation. 


Afrocentric Argument Against Eurocentrism


In general, a central element of Afrocentrism is its critique of Eurocentrism in mainstream ideology, theory, methods, and history.  It is the capstone of a five-tier pyramidal scaffold in the ideology of White supremacist thought: according to the mainstream educational structure, the origin of all human populations had to begin with Europeans from the development of (1) prehistoric hominid formations, (2) modern homo sapiens sapiens, (3) the intellectualization of homo sapiens sapiens, (4) the first class-based advanced forms of ancient society and civilization, and (5) the most advanced forms of classical ancient society.  Although there is no significant material evidence to prove such assertions, it is a standard operating procedure to preserve their existence nonetheless.


The question of Greek civilization, its "miraculous" achievement of the arts and the sciences in relatively short historical time frame, which is unprecedented in the annals of human history, is at the heart of the justification for White supremacy.  Therefore, it is the single most important ideological basis for White racism.  Over 500 years of intellectual careers went into evolving this antihistory.  Rigorously, since as early as 1750bc, big names such as Friedreich August Wolf, Wilhelm von Humboldt, Hegel, Hume, Marx, De Gobineau, Barthold Niebuhr, Maspero, Breasted, Toynbee, all consciously or unconsciously had an early hand in furthering the misconception that everything, including KMT (Egypt), was a metaphysical mess until scientific Greece came along and created science, research methods, philosophy, mathematics, architecture, writing---everything of significance to world civilization. 


Ancient Greece, although capable, did not have much of a long history of scientific practice before its infiltration into Northern Africa. But miraculously, Greece did have a long list of scientific publications and scientifically verified theories (compiled during its occupation of Northern Africa, i.e., in what they came to called Egypt, specifically at Alexandria 450 BC to 50 BC).  This Aryan Model of White supremacy via the so-called "Greece Miracle" later came to serve as a foundation for almost every scientific discipline developed by Europeans in the nineteenth and twentieth centuries. 

ACE APPLICATION TO AFRICAN

AMERICAN EDUCATIONAL CORRECTIVE PROCEDURES

(K-12)


Corrective Procedure One: Topics

  1. development of political attitudes in children is a learning process that occurs in large part in the system of education
  2. instruction in first two grades is devoted to the acquisition of language skills; instruction in higher grades is concerned with the acquisition of reading skills
  3. Material presented in readers: stories are informational, have the development of specific political attitudes, have behavioral modeling as the primary intent
  4. Informational: fewest selections. Deal with basic agricultural knowledge, knowledge of physiology and hygiene and basic scientific knowledge, proper writing skills. Impart specific information about given subjects. In general, lack political or behavioral coloration.
  5. Development of specific political attitudes: stories concerned with molding attitude toward society, the world, themes of social and international conflict as manifested in war; military conflict, defense against invaders and enemy occupation. Political themes are concerned with inculcating specific sets of political attitudes toward domestic and international political systems.
  6. Behavioral modeling: emphasis on moral training; exemplify behavior that is considered good and worthy of emulation. Themes have as their purpose defining how an individual should act. Are designed to enable the individual to distinguish between good and bad behavior

Corrective Procedure Two: Spirit and Content

  1. The culture and education of the [nation] are new democratic, that is, national, scientific and popular. The main tasks in raising the cultural level of the people are: training of personnel for national construction work; liquidation of feudal, comprador, and fascist ideology; and developing an ideology of service to the people
  2. Love for the motherland and the people, love of labor, love of science, and protection of public property shall be promoted as the public spirit of all nationals of the [nation]
  3. Patterns of behavior and attitudes established during childhood and reinforced by social practices are not extinguished overnight in response to pressure or exhortations to change even when there is a conscious desire to do so on the part of the individual
  4. Black and expert: need professional, managerial, and technical skills with which to build modern, industrialized Africa and need to create people dedicated to carrying out the great work
  5. Academic training combined with manual labor
  6. Youth organizations play an important role in supervising and creating the political life of the student. Organize activities for the students during vacations and during the school year organize and prepared students to celebrate Black holidays
  7. Economic system determines a given politics, and after this determines a given education. Education is a derivative of and secondary to politics; education performs a definite service to economics and politics. The political ideals of a given society are its educational ideals and its political mission is its educational mission
  8. Role of the teacher is the conscientious implementation of government and organizational directives on education and of closely linking her/his work with ideology. It is the duty of the teacher to arm the student with systematic scientific knowledge and, on the basis of this, to cultivate in her/him a correct world view and philosophy of life; bring the student to recognize study as creative labor. The more closely, the more clearly, the more concretely the teacher can link a child's study with political struggle and with the cause of reconstruction, the more lofty will be the quality of the child's study and labor and the more conscientious and responsible his study attitudes will be.
  9. The cultivation of civic virtues should begin in childhood and their basis should be established especially in elementary school. The implementation of the "Five Loves" education is the central task of the elementary schools in the cultivation of children to become good citizens
  10. During the third year, hints of political socialization are introduced. At this age, the main concern is with training the child to take care of her/himself, with developing a spirit of independence, enriching her/his knowledge of the world, satisfying her/his curiosity, enlarging her/his spoken vocabulary
  11. During the child's fourth year, attention is given to foster the child's cooperative habits and to strengthen education in love of labor and love of her/his companions. In terms of political socialization, she/he should know stories about (great leaders') love for children and how they loved children; know stories about how the Liberators fought the reactionaries.
  12. During the fifth year it is advised that the child's concepts of love of country, love for the leaders, love of labor, love of science, and the protection of public property be intensified.
  13. During the sixth year, emphasis should be on fostering an enthusiasm for service, on understanding the significance of thrift and of observing rules, on hating reactionaries and imperialism, on loving peace-loving nations and on loving new Africa, the Liberators and who they serve. The six year old should possess the following: know that Africa is the motherland; to know, love and respect the leaders of the African people; to know what the Organization does and what the Liberators do; to know the birthday of the Organization and the formation of the Liberators
  14. On the basis of fundamental relationships, the child can be led from a love of the family to a love for his village and the natural environment. From a love of her/his teacher, she/he can be led to a love for the school and for society, and through a love of her/his own organization
  15. Program objectives: (1) lectures on the culture and abundant local products of the motherland and on her greatness and strength, and on the elevation in her international position in order to cultivate in the child a high degree of national self-respect and self-confidence and to cause her/him to love the motherland. (2) instruction on historical facts of aggression against, and oppression and exploitation of, people by imperialism, feudalism and bureaucratism to cause the child to hate the enemy. (3) introduction of the main points of the Common Program, to cause the child to know the correct leadership of the Organization. (4) Explanation of the great strength of the world peace camp
  16. To carry out the program, the elementary school carried out classroom education, extracurricular activities and life guidance. The "Five Loves" not relegated to courses, but throughout the entire curriculum
  17. Classroom education: History. (1) Causing the child to become aware of the outstanding traditions of industriousness and courage of African people; (2) causing the child to understand the course of the bitter struggle of the working people in transforming their natural environment; (3) causing the child to understand the history of the solidarity, mutual help, and cooperation of the African working people and the great contributions they have made; (5) causing the child to know the strength of the people and to get rid of fear and worship of imperialism; (6) Causing the child to be thoroughly aware of the reciprocal character of the ...
  18. Classroom education: Political information. Emphasis on the development of the child's trust in and feeling for her/his motherland. (1) cultivating the child's spirit of the 5 loves; (2) forming the child's spirit of solidarity and mutual help in the service of the masses; (3) causing the child to have a correct knowledge of enemies and friends; (4) strengthen the child's faith in the preservation of world peace the the building of new Africa
  19. Classroom education: Language. Learning to read and write. (1) telling stories about labor, combat, production economy support, and patriotic stories to arouse the child's patriotic emotions; (2) compilation of supplementary teaching materials about commemoration days and social campaigns in order to strengthen the child's knowledge; (3) guiding the child in writing letters to children and workers in the motherland...(4) guiding the child in the practice of speaking in order to develop him into a powerful young propaganda worker.
  20. Classroom education: Arithmetic. (1) calculations of prizes; (2) calculation of production and construction in African cities; (3) calculation of the losses of imperialism; (4) calculation of the strength of the camp of world peace (population, area, products, military, etc.)
  21. Classroom education: Geography. (1) Lectures on the valuable resources of the nation and on local products in order to elicit the child's love for the motherland and for her/his own local region; (2) introduction to the ways of life of various African people; (3) lectures about the geography of the nations of the two great world camps and about the lives of their people; (4) causing the child to become aware that the natural environment can be used to develop the productive power of human society
  22. Classroom education: Science. (1) establishment of attitudes of research and science n the child, and the destruction of superstitious concepts; (2) causing the child to know the correct uses of science. Causing her/him to know furthermore that the purpose of science is to serve politics; (3) cultivating the child's spirit of creativity and interest in science and research; (4) forming the child's awareness and habits of respect for individual health and public sanitation
  23. Classroom education: Music. Emphasis was given to the teaching of songs sufficient to arouse patriotic emotions and to foster appropriate ideology
  24. Classroom education: physical education. (1) cultivating the child's interest in and habits of exercise; (2) forming in the child a spirit of solidarity, mutual help, courage, and activeness; (3) selection of teaching materials having revolutionary ideology and educational significance.
  25. Classroom education: Art. (1) cultivating the child's creative abilities and ability to use art; (2) guiding the child in drawing propaganda cartoons; (3) guiding the child in using African symbols; (4)  guiding the child in writing artistic characters and propaganda slogans.
  26. Classroom education: Labor. (1) fostering the child's constructiveness, capacity for planning, and creativity as well as fostering his labor viewpoint and habits; (2) guiding her/him in common methods of cultivating plants and caring for animals; (3) using the waste materials to make various kinds of tools; (4) guidance in making various teaching tools
  27. Extracurricular activities aided the child to broaden her/his social and political horizons and strengthen her/his knowledge and understanding. They included
  28. Extracurricular activities: visiting exhibitions, organizing children to watch movies, organized reading, holding commemoration meetings (on African holidays), holding debates on current events, listening to radio broadcasts
  29. Life guidance had the objective of cultivating the child's capacity for self-awareness and autonomy, correct ideology and spirit of patriotism
  30. Attention was given to (1) inspiring the child to draw up a patriotic pact and frequently assisting the child in a genuine self-examination; (2) guiding the children in organizing class clubs, with attention given to cultivation of a cadre from among them; (3) cultivating activist children in helping and uniting ordinary children; (4) holding training when necessary; (5) adopting the methods of competitions and challenges in order to elevate the children's initiative and enterprise; (6) strengthening corps training and widening the influence of the corps; (7) making family contacts
  31. Basic principles of morality: to oppose all oppression; to struggle for the liberation of all workers, from every form fo exploitation; to place the well-being of the entire society. Morality is a social ethic (collective conscience), rather than a personal ethic

15 Principles of Student

Listening, Learning, and Life


  1. True education and learning is not an accumulation of knowledge; it is an awakening of consciousness which goes through successive stages of discovering oneself and the world around.  We are not here to merely gain knowledge of the world but to improve it.
  2. No one is born wise.  Wisdom comes from study of facts which produces mastery of knowledge.  Knowledge mastered equals education.  Education applied to the vast problems of the world in a away that produces solutions is understanding.  Understanding, humility, honesty,  truth multiplied by time and patience lead to wisdom.
  3. Ask questions, probe, study, seek answers.  But do not be haughty because of your knowledge.  Take counsel from those who are learned and those who are unlearned for no one has ever attained perfection of competence and no craftsperson has acquired full mastery; good advice is rarer than diamonds, but yet it may be found even among poorest and least educated.
  4. Hearing requires serious concentration and listening.  Hearing requires silence of the body and mind.  First you must listen, but listen in your heart, so that you hear the meaning intended by the teacher.
  5. Start with small things, and give attention to detail.   This means that one should recognize what is in your sight, and that which is hidden from you will become plain to you, for there is nothing hidden which will not become manifest.
  6. Direct your attention toward excellence.  Take responsibility in the matters entrusted to you.  Do not repeat slander, and do not listen to it; repeat only what is seen, not what is heard, and understood as fact.  Seek with your heart, have not idle curiosity, let not gossip, lies, and half-truth pollute your quest.
  7. Speak only what is before your face; do not foretell what will not come to pass.  Weigh one's words well, for a keen tongue and a subtle mind beget both disorder and peace, according to the use to which they are put. When the student is ready the teacher will appear.  The lips of wisdom are closed, except to the ears of understanding. An answer is profitable in proportion to the quality and intensity of the question. Questions about fundamental problems can be answered only by fundamental solutions.
  8. What is done does not matter as much as what was learned from doing it.  It is better not to know and to know that one does not know, than to fake and later be exposed and disgraced. One who wants to rise to the summit, to the mountaintop, to the peak---to the highest point in all that they do must seek its base in the valley; in order to reach new heights we must come from down low.
  9. Wisdom that understands in silence is the womb from which humanity is born.  Conceal your heart on matters of the heart, control your mouth when in a crowd. Stay clear of people who honored us with only their lip.  By their fruits you will know them. Without deeds we have nothing to stand on.
  10. Hear, listen, learn, understand, do.  Excellence in doing will come from execution and repetition. 
  11. Proceed not to speak or to act before you have weighed your words and examined what they mean to you.  Words are incomplete without evidence. As much as you are capable of finding out that much you will know, nothing more.
  12. Students show by their own efforts how much they deserve to learn from their teacher.  Not the greatest teacher can go even one step for the disciple; in self one must experience each stage of consciousness and stand on one's own two feet.
  13. Treat people as well as you would want to be treated.  Instead, as you would do to you, do also to them likewise. What you receive depends on what you give.
  14. Learn to see clearly, learn to wish for what is just, dare to do what your conscience dictates, learn to keep your intentions a secret, and if, despite all your efforts, today brings no more than yesterday, continue steadfastly,.
  15. All things are possible to those who believe.  Believe that we were once more than lonely drifters in the night, that we once had passion in our hearts, that we were not always chasing shadows through the night trying to find happy endings in so one else's bankrupt illusions of the future.  You create your own histories as you live.  Make the world, your world, what you would have it be.  Its is in your hands.