Principles: Afrocentric, African-Centered to African Humanities Curricula

Mental slavery demands dependence; dependence is built on ignorance, fear, and a lack of applied procedural understanding regarding how the world actually functions.  The structure and content of all Black educational systems were both inherited from the white supremacist Aryan Model of education offered in every former slave-running white society today claiming democracy.   The whites dumbed the Black curriculum for centuries, did not allow Black people to go to school, kept generations ignorant and mystical (hoping for miracles and saviors), and disallowing any aspect of an applied scientific education.  This was criminal; it still is in force to a lesser degree.  These white brutes also kept Black populations less technically educated than the whites by systematically keeping science and engineering labs, technologies, and educational materials from Black youth.  Even after integration, Blacks went to school with whites but were systematically tracked into obsolete fields, LDA, and mood-altering drugs. 

Afrocentricism: Criticism, Infusion, Integration

The Afrocentric movement evolved out of the Black Arts Movement, and was rooted in the Black Power movements of the 1960's and 1970's. Through Dr. Diop and Dr. Theophile Obenga, and the intellectual foundation that Pan Africanism and the 1800's Black nationalist movements laid, modern African-centered thinkers have a firm foundation for initial criticism of the fraudulent  history of ideas present by whites and Arabs.  Criticism is hard work, but this is only the initial raw material on which a truly advanced philosophical science, a great African worldview, a new/higher system of African scientific thought, can be firmly constructed.   

The whites had been lying in print/books/journals for well over 350 years.  In the process of wiping clean/exterminating/mass murdering the indigenous populations of the western hemsiphere, these whites dragged millions of Africans thousands of miles to be worked to death, enslaved, producing food, fiber, and finances for the white population's economy.  Their education system justifies this degenerate behavior in writing; their chrisitian/judaism/islam religious systems sanction these centuries of murderous sieges as their god's will. Now their medium for false propaganda is dvd, video, ipod, powerpoint, and doctored computer simulations.  The goal however is the same: defend white supremacy, the Aryan model, ultra white nationalism/patriotism, and white feel-good history.  In this way George Washington and Thomas Jefferson are made out to be great men, founding fathers and heroes no matter how much land they stole from the native populations or how many millions of Black people they helped to enslave, how many lives they wasted, bred and sold their children, worked to death and just threw into unmarked graves after they were dead.  And Black children today are supposed to internalize these white lies from white liars calling themselves teachers, educators and professors.  The Black children are rejecting it; all of it.  (But they should be taught to extract the science, engineering, the applied technical procedures, the rational kernel---so that they can feed, clothes, house, transport, defend, and mass educate the next generation independent of historical enslavers.) 

The Afrocentric movement bravely went at the heart of this fraudulent history: in the educational system.  There were successes.  There were errors.  Overall, progress was made in the area of exposing the "white lie" agreed upon, called history.  Blacks by and large, however, kept their white/Arab religions, saviors, calendars, values, morals, names, clothes, holidays, bad habits and fear of all things white.  Even the understanding of the value of science that the Asians (mainly Chinese and Japanese) have clearly used to rise up from backwardness---Black people have not operationalized this in anyway. 

Externally, overtime, modern White supremacy, summarized in the conceptualization of the Aryan, became an extremely well constructed European ideology, which, in the process of Europe and its Diaspora ascending to world domination (1500-1900's), became the accepted worldview.  It is the capstone of a five-tier pyramidal scaffold in the ideology of White supremacist thought. 

It is the centerpiece of the ideology of the independent genius of the White race and White "Western Civilization."  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, civilization, (5) the most advanced forms of classical ancient society---all had to start with whites---although in reality these started first in Africa. The Afrocentric and African centered movements snatched the Klan sheet off of the heads of white academia.  The curricula is an Aryan white supremist fabrication created in the 1700's.  It is not based on comprehensive chronological, historical, and factual evidence.  It is not logical.  It is not unbiased.  It is not accurate, and yet it is taught in every European school from kindergarten to Ph. D.  Every one of their curriculum are historical frauds.  In fact, Africans would be best served following the Chinese example:  study only the science, applied mathematics, engineering, technology, physics, chemistry, biology, medicine, architecture, electronics, computer science, urban planning, and civil engineering.  Leave the white supremist propaganda to the whites.  Focus on the essentials of applied math, science, engineering, and manufacturing logic.

All of the earliest fossil/DNA evidence lead back to Africa.  All of the oldest artifacts of civilization lead back to the Nile River in Africa.  The first calendars, the first writing, the first high tech engineering, the first federal governments, the first nation states, arts and sciences, the first moral systems---all of them started in Africa along the Nile River.  The largest ancient buildings in the world were designed, engineered, and constructed in African KMT---some of them over 40 stories high, 2.6 million stones, weighing two tons per stone.  Khufu pyramid is 146.0 meters high; Khafre pyramid is 143.5 meters high; Snefru pyramid is 105.0 meters high; Menkare pyramid is 65.6 meters high, and Zoser pyramid is 63.0 meters high. 

There were over 121 large pyramid structures built in ancient African KMT in a 2784 year period before the Africans began to carve buildings into mountains.  Each was mathematically accurate down to a fraction of an inch.  They still stand in testimony to practical geometry, algebra, mathematics, trigonometry, architecture, engineering construction, urban planning, project management, social planning, national planned coordination and the most efficient organization of hydraulic power and human labor power in ancient history.  African children should have a science/engineering curricula around this instead of the idle chatter about white lies. 

Accurate historical facts are a beginning.  Infuse those facts into the Aryan white supremist curricula.  Then integrate the educational system from teachers to administrators to board members.  This is what the Afrocentric movement did, and did well.  But this is not enough.  Once the criticism is over, what kind of society do Africans need now?  Why? Whose civilization will be the model? How will it be replicated, technologically and in a modern form?  What to keep and what to discard? What kind of economy? Political system? Cultural system? What books need to be written?  What facilities need to be built?  Where?  Whose architecture? Why?  Wasting time debating with white folk and siding with Arabs will not answer these fundamental questions today.  We need our own African curricula of rebirth/renaissance in this lifetime. 

Internally, Black Afrocentrists and others who cut their intellectual teeth in the historical period of integration, desegregation, plead-ins, march-ins, sit-ins and even beg-ins in the United States (1945-1970's) have erred in their idealized quest for an absolutely harmonic and peaceful integration into the prevailing social order that whites and Arab dominate. 

Remember, these were slave societies; predatory invaders, destroyers of nonwhite civilization.  The same constitution and Bible/Koran are at the foundation of them.  They still rule in every significant area of Black life and living.  Nothing fundamentally has changed, except things have gotten worst for millions of African children.  There is a ruling class, gender, race, and culture in every society.  It can reform on the edges, but cannot be revolutionized unless the ruling group is removed in each area and the general white population sees no need to live at the expense of nonwhites any longer.  This has not happened in the past at any time.  There is no precedent.  Study the case record, the documentary record, the historical archive.  It won't happen now.  People who benefit (right or wrong) from something fundamental do not easily give it up.

Education for What? Whom? What Type?

The United States, like any other capitalist society is organized with a hierarchy of race, class, sex/gender, and culture.  There is a society, s constitution the ruling race/class/gender wrote, there is the government and military they set up, there is a technological infrastructure, an economy, a social system, a political system, a cultural system and a population processed through them.  The population is a mixture of white, black, brown, red, and yellow totaling 327 million.  The whites are in charge; the libraries are filled with the books they wrote, the stories/lies they told, the discoveries they claimed, the civilizations they destroyed to build their own, and the traditions they fabricated.  The Black populations were brought to this country to be their slaves---a totally enslaved population from birth to grave.  Today it is awakening to face a sobering reality: Education for what? Whom? What type?  Why?

The nation is over 83% white (if you include white Spanish speaking/Hispanic populations from Mexico). The white race rules.  White male rules.  White capitalist rules.  A white Greco-Roman culture rules.  And the majority white population has historically crossed class lines to support its degenerate ruling classes, especially the Nazis.  In fact, the working class white always supports its white capitalist ruling class on questions of race/culture. What makes America strong in its belief that it is a great democracy (even though it enslaved millions for centuries) is the unity of the white poor and the white rich on the basis that they are white.

Blacks make up less than 13% of the population; they are the least scientifically educated, and the most mystical/religious because of the history of this nation denying an applied scientific education to the vast majority of generations of Black populations.  The white ruling class has insured that the Black population in the United States is the least educated in the areas of engineering, applied sciences, and technological manufacturing.  Whites own over 98% of all domestic multinational corporations which shape the nation's school curricula/agenda; whites build the schools, create the state/federal curricula, control the school boards from the state level, write the state legislation on education, control the courts that decide education cases, and write/publish/print the books that are at the core of curricula in the country. 

Generally school board members, administrators, faculty, staff, facilities, transport vehicles, teacher materials, hardware and software are all controlled by the state and federal governments who fund education in the country in the image, interests and inferences drawn up by white people.  Blacks control the education in their own homes, communities, and families to a varying degree but that education is a carbon copy of the white education mixed with mysticism, religion, and folklore.  Science is almost now existent.  Math is not respected as an applied tool of measuring, making and manufacturing material reality.  Dancing, singing, public speaking, writing poetry/literature, sport, entertainment, and religion are promoted while science/math/engineering are secondary----at least in practice.  No wonder African American children have the lowest standardized test scores in the nation in the science/math achievement areas.

Since the late 1700's, the white capitalists set up two educational systems: one to educate the ruling class and one to educate those white classes who are ruled.  As an enslaved population, Africans were militarily kept from any education other than the training necessary to be docile and enslaved.  After slavery, within those who are ruled, there was created a racial tracking system that keeps Black children systematically under white working class children from birth to grave (even within desegregated schools Black children are tracked). 

Using curricula, economics, white supremacy, urban planning, state financing, and legislation whites maintained educational apartheid in the United States since the beginning of slavery in 1619.   The private schools were set up for the rich whites, the state schools were set up for the middle class whites, and the training/technical trade schools were set up for the working class whites.  Blacks were barred from technical education, sent to second rate missionary "liberal arts" schools which were as far away from the main road of a Harvard/Yale/Princeton scientific education as Pluto is from the sun.  And you wonder why Harvard has a larger library than all the Black colleges in the United States and African nations combined.  In fact, Harvard's educational endowment of $37 billion dollars is $30 billion dollars more than all the Black colleges and universities combined in the western hemisphere and most of Africa.  So if education is freedom, no wonder Africans are enslaved.

Money is the central gate keeper.  Poor children are always given the least educational opportunities, the worst facilities, the least science and technology, the poorest teachers, the most dumbed curricula, the worst conditions to educate children---in most cases around the world Blacks are the poorest of the poor.  One element of the population gets the best science/technology/engineering education and the other gets mysticism, trades, and useless religious doctrine about life in another world while the vast majority of Black folk live in utter misery in this world.  They come out as 21^st century slaves, unable to build even a tent to keep rain off them or make a pair of shoes.  Just think, we are in their 21^st century, over 100 years after the car mass-assembly line, and not one Black nation has ever built a factory that mass produces cars.  Not one.  Out of nearly a billion Black people, less than 0.8% of the world's scientist/engineers are Black.  Not even one percent.

In any country, as a superstructural institution, the education system is a reflection of the economic foundation on which it rests.  The essence and appearance of the economic foundation is itself a reflection of the nature of production.  By nature of production is meant the composition of labor and machines.  When the machines are robots run by computers on an automated production line---you do not need semi-skilled and unskilled workers any more.   Only skilled technicians are necessary. 

So the schools/education curricula are set up around this reality.  With the masses of Blacks tracked to unskilled and semi-skilled labor, a battle against Nazi genocide awaits because their will be no jobs to sustain Black families---only prisons for profit.  At each stage in the development of the forces of production, the superstructural institutions that are a reflection of it assume the race, class, gender, culture, and generation character of the group that owns the means of production and preserves its interests. 

The white population owns everything of substance in this society.  Their white ruling capitalist class determines who gets what, systematically.  They kept Blacks uneducated for over 75% of this nation's history; then they needed factory workers in the 1950's and thus rushed, from a federal level, to desegregate the schools.  They, the liberal whites, even financed the Black civil rights movement 1949-1966.   They cut the financing when the Black population sought Black Power (economic and political equality).  Study history. 

The USA educational system was organized initially (1700-1900) to reproduce white male leaders of the ruling class; white people to assume the reigns of power to continue carrying out efforts and disseminating ideas to insure continued rule of their group.  Poor whites had to find whatever knowledge they could in agriculture and apprenticeships.  Blacks were systematically kept out/excluded/denied any formal education for over 300 years.  When they did get education it was miseducation.   

People in a society are fundamentally organized around meeting their needs and use technology as a means to meet those needs.  The process of meeting needs using the combination of human labor and technology is called production.  In class-based societies, someone or some group owns the technology, as well as the products made by the technology. 

In the process of people meeting their needs, various institutions arise that govern their behaviors, beliefs, and practices: education, religion, family, health care, mass media, recreation, criminal system, government, law, sport, cultural, language, etc.  History has demonstrated that the group who owns the technology and its products is the group whose ideas prevail and are preserved within each superstructural institution.  This group represents a particular race, class, gender, culture, and generation/moment in history.  People who are not of the ruling group are permitted entrance to and participation society and its superstructural institutions according to the economic interests of the ruling group. 

In short, every university should have the financial/economic/technical/curricula resources Harvard has.  But this university trains leaders of the ruling class, those who will lead essential aspects of the society.  Everyone should go to a Harvard; there should be thousands of Harvards, minus the white supremacy curricula: keeping the science, math, ethics, logic, and engineering. 

But the white ruling class will never teach Africans the technical wherewithal to be independent.  How would they be able to continue to rob us blind/deaf/and dumb around the world? In an ideal society, everyone would get a top level education, not just rich white folk---the great great grand children of men who made their living catching, capturing, kidnapping, selling, enslaving, raping and working to death millions of Black folk.  

Black people as a population were murdered, raped, and kidnapped in Africa to be bought, sold, and worked to death in what would become United States.  The technology in this new colony was manual and the task at hand was enormous.  Initially the search was for riches-spices, gold, etc.  Very quickly the murderous whites expanded their enterprises to include the cultivation of large quantities of land to produce commodities for a European market.  To carry out this labor-intensive feat, a large population of people was needed; to profit, this population of workers had to be forced.

For most of USA's economic history, the process of production was carried out by human and animal labor and tools.  Black women, men, and children worked endless hours under brutal conditions and violence for the purpose of advancing the culture and civilization of an enemy race.  Manual production requires no formal education to effectively carry out responsibilities. 

Not only were Blacks not required to obtain an education (it simply wasn't needed) but we were openly denied; it was considered illegal in most southern states for Blacks to learn anything but to serve whites hand-and-foot.  Even after the formal system of enslavement was officially abolished, the violence continued, taking on a new and openly brutal form-whereas under enslavement, only the enslaver determined the treatment of Blacks, under segregation/Jim Crow, all whites had the right to do with Black people as they pleased. 

In the post-enslavement period schools popped up throughout the country to educate a new generation of Blacks to serve as domestics and manual laborers with tools while whites graduated to mechanical labor with machines. These new training schools were created to help Blacks develop manual skills in the areas of domestic servitude, agriculture, shop work and handicrafts.  To the degree that reading and thinking skills were needed, the level of education was a reflection of it. 

Most of these training schools did not exceed the 5^thgrade education; those that did were located in the north.  In northern cities, domestic service occupations required a higher level of thinking than those organized around agricultural production.  Blacks were taught for manual labor; whites began to be taught to carry out mechanized machine labor.  They had separate curricula, a higher one, one of greater technical quality.  Both were white supremacist, but the Black curricula were dumbed/watered down rote-learning.

For Black people the transition from manual to mechanical production (1945-1980) meant that they got a little more education but were tracked below whites; even with school integration, Black children were tracked within the previously all-white schools and thus segregated within integrated schools.  Whites generally went on to college; Blacks went to trade schools or the streets.  The dumbing curricula for Black inner city schools created unskilled labors for the plants/factories.  One or two "elite" Black public schools for the "talent tenth" are in each inner city.  This is where most of the Black people, its middle class, those supporting the white power structure send their children. 

This class hierarchy is as bad as the race, culture and gender hierarchy. Their children are no better than ours.  They are not born innately superior.  But these Black upper classes waste the masses of our children's tax dollars so that their select few children can have Greco-Roman educations similar to the whites at tax-payer expense.  All the superstructural institutions reflect the image and interests of the ruling race, class, gender, generation, and culture.  Black people had a place as limited as it was only to the extent that there was a need for our labor.  This moment in history is sobering in that never before have we been utterly obsolete in this society.  The vast majority of working class children are left with nothing but overcrowded holding centers, warehouses, cell-blocks, no future and no control of their present. 

Infusion was Never Enough

The 1980's and 1990's saw Black educators attempting to infuse bits of Black facts into a nationwide/federal white supremacist Aryan Educational System (university, college, K-12).  The task has been formidable and was necessary for the earlier time period.  But clearly this was never enough, given the slave curriculum whites had used on Black populations for over 300 years.  Imagine Jews trying to infuse something accurate and positive about themselves in Hitler's Nazi curriculum.  Only independent scientific curricula building on the part of Black educators would solve this problem at its source; but this solution has been all but nonexistent.  Today, serious Black educators must stop wasting time.  Therefore, the modern African Centered Movement as a philosophical then political vision must be re-framed/re-invented to address the new and changing cultural, sex-gender, ethnic, class and generational realities of the 78th Century Kmt standard time, 2008 European standard time. 

In 2008+, Black folk must think independently; start with indigenous Black classical civilization where nothing in African comes close to what ancient African Kmt produced; then, educationally/technologically create the science/engineering to mass produce food, clothing, housing, education, health care, cars, trucks, trains, planes, hospitals, universities, highways, water treatment plans, electrical plants, agricultural equipment/machines, roboticised factories, medicines, moral temples, etc. The Neo-mystical, Greco-roman/christian/arab-muslim hybrid variety of North American Afrocentricism has not/will not solve this problem; it is uselessly/slavishly tied to the white and arab enslavers in name, content, direction, and purpose.  If over 600,000,000 Black folk can be mowed down/exterminated/worked to death in the Holocaust of African enslavement and no gods, allahs, jehovahs saved us---none of this made up mess by enslavers will save us now.  Historically, the ones with the most science/engineering have the most food, clothing, housing, education, health-care and security; the ones with the most slavemaker religions are the poorest people in the world---somewhere starving to death on dirt cookies as in Haiti.  They (the whites/arabs) have what they have because they know how to make it (and in most cases, take it).

The best element of the African-centered movement are organized around systematic, evidence-based, scientific correction of the fraudulent Aryan model of world history that justifies a fake white supremacy.  In as far as Afro-centricism seeks to situate the African at the center of his or her view of society and the world (like all others do), it is useful as the remnant of an initial ideology of criticism and correction, a place to begin, a grounding, a foundation.   It served a purpose of exposing the white/arab lie agreed upon: that only the lighter populations created civilization and that Blacks were innately inferior.  Ancient African Kmt chronologically presented in living color explodes this white/arab enslaver's lie.  Ancient Greece/Rome/Arabia are over 3000 years behind what ancient African Kmt built.  They are no more than predatory, invading, populations in North Africa pillaging and plagiarizing Kmt Black civilization.  Study the history of demography in that region.  Dr Cheikh Anta Diop's, and Dr. Theophile Obenga's work validate this thesis.  We have to move forward to an independent African Humanities Curriculum that is a part of world humanities curricula not lorded over by populations with historie of enslaving, invading, occupying, oppressing and imperialism.

Dead End Side Roads

After years of being swamped in silly side arguments with gatekeeper/racist whites, jews, and arabs, the African-centered movement is still seeking a firm/unbiased philosophical grounding.  Too much time has been wasted.  It should move forward fast toward independent cultural/scientific/moral curriculum building instead of merely trying to infuse accurate Black facts into an Aryan/white supremist curriculum which is rapidly moving toward an ultra-white nationalist Nazi curriculum reflective of this collapsing capitalist economic system that the whites rule.   After all the criticizing of the Eurocentric bastardization, omissions, lies, slanders, and plagiarism they prescribe all the dependent, integrationalist, trite, Eurocentric, liberal, neo-colonial, welfare, reparation-seeking, blame-the-oppressor for tokens to the middle-class, bluff-and-get-paid-for-silence solutions that have failed us in the past.  All their proposed methods, techniques, solutions, programs contradict their cultural analyses.   Clearly, they do not understand that the objective conditions that led to integration in the United States (1945-1980) have run their course. 

The end of desegregation, affirmative action, set-asides, small-scale racial tolerance is a reflection of the end of the greatest period of economic expansion in US history.  The beginning of re-segregation, disintegration, overt racial hate and White militias, racial intolerance, and White male set-asides is a reflection of the massive contraction of White economic conditions and the reactionary White mass response.  Even the integrationist viewpoints of the reactionary aspect of the African-center movement are a direct reflection of their intellectual formation in the 1950's, 1960's, and early 1970's. 

Therefore, (apparently for the reactionary element of the African centered movement), every significant fact of African history must be used by them to show how Africans influenced the growth and development of White civilization: (1) KMT helping Greek, Roman, and Arab invaders/imperialist to take North Africa---civilizing them; (2) North African Moors helping Western European Spaniards, Portuguese, French, and Englishmen imperialist/mass bringers of genocide to become civilized---so that they can then conquer the world; (3) indentured/slave Negroes ignorantly and disgracefully helping Spanish, French, Dutch, Portuguese, and British conquers (Columbus, Pizarro, Cortes, Balboa, De Leon, Coronado, Courtier, etc.) to pillage, rob, loot and commit genocide in the Western Hemisphere and the world; (4) Negroes as "Buffalo Soldiers" killing indigenous people as to secure land for Whites, during and after a civil war that Whites controlled and organized, (5) Blacks in Asia, Blacks in Europe, Blacks in America, Blacks in India, etc.  Sure Africans were in all of these places, doing great things sometimes and doing rotten things in other periods.  But a scientific history is not written this way; it has evidence, chronology, historical context/facts/meaning, and a logical summation of historical data.  The integration of the exploited with the genocidal deeds of the exploiter is the reactionary immoral equivalent of seeking credit for helping a convicted murderer.   Instead of intimately studying ancient African Kmt, a 5000 year old great African civilization for lessons/principles/laws/philosophies/methods/science, they waste time trying to find a black face in the arab, white, and jew mess of imperialism, invasion, occupation, slavery, colonization, and neo-colonization. 

An accurate history of Africa and Africans would show: that the development of (1) prehistoric hominid life (AA,HH,HE,HSN,HSS), (2) modern homo sapiens sapiens, (3) the intellectualization of homo sapiens sapiens, (4) the first class-based advanced forms of ancient society, civilization, (5) the most advanced forms of classical ancient society---all started with Africans.  The actual evidence proves that Africa and Africans were the initiators of humanity, its intellectualization, and the development of civilizations.  Then African students can be focused on the most important elements of material culture which include how to use mathematics/science/engineering/morality/ethics to build the necessities of life, i.e., food, clothing, shelter, education, health care, transportation, manufacturing industries, universities, moral temples, etc.  Sum up the evidence in each discipline, establish the African Humanities in those areas, and in the process get to work mass producing scientists and engineers with sound morals to create the necessities/luxuries of life out of the great mineral/natural wealth of Africa.  Stop making excuses.  Do the homework.  Study what has succeeded. Have the courage and intelligence to do what successful others have done.   Stop wasting time.

This is not rocket science if one is paying attention.  The Chinese have their own culture, history, philosophy; they publish their own ideas, they print their own books; they do not ask permission to think, study, write, publish, print or speak; they set up their own schools.  They are not praying and hoping white/arab gods help them---nearly 2 billion people; they are engineering their own salvation and rebuilding their own civilization.  When they go to the white schools in Europe, Australia, and the United States they master only the best applied science and engineering and forget the white "Greeks-did-everything" lies.  How else do you think they have passed the whites/arabs in mastery of the applied sciences in such a short time (less than 35 years).  In most major white universities they make up 70-80 percent of the physics, chemistry, biology, engineering, architecture, and manufacturing graduate/masters/ph.d students.  They are not wasting time arguing with sorry whites and arabs who are bent on maintaining a fraudulent social history. 

We could learn something from them and others if we could just humble ourselves long enough to admit the fundamental error of the Africanist liberation movement: it is mystical, and lacking in an applied scientific foundation.  The Chinese/Japanese guiding principle is to: Master science, math, logic, engineering, reading and writing.  Every other population has sense enough to extract the rational kernel of education: science, engineering, technology, and morality. It is time that Africans mastered this simple strategy. 

There is also the misguided/mystical arguments around science and the meaning of scientific theory.  One central thing is clear: there is no such thing as European, Asian, or African science; science is universal, though the language may be different.  Language is the means of communicating laws of nature, today referred to as scientific theory.  The laws of nature are independent of color though they may be presented symbolically in linguistically differing ways.  The torch of science passed from African Kmt to Greece to Arabia to Europe and now to Asia again.   Plagiarism at the tip of a sword gave ancient Greece, and Rome their first understandings of the laws of nature: they invaded/occupied Northern Africa and parasitically leeched off of a dying ancient African Kmt for over 700 years until they had translated/transferred 3000 years of scientifically summarized practice, i.e., theory.  Only the language and level of understanding changed in an applied form.  Even ancient Greece was a 3000 year step backwards/regression on what had been achieved in African Kmt (in science, mathematics, medicine, engineering, construction, architecture, biology, urban planning, hydraulics, physics, chemistry, and metal works) until the leap in the recent 1800's. Surely, that language can be Arabic, Latin, Greek, Chinese, Japanese, Shona, Mdu Neter, etc, but the science it relects is universal. 

So, there is no such thing as African/Asia/Arab/European-centered science; the language is different, the way to get to the answer may vary, but the answers are the same.  And only those ignorant of what science is would even come up with such a notion.  Rockets are made to get to the moon, ships sail the ocean, computers are manufactured, super highways are constructed, microchips are fabricated, animals are cloned, and people are enslaved because a population knows how---then replicates/concentrates their know-how in a condensed symbolic mathematical and abstract theoretical formula/procedural system.  This is not guesswork; the languages may be different but the fundamental laws of nature/the guiding principles are the same.  This is nonsense perpetrated by the mystical element of the African centered movement which today continues to dominate the entire Africanist liberation movement.  With economies collapsing around the world, this period demands a change from the old/bankrupt ways of doing things.  We should study, weigh, extract, and use only what works in the real world.  Leave the fairy tales to those who accept losing while winning is being achieved before our eyes throughout the Asian world.

Real World Answers and Applied Scientific Know-how

The new class of permanently unemployed African skilled labors, intelligentsia, forced out of the capitalist social contract, homelessness, foreclosures, closed schools, closed universities, layoffs, cut retirement benefits, cut health care benefits, repossessions, hunger, lights/water/gas utilities being shut off, student loan defaults, credit card defaults, etc. need answers to fundamental questions of life and living. 

Black Ripley's-believe-it-or-not will not help them. They need answers which have a scientific/engineering "how-to-do" curriculum.  They already know ancient African Kmt was Black from all of the color pictures now available to them from around the world; they know the whites and arabs destroyed it and copied it's science, translated it into their own language, and burned the black libraries in north Africa---driving Black folk into a global 2700 year white age of slavery, occupation, death and destruction.  To even waste valuable time today debating with whites/arabs in face of an unprecedented economic collapse and inevitable white/nazi movement is calculated buffoonery bordering on the surreal.  Let them believe as they wish.  Scaling the heights of mysticism to 'reveal and reaffirm' the number of Black kings and queens, the presence of Africans in Europe/ Asia/Americas, how many (ignorant and disgraceful) buffalo soldiers killed Indians so that white settlers could steal their land, etc., is immoral/unjust/impotent because it is an easy/deadend side road at a time when Black children starve in their midst.  Today, in the worst aspect of the African centered movement, instead of a morally sound scientific system of re-education and a well-defined path/pattern of human life which offers an ascendant paradigm in the true spirit of our African Kmtic Ancestors all that is offered is Black-believe-it or-not stories and appeals to bankrupt slave gods.  This must end if we are to move forward.

The philosophically reactionary and strategically narrow arguments of many mystical Blacks that continue along this obviously unfruitful path shows the intellectual and organizational bankruptcy of folk who think we can just hope/beg/pray our way out of this mess.  Faith and prayers without works is dead.  Still running around with the slavemaster's names, religions, clothes, beliefs, holidays, etc., while at the same time trying to tell other to change---self criticism and correction will be th first order internal cleansing for this movement.  Many who are not honest with themselves, regardless of age, will not make the turn.  Waking up is much easier than cleaning up.  Our folk are good at pointing at the white man, talking loud about what the whites are not doing.  But look in the mirror:  the whites are not making you crawl around with their names, beliefs, hate of Blackness, straightened hair, religions, clothes, languages, holy lands, saviors, holidays, calendars---everything is white or arab.  Some are facing this lack of self-correction squarely; others are not.  The lateness of this maturation/realization demonstrates the contemporary barrenness and desertification of ideas, and the desperate straits and leadership vacuum which faces the African freedom movement in the United States.  

For nearly 85% of the time the United States has been a nation it has overtly enslaved and/or segregated/discriminated/cheated Black people in this country. Millions of innocent Black children were herded into the worst schools and subjected to a dumbed down curriculum administered by a racist federal government founded on centuries of slavery and discrimination.   They grew up to be adults, most of whom have yet to even get rid of white names, holidays, clothing, habits, religions, saviors, languages, holidays, holy lands---everything.  In every-way, the ruling class, race, gender, and culture has their Aryan educational system in the United States and the world is running on auto-pilot.   That would pose no problem if our present educational aims were compatible with the aims of the emerging Nazi/conservative movements in education. They are not.

Those Jim Crow/Aryan model aims are simple: keep Black folk one notch under white workers in education, training and skill trades; keep Black youth away from as much science as possible while they are young so that they will never be the engineers of civilization (social systems, architecture, economic systems, political systems, material culture) that their great ancestors were in ancient African Kmt.  This is just another variant of a post-slavery European strategy for keeping Africans underdeveloped and dependent reserve manual and semi-machine workers. 

In this way, Afrocentric, and African centered is not enough.  We need scientific curricula which solve the real world/material culture problems of African people for modernized methods of mass engineering/producing food, clothing, shelter, education, health care, transportation, employment, highways, clean drinking water, and moral/martial necessities of life in this world---along with correct African history and lists of achievements.  Independence must be complete.  No more slavishly crawling around parroting historical enslavers.

As Armah said it best:

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African Education Links

African Education: Science+Culture+Morality Fundamentals of an Educational System Maat Recent Changes and Implications for the Education of Our Children Anatomy of African-centered education

African Education

Notes on Kmt-Based Education

Guiding World View Guiding Philosophy System of Methods Practices

K-12 Applied Physical Science Objectives Curriculum Outline: Africa & African Studies

African centered to African Humanities

Historical Context

Education is rooted in philosophy, not just on programs, curriculum, or topics to be taught. Education requires a social and historical context, cultural purpose or function, philosophical orientation, and human intention toward which education ultimately strives as a fundamental goal in accomplishing the transfer of useful human knowledge to the next generation.   That knowledge is moral/ethical, mental/scientific, and martial/applied.  In this way all populations of the world have in common that they are "requiring a village to raise and educate a child."

Education can motivate students to learn or it can make them feel as if they are nothing, that their population did nothing in history, can never do anything, and therefore should not even give maximum effort toward learning in school because it does not matter at the end of the day.  This has become perhaps the central issue in the socialization element of urban public education delivery and digestion: how to motivate, inspire, interest Black students in academic excellence toward mastery of the state mandated information delivered to them---within the context of sustained matriculation toward ultimate graduation.  Graduation for what?  What future do they have in the USA society when even whites are being forced out of jobs in masses, foreclosed, hungry and homeless?   Education for what? 

Public education in any city, statewide and nationally is a physical, mental and moral socialization process which starts with: (1) information, (2) offered in concentrated doses according to federal and state standards, (3) preserved in general learning content material (GLCs), and (4) delivered to k-12 youth via educational institutions and their many offspring-local boards of education, central administration, site administration, faculty, staff, curricula, books, instructional materials, educational technologies, communities, neighborhoods, extended families, parents and peers.  Each element in this process of educating a child from kindergarten to 12^th grade has qualitative, quantitative, and motivational aspects and dimensions which are measurable. 

In the past 40 years debate on educational achievement, standardized testing, graduation rates, retention, and curriculum inclusion, has intensified in the United States, Africa, the rest of the Diaspora, and the world as a whole.  The biased nature of the Western educational content is evident in its roots: the structure and content of the U.S. educational system were both inherited from the systems of enslavement and jim crow, as well as post civil rights desegregation federal, state and local institutions. 

Reproducing biased educational institutions and content would pose no problem if our present educational aims were compatible with the aims of artificially inflating white superiority, while at the same time denigrating, diminishing, and deflating Black contributions to humanity.  The acidic impact is now obvious: in public school districts which have 80%-90% of its students being African American academic conditions have worsened to crisis proportions.  The recent reports regarding the 50 top metropolitan school districts are instructive, even if are politically motivated.   Essentially, Black children are not graduating in face of this context of educational bias, bad teachers, administrators who do not care about Black working class children, an economy that has no future jobs for them, and a society which sees them as throwaway populations.  This is a class question as much as a race and culture question.  Just look at Detroit Michigan spending 3-4 times the amount necessary to build Cass Tech High School and  Rennassance public High School for middle class Black children---while closing over 30 schools in working class neighborhoods and warehousing sometimes 40-50 of these impoverished Black students to a classroom.  No child is more special than the next, otherwise you are copying the worst element of the enslaver's system: favoritism.  You cheat the working class stiudents out of scientic lab facilities, books, qualty teachers, quality curriculum.  Then you have the nerve to compare test scores and graduation rates.  Build/make all the schools equal.  Then you have a basis for comparision after you give the same life opportunities to the children's families. 

Once in class, the curriculum is a cell block for most working class students who already are herded into substandard/overcrowded facilities with many faculty and administrators who, in their deeds, could care less about them. The lies/false information/fabrications are everywhere.  Although there have been recent modifications/corrections, the centerpiece of biased educational philosophy, theory, methods and content is rooted in the belief that: (1) prehistoric hominid life (AA,HH,HE,HSN,HSS), (2) the development and intellectualization of modern homo sapiens sapiens, (3) the emergence of the first class-based forms of ancient society, (4) the most advanced forms of classical ancient civilization-all started with Europeans, and (5) that Black populations made no significant contributions to the forward flow of human history and humanities.  This is a false series of standard operating procedures from universities to kindergarten, even though emerging scientific evidence in anthropology, archeology, linguistics, history, literature, logic, philosophy, and science suggests that Africa and Africans were early initiators of humanity, its intellectualization, and the development of civilizations before the period of mass enslavement and social disruption retarded/stunted the growth of Black societies and productivity.  Instead of rejecting the inaccurate, distorted and often fabricated histories of each content area/field of study (math, science, language arts, art, literature, physical education, etc.) many Black students innocently lose motivation, interest, or faith in the entire educational process.  Trust is central here.

The 30-year African-centered education movement primarily consisted of efforts to critique/correct white mainstream racialist ideology, opinion, methods, and practice in history, curriculum content, state standards and education pedagogy, while seeking insertion, infusion, inclusion, or integration of Black facts into the prevailing order and mainstream historical summations.  In so doing, black intellectuals faced direct resistance from an academic arena whose very careers were made propagating (in many cases unintentionally) 500 years of racist stereotypes and caricatures of Black and other nonwhite peoples.  Well-intended or not, the results have been damaging, and thus require proper remedies.  Drop out rates, lack of graduation, lack of motivation, lack of interest, lack of achievement, behavioral issues of alienation, tardiness and truancy are all related in some way to a student's rejection of the obviously flawed and inaccurate social science, history and humanities information they are forced to digest to pass exams.  

Yet, in the midst of all of this, state exams have to be passed, educational content (primarily scientific and applied mathematical) has to be mastered, children have to matriculate to graduation, and job/career opportunities for the adult that was the child must be made available in order that one might have faith that the educational path/process was not a waste of time.  African-centered education emerged within this context.

Necessary Afrocentrism Transitions/Maturation

African-centered education has developed through various stages and is currently entering a new developmental level.