Africa is the cradle of the human species, human societies, and human civilization. It was the African mind in Kmt that first systematically pondered the universe and organized a galactic calendar over 7700 years ago, built its own architectural structures in its own images, thought its own thoughts, built its own national federation, forged its own language, mastered architecture and construction engineering, made its own ships, designed its own cities, pave its own highways, planted and harvested its own food, etc.  At its highest point, its territory stretched for more than 4144 miles along the Nile River from the heart of Central Africa to the delta region of North Africa.  Before the waves of predatory invasions (which over took the delta region), indigenous African civilization flourished in the Nile Valley.  African Kmt civilization was intersected by an intricate federation of 42 centralized African states along the Nile.  Science, government, architecture, education, writing, medicine, military science, recreation, martial arts, socialized health care, mass transportation via the Nile River, morality and ethics, music and arts, civil engineering, manufacturing, mining, construction, agriculture, urban planning, rites of passage, advanced marriage and family rituals and roles, religion, philosophy, cosmology---everything essential to civilization was in place.  Networks of waterways, bridges, and tunnels ran through extraordinary valleys and mountains: its cities, schools, towns, forts , temples, pyramids, its palaces, its monuments were architectural marvels on sand, carved out of the sides of mountains, and surrounded by lush agricultural valleys. This was the first national federation, the first federal government, the first nation in world history, the first centrally planned economy, the first monarchy---all built exclusively by the indigenous Black population.  From the very beginning, African leaders/per-aa of Kmt ruled with morally measured balance called Maat.  From top to bottom, rules were strict, precise, just, and enforced if broken. From the top to the bottom of this tight, decimal-tired matrilineal, centrally planned, pyramidal system of government public labor was organized; and food, clothing, education, health care and shelter were provided from a centralized/planned economic system.  In this original African nation, poverty was unheard of, children were cared for and disciplined, the elderly were respected and taken care of, and the sick were never left in the streets.

The necessities of life were collectively owned in such a way as to ensure that food, clothing, shelter, natural resources, especially water, were shared and used communally.  Communal property ownership was reinforced by the tradition of communal labor, i.e., large scale seasonal public work projects systematically organized around the cycles of the Nile River. African men and women loved each other, married early and stayed together, while raising large close-knit extended Black families.  Law was based on Maat Principles, organized around the 42 Confessions of Innocence, Books of Coming forth by Day and by Night, and Instructions.  Right and wrong, good and bad, justice and injustice were clear.  Punishment, if some one knowingly violated the norms of the society was just, swift, and severe if necessary.  Taxes were linked to age grades, work capacity, wealthiness and healthiness.  There was a natural order, an order based on the unity and struggle of opposites (Ka), the war of goodness (Asar) over evil, the equilibrium (Maat) of truth, justice, and righteousness prevailing over evil. 

Then came the predatory invaders to occupy, tear up over 7800 years of African nation-building.  With sword, spear, shield and bow invaders ripped apart ancient African Kmt Civilization and with it the most advanced civilization of antiquity.  Africans were forced into a 2700 year age of deterioration/retardation/regression.  The destruction of Ancient African Kmt was the most significant blow the development of future African societies, setting them back the equivalent of 3300 years of collective understanding and applied scientific tradition.  As a result of the invasions the whole of African was plunged into 2700 years of death, destruction, occupation, enslavement, forced migration, and genocide. In the process depriving the future infant African societies in west, south, and central Africa that came to be of their 4236 year old African parent, Kmt.  The looting, burning, pillage, theft, enslavement parasailing served to artificially "civilize" whites and arabs with the scientific know-how and technology that they seized; while at the same time decivilizing parts of Africa.  Today, Darfur, Sudan, northeastern Chad, Somalia are millions of miles of African territories (Black people's land) still under the predatory occupation of invaders/enslavers.  Over 4236 years of summarized practices (philosophy, theory, methods, principles) were stored in the brain center of the African continent, ancient Kmt.  In an orgy of invasion, enslavement, extermination, land seizure, colonization, imperialism, neo-colonization, and now globalism/new world order, Africa's supreme continental ancient archives (Kmt civilization) was captured, dissected, cut up, parceled out, translated, transported, and transferred. When ancient Kmt was destroyed Africa was left like a body without a head.  The cycle of our birth-death-rebirth has come full circle today.

African American History

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 science, mathematics, arts, languages, architecture, philosophy, and culture. TaSeti, Nubia, KMT (Egypt), Carthage, Ghana, Mall, Songhey were shining examples of African civilizations for thousands of years. It was on this tradition that Africans stood; it was this tradition that nourished Africans; it was this tradition that prepared Africans for a meaningful future. Over time, however, the traditional indigenous African way of life was shattered by invasion after invasion, spanning over 2700 years.

Disrupted, corrupted, and in many ways destroyed, the African continent by the 15th century was 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. 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 glaciation 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, etc. 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.

Dr. Ife Kilimanjaro
ikilimanjaro@ukmtpress.com

Education For What?

What is education?  Why should populations be educated from bearth to their deaths?  Education should cultivate the human agency to aspire to its highest capabilities.  This perspective on education fosters a quest in life of a virtuous will to justice through scientifically enlightened material action, which is the recipe for destroying unjust social structures and constructing just ones. African people's education should have two specific aims:  character-building and technical knowledge, morality and science, wisdom and technology, heart and head, moral and mental, spirit and scientific engineering. 

In other words, working class Blacks need to have scientifically enlightened behaviors and morally sound dispositions for elevation. Thus, the only education for working class Blacks worth having is one that enables them to assert, affirm, and assure their livilhood and justice in this world.  Running around worshiping Arab, Jew and white conjured up gods, devils, and myths is useless to this period---as was the case during slavery. 

At this juncture, mainstream educational institutions in America are not fortresses of intellectual and moral heritage for the promotion of justice.  There is an emerging Nazi ultra white nationalist movement maturing along with the ever present conservative and neoliberal slow death ofered by the larger mainstream white society.  However, the science, engineering, technology and technical know-how offered-and much of it is meritorious--must be extracted, summarized, studied, conjoined with sanitized African history and a clear system of morality (right and wrong, good and bad, just and unjust. 

Whites and Arabs cannot teach us this.  They lie, fabricate, falsify, distort, cover-up, deliberately confuse every time.  They enslaved us and set up miseducation systems to keep us similar to dumb driven cattle.   They have no intention of helping us to get from underneath their foot.  Our task is simple:  Take complete control of eduecating our childen today and every day in the future.  Do not apologize for independence.  Black people have allowed people of other races to impose racism, sexism, class domination, and cultural domination on the Black world population for too long.  The task is to take over everything that we have access to and to shape it for our own liberation. 

What should philosophically underpin education in America and the African world  are the three immutable laws of Maat:  (1) everything is interconnected and in a continual state of change, (2) the material world predates us and exists outside our minds, and (3) with will and scientific knowledge, humans can know and alter their material and moral states.  In other words, working class Blacks can be empowered educationally through Maatism, which is a theoretical basis for the comprehension of the interaction of material and spiritual wills as opposites that interpenetrate one another as well as provides an organizing framework for facts, reflection, and scientifically enlightened activities.  You don't need a slavemaster's god, savior, milk and honey, or pies in the sky.  Our ancestors left us enough memories to ressurect our civilizations with.  Our youth should be about the business of doing just that.   

Educationally, African Americans have precisely the same pedagogical challenge today that they had 100 years ago, only the specific content differs, reflecting new socioeconomic realities.  In 1898 Dr. DuBois asserted that,

• "We should seek to know and measure carefully all the forces and conditions that go to make up these different problems, to trace the historical development of these conditions and discover as far as possible the probable trend of further development."

Thus, be they the enslaved or the working class, Blacks have historically had the necessity of systematically summarizing the intextuality of their social, political, and economic injustices in a historical context.  A social problem, or social phenomenon in general, can be understood and summarily destroyed at its root by first starting with the study of its emergence, maturation over definite and identifiable evolutionary stages, and conducive or in-conducive  environmental impacts.

Such a pedagogical approach places any people (Black, white, yellow, red) at any historical juncture in position to know the social order in which they are immersed historically and contemporaneously, but also futuristically.  That is, a people can know their social order's trajectory and then make critical interventions to one's liking.  Black resistance frameworks have dealt preponderantly with contemporary and historical White oppression and concomitant Black expressions.  Maat, on the other hand, in addition to these two-though even more scientifically and trenchantly-also predicts the future with the most objective data and techniques available to help empower a people to take command of that future.

Fundamentals of an Educational System

1. There is a society, a technological infrastructure, an economy, a social system, a political system, a cultural system and a population processed through them.  A white race rules.  A white male rules.  A white capitalist rules.  A white Greco-Roman culture rules.  An the majority white population has historically crossed class lines to support it's degenerate ruling classes, especially the Nazis.  Blacks make up less than 13% of the population.  Whites build the schools, create the state/federal curricula, control the school boards from the state level, write state legislation on education, control the courts that decide education cases, and write the books that are at the core of curricula in the country.  Blacks control the education in their own homes, communities, and families to a varying degree.  In 2008, this is the reality. 
2. The white capitalists set up two educational systems: one to educate the ruling class and one to educate those who are ruled.  Within those who are ruled there is a racial tracking system that keeps Black children systematically under white children from birth to grave.  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.  One element of the population gets the best science/technology/engineering education and the other gets mysticism, trades, and useless religious doctrine.  They come out as 21^st century slaves, unable to build tent to keep rain off them or a make a pair of shoes.  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. 
3. 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 are set up around this reality.  With the masses of Blacks tracked to unskilled andd semiskilled labor, a battle against Nazi genocide awaits.  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 80% of this nations history; then they needed factory workers and rushed, from a federal level, to desegregate the schools.  They 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. 
4. The USA educational system was organized initially (1700-1900) to reproduce leaders of the ruling class; people to assume the reigns of power to continue carrying out efforts and disseminating ideas to insure continued rule of their group. 
5. 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. 
6. In the process of people meeting their needs, various institutions arise that govern their behaviors, beliefs, and practices.  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.
7. Black people as a population were murdered, raped, and kidnapped in Africa to be bought, sold, and worked to death in what would become USA.  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 to work for free until their death---to be worked to death and kept from scientific education.  We were programed to be dependent 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. 
8. In the post-enslavement period schools popped up throughout the country to educate a new generation of Blacks to serve as domestics... these new training schools were created to help Blacks develop skills in the areas of domestic servitude, agriculture, teaching, 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 7^th grade; 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.
9. For Black people the transition from manual to mechanical production meant that they got a little more education but were tracked below whites;  even with school integration, Black children were tracked within the school and thus segregated within integrated schools.  Whites went college, Blacks went to trade schools or the streets.  The dumbing curricula for Black inner city schools created unskilled labors fro the plants/factories.  One or two "elite " Black public schools for the "talent tenth" are in each inner city.  This is were most of the Black people supporting the power structure send their children.  This class hierarchy is as bad as the race, culture and gender hierarchy. Their children are no better than our4s.  They are nor born innately superior.  But these Black upper classes waste the masses oof our children's tax dollars so that their select few children can have Greco-roman educations similar to the whites.  The vast majority of working class children are left with nothing but overcrowded holding centers, warehouses, cell-blocks.  We must end this. 

• Semi-automated production-high school education
• Automated production-community college, technical training, high level following orders
• Computer automated production-advanced thinking, critical thinking, fluid thinkers, advanced degrees,

1. 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.  Our time is up.
2. That we have received an education from a system organized to meet the needs of production under capitalism puts us in a position where we can
3. What is needed in this moment?  Given the great task before us, the best minds and hearts must be put to task to develop the skills necessary to carry out our work.  This moment requires that we
4. This moment is promising in that we are in a position to reconstruct an educational system according to the best of what we have been bequeathed by the ancients in KMT.  Scientific

True, Blacks must know their spellbinding accomplishments, astonishing failures, and others' induced stupendous horrors, but Blacks also have to be intellectually and technologically equipped to secure their justice in an age of cloning, robotics, computer automation, internet, cyberspace, structural Black economic uselessness, and staggering inter-racial and intra-racial polarizations between wealth and poverty.  How the Black working class understands and deals with these unprecedented issues will determine the state of its future existence both quantitatively and qualitatively.

This period demands nothing short of an epochal shift in Black consciousness from resistance to an empowering will to justice with the aid of science, aesthetics, and morality.  Black canonical approaches to education through victimization and celebration have to be buried to avoid huge numbers of Black humans, in the age of structural economic uselessness, from being prematurely and violently buried, too.  We are not victims; we are a population unprepared to stop others from taking advantage of us.  Get prepared.  We have not won, so we should not celebrate without continuing to solve these problems.

Maat Principles in African Education

Maatism constitutes a new model of reality of Blacks.  It is a new way of seeing an evolving world as well as the development of new intellectual techniques to aid and abet their elevation.  Although maatist education is presently unobtainable "officially" in America, until space in the mainstream arena is created for it, not only must this new cultural philosophy be distributed outside the official classroom, but Blacks must master what is presently disseminated within the classroom.  Get the science and math from the whites like the Asians (Japanese, and Chinese) have.  Teach African history and morality daily to self, children, family and community.  Set up weekend schools; set up study cooperatives, set up publishing collectives. Study and teach what the Arab and white slave educational systems won't teach.  

Unfortunately, even in this day and age, myths and rituals exist that serve to hamstring too many Black students.  Almost any student, given the proper educational foundation, motivation, and economic floor can learn almost anything.  We do not need false stories and inflated fairy tales of saviors and being saved.  No one enslaved African was saved from the horrors of slavery.  Study history.  Not one rope was taken off the neck of a hanging African at the hands of the Klan.  Not one fire was put out.  Society's iconography, which inundates us with images of White intellectual successes and Black academic failures, can promote an unacceptable self-fulfilling prophesy when left unchecked.  We are just as capable as them.  Focus on what that have that we can use: science, engineering, technical-know-how, and organization.  

Traditionally, in the resurrection of modern African centered thought scientific assessment of reality are dominated by mystical incantations of obsolete speculative christian-islamic dogma who's scope rarely leaves the idealistic discussion of abstract spirit, religion, white critiques of history and god-allah.  They purport to create ideas from the sky in terms of a logical and timeless order of necessity, not in terms of the succession of material, objective and yet temporal reality.  Instead of teaching our children how to build, create, construct their own reality with the raw materials bequeath them, so much time is wasted on our knees praying to the east and west.    

Three hundred years behind in logic, 100 years behind in technology, 75 years behind in science, and 50 years behind in basic philosophy, their views have yet to even leave absolute idealism whereby the material world of matter, space and time have all been devolved into appearance and ideal concepts as opposed to real developing actual processes.  Instead of showing an incompatibility between any revolutionary ethics and an objective idealism which sanctified the existing order with ambiguous formulae about the identify of the real and the rational, they cowardly cling to hopes that a god-allah figure conjured up by their very oppressors hold the key to their understanding of objective reality.  What kind of culture would they create if they had a chance?  What kind of economy?  What kind of gender relationships? What kind of civilization?  Which class would rule?   Who would determine?  What kind of educational system?   What kind of moral code? Who would write it?  How would it be enforced?  Fixated on criticizing white people for their historical distortions, most of the African centered movement have not even thought of these questions.  Clearly they have no answer short of some religious mysticism.  While the Chinese build their world with science and engineering founded on Confucius ethics/morality we sit around hoping for a pie to drop from the sky.  

The result of this procedure is to make the familiar appear to be mysterious product of the ghostly conjugation of categories.  Instead of starting with the familiar and working out the logical categories involved in ordinary experience, they to deduce the character of ordinary experience from presumably simple and necessary logical truths.   What should be the point of departure becomes a mystical result and what should be a rational result becomes a mystical point of departure.  They do not understand that the existence of a thing is as intelligible as it is discovered to be.  It is the subject of all possible attributes which may be predicated of it but is not therefore merely they systematic totality of such predicates. 

Just as essentially any Black culture-despising upper middle-class White youth can learn to master any rap lyrical delivery-given proper-training, practice, and interest as well as any poor Black urban youth, that same Black youth can master any cyberspace information resource skills-given the proper training, practice, and interests.  No credible science exists today that makes a deterministic connection between race and intelligence.  Academic successes of Whites, come not out of their race, but out of their structural domination and individual privileges.  They are on top of a rigged system, the deck is staked, we are tracked systematically into inferiority---sports/entertainment/clowning/praying/waiting on miracles that never really come.  Study the weight of 600,000,000 innocent Africans, (most of them children) lost during the Holocaust of Enslavement.  If ever a prayer should have been answered, that was a time.

Many Asian group members have demonstrated that it is possible to gain the proper training, the discipline to practice, and the interests to academically acquire skills and knowledge--even within a Eurocentric frame--without losing sight of their culture or being regarded as "acting White."  Chinese make up whole graduate departments in the United States in the area of physics, engineering, chemistry, architecture, departments, urban planning.  The know what it takes to rebuild their civilization.  Instead of wasting time arguing with whites, many of them are out to accomplish some basic objectives, including mastering material culture at its most advanced source and the avoidance of ignorance and despair.  After all, educational attainment has direct quality of life and empowering consequences.   

Black students have the lowest grade point average of all college ethnic groups and are five times more likely to dropout of large White institutions of higher learning than Whites.  Many are befuddled by this because they cannot understand why Blacks fail to excel academically given that they have the opportunity to study in racially just predominantly White universities, which function in a racially just society--in their mind.  Although injustice accounts for much of the gap, only a Maatist-styled under girded set of cultural attitudes and behavioral systems can empower working class Blacks to systematically experience higher academic achievement and lower attrition rates, which are needed to overcome past and present structural subordination.  Motivation is essential, along with focus, determination, hard work and a central goal higher than working at yet another job builg white and Arab civilization. 

Thirty years ago some eight out of ten Black college students attended HBCUs.  In 2007 less than 10% the 2.1 Million Black college students did so.  Despite this, these traditional Black institutions of higher learning accounted for nearly 30% of all Black Baccalaureate degrees.  Black women obtain more college degrees than Black men, from the Associate to the doctorate.  Between 2005-2007, most bachelor's degrees to Blacks were in business management and administrative services, followed by social sciences and history, and education.  As for technology fields, less than 2.4 % of bachelor's degrees to Blacks were in the agglomeration of engineering, engineering-related technologies, and computer/robotic sciences.  At the doctorate level, 40.7% of African American degrees were in the field of education, 16.6% in the social science, and 7.5% in theological studies and religious vocations.  Less than 1.1 percent were in the engineering/sciences. 

Despite the high concentration in business, education, and social science among Black degree holders, the rate of Black business ownership is lower, the failure rate is higher, educational attainment and performance are lower, and social conditions in Black working class communities are worsening.  We are in the wrong fields for liberation.  We need to be represented in a balanced way in all fields, especially those which teach us how to build, construct, manufacture, mine, and agriculturally produce food, fiber and othe necessiies of life. 

One erroneous interpretation is that this is proof that education is not a liberatory tool for Blacks.  Another, more accurate, interpretation is that Black college students are not enlightened and encouraged to critically intervene with the newly acquired technical skills and entrenched discipline, to elevate working class Black communities.

Recent Changes and Implications for the Education of Our Children

The economic conditions that served as the context within which African-centered movement emerged have changed substantially in the past thirty years.  We have witnessed the development of technologies used in the workplace (in production) that initially assisted workers carry out their tasks into technologies that actually replace workers.  In manufacturing industries, for example, semi-automated then automated machines assisted laborers to build cars, industrial equipment, etc. in the 1940s through the 1960s.  However over the course of the subsequent 20-30 years, we have witnessed the application of a new species of technology-that which is computer automated, thereby negating the presence of the worker in this economic sector.  The laying off of thousands of workers, while at the same time increasing productivity in car manufacturing is testimony to this process.

Similarly, other industries have experienced and are experiencing similar shifts.  Service sector opportunities, to the extent that they have existed for Black people, are shrinking as a result of similar applications of technology, including software.  For example, the availability of sophisticated engineering software that permits computer drafting and simulation completely negates the role of the person who once did that work.

And yet shifting technology is only part of the picture; multinational corporations through their global policy organizations and trade agreements have forged a new global labor force; new because now $6.00/hr low-end service workers in Detroit are in direct competition with $2.00/hr workers in China.  And white collar workers, including engineers, accountants, etc. who may have earned as high as $10-$25.00/hr. in the United States are pit against $6-$13.00/hr. workers in India, Pakistan and Ireland. 

The impact of these shifts on Black people in the United States has been both direct and indirect.  The pursuit of cheaper production costs through automation and relocation puts the most expendable people out of work, which has been us; when people do not work, they do not pay taxes (like payroll) and their ability to pay bills is compromised; when people do not pay taxes, the local, state, and federal governmental resources are reduced; when bills are not paid, people are cold, go hungry, are put out of their homes, and community institutions close; when government tax revenue is reduced, jobs and services are cut, including and especially those areas that are not generating tax revenue.  This means that education, waste management, recreational facilities, public transportation, libraries, and emergency services loose money, necessitating further lay offs, service reductions, and closures. 

What do these shifts mean for the education of Black people now and into the future?  An examination of our role in this country since our massive kidnapping, transcontinental transportation, and enslavement shows that the appropriation of our labor has held our collective place.  Yet in a moment that no longer needs labor (as it did in the past), Black people must consider what this means and what it can mean in the future.  As educators, we have a distinct advantage in defining future possibilities because we play a key role in the cultivation of young hearts and minds.  It is as a result of the collective efforts of our best minds, hearts, and hands that we forge curricula, learning environments, and opportunities for our young people to develop, strengthen, and hone the skills necessary to carry out the great work bequeathed them (their generation) by us (our generation).

The abilities, knowledge and skills set cultivated in us by our learning environments is different from what is needed now and in their futures.  We have a responsibility and obligation to release the old philosophical, theoretical, methodological/pedagogical, and practical models characterizing our training-and conforming to our comfort levels-and forge new ones.  An overhaul on the level that is necessary requires extensive study, documentation, and collaboration of what has (not) worked, what is (not) working, and what is (not) needed to solve the fundamental problems and concerns of our race in this millennium.  We must consider the type of people that our race needs in terms of skills, abilities, talents, morals, etc., and produce them through a rigorous curriculum and learning environment.  It is at this place, right here and now that we step in to do our parts-

What will this next step be?

Anatomy of African-centered education

The Great Pyramid was a scientific research institution. In it were stored scientific instruments, classrooms, learning temples, meditation rooms, tombs, initiation chambers, astronomical observation rooms, and calculations of standard weights and measures. In the largest royal chamber was a granite slab, measuring one ten-millionth of the distance from either pole to the center of the earth. This distance, 3,949.79 miles, allows for the calculation of the earth's circumference as a gigantic circle passing through the poles of 24,817.32 miles. 

KMT astronomers knew this at least 7,000 years ago. In a papyrus of the Book of Coming forth by day and by night dating back to the First Dynasty, circa. 6232kmt, in chapter 64 are data documenting the size and shape of the earth. According to KMT science, the netherworld's spirits are 4,601,200 in number, each being twelve cubits high. The figure twelve suggests that the cubits are geographic measurements.

Calculations are as follows: 12 x 4,601,200 cubits = 55,214,000 cubits = 138,036 geographic stadia, and this equals 2 diameters of the equatorial and polar earth. Reducing these measurements to meters, we get the equatorial radius as 6,378,388 meters and the polar radius as 6,356,966 meters. From these figures the flattening of the North Pole may be calculated as 116/34,538, or 1/297.74. Essentially then ancient Black Africans in KMT had arrived at scientific values which are as accurate as modern ones.  Our children should know that our our ancestors understood this over 5500 years ago.  Then they'd know how far we have fallen. 

Guiding Philosophy

At the foundation of all educational systems lay a philosophy[1] that reflects the material conditions of a particular race, class, gender, generation, culture, ethnicity, and psychology. 

[fundamental questions-materiality of the world and the primacy of matter or consciousness.  Every philosophical system gives a concretely elaborated solution of this problem, even if the fundamental question is not directly formulated in it. Theoretical knowledge of phenomena is impossible without logically developed thinking-philosophy elaborates logical categories and laws.  Must consistently apply the materialist principle in understanding the objective world and thought]

Guiding Ideology

The ruling ideology is the system of ideas of the ruling race, class, gender, generation, culture/ethnicity, and psychology.  Ideology may be scientific or non-scientific, a true or false reflection of reality. 

[ruling group fosters a false ideology; we must develop one expressing the vital interests of our race, class...and providing a strictly scientific, objective analysis of reality.  The development of ideology is ultimately determined by the economy, but it possesses a certain relative independence.  This is expressed in particular in the impossibility of directly explaining the content of ideology by economics and also in a certain unevenness in economic and ideological development.  It is shaped by extra economic factors-personal role of individual ideologists, etc.]

Guiding Theory

[a system of generalized authentic knowledge which gives an integral picture of the regularities and essential ties of reality. Theory spiritually or mentally reflects and reproduces reality.  It is inseparably linked to practice, which places pressing problems before knowledge and requires it to solve them. Practice and its results are central to theory.  Determined by the historical conditions in which they originated]

System of Methods

[a means of achieving an aim, a way of ordering activity. As a means of cognition, method is a way of getting a mental reproduction of the subject under study.

1. System of methods
1. Methodological system of producing a person with a particular set of characteristics and skills
2. Methodological system of operating and maintaining the school
3. Methodological system of teaching and learning (pedagogy), including development and implementation of the curriculum
2. Guiding principles
3. Guiding procedures
4. Guiding practices

1. An educational system that creates a person who not only possesses scientific and scholarly attributes, but also exhibits self-control, good manners and morals, and who would be a useful member of society.
2. System of creating a whole person
3. Oral presentations
4. Exercise of copying out texts has dual purpose of (1) enabling students to acquire reading and writing skills and an understanding of grammar, vocabulary, and composition; and (2) the texts, selected for their moral content, helped to form a student's character

[1] Philosophy is the science of the general laws of being and human thinking.  The fundamental questions of philosophy concern the knowability of the world and the primacy of matter or consciousness.