The Revolutionary Psychology of DR Amos Wilson Text Only Version

RBG COMMUNIVERSITY 2014
The Revolutionary Psychology of Dr. Amos N. Wilson

Dr. Amos N. Wilson: The Battle Must Be Joined!!! No nation, no civilization has come to the fore Without new organization Without thinking new thoughts Without working Without actually doing Without being willing to take a chance A willingness to risk all Without a willingness to go against overwhelming odds Without a determination to be the best, to be superior Without a desire to determine its destiny and that of others Without a willingness to fight, to shed blood, to risk defeat The battle must be joined... It must be fought Be it a battle of the mind, mind wars of spirit, Of will, of bucks, of iron and steel, shell and bomb, Of tank and plane, of rockets and satellite star wars, Of technology, of information The battle must be fought The gauntlet thrown down The chip knocked from the bully's shoulder The lines stepped over

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The clash and clang of sword curses of men, moans of pain The battle must be joined... Fought in the street from door to door In the school room, in the board room In the bedroom, in the war room Hand to hand combat must commence The battle must be ultimately won in the field It matters not if you can eruditely delineate the subtleties and nuances of racism, and racial discrimination If you can delicately dissect with a master surgeon's skill the anatomy of race and the body politic If you can tease out the tiniest thread If you can paint the most beautiful dream on canvas And write the greatest vision on parchment Or ride in your time machine and visit ancient Afrikan kingdoms, cities, and empires Or feel the pain and degradation of slavery Or celebrate all we have given to the world Or point out with great exclamation the white Devil Still the challenge must be taken up Fire must fight fire Institutions, traditions, habits, hopes must be uprooted, Razed and put to the torch No stone left unturned And institutions, traditions, habits, hopes must be restored, rekindled or built anew Bricks stacked in place New songs must be sung

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New voices must carry the tune New feet must march to new drumbeats New hands, new banners and standards raised These songs must be your songs The voices your voices, the feet your feet The hands must be the ones at the ends of your arms The soul unsold to the devil must be your soul A new world must be created Make it your world. Amandla!

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IRONY OF EDUCATION, THE ASSIMILATIONIST TREADMILL AND THE TRUE NATIONALIST From: Afrikan-Centered Consciousness versus the New World Order: Garveyism in the Age of Globalism, the Honorable Dr. Amos N. Wilson 1) IRONY OF EDUCATION The paradox I have to deal with daily in my classroom is the amount of lying that must take place in the name of education; the amount of outright deception that goes by the name of education; how truth must be nailed to the cross in classroom after classroom; how people tremble, quake and suffer from anxiety when truth and reality is brought up by their teachers; how people are pushed out of the universities and punished because they dare talk about truth; how people think they should go to school only to be made comfortable. And each day they sit in my class, Asians, whites, Afrikans, Hispanics and often times it's an exercise in twisting, turning and squirming because I dare talk about slavery, colonialism, the sickness of Europeans; the lying deceptive and devilish nature and the pathology of the people who now rule the world; because I dare talk about the irony of where white men sit down and determine the destiny of a world that's over 90% colored; when I dare tell them that they sit in these classes and let these whites and their education brainwash and propagandize them into servitude, and how their education is an education into ignorance. But if we are to rescue our children, students and our people, these unpleasant issues must be dealt with forthrightly. When we deal with an assimilationist leadership that sees solutions to our problems as getting our children more soundly educated in these lies, we are going to see a decline and the destruction of Afrikan people who think that their salvation is one of being educated by the very people who destroyed them in the first place. We must recognize that the white man's rule depends upon ongoing deceptions and lies. Ultimately, then, we cannot see him as the foundation and basis of truth. Thus we cannot let him be the educator of our children and let the reality that he projects become our reality. For he is sick of mind and heart. He is deceived by his own lies and therefore the reality he projects must be a lying reality. He suffers and he is deadly. How can we not suffer and die if we accept what he sees as real and unreal? Those leaders who seek to tell us that we can only rescue ourselves through accepting the identity of the white man are leaders who will lead us to our peril and our death. We must recognize that if we are to live, we have to remove these kinds of leaders.

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2) THE ASSIMILATIONIST TREADMILL The assimilationist often accepts, consciously or unconsciously, the idea that the white man will continue to rule the world. He bases his ideology and political action on the concept that somehow our destiny is not to overthrow the white man; that our destiny is not to remove this pathological person; that our destiny is not to suppress and bring these sick people under control but heal them in some sort of way, to convert them, to even become a part of them. Our destiny becomes not one that sees the very system and very ideology upon which these oppressors move as one of sickness and insanity and therefore in need of replacement by an Afrikan-centered and healthy ideology that comes out of our own self-knowing. This leadership wants us to accept this sickness as normality and to follow these pathological beings into self-destruction. And consequently you will see the enemy's children, the enemy's personality being held up as normal, as representing the norm. Our behavior, to the degree that it differs from that of our enemy, is seen as deviant and thus abnormal. To that degree we confuse equality with sameness, where we think that in order to be equal or greater than our enemy we have to be the same as our enemy; to the degree we think differentness automatically represents inferiority and therefore we become alarmed at anything that says we are somehow different from our enemy. We must recognize, ladies and gentlemen, that racism is a sickness, that the exploitation and wholesale rape and pillaging of the earth by the European represents a pathology and a illness. Therefore, our destiny is not one of trying to become a member of this gang of thieves, but to end its existence here on earth, to inhibit its rapacious ways and to bring this group of people to heel! Yet we have a leadership that makes us think that our only crime has been that we've been left out on the looting of these thieves. We get a leadership that cries about how we're only getting a certain percentage of their robbery and thievery. We must recognize, Afrikan people, that it is not about getting a piece of the stolen gains of these people, but to stop their thievery and rape of the world, period! So it is not about being left out of the mainstream; it is about bringing into being a new world order. This leadership has thus robbed us of the Marcus Garvey legacy. We have a leadership that has sold us conspicuous consumption as a way of salvaging our egos. It makes us think that we will be equal to the white man when we can drive the same cars, have the same jobs, sleep in the same beds and buy in the same neighborhoods; a consumer equality: not an equality of ownership, not an equality based on wealth. We have had that kind of leadership and thus have seen Afrikan people the world-over, in this country and on the Afrikan continent give up the very basic wealth of their own lands and their very basic real estate to their enemies for a few pennies and materials

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which fade away and are corruptible. We have a leadership that is not concerned with developing its own productive capacities, but with merely getting jobs and being identified with the productive capacities of others, with literally marrying the enemy and thus trying to achieve the status of the enemy through marriage instead of through strength and power. We have seen this assimilationist leadership, which came to the fore and to a degree has pushed back the nationalist leadership, reign over the decline of Afrikan people the world-over; the decline in Afrikan education, the disruption of the Afrikan family, the retardation of Afrikan technology, the decline and paralysis of Afrikan economics, the rampaging of our community by drugs, the colonial occupation of our community by foreign police forces and others who are not members of the Afrikan community. When we look over the past 20 to 40 years, we see an assimilationist leadership that has brought us to the terrible moral, economic, social, political, and educational impasse that we are griping about today. To a degree, simultaneous with the rise of assimilationist leadership, I think we had a rise of pseudo-nationalistic leadership; a nationalist rhetoric without a nationalist substance, a people who talked a good nationalism but who do not behave and actualize what that nationalism means. We are now engaged in a struggle between true nationalism and counterfeit nationalism. It is time for us to remove those counterfeit nationalists, who are also in a subtle sort of similar way the partners of the assimilationists. 3) THE TRUE NATIONALIST The true nationalist is not obsessed with the past to the exclusion of the present. One of the things I think you will see in the Marcus Garvey legacy is that while he raised the black man's past to great heights, project that past and made it a part of the consciousness of black people, there was a thorough going concern with the present and the future. The true nationalist is forward-looking and futuristic. I see too few conferences, too few people concerned with the future, even nationalists: "What must we do today to secure the survival and the advancement of Afrikan people the world-over? What must we do to fight off the threat of the Asian takeover of the world? Are we to throw off or to see the death of European civilization, only to fall under the yoke of the Asian civilization? We can look out in our streets today and see it coming. It is around us everywhere. The invasion of our communities by Asians is a sign of times to come.

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The true nationalist is intrepid. Not that the nationalist does not have fear, but he learns to operate in spite of fear; fear does not paralyze him. He uses the fear as energy to move forward and to confront his enemies. He does not hide his fear behind highsounding phrases, high sounding scholarship and dredging up the past. He dredges up the past as a means of integrating it into his personality, as a foundation for his movement forward and his thrust into the future. The true nationalist is entrepreneurial: he's building something; he's constructing something. We see that in Garvey; not just a concern with the past, not just an identification with Egypt and other great Afrikan empires of the past, not just picking up little detail upon little detail of some Afrikan past, but of a sound movement forward in concrete, brick and mortar construction; a sound hands-on developing and actualization of Afrikan ideology and political development. He is one who thrusts his fear aside and moves forward, the true Afrikan nationalist. He not only respects his ethnic heritage and the glories of his ancestors, but he is equally, if not more, concerned with the inheritance he's going to pass on to his children, with the legacy he's going to give to his children. We see the true nationalist in the guise and person of Marcus Garvey, in the person of the Honorable Elijah Muhammad, who not only complains about the nature of the education of Black children but who does something about it. He builds the schools and universities and constructs and instructs as a part of his nationalist mission. The true nationalist is not obsessed about the destruction of his civilizations, about the cruelty of his fate and the devilishness of his enemies. Certainly he analyzes that and looks at it. Certainly he laments the destruction of black civilization and the fall of our empires and kingdoms and our fall from grace to a degree. But he does not become traumatized by those falls and destruction. He does not become obsessed and compulsive about their analysis. He looks at them, he learns from them, he integrates them into his personality and ideology, he swears never again, and he moves forward using that knowledge to construct a new civilization. He looks at the mistakes of his ancestors; he looks at the mistakes of his past civilizations and he integrates those mistakes into his personality; he then moves forward to build new civilizations, new worlds, and found new empires; not just lament the ones past and gone. Though the true nationalist recognizes the greatness of Osiris (Asar), Isis (Aset) and all of the rest, he recognizes that ultimately the pyramids were built by the hands of men. I have yet to see a god build a temple. I see men building temples; I see men building cities; I see men and people digging the mines; I see people doing the jobs. There is nothing wrong with using the astrologies, the esoteric religions and using the moons and planets as guides for our behavior; but let us not

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become obsessed with them to such a degree that we do nothing else. In fact, in my daily life the most retarded people I see, in terms of economic, social, political and personal development, are the ones who know the most about the moon, the most about the planets, the most about the numbers-and-you (numerology). Why not demonstrate the effectiveness of what you're talking about into your own behavior, life and therefore be a beacon to other people, demonstrate through your life-behavior and habits the effectiveness of your ideologies, religions and concepts? I don't say don't believe in it; but let it work for you! We can differentiate between the pseudo-nationalist and the true nationalist in the question of whether his religion, his ideology, his philosophy is serving him or is he merely serving them. A brief look at the movement of the Asian today. If you study a bit of Asian culture you will recognize that at its very center is so-called ancestor worship; great respect for the ancestors. At the center is a huge and long history built around tradition. But one of the things that puzzles western man (the European) as he looks at the Asian, is how the Asian, though he respects highly his ancestors and engages in ancestor worship and is exceedingly traditional, at the same time technologically equals and advances over him. He shows clearly that one can still respect, love and worship the ancestors yet still be very much into the world of today, can still move and advance technologically and otherwise beyond his or her enemies. The worship and respect for ancestors and the respect for tradition do no imply that we cannot concern ourselves with the immediate and with the future. The correct worship of ancestors and the correct praise of tradition is the foundation for and advancement in the future. The true nationalist not only educates the wounded egos of adults, but also educates its young. Nationalist organizations that are concerned almost exclusively with the education of children are practicing a nationalism that is incomplete. That is why you see in Marcus Garvey and Elijah Muhammad concurrent education of the adults and the children, an education of the family as a whole and of individuals as well. A true nationalist knows he must educate, as the word nationalism implies, the nation and everyone in it. The true nationalist recognizes the necessity of building both a national and international government; that we ultimately must build in this country a nation, and nations of Afrikan people the world-over. A true nationalist is not afraid to delegate power. I often warn people not to fall for people merely because they project a nationalist ideology. You must look into their souls; you must look at their character and see what the character really has in it. It is that which determines your relationship with them, not just the statements of their ideology. Ultimately if we are to control our destiny, as Marcus Garvey indicated, we must become self-governing. A nationalism not talking about self-government, not talking about nation-building, not constructing a

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national network, not constructing a national economic, social, and political system, is a false nationalism, Brothers and Sisters. A true nationalist not only motivates through language, rhetoric and oratory, but trains. You cannot train a people with a two-hour lecture on Saturdays. Institutions have to be developed and built so that this training could take place. The greater part of their time and the time and efforts of our children should be dedicated to being trained to acquire the behavior that we need to advance our interests. We are not going to get that behavior if we depend upon that behavior being trained into our children by our enemies, by people who need to have ill-adjusted and maladjusted behavior to maintain their power position in life. The true nationalist grounds his social and political philosophy and practice on a realistic analysis of his situation. He cognizes his enemies. He is not a slavish reader of foreign sources and of other political ideologies. Does it mean that he should not read the other people? Certainly he can read the other people, but his ultimate decision is based on his own analysis, upon the sound knowledge of himself, who and what he is, and upon his reality. The true nationalist is not a purist to the degree that he is paralyzed. Some of us want to be nationalists but also want to be so pure that in the end we end up doing nothing. We end up paralyzed. We would go into business, but that's capitalism, isn't it? So we don't go into that. We would do this, but that's in some way related to this ideology or that enemy ideology. So you see the individual often trying to be such a pure nationalist until he cannot engage in real, practical behavior. He is so concerned about getting his hands dirty that he dares not do anything at all. We can see the nationalist who is so hung up in his traumas of nationalism and capitalism that he dares not engage in any economic development. Consequently, we get a nationalist who is hung up waiting for Afrikan communalism to come into being, or communism; who is also frightened to engage in any kind of business, because that's capitalism, so he remains frozen while the other economic groups move into his community, taking his economic resources, unemploying his children and using his wealth against him. The true nationalist is not caught up in indecisiveness and in some pie-in-the-sky dream about classless societies. He gets engaged in the true work of building and construction. The true nationalist is also not afraid to overthrow tradition when tradition is unproductive. He is one who says: "Even though I revere the Afrikan past and I revere the Afrikan tradition, that tradition can be built upon. I and my generation have

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something to add to that tradition. I have a right then to use the legacy of that tradition to confront the realities of my current times and thus modify that tradition and see to the survival of my people. The true nationalist is thus not afraid to engage in productive behavior. Where one sees nationalism, one sees construction, actual growth and development. Where one sees nationalism, one sees building, one sees institutional development; one sees trade, development and commerce; one sees restructuring of values, restructuring of priorities; one sees the rebuilding of relationships; one sees the reallocation of resources. When we as nationalists say that we are carrying out the legacy of Marcus Garvey, let us show that legacy in concrete development, institution building and, ultimately, nationbuilding. The Honorable Dr. Amos N. Wilson A Brief Biography Former Social Caseworker, Psychological Counselor, Supervising Probation Officer, Training Administrator in the New York City Department of Juvenile Justice, Assistant Professor of Psychology at the City University of New York, Master Teacher, Organizer, and Author The late, Honorable Dr. Wilson was born in Hattiesburg, Mississippi in 1941. Familiarly referred to as Brother Amos, he provided the average person with an acute analysis of where we are and the things that affect us. He served as a council to energize our race and those in positions of influence as to how to carry out their leadership responsibilities. Dr. Wilson's activities transcended academia into the fields of business, owning and operating various enterprises in the greater New York area. Books Reviews The Developmental Psychology of the Black Child Are Black and White Children the same? Is the Black Child merely a White Child who 'happens' to be 'painted' Black? Are there any significant differences in the mental and physical growth and development of Black and White Children? What effects does race awareness have on the mental and personality development of Black Children? Are such leisure time activities as the playing of certain games, watching TV., going to the movies, listening to the radio, hazardous to the mental health of Black Children? Is the use of Black English a sign of mental inferiority? Why do Black Children generally score lower than White Children on I.Q. tests? Do Black parents socialize their children to be inferior to White Children? Why have integrated schools and busing failed so many Black Children? If you have been looking for a single source which deals with these and

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related controversial questions from a black perspective, then this book may be the book for you. For between its covers, The Developmental Psychology of the Black Child, the first of a UBCS series of books dealing with the growth, development, and education of the black child, in a scholarly but readily understandable way, forthrightly confronts these and other issues. Awakening the Natural Genius of Black Children Afrikan children are naturally precocious and gifted. They begin life with a 'natural head start.' However, their natural genius it too frequently underdeveloped and misdirected by (1) the fact that the racist and imperialist status quo politically mandates their intellectual under-achievement and social maladaptiveness; (2) belief in the myth that intelligence is fixed at birth and that Afrikans are innately less intelligent than Europeans; (3) a lack of knowledge of their positively unique developmental psychology; (4) a lack of confidence in their ability to equal or surpass the intellectual performance of any other ethnic group; and (5) the general lack of infant and early childhood educational experiences which stimulate, sustain and actualize their abundant human potential. Awakening the Natural Genius of Black Children provides effective means by which these political and social maladies may be fully remedies. Intelligence is not fixed at birth. The quality of childrens educational experiences during infancy and early childhood are substantially related to their measured intelligence, academic achievement and prosocial behavior. In this volume, Amos N. Wilson, author of the bestseller, The Developmental Psychology of the Black Child, surveys the daily routines, child-rearing practices, parent-child interactions, games and play materials, parent-training and preschool programs which have made demonstrably outstanding and lasting differences in the intellectual, academic and social performance of Black children. Black-On-Black Violence: The Psychodynamics of Black Self-Annihilation in Service of White Domination The Psychodynamics of Black Self-Annihilation in Service of White Domination represents a distinct milestone in criminology and Afrikan Studies. Its explanatory perspectives on the sociopsychological and politicoeconomic causes of Black-on-Black Violence are exceptionally insightful, incisive and iconoclastic. The Psychodynamics of the Black-on-Black criminal are presented here with a depth and clarity rarely seen before. The main thesis of this book is that the operational existence of Black-on-Black in the United States is psychologically and economically mandated by the White American dominated status quo. The criminalization of the Black American male is a psychopolitically engineered process designed to maintain the dependency and relative powerlessness of the Afrikan American and Pan-African communities. Black-on-Black

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Violence, however, moves far beyond blaming the victimizer. Its meticulous and painstaking exposure of the psycho-social and intrapsychical dynamics of Black-onBlack criminality is startlingly revealing. Its analyses of the collective psyches of both the White American and Black American communities are unsparingly and powerfully instructive. The reader will not be left unmoved. Although Professor Wilson argues that Black-on-Black Violence is orchestrated by White Americas need to maintain its oppressive domination of Black America, and of Western Europes need to continue without end-its economic exploitation of Africa, he also contends that the ending of Black-on-Black violence is the primary, if not sole, responsibility of African people in America and abroad. This book, in revealing the anatomy of Black-on-Black violence, simultaneously lays the practical, intellectual and political foundations for its social eradication. Understanding Black Male Adolescent Violence: Its Remediation and Prevention In this ground-breaking volume, Amos Wilson shows in brilliant detail how American society creates and sustains Black-on-Black adolescent criminality in its inner-cities across the United States. He boldly asserts that Black-on-Black adolescent violence is rooted in historical and contemporary White-on-Black violence. He further argues that White-on-Black violence induces in the Afrikan American community a pervasive false consciousness, one which interacts with the adolescent crises of Black males and the socioeconomic conditions which typify inner-city communities to spawn criminality and violence. More than an explanatory analysis of Black male adolescent criminality, Understanding Black Adolescent Male Violence provides very practical and workable remedial and preventative approaches to this problem which threatens the vitality of the Afrikan American community. The Falsification of Afrikan Consciousness: Eurocentric History, Psychiatry, and the Politics of White Supremacy This book presents two ground-breaking lectures by Amos Wilson. The first, European Historiography and Oppression Exposed: An Afrikan Perspective and Analysis, was among the first contemporary analyses which delineated the role Eurocentric historywriting plays in rationalizing European oppression of Afrikan consciousness. It explicates why we should study history, how history-writing shapes the psychology of peoples and individuals, how Eurocentric history as mythology creates historical amnesia in Afrikans in order to rob them of the material, mental, social and spiritual wherewithal for overcoming poverty and oppression. Moreover, this engrossing lectures the relationship between the rediscovery and rewriting of Afrikan history and achievement of liberation and prosperity by Afrikan peoples. The second lecture,

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Eurocentric Political Dogmatism: Its Relationship to the Mental Health Diagnosis of Afrikan People advances the contention that the alleged mental and behavioral maladaptiveness of oppressed Afrikan peoples is a political-economic necessity for the maintenance of White domination and imperialism. Furthermore, it indicts the Eurocentric mental health establishment for entering into collusion with the Eurocentric political establishment to oppress and exploit Afrikan peoples by officially sanctioning these egregious practices through its misdiagnosing, mislabeling, and mistreating of Afrikan peoples behavioral reactions to their oppression and their efforts to win their freedom and independence. Blueprint for Black Power: A Moral, Political, and Economic Imperative for the Twenty-First Century Blueprint for Black Power details a master plan for the power revolution necessary for Black survival in the 21st century. Blueprints posit that an African American / Caribbean / Pan African bloc would be most potent for the generation and delivery of Black power in the United States and the World to counter White and Asian power networks. Wilson frames this imperative by deconstructing the U.S. elite power structure of government, political parties, think tanks, corporations, foundations, media, interest groups, banking and foreign investment particulars. Potentially strong Black institutions as the church, media and think tanks; industry; collectives such as investment clubs and credit unions; rotating credit associations such as Afrikan-originated esusu, tontine and partner are analyzed. Pan-Afrikanism, Black Nationalism, ethnocentrism and reparation are assessed, often misused and underused financial institutions as securities, mutual funds, stocks, bonds, underwriting, and incubators advocated, thus elucidating oftnegated opportunities for economic empowerment. Afrikan-Centered Consciousness versus The New World Order: Garveyism in the Age of Globalism In two masterful lectures contained within the pages of this modest text, Dr. Wilson challenges the all too pervasive assumption and false perception that the "New World Order" is somehow ordained - that if Afrikan people are to progress, they have no other alternative but to remain colonized by White-Western interests. This of course is patently false. Dr. Wilson debunks this myth with an insightful analysis of the Legacy of Marcus Garvey and the proven validity of Afrikan Centered Consciousness as necessary psychological and material tools in the struggle for true liberation.

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An Intro to Black Child Development Under White Supremacy, Dr. Amos Wilson Areas covered 1. Are Black and White Children the same? 2. Are there any significant differences in the mental and physical growth and development of Black and White Children? 3. Are such leisure time activities as the playing of certain games, watching T.V., going to the movies, listening to the radio, hazardous to the mental health of Black Children? 4. Why do Black Children generally score lower than White Children on I.Q. tests? 5. Is the Black Child merely a White Child who "happens" to be "painted" Black? 6. What effects does race awareness have on the mental and personality development of Black Children? 7. Is the use of Black English a sign of mental inferiority? 8. Do Black parents socialize their children to be inferior to White Children? 9. Why have integrated schools and busing failed so many Black Children?
Black Child Development Under White Supremacy In two masterful lectures contained within the pages of this modest text, Dr. Wilson challenges the all too pervasive assumption and false perception that the "New World Order" is somehow ordained -that if Afrikan people are to progress, they have no other Alter-native but to remain colonized by White Western Interests, This of course is patently false. Dr. Wilson de-bunks this myth with an insightful analysis of the Legacy of Marcus Garvey and the proven validity of Afrikan Centered Consciousness as necessary. Please listen to his audio lectures intently and then view/ study the videos in the context of his pearls of wisdom.

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Why and How the African Child is Miseducated in the Western Educational System By Hort, September 2007 As African children head back to school to face another school year I would like to make an attempt to explain to our community and particularly to young parents why and how the African child has been systematically mis-educated in the western world during the last 500 years, so that they can better understand the root causes of some of the aberrations and self-destructive forms of behavior they see in our community and to help them realize that if they want a brighter future for their children and for our community, then it is imperative that they no longer leave the education of their children solely in the hands of the western educational system, but rather to follow the advice of Malcolm X who told us years ago that the black childs education starts when the school bells rings at 4 p.m. in the afternoon. (This may vary depending on what time school ends in your country) We didnt follow his advice then and today our youth are suffering the consequences. The situation of African children around the planet has considerably deteriorated since the days of Malcolm X, so that we are now forced to follow the advice of Dr. Asa Hilliard one of Africas great educators who died recently and left us these parting words. "The education of African people is an urgent necessity. It is a matter of life and death. We cannot abide another generation of children who have no identity and who are ignorant about Africa." The late Professor Amos Wilson, another one of Africas foremost educators of the 20th century, posed a crucial question that all African parents and our community need to ask. What is the purpose of an education? He said that most black people have been trained to think it is to get a job with one of the fortune 500 companies. However, according to Dr. Wilson, they are seriously mistaken, because the purpose of an education is to improve and further the interests of ones own group and to ensure its survival. Obviously the Indians, the Chinese, the Jews and other groups understand this, since that is what they do. Our people often look at them and marvel at their unity and wonder why in contrast our community seems so fragmented and disorganized. Yet, when we study African civilization we can clearly see that it was well organized and group oriented and there is even an African proverb which states it takes a whole village to raise a child. If it took a whole village to raise a child, it must have been because our ancestors worked as a group and understood that on reaching adulthood that child would in turn do everything to promote the interests of their group. Our ancestors therefore never left the education of their children to chance because the cohesiveness of their society was of prime importance.

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So, how have African people become such a fragmented and disorganized group of people today? Why cant we be like the Indians and the Japanese? the question one of my 17 year old nephews asked me some years ago. The answer is quite simple. We cannot be like them because we do not have the same historical experience. We do ourselves a great disservice when we compare ourselves to other people since we can only compare that which is similar, not dissimilar. We are different because Africa was attacked by Arabs and Europeans, and our people were forcefully taken to another land and enslaved. Neither the Indians nor the Japanese have had that experience and therefore it is absolutely pointless to compare ourselves to them. When slavery and later colonization took place the vision that our ancestors had of educating and raising African children was taken out of their control and a new way was imposed on African people. Worse, this new system of education ran counter to the interests and needs of Africans. As a result, today, as Prof Wilson has again pointed out, African people have never had so many talented and educated economists, educators, sociologists, doctors, lawyers, artists, etc., yet we suffer the worst health, housing, and education on the planet because our education was never designed to promote our interests but rather the goals and the interests of our oppressors. The self-destructive behavior and derogative lyrics of the rap generation is a striking example of children who have not been taught to promote their interests. Furthermore, our people hold advanced degrees from some of the most prestigious Ivy League schools and universities and can solve any myriad of problems for other groups but since they have not received an African centered education when it comes to their own, all their knowledge is null and void. Sometimes the more educated they become; the more alienated they are from African culture and more of a menace to our group, because in their zeal to promote the interests of others they often end up doing harm to their own people. So, Colin Powell, who sent African American soldiers to kill other African people in Grenada, should never be considered a good role model for our children, if we want to liberate African people from oppression. If African leaders allow the West to take their wealth to feed Europeans and leave Africans to starve and face death, it is because they too have been taught to work against their own interests. For example, at the end of apartheid instead of putting reparations and land redistribution as a top priority for South Africa s black victims, reconciliation with whites, the criminals, became the main goal. As a result, Nelson Mandela is feted all over the western world and the British even unveiled a statue of him recently in London, yet the only thing that South African blacks have received to date is some propaganda about living happily in a mythical rainbow colored society. This is one of the reasons why African parents must be extremely careful with the kind of role models they present to their children. Danny Glover is a much better model for our children to emulate than Condoleezza Rice.

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This new manner of raising and educating black children however has always posed a problem in the western world. Once again, Dr. Wilson gives us an explanation. It is problematic he says, because African people were not brought to the West to be educated. They were brought to be the slaves and servants of the people who enslaved them, in other words, to work. I used to teach African culture in an after school program several years ago and the first question we asked the children was the reason for our peoples presence here in the West. None of them ever responded by saying that African people were here to work as servants for white people. In fact, most black people will answer this question by a vague we were brought here as slaves. Have you ever noticed that anything meant for African people is often vague? For example, Jesus is coming back soon or we are going to reduce poverty in Africa or we want to help Africa What date specifically is Jesus coming back? By what date exactly are they going to reduce poverty and by how much? or what specific area of activity are they planning to focus on? We dont know. The language is vague because its not meant to be taken seriously and they know that our people will not demand anything more specific. In return, we are asked to blindly believe, watch and pray and hope for a better day, also very, vague. Yet what black people actually do is very specific. We serve our white masters. In sports and in music all the owners are white and the players and singers are black. This imbalance exists even in countries where the majority of the population is black. For example in the Caribbean most of the business and hotel owners as well as the tourists are white, while the workers are mostly black. In Africa, our people extract the diamonds and gold from the ground while Indians, Jews, Lebanese and Western businessmen sit in their offices all day and reap the benefits. This inability to understand the real reason for our presence in the West has led our community to the false assumption that we are here to live i n peace and harmony with whites. How many times have we heard black people say they dont see color yet when they move into a white neighborhood, the whites move out, so obviously they do. If we are so mistaken about why we are here and our relationship with its inhabitants is it any wonder that our children and our community are so confused and have so many problems in their daily lives? In 1888, Ernest Renan, a racist French philosopher described Europes economic vision of our world when he said, Nature has given us a race of workers, they are Chinese, a race to till the soil, they are Africans and a race of rulers and soldiers, they are Europeans. This is exactly the world we live in today. Yet, this racially organized economic system has existed for the last 500 years but sadly African people are totally unaware of this fact because they are kept ignorant and uninformed the world over. It is also this racially segmented economic system which is responsible for the persistent poverty and underdevelopment in Africa and the other countries where our people reside, but because of our ignorance western propaganda

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has made us believe that it is because our leaders are incompetent and corrupt. We are meant to transfer our hatred to our leaders rather than to the racist economic system that Europeans have willfully put in place to impoverish Africans. Luckily, the masses of poor people are passive if not there would be thousands of revolts every day, everywhere on this planet. To keep African people impoverished the West intentionally bypasses Africa and the ghettos where many of our people live and invest in the Asian countries. The reason Chinese investment in Africa today terrifies the West is because they fear it may actually help lift Africans out of poverty and thus threaten their racially segmented economic system. To punish the Chinese, the West has simply mounted a propaganda campaign accusing them of selling tainted products and of ignoring human rights in Africa, but when and where in Africa has the West ever respected human rights? In fact, most of the anti-democratic leaders in Africa are still in power because of the West. Corruption in Africa therefore is not the cause of poverty but a consequence of it. People in Africa are corrupt because they do not earn enough money to live decently and therefore must resort to illegal methods to make ends meet. In fact, where ever you see crime take a good look, you will usually find high unemployment and intolerable living conditions because it is a consequence and not the cause. Improve the living conditions and corruption and crime will quickly disappear. It s a very simple equation but of course no one is interested in this option because the capitalist system, which is really the old Roman slave system under a different name, cannot survive without access to a large number of unpaid workers or people who are barely paid. Under globalization, its modern name, 80% of the world is still exploited by the 20% who still continue to own all the wealth. Changing the name periodically (feudalism, industrialization, capitalism, socialism, communism and now globalization) is simply a strategy that the West uses to make us; the ignorant masses believe that there is genuine change taking place in society. Now you understand why every country you visit and in every area of activity the owners and those who make money are always white or are close to white, while those who work, serve and are exploited are always black or close to it. This is what African parents must begin to understand so that they can explain to their children why African people are consistently at the bottom of the socio-economic ladder. Now that we know that African people were brought to the West exclusively to work and serve whites, and not to live in peace and harmony with them, where did the rationale behind the education of black children come from? After Europeans had succeeded in making our ancestors almost as ignorant as the animals they said they were after years of chattel slavery, some of them began to realize that in order to further their commercial interests, it was better for the negroes to have at least a minimal amount of education. A few continued to believe that negroes should continue to be worked like beasts of burden n and be kept in total ignorance, however

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they finally agreed that it was in their best interest to educate our ancestors. In their original plans Europeans had had no intentions of educating African people. The education of the black child in the western educational system therefore was never designed to develop the individual personality or the intellect of African children and to help them reach their fullest potential. The decision to educate was strictly based on the economic requirements of the day which needed a number of educated Africans in order for the West to achieve its goals. We would still be uneducated today if Europeans had not deemed it a necessary requirement. In fact, one of the reasons that African children are doing so badly in the educational system is precisely because their education continues to depend on the needs of the western economic system. If you listen to propaganda however you may easily believe it is because they are intellectually inferior and lazy. The stark reality is that the business world is linked to education and therefore whatever happens in the economic sphere will have an impact on education. The educational system works like a bottleneck to control the flow of students entering the workforce. So, if the economy is experiencing a boom, more students will graduate from college and university in order to enter the work force and if there is a recession, it will do the complete opposite. I.e. fewer students will graduate and thus fewer will enter the workforce. The western economy has not been doing well for several years now because the new technology has not been able to provide the large numbers of jobs which the old industries like steel and coal did, years ago. This has led economists to conclude that long term unemployment will now be a permanent fixture of the western economy. As a result, universities and colleges have been forced to reduce the number of people entering the workforce. It is obvious that if the economy is suffering this will have an adverse effect on African people since our education since the days of slavery has been intricately linked to the state of the Western economy. This is the real reason why there is very little investment in black education because there is an economic imperative to considerably reduce the flow of African children graduating and entering the workforce, since there are no available jobs for them and thus it is pointless to waste money educating them. Might I remind you that 400 years ago, black unemployment was totally unheard of in the West since every African man, woman and child was fully employed from sunrise to sunset. In fact, Europeans couldn t build ships fast enough to go to Africa to kidnap Africans and bring them to the West to work. Isnt it ironic that curbing immigration from Africa is the biggest issue in the West today where quotas and fluency in Western languages are requirements for emigrating to the West? In France they are even planning to test the DNA of relatives who simply want to rejoin their families. How unfortunate that Europeans did not enforce these practices 500 years ago because they would have saved Africans a tremendous amount of pain. If we accept that in the western system an individuals importance depends on their financial worth,

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then it is clear why African children have become a liability rather than an asset and are underachieving in school. Knowing the kind of social disruption that able bodied, young men of working age unable to find a job can create in society, the West has decided to channel them into prisons as a solution in order to prevent the kind of revolts that occurred in the French suburbs 2 years ago. This is why tolerance zero was introduced and why a 15 year old African American youth who stole a simple chocolate bar would receive a 15 year jail sentence from a US court. To deaden the pain of those who have lost all hope of a better future, they inject drugs into our communities and pray for a quick demise either by a drug overdose or a bullet to the brain as our young men pretends to be mafia bosses fighting over turf. After the Europeans had finally decided to educate African children, they had to deal with the problem of the content of their education. What were they to teach these negroes? All of the aberrations and self-destructive behavioral patterns that we see in our community can be traced right back to this moment when Europeans had to make a decision about the kind of information they were going to transmit to African people. When African children entered the western school system for the first time, there was great fear among the slaveholders that if Africans were taught the wrong information, (the truth) they would lose complete control over them especially since our ancestors numerically outnumbered whites in the new world at that time.( African people have since become the minority.) To understand why Europeans were so afraid of the content of African education we must go further back into our past. Before they had even set foot in Africa, Europeans had heard about its glory and its extraordinary civilization. Philip of Macedonia, like the typical warmongering European megalomaniac, decided that as he was the most powerful person in the West he had to conquer Egypt, the most advanced African civilization at the time and own it for himself. Fortunately, he was killed while waging another one of his numerous wars. Unfortunately, his son Alexander, who only a twisted mind could call great, decided to fulfill his fathers dream and did eventually conquer Egypt. When Europeans entered Africa for the first time and saw the tremendous civilization our ancestors had methodically collected, stored and preserved from millennia they were mesmerized. They were overwhelmed by its organization, its opulence, its style, its architecture, its creativity, its intelligence, in short, everything but most particularly, its tremendous wealth. Today in the western media we are inundated with propaganda of a poverty stricken Africa but Europeans knew then and still know now how tremendously wealthy Africa is. In fact, it is precisely because of Africa s genius and its tremendous wealth why African people were enslaved in the first place. Europeans were envious and wanted to have Africa all for themselves but they also felt ashamed and it was at this moment that the crime which they would carry out later in the 15th century when they discovered the New World began to take shape in their

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minds. One of the things that struck me as I studied Ancient Egyptian civilization was the number of times the word shame appeared in the writings of many of the European travellers to Egypt. Its a leitmotiv in their writings. Even Jean Francois Champoleon who deciphered the hieroglyphs on the Rosetta Stone felt shame when he visited the tombs of the Pharaohs in the Valley of Kings and saw the different races depicted there. This is what he said. We also found Egyptians and other Africans depicted in the same way, which could not be otherwise: but there were some important and strange differences between the namou (the Asians) and the tamhou (the Europeans) .. Finally (and I am ashamed to say this because our race was the last and most savage of all in those ancient times) but we must be honest and admit that we did not paint a very pretty figure in those days. Here I am referring to all the people with blonde hair and white skin, living not only in Europe, but in Asia, their place of origin. (Asia here means people from the Middle East and not from China) this forces us to ask the following question, Why did Europeans feel shame when they came into contact with Africa? Where did their shame stem from? It is this shame which is behind our enslavement and oppression. In recent years, there has been a lot of talk about the end of western civilization and we have all heard conservative and right wing politicians in the West lamenting the loss of western values. But what is Western civilization? What exactly are Western values? If you have travelled across Europe as I have, you will see walled cities, military forts, canons, pistols, and guns, all manner of swords and statues of war heroes. In short, you will see an arsenal of weaponry and materials for waging war. In my opinion, war is not what most people imagine when they think about civilization. This may surprise many people but the West has never had a civilization if you exclude war from that definition. So where did the West get all its architecture, laws, religion, human rights ideas, its so called values, etc.? They got them from Africa. Before they visited Africa they had none of these things. In fact, Europeans had spent their time on the planet developing more and more lethal weapons to wage war and kill each other. Africans in contrast, had spent their time on this planet mapping the stars, studying the changing seasons, inventing literature, the arts, architecture, mathematics, writing, inventing the calendar, medicine, worshiping their gods, mummifying their dead, preparing for the afterlife, even inventing the very wig that so many black women can no longer do without today, in short, trying to build the things that we consider today as civilization. As a result, when they came into contact with Africa s splendor, Europeans felt inadequate, ashamed, inferior, because they had built nothing similar in Europe, only weapons of war, and so they were envious and started plotting to take Africa for themselves and enslave African people and that is exactly what they have done. So what has been promoted as Western civilization during the last 500 years is none other than the civilization of African people which they have simply confiscated and claimed

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as their very own. Today, the West has reached the peak of its power and it is still in the warmongering business, and still sowing death and destruction in its path. Iraq is a recent example and perhaps Iran will be next in line, however, it now prefers to let the other races kill each other while it concentrates on supplying all the materials necessary for them to accomplish this task and rake in the profits from their deaths, especially from the deaths of African people who unfortunately have become infected with the western warmongering virus after centuries of close contact, to the point where Rwandans exterminated 4 million of their own people in the short space of only 3 months. As many people are unaware that the West has claimed African civilization as its own, they are often confused by the contradictions they see in Western society. So they can t understand for example how slavery and human rights can co-exist side by side but if you understand that one comes from Europe (slavery) and the other comes from Africa (human rights), then there is absolutely no contradiction whatsoever. Furthermore, as they do not genuinely believe in such concepts they often end up only paying lip service to them. Do you remember that Europeans were holding a book in their hands which clearly stated thou shalt not kill while they were raping and killing our ancestors? Worse, the ships our ancestors travelled across the Atlantic Ocean on had biblical names such as the good ship Jesus or John the Baptist. Today, Mr. Bush talks about god and drops cluster bombs which kill women and children in the same breath. This is exactly what his ancestors, the founding fathers, did when they exterminated the Amerindians, the original inhabitants of the USA. This dichotomy can be observed in many areas in western society because they have simply juxtaposed their warmongering culture to African civilization and promoted it as their own.. Now you can understand why there is so much injustice, poverty and exploitation on one hand and false philanthropy on the other in our world. If you have ever wondered why there are so many humanitarian and Christian organizations all over Africa apparently working to help lift Africans out of poverty, yet Africans still do not have access to clean drinking water now you know why. Next time the G8 countries get together and begin to wax lyrical about how they intend to lift Africans out of poverty, please do yourself a favor and turn off your television. . The education of the black child caused great fear among the Europeans because they knew the genius of the people they had enslaved. What could they therefore teach African children whose birthright they had stolen? For a start, they certainly couldnt allow black and white children to compete equally because the white children would have been humiliated by the brilliance of the Africans. The problem was only solved when the minority white population realized they were the sole decision makers in terms of what information was to be taught or withheld from their black students and furthermore, they had the monopoly in the writing and in the publication of the books, manuals and other materials that black people would read. So, they simply

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decided to give our children an inferior quality of education instead. Professor Wilson says that the education of the black child has never been and can never be the same as that of the white child because the white child must be taught how to rule and dominate others, while the black child must be taught how to serve and obey, hence the dual role of the western educational system. In spite of all the talk about equality, desegregation and. Mr. Bushs famous no child left behind policy, the educational system in the West has not changed one iota since the days of slavery and continues to ensure that African children receive an inferior quality of education in comparison to their white counterparts. In order to maintain this two tiered system they have invented all kinds of covert strategies such as intelligence tests, special education classes, hierarchy between schools, etcetera, In short, they continue to teach our children how to serve and obey which of course our young males totally reject. In fact, it is the information they teach in the school system which destroys the self-esteem and the will to succeed in our children and that is exactly what it is intended for. As a result, they lose interest in school, begin to experience difficulty and eventually they drop out and become delinquents. This fear of being humiliated by African people is still very strong today and is one reason why many whites abandon certain professions and sports that black people enter and why they are so hesitant to allow black people into certain professions. When black people dominate an area of activity or profession, whites often give the impression that it is really of no value whatsoever, however, this behavior is simply a self-defense mechanism which they adopt in order to avoid feelings of inadequacy, inferiority and the pain of being outperformed by African people, in other words, the same feelings their ancestors experienced so many centuries ago when they first encountered Africans. Teaching African children about their glorious past would have been counterproductive because of their fear of being humiliated by Africans, so instead they decided to distort both African and world history by teaching falsehood. For example, many people today are unaware that Egyptian civilization predates that of Rome by thousands of years because they have erroneously been presented as contemporaneous, yet Roman civilization had not even begun when Pyramid building stopped in Egypt around the 14th Dynasty. Worse, most people still do not know that there are more pyramids in Sudan than in Egypt, or that this is where this style of architecture originated. In fact, the civilization of Nubia (Sudan) predates that of Egypt... Since most of our people are unaware of the importance Sudan in our history the impending catastrophe which the proposed Kajbar Dam represents leaves them totally indifferent. This dam, just like in Egypt with the building of the Aswan Dam will erase forever all of Africa's ancient history in the Sudan, thus making this knowledge inaccessible to future generations of African people.

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Today, because of these distortions most black people are totally ignorant about their true history. Instead of teaching African children that their ancestors, the ancient Egyptians, were the true builders of civilization, (the pyramids, obelisks and temples still stand as proof today), they were taught that it was the Greeks and Romans. Instead of being told that Imhotep the Egyptian was the father of medicine, they were taught that it was Hippocrates. Instead of being taught about the first universities founded by their ancestors in Timbuktu and Djenne in Mali, they were taught that Africans were an oral people who knew nothing about writing. Instead of being taught about the great Shona civilization of Zimbabwe that built a city bigger than London or the artistic genius of the Nok civilization of Nigeria, they were told that their homeland was a dark continent, where their primitive, savage, ancestors roamed the wild jungles from morn till night practicing cannibalism and that luckily, God sent kind-hearted and charitable European Christians (Tarzan) to civilize them and to teach them his word in order to save them from themselves. To add insult to injury, they invented a racial hierarchy with themselves at the top, and Africans at the bottom and justified it by saying they were gods chosen people and therefore superior and that God had given them a land overflowing with milk and honey, (Africa) while our ancestors were heathen, devil worshipers who God himself had cursed and therefore we deserved to be their slaves. These vicious lies continue to be believed by millions of people, both black and white and are one of the reasons for the rampant and chronic racism in our societies today. Today whites continue to promote African genius as their own. For example, African people invented rock and rap but it is Elvis Presley who is known as the king of rock and roll while Eminem became the first rapper to win an Oscar. Likewise, Bill Gates has become a household name and a millionaire but without the genius of Dr. Mark Dean and Dr. Philip Emeagali, two African scientists, the computer would not have become accessible to the masses of people on the planet today. This was how the theft of African civilization, the brainwashing and the miseducation of African children and African people took place. If their plan has been so successful it is because they knew that in order to succeed they would have to target African children at a very early age. They, like our ancestors, understood that if you train up a child in the way that you want it to go, when it is old it will not depart from it and that is why from the beginning of slavery, African children were divested of their names and their languages. Furthermore, to submit Africans to their authority, they used religion to terrify African children by teaching them the fictitious story of the bible, plagiarized from the Egyptian Osirian myth, as fact. This story promised African children a life of suffering (hell) if they were disobedient to their master, (the slave master, not a supreme being as many black people mistakenly believe) but heavenly wealth after death if they obeyed.(paradise)

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The real tragedy is that this distorted African story that generations of black children were forced to memorize, continue to be taken literally by millions of African people around the globe, who have spent their entire lives waiting for this ancient Superman named Jesus Christ to burst through the clouds and deliver them from evildoers. The tragic irony is that today it is African people, the victims, who are keeping this religion which was forcefully imposed upon our children during slavery, alive. They are its most fanatical adherents in contrast to their oppressors own people who have long since stopped believing in this myth. Reparations can never ever compensate for the incalculable damage this myth has caused to millions of African people who have literally put their lives on hold in our world because they sincerely believe that only after death will they truly begin to live. The Western educational system therefore will always produce dysfunctional African children because having committed the most horrendous crime on this planet and lied about it they are forced to continue. Their propaganda machine must continue to make African people believe in the fantasy of the bible, believe that whites are superior, that western civilization is better than their own, believe they must fight in the illegal wars waged by the West all around the planet, believe that Africa is a continent without a future, believe Africa is poor, believe that poverty, injustice and exploitation has always existed in our world, believe that Africa is facing a demographic explosion (overpopulation) and dying from Aids (depopulation) at the same time (an illogical equation), believe they must work hard to promote Western interests and all the other fantasies which our people accept as fact which are too numerous to mention here. This is the reason their media feed our children negative information 24 hours a day that is designed to sap their energy, destroy their confidence, intensify their feelings of worthlessness and self hatred and increase their admiration for the West. The goal is to make every African child a Michael Jackson This is the strategic destruction of the African psyche that the West has put into place and why it is important that African parents and the African community understand these negative forces which are working to destroy our children in order to delay the liberation of African people. This is also the reason they treat us in the most despicable manner. We suffer the worst health, live in the most horrible conditions imaginable, are the most disrespected and abused people and do not live life as it should be lived. That is why black churchgoers often say we are only passing through in this world. What else can they say considering the lives that most of our people lead? On the other hand, Westerners live comfortably, eat properly, enjoy good health and live long and happy lives. In short, they are alive while we are dead because they have killed us. But we can be resurrected by erasing them from our minds in the same way that they erased African history from ours. This is what I believe Dr. Kamau Kambon was trying to get across when he said 2 years ago that the solution to the black mans problem was the

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white mans extermination. Many people in their ignoran ce thought he meant the physical extermination of white people. It is ludicrous to think he was talking about their physical elimination since the West has weapons which can annihilate every single African person on the planet. What he obviously meant was that in order for African people to come out of their comatose, zombied state and lead happy and fulfilling lives, they must kill the white man metaphorically, mentally by replacing his lies with the truth. The West will never willingly admit the truth because they have too much to lose. They would have to admit the theft of African civilization, the mass murder of African people and the perpetuation of lies. Furthermore it would raise too many questions. For example, if the Bible is fiction, then who are its real authors? Is it true that Shakespeare was one of its writers and that is why he is known as the most famous writer ever? If there are no chosen people, then who are the people in Israel parading as Jews? Why have they been placed there? Why does the USA defend them so stubbornly? What is the real purpose of the pope? What information are they hiding in the Vatican? What have they done with the information they took out of Africa? What really happened during the Second World War? Who was Hitler? Why did the church protect neo-Nazis? That would raise more questions about the recent past such as, who really destroyed the world trade center building on September 11th. Why was it destroyed? Who is Ben Laden? Why have they been unable to find him, although seriously ill? Does he really exist? Why did the West lie about the war in Kuwait? Why was the world made to believe that Saddam Hussein had weapons of mass destruction when he didn t? Why was he killed? What is the real reason behind the so called war on terrorism? Why are they now picking on Iran? What are they hiding? Who can tell us the truth? These questions and a million more is what the Western world would rather not have to answer African people and the rest of the world after 500 years of telling them nothing but lies. On the internet under the bible story about the stolen birthright this is the warning that you will read It never pays to tell a lie. Once you tell a lie you must tell another, and another to cover up the first lie. Not only will all these lies catch up with you, but they can cause you many troubles, just like it did for Jacob and Rebecca. That is what the West has done but their lies are catching up with them and they will have to pay the consequences. We must no longer allow the West to claim African civilization as their own because our ancestors spent millions of years painstakingly observing, collecting, recording, creating and preserving it for us, their heirs, to allow Western bullies who refused to do the same for their people to simply come along, steal it and claim it as their own simply because they had more advanced weapons than our ancestors. .More and more African people are only just beginning to realize this. We must tell the truth. We must reclaim our pyramids, our obelisks, our medicine, mathematics, astronomy, physics, writing, our administration, our laws and our concepts. We must reclaim the

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famous 10 commandments which we have been taught god gave to a man named Moses. They come from Africa and there are 42 of them which our ancestors called the MAAT (the divine principles of peace, harmony, balance and justice) while the West calls them the negative confessions. Even the very cross that the church uses is African. Its called the Ankh. We must study African history to find out what our ancestors left for us and every single concept or object that they invented we must take back. Our ancestors demand that we reclaim our birthright that was stolen from us. We will know that our people have reclaimed their birthright when African people want to study and receive diplomas from African schools and universities rather than those in the West, when African people want to work for African companies rather than western multinationals, when our young men and women especially our famous people want to marry African people rather than European men and women, when African parents prefer to give their children African looking dolls rather than European ones, when African people stop bleaching their skin because they prefer their own, when they prefer to give their children African names rather than European ones, when they prefer to pray to an African god rather than a European one, when Africans reject the warmongering religions of their enemies and return to the religions of their ancestors, when they feel empathy and compassion for African people first before they feel them for Europeans, when they love Africans first before loving Europeans, when Africans want to use their resources to develop and improve the lives of their people first before the lives of Europeans, when Africans set up their own economic system, their own political system, their own laws and their own currency rather than continue to use those of the West, when they remove the artificial borders created by the west and return to Africas natural borders, when they want African languages to be the official languages of Africa and teach them to their children rather than those of the West, when African men stop Europeans and Arabs from sexually abusing and enslaving African women and children, when Africans stop saying they dont see color and are proud to be Africans, when African people want to defend Africa before they defend the West, and finally, when they want to study African history before they study the history of the west. This is what our ancestors did because this is how normal human beings behave. This is also what the Japanese, the Indians and the Jews that our community admires so much actually do and is the secret of their success. This is why they seem so unified and organized as a people. We dont behave like them because Europeans did not tamper with their normal behavior patterns in order to subjugate them and use them to further Western interests. How do you think they were able to conquer Africa and bring us to the West to be their servants so that most of us today only want ,to live in peace and harmony with our enemies? Do you think it was by whispering sweet words in our ears? It was by exterminating 600 million Africans and turning us into abnormal human

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beings. That is the price that our ancestors paid and our people continue to pay for the theft of our land, our wealth and our subjugation. Their propaganda has made us believe that the worst holocaust on this planet was in Nazi Germany where 8 million died. In fact, we need to find out the real reason why they have poked that down our throats. The Iranian president Ahmadinejad has said that the Jewish holocaust is a myth and other people who have raised questions about this are immediately sent to prison or accused of anti-Semitism, however, considering that we have been taught nothing but lies during the last 500 years, we should be very suspicious of every single thing that we have been told. Why do they want to start a war in Iran today and remove Ahmadinejad? Does he know too much? What exactly do they not want the world to know? Why did they kill Saddam Hussein so quickly? Im sure it has nothing to do with the death of the Kurds. We should want to know the answers to these questions. That is why each person of African descent must become a modern day sleuth to find out exactly what happened on this planet. All the aberrations that we see in our community and which makes us so fragmented and disorganized is a result of this horrendous crime. It is this slave mentality which has been passed down from generation to generation which makes us behave in such self-destructive ways although slavery was abolished years ago. The only way for African people to stop to behaving unnaturally is to learn how that process took place, to talk about it and then to make a conscious effort to practice the above mentioned behavior, but we cannot heal if we continue to deny that we were intentionally made to behave in an abnormal manner by our enemy because it was the only way to subjugate us and to steal our land and our wealth.. In a war, you do whatever is necessary to destroy your adversary and that is what Europe did. Finally, when we become Africans again most of us will want to live in Africa rather than in the West. This is the nightmare of the western world as it means they will lose their entire low paid labor force which they have depended on for the last 500 years. Can you imagine the economic catastrophe that will take place in the West when African people wake up from their anesthesia and decide to return home to Africa? Who will cook their food, look after their children, clean their homes and their streets, and provide their entertainment? Who will provide jobs for their police, their judges, their sociologists, their teachers, and etcetera? Who will buy their products? Who will they abuse, brutalize murder and rape with impunity when we leave? How many Jenna 6 s do you think they will have when we go back to Africa? Who will fill up their prisons? Who will do all the jobs that African people have done for them during the last 500 years? In short, who will become their new slaves when we decide to return home to Africa? The Asians? The Arabs? I doubt it. That is why the return to Africa must be handled with extreme caution because African people are in grave danger of being reenslaved when they finally come out of their daze and decide to return home.

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This is what the end of Western civilization means. Its not about some Superman coming out of the skies, thats what their propaganda would like you to continue believing. In spite of all the propaganda about the laziness of African people, it is our labor and our ignorance that has kept the West strong for so long and it is only African people who can destroy what is erroneously known as western civilization? If Africans around the globe decide tomorrow not to work, the western economy will collapse overnight, but propaganda has made us believe that without the West nothing can function on this planet. Wall Street and the City are only betting shops where you place your bet; if the horse and the jockey dont run (worldwide African labor force refuses to work) there will be no race. (No profits for Western investors) It was our capacity for hard work why Europeans exterminated the Amerindians of the new world and brought us to be their servants. They were familiar with our workmanship. They admired our temples, our obelisks, our pyramids, etc., while they were unfamiliar with the workmanship of the people of the new world. That is why our lives have been spared. Its not because they want to live in peace and harmony with us. Its because we are their workhorses. What will the West replace African civilization and African people with when our people finally decide to bring their oppressive system to an end? What will be the reaction of the masses of white people when they find out that what they have believed to be their civilization for the last 500 years is nothing more than the civilization of African people which their ancestors stole, since they too have been kept in total ignorance of the truth? What will their reaction be when their shame is exposed to the entire planet? Their ancestors wrote down in their guidebook, the bible, what the consequences will be when the truth is finally revealed and their crime exposed to the whole world. There will be weeping and gnashing of teeth. It will be painful, as the truth always is. Do you now understand why the Miseducation of the black child is so important and why the West has spent so many centuries ensuring that black children believe western propaganda. How were African people to know that somewhere in their development the Aryan (white) race became lazy and decided to adopt a get rich quick mentality without having to lift a straw This is a criticism which is often directed at young people in our society today, however, isn t this the essence of western society? Isnt this how the West got rich? Once again propaganda has made us believe that it is due to hard work that the West is wealthy today, when in reality it is because African people have been working and are still working to enrich them. This also demonstrates the absolute power of propaganda which is to make people believe that which is not true. In fact, western society is nothing more than a vast propaganda machine. The motto of the Europeans became war means wealth, peace means poverty. They decided to wage war and enslave and exploit each other in order to acquire this wealth, and eventually when they came into contact with the peaceful peoples of the New

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World, Africa and the Pacific Islands it was very easy for them to accomplish their goal. Before the racist government in South Africa bludgeoned Steve Biko to death, he stated that the most potent weapon in the hands of the oppressor is the mind of the oppressed. That is exactly why the West from the very begi nning of slavery and colonialism targeted African children and never left their education in the hands of African people? It is through the educational system they have been able to organize our childrens education around their interests and goals in detriment to our own in order to maintain their control. The time has come for our community to educate African children according to the goals and aspirations of African people. African parents must teach their children the true history of Africa because only when they do, will they want to promote our interests and not the interests of others. Promoting the interests of African people is one of the greatest fears of the western world because they know that when people feel confident and good about themselves it is very difficult to manipulate and control them, and that is the reason they have always ensured that African children receive an inferior quality of education which denigrate their motherland and the achievements of their people. In conclusion, there is a macabre ritual which takes place after every general election in the industrialized countries which have nuclear weapons. The outgoing and the incoming president are left alone for 15 minutes as they share a secret code which only the president has access to. According to the theory, when there are no other options left, the president will simply type in the secret code, press a button and release nuclear weapons which can obliterate almost the entire planet. In their bible, the West has already told us what their solution will be when the end comes, and their world falls apart .This ritual is a warning to African people that if we do not want this planet obliterated by people who have never had any respect whatsoever for human life, we do not have another instant to lose. Professor Wilson warned us before he died that our days on this planet are numbered if African people refuse to make the strategic decisions and the right choices required today. That is why there must be a complete paradigm shift in the way of thinking in the African communities around the world. And that paradigm shift will only come when our people have the right information. It is my hope that this article will contribute in some small way to helping African people and especially African parents get the right information in order to save our children and hasten the end of the unfair western capitalist system. Black parents must understand that an African centered education is an absolute necessity for African children if we are to offset the damage from the slave school which we now know was never intended to educate African children to become wholesome, functioning members of society in the first place.

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We should already be preparing to restore the African system that our ancestors left us in its untainted form after the coming tsunami has passed since it is undoubtedly one of the best that humans have ever invented. In other words, the New World Order. It was Africas genius which attracted her oppressors to her shores, it was her tremendous wealth and the genius of her people why they were enslaved, and it will be the genius of African people again that will liberate them from Western tyranny and bring peace back to this planet. That is why it is no accident that Africans were the first inhabitants of this planet. This article is dedicated to the memory of George G.M James author of Stolen Legacy who paid the ultimate price because he dared to tell African people the truth and to my nieces and nephews generation, who are soon to be or are already parents, so that their children do not grow up as ignorant as my generation and their generation were concerning the history of African people and of the world. You can stop the messenger but you can never stop the message. Today luckily we have a formidable messenger in the internet to spread that message. The 42 divine principles of MAAT: http://www.nubeing.com/unblind2/42.htm Related Articles on this site: Skin bleaching This behavior is a direct consequence of children who did not receive an African centered education. To be distributed widely, especially to parents with school age children. This article may also be posted on blogs and websites or in any printed material around the globe without the permission of the author. It should also be translated into African languages and read aloud in areas where our people are unable to read and write. FROLINANS NATIONAL STRATEGY An application of Dr. Amos Wilsons Blueprint for Black Power combined with Marcus Garvey and MXs Black Nationalism and the contributions of the 1960s Black Power and New Afrikan Independence Movements. Abstract: In this paper my thesis is a prescriptive one. It is a "Theory and Practice to Break the Chains of National Oppression" that represents an application of Dr. Amos Wilsons Afrikan Liberation psychology teachings and his Blueprint for Black Power reclamation of Black self-determination paradigm. I argue that because the masses of New Afrikan* people live under de facto colonization and third world nation status, with strategic implementation of a New Afrikan revolutionary theoretical framework and program of decolonization, based on a Nation-within-a-Nation consciousness, commitment and conduct, the New Afrikan Independence Movement can be pushed forward towards our ultimate objective of national independence. Within the context of the aforementioned notions i.e., colonization and nation within-a-nation, a National Program of Decolonization can be implemented and propagated throughout New

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Afrikan (Black) communities across the United States that will positively reflect and impact the cultural, political, socioeconomic and moral needs of the masses of New Afrikan people and thus, serve as a template for present and future New Afrikan Education and Nation-building paradigms and praxis into the 21st century. RBG Communiversity Required Textbook; Blueprint for Black Power Main thesis is "economic destiny determines biological destiny"; and in order to secure politico-economic power (Black Power) in the 21st Century, we must see ourselves as and function as "a Nation-within-a-Nation" and solidify an "Afrikan American / Caribbean / Pan-Afrikan bloc" to generate Black power in the United States. RBG Communiversity Curriculum Standards ACCESS THIS DOCUMENT FOR THE LESSONS INTERACTIVE VERSION RBG BLAKADEMICS: Curricular Domains, Fields and Aims Outline and Links to Content Akotos Afrikan Centered Thematic Inventory provides [the major themes of Nationalist / Pan-Afrikanist centered theories of liberationand the philosophical foundation of Afrikan centered curriculum Blueprint for Black Power, pg. 130, 2000 AWI RBG Communiversity Curriculum Outline The interdisciplinary curriculum fields are listed below under the curricular Domains, and include the subject areas that comprise the respective Fields of learning/teaching and Aims in RBG Street Scholars Think Tanks curricula. RBG-BLAKADEMICS-Curricular-Domains-Fields-and-Aims-Outline-and-Links-toContent I. II. III. IV. V. Cultural Ideological A. Culture and Ideology B. Creativity Spiritual Psycho-Affective A. Self-Knowledge B. Ethics and Morality Socio-Political and Economic A. Political Economy B. Cognition and Inquiry C. Technology D. Mathematics E. Sciences F. Computer Sciences Technology A. Mathematics B. Science C. Computer Science D. Functional Skills Nation building (Practical Applications) A. Career Development Apprenticeships B. Research Theory and Practicums C. Community Development Projects (FROLINAN)

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The Afrikan American Community as a de facto Third World Nation (Wilson, Blueprint for Black Power 1998, pg. 507-509) Dr. Wilsons Black National Debt Concept Many Problems exhibited by the Afrikan American Community reflect more its inadequate economic organization and management as a nation than its outright poverty or impoverishment of human resources pg. 508 Things that can be traced back to us as a Nation with a disorganized economy 1. 2. 3. 4. 5. 6. 7. Inadequate education, recreation and socialization institutions Lack of employment opportunities Family instability and disruption Inadequate housing Anti-social and criminal behavior Drug addiction premature death and disease
Afrikans in America as a de facto Nation-within-a-Nation Blueprints Thesis Economic Destiny Determines Biological Destiny In his Nationwithin-a-Nation chapter Dr. Amos Wilson seems to be saying Afrikans in America are a politically disenfranchised, economically exploited, socially degraded, and alien culture dominated Nation-within-a Nation, in large part, borne to its lack of a Afrikan Nationhood consciousness, commitment and conduct. At one juncture he makes this point by saying: except for its mainly second-tier alien employment status, its cultural entertainment contributions to the American market economy, its role as a mass consumer market for White American manufactured products and services, its RBG WW 1 Nation Blueprint full-spectrum participation in and integration into American for Black Power Study Cell Guidebook society is negligible. (Wilson, Blueprint for Black Power 1998, pg. 504) Some History of the Afrikan in America Nation-within-a-Nation Concept In his essay How Black Awakening in Capitalist America laid the foundation for a New Internal Colonialism Theory Pinderhughes states the following; There is a 180 -year-old tradition of black activists viewing African America as a "nation with a nation." The slogan is notable in the national black convention movement's first call to unite in 1830, as it responded to the program against the blacks of Cincinnati in 1830. Martin Delany

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utilized it in his colonization appeals. In 1853, Frederick Douglass embraced the formulation in his call to black national consciousness. Cyril Briggs employed it in his Amsterdam News assessment of the contradiction between the African American condition and President Wilson's World War I peace proposals. And it was the title of W.E.B. Du Bois's call in 1935 to sidestep Jim Crow segregation during the Great Depression with a cooperative economic program. (Outline and emphasis of Mines)
From: How Black Awakening in Capitalist America laid the foundation for a New Internal Colonialism Theory (Pinderhughes, Charles 2010)
Dr. John Henrik Clarke use to teach to be Free and Sovereign a people must have their: 1. Own Land 2. Own Economy 3. Own Name 4. Own Language 5. Own Culture 6. Own God A National Committee or Council of Leaders In Blueprint for Black Power, based on Dr. Chancellor Williams A Master Plan, Dr. Amos Wilson calls for A National Committee or Council of Leaders. He says member organizations should be unequivocally Afrocentric in composition. He adds further They should avoid like a plague the significant influence in or the leadership of their organization by persons tied to the Democratic or Republican parties, Marxist groups, proselytizing or overzealous religious groups, Eurocentric socialist and assimilationist Blueprint for Black Power, pg. 55, Sept. 2000 [emphasis mines] DR. CHANCELLOR WILLIAMS: A MASTER PLAN The Shape of Things to Come: A Master Plan Tutorial 2 Ch. XV, Destruction of Black Civilization, Dr. Chancellor Williams TWP, 1974 Frolinan is a Program of Decolonization offered to; reverse Our National Debt & Mass psychopathology by way of attacking 7 Cardinal pathogenesis factors that block our politico-economic development as a Nation

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The pathogenesis of the present day ill-condition of the masses of New Afrikan (Black) people and community inside the U.S. can be, in large part summarized, as a combination of: 1. 2. 3. 4. 5. 6. 7. disunity, dependency, fear, ahistorification, a lack of vision, politico-economic disorganization, and most importantly, the all-consuming "underdevelopment" of our state of mind , will and intent as a Nation of Afrikan people (New Afrikan Nation-within-a-nation) These are the 7 CAUSES (cardinal pathogenesis factors) OF OUR NATIONAL OPPRESSION, A set up for exploitation and colonization by stronger nations
THE QUEST FOR BLACK POWER- 21st Century The overall goal of RBG and FROLINAN is to reverse our POWERLESSNESS ECONOMIC EXPLOITATION AND COLONIAL DOMINATION THE FIGHT FOR BLACK POWER MUST TAKE UP WHERE WE WERE DEFEATED, without this common national consciousness and perception of our existence, based on history, our practice will continue to be confused and chaotic, without the historical continuity which serves to give practical guidance to our struggle and movement on the road to independence Frolinans initial objective is to evolve a united strategy and direction amongst the many New Afrikan nationalist formations / organizations / movements of local, regional and national significance. Once this has been achieved, the second objective will be to implement a transitional program for New Afrikan liberation whereby we will strategically demand and tactically secure control of the socioeconomic and political institutions of the urban and rural areas where New Afrikan people comprise the majority by pointing our economic decisions as a Nation-within a-Nation.

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To Summarize FROLINAN with remarks from Dr. Wilson An application of Dr. Amos Wilsons Blueprint for Black Power combined with Marcus Garvey and MXs Black Nationalism and the contributions of the 1960s Black Power and New Afrikan Independence Movements. The actual empowerment of Black people under the banner of Black nationalism cannot occur as long as the two main ingredients necessary for power-definition and organization-are missing or underdeveloped (Wilson, Blueprint for Black Power 1998, pg. 855) Even if Black Nationalist motives and purpose were perfectly defined and matched, Black Power would still prove elusive without organizational appropriateness and a sufficiency of human and material resources (Wilson, Blueprint for Black Power 1998, pg. 856) Blueprint for Black Power the Study Cell Guidebook-2013 Update One of Two RBG Blakademics Required Textbooks Dr. Amos Wilson- History as an Instrument of Power Blueprint for Black Power: A Moral, Political, and Economic Imperative for the Twenty-First Century Blueprint for Black Power details a master plan for the power revolution necessary for Black survival in the 21st century. Blueprints posit that an African American/Caribbean/ Pan-African bloc would be most potent for the generation and delivery of Black power in the United States and the World to counter White and Asian power networks. Wilson frames this imperative by deconstructing the U.S. elite power structure of government, political parties, think tanks, corporations, foundations, media, interest groups, banking and foreign investment particulars. Potentially strong Black institutions as the church, media and think tanks; industry; collectives such as investment clubs and credit unions; rotating credit associations such as Afrikan-originated esusu, tontine and partner are analyzed. Pan-Afrikanism, Black Nationalism, ethnocentrism and reparation are assessed, often misused and underused financial institutions as securities, mutual funds, stocks, bonds, underwriting, and incubators advocated, thus elucidating oftnegated opportunities for economic empowerment.

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Extracts from Chapter 1| WHAT IS POWER "The oppressed and downtrodden, having been traumatized by the abuse of power by their powerful oppressors, often comes to perceive power itself as inherently evil, as by nature corrupting and therefore as something to be eschewed, denied and renounced. The pursuit of power is viewed as unworthy of virtuous persons, and the desire to possess it as sinful. Therefore, many among the powerless and poor feel compelled to find in their powerlessness and poverty the emblematic signs of their Godliness and redemptive salvation. How convenient a precept for rationalizing and maintaining the power of the haves over the have-nots! As the result of their ideological manipulation by the powerful and their own reactionary misperception of reality, the poor and powerless have been made to perceive the pursuit, possession and application of power in their own behalf as unbecoming to themselves. This is even more the case when through their nave acceptance of the self-serving deceptive propaganda perpetrated by the powers-that-be, their own reactionary self-negation, and their nursing of their internalized inferiority complexes, the poor huddled masses perceive the possession and exercise of power as the inherent and exclusive prerogative of the ruling classes or races." "To a significant degree Afrikan Americans accept and obey predominant White American power and its authorities (at least from social-psychological standpoint) because they agree with the rules of their establishment and expression as defined by White Americans; share with White Americans the moral, legal, and other values and perspectives which justify them; and to some extent (limited and of recent origin) because they, i.e., Blacks, have been permitted by White Americans to participate in political and social processes by which White power is given legitimacy. To a limited degree, Afrikan Americans have been permitted access to certain positions of competent and legitimate authority. These factors contribute mightily to their acceptance of White American power (domination) and the White American monopoly of positions of authority as legitimate. These forms of giving consent to the social power status quo on the part of Blacks help to obscure as well as deny the fact that they are in fact a dominated and severely exploited group (regardless of class); and helps to obscure the fact that their uncritical acceptance of the 'rules,' moral beliefs, perspectives, and their customary-traditional participation in the 'American (White) political-economic process and system is tantamount to the legitimating of their own oppression and to the consensual insurance of their own powerlessness. Rules, beliefs and consent are manufactured by those in power to justify, legitimate and serve their interests. In its origins White American power was not legitimated (i.e., voluntarily or contractually consented to, morally justified or politically-socially ratified) by Afrikan Americans who at the time of its origination were held in captivity (slavery) and to this point in time have

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been largely excluded from significantly participating in American legitimating processes. From the historical point of view of Native and Afrikan Americans, White power, in whatever form, is illegitimate. This is because such power rests essentially on the near physical and genocidal decimation of Native Americans, the theft of their properties, on the exploitation or forced labor (enslavement) of Afrikans, and on the systematic exclusion by Whites of both Black and Native Americans from the influential exercise of practically all forms of 'legitimate' power and authority in the United States. The rules and beliefs which provide the means for legitimating White power were in fact pre-established, preordained and imposed on Blacks against their will by Whites from the beginning. The illegitimacy of White American power is founded on the illegitimacy of its original sins--genocide, theft of property, and enslavement." "For social power to be exercised effectively the power holder must possess or control some important or valued material and/or social resource(s) which is the basis of his power. By strategically rewarding or depriving others of these resources, he may use them to influence behavior in ways compatible with his interests. Resources when used for such ends are referred to as power bases or resources. Power bases or resources may include physical safety, health and well-being, wealth and material possessions; jobs and means to a livelihood; knowledge and social skills; social recognition, status and prestige; love, affection, social acceptability; a satisfactory self-image and self-respect We have no intentions to review the quite sizable number of possible power bases here. We shall constrain ourselves to brief, but pertinent, discussions of those power resources which are of important relevance to Afrikan Americans and the power relations between them and European Americans. These power resources include property, organization, race consciousness and ideology. We do not include state politics in our discussion at this juncture because in the context of contemporary Afrikan American social, political and economic culture and the more basic issues it must resolve, state politics is of secondary importance to the Black community. Black politics and activism without the Black ownership of and control over primary forms and bases of power such as property, wealth, organization, etc., is the recipe for Black political and non-political powerlessness. The rather obtuse pursuit of political office and the ballot box as primary sources of power by the Black community and its politicians without its concomitant ownership of and control over important resources has actually hindered the development of real Black power in America. More ominously, there appears to be a paradoxical and positive correlation between the number of Blacks elected and appointed to high office and retrogressions in the civil and human rights extended to Black Americans during the past twenty years. Increases in homelessness, poverty, unemployment, criminality and

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violence in the Black community; disorganization of the traditional Black family, inadequacies in education, increases in health problems of all types, and a host of other social and political ills have all attended increases in the number of Black elected and appointed officials. That is, the more elected and appointed Black politicians, the more social, economic problems the Black community has suffered. While we are not implying a causal relationship between the increase of the number of Black appointed and elected officials and the increased misery indices of the Black community, we are implying or asserting that their increase obscures those things which are responsible for and do little to ameliorate or uproot the increasing prevalence of social and economic problems in the Black community. The community's concern with the election and appointment of Black political figures helps it to maintain false hopes that their attainment of office will significantly resolve its problems. The activities of Black politicians, given the current inadequacy of social organization and economic resources, harmfully distract the Black community's attention from recognizing and eradicating the true causes of its problems and the remediation of its powerlessness." "The responsibility of the Afrikan American community is to ensure Afrika's economic development. The ignoring of Afrika by the Western nations provide windows of opportunity open to native Afrikans to drastically reduce the massive outflow or flight of capital, which has been estimated to exceed 80 percent of the Gross Domestic Product, and to reinvest it in their own countries. Afrikan peoples and nations across the Diaspora must apprise themselves of a full, ongoing knowledge of the social, economic and cultural history of Afrikan nations as well as their contemporary status and reorganize their sociocultural and economic structures so as to initiate and fuel continental Afrika's growth and development. The Afrikan American community, especially, should vastly overhaul and reconstruct its educational orientation toward knowledge of the Motherland. It must realize that its own economic salvation is coterminous with or tied to that of Afrika's. It must invest money and human resources in Afrika's development and perceive its economic prosperity as its special responsibility and mission. The Afrikan American community must become vigilantly and jealously interested in U.S. and European policies toward Afrika and seek to influence those policies in both its own and Afrika's favor."

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DR. AMOS WILSON NATIONHOOD QUOTES No Black person has ever been taught to think like White Folks. If you thought like Whites, you would want your own nations, to control your own neighborhoods, to control your own economy, to have your own military, to control the resources in your own ground. Blacks come out of these schools and universities to be highly educated servants, slaves not in control of their own destiny. You would want to remove them from power. Knowledge must be wielded to a sense of purpose, people-hood and destiny. Then it becomes protective of your survival as a people. It is measured by how it protects your survival as a people, nationhood. Change your mind, your consciousness and change your circumstances. See your consciousness in terms of its Afrikaness, its life enhancing benefits, its consequences for your survival and goals as a people, measured in terms of its characteristics, what it must acquire. You must have certain intentions to do this. These intentionalities are the intent to be truly free, truly self-determining, to create prosperity for yourself and people, to be able to protect your interests by any means necessary, to stop depending on white folk for your life, job and well-being. Your mind will generate what you need when you give it a goal or purpose. If you want to develop an Afrikan-centered curriculum, start by asking What problems must we solve as an Afrikan people? Our problems include the problem of being dominated, not controlling our nations, being poor in the midst of affluence. What goals do we want to reach? What quality of life do we want to enjoy? What kind of people must we become in order to solve the problems that we must solve as a people? What kind of attitudes, relationships toward ourselves, one another, and Europeans/Asians/Arabs? What institutions must we develop so that we can act in terms of our interests? What kind of social and educational experiences must we expose ourselves and young to become the kind of people we need to become to solve the problems we need to solve? Unless education, politics and economics are designed to solve our problems as a people they are pointless. What kind of education and knowledge and information and skills and so forth must we develop so that we can build the institutions, develop the relationships, attitudes to be the people we need to be? Then work from there to look at your developmental psychology. In what ways do we grow and develop? At what point are we most ready to undergo particular kinds of experiences, so that we can match those experiences, with the developmental readiness of ourselves so we can maximize the kind of growth we need? We are only free in this country to do the wrong things. We say freedom is being able to do what we want to do-but ask yourself- What makes you want to do a thing? Your wants and desires have been induced. What we want and desire maintain the system of domination and destroy us as a people. Our problems, behavior etc. have a political and

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economic function. We are alienated so we can serve aliens. Our alienated psychology shows that we are controlled from outside. This state of alienation is functional for European/Asian/Arab power. Equality. Equality with whom? With enslavers and exploiters. Or do we want a new social system different from the current one. This is a moral issue and should have been debated and deliberated by the Black community. The Civil Rights Movement [NAACP, CORE, etc.] was founded on faulty moral premise of Equality of opportunity and results. You must know who and what you are as a people. Question all that you have accepted as right and true. Your time given to certain tasks in your curriculum is determined by your culture and history. If you say you suffer from low self-esteem, etc. then give time to that in the curriculum. Failure to do this causes Black children to be destroyed by the time system in these schools and universities, which are set up to deal with the problems of Whites/Asians/Arabs. Familiarly referred to as Brother Amos, he provided the average person with an acute analysis of where we are and the things that affect us. He served as a council to energize our race and those in positions of influence as to how to carry out their leadership responsibilities. Dr. Wilson's activities transcended academia into the fields of business, owning and operating various enterprises in the greater New York area. "When we get into social amnesia - into forgetting our history - we also forget or misinterpret the history and motives of others as well as our motives. The way to learn of our own creation, how we came to be what we are, is getting to know ourselves. It is through getting to know the self intimately that we get to know the forces that shaped us as a self. Therefore knowing the self becomes knowledge of the world. A deep study of Black History is the most profound way to learn about the psychology of Europeans and to understand the psychology that flows from their history. If we don't know ourselves, not only are we a puzzle to ourselves; other people are also a puzzle to us as well. We assume the wrong identity and identify ourselves with our enemies. If we dont know who we are then we are whomever somebody tells us we are." The Falsification of Afrikan Consciousness," Afrikan World InfoSystems, New York, 1993 p. 38 This book presents two groundbreaking lectures by Amos Wilson. The first, European Historiography and Oppression Exposed: An Afrikan Perspective and Analysis, was among the first contemporary analyses which delineated the role Eurocentric history writing plays in rationalizing European oppression of Afrikan consciousness. It explicates why we should study history, how history-writing shapes the psychology of peoples and individuals, how Eurocentric history as mythology creates historical amnesia in Afrikans in order to rob us of the material, mental, social and spiritual wherewithal for overcoming poverty and oppression. Moreover, this engrossing lectures provide information on the relationship between the rediscovery and rewriting of Afrikan

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history and achievement of liberation and prosperity by Afrikan peoples. The second lecture, Eurocentric Political Dogmatism: Its Relationship to the Mental Health Diagnosis of Afrikan People advances the contention that the alleged mental and behavioral maladaptiveness of oppressed Afrikan peoples is a political-economic necessity for the maintenance of White domination and imperialism. Furthermore, it indicts the Eurocentric mental health establishment for entering into collusion with the Eurocentric political establishment to oppress and exploit Afrikan peoples by officially sanctioning these egregious practices through its misdiagnosing, mislabeling, and mistreating of Afrikan peoples behavioral reactions to our oppression and our efforts to win our freedom and independence. Dr. Amos Wilsons Last Interview (1995) All of us may not live to see the higher accomplishments of an African empire, so strong and powerful as to compel the respect of mankind, but we in our lifetime can so work and act as to make the dream a possibility within another generation. Marcus Garvey Dr. Amos Wilson died in 1995 under mysterious circumstances. Few understand how he died; yet the method appears similar to Dr. Kha lid Muhammads death. Both were warriors for the African race. Dr. Amos Wilson asked: Why does the Black man say, Freedom is doing what I want to do! and why it is that everything he wants to do enriches the European? In light of Marcus Garveys quot ation (1920s), in light of Carter G. Woodsons statements (1930s), but also in light of Ibn Battuta statement on our excellence (1300s) our work will reward us. The African Blood Siblings has pointed out the North Star. Its time to point it out to others. This is how so many of our ancestors liberated our ancestors. This is how we will liberate ourselves. Inspire other ABS readers in everyone (thank them for subscribing), collect other ABS leaders from your age-grade (your community will become Prosperous, Independent and African). While resting, read the excerpt below. Its Dr. Amos Wilsons last interview. In addition, I added many hyperlinks; so if you read something that he said as interesting, I added more information from the ABS site. They killed this ancestor but his ideas live on in you and communities. He was writing Blueprint for Black Power (order from an African-owned store here) and they killed him but the ideas live on and Black Power is ours. Continue your work on the African Blood Siblings Community Centers (write to help more) and distribute our flyer; our restored Communities will internationally connect. We are the redeemers of Africa. RAW: Now you have raised the possibility of genocide before in books such as Blackon-Black Violence. Could you briefly talk about how Black-on-Black crime serves white supremacy by playing a role in our own genocide? WILSON: Well, what we are

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experiencing in the African American community is not just confined to America. Youll find this experience in the Caribbean, in Africa, wherever you have large populations of Black people. You go to Brazil Black children are being shot in the streets; people just get in their cars and shoot Black children. You will find this sort of thing going on in Uruguay. A lot of us dont realize that there are large populat ions of Black People in Central America and South America. Africa is suffering tremendously. You can even look the millions of Blacks in Europe. We are finding that there is a general oppression of Black people across the globe as the global economic system reorganizes itself, and reorganizes itself in a way to leave Blacks out of the global economic system, just as they are being left out of domestic economic systems. What youre getting here when it comes back to Black-on-Black violence are reactions to the dynamic economic changes. Youve got a lot of people who want to lay all of this on family values and the absence of old time religion and things of this nature. And while thats a part of the mix, you cannot just blame this all on the loss of family values. People dont eat values, you know. You have to actually work; you have to feed your family. There are concrete material things that people have to have. The mere training of people in family values is not going to solve this problem. As a matter of fact, when you transform peoples material position in the world, you transform their values. So a part of transformation of the values that we complain about is a result of the transformation of the concrete living conditions of Black people. The key to understanding the relationship that Black-onBlack crime has to white supremacy and genocide is knowing the context in which the problem occurs. Too often people want to talk about the problems that exist in the Black community as if they are unconnected to everything else going on in the country. This is a terrible mistake in analysis. You have to begin with the political and economic context in which a people exist in order to begin to understand their behavior. When Blacks commit violence against other Blacks, theyre committing it within a certain political economic context. Violent acts are social acts. We may call them anti-social, but they are still social, whether anti- or pro-, which means that they have to do with the nature of relationships between people. Thats what we mean when we use the word social. If we are to understand the social relationship of Blacks to whites and to the social and political system in which we exist. When we look at this system under which we exist as Black people, well see a connection between it and the kind of behavior the Black community is undergoing at this particular time. RAW: So youre saying that the rising tide of Black-on-Black crime is a direct result of the position of powerlessness that we currently occupy vis-a-vis the restructuring global economy? WILSON: Yes, to a very great extent. We dont think of crime as serving a social function. Some peoples negative behavior serves the interest of other people. For instance, Black children dropping out of school serves the interests of other peoples children, who then dont

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have Black people to compete against. Our dropping out becomes a service to those who then can enter the positions for which we are no longer in competition. As a matter of fact, during the first reconstruction, Blacks were robbed of the 40 acres and a mule promised them by the U.S. government as part of the REPARATIONS for slavery. A lot of people think thats just a myth; but that was an actual act of Congress. This would have given Blacks an economic leg up, an economic independence which would have served as a platform for our political independence as well. the white planter recognized that if you gave Black people this kind of land, they would not be able to use them in the cotton fields; they wouldnt be able to profit from their destitution. Its important to understand how you actually create poverty in a people so that you can use their services. You strip them of everything; therefore, they become utterly dependent upon you, and you use their dependency as a means of creating your own wealth and power. Black people arent poor by accident. This serves the interest of somebody. The energy that we put into hurting each other is the energy that we cant use to compete against other people. The stereotypes of Black-on-Black crime serve as a justification for other people to take advantage of us. But in a deeper sense, it serves to hide the criminality of whites. It makes us think that whites in America are not criminals and have not created a criminal. RAW: Now is it not true that numerically and statistically, whites commit more violent crimes than Blacks? WILSON: Definitely, just as there are more whites on welfare. Because of the media, you are lead to believe that Blacks are the only ones on welfare. But whites get far more money out of the U.S. government. Most of the money distributed by the U.S. government is paid to middle class white folks and upper-class white folks while we are made to believe that it is the poor Blacks and the people on welfare that are getting the bulk of the money from the federal government. You see, a service is performed there. While the white upper class robs the nation of its wealth, and even robs the white middle class, the elites point to Blacks as the ones who are bankrupting America. This is why you get image after image of Blacks on welfare, Blacks on crime. Those images serve the interest of those who are taking advantage of the system and want to hide how and what they are doing to the system. Our so-called criminality, our so-called being on welfare serves a useful political and economic purpose in the society. RAW: In your book, The Falsification of African Consciousness, you write about the critical role that history plays in developing the consciousness of a people. Could you elaborate on how knowledge of our true history can help us to overcome the myriad of problems facing us? WILSON: Those who do not study history will repeat it. Were talking about the first and second Reconstruction repeating itself. What I find interesting is the attitude that we in America have toward history, the belief that history is mere recapitulation of dates and times. Some people actually believe that history is unimportant in academic life or the life of a people. But one of the things that

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brings the importance of history to mind very quickly is when you try to teach Black History in schools, watch the objection you et to teaching Black history and culture. If history were so unimportant and meaningless, why is it that we have such strong opposition to the teaching of African history and culture? Why is it that the powers that be define how history is taught and what history will be taught? Its because they know intrinsically that history defines who we are. We are history. We cannot live in the future the future is always in front of us. And the present is essentially the leading edge of the past. You dont leave your past behind. The past lives in your brain; in your behavior; the way you see life and the way you see yourself. Everything that happens to you in the present is filtered through past experiences present in your mind. This means the past is operationally present at every moment. If that past is distorted, if your perception of it is incorrect, if its absent, then when you look at things in the present, your perception will be distorted. You will not be able to effectively use what your see right in front of your face. You will not be able to take advantage of possibilities that you have nor will you be able to design your own future, because your history has been distorted. Whites have stolen and distorted the history of Blacks so that they can influence the type of behavior we exhibit. They have been able to shape our behavior to support their domination of us as a people. Thus, we continue to serve their interest. RAW: Even when some of us find ourselves in a position of power such as Mayor, Governor, or President. WILSON: Oh yes, definitely. You must recognize that consciousness is power; being aware, knowing something, and being able to do something is what consciousness is all about. This grants power. Remember, we act in terms of what we know, what we believe, what we expect, what we value, what skills we have. All of this is part of consciousness. Therefore, when you manipulate these things, you manipulate peoples ability. History teaches us methods of coping. We learn from experience. Why do we teach our children things? We dont want them to make the same mistakes we did. In teaching history, we transfer from one generation to the next methods of solving problems. When we dont pass history on, you dont pass on problem solving methods and techniques to the next generation. That generation, without a sense of history, is unable to solve problems, because it has not received methods to do so. Its important to understand that the history weve been taught is not a history that brings with it problem-solving skills and other things needed to solve the problems that we face as African people.

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RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014

The Revolutionary Psychology of Dr. Amos N. Wilson

RBG COMMUNIVERSITY 2014