Awakening the Natural Genius in Black Children Workshop
Kamm Howard Amos N. Wilson Institute
The Journal of Pan African Studies, vol.6, no.2, July 2013
Kamm Howard is a leading figure with the National Coalition of Blacks for Reparations in America (NCOBRA). Howard is one of the founders of the Amos N. Wilson Institute in Chicago that operates as a Black think tank and means for testing the power theories of Dr. Amos N. Wilson. In 2011, Howard co-convened, with Pat Hill, the International Year of People of African Descent Coalition for African Descendants of Chicago also known as IYPAD-Chicago. This coalition supported a year of events throughout Chicago with the mission “to educate, mobilize, and organize people of African descent in Chicago around the IYPAD banner to promote the right for self-determination.”
[[As always, the PC critique is in double bracketed italics.]]
Abstract
In this paper we describe a workshop setting with young Black children that utilizes Dr. Amos N. Wilson’s premise that there are natural talents residing in our children from birth. By connecting this innate genius to the profound purpose of Black survival and empowerment, we can bring these children to a point where they will desire to awaken and develop their own genius potential. We reveal to them their intellectual heritage and genetic proclivities to bring about a liberated Afrikan existence relying heavily on Dr. Wilson’s works and specifically with his assertion that there is genius potential in all of our children from birth.
Keywords: Afrikan child development, Afrikan education, Institution building, Amos Wilson
In the Developmental Psychology of Black Child (1987) and again in the Awakening the Natural Genius of Black Children (1991), Dr. Amos Wilson provides powerful empirical evidence of intellectual abilities unique to African/Black children that are present at birth but occur in other children much later in their development. He calls this native proclivity a natural genius, a natural “head start.”
[[The birthPlane of Black children would be the actual environment of the birth (i.e., Vectors). Africa provides many diverse and beautiful physical and social-cultural environments for natural birth. The nature versus nurture debate can be invoked but for the most part, being that humans evolve out of Africa, one would think that the indigenous populations that remained in Africa would continue to benefit from the environments of Africa (versus other physical environments of the North). The “head start” idea must be discussed in terms of the new child’s Matrix of Vectors at birth and the inputs in those Vectors with FARTs. The child’s Matrix over the early time periods (Planes) has to also be considered.]]
Afrikan children’s intellectual potential is second to none. In fact, neonatal and early childhood research not only definitely indicate that the Afrikan child’s intellectual and behavioral capacities are the equal of the child from any other ethnic group but they may be significantly more advanced. That is, Black children seem to have been given a “natural head start” in intellectual and behavioral abilities. (Wilson, 1991, p.28) [[Again, the natural head start is a matter of looking at the Matrices from the birthPlane to age 2. GOP is the center of the behavioral abilities. The intellectual aspect begins with the accelerated development of MOP at around 2. But, again, GOP and MOP are developed as a function of the inputs received from the physical and social-cultural environments.]]
If this is so how do we develop this genius? What happens to this natural head start? Why is it not revealed in our children and in our communities now? The answers to these questions are contained in Wilson’s books identified earlier. Given the current state of educational (un)-achievement, there are some who think that our children’s genius potential has been destroyed and that we must write off yet another generation of Black children. In this paper we describe a workshop setting with young Black children that utilizes Dr. Amos N. Wilson’s premise that there is a natural genius residing in our children from birth. By connecting this innate genius to the profound purpose of Black survival and empowerment, we can bring these children to a point where they will desire to awaken and develop their own genius potential.
[[The answer to all the questions is PC. The head start has been destroyed by CC. The only way to connect with this innate genius is to overcome CC. The only way to overcome CC is with PC. PC’s language and ideas are the natural way to stimulate the natural genius. The ideas about GOP and MOP assessing all inputs of the world for a threat (contribution) to survival and flourishing and then producing a FART based upon the assessment is the foundation of the natural genius that has to be kick started to recapture the head start.]]
Black Education in America
The current state of Black education is dismal. When we witness the failure of the public school system nationally to educate our children, it becomes clear that measures outside of the school must be taken because too many of our children drop out before completing high school. Debates about the dropout rate for Black youth are ongoing. What is clear is that the educational system is failing Black children. Those that finish are often unprepared to enter college.
[[CC has made the current state of Black education dismal. The measures inside the school are all of the pedagogical theories and practices that have been conjured up and implemented for 70 years. Though the so-called better schools seemingly are producing excellence, the social, political, economic, psychological, healthcare, and cultural evidence proves that ALL children have a dismal education because of CC. So, PC is not just about the poorly educated.]]
In Awakening the Natural Genius in Black Children (1991), Dr. Wilson asserts that the natural head start in Black children can be squandered if appropriate activities are not brought into the child’s life to assist him or her in actualizing their genius. Thus, it is undoubtedly clear that the Afrikan child, whether in Afrika, the Americas, the Caribbean or elsewhere, is very amply prepared by nature to respond adaptively to the intellectual, socio-psychological, physical, and behavioral demands of his environment. Obviously, if he or she is appropriately stimulated, motivated, guided, and supported, he or she is perfectly capable of attaining the intellectual heights equal or superior to the children of any other ethnic group. It is with the appropriate stimulation, motivation, guidance and support where the promise or the problem of intellectual, behavioral, social and general personality development of the Black child lies. The “natural head start” of Afrikan children, is too often thwarted, stagnated, negated, or reversed by inappropriateness or inadequateness of these seminal factors. That is, the “natural head start” of many, if not most, Black children is not continued beyond early childhood (Wilson, 1991).
[[The appropriate activities are all about nurturing the child’s PC mental model (Inputs à Child Producer’s GOP and MOP via Vectors à FARTs (and all other Human Outputs)). The idea of the child being appropriately stimulated, motivated, guided, and supported is all about recognizing the child’s PC mental model and doing what’s necessary to create life Vectors (academic and otherwise) and provide wisdom inputs for those Vectors that are not Red FART infected by CC. The “natural head start” of Afrikan children, is too often thwarted, stagnated, negated, or reversed by CC!!! We must begin to see that CC is the problem. It’s the disease of CC that is the problem and not its many symptoms (all of the “isms”). Though the symptoms are deadly and have to be addressed, it’s CC that we must begin to give full focus and all social-political-economic activist efforts.]]
An examination of the educational realities faced by Black children only serves to verify Dr. Wilson’s conclusion for the majority of Black children. By understanding and tapping into these “seminal factors,” we believe that appropriate interventions – such as those described later, can provide the stimulation, motivation and guidance needed for the Black child, at any age, to reach his/her own genius.
[[The educational realities are Vectors that the child has in the Matrix plus the Vectors that the child’s significant others have in their Matrices plus the Vectors in the American Matrix that relate directly and indirectly to the child and the child’s significant others. We have to know what to intervene in. Hence, we must know the child’s Matrix, the Matrices of the significant others, and the America Matrix. A lot of work but if not done we stay on the hamster wheel of the past and current research and development.]]
Black Genius
There are many examples of giants amongst us whose natural intellectual abilities went unrecognized early in their education or whose intellectual proclivities simply were not nurtured. In fact, in some cases their lights were extinguished by a racist society, school system, and/or teachers who believed them to be inferior or unfit. Many of these individuals, only later, through some incident or chance encounter with the right motivation or stimulation, tapped into their genius. In our workshop setting, we call this having their genius switch “clicked on.” Malcolm X is probably the best example of one whose intellectual light was not developed until much later in life while he was in prison. Early as a child he was discouraged from being a lawyer and told that he was better suited for working with his hands. He began to actualize his genius when he was 22 after coming under the guidance of the teachings of the Honorable Elijah Muhammad. Similarly, famed neurosurgeon, Dr. Ben Carson, came into his genius tract after an emotional incident where he nearly killed another child. Prior to this incident and getting glasses, he was the worst performing student in his class. Dr. John Henrik Clarke, one of Black America’s greatest Sheps (Revered Ancestor) is another example. He often told the story of how he was considered the class clown until, at age 11 (the age where our young men are already being labeled prison bound), he was taken into the coat-room by his teacher and told how brilliant he could become if he would just “stop playing the fool.” It was the first time someone told him that he really had a mind that could lead to great things. From that point on, he sought to realize that greatness. Although we site these few examples, we could easily find hundreds of similar examples among many of our greatest heroes and heroines.
[[PC helps in recognizing those natural intellectual abilities and help nurture same. When the “lights are extinguished” it’s because of the CC infection of the Vectors in the Matrix. It’s all about Vectors. The encounter with Vectors (i.e., inputs) can spark MOP to be fully engaged in its work in the Matrix (especially, the copy/paste of inputs stored in Vectors related to one’s academic or esthetic interest. Malcolm’s GOP and MOP have an interest in Vectors related to the law but his MOP was dissuaded from these Vectors. John’s MOP was somehow always doing a “Ride Down” humor related Vectors to produce thoughts until his teacher made his MOP “Ride Down” academic related Vectors.]]
The Amos N. Wilson Institute
At the Amos N. Wilson Institute we contend that the late awakening of Black youth can be more the rule than the exception. If we begin with the premise that the genius within many of our children is not completely squandered, but dormant. Once it is brought into the child’s awareness and joined to a purpose of liberation, it can be awakened in many of our children today. We hold that “purpose” is the one major component of the educational process that is missing and is just as much a contributor to the lack of achievement in our children as the absence of the seminal factors such as adequate and appropriate motivation, stimulation, guidance and support, identified earlier by Dr. Wilson. It is vital that we understand that the major function of education is to help secure the survival of a people. When we talk about maximizing the intelligence of Black children we are speaking not just in terms of their ability to complete school, to get better reading and writing grades, and to go to the right colleges. We are concerned about enhancing their intelligence so that it can serve as a means for maintaining the actual physical survival of Black people. We are now at the crossroads. We are in a pathetic situation as far as the world is concerned. We are in a situation that is exceedingly dangerous and where we are questioning whether Afrikan peoples will survive into the next century.
***[[The genius within the child is the efficient and accurate work of GOP and MOP in his/her Matrix. What’s dormant is MOP having dominant Vectors that are related to academic success. KEY: Once the child’s MOP is exposed to PC (which overcomes CC) and made to “Ride Down” academic related Vectors that in and of itself is the moment of liberation. We are looking at the awareness and liberation as two separate things and they are not. PC automatically begets liberation. PC achieves the adequate and appropriate motivation, stimulation, guidance and support, identified earlier by Dr. Wilson. The idea that survival is the major function of education is incomplete. First, PC’s GOP and MOP are all about assessing all inputs of the world for their threat (contribution) to survival. BUT, the unknown and untapped aspect of PC is that GOP and MOP equally assess all inputs of the world for their threat (contribution) to flourishing! Indeed, it’s CC that sets up the false desired outputs of good grades so that one goes to college and gets a degree so that one gets a good job so that one can buy stuff. It’s about survival and more so flourishing (living under ancient African and Indigenous wisdom teaching.]]
And consequently, it’s going to take a different kind of thinking style, a different system of values, and a different approach to human relations to get us out of the quandary that we are in today--the quandary the European has put us in. And it going to require a different kind of education than what is available today. According to Wilson:
***[[YES! AND THAT THINKING STYLE IS PC!! THAT DIFFERENT SYSTEM OF VALUES ARE TAKING THE CURRENT LIST OF VALUES THAT ARE INFECTED BY CC, TRANSLATING AND INTERPRETING THOSE VALUES WITH A PC CRITIQUE, WHICH AUTOMATICALLY CREATES NEW VECTORS. THAT DIFFERENT APPROACH TO HUMAN RELATIONS IS WHAT THE THREE EASY STEPS TO PC IS ALL ABOUT (i.e., SEE EVERYONE AS A PRODUCER, SEE EVERYTHING YOU DO AS A PRODUCED HUMAN OUTPUT, AND SEE ALL OF THE INPUTS OF THE WORLD AS BEING UTILIZED TO PRODUCE THE HUMAN OUTPUTS. IN CONJUNCTION WITH PC’S PRODUCTION CHAIN, THIS IS THE DIFFERENT APPROACH TO HUMAN RELATIONS.]]
…We must evaluate an education that has us at the point today of not knowing when we are going to be blown up; when this world is going to be brought to an end. What kind of civilization is it that as it supposedly becomes more and more civilized becomes more and more deadly? It becomes more suicidal! It develops weapons and systems that can kill and destroy each man seven hundred times over….Yet we continue to pay taxes to support this system, we continue to admire the people that made this system, continue to want to be “equal” with them, and continue to want to be like them – these people who are threatening to end our lives and our very survival here on earth. They are unworthy of any further leadership on this earth. They must be replaced for our survival, for the survival of our children, and for the survival of this earth! (Wilson 1991, pp. 1-2) [Emphasis added] [[These is the opening lines of every essay and email that I have ever sent out to people (Producers). CC is behind all of what Wilson is preaching. Only PC can replace all that threatens to end our lives and the earth. Indeed, all of the above contain a huge number of inputs that our collective GOP and MOP must assess accurately as threats to survival AND FLOURISHING. We’ve missed the key flourishing aspect of how GOP and MOP naturally work. We’ve missed it because people are always speaking in the language of CC and not PC.]]
It is our education and our children’s education process that must bring us to this point.
For many of our youth we are told that they believe that to be educated is to “act white.” They describe ’acting white’ as speaking properly, being smart or too smart, doing well in school, taking advanced courses, being stuck up and not acting your race. Terms they used to describe ‘acting Black’ include a ‘don’t care attitude,’ being laid back, being dumb or uneducated and pretending not to be smart (Fordham and Ogbu, 1986). Most adults who repeat this do so in a way to put down the children and to declare that something is wrong with the children. At the Amos Wilson Institute, we suggest it is the other way around. The children’s belief and action in this regard is to put down the ways of the adults that they see with “education.” What have they witnessed over the last 40 or more years of the “educated Black,” but a “class” of Blacks who attempt to gain the material-laden lifestyle of the white middle-class with their accompanying views and values? Have they accurately deduced and articulated that according to the educated adults that they see, the purpose of education is to become white? Is to assimilate? To accept enculturation, i.e., imposed whiteness? And perhaps, even serve whites? We think so. In Afrikan-Centered Consciousness vs. the New World Order: Garveyism in the age of globalism (1999), Dr. Wilson asserts that the current educational process must produce confused, self-alienated and servile Black people. In fact, in the section entitled, “The Irony of Education,” he calls the “process” our children experience a ‘beast’ and declares it must be boldly confronted. Wilson asserts:
***[[The “acting white” is a human output that comes from MOP being forces to “Ride Down” dominant Vectors (family, friends, associates, and personalities in the media) that contain these inputs. These Vectors are old and full of inputs that GOP and MOP inaccurately and inappropriately assess as threats to survival and produce Red FARTs. Ironically, the “acting Black” has the opposite work of GOP and MOP. We are right to see education as becoming like “them”. But the like “them” is wrongheaded. Our self-alienation and fight to not be like “them” is not about “them” it’s about CC. Our internal struggles with the so-called white education and being like “them” is really about how they too are infected with CC. It’s CC that should be the focus of our concerns not “them”. PC gives us a way to not throw the baby of education out with the dirty bath water. We must force teachers to use the language and ideas of PC (see my paper on “PC for teachers, students, parent/guardians, and stakeholders).]]
….You must confront the nature of this beast called education, of which you are a part, and how it is going to transform you into a beast; how you then must become conscious of what it is doing to you, and against you, so that you may escape its planned destiny for you. And each day they sit in my class, Asians, whites, Afrikans, Hispanics, and offtimes 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 of 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 (Wilson, 1999, pp. 58-59).
***[[I agree. However, this is CC language. Every sentence of Wilson’s CC words can be translated into the more powerful and beneficial PC language. Right from the start a PC translation becomes:
You must confront the CC nature of this beast called CC education, of which you are a part, and how it is going to transform your brain-mind into CC; how you then must become conscious of what CC is doing to you, and against you, so that you may utilize PC to escape its planned destiny for you. Note that a PC student sitting in a CC classroom now has power over the teacher and text materials. We need Producer who are bi-lingual and know how CC corrupts the brain-mind and therefore is capable and able to negotiate K-12 and higher education for the flourishing of our Producers. Right now there are far too many Red FARTs in our children’s Matrices that ironically serve to make of the brain-mind of our children servile. Until we have our own education systems, we must teach our children the PC way of functioning in the belly of the beast.]]
Perhaps those of our children who dropout see this process early on and want no parts of it. Maybe they do not see enough “educated” Blacks who offer an alternative to this reality. In any event, our children can also see that it doesn’t take an education to obtain the possessions of the white middle-class. They can get the same or better “things” from dropping out, selling out, selling drugs, dancing at the strip clubs and all the other street hustles that get them paid. Our children can see the “net result” of a “good education” and hold that they can acquire the same without the “bourgie attitudes” and giving up their Blackness (even though they have erroneously defined what Blackness is.) [[Indeed, it could very well be that the natural PC that’s in all Producers sees the CC in the classroom. As stated in the above critique they need to be taught PC. Note that the “street hustles” are right out of the CC playbook. Their dropping out or staying in and not being educated is the desired output of CC, money is still being made so that they can buy stuff. Our true Blackness is in the recognition that PC is ancient wisdom teaching which requires knowing how to deal with the enemy before having to detach from or kill the enemy. Again, we must know how to not throw the baby of education out with the dirty bath water. We must force teachers to use the language and ideas of PC (see my paper on “PC for teachers, students, parent/guardians, and stakeholders).]]
Finally, in addition to this rush to “admire” and “be like” whites that our children accurately see in a majority of the adults that have attained an education, they also see a Black community where the people are powerless, apathetic, fearful, delusional, alienated, self-hating, angry, confused, absurdly materialistic, dependent, unhealthy, and unashamed at even the grossest misbehaviors that cross all socio-economic lines, and even appear to be normal. Dr. Wilson would agree:
[[This is why it is crucial to give our children PC. Indeed, the CC Black adults can begin to utilize PC language and ideas to overcome the ill effects of the whitewashing (CC’s menticide) of the Black adult brain-mind. PC is the only way to deal with the above symptoms of CC that Wilson points out.]]
…pathological normalcy in Blacks, i.e., those disturbances of thought, emotions, motivations, and values which in Blacks are instigated and maintained by the White supremacist establishment in order to sustain its “normal” social order and relations. If exhibited by Whites themselves these symptoms would be immediately adjudged “mental disorders” by the White mental health establishment. Recall that “pathological normalcy” in Blacks refers to those disturbances in Black consciousness and behavior which are beneficial to the needs of Whites and to the perpetuation of White supremacy while being ultimately inimical to their own needs and liberation. (Wilson, 1993, p.120)
[[It’s about the disturbances in the Matrix of the child. It’s about the disturbances in how GOP and MOP are to naturally assess inputs and produce FARTs (all outputs). The American Matrix is filled with CC Vectors that maintain White male supremacy. To effectively mobilize social justice warriors so that they can sustain any movement, we must begin talking in this manner. It’s CC that is the pathological normalcy in Black Producers. At this point in history there is not Black consciousness, IT’S ALL CC for everyone!! Our focus is on the Black Producers but the truth is that all people are Producers.]]
Our children do not see where our educated Blacks have the slightest answer to these ills. Again, Dr. Wilson teaches that the main purpose of education is to secure the survival and prosperity of the race (Wilson, 1991, 1999). Agreeing with Dr. Wilson, the great Nigerian scholar, Professor Chenweizu adds: [[Our educated Blacks are in CC. Only through the utilization of PC language and ideas will Black adults connect with children.]]
We must also consciously fashion an Afrocentric education system, formal and informal, that will repair the colossal damage that centuries of defeats and enslavement and a century or more of Eurocentric education has done to the Black African psyche. In summary, what is needed is an Afrocentric education that grooms the young to be loyal to the Black race, to feel responsible for ending the humiliation of the race and psychologically prepares them to take full control of our societies and our destiny, and grooms them not to tolerate dishonor to the race, and makes them psychologically driven to independently define Black Africa’s interests and go forth, boldly and skillfully, to defend and advance them. (Chenweizu, 2010, p.16)
[[YES!! PC COMES RIGHT OUT OF ANCIENT AFRICAN WISDOM TEACHING. But it’s far more than just teaching about Kemet. It’s teaching about the African psyche. NO!! It’s not about the above statements in the summary. We must realize that it’s about liberating our brain-minds of CC. The African psyche is PC and to talk about Black loyalty, responsibility, and psychological preparedness without first dealing with CC will only make Blacks in a new acceptable white face. We first must get rid of CC to recapture ancient wisdom teaching.]]
Prior to Brown vs. the Board of Education, for 100 years, we believed that what Cheneweizu (2010) articulated was the unstated purpose of Black education in America. “Race” improvement, “race” advancement, “race” men, “race” women, “race” first, even “African” this, or “African” that, were abound in much of what we did as a people. And in spite of living under daily terror, with the above spirit and consciousness, our ancestors lifted themselves collectively from the nothingness of a subjugated people. Although things were far from great during that time, and in many instances, not even good, we produced from that a lot to be proud of that today we no longer have. We no longer have a Black sports industry, a Black music industry, a Black hair care industry, a Black film industry, a personal-care products industry, travel and hospitality industry or any industry for that matter that we can identify as ours that we own, control, and operate as we desire. Since Brown, we have been educating our children to be other than race conscious and we wonder why our condition is as it is? [[The work of our ancestor Producer to survive Jim Crow PRODUCED FARTs that helps us survive. In short, though their GOPs and MOPs encountered deadly racist inputs and were assessing these inputs as threats to survival and producing Red FARTs, they were aware enough to force their GOPs and MOPs to also assess the same inputs as contributions to the flourishing of their children and children’s children (us). The key is the brilliance to turn lemons into lemonade. Because of their GOPs and MOPs brilliance they PRODUCED their own Black American Matrix that contained Vectors for many industries and institutions that Jim Crow denied them. Therefore, what we should focus on today is not the human outputs (a Black American Matrix) that they produced but the PC of knowing how to control their GOPs and MOPs to assess inputs as contributions to flourishing.]]
Overview of The Awakening the Natural Genius in Black Children Workshop
In The Awakening the Natural Genius in Black Children Workshop we seek to revitalize race empowerment education. We do this by first allowing the children to break down each word in the title of the workshop. Letting the children define what the words means to them individually and then collectively. We especially point out the etymology of natural, coming from “nature” which the Greeks got from our ancestors in Kemet. In Kemet the deities, which are the personification of the laws of creation, were called the Neteru (or neter, for singular) with the Highest Law simply being NTR. [[Awakening the Natural Genius is what PC is all about. The child should first learn PC language and ideas then do the workshop. The problem is that the child is using CC language in the workshop. Indeed, the child can be told that PC is the language of Kemet. Otherwise the workshop is great at turning out Black CCers with a Kemet Vector.]]
Next, we continue by placing our children correctly in the proper time, proper context, and in the proper historical setting. We utilize the Get Back 2 Black™ color-coded time-line to detail the long period of Afrikan civilization. This history is divided into periods of Afrikan High Culture leading the world, color-coded green; Afrikan high culture localized, coded black; and periods of break-down of Afrikan culture and/or domination of Afrikan people, coded red. This visual allows our children to immediately see that this current period as a short time in our total history of high-culture and civilization. In addition, it demonstrates that we have had to defeat both Afrikan cultural breakdown and European domination in the past. And following Marcus Garvey’s adage, “What man has done, man can do,” we assert therefore, what we have done in the past repeatedly, we can do today.
[[Again, it’s great to give the child’s Matrix Kemet related Vectors. But it has to be done with a PC framework. To defeat the Afrikan cultural breakdown we must first give the child the ancient Afrikan wisdom of PC. To defeat the domination of European oppression we must give the child a way to fight the real disease of CC (the oppression, though it has been crazy deadly, is only a symptom of the CC disease).]]
The War You Were Born Into
The next two sections are the workshops proper. The first is entitled, “The War You Were Born Into.” Here we begin with the fact that all children of Afrikan ancestry, since 1492 in general and 1619, in particular, here in America, were born into a war. This was not a war we waged but one we must engage. This is vastly different from saying “we are at war.” We look at this entire period from 1619- present from a vantage point of our acts of resistance, rebellion and warfare. [[We were born in the American Matrix. Again, the workshops are great at giving the child historical and current Black Vectors. Black Vectors of history are important. Indeed, see my book Producer Consciousness: A New Mindset for Education it contains specific PC methods to teach history. Unless we first rid the brain-mind of CC we only debilitate our children more with our brand of superiority. And CC really doesn’t care if it’s white supremacy or black supremacy. We have to get rid of CC. And PC can serve to both get rid of CC and give our children Black (i.e., Kemetian) Vectors.]] We give examples of individual resistance, small and large scale rebellions. We discuss the two major wars during that period. The Gullah Geechie War, also known as the Seminole Wars, and the Civil War. We emphasize that it is the 200,000 Black soldiers, 40,000 Black women, and 20,000 Black children that aided the troops that we owe for the liberation of our people from physical bondage. We continue with the terror of the Ku Klux Klan and our response. We further engage them with the Black Power Movement and then our current struggle to free ourselves from the havoc of the drug/chemical war waged against us, mass incarceration and the degeneration of our music/culture.
You Are More Than Equipped To Win
We next seek to empower them to participate. We do this with our next workshop portion entitled, “You Are More Than Equipped to Win.” One of the failures of most of our well-meaning activists who share our abusive history with our children is that they leave it at that. The children are left feeling sad and more powerless. In all of our efforts of detailing the past, which we must do to counter the cultural amnesia, we have to indicate how none of it has led to our total defeat. We had some victories. In addition, we must demonstrate ways in which we battled and lessons learned for the continuation of struggle. Therefore, it is in this section that we reveal to them their intellectual heritage and genetic proclivities to bring about a liberated Afrikan existence relying heavily on Dr. Wilson’s works and specifically with his assertion that there is genius potential in all of our children from birth.
[[They leave out PC. You are more than equipped to win means that your GOP and MOP are naturally designed for brilliant assessments of inputs and production of FARTs. Yes, but the way to reveal to them their intellectual heritage and genetic proclivities is to teach them PC. PC liberate our brain-mind from CC and it’s many menticidal tools found in the classroom and all throughout the American Matrix.]]
Going back to the time-line, we begin 6000 years ago detailing the genius of Afrikan people. For some, 6000 years may be too long ago to be relevant. In that case we bring them to 600 years (specifically about 800 years ago, but staying with the number 6). Here we speak to the high intellectual leadership of the scholars at the University of Sankore in Timbuktu. For some, 600 years ago may still be too long ago, so we apprise them of the studies quoted in Awakening the Natural Genius in Black Children (1991) that were done approximately sixty (60) years ago detailing Black children’s genius potential. For some, we will even have to be more current. Therefore, we examine the story of Paula and Peter Imafidon, the nine year-old twins who were allowed entry into Oxford University, the youngest of any children ever (Manuel-Logan, May 2011). In addition, there is the story of the five year-old New York child, Mabou Loiseau, who speaks seven languages and plays six instruments, both recent occurrences (Pearson, 2011). Recently, there was a story that Afrikan students out-perform Whites, Asians, and Indians on America’s college campuses (Jordan, 2009). And six days ago, we can find various stories of Afrikan intellectual greatness here in America if we look for it.
[[The genius of Afrikan people is that they were Producers with a PC. CC infects the brain-mind at the moment of birth in America; some would say it happen in the womb. The Black genius potential is nothing more than liberating the brain-mind from CC’s infection of GOP and MOP. Every problem (economic, educational, psychological, social, cultural) we have is directly related to how CC has corrupted GOP’s and MOP’s quality of assessing inputs and producing FARTs. In short, we have a lot of messed up Vectors in Matrices of our people. Hence, the “Awakening” is not about providing Vectors to the Matrix, it’s about getting rid of CC and returning GOP and MOP to their natural brilliant production processes. Which means learning PC.]]
Concluding, we talk a little about discipline, self-reality, and an Afrikan self- identity. These three areas were most cogently seen in Marcus Garvey, the father of race first consciousness, as revealed in Dr. Wilson’s (1999) African Centered Consciousness Vs. New World Order: Garveyism in the Age of Globalism. In relation to discipline, Dr. Wilson notes that, ‘In psychology, we also recognize that at the center of pathology is the individual’s inability to control the self” (Wilson, 1999, p.49). Therefore, with our students, to negate some of the learned pathologies, we introduce the Amos N. Wilson Institute Student Code of Discipline. ©
[[Great. It is all about controlling self!! It is all about know thy self!! It is all about being able to answer the “who am I” question!!! And this is why it’s important to first teach PC. Get rid of CC with PC and then give the child all the Vectors (Kemetian and other historical truths) in the world.]]
[[The 8 items below are PC critiqued to show how we should be talking to young people (Producers).]]
1. Go to bed on time. The student is aware that he/she must go to bed on time to get at least 9 hours of sleep. (We believe that with this one addition, a student can automatically go from an F student to a D student.) [[Yes. But talk in terms of how not only the body needs rest but MOP needs to rest so that it can resolve the Red FARTs produced throughout the day. Lacking sleep allows the accumulation of Red FARTs to grow exponentially and reinforce CC.]]
2. Get up on time. Starting a day rushed increases stress states and may lead to bad choices later in the day. [[YES!! As stated in #1, resting MOP is important so that it can deal with the stored up Red FARTs in Vector. Starting the day rushed only adds to the Red FARTs and CC.]]
3. Eat a nutritional breakfast. This must not include white flour and sugar. This can be the student’s first real introduction to nutrition regardless of age.
4. Take a multi-vitamin. We know that our children do not get the necessary vitamins for healthy brain growth and functions through an American diet. [[Yes, and along with multi-vitamins our children need multi-Vectors. The key Vector required is PC.]]
5. Pay attention in class. [[NO! it’s Produce attention. Pay is a CC method to maintain capitalistic hegemony)]] We know that we can learn even by the lies being told. [[Exactly. This was detailed above about not throwing the baby out with the dirty bath water and being bi-intellectual.]]
6. Know that the teacher’s goals and the student’s goals are not always the same. For young men or women in classes where they are not the racial majority, they may not get the positive attention that other children receive and may get more negative attention than they deserve. By knowing that all teachers do not support the goal of educating them to their fullest potential, we can keep our children from being turned-off from the education process. [[Different Matrices. How can be keep our children from being turned off? By getting them to understand the differences in Matrices and forcing their MOP to treat the inputs from teachers as contributions to flourishing and not threats to survival.]]
7. Do your homework immediately when coming home, or at the first possible chance. Homework must be done when it is most likely to be done right. And while the student is still in a learning mode. [[First, teach them how GOP and MOP assesses and produces FARTs for knowledge (inputs) that goes into subject matter Vectors. They must first understand the learning processes of GOP and MOP.]]
8. Review your homework before going to bed. Ten minutes for every hour of homework. This will allow the brain to remember and connect the information to previous learned information without the child’s attention and awareness. Recall and creativity is greatly enhanced through this process. [[This is about having MOP do its copy/paste contemplative process in thought production. The brain that’s referenced here is MOP. The idea of connecting information is MOP’s ability to mix and match other Vectors to the subject matter Vector that the child is accumulating inputs for. Again, the entire PC process has to be first taught to children so that they have an understanding of what’s going on inside their heads.]]
From night to night, this process is repeated.
At the base of most of our successful challenges to our problems will be the acquisition of an Afrikan-centered consciousness. Anything other, in particular, a Eurocentric consciousness or its offspring, negro/ghetto consciousness, is death. [[YES. PC IS THE MODERN VERSION OF ANCIENT AFRIKAN-CENTERED CONSCIOUSNESS. CC IS THE EUROCENTRIC CONSCIOUSNESS OF DEATH TO EVERYONE (NOT JUST BLACK PRODUCERS)!!]]
Much of the pathology of Afrikan people today is this vain hope that somehow we will be able to escape our Afrikan heritage, that somehow the white man will become color blind and will not see us for whom and what we are, that somehow we will be looked upon as some kind of abstraction – as just a man. Not as an Afrikan man, not a as a Black man, but as a man, a human being only – without a culture, without recognition, without identity. Too many of us want to shed our Afrikanicity for this kind of bogus, abstract existence, which is not existence at all, and, which is the ultimate acceptance of invisibility. We must recognize that we are an Afrikan people and we will be Afrikan people to the end of time. We must accept the good, the bad, and all of the possibilities that go with being Afrikan…One of the things we must recognize is that our oppressor represents death; our oppressor is deadly. (Wilson, 1999, pp. 50-53)
[[CC will not let white folks become color blind. By definition this means they become blind to themselves. The fact is that we are all Producers. The fact is that ancient Afrikan and Indigenous wisdom teaching is the essential ingredient in all Producers (even whites). The fact is that with PC we go way beyond having to be accepted and recognized by anyone (especially, our oppressors – which include many of our own people). Restoring ancient Afrikan and Indigenous wisdom teaching through PC is visionary and provides the framework for going beyond ALL current political and economic systems. PC can bring us true free markets and true competition (i.e., meaning contributions in production chains) and true justice and true liberty.]]
Our children must accurately know what it means to be Afrikan and be told that they are right in rejecting “acting white.”
[[Our children must accurately know what it means to be a Producers with PC and told that it’s right to reject CC. Once this is done then we can qualitatively bring what it means to be Afrikan into their Matrices. This is the only way to inspire their natural organic MOP to become the genius that it was designed to be.]]
What we desire and intend to inspire in our children in a 4-6 hour setting is to inform them of their natural genius in such a way that they will determine for themselves a desire to know themselves. We want them to do what it takes to actualize their genius, a genius that perhaps may have been squandered but only temporarily, for the purpose of being Afrikan and “all of the possibilities that come with it.” Our children are still our saviors. And in them is still our future.
I love the challenge of being Afrikan in today’s world; it’s wonderful! I love digging in my heels against the impossible odds of being Black in America! What greater challenge could we have in life today than to be Afrikan? What greater testament to our heroism than to overcome the problems that face us today? What greater opportunity can we have to transform ourselves and transform the world in the process? Why would we wish to escape this kind of challenge? It’s too wonderful, too magnificent. We should eat this kind of challenge for breakfast! (Wilson, 1999, pp. 40-41)
Therefore, in the tradition of Amos Wilson, we must direct our children to get their grub on!
References
Chenweizu, Ibekwe. (2010). Education For Liberation in Black Africa. Festac Town, Lagos, Nigeria. Fordham, S. and Ogbu, J. (1986). Black students’ school success: coping with the burden of ‘acting white.’ The Urban Review, 18(3), 176-206. Jordan, K. (June 7, 2009). Afrikan students out-perform Whites, Asians, and Indians on America’s college campuses. Boston Herald. Manuel-Logan, R. (May, 2011). Britain's brainiest family is Black and has 9-Year-Old high school-bound twins. Modern Ghana News. Pearson, E. (May 15, 2011). It’s a supergirl: 5-year-old, Queens, N.Y. prodigy can speak seven languages, play six instruments. New York Daily News.
Wilson, A.N. (1987). Developmental psychology of the Black child. New York: Africana Research Publications. Wilson, A.N. (1991). Awakening the natural genius in Black children. Brooklyn, NY: Afrikan World Info Systems. Wilson, A.N. (1993). Falsification of Afrikan consciousness: Eurocentric history, psychiatry and the politics of white supremacy. Brooklyn, NY: Afrikan World Info Systems. Wilson, A. N. (1999). Afrikan-centered consciousness vs new world order: Garveyism in the age of globalism. Brooklyn, NY: Afrikan World InfoSystems.
