"Free and critical minds can emerge only by a return to the source-the primary sources. A free and critical mind takes nothing for granted and is not intimidated by "authorities" who frequently may be more confused than the general public. Free and critical minds seek truth without chauvinism or shame." - Dr. Asa G. Hilliard III (1)



Continuously nutrition pieces of your minds and health must follow.


“One single bit of information, if missing, incomplete, out of order or just plain wrong, has the potential to significantly alter thought processes, conclusions, decisions and behaviors, even when that one single logic entry exists in a sea of accuracy.”

Saturday, September 10, 2016

African Communal Education: Narrow Focus Vulnerability
Unity Consciousness #802

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(Part 6 of 9)

Reference: “The Virtues and Challenges in Traditional African Education” by John K. Marah, Ed.D.

Communal Education Became Narrowly Focused

“Traditional education was built around the small focal point of the communal group and was therefore exclusive of others who did not belong to the particular ethnic group. If it were not so, the various inter-ethnic wars in Africa would have been less. Granted, there are many other reasons contributing to ethnic conflicts, but the educational process and content cannot be discarded as among the reasons contributing to ethnic conflicts.”
Thus educational process and content contribute to all conflicts between humans and all conflicts between humans and non-humans. These conflicts are merely outer manifestations of inner logical conflicts within human thought processes. In other words when human thought processes consist of contradictory logic, those opposing pieces of logic battle to be the prevailing logic. This continues until the logical conflict is resolved via understanding which can only come through some form of education process and content. Until this understanding is reached within, meanwhile, the inner battle rages. This must spill outside the person in the form of self-destructive behaviors, which includes harming others. (p. 20/pdf 6, quoted and paraphrased).

Additional Thoughts: Clearly, when we were younger, in the form of our Ancestors, we were wiser. We sought to understand ourselves as part of a much larger collective communal existence. And we did. And because we did, we were fruitful and multiplied physically, mentally, emotionally and spiritually-soulfully.
Knowing this to be the case, we then also know that prior to the rise in ethnic conflicts in Africa and worldwide, traditional education was more broadly focused in terms of viewing other communal groups, near and far, as still part of the larger universal communal group.

The continued migration and movement of people away from home in Africa, along with very limited movement of those same people back home, in order to stay connected via “family reunions,” contributed to a slow erosion of knowledge of self. We didn't understand where all these other people came from because we lost touch with our origins. As a result, educational content taught by us to our descendents reflected this family disconnect.
Based on understandings of how the mind works, this explains a significant portion of what I consider to be the core cause of conflict among all groups of humans – improper educational content and process. Content forms context.
Through the Ages, many groups have developed amnesia of the sense of self embodied in each other and in all else.
Thus estranged, we think strangely and act strangely until out comes “man versus nature” logic and “you ain't no kin to me,” logic.

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