"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)



“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.”


Thursday, September 8, 2016

Restoring Formal Education As Family Communal Education
Unity Consciousness #800

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(Part 4 of 9)

Consciously and subconsciously, Africans worldwide, disconnected from the Mother Continent, were still able to tap into the Root of Africa through the root directory of our genetic library and Spirit Web. This is evident in the practice throughout the world of social living principles upon which African civilizations were based.
Outside Africa, the principle of the extended family fostered a formal education system that included home, neighborhood, church, workplace, schools, playground and front porch.
Formal education was understood to take place in a variety of settings and is as constant and continuous as life itself.

See, “Understanding African Family Values, An African Proverb, Part 3, Unity Consciousness #80”

Middle Lines

When the overwhelming majority of formal education does not come from family, the communal group and from self-teachings, and instead comes from the formal and informal education of societies, we are up a creek with a paddle made of diplomas and still in trouble – worse trouble than our Ancestors. Why? Because at least they had not abandoned what made them strong in the first place and traded it in for the ways offered through the education of societies that want nothing more than to keep us more enslaved than they are.

Clearly, the formal/informal education of societies teaches us how to trade three or more things we have in order to get one thing. We give up conscience, roots, collective benefit and genetic potential in order to get Destroyer education for the main purpose of getting the money they created, control the value of and tax from the top, bottom, front, middle, back and sides.
Trading a family communal education for a capitalistic society education is like trading in a log cabin you built yourself for a shed from Tiffany's made of straw and wall paper.

The fundamental problem with the education of societies, beyond its curriculum, is that it leads us astray from the direction we should be moving in on our continuous spiritual journey. This is the greatest of the grave dangers encountered when blindly trusting information from those estranged from their spirit-soul.

Without even discussing all of the incriminating evidence flowing out of societies like made fresh daily raw sewage, we know we must be in danger when, despite hundreds of years of being exposed to the education of societies, the level of human-beingness has declined, among them and among us. Furthermore, consciousness of the masses has not been elevated through the education societies provide. So what is that kind of education good for?

Community Schools In African Neighborhoods

Back in the day, even with a deficient curriculum, education received at school was more beneficial because teachers were able to supplement the education, teachers and staff lived in the community, teachers and staff were our family and extended family, plus all grade levels were at the same school which provided numerous benefits and a built-in support system of older students who were mentors and role models. Everyone in the daily life of students was vested in the outcome of these children, because schools were an expansion of home and communal group. Schools reflected more of our family values than the "desegregated" schools of today. This then leaves us wide open to be attacked by values taught through school curriculum that do nothing more than support a slave mentality.

Throughout the Diaspora, “teach local, teach communal” is just as much a rallying necessity our spirit-soul cries out for, as is “grow local” and “buy local.”

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