Education – African deep thought

The Long Proud March of Ignorance

As you probably already know, I read. In fact I read a lot about many different subjects. I read not only because of my profession, but for my own growth and learning. Reading was a habit that I acquired when I was very young that I have sustained over the years. What’s more, I try to place myself in contact with people who will inspire me to read more due to the depth and breadth of their own knowledge. These tend to be my most enjoyable interlocutors.

I offer the foregoing as a preface to the video below, which I consider an insightful treatment of what for many of us is an urgent topic. I have long been concerned that too many people lack the requisite knowledge to grapple with the profoundly complex challenges that we face as a species. The penchant towards increasingly simplistic ways of knowing and understanding reality have contributed to rampant ignorance, susceptibility to conspiracy theories, and even a deep-seated anti-intellectualism.

Lastly, like the great Amadou Hampâté Bâ, I do consider orality as a form of literacy, and recognize its historical import as both a form of knowledge and a mode of social practice. I fear that much was lost in the decline of the great oral traditions of our ancestors. Thus, more than literacy’s decline itself, my fear is already being realized–the widespread celebration of ignorance and its elevation as a way of being in society and the world. This is captured quite beautifully in a Yorùbá proverb which states, “Ọgbọ́n ní ńpẹ́ kó tó ran ẹni; wèrè kì í gbèé ran èèyàn; wèrè Ìbàdàn ló ran ará Ògbómọ̀ṣọ́,” that is, “Only wisdom takes a long time to rub off on others; imbecility does not take long to affect others; it is the imbecility plaguing Ibadan people that rubbed off on the people of Ògbómọ̀ṣọ́.” We are, I have long suspected, living in a time where the ascendance of idiocy will increasingly imperil our lives.

The rise of the post-literate society | DW News https://www.youtube.com/watch?v=-6t-BBQ8fUQ

Ideology

Ideology is no substitute for scientific literacy. This is especially so in relation to the confluence of ecological crises at hand, crises whose full apprehension and resolution will require critical study and engagement.

On the Limits of Reform: The Historical and Cultural Imperative for Independent African-centered Education

Culture, socialization, and community

It should be noted that in the African worldview, though each individual has a their own destiny, such a path and its fulfillment becomes a communal obligation. This means that the community is charged with maximizing the development of its members. Since it is believed that one’s maximal development is best expressed by one’s discovery and fulfillment of their purpose, it is then the duty of the family and community to ensure this. This is why the Akan proverb states, “Woforo dua pa a na yepia wo,” that is, “It is when you climb a good tree that we push you.” Such wisdom is found throughout the African continent, including among the Kongo. As shown in the below excerpt.

“For the Bântu, in general, and the Kôngo, in particular, the coming of a child in the community is the rising of a new and unique ‘living sun’ into it. It is the responsibility of the community as a whole and of ndezi, in particular to help this ‘living sun’ to shine and grow in its earliest stage” (taken from K. Kia Bunseki Fu-Kiau and A.M. Lukondo-Wamba’s Kindezi: The Kôngo Art of Babysitting).

Ndezi are those who facilitate the socialization of the child within the Kongo institution known as Kindezi, which is charged with the comprehensive development of the child into adulthood. Kindezi functions on the basis of the interdependency of the family and community. While one’s parents are critical to one’s development, the Kongo recognized that the rearing of children and their acquisition of the various domains of knowledge required of them to be effective adults within Kongo society required the support of everyone. Therein, all, at some point or another, serve as ndezi–a most sacred role. One who has been properly socialized is one who has fully learned their culture and who is then prepared to transmit it to future generations.

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Reflecting on Dr. Carr’s lecture at CCICS on 01-31-2020

Dr. Greg Carr’s lecture at the Carruthers Center was excellent. He raised a number of relevant points for thinking Africans who are determined to be free and not those looking to sneak back onto the planation.

He reminds us of Dr. Carter G. Woodson’s unwillingness to allow the work of reconstructing African history to be controlled by Whites through the instrument of finance. Fortunately for us, Woodson realized that too many Negroes forget their integrity when the gaudy baubles of white legitimization are waived before them.

We learned that although academically trained, Woodson would not be held down or held back by academic institutions–whether they were under the control of Whites or nominally controlled by (Eurocentric) Africans. Dr. Carr suggests that Woodson’s best works may have never come to fruition if he were forced to labor under the aegis of an academy whose myopia is only exceeded by its hubris and opportunism.

We also learned that Woodson’s method consisted of grassroots fundraising, as well as soliciting for resources from the masses of African people. Dr. Woodson, unlike many Black scholars who merely write about Black people, was one who wrote and learned from the masses of Black people.

Woodson sought to give African people a mirror, Dr. Carr would say, so that we could see ourselves and know at last who we are, and empowered by this knowledge could move into the future capable of deeds far beyond the narrow prescriptions of enemies.

Again, it was a dynamic lecture attended by many notable scholars, theologians, activist, educators, students, and so on. Asante sana to Dr. Conrad Worrill, the Black United Fund of Illinois, and the Carruthers Center for Inner City Studies of NEIU for bringing us all together. Axé.

Confusion

Confusion, once established, can be extremely difficult to unseat. This is especially so where skills of critical evaluation are lacking.

2016 Midwest Regional Conference for the Association for the Study of Classical African Civilizations

Click here to download the conference brochure: ASCAC MWR conference brochure

More subversive than physical fetters: W.E.B. Du Bois and Carter G. Woodson on the subjugation of African minds (an excerpt)

Central to the work of W.E.B. Du Bois and Carter G. Woodson was an on-going investigation of the context of terror visited upon Black bodies (Du Bos 2007a; Woodson 1990). For these scholars the assault upon African humanity was not merely a localized dilemma isolated to a marginal epoch of American history, rather it was a central process in the creation of America’s racialized social order, and beyond this, a key component in the modern global system wherein the humanity of African people was a secondary consideration to their utility as vehicles of or impediments to the acquisition of capital (Du Bois 2007b; Woodson 1990, 2004). Both Du Bois’s and Woodson’s work compels for us to look at the context of enslavement as a foundational moment in the erection of the contemporary power of the west. This process propelled the expansion and entrenchment of a domestic colonial project, in addition to fueling subsequent processes of conquest abroad. Within the domestic milieu, the political-economy of Black subordination via the system of state-sponsored racial subordination necessitated the implementation of an epistemic regime of terror (Du Bois 1978a, 1978b). This process has maintained a dual focus consisting of the oppression of Black bodies via instruments of coercive control, and the subjugation of Black minds via processes of mis-education (Du Bois 2002, Woodson 1990).

What must be asked is not whether this campaign has abated (it has not), but rather how a liberatory form of Black education might more effectively resist this assault? Du Bois and Woodson recognized that Black people, as ever, stand at the precipice, facing on one side a familiar tyranny and on the other a new world that exists just beyond the bounds of our knowing and the fruits of our unfettered social agency. As Du Bois queried in 1960, we must ask again, whither now and why (Du Bois 1973b)? Ultimately we must ponder to what extent has realization of liberation been obscured via the highly efficacious management of Black bodies and minds in the schools of America (Du Bois 1973a; Woodson 1933)?

Marcus Garvey on Black Intellectuals

“The present day Negro or ‘colored’ intellectual is no less a liar and a cunning thief than his illustrious teacher. His occidental collegiate training only fits him to be a rogue and vagabond, and a seeker after the easiest and best by following the line of least resistance. ”
–Marcus Garvey, The Philosophy and Opinions of Marcus Garvey

Category: Education