RBG Worldwide & The Ten Vital Principles for Black Education and Socialization

Come and let your creative juices flow on Tha first exclusive "New Afrikan Social Network" on the Web. Dedicated to the Greatness of Our Elders and Ancestors. A place for hip hop artists, poets, scholars, activists and family to share their talents, skills, news and works with one another.
Enjoy all genres a Black music with a special touch of 70's RnB & Luv Ballads. It is an excellent place for family entertainment and interactive education.

Assisting someone in building a page is an great way to play each one teach one in developing their computer skills and elevating their consciousness. We are sure it will allow you and yours to learn, grow and enjoy. Please tell a friend.

RBG4Life/1

Gil Scott-Heron On Black History

Black Education

A Transformative Research

and Action Agenda for the New Century

Edited by Joyce E. King

African people are not empty vessels. We are not new to the study of and practice of education and socialization that is rooted in deep thought. We will not accept a dependent status in the approach and solution to our problems.

Ten Vital Principles for Black Education and Socialization

1. We exist as African people, an ethnic family. Our perspective must be centered in that reality.

2. The priority is on the African ethnic Family over the Individual. Because we live in a world where expertness in alien cultural traditions (that we also share) have gained hegemony, our collective survival and enhancement must be our highest priorities.

3. Some solutions to problems that we will identify will involve differential use of three modes of response to domination and hegemony: a) Adaptation—adopting what is deemed useful, b) Improvisation—substituting or improvising alternatives that are more sensitive to our culture and c) Resistance—resisting that which is destructive and not in the best interests of our people.

4. The “ways of knowing” provided by the arts and humanities are often more useful in informing our understanding of our lives and experiences and those of other oppressed people than the knowledge and methodologies of the sciences that have been privileged by the research establishment despite the often distorted or circumscribed knowledge and understanding this way of knowing produces.

5. Paradoxically, from the perspective of the education research establishment, knowledge production is viewed as the search for facts and (universal) truth, while the circumstances of our social and existential condition require the search for meaning and understanding.

6. The priority is on research validity over “inclusion.” For research validity highest priority must be placed on studies of: a) African tradition (history, culture and language), b) Hegemony (e.g., uses of schooling/socialization and incarceration), c) Equity (funding, teacher quality, content and access to technology) and d) Beneficial practice (at all levels of education, from childhood to elderhood).

7. Research informs practice and practice informs research in the production and utilization of knowledge; therefore, context is essential in research: a) Cultural/ historical context, b) Political/economic context and c) Professional context, including the history of AERA and African people.

8. We require power and influence over our common destiny. Rapid globalization of the economy and cyber-technology are transforming teaching, learning and work itself. Therefore, we require access to education that serves our collective interests, including assessments that address cultural excellence and a comprehensive approach to the interrelated health, learning and economic needs of African people.

9. The Universal Declaration of Human Rights proclaims, and the UNESCO World Education 2000 Report, issued in Dakar, Senegal, affirms that “education is a fundamental human right” and “an indispensable means for effective participation in the societies and economies of the twenty-first century.” We are morally obligated to “create safe, healthy, inclusive and equitably resourced educational environments” conducive to excellence in learning and socialization with clearly defined levels of achievement for all. Such learning environments must include appropriate curricula and teachers who are appropriately educated and rewarded.

10. African people are not empty vessels. We are not new to the study of and practice of education and socialization that is rooted in deep thought. We will not accept a dependent status in the approach and solution to our problems...

RBG'z Black Seeds Keep On Growing: Meet WordSimth Jones

Link to:
RBG'z Hip Hop and Conscious Rap Version

http://www.myspace.com/wordsmithjones

This young brutha iz absolutely on point and a true inspiration to myself and the communiversity. His work as an EduTainer iz 5 star up all day. A spoken word artist of the highest capacity.
We must support our conscious Artist like WordSmith as to prevent the potential of their becoming hoe's for corporate Amerikkka.
As I listen to this young man's smart words and supurb delivery only one thing comes to mind.-- "This is undoubtedly a 20 year old genuis and future leader of the people." The knowledge expressed in his poetic skills is clearly reflective of a conscious and gifted one.
Much respect to his family for educating him correctly.
Please join his myspace as a friend / comrade, tell a friend about him and most importantly, buy his product.

WordSmith Jones is a 20-year-old poet from Brooklyn, NY who has been writing since the age of fifteen. Once known as Love Jones, WordSmith has written a collection of poems that teach and spread the word of Afrikan history and empowerment. He has been compared to such lyricists as Saul Williams, Mos Def, Nas, and Dead Prez. More than just a writer, Word is also a photographer, graphic designer, and performer. He has performed in such venues as the Nuyorican Poets Café and The African Poetry Theater. He is also a three-time NYC College of Technology Poetry Slam Winner. However, his success and compliments do not come without some criticism. There are some that do not approve of his message and would encourage less controversial writings.

So why does WordSmith do it? Word writes and performs because he strongly believes that the people need it. Ignorance within the BLACK community is at an all-time high and not enough people of Afrikan descent know about Afrika’s glorious history, he explains. Word goes on to say "One person at a time, we can generate movement within the minds of people. This is what I strives to do with my poetry and The Malcolm X Grassroots Movement" (www.mxgm.org).
WordSmith Jones says that he has only one goal, "to get people to see that there is only one way to achieve social, economic, and political change…..REVOLUTION by any means necessary.
Free The Land.
Word is bond"

"The Revolution is in the Music": A kol Lesson

And why should an understanding of RnB, Jazz, Gospel, Reggae and Hip-Hop / Rap be worthwhile in what is being called, “a scholarly think tank” anyway?
Following Dr. Amos Wilson's Brilliant presentation on the topic, we would like to suggest just five of the many reasons:

HIP HOP and SUBLIMINAL SYMBOLISM

1) The skills one brings to listening to Blak music—imagination, abstract / non-concrete thinking; intuition; and instinctive reaction and trusting those instincts— melanin-mediated themes, have gone uncultivated in the U.S. educational system and culture.

2) Music, as a universal, non-verbal language, allows us to tap into the social, cultural, and aesthetic traditions of the Black / Afrikan experience; and the sociopolitical climates of various historical eras. Listening to conscious and message music we become more aware of our shared predicaments as Afrikan people across time and the never ending battle between freedom and bondage.

3) You learn how the Black Liberation Movement, in fighting against the system and business of white supremacy, created and continues to create music and musicians whose rhythms and lyrics are shrouded in liberation themes. The work and activities of the organizations and grassroots peoples of the Movement transmit inspiration, wisdom and vision to the musician/ poet; and in turn, the music/spoken word produced by the artist inspires and drives the Movement .

4) Music allows us to transcend our own individual world and partake in the utterly different, but nonetheless similar, realities of other Afrikans in American and throughout the diaspora.

5) Last, but certainly not least, good music is fun to listen to, relatively inexpensive—we can do it by ourselves or with others—and there are any number of ways to expand our knowledge and appreciation of the art itself and it’s role on our overall struggle for freedom, justice and equality”

Smif N Wessun feat. Dead Prez
"Warrior's Heart"




I Have A Dream Too

---

__________________

The Red, Black and Green School

Pearls of Wisdom from El-Hajj Malik el-Shabazz (Minister Malcolm X)

Minister Malcolm and the BPP Teach

By Any Means Necessary...
"We declare our right on this earth...to be a human being, to be respected as a human being, to be given the rights of a human being in this society, on this earth, in this day, which we intend to bring into existence by any means necessary."

"Our objective is complete freedom, justice and equality by any means necessary."

"The day that the black man takes an uncompromising step and realizes that he's within his rights, when his own freedom is being jeopardized, to use any means necessary to bring about his freedom or put a halt to that injustice, I don't think he'll be by himself."

Education, Students, the Youth...
"Without education, you're not going anywhere in this world."

"Education is our passport to the future, for tomorrow belongs to the people who prepare for it today."

"Look at yourselves. Some of you teenagers, students. How do you think I feel and I belong to a generation ahead of you - how do you think I feel to have to tell you, 'We, my generation, sat around like a knot on a wall while the whole world was fighting for its hum an rights - and you've got to be born into a society where you still have that same fight.' What did we do, who preceded you ? I'll tell you what we did. Nothing. And don't you make the same mistake we made...."

"If you've studied the captives being caught by the American soldiers in South Vietnam, you'll find that these guerrillas are young people. Some of them are just children and some haven't reached their teens. Most are teenagers. It is the teenagers abroad, all over the world, who are actually involving themselves in the struggle to eliminate oppression and exploitation. In the Congo, the refugees point out that many of the Congolese revolutionaries, they shoot all the way down to seven years old - that's been reported in the press. Because the revolutionaries are children, young people. In these countries, the young people are the ones who most quickly identify with the struggle and the necessity to eliminate the evil conditions that exist. And here in this country, it has been my own observation that when you get into a conversation on racism and discrimination and segregation, you will find young people more incensed over it - they feel more filled with an urge to eliminate it."

On Martin Luther King, Jr...
"He got the peace prize, we got the problem.... If I'm following a general, and he's leading me into a battle, and the enemy tends to give him rewards, or awards, I get suspicious of him. Especially if he gets a peace award before the war is over."

"I'll say nothing against him. At one time the whites in the United States called him a racialist, and extremist, and a Communist. Then the Black Muslims came along and the whites thanked the Lord for Martin Luther King."

"Dr. King wants the same thing I want -- freedom!"

"I want Dr. King to know that I didn't come to Selma to make his job difficult. I really did come thinking I could make it easier. If the white people realize what the alternative is, perhaps they will be more willing to hear Dr. King."

Dr. King on Malcolm X:

"You know, right before he was killed he came down to Selma and said some pretty passionate things against me, and that surprised me because after all it was my territory there. But afterwards he took my wife aside, and said he thought he could help me more by attacking me than praising me. He thought it would make it easier for me in the long run."

"The goal has always been the same, with the approaches to it as different as mine and Dr. Martin Luther King's non-violent marching, that dramatizes the brutality and the evil of the white man against defenseless blacks. And in the racial climate of this country today, it is anybody's guess which of the "extremes" in approach to the black man's problems might personally meet a fatal catastrophe first -- "non-violent" Dr. King, or so-called "violent" me."

Violence, Nonviolence, Self-Defense...
"Concerning nonviolence: It is criminal to teach a man not to defend himself, when he is the constant victim of brutal attacks. It is legal and lawful to own a shotgun or a rifle. We believe in obeying the law."

"It doesn't mean that I advocate violence, but at the same time, I am not against using violence in self-defense. I don't call it violence when it's self-defense, I call it intelligence."

"If violence is wrong in America, violence is wrong abroad. If it is wrong to be violent defending black women and black children and black babies and black men, then it is wrong for America to draft us, and make us violent abroad in defense of her. And if it is right for America to draft us, and teach us how to be violent in defense of her, then it is right for you and me to do whatever is necessary to defend our own people right here in this country."

"I don't mean go out and get violent; but at the same time you should never be nonviolent unless you run into some nonviolence. I'm nonviolent with those who are nonviolent with me. But when you drop that violence on me, then you've made me go insane, and I'm not responsible for what I do."

"I don't favor violence. If we could bring about recognition and respect of our people by peaceful means, well and good. Everybody would like to reach his objectives peacefully. But I'm also a realist. The only people in this country who are asked to be nonviolent are black people."

"Last but not least, I must say this concerning the great controversy over rifles and shotguns. The only thing I've ever said is that in areas where the government has proven itself either unwilling or unable to defend the lives and the property of Negroes, it's time for Negroes to defend themselves. Article number two of the Constitutional amendments provides you and me the right to own a rifle or a shotgun. It is constitutionally legal to own a shotgun or a rifle. This doesn't mean you're going to get a rifle and form battalions and go out looking for white folks, although you'd be within your rights - I mean, you'd be justified; but that would be illegal and we don't do anything illegal. If the white man doesn't want the black man buying rifles and shotguns, then let the government do its job. That's all."

The White Man...
"If I have a cup of coffee that is too strong for me because it is too black, I weaken it by pouring cream into it. I integrate it with cream. If I keep pouring enough cream in the coffee, pretty soon the entire flavor of the coffee is changed; the very nature of the coffee is changed. If enough cream is poured in, eventually you don't even know that I had coffee in this cup. This is what happened with the March on Washington. The whites didn't integrate it; they infiltrated it. Whites joined it; they engulfed it; they became so much a part of it, it lost its original flavor. It ceased to be a black march; it ceased to be militant; it ceased to be angry; it ceased to be impatient. In fact, it ceased to be a march."

"But it does make the black people in this country who are jobless and unemployed and standing in the welfare line very much discouraged to see a government that can't solve our problem, can't provide job opportunities for us, and at the some time not only Cubans but Hungarians and every other type of white refugee imaginable can come to this country and get everything this government has to offer."

"I've never seen a sincere white man, not when it comes to helping black people. Usually things like this are done by white people to benefit themselves. The white man's primary interest is not to elevate the thinking of black people, or to waken black people, or white people either. The white man is interested in the black man only to the extent that the black man is of use to him. The white man's interest is to make money, to exploit."

"The common enemy is the white man."

Repayment (or Lack Thereof)...
"An integrated cup of coffee isn't sufficient pay for four hundred years of slave labor."

"How can you thank a man for giving you what's already yours? How then can you thank him for giving you only part of what is yours?"

"I can't turn around without hearing about some 'civil rights advance'! White people seem to think the black man ought to be shouting 'hallelujah'! Four hundred years the white man has had his foot-long knife in the black man's back - and now the white man starts to wiggle the knife out, maybe six inches! The black man's supposed to be grateful? Why, if the white man jerked the knife out, it's still going to leave a scar!"

Freedom, Death, and the Oppressed...
"Power in defense of freedom is greater than power in behalf of tyranny and oppression."

"Truth is on the side of the oppressed."

"You can't separate peace from freedom because no one can be at peace unless he has his freedom."

"You don't have to be a man to fight for freedom. All you have to do is to be an intelligent human being."

"If you're not ready to die for it, put the word 'freedom' out of your vocabulary."

"The price of freedom is death."

"Respect me, or put me to death."

"When a person places the proper value on freedom, there is nothing under the sun that he will not do to acquire that freedom. Whenever you hear a man saying he wants freedom, but in the next breath he is going to tell you what he won't do to get it, or what he doesn't believe in doing in order to get it, he doesn't believe in freedom. A man who believes in freedom will do anything under the sun to acquire...or preserve his freedom."

I Am Not a Racist...
"I am not a racist. I am against every form of racism and segregation, every form of discrimination. I believe in human beings, and that all human beings should be respected as such, regardless of their color."

"I am not a racist.... In the past I permitted myself to be used...to make sweeping indictments of all white people, the entire white race and these generalizations have caused injuries to some whites who perhaps did not deserve to be hurt. Because of the spiritual enlightenment which I was blessed to receive as a result of my recent pilgrimage to the Holy city of Mecca, I no longer subscribe to sweeping indictments of any one race. I am now striving to live the life of a true...Muslim. I must repeat that I am not a racist nor do I subscribe to the tenants of racism. I can state in all sincerity that I wish nothing but freedom, justice and equality, life, liberty and the pursuit of happiness for all people."

"I am not a racist in any form whatsoever. I don't believe in any form of discrimination or segregation."

Unity, Brotherhood, Objectives...
"It is a time for martyrs now, and if I am to be one, it will be for the cause of brotherhood. That's the only thing that can save this country."

"Our people have made the mistake of confusing the methods with the objectives. As long as we agree on objectives, we should never fall out with each other just because we believe in different methods, or tactics, or strategy. We have to keep in mind at all times that we are not fighting for separation. We are fighting for recognition as free humans in this society."

"The only way we'll get freedom for ourselves is to identify ourselves with every oppressed people in the world. We are blood brothers to the people of Brazil, Venezuela, Haiti... Cuba - yes Cuba too."

"When you go to a church and you see the pastor of that church with a philosophy and a program that's designed to bring black people together and elevate black people, join that church! If you see where the NAACP is preaching and practising that which is designed to make black nationalism materialize, join the NAACP. Join any kind of organization--civic, religious, fraternal, political or otherwise--that's based on lifting... the black man up and making him master of his own community."

"I believe in the brotherhood of man, all men, but I don't believe in brotherhood with anybody who doesn't want brotherhood with me. I believe in treating people right, but I'm not going to waste my time trying to treat somebody right who doesn't know how to return the treatment."

"We black men have a hard enough time in our own struggle for justice, and already have enough enemies as it is, to make the drastic mistake of attacking each other and adding more weight to an already unbearable load."

"There can be no black-white unity until there is first some black unity.... We cannot think of uniting with others, until after we have first united among ourselves. We cannot think of being acceptable to others until we have first proven acceptable to ourselves."

Revolution...
"Who ever heard of angry revolutionists all harmonizing 'We shall overcome ... Suum Day...' while tripping and swaying along arm-in-arm with the very people they were supposed to be angrily revolting against ? Who ever heard of angry revolutionists swinging their bare feet together with their oppressor in lily-pad park pools, with gospels and guitars and 'I have a dream' speeches? And the black masses in America were--and still are--having a nightmare."

"The white man knows what a revolution is. He knows that the Black Revolution is worldwide in scope and in nature. The Black Revolution is sweeping Asia, is sweeping Africa, is rearing its head in Latin America. The Cuban Revolution - that's a revolution. They overturned the system. Revolution is in Asia, revolution is in Africa, and the white man is screaming because he sees revolution in Latin America. How do you think he'll react to you when you learn what a real revolution is?"

"It is incorrect to classify the revolt of the Negro as simply a radical conflict of black against white or as a purely American problem. Rather, we are today seeing a global rebellion of the oppressed against the oppressor, the exploited against the exploiter."

"The same rebellion, the same impatience, the same anger that exists in the hearts of the dark people in Africa and Asia is existing in the hearts and minds of 20 million black people in this country who have been just as thoroughly colonized as the people in Africa and Asia."

"Usually when people are sad, they don't do anything. They just cry over their condition. But when they get angry, they bring about a change."

"I for one believe that if you give people a thorough understanding of what confronts them and the basic causes that produce it, they'll create their own program, and when the people create a program, you get action."

Africans in America...
"I'm not going to sit at your table and watch you eat, with nothing on my plate, and call myself a diner. Sitting at the table doesn't make you a diner, unless you eat some of what's on that plate. Being here in America doesn't make you an American.... No I'm not an American, I'm one of the 22 million black people who are the victims of Americanism. One of the 22 million black people who are the victims of democracy, nothing but disguised hypocrisy.... I'm speaking as a victim of this American system. And I see America through the eyes of a victim. I don't see any American dream; I see an American nightmare."

"We're not Americans, we're Africans who happen to be in America. We were kidnapped and brought here against our will from Africa. We didn't land on Plymouth Rock - that rock landed on us."

"One of the things that made the Black Muslim movement grow was its emphasis upon things African. This was the secret to the growth of the Black Muslim movement. African blood, African origin, African culture, African ties. And you'd be surprised - we discovered that deep within the subconscious of the black man in this country, he is still more African than he is American."

"Twenty-two million African-Americans - that's what we are - Africans who are in America."

"When I'm traveling around the country, I use my real Muslim name, Malik Shabazz. I make my hotel reservations under that name, and I always see the same thing I've just been telling you. I come to the desk and always see that 'here-comes-a-Negro' look. It's kind of a reserved, coldly tolerant cordiality. But when I say 'Malik Shabazz,' their whole attitude changes: they snap to respect. They think I'm an African. People say what's in a name? There's a whole lot in a name. The American black man is seeing the African respected as a human being. The African gets respect because he has an identity and cultural roots. But most of all because the African owns some land. For these reasons he has his human rights recognized, and that makes his civil rights automatic."

Source: www.malcolm-x.org/

LETS KEEP STUDYING

RBG Street Scholar On Web 2.0 Education & Social Networking

RBG'z Web 2.0 educational environments refers to a confluence of second generation web-based communities and public hosting services—including social-networking sites, webpages, wikis, forums and blogs—which aim to facilitate academic collaboration and sharing between teachers / learners.The purpose of this brief guide is to help the learner / teacher overstand what one should look for in reading, listening to, viewing and... Read Full Piece

Webster Tarpley: The 9/11 Issue: Key to stopping World War III

by Webster Griffin Tarpley,
Intelligence Expert, Activist, Historian

Third Edition released June 2006

This book provides an urgent answer to the failure of the US intelligence agencies, the Congressional Joint Inquiry, and the Kean-Hamilton 9-11 Commission to discover the basic facts in the September 2001 terror attacks.
The author starts from the official myth of 9-11 - nineteen Arab hijackers, al Qaeda, Osama Bin Laden, the laptop in the cave in Afghanistan - and shows how this myth was fabricated during the ten days after 9-11 by media leaks from George Tenet and Richard Clarke, remarks by Colin Powell, and Bush's September 20 address to Congress. In the meantime, each of these figures has been repeatedly caught blatantly lying about Iraq and other subjects, and it is high time their lies about 9-11 be exposed.
After a reality check to establish that no proof for the official account of 9-11 has ever been forthcoming, the author develops a theory of international terrorism based on the experience of the Kennedy assassination, the Red Brigades, the Baader-Meinhof group, and other recent cases.
International terrorism - including 9-11 - is overwhelmingly the product of intelligence agencies, he argues, pointing out the roles of patsies and fall-guys, of networks of moles inside the government and the media, of anonymous professionals who actually carry out the atrocities the public sees, and of secret command cells in privatized paramilitary settings.
Using this framework, Tarpley proceeds to analyze a score of points at which the official account of 9-11 is absurd, contradictory, highly suspicious, or just physically impossible. Answering objections, the author shows that such vital ideas in American history as the Declaration of Independence, Lincoln's House Divided Speech, and the 1860 Republican Party platform would be classified as conspiracy theories by the self-appointed neocon guardians of orthodoxy today.
Tarpley outlines the long history of terrorism as a tool to manipulate public opinion in favor of war and dictatorship, from Guy Fawkes to the Maine to Operation Northwoods. Through his famous spot resolutions which rejected the Polk administration's official account of the outbreak of the Mexican War, the figure of Abraham Lincoln emerges to exemplify the classical American demand for truth and rejection of government manipulation.
The book concludes with a survey of the November 2004 presidential election in the U.S. and the geopolitical struggle between U.S. expansionist neo-cons and the Russian federation; it is the first book to place 9/11 within an ongoing Cold War context.

Webster Griffin Tarpley is an activist and historian best known for his George Bush: The Unauthorized Biography (1992), which has become an underground classic on the internet at www.tarpley.net.

An expert on international terrorism with decades of experience, he directed the study Chi ha ucciso Aldo Moro? (Who Killed Aldo Moro?), which was commissioned by a member of the Italian government and published in Rome in 1978. He also co-authored American Leviathan: Administrative Fascism Under the Bush Regime (1991), which identified many tendencies which have become prominent today, and Surviving the Cataclysm (1999), an analysis of the world financial crisis. Against Oligarchy, a collection of his essays and speeches, appeared on the internet in 1996.

Reviews of 9/11 Synthetic Terror: Made in USA.

Source:
http://www.waronfreedom.org/newrels.html

PART TWO OF LESSON:

11 Octopus : War Gaming and Conditioning (9/11 Octopus 3)

911 Blogger Censors Media Involvement
33 min 27 sec - Jan 8, 2007
conspiracysmasher.blogspot.com

From description/ Please watch newer version: ... all » http://video.google.com/videoplay?docid=8205707050292695515

Please vote for this, email it to at least six people, and post it on your blogs using the button above.

War games and TV shows conditioned the public to accept the official story and provided cover for the perpetrators of the 9/11 Attacks. 911 Octopus Part Three explores the media complicity that allowed the perpetrators to get away with treason and murder. It demonstrates the efforts the perpetrators took to cover their tracks, and shows how the media served as accomplices to the worst terrorist act in American history. It also shows proof that the FBI and goverment prosecutors knowingly submitted fake evidence in a court of law in order to convict a mentally-deranged patsy for his alleged role in the attacks.

Shanksville, Amalgam Virgo, Lone Gunman, Fox, Media, covert operations. See the obvious mistakes which the mainstream media conventiently ignore.

Not nude no Jessica simpson paris hilton topless nipple slip britney spears paris james brown saddam hussein gerald ford dreamgirls jessica cutler conspiracy 911 9/11 s11 september 11 MKULTRA tavistock mindcontrol brainwashing deprogramming counter-subversion

"The Voice of the Voiceless" : Mumia Abu-Jamal From Death Row

Mumia Abu-Jamal from death row: Fighting for his life

MUMIA ABU-JAMAL IS AN AWARD-WINNING JOURNALIST WHO CHRONICLES THE HUMAN CONDITION. HE HAS BEEN A RESIDENT OF PENNSYLVANIA'S DEATH ROW FOR TWENTY-FIVE YEARS. WRITING FROM HIS SOLITARY CONFINEMENT CELL HIS ESSAYS HAVE REACHED A WORLDWIDE AUDIENCE. HIS BOOKS "LIVE FROM DEATH ROW", "DEATH BLOSSOMS", "ALL THINGS CENSORED", "FAITH OF OUR FATHERS" AND THE RECENTLY RELEASED "WE WANT FREEDOM" HAVE SOLD OVER 150,000 COPIES AND BEEN TRANSLATED INTO NINE LANGUAGES. HIS 1982-MURDER TRIAL AND SUBSEQUENT CONVICTION HAVE BEEN THE SUBJECT OF GREAT DEBATE AS HE DIDN'T RECIEVE A FAIR TRIAL...link to Mumia support tools: Millions4Mumia.org

Brother Warrior Mumia Abu-Jamal / The Ultimate Solution

Download Related [PDF] Free Mumia Abu-Jamal!

Related Learning Asset: May 13, 2006 marked twenty-one years since the official bombing and premeditated murder of innocent MOVE men, women, babies and animals.

Click on the Banner to learn their Story & More

Free Mumia Power Links:
Organizations in Support of a New Trial for Mumia

The Mobilization to Free Mumia Abu-Jamal
The Fight to Free Mumia Abu-Jamal: Mumia Is Innocent!, The Partisan Defense Committee
"Yet Another Witness Comes Forward and Refutes The Frame-Up Of Mumia Abu-Jamal"
Free Mumia Abu-Jamal Coalition, NYC.
International Concerned Family and Friends of Mumia Abu-Jamal.
Free Mumia Abu-Jamal - www.infowars.tv

The Master Keys to the Study of Ancient Kemet/Dr. Asa G. Hilliard, III

Companion Classroom:
SBA: The Reawakening of the African Mind / By Dr. Asa G. Hilliard, III and A Discussion of "THE MAAFA"

Dr. Asa G. Hilliard, III, a.k.a.
Nana Baffour Amankwatia II

Dr. Asa G. Hillard and Our Co

Extracts From:
MASTER KEYS FOR UNDERSTANDING ANCIENT KEMET
DEDICATED TO DR. ASA G. HILLIARD, III,
GLORIA RITCHARDS ROBINSON, and RICHARD M. ROBINSON
http://www.cwo.com/~lucumi/kemet.html


Accompanying chart - Kemetic Chronology

1. Cultural Antiquity and Continuity Starts in Pre-Dynastic Times and Go to 640 A.D.

We must remember this when reading or listening to presentations about Kemet. Even those who eventually conquered Kemet adopted its culture.

2. Older is Better.

The older architecture is superior to the later works. It's as if the art and discipline was forgotten with time.

3. The Entire Orientation of the Ancient Kamites is Southern.

Word for face and South, right and West, left and East, North and back of head are respectively the same.

4. The Origin of the Kamites is Southern.

5. Leadership is Southern.

The main leadership that ruled ancient Kemet always came from the South

6. All Invasions Were Destructive.

No one donated culture to ancient Kemet

7. Arabic Migration Mixes with Nubian People in the Kemetic Valley at and After the Time of Muhammad.

Arabic people come in from Syria and Assyria in large numbers for the first time as the first large population of settlers after Muhammad. And with Islam, you have the first change in the fundamental culture of Kemet.

8. Science Generated Religion.

The ancient Kemetic people got religion by studying aspects of nature. Nature, when viewed systematically, represents "God" anywhere you look.

If you keep seeing the same patterns and rules repeated over and over again in nature, you suddenly realize that there is something bigger that you can't grasp that is behind all this. Therefore, you study yourself into religion.

The religion that the Kemetic people developed through study is the same religion that others borrowed from the ancient Kamites without study.

Science generated religion, it generated philosophy, and it generated general culture (religion was not Sunday).

9. There is No Dualism in Kemetic Culture.

Dualism in interpretation philosophically or culturally is a western phenomenon. (Example, Kierkegaard: It's got to be either this or that). The priest was a scientist. No split between a person searching truth through one means and a person seeking it through another. No split between science and religion, the sacred and the secular...Link to full document


RBGz New Afrikan Education Course Link Table:

RBG: SDL (Self Directed Learning) Black Studies Outline for Advanced Learners

The Master Keys to the Study of Ancient Kemet/Dr. Asa G. Hilliard, III

DR. YOSEF BEN-JOCHANNAN ON IMHOTEP... & more

Dr. Ben, Dr. Clarke and Dr. Van Sertima on Our Holocaust and A Maafa Timeline

Dr. Molefi Kete Asante: Foundations of Afrikan Pedagogy

Afrikan History and Culture Lessons: Our Scholars, Historians and Educators Teach

Dr. Marimba Ani On Yurugu and Afrikan Rebirth

Tony Brown's Afrocentric Education Conference...more

Dr. Chancellor Williams On "The Destruction of Black Civilization"

Dr. Cheikh Anta Diop On the Origins of Civilization

Oyotunji Village: "A Spiritual and Cultural Re-Awakening"

Dr. Carter G. Woodson On Education and Mis-Education..more

The American Indian Holocaust

Professor John Glover Jackson, "One of Our Greatest Cultural Historians"

The Science of the Moors, Dr. Ivan Sertima Lecture...and more

Racism: A History (3 Part Video and RBG Notes)

Dr. Leonard Jefferies on the Afrikan Mind and 10 Areas of conflicts with White Supremacy

Dr. Amiri Baraka On Dr. Du Bois's Double Consciousness Precept and more

A People's History Of The United States / by Howard Zinn : RBGz Audio and History Is A Weapon e-Books

Robert F. Williams: The Man They Don't Want You To Know About

"From Jim Crow to Civil Rights to Black Liberation?"

Malcolm X / Make It Plain: The Classic Documentary and A Timeline

ONA MOVE / RBG Street Scholars Think Tank: From First Post To Date

Check out the RBG Tube/Full Version

RBG Street Scholar Book
&
Audio CD Review

Original Post 05-20-2006
http://www.assatashakur.org/forum/sh...ad.php?t=18367

RBG Street Scholars Think Tank-A Cyber College of Revolutionary Hip-Hop Knowledge

---

Hotep Family:
I am a physician and educator that for the past two years has been blessed with the opportunity to work for 12 to 15 hours a day designing and developing a Radio and TV-driven African Centered Cultural Development and Leadership Digital College-in the image and interest of Afri-Essence.
Below is an Intro to the Sch---Please give me some feedback-and how to I get this thang off the ground?

RBG Street Scholars Think Tank
(aka the Red, Black and Green School)

IMPORTANT NOTE: IN OUR SCHOOL PROPER ALL PHOTOS, ICONS, CLIPART, AND UNDERLINED WRITINGS ARE HOT-LINKED TO THE LEARNING OBJECTS AND STUDY RESOURCES THAT ARE THE SEQUENCED AND CONCENTRICLY INTEGRATED CONTENT OF SCHOOL’S CORE CURRICULUM

RBG Street Scholars Think is Comprised of Four Levels of
Concentricly Integrated Learning Objects (from G.E.D. to Ph.D. Levels):
Level I:Video Clips, Message Music, Mini-Lectures,Commentaries and Photo-Stories,
Level II: adds PowerPoint-Driven Multi-media Shows,
Level III: adds Word Photo-Essays and Web Link Outs and
Level IV: adds Scholarly Excel Charts, Tables & Graphs and PDF Documents

We offer RBG Street Scholars Think Tank in the spirit of Sankofa—a word from the Akan language of Ghana which means” We must go back and reclaim our past so we can move forward; so we can understand why and how we came to be who we are today.

PREFACE-RETURNING TO THE SOURCE:

IN CLASSICAL AFRIKAN (KEMETIC) PHILOSOPHY THE HUMAN BEING AND HUMAN REALITY WERE GOVERNED BY THE BASIC DIVINE LAW OF “TO BE A SPIRIT”. THE MORAL MANDATE OF AFRIKAN HUMANITY WAS “TO BECOME AND IN BECOMING”---THE PURSUIT OF SUCH DIVINE LAW AND MORAL MANDATE WAS REFLECTIVE OF ONES PURSUIT OF GODLINESS. EDUCATION WAS KEY TO THIS PROCESS-TO BECOME AND IN BECOMING A MORE PERFECT BEING. FOR OUR AFRIKAN ANCESTORS EDUCATION AND SCHOOLING WAS ULTIMATELY ABOUT A PERSON BEING TRANSFORMED FROM A LESSER MATERIAL BEING TO A GREATER SPIRITUAL BEING. DR. E. CURTIS ALEXANDER DEFINES AFRICAN CENTERED EDUCATION AS SYSTEM OF SEQUENTIALLY PLANNED EDUCATIONAL OPPORTUNITIES PROVIDED FOR AFRICAN HERITAGE CHILDREN, YOUTH AND YOUNG ADULTS TO DEVELOP THE NECESSARY AND REQUIRED SKILLS TO PARTICIPATE IN THE GLOBAL MARKETPLACE WITH SPECIFIC INTEREST ON THE UPLIFTMENT AND EMPOWERMENT OF THEIR AFRICAN-AMERICAN COMMUNITIES AND THE TOTAL DEVELOPMENT AND GROWTH OF THE AFRICAN CONTINENT. THUS, RBG STREET SCHOLARS THINK TANK IS ABOUT USING HISTORY AND THE MEDIUM OF AFRICENTRIC CULTURE TO FACILITATE A FORWARD-LOOKING AND FUTURISTIC EDUCATION PEOPLES DEVELOPMENT

REAL EDUCATION=TRAINING AND SKILLS + KNOWLEDGE OF SELF

THE EDUCATION OF ANY PEOPLE SHOULD BEGIN WITH THE PEOPLE THEMSELVES.... THE CHIEF DIFFICULTY WITH THE EDUCATION OF THE NEGRO IS THAT IT HAS BEEN LARGELY IMITATION RESULTING IN THE ENSLAVEMENT OF HIS MIND.
-- DR. CARTER G. WOODSON, "THE MIS-EDUCATION OF THE NEGRO, (1933)

FROM OPPRESSION TO LIBERATION THROUGH RELVENT EDUCATION: “RBG STREET SCHOLARS STYLE”

EDUCATORS AND CIVIC LEADERS OF THE 21ST CENTURY WHO WANT TO HISTORO-CULTURALLY, SOCIO-POLITICALLY AND PSYCHO-EDUCATIONALLY ENGAGE AND EXCHANGE WITH YOUNG PEOPLE SHOULD SEE “HIP HOP/RAP CULTURE” AS A FRUITFUL AVENUE TO ACCOMPLISH THESE GOALS. ALTHOUGH THE HIP HOP/RAP SUB-CULTURE IS WIDE SPREAD, PARTICULARLY IN RELATION TO URBAN BLACK AND BROWN YOUTH, SUCH A ROAD IS WEIGHTED DOWN WITH LANDMINES; GIVEN THE CONTROVERSIAL LYRICS OF SO CALLED GANGSTA RAP, THAT TEND TO SENSATIONALIZE VIOLENCE, CRIME AND SEX AND RAP MUSIC VIDEOS THAT DEPICT WOMEN AS SEX TOYS. NEVERTHELESS, AS AN EDUCATOR INTENT ON THIS PATH, THE CHALLENGE HAS BEEN BFORE ME TO FORMULATE TEACHING/LEARNING STRATEGIES THAT USE HIP HOP/RAP TO FOSTER YOUNG BROTHERS AND SISTERS INTEREST IN AND ENGAGEMENT WITH COMPUTER LITERACY AND PROFICIENCY, BASIC EDUCATION SKILLS AND AN INTEGRATED UNDERSTANDING OF ISSUES THAT IMPACT THEM AS INDIVIDUALS, MEMBERS OF AFRIKAN AMERICAN FAMILIES AND THE BLACK COMMUNITY AT LARGE.

THIS NEW USE OF HIP HOP/RAP TO FACILITATE SERIOUS STUDY IS A SHARP DEPARTURE FROM THE TRADITIONAL EUROCENTRIC APPROACHES TO “EDUCATING” STUDENTS OF COLOR.

THUS,WE MUST FOREWARN THE PERSPECTIVE STUDENT; “THIS SCHOOL DOES NOT SERVE TO JUSTIFY THE STATUS QUO AND / OR MAINTAIN SOCIAL CONTROL. RATHER, BY DEMONSTRATING THAT ALL THINGS ARE POSSIBLE FOR AFRIKAN PEOPLE STRAPPED WITH KNOWLEDGE OF SELF, BASED ON THE WIDE STRIDES ALREADY TAKEN BY OUR ANCESTRAL AND ELDER SCHOLASTIC GIANTS, IT IS AN INSTRUMENT FOR LIBERATING SOCIAL CHANGE AND ‘NEW’ AFRIKAN CULTURAL DEVELOPMENT,”(“FUNCTIONAL MELANINIZATION”). BY SERIOUSLY STUDYING OUT OF THESE CLASSROOMS THE RESULT WILL BE NOTHING SHORT OF AFRIKAN SELF AND COLLECTIVE RESCUE, RESTORATION AND TRANSFORMATION. YOUR MIND (BRAIN CIRCUITRY /INTERCONNECTEDNESS) WILL RADICALLY CHANGE THE VERY MECHANISM OF HOW IT WORKS.

WITH STICK ATTENTION TO DEVELOPING OUR STUDENT’S BASIC EDUCATION SKILLS IN THE CONTEXT OF THE HIGHEST STANDARDS OF ACADEMIC EXCELLENCE, SUITABLE FOR ONE TO CONFIDENTLY SIT FOR HIGH STAKE EXAMS, WE SIMULTANEOUSLY ADVANCE THE PSYCHO-EMOTIONAL HEALING AND SPIRITUAL UPLIFTMENT OF OUR PEOPLE BY PROVIDING KNOWLEDGE, WISDOM AND OVERSTANDING OF THE HISTORO-CULTURAL, SOCIO-POLITICAL AND PSYCHO-EDUCATIONAL EXPERIENCES OF AFRICANS IN AMERICA IN AWAY THAT RADICALLY REAPPRAISES EDUCATION FROM THE PAINED AND ANGRY PERSPECTIVE OF THE OPPRESSED BLACK COMMUNITY.
WITH THE PRESENT DAY HIGH RATES OF BLACK ON BLACK HOMICIDE, SUICIDE, AND IMPRISONMENT AND A RISE IN SINGLE-PARENT HOMES, RAMPANT POLICE BRUTALITY, UNPRECEDENTED UNEMPLOYMENT, AND BLACKS USE OF POPULAR (ENEMY) CULTURE (THROUGH MUSIC, VIDEO GAMES AND POPULAR MOVIES) TO CELEBRATE "ANTI-INTELLECTUALISM, IGNORANCE, IRRESPONSIBLE PARENTHOOD, DRUNKENNESS, DOPE DEALING, WEED SMOKING, COCAINE, X-PILLS, LOOSE SEXUAL BEHAVIOR AND CRIMINAL LIFESTYLES/THUGGISM"; WE HAVE CHOSE TO DESIGN A CURRICULUM THAT, RATHER THAN GETTING CAUGHT UP IN THE ENTERTAINMENT / BLACKPLOTATION ASPECTS OF HIP HOP/RAP, WILL USE HIP HOP/RAP WITHIN A HISTORO-CULTURAL, SOCIO-POLITICAL AND PSYCHO-EDUCATIONAL FRAMEWORK TO ADDRESS THESE VARIOUS DEATH WALKS FORTHRIGHTLY. OUR NEW METHODOLOGICAL STYLE IS INTENDED TO GET OUR YOUNG PEOPLE TO BEGIN TO THINK CRITICALLY ABOUT THEMSELVES, THEIR WORLD AND THEIR ROLE AS PEOPLE OF AFRIKAN DESCENT.
THE WORK IS A COMPREHENSIVE (BUT ONLY A CORE FRAMEWORK) SURVEY OF SUBJECTS AND TOPICS THAT HAVE CONFRONTED AFRIKANS IN AMERICA THROUGHOUT OUR 246 YEARS OF CHATTEL SLAVERY, 100 YEARS OF APARTHEID AND ONLY “ONE GENERATION OF FREEDOM” HERE IN AMERICA. I LIKE TO DESCRIBE THE SCHOOL AS A “CULTURAL DEVELOPMENT AND LEADERSHIP TRAINING COMMUNIVERSITY”. FROM OUR RESEARCH, WE HAVE DETERMINED THAT THE IDEA OF SANKOFA, WHICH MEANS "WE MUST GO BACK AND RECLAIM OUR PAST SO WE CAN MOVE FORWARD; SO WE UNDERSTAND WHY AND HOW WE CAME TO BE WHO WE ARE TODAY", REALLY ENCOMPASSES THE WHOLE AFRIKAN-CENTERED IDEAL. NONETHELESS, AS THIS IS A WORK IN EVOLUTION AND ALWAYS UNDER CONSTRUCTION, WE HAVE CHOSEN TO FOCUS OUR TEACHING/LEARNING JOURNEY MOST DIRECTLY ON THE PAST 45 YEARS OF OUR STRUGGLE FOR HUMAN AND CIVIL RIGHTS—THE THEME “THE MORE THE THINGS CHANGE, THE MORE THINGS STAY THE SAME, WE NEED A REVOLUTION, THE SYSTEM AIN’T GONA CHANGE UNLESS WE MAKE IT CHANGE”. THE CONTENT AND CHARACTER OF THE CURRICULUM IS AFRIKAN-CENTERED AND THE GOAL IS ACADEMIC EXCELLENCE IN PURSUIT OF BLACK POWER. WE TEASE OUT THE SOCIAL, POLITICAL, ECONOMIC AND MORAL IMPERATIVES OF BLACK POWER IN THE 21ST CENTURY BY ZOOMING IN ON TWO POVITAL QUESTIONS THROUGHOUT OUR COURSE OF STUDY “WHAT IS BLACK OPPRESSION IN AMERICA AND WHAT IS LIBERATION? ”

BLACK OPPRESSION: BORN IN THE U.S.A.

CURRENTLY, SOME 70 PERCENT OF THE 2 MILLION PEOPLE IN U.S. JAILS, PRISONS AND DETENTION CENTERS ARE PEOPLE OF COLOR; APPROXIMATELY 1 MILLION ARE AFRICAN AMERICAN. WITH THE HIGHEST INCARCERATION RATE IN THE INDUSTRIALIZED WORLD, THE UNITED STATES IS ONE OF THE FEW DEVELOPED COUNTRIES WITH CAPITAL PUNISHMENT AND ONE OF A FEW DEMOCRATIC NATIONS (UP UNTIL THIS YEAR, 2005) TO EXECUTE MINORS. 5.1 MILLION PEOPLE ARE UNDER CORRECTIONAL CONTROL IN THE U.S. WE ARE OFFERING THIS SCHOOL TO OUR PEOPLE IN THE INTEREST OF HABILITATION. THIS IS AN EDUCATIONAL PROGRAM FOR OUR HIP-HOP / RAP GENERATION THAT CONTAINS KNOWLEDGE, WISDOM AND OVERSTANDING THEY CAN RESPECTFULLY CALL REAL EDUCATION FOR THE BLACK MAN/WOMAN IN THE HELLS OF 21ST CENTURY AMERICA.THIS IS TO SAY, THE SCHOOL HAS BEEN DESIGNED SO AS TO ENABLE US TO CREATE JOBS FOR OURSELVES BASED ON THE PROBLEMS AND ISSUES PLAGUING OUR FAMILIES AND COMMUNITIES. STUDIES ARE DISTRIBUTED BETWEEN TWO DISTANT BUT INTERCONNECTED PHASES. IN PHASE THE LEARNER WILL ENGAGE THE CORE CURRICULUM— SUCCESSFUL COMPLETION OF THESE FOUNDATIONAL STUDIES IS A PRE-REQUISITE FOR ENTRY INTO PHASE II STUDIES. IN PHASE THE SCHOOL BECOMES A COMPANION TO ALL BLACK, BROWN AND RED YOUTH/YOUNG ADULT THAT THINK THEY MAY WANTS TO BECOME A COMPUTER SOFTWARE DEVELOPER/ PROGRAMMER, WEB MASTER, ALCOHOL AND DRUG COUNSELOR, BIOMEDICAL SCIENTIST/ RESEARCHER, SCHOOL TEACHER, MEDICAL DOCTOR OR PARAPROFESSIONAL HEALTH CARE PROVIDER. WHETHER ENROLLED IN RBG STREET SCHOLARS THINK PROPER (A STREET SCHOLAR IN RESIDENCE) OR ATTENDING ANOTHER HIGH SCHOOL OR COLLEGE, RBG WILL BE YOU ACADEMIC SUPPORT SYSTEM. RBG STREET SCHOLARS THINK TANK TAKES PRIDE IN BLURRING THE LINE BETWEEN URBAN YOUTH IN THE COMMUNITY AND THOSE IN TRADITIONAL COLLEGES. WE TAKE PRIDE IN EDUCATING STUDENTS FROM DIVERSE BACKGROUNDS AND THUS, A MAJOR THRUST OF THE SCHOOL IS TO MAKE NULL AND VOID THE REPRESSIVE TRICKNOLOGY OF THE “THUGGISM-DOPE GAME-PROBATION-PAROLE-PRISON WAREHOUSING-SLAVERY BACK IN EFFCT COG”.

NOTHING IN LIFE IS TRULY OBJECTIVE, SO DON’T GET THAT EUROCENTRIC SCIENTIFIC METHOD, B.S., TWISTED. TO A VERY LARGE DEGREE THIS SCHOOL IS ABOUT MY JOURNEY; AND MY IS THE JOURNEY OF THE OPPRESSED, TAUGHT WITH STRICT ATTENTION TO SCHOLARSHIP AND THOROUGHNESS, RBG STREET SCHOLAR STYLE.

THIS STORY, THIS CREATION, THIS SCHOOL IS ABOUT MY STRUGGLE AND THE PEOPLE WHO INSPIRE ME. IT REFLECTS WHO I AM AND HOW I LIVE AND HAVE LIVED. A GHETTO BORN AND BREAD, DRUG INFESTED AND VIOLENCE INFECTED NEWARK, NEW JERSEY NIGGA (NOT NIGGER / NEVER IGNORANT GETTING GOALS ACCOMPLISHED) THAT HAS ABSORBED THE LESSONS OF OUR ELDERS AND ANCESTORS AND THUS, RECONCILE MY GIFTS WITH THE MOST HIGH TO CULMINATE IN THIS EDUCATIONAL OUTLINE. BUT, NO MAN IS AN ISLAND, GIL SCOTT HERON SAY “AIN'T NO SUCH THING AS SUPERMAN.THEY SAY BLACK PEOPLE CAN’T UNITE AND I SAY THEY’RE A LIE. THAT IS WHY RBG’S MARCHING ORDER AND GUIDING PRINCIPLE IS “ONE PEOPLE, ONE LUV, ONE STRUGGLE, ONE DESTINY AND ALL IN THE SAME GAME”.

ONE PEOPLE, ONE LUV, ONE STRUGGLE, ONE DESTINY AND ALL IN THE SAME GAME

I BELIEVE THAT THE FIRST THING WE MUST DO TO BECOME A UNIFIED COLLECTIVE IS SEE OURSELVES AS SUCH. A PICTURE IS WORTH MORE THAT A THOUSAND WORDS AND THE REVOLUTION IS IN THE MUSIC. THIS IS WHY OUR SCHOOL IS DRIVEN BY RBG STREET SCHOLARS RADIO AND TV. THUS, MY CHALLENGE AND HUMBLE APPEAL TO ALL TRUE HIP-HOP HEADZ, SCHOLARS, EDUCATORS, ENTERTAINERS, ACTIVIST ETC. DEPICTED IN THIS WORK IS AS FOLLOWS “THIS IS A UNIVERSITY/ AFRIKAN INTELLIGENCE AGENCY IN EVOLUTION, THE INFORMATION YOU PHOTO BRINGS WHEN ONE CLICKS ON YOU IS NOT WRITTEN IN STONE AND THEREFORE I WELCOME YOU CONTRIBUTION (WORDS AND DEEDS) FOR INTEGRATION INTO THE CURRICULUM—THIS IS OUR SCHOOL IN THE MAKING---THE PANTHERS USE TO SAY “YOU’RE EITHER PART OF THE SOLUTION OR THE PROBLEM.”


TOWARD A "NEW AFRIKAN" WORLD UNION

FINALLY, PLEASE LET US BE CLEAR, THE MAIN GOAL OF THIS SCHOOL IS NOT MASTERY OVER OPPRESSION. SUCH A GOAL, EVEN IF ACCOMPLISHED TO ITS FULLEST EXTENT, WOULD ONLY LAND AFRIKAN PEOPLE IN A VACUUM. RATHER, THE PREEMINENT GOAL OF THE RBG STREET SCHOLARS THINK TANK’S CORE CURRICULUM IS SELF-MASTERY BY WAY OF AFRIKAN-CENTERED CULTURAL TRANSFORMATION FOR THE PURPOSE OF SECURING BLACK POWER. NONETHELESS, THIS GOAL MANDATES THE ACTIVE NEUTRALIZATION OF ALL OPPRESSIVE YOKES WITHIN AND WITHOUT THE AFRIKAN SELF AND COLLECTIVE. GIVEN THAT WE ALL ARE DECEDENTS OF A PEOPLE THAT WERE TAKEN THROUGH THE EUROPEAN’S “EVIL GENIUS” THREE STEP PROCESS OF DERACINATION, I.E. DEAFRIKANIZATION, DEHUMANIZATION AND INFERIORTIZATION, THE INDIVIDUAL SEARCH FOR SECURITY UNDER OUR PRESENT CONDITION AND THE QUEST FOR PERSONAL HARMONY AND PRIVATE SUCCESS AT THE COST OF BETRAYING OUR COLLECTIVE ASPIRATIONS FOR SELF-DETERMINATION REQUIRES LITTLE COURAGE, VISION OR RISK. SUCH EFFORTS ACCEPT THE SOCIAL ORDER (DISORDER) AS IMMUTABLE. BUT, IN ORDER FOR AFRIKAN PEOPLE TO BE ABLE TO DEFEND, DEFINE AND DEVELOP IN OUR OWN IMAGE AND INTEREST; A NEW COURAGE, NEW VISION, NEW CONSCIOUSNESS, COMMITMENT AND CONDUCT IS REQUIRED. THE DEHUMANIZING ENEMY WITHOUT MUST BE NEUTRALIZED—AT LEAST PSYCHO-CULTURALLY AND SOCIO-MATERIALLY—JUST AS THE ENEMY WITHIN MUST BE EJECTED. NEITHER CAN OCCUR WITHOUT SERIOUS STUDY AND WORK THROUGH OUR OWN AFRIKAN EYES AND ORGANIZED TECHNOLOGICALLY SOPHISTICATED INDEPENDENT INSTITUTIONAL DEVELOPMENT. BOTH ENTAIL RISKING A SOCIAL, POLITICAL, ECONOMIC, EDUCATIONAL AND SPIRITUAL CRISIS; AND EVEN PHYSICAL DEATH. FOR THEM AND ONLY THEN CAN A “NEW” AFRIKAN WORLD UNION BE ESTABLISHED.

IF SOMEONE CAN HELP ME HOLLA--IT HAS OUT GROWN ME--500 PHOTO ESSAYS, 500 VIDEOS, 2000 MUSIC/SPOKEN WORD/MINI-LECTURES, 250 POWERPOINT-DRIVEN MULTI-MEDIA SHOWS AND MORE--OVER 100 ORIGINAL PRODUCTS THE CAN EDUCATE AND EMPLOY OUR PEEPS

Respectfully, Marc Imhotep Cray, M.D./bna RBG Street Scholar

Post Script:

In SABA: The Reawaking of the African Mind, Dr. Asa Hilliard's last chapter (7) is called HOMEWORK: A BIBLIOGRAPHY FOR SERIOUS AFRICANS It's written for teachers who want to really teach Afrikan children correctly (that means us). He catagories the study areas and reviews the authors and books relegated to Afrikan Education since our arrival here. He gives a succient review of each book followed by a charge to the teacher/parent/educator. Until one has read this chapter they will never be as informed. The most remarkable thing to me is how productive and expert we were pre-emancipation in the field of Education...So when the post civil war peroid /post-emancipation arrived we were excited, capable and ready to do so with this "new opportunity" But our gifted educators of the l1800s were blocked, fought and inhibited from controlling our education--The white man had made a public education and higher education program he wanted us to have. minial/industrial vs liberal.More frequently under the guise of white philanthropy--ie Hampton and Tuskegee Institute and most other HBCUs.
A MUST READ TO KNOW WHAT TO READ--Do Hilliard is talking about public school curriculum infusion...Another book we need to talk about.

SBA: The Reawakening of the African Mind / By Dr. Asa G. Hilliard, III (Images, links and text embellishment is RBG'z) "SBA: The Reawakening of the African Mind is a key. It is a roadmap. It is a call to destiny…. With SBA: The Reawakening of the African Mind, Dr. Hilliard…helps us to comprehend why education is so critical to African liberation and advancement. Within his opening thoughts, Asa inextricably links the mind (spirit), with culture and education. He notes that to reawaken the African mind, one must ensure that the goal of education, and the... Read Full Extract

Brother’s Gonna Work It Out

Of Willie Hutch, 1999

RBG Street Scholar Educational Design

The Iraq War Legal, Or Illegal, Under International Law?

Pinky wants some answers: Is the U.S.-led invasion and occupation of Iraq legal or illegal? Do any of the charges of illegality we've been hearing about have any legal basis at all? And why should we even care about international law anyway? Pinky and friends do the research and then tell you all the answers!

Was The Iraq War Legal, Or Illegal,
Under International Law?

"Advantage is a better soldier than rashness." -Montjoy in Wm. Shakespeare's Henry V, 3.6.120

Evan Augustine Peterson III, J.D.

09/17/04

"ICH" -- During a BBC radio interview on Wednesday, UN Secretary General Kofi Annan created a controversy by reiterating his long-held position that the Iraq War was illegal because it breached the United Nations Charter. [1] On Thursday, the imperial leaders of the "Coalition of the Willing" retaliated by vehemently arguing that their Iraq War was, to the contrary, legal. [2]

Obviously, this dispute raises a legal question: "Whose opinion is correct, and whose is incorrect?" Additionally, we should be asking ourselves: "Who decides? (i.e., 'Whose jurisprudential opinion shall be dispositive for purposes of resolving this dispute?')"

It seems eminently reasonable -- even for the disputants -- to conclude that the optimal source of guidance on this question of international law would have to be the world's foremost experts in the field of international law. Hence, the UN's chief and the coalition's leaders need to know how the world's top international law experts would resolve their jurisprudential dispute. And we, the people, need to know who's right and who's wrong here.

Realistically, one cannot seriously expect the disputants -- much less their national electorates -- to wade through numerous legal documents, most of which contain rigorous and not-occasionally tedious reasoning, to find the correct answer. Thus, it seems prudent to proceed directly to the world's most authoritative answer to our pressing question du jour: "Was the Iraq War legal, or illegal, under international law?"

And The World's Most Authoritative Answer Is ... Among the world's foremost experts in the field of international law, the overwhelming jurisprudential consensus is that the Anglo-American invasion, conquest, and occupation of Iraq constitute three phases of one illegal war of aggression. [3]

Moreover, these experts in the international law of war deem both preventive wars and preemptive strikes to be euphemistic subcategories of outlawed wars of aggression.

And the experts' answer would hold true regardless of whether their governing legal authority was: (A) the UN Security Council Resolutions that were passed to implement the conflict-resolution provisions of the UN Charter; or (B) prior treaties and juridical holdings which have long since become general international law. [4]

Readers who need to "trust but verify" (i.e., to corroborate) for themselves that the experts' overwhelming opinion is exactly as stated above should read a document entitled "15 January 2003." (Find it by scrolling down approximately one-fourth of the way, after you've clicked onto this ES website: http://www.eurolegal.org/useur/bbiraqwar.htm "The Legality Of The Iraq War" .) Why?

That document was drafted and signed by the world's foremost international law experts -- the prestigious International Commission of International Law Jurists -- to provide ultimate proof of their authoritative opinion concerning the legal status of war against Iraq. Furthermore, this large body of eminent international law experts explicitly stated that they'd drafted their legal document in order to advise Messrs. Bush and Blair prior to the invasion: (1) that it would be blatantly illegal under international law for the Anglo-American belligerents to invade Iraq; and (2) that their joint decision as Commanders-in-Chief to commence hostilities would constitute prosecutable war crimes.

Skeptical readers who don't regard this highly-authoritative conclusion as an adequate answer are invited to undertake the legal reasoning for themselves at the ES website. Note that every applicable Article in the UN Charter, and every relevant UN Security Council Resolution, is cited and analyzed therein. And readers who continue to scroll down the ES website will find a succession of articles which summarize the opinions of noteworthy individual experts on international law. These, too, strongly confirm that the invasion of Iraq constituted an illegal war of aggression under international law. [5]

Finally, ambitious readers will learn what non-credible source was most responsible for propagating the fictitious pre-war claim that Saddam Hussein's Iraq was involved in the 9/11 terrorist attacks on the WTC and the Pentagon (hint: yet another uncredentialed neocon think-tanker from the thoroughly-discredited American Enterprise Institute).

Three Conclusions It is the overwhelming consensus of the world's foremost international law experts that: (1) UN Secretary General Annan's opinion is correct (i.e., true) because the Iraq War was, indeed, illegal; and

(2) the opinion of the "Coalition of the Willing's" leaders is incorrect (i.e., false) because their Iraq War was NOT legal.

(3) Therefore, Americans must break free of the neocons' self-delusional groupthink mentality by learning to differentiate between fact and truth, which are all-too-easily confused. For instance, it's an undeniable fact that Messrs. Bush and Cheney have been arguing along the campaign trail that "The Iraq War was legal!" Nevertheless, the mere fact that they've been vehemently arguing that point certainly does NOT make it true! Their argument is flawed by a logical fallacy called an ipse dixit (i.e., "something asserted but not proved"). As we've already seen, their argument is just plain WRONG AS A MATTER OF LAW! Therefore, Messrs. Bush and Cheney are making a false argument (i.e., deceptively asserting something that is untrue).

The Bottom Line Americans should reject the temptation to vote for Messrs. Bush and Cheney, because: (1) both men were advised beforehand that their decision to commence the invasion of Iraq would be blatantly illegal under international law; (2) they invaded nonetheless, and now they're cynically attempting to mislead the public again by falsely arguing that "The Iraq War was legal!"; (3) however, their argument is legally-meritless nonsense -- the current equivalent of their earlier false argument that torture is a legal method for the US military's interrogation of prisoners; (4) they've repeatedly demonstrated their disdain for universal human rights and democratic governance under the rule of law; and

(5) the 21st-century world isn't Tombstone's OK Corral and they certainly aren't Wyatt Earp and Doc Holliday -- however much they might wish us to believe that they are! [6]

ENDNOTES

[1] Read this 9-16-04 PI article by clicking on these blue words: http://www.politinfo.com/articles/article_2004_09_16_4815.html "UN Says Nothing New In Annan's 'Illegal War' Comment". Also see this 9-17-04 GU article, which contends that UN Secretary General Annan's statement wasn't his long-held opinion, but is new and belated: http://politics.guardian.co.uk/iraq/story/0,12956,1306642,00.html "The War Was Illegal"

[2] Read this 9-17-04 JO article by clicking on these blue words: http://snipurl.com/94y0 "Bush Joins Coalition Leaders In Defending War Against Iraq"

[3] Read the 9-15-04 ES's indispensable analysis by clicking on these blue words: http://www.eurolegal.org/useur/bbiraqwar.htm#TOP Legality of the Iraq War. If the click-on doesn't link, paste this URL into your webserver: http://www.eurolegal.org/useur/bbiraqwar.htm [Skeptical readers should not read to confirm their biases, but instead should set their biases aside until they've finished reading all of the legal arguments on this website, which will take awhile.]

[4] There seems to be one relevant omission from the ES website. General international law could have been be cited as an alternative basis for proving the Iraq War's illegality by analyzing these authoritative precedents: (A) the Kellogg-Briand Pact of Paris (1928); and (B) the Charters, Principles, Indictments, and Holdings from the International Military Tribunals at Nüremberg and Tokyo (1945-48).

[5] Generally speaking, legal opinions offered by government attorneys are NOT considered to be authoritative because: (a) they're drafted in the adversarial mode of an advocate, often under self-interested political pressure from the executive branch; (b) even at its best, their reasoning tends toward casuistry, reflecting Cicero's injudicious maxim,"salus populi suprema lex esto" (De Legibus, III, 3.8: "Let the welfare of the people be the supreme law!" Or the Bushites' tortuous translation thereof: "We feel that we can legally torture our prisoners now if it might save our people later!"); and (c) for an apt example, see the history of the Third Reich's attorneys Hans Frank and Wilhelm Frick, whose pre-war legal advice to Reichsführer Hitler was that Germany could use the pretext of an imminent threat to "preemptively" invade Poland, for which war crime they were both tried, sentenced, and hanged to death by the International Military Tribunal at Nüremberg. Note bene, Attorney General Ashcroft and Bush administration "torture memo" attorneys Bybee, Chertoff, Gonzales, Haynes and Woo!

[6] Read Douglas Jehl's 9-16-4 CD/SPI article by clicking on these blue words: http://www.commondreams.org/headlines04/0916-02.htm "CIA Analysis Holds Bleak Vision For Iraq's Future". Also see the 9-16-04 Dreyfuss Report column: http://tompaine.com/archives/the_dreyfuss_report.php "Annan For President"

Author: Evan Augustine Peterson III, J.D., is the Executive Director of the American Center for International Law ("ACIL"). <EvPeters8@aol.com>

Ehren Watada:
a Soldier Refuses an Illegal War

Ehren Watada (born 1978) is a First Lieutenant (1LT) of the United States Army who in June 2006 deserted to avoid deploying to Iraq for his unit's assigned rotation to Operation Iraqi Freedom. Watada said he believed the war to be illegal and that, under the doctrine of command responsibility, it would make him party to war crimes. At the time he refused to deploy, he was assigned to duty with the 5th Battalion, 20th Infantry Regiment, part of the 3rd Brigade, 2nd Infantry Division, as a Fire Support Officer. Watada is the first commissioned officer in the U.S. armed forces to publicly refuse deployment to Iraq.His court-martial ended in a mistrial on February 7, 2007. A second court-martial, originally scheduled to begin July 23, 2007 has been postponed until October 9, 2007. On October 5, 2007, federal court judge Benjamin Settle signed a "Stay of Court Martial Proceedings" that will remain in effect at least until October 26...

Learn more of this historic case:
http://en.wikipedia.org/wiki/Ehren_Watada