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Under the Auspices of the
African Hebrew Israelite Community of Jerusalem
Dimona , Israel , Northeastern Africa.
The Dilemma
The new millennium was believed to be the consummation of human achievement, high- tech progress and global unification. Still, nearly a decade into the 21 st century we find the African Nations and the world's People of Color steeped in abject poverty, debilitating sicknesses and disease, disunity and psychologically dispirited and depressed.
When we confront these realities head on, we'll find the problems with Africa predicated on a trilateral reality; “Euro-literacy, Euro-sensitivity and Euro-centricity”. When it comes to defining African ideas of progress, success, modernization, culture, social science, geo-politics and governance, Africans think Eurocentric, speak Eurocentric, discern Eurocentric, dress Eurocentric and socialize Eurocentric. We have become so desensitized from Afro-literacy that at the end of the day we “dream Eurocentric.” Consequently the so-called progressive African World labors to fulfill a Eurocentric vision for Africa and the world.
To be Euro-literate is to be well learned, trained and cultured in European values, traditions, ideas and concepts. What we are experiencing in Africa today, the unnecessary fratricidal wars, poverty, sickness, disease, civil and political corruption, are the Eurocentric visions for Africa . From the very first time Europeans touched African soil, their ambitions were to dominate Africa through underdevelopment, undermining and undertaking the task for “unlearning” Africa . The unlearning process was a matter of moving African people away from the foundation of Afro-literacy and re-teach to a foundation which is Euro-literate.
Let us briefly define the words unlearn, literate and literacy.
Unlearn; a) To rid the mind of; to rid the mind of the knowledge or memory of something; b) To cause to forget; c) To break the habit of something or end the practice of something.
Literate/Literacy; a) Well educated, cultured : b) Able to read and write ; c ) having knowledge or competence <computer-literate> <politically literate><Euro-literate> ; the quality or state of being literate .
Looking at the definitions while reflecting on the fact that the European system of education was to “unlearn” Africa , we, African People, clearly see how we have forsaken the cultural habits, behavior and practices which were so essential to our past glory. Today's African scholars, intellectuals and leaders seem to have forgotten the “redemptive” knowledge which was common understanding to our pre Europeanized societies. For example; the so-called “progressive and proactive” Africa have forgotten how to coexist harmoniously within the set times, righteous cycles and seasons of the earth's ecology; forgotten how to sustain and maintain strong marriages, families, cities and villages; forgotten how to govern themselves fairly and integrally. Such were norms in pre-Euro-sensitized Africa . I recall reading what I consider one of the greatest books depicting Africa before the advent of the European, “ Facing Mt. Kenya ” by Jomo Kenyatta. President Kenyatta recognizes that in ancient Kikuyu society there were no words for things such as “homosexual”, “lesbian”, “prostitute or prostitution”, “pedophile” or “a delinquent child”. Kikuyu culture and social behavior forbid such degeneracy from finding refuge in their homes and villages. What was “commonsense” in pre Europeanized Africa is extremely “rare and uncommon-sense” in post Europeanized Africa .
The spiritual leadership which governed African antiquity cultivated a system of governance free of poverty, disease and corruption. Only after the experience of the European system of education and re-culturalization did our scholars, intellectuals and leaders forget the value of redemptive knowledge and regenerative social sciences.
African Spirituality
I define African spirituality as the totality of “truth-centric African literacy;” the truest and most holistic form of African expression, psyche and culture. An Afro-literate system of governance administered over by “spiritual leadership” governed African People before the advent of the European. African spirituality influenced their process of higher learning, social entertainment, social sciences, economic trade and commerce and system of governance. Because spiritual leadership is founded on the principles of “truth and righteousness,” in this Afro-literate/Afrocentric environment, Africa was paradise. This is to understand that, every expression, action, habit and behavior, sustains, enhances and advances the life process. To put it more straightforward, the food you eat, the music and songs you are entertained by, the parental and intimate love you share, the things you buy, the things you allow to be sold, even the sports you play and the books you read, all must be influenced by truth. This truth-centered environment sustains, enhances and advances the life process. You might think such an idea is a little far fetched, I beg to differ. This is the precise disciplined lifestyle and social system and behavior which governed pre Euro-sensitized Africa . Why do you think the average age for an African villager has been recorded as being 250 to 300 years? Methuselah, an African Hebrew that resided in Northeastern Africa during biblical times was recorded to have lived over 900 years. This was the end result of “Regenerative - African Spirituality”
We cannot correct the present African societies which have been degenerate from the influence of western designed democracy. This African system is beyond repair. However, we can look back into history and rediscover the ideals of regenerative truth and African spirituality which once governed our lives, homes, and villages. These regenerative laws must be reinstituted into our present social systems and culture ideas. The problem with this is, today we have a peer of African sociologist and intellectual who yet define the old path as “old fashion”, and “out dated”. But to the contrary, if we are not able to “seek the old path” and continue to follow the lifestyles and patterns of behavior of the so-called “advanced ideals of progress of the Democratic West” our fate is sealed and our doom inevitable. .
Allow me here to explain that African societies had a form of democracy before the advent of Euro-centric Western Liberal Democracy. The two however, were fundamentally different. In essence, African Democracy was truly a “government for the people and by the people”. This idea of democracy was ideally a “people to people based social ecology,” the fundamental principle being “I am my brother's keeper.” Western Liberal Democracy was just the opposite. It gives people the “right to be wrong” by allowing some to be legally demoralized, deprived and dehumanized by others.
African leaders must become spiritual leaders. African scholars must become spiritual scholars. African intellects must become spiritual intellectuals. I'm sure you do not think I'm referring to “religion or religious” when I say “spiritual”. The fundamental difference between the two is simple, “spirituality is governed by and accountable to righteousness and truth, religion is not.
The Transfigurement
How did we become dedicated to fulfilling the European vision of Africa ?
When 14 th century Europeans landed on African shores, they saw extraordinary wealth, regenerative cultures, holistic spiritual systems and highly institutionalized courses of academic and vocational learning. African systems of health, economics and commerce, sanitation, agro and bio-technology, transportation and military were far more advanced then Europe . Even in our decline Africans were capable of commercializing with Europeans as equals, to express the least. Europeans however, never desired to or intended to deal with Africa justly or equally via a “Euro-Afro Alliance .” Had they done so, Africa , already flourishing at the time, would have become the perpetual dominate socio-economic force in the world.
So, what caused the turn around? Two words can explain, “desensitize” and “deception”. Eurocentric systems managed to desensitize Africa through the practices of education. In this progression our sensitivity towards Afro-literacy was totally discarded and soon abandoned. The deception was the end result of Eurocentric religiosity. European missionaries propagated a religion that deceived our people to except four fundamental lies:
• Heaven was a posthumous, after death experience.
• Death was natural, i.e. “he died from natural causes”.
• God's son was a European.
• Black people were inherently evil, inhuman and eternally damned.
An Euro-centric religion caused African People to accept the above as being true. After accepting this, the transfigurement from Afro-centric to Euro-centric was relatively easy. Let's be real and honest, in such a mental and psychological state, what African would value his present life experience after accepting that death was a natural part of life and Heaven was the reward of death. What African would want to be associated with anything Black after accepting that God's son was a White man and the African's black pigmentation declared him inherently evil, inhuman and eternally hopeless and ruined?
Europeans came to Africa to rob, pillage and plunder. Ultimately the objective was to subjugate Africans i.e. body, mind and soul. What we are witnessing today is the fulfillment of the Eurocentric vision for Africa .
What's even more disheartening is the fact that, eventually Euro-literate, Euro-centric and Euro-sensitized African's participated with the Europeanization and transfiguration of Africa .
Dedication vs. Education
When European missionaries, traders and explorers arrived in Africa , they observed highly developed and intellectualized societies. We know that these world class institutions were the end result of their system of learning and academic training. Even more interesting is the fact that this process of learning was not referred to as “education”. It was called “dedication”. When a student matriculates through a systematic learning process he/she is actually matriculating through a “dedication” process today called “education”. The student learning outcome will always be his/her dedication to the concept and perception which characterizes the subject they have been taught! What is taking place in institutions of higher learning is the dedication process called education. Oxford, Sandhurst Royal Military Academy, Harvard, Yale, Princeton, US Naval Academy, West Point Military Academy, Eton, Michigan State, UCLA and the like are ‘dedicating' their students to Euro-literacy, Euro-centricity and Euro-sensitivity. Unfortunately, because the curricular for African institutions of higher learning are still Euro-sensitized, the Euro-sensitizing process is also taking place at Mekelle University in Ethiopia, in Ghana at the Kwame Nkrumah University of Science and Technology and the University of Ghana ; at Kenyatta University in Kenya, Nigerian Defense Academy and in most African institutions of higher learning. How can Africans proactively and successfully navigate through the new century steeped in Euro-literacy?
When we search for better ways to totally liberated ourselves from Euro-literacy, the principle institution we must challenge is ‘Education'. This is the institution that has Euro-sensitized African societies more so than any other. I would suspect that probably well over 75% of all African youth, who desires higher education, prefers to be educated in Euro-literate institutions. On the contrary, what other choices have we offered them?
The Way Forward and the Model for Success
The only way forward for African People is, first, we must be “un-learned” followed by a “re-teaching” process. African scholars, educators and intellectuals must develop a new 21 st century curriculum that will regenerate, re-cultivate and re-sensitize a more profound sense of Afro-literacy, Afro-centricity and Afro-sensitivity. In the process of doing so they will also unlearn the students from the present conditions of Euro-literacy, Euro-centricity and Euro-sensitivity.
The Institute of Regenerative Truth (IRT)
Here I would like to introduce the “ Institute of Regenerative Truth (IRT)”. This is an institute of secondary and higher learning under the auspices of the African Hebrew Israelite Community Dimona Israel . IRT is founded on an ancient idea and concept of learning taken from the experience of the Afro-Hebraic civilization and culture which permeated Northeastern Africa during what could be called “Biblical Times”.
Those of us who have researched and studied the bible as a historical/socio-cultural text, will verify that you will never read the word “Education” in the bible. This is because; there was never an idea of education in the Afro-Hebraic system of learning and for acquiring knowledge. Learning, skills training and academic development were defined in the concept of “Dedication” not education. This concept comes from the Hebrew word “Ke-nuk” literally meaning; ‘to dedicate'. When a student is learning, he/she is being influenced by the subject matter. The more profoundly they are engaged in the subject the more overwhelmingly they will be influenced, fashioned and formed by the subject. When a student becomes steeped in the knowledge of European history he will be less influenced by Africa , Asian, or any other history. An African Hebrew proverb makes this fact a bit more comprehensible:
“Train up a child in the way that he should go and when he is old he will not depart from it”.
Proverbs 22:6
In the dedication process the students are matriculated through a regenerative, spiritual-centered curriculum with the objective of dedicating the students to the truth-centric principles of love, righteousness, honesty, integrity, humility and forbearance. These principles are equal to academic and skills development.
The Afro-Hebraic civilization was/is a “spiritual-centered” and “spiritually motivated” populace. Their idea of “spirituality” is steeped in the concept of “Regenerative Truth”. As this concept took its course in Hebraic society, the totality of their socio-cultural experience is “bio-centric” and “bio-regenerative”. This “life-centered”, “life-regenerating” society was the end result of the “dedication” system of secondary and higher learning. Prince Ahkeazer, one of the founders of the contemporary Hebraic Dedication system states: “Put righteousness into the mind of the students and it will soon become the law of the land”.
The new revived system of ‘dedication' has been implemented as the system of learning in the African Hebrew Israelite Community. For the four decades we have worked to developed a highly spiritually based curriculum for acquiring knowledge, training and skills development. The prerequisite is to first dedicate the students to the Afrocentric principles of truth, righteousness, justice, honesty and integrity. With these regenerative virtues as the cornerstone for the learning curriculum, the students learning outcome has been the essential factor which has caused the African Hebrew Israelite Community to be a model for the ideal “New African Century”. Today, thousands of African leaders, statesmen, educators, entertainers, entrepreneurs and students have visited the African Hebrew Community and proclaimed it as “An Island of Sanity ”, so named the “ Village of Peace ”. While visiting Dimona they observed that there was no poverty, debilitating diseases, political or social corruption, HIV AIDS, homelessness, perversion, wife abuse, child abuse, father abuse or any other debilitating social illnesses. Most claim that the Village of Peace is a living example of Pre-Europeanized Africa . On her visit to Dimona, Mother Winnie Mandela referred to the Village of Peace as the “ New Spiritual Center ” for Africa that replaces Mecca and the Vatican .
The Scholarship Body of the African Hebrew Israelite Community is prepared to introduce and implement the IRT curriculum in Ministries of Education and Culture for the process of ‘unlearning' African students from Euro-literacy and advancing them to the condition of Afro-literacy. Afro-literacy is the totality of the language of truth and righteousness; it is bio-regenerative and bio-centric.
Conclusion
We, African People can not continue to sow corrupted seeds and believe that they will yield unblemished fruit. The present conditions in Africa are our yield from the seeds we have sowed. We were given the seeds of Western Education, the seeds of Western Capitalism and the Seeds of Western Liberal Democracy. We were told to plant and nurture these seeds and they would yield a wealthy and progressive Africa . Today we see what these seeds have yield when we observe Luanda, Freetown, Brazzaville, Kampala, Johannesburg, Harare, Monrovia, Accra, Lagos and any other capitol city in Africa. Not one of these cities or any of the others too numerous to mention, can be exulted as an example of African pride, intellect and glory. Therefore, we must obtain new seeds. Seeds that are capable of yielding new ideas and perceptions that can nurture new visions and values to thrust us forward into a redemptive and regenerative future. These seeds must be saturated in truth in order to yield deep commitment and love toward building a better African Humanity. Only then will African nations, leaders, statesmen, intellectuals, scholars and students be prepared to positively and encouragingly confront the challenges of the new millennium and revive an African Renaissance, ultimately restoring the ideal African Edenic Civilization.
Selah
