RBG Africology 101 Curriculum Guidebook 2012 by drImhotep

1. Africology 101 Guide by RBG Street Scholar
2012
RBG CommuniVersity
"We Are Afrikan People”
…Wherever We Were Born No matter where we were born in the world.
Afrikan (Black) People are historically and culturally linked. Our history,
identity, and culture are rooted in the many thousands of years of
development of Afrikan civilization on the Afrikan continent. This is a
consequence of the ever forward movement and motion of the New Afrikan
masses. It is from this historical march of our people (Afrikan [Black]
People) that we derive our African culture, the sum total of material and
spiritual values created by our people. It is this invincible weapon, Afrikan
culture, that has always served to fight against all forms of oppression and
exploitation, to move forward New Afrikan People and Afrikan civilization…

2. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]
ICEBREAKER VIDEO: RBG BLACKADEMIXTAPE VOL.1-Talib Kweli Feat. RBG
Street Scholar- Ballad Of The Black Gold
"...To be Afrocentric is to seek African agency in
every situation, analysis, or critique..."
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3. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]
"Africology is the Afrocentric study of African
phenomena. This is in keeping with my belief that
definitions should be meaningful, establish
boundaries, and have substance. If one cannot
define the name of the field and give it meaning,
then a field may not exist. I do not try to define
Africana Studies, for example, because I do not
know what it means in practical terms. I can define
African Diaspora Studies but the definition frightens
me because it isolates Africa from the rest of the
African world. These are some knotty issues that are
avoided when we say Africology. To say it is the
Afrocentric study means that it is not the European
study, the Arab study, the Christian study, etc., of the phenomena, but the
Afrocentric study which clarifies where we are coming from in our approach
to the study of the phenomena. To be Afrocentric is to seek African agency
in every situation, analysis, or critique... " [emphasis mines]
See: Africology 101: An Interview with Scholar Activist Molefi Kete Asante by
Itibari M. Zulu, Th.D.
Click to Meet Our Professors
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4. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]
The "re-Afrikanization Revolution" at RBG Communiversity revolves around
Healing and Revolution of the individual and collective mind, body and spirit
of New Afrikan people through educational discourse, activities and
socialization rooted in our history and world experience as Afrikan people.
Healing is work, not gambling.
It is the work of inspiration,
not manipulation. If we the
healers are to do the work of
helping bring our whole people
together again, we need to
know such work is the work of
a community. It cannot be
done by an individual. It should
not depend on people who do not understand the
healing vocation….The work of healing is work for
inspirers working long and steadily in a group that
grows over generations, until there are inspirers,
healers wherever our people are scattered, able to
bring us together again.
--Ayi Kwei Armah—
http://wysinger.homestead.com/nubians.html
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5. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]
In the words of Sekou Toure “to us, Revolution means
the collective movement initiated by a group of men or
by a whole people, and supported by their conscious
determination to change an old degrading order into a
new, progressive order in view of ensuring the safeguard
and development of collective and individual interests,
without any discrimination whatsoever. The People’s
Revolution, to us, remains thus a collective
consciousness in motion, and a collective movement
guided by conscience and whose ultimate aim is the
continued progress of man and the People.”
From: http://www.panafricanperspective.com/ture2.htm
AFRICOLOGY and RBG EDUCATION:
We are defining and representing Africology as the study of and
participation in our Afrikanity and humanities Afri-essence.
Africology at RBG Communiversity sets
out to tell “the truth about Black people”
See: The Truth About: Black People and Their Place in
World History, by Dr. Leroy Vaughn, MD, MBA
It is a deep layered journey into Who We
Were and Who We Are down to the level of
our collective ancestral unconscious; including
our language, history, culture and educational
ways, empathizing evidence of our
contributions to world history and civilization
and thus, our own present day probability,
possibility and potentiality. Of course any
serious education of Afrikan people is best
began with a study of Kemet (Ancient Egypt)
and Classic Nile Valley Civilizations...and this is precisely the course we
chart. So africology at RBG Street Scholars Think Tank, and within this
classroom in particular, is meant to be a cultural development and
socialization process anchor, transmitted in the context of what Dr. Clarke
calls the "eternal now" (overstanding that there is no separation between
the past, present and future-all of history is a current event, and all current
events are history).
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The lessons we offer are intended to reflect the cultural continuity and
recurring spiritual and pedagogical themes of Afrikan peoples education and
socialization across space and time; from ancient classic Nile Valley
Civilizations to West Africa and throughout the diaspora, right on up to our
present day experience here in the hells of north America. So the process
does not put in as much as it draws out what is already pre-existing in our
mind and spirit (our collective ancestral unconscious).
See: The RBG Street Scholar Melanin Papers-2012 Updates, RBG Street Scholar
WALK WITH ME, THE FOLLOWING IS A GUIDING
SYNOPSIS:
A Chronology of Ancient Egypt and Nubia
“LIKE IT IS”
"Dr. Ben Teaches while in Kemet "
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7. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]
In classical Afrikan (kemetic) phiolosophy 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 persuit of such divine law and
moral mandate was reflective of ones persuit 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
Axioms of Kemet- by Itibari M. a lesser material being to a greater spiritual being.
Zulu
This volume is a selected
introductory literary interpretation
of ancient Kemetic (Egyptian)
literature organized in thematic
sections based on literal
translations of the Medu Neter into
English, self-consciously organized
to bring a new audience to the
splendiferous wisdom of ancient
Kemet.
Click to read the full screen view
An Overview of our Curricular Standards
RBG Blakademics ACTI- Afrikan
Centered Thematic Inventory
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8. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]
Some questions education relevant to Afrikan peoples development should
Ask and Answer:FUQ (frequently unasked questioned)
 Who am I?
 Why am I where I am?
 Why do I think as I do?
 Could I think differently?
 Why am I feeling the way I feel right now?
 What will happen if I ignore this feeling?
 Is there another way to interpret the world / and my situation in it?
 What part do/did I play in my situation?
 Why do I expect my circumstances to change if I continue to do the
same things the same way?
 Is this way of living my last resort or is it Plan A?
 Do I have a Plan B?
 Should my Plan B be my Plan A
To help your answers, watch the following video:
Learn more: RBG DR. JOHN HENRIK CLARKE STUDIES COLLECTION
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9. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]
RBG CommuniVersity addresses the above metioned FUQ (frequently
unasked questioned) in a uniquely thought provoking manner, by allowing
our historians, scholars, raptivists, poets, authors and revolutionaries to do
the teaching, and thus serve as our objectifiers. The school is a series of
scholarly revolutionary higher education multimedia environments,
presented using an Interactive Edutaining Teaching Methodology. The
CommuniVersity's target audience is the Hip Hop Generation (Blacks / New
Afrikans born between 1965 and 1984) and their children.
RBG Black and Africana Studies e-Books Collection
67 Books and Documents
With strict 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 (ie. SAT/ACT and MCATs, LSATs), 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; while at the same time advancing an Afrikan centered academic
process and solutions that are cognitive, psycho-motor and experiential in nature.
Our approach is an integrated one as against subject-based segmentation.
Including:
> computers & information technology,
> history and cultural development,
> religion and spirituality,
> sociology,
> political science,
> creative productions/ entertainment,
> education,
> health promotion and disease prevention
> economics and
> psychology
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10. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]
The method is a multimedia interactive one. Lessons offered are comprises
of all four forms of media, images/graphics, text, audio and video. Thus,
learners are able to grasp concepts and access information in a multifaceted,
multi-tired manner.These survey lessons are supported by linkouts to books
and websites for deeper layered learning. This is what I have coined the
"RBG Learning Method". It enables you to cover , absorb and assimilate
large amounts of information and data in short packets of time. This is
because the functionality of the various curriculua are not predicated on rote
memory, rather lessons are progressively advancing integrated interactive
processes- on the most basic level you learn by dynamic rhythm and
symbolism. The interaction of the various media and your interacting with it
is what teaches you so intently. Therein lays the staying power of the
approach. All media components ( image, text, video and audio ) re-enforce,
support and validate each other. This is why we suggest that you go to full
screen view to interact videos with images more completely.
For example, studying RBG will teach you computer skills in real time. This is
to say, in order for one to study lessons in a given classroom or learning
environment it requires scrolling up and down to activate and deactivate
other media...thus providing a cognitive, psycho-motor and experiential
activities / learning task simutanously.
Another example would be configuring your computer with RBG tools and
applications (apps) in order to make it smarter. But, the learning has to be
smart enough to make the school smarter. Its like progressing to another
level. The more you play with the school to make it smarter, the smarter it
makes you. Downloading and installing the RBG4Lif eduTainment Toolbar/
Campus Map/Navigator will enableyou to enjoy the richest RBG Experience
and provide the potential for the highest level of curricular integration.
N.B. UNTIL YOU LEARN HOW TO NAVIGATE THE SCHOOL’S MULTIPLE LEARNING ENVIRONMENTS
WITH PROFICENCY , IF YOU HAPPEN TO CLICK A LINK / EXTENSION AND IT LANDS SOME PLACE
UNINTENDED, YOU CAN ALWAYS HIT YOUR BACK BUTTON TO PREVENT YOU FROM GETTING
FURTHER LOST IN THE RABBIT HOLD. ONE OF THE MANY FUNCTIONS OF OUR SNAP PREVIEW TOOL
IS TO PREVENT YOU FROM GOING SOMEWHERE YOU DON'T WANT TO GO.
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11. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]
The Afrikan & Traditional Afrikan American Family Worldview /
Definitional System / Conceptual Framework vs The European:
>we, ours, us--not I, me, mines >cooperative--not competitive
>groupness--not oneness
>collectivism-- not individualism
>spiritual-not material primacy
>man & women were a complimentary dualism--not man vs women
>man in harmony with nature--not man vs nature
>peace and harmony--not violence and greed...and I can go on and on.
So, RBG Communiversity’s New Afrikan education say's:
"I am because WE ARE and because we are therefore I AM.
See:
What happens to and with me happens to My Family>
My Community> The New Afrikan Nation (Afrikans in
America) > To the Afrikan Race
(Of course we should remember race is a European construct
devised to oppress Afrikan people for their own political economic
advancement). See The History of Racism Video Playlist
RBG Street Scholar-Value Systems as the Foundation of Educational Paradigms
By RBGWORLDOFJAH
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12. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]
HOW TO GET THE MOST OUT OF RBGz EDUBLOGS:
AKOFENA
"sword of war " symbol of courage, valor, and heroism
The crossed swords were a popular motif in the heraldic shields of
many former Akan states. In addition to recognizing courage and
valor, the swords can represent legitimate state authority.
We refer to RBG Blogs as EduBlogs. The assets therein represent a series of
multimedia digital classrooms (over 500 to date). Each blog has multiple
inter-related lessons and each lesson has its own links /extensions for
deeper layered study. Lessons are sectioned off by RBG dividers. We do not
expect, nor do we recommend, that the serious learner attempt to cover
everything in any given classroom in one session. Rather, we recommend
that you study/enjoy/draw lessons at a pace that is most comfortable for
you, bookmark the classroom and come back to continue where you left off
at another point in time. So, the graduated learning process that
characterizes the various inter-related and integrated RLOs (Reusable
Learning Objects) and media assets is captured by the learner engaging the
process. RBG is very intuitive and acute, so it gets smarter as the navigator
advances in knowledge and skill. Lessons in classrooms of any given learning
environment are related (horizontal integration), all the classrooms of that
particular learning environment are related (vertical integration), and the
various learning environments (websites / networks) are related (concentric
integration). Thus the school is not only Afrikan in its conceptualization and
content, but also, and most distinguishably, in its methodology- In other
words the college is behaving as "Dr.Marimba Ani teaches "Let the Circle Be
Unbroken". The acute learner inculcates the concept of Afrikan unity by
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13. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]
interacting with the school. In this since, RBG is not only academic but
experiential as well.
One knows when they know how the communiversity works when she/he is
able to get anywhere from anywhere in two clicks-across the 5,000 plus
RLOs and media assets presently available online. It is at that point the
communiversity becomes a supreme scholarly research and content resource
tool in the learners own work. She/he is now ready to cipher off assets to
create her/ his own derivitive products, to do their own teaching from.
To Learn More About How the CommuniVersity
Works see:
HOW TO START YOUR STUDIES
AT RBG COMMUNIVERSITY
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14. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]
WHY RBG (AFRIKAN CENTERED) EDUCATION IS SO
IMPORTANT:
AKOBEN
"war horn"
symbol of vigilance and wariness
Akoben is a horn used to sound a battle cry.
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
the hip hop / rap industry, will use hip hop culture/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.
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15. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]
MATE MASIE
"What I hear, I keep" symbol of wisdom, knowledge and prudence
The implied meaning of the phrase "mate masie" is "I understand".
Understanding means wisdom and knowledge, but it also represents the
prudence of taking into consideration what another person has said.
What is Culture & Why is it so important to proper
education?
Wade Nobles defines culture as “a process which gives people
general design for living and patterns for interpreting their reality”
Its“aspects” he says are ideology, ethos and worldview; its factors
are ontology, cosmology and axiology; and its “manifestations”
consists of behavior, values and attitudes. [From Wade Nobles,
Africanity andthe Black Family 1985, pg. 103}
Culture is not one of life’s luxuries:it is life itself.“Culture” may be defined as
“the integrated pattern of human knowledge, belief, andbehavior… language,
ideas, beliefs, customs, taboos, codes, institutions, tools,techniques, works
of art, rituals, ceremonies, and other related components…” (Encyclopaedia
Britannica, 1989). At times,“culture” and “civilization” have been regarded
as synonymous; at others,culture has been regarded as the end and
civilization the means. In anthropologicalterms, culture encompasses a
broad range of material objects, behavior patternsand thoughts. In western
society, culture is commonly regarded as something high brow, a luxury
rather than a necessity. Certain activities are deemed to constituteculture,
while others are excluded. RBG argues that a democratic culture where there
is access, respect, coherence and/or relevance in the peoples interest is not
aluxury, but a basis for human and social development and New Afrikan
peoples survival… Video RBG-THE CHOICE: CULTURE VS THE SHOWDOWN, f
Nana Kuntu-The War Correspondent
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Our scholars teach more on the subject of culture in the Video-Driven
PowerPoint Series that follows:
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17. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]
All of RBGz EduTainment / teaching-learning
methodologies and content are presented in
the tradition and spirit of Afrikan Symbolism
(as well as our rich oral / musical traditions)
as this is the way we learn, interpret and
experience the world as Afrikan people--a
right brain (hemisphere) function. This
teaching/learning strategy goes to
demonstrating the cultural-spiritual continuity
of Afrikan people across time and space
(from Kemetic to West Aafrikan to the
diaspora). Thus, the learner that is a hearer
is provided with the opportunity to grasp
deeper meaning, and the hearer that has
become a listener through mastering hearing
receives meaning that is deeper still. Becoming a master hearer > master
listener is the pre-requisite to becoming a teacher / healer in Afrikan
educational pedagogy. So we are applying a traditional philosophical precept
in the context of our westernized experience to project us in a positive and
unified manner, working together doing what we do best for the collective
advancement of the group. It is the reason why one of our rules of
engagement is "a picture (image/symbol) is worth more than a thousand
words". RBGz images / symbols are what make you think (Think Tank) and
learn so intently, and also what makes you feel so inspired. So we teach the
same lessons on multiple levels to strike a responsive cord with our whole
family by integrating all four forms of media
(image, audio, video and text) in any given
lesson/topic/subject. This is important to do
because if our young people don't see
themselves in what we want them to learn then
how can we blame the for not wanting to learn
it! Hence the problem with us and Euro-
education (mis-education and dis-education).
Furthermore, we are also demonstrating
computer skills that you will not learn at M.I.T., Adinkra Symbols: A New (Nu )
but are nonetheless more germane and in Afrikan Aphorist Collection
keeping with our way for development as a
New Afrikan people.
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18. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]
WHY DO WE SAY “WE ARE AN AFRIKAN PEOPLE?”:
AYA
"fern"
symbol of endurance and resourcefulness
The fern is a hardy plant that can grow in difficult places. "An individual
who wears this symbol suggests that he has endured many adversities and
outlasted much difficulty." (Willis, The Adinkra Dictionary)
"We Are Afrikan People”
Wherever We Were Born No matter where we were born in the world.
Afrikan (Black) People are historically and culturally linked. Our history,
identity, and culture are rooted in the many thousands of years of
development of Afrikan civilization on the Afrikan continent. This is a
consequence of the ever forward movement and motion of the New Afrikan
masses. It is from this historical march of our people (Afrikan [Black]
People) that we derive our African culture, the sum total of material and
spiritual values created by our people. It is this invincible weapon, Afrikan
culture, that has always served to fight against all forms of oppression and
exploitation, to move forward New Afrikan People and Afrikan civilization.
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19. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]
AFRIKAN CENTERED EDUCATION AND RBGz
EDUCATIONAL MISSION:
ANANSE NTONTAN
"spider's web"
symbol of wisdom, creativity and the complexities of life
Ananse, the spider, is a well-known character in African folktales.
RBG Blakademics ACTI- African Centered Education is a system of
Afrikan Centered Thematic sequentially planned educational opportunities
Inventory 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. (Dr. E. Curtis
Alexander)
RBG Communiversity’s educational mission is to develop in each learner a
Luv of learning by providing an Afri-Centered interactive learning
environment that fosters problem solving, critical & creative thinking, artistic
expression and positive character development (through the principles of
Nguzo Saba & MA'AT / see below ) -- combined with a rigorous basic
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20. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]
education skills development program that includes the language arts, math,
science, and computer / information technology domains.
VIRTUES OF MAÁT
MAÁT: The symbolic representation of Maát as a human figure with
outreached hands and wings, is the Netcher of the weighing of the soul in
ancient Kemet. The heart of the deceased was believed to be the seat of the
soul and it was where ones virtues resided. This symbolic weighing of the
heart against the feather of truth (Maát) was performed to established the
righteousness of the deceased. The scale of Maát was balanced after the
recitation of the "42" Declarations of Innocence or Admonitions of Maát. pg.
91, NVCTC.
The Neophyte or students ultimate aim in Kemet was for a person to become
"One with God" or to "become like God." The path to the development of
godlike qualities was through the development of virtue, but virtue could
only be achieved through special study and effort. According to George G. M.
James in his timeless work Stolen Legacy writes: The following of the 10
virtues were sought by the Neophyte in ancient Kemet. In the final analysis,
the ancient Kemites sought Maát or to be more correct they sought to
become one with Maát, the cosmic order.
(1). Control of thoughts
(2). Control of actions
(3). Devotion of purpose
(4). Have faith in the ability of [your] [teacher] to teach [you] the truth.
(5). Have faith in [yourself] to assimilate the truth
(6). Have faith in [themselves] to wield the truth
(7). Be free from resentment under the experience of persecution.
(8). Be free from resentment under the experience of wrong.
(9). Cultivate the ability to distinguish between right and wrong and
(10).Cultivate the ability to distinguish between the real and the unreal
"TRUTH IS LIKE LIGHTING WITH ITS ERRAND DONE BEFORE YOU HEAR THE THUNDER"
Dr. Gerald Massey.
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21. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]
Principles of MAÁT
Truth
Justice
Harmony
Balance
Order
Reciprocity
Propriety
Admonitions of Maát (Concepts for Living in Balance)
1)I have not committed sin
2)I have not committed robbery with violence
3)I have not stolen
4)I have not slain men and women
5)I have not stolen food
6)I have not swindled offerings
7)I have not stolen from God
8)I have not told lies
9)I have not carried away food
10)I have not cursed
11)I have not closed my ears to truth
12)I have not committed adultery
13)I have not made anyone cry
14)I have not felt sorrow without reason
15)I have not assaulted anyone
16)I am not deceitful
17)I have not stolen anyone's land
18)I have not been an eavesdropper
19)I have not falsely accused anyone
20)I have not been angry without reason
21)I have not seduced anyone's wife
22)I have not polluted myself
23)I have not terrorized anyone
24)I have not disobeyed the law
25)I have not been excessively angry
26)I have not cursed God
27)I have not behaved with violence
28)I have not caused disruption of peace
29)I have not acted hastily or without thought
30)I have not overstepped my boundaries of concern
31)I have not exaggerated my words when speaking
32)I have not worked evil
33)I have not used evil thoughts, words or deeds
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22. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]
34)I have not polluted the water
35)I have not spoken angrily or arrogantly
36)I have not cursed anyone in thought, word or deed
37)I have not placed myself on a pedestal
38)I have not stolen that which belongs to God
39)I have not stolen from or disrespected the deceased
40)I have not taken food from a child
41)I have not acted with insolence
42)I have not destroyed property belonging to God
A section of the Egyptian Book of the Dead written on papyrus showing the "Weighing
of the Heart" in the Duat using the feather of Maat as the measure in balance.
Image Source: http://en.wikipedia.org/wiki/File:Egypt_dauingevekten.jpg
Video Explains
Download the e-Book
Egyptian Book of the Dead, the
Papyrus of Ani
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23. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]
“PRINCIPLES FOR DAILY AFRIKAN LIVING”
NGUZO SABA: THE SEVEN PRINCIPLES
(N-GOO-ZOO-SAH-BAH)
While the Nguzo Saba are commonly linked to the
yearly Kwanzaa celebration, they have year-round
applicabilty and should be reviewed frequently. In
addition to the Nguzo Saba, other Kwanzaa
components (such as libations) also come into use
during the year. If you want to study our Kwanzaa
material, it can be accessed from The Official
Kwanzaa Web Site .
UMOJA (00-MOE-JAH) UNITY
The first principle is a commitment to the idea of togetherness. This principle
is a foundation; for without unity, neither the family nor the community can
survive. National African-American unity begins with the family. Open
discussions of family problems and their probable solutions are very
important.
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24. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]
KUJICHAGULIA (CO-GEE-CHA-GOO-LEE-AH) SELF-
DETERMINATION
The second principle is a commitment to building our lives in our own images
and interests. If we, as a people, are to achieve our goals we must take the
responsibility for that achievement upon ourselves, for self-determination is
the essence of freedom. This day calls for a reaffirmation of our commitment
to Afrikan American's struggle to build a more meaningful and fulfilling life.
UJIMA (00-GEE-MA) COLLECTIVE WORK AND
RESPONSIBILITY
The third principle encourages self-criticism and personal evaluation, as it
relates to the common good of the family/community. Without collective
work and struggle, progress is impossible. The family and the community
must accept the reality that we are collectively responsible for our failures,
as well as our victories and achievements. Discussions concerning each
family member's responsibility prove helpful in defining and achieving family
goals and the community at large. Take time to reflect on your expectations
from life: discuss your desires and hopes with family and friends. On this
day you should try to determine if this purpose will eventually result in
positive achievements for family and community.
KUUMBA (KOO-M-BAH) CREATIVITY
The sixth principle of the Nguzo Saba relates to building and developing our
creative potential. It involves both aesthetic and material creations. It is
essential that creativity be encouraged in all aspects of African American
culture. It is through new ideas that we achieve higher levels of living and a
greater appreciation for life. Each family member should find creative things
to do throughout the year that will enhance the family as a whole. On this
day, poetry reading, songfests, dance exhibitions and the like, can aid in
promoting the Importance of Kuumba.
IMANI (E-MAH-NE) FAITH
The seventh principle is belief in ourselves as individuals and as a people.
Further, it is a commitment to the development of the family and the
national African-American community. African America's goal of freedom
rests significantly on our belief in our own ability and right to control our
own destiny. Without Imani (faith), there is no possibility of victory.
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25. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]
UJAMAA (00-JAH-MAH) COOPERATIVE ECONOMICS
Out of the fundamental concepts of "African Communal Living" comes the
fourth principle of Kwanzaa. In a community or family, wealth and resources
should be shared. On the national level, cooperative economics can help
African-Americans take physical control of their own destinies. On this day,
ideas should be shared and discussed for cooperative economic efforts to
provide for needs as related to housing, education, food, day care, health,
transportation and other goods and services.
NIA (NEE-AH) PURPOSE
The fifth day of Kwanzaa is a day for reviewing our purpose for living. Each
family member should examine his/her ability to put his/her skill or talent to
use In the service of the family and
Maulana Karenga, Ph.D.
7 September 1965
This interactive document was designed and edited by rbgstreetscholar
(Marc Imhotep Cray, M.D.) for study, sharing and download.
RBG Communiversity 25