The Revolutionary Psychology of Dr. Amos N. Wilson_text only version

The Revolutionary Psychology of Dr. Amos N. Wilson_text only version

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The Revolutionary Psychology of
Dr. Amos N. Wilson
Dr. Amos N. Wilson: The Battle Must Be Joined!!!
No nation, no civilization has come to the fore
Without new organization
Without thinking new thoughts
Without working
Without actually doing
Without being willing to take a chance
A willingness to risk all
Without a willingness to go against overwhelming odds
Without a determination to be the best, to be superior
Without a desire to determine its destiny and that of others
Without a willingness to fight, to shed blood, to risk defeat
The battle must be joined...
It must be fought
Be it a battle of the mind, mind wars of spirit,
Of will, of bucks, of iron and steel, shell and bomb,
Of tank and plane, of rockets and satellite star wars,
Of technology, of information
The battle must be fought
The gauntlet thrown down
The chip knocked from the bully's shoulder
The lines stepped over

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The clash and clang of sword curses of men, moans of pain
The battle must be joined...
Fought in the street from door to door
In the school room, in the board room
In the bedroom, in the war room
Hand to hand combat must commence
The battle must be ultimately won in the field
It matters not if you can eruditely delineate the subtleties and nuances of racism, and
racial discrimination
If you can delicately dissect with a master surgeon's skill the anatomy of race and the
body politic
If you can tease out the tiniest thread
If you can paint the most beautiful dream on canvas
And write the greatest vision on parchment
Or ride in your time machine and visit ancient Afrikan kingdoms, cities, and empires
Or feel the pain and degradation of slavery
Or celebrate all we have given to the world
Or point out with great exclamation the white Devil
Still the challenge must be taken up
Fire must fight fire
Institutions, traditions, habits, hopes must be uprooted,
Razed and put to the torch
No stone left unturned
And institutions, traditions, habits, hopes must be restored, rekindled or built anew
Bricks stacked in place
New songs must be sung

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New voices must carry the tune
New feet must march to new drumbeats
New hands, new banners and standards raised
These songs must be your songs
The voices your voices, the feet your feet
The hands must be the ones at the ends of your arms
The soul unsold to the devil must be your soul
A new world must be created
Make it your world.
Amandla!

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IRONY OF EDUCATION , THE ASSIMILATIONIST TREADMILL AND THE TRUE
NATIONALIST
From: Afrikan-Centered Consciousness versus the New World Order: Garveyism in the
Age of Globalism, the Honorable Dr. Amos N. Wilson
1) IRONY OF EDUCATION
The paradox I have to deal with daily in my classroom is the amount of lying that must
take place in the name of education; the amount of outright deception that goes by the
name of education; how truth must be nailed to the cross in classroom after classroom;
how people tremble, quake and suffer from anxiety when truth and reality is brought up
by their teachers; how people are pushed out of the universities and punished because
they dare talk about truth; how people think they should go to school only to be made
comfortable. And each day they sit in my class, Asians, whites, Afrikans, Hispanics and
often times it's an exercise in twisting, turning and squirming because I dare talk about
slavery, colonialism, the sickness of Europeans; the lying deceptive and devilish nature
and the pathology of the people who now rule the world; because I dare talk about the
irony of where white men sit down and determine the destiny of a world that's over 90%
colored; when I dare tell them that they sit in these classes and let these whites and
their education brainwash and propagandize them into servitude, and how their
education is an education into ignorance. But if we are to rescue our children, students
and our people, these unpleasant issues must be dealt with forthrightly.
When we deal with an assimilationist leadership that sees solutions to our problems as
getting our children more soundly educated in these lies, we are going to see a decline
and the destruction of Afrikan people who think that their salvation is one of being
educated by the very people who destroyed them in the first place. We must recognize
that the white man's rule depends upon ongoing deceptions and lies. Ultimately, then,
we cannot see him as the foundation and basis of truth. Thus we cannot let him be the
educator of our children and let the reality that he projects become our reality. For he is
sick of mind and heart. He is deceived by his own lies and therefore the reality he
projects must be a lying reality. He suffers and he is deadly. How can we not suffer and
die if we accept what he sees as real and unreal? Those leaders who seek to tell us that
we can only rescue ourselves through accepting the identity of the white man are
leaders who will lead us to our peril and our death. We must recognize that if we are to
live, we have to remove these kinds of leaders.

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2) THE ASSIMILATIONIST TREADMILL
The assimilationist often accepts, consciously or unconsciously, the idea that the white
man will continue to rule the world. He bases his ideology and political action on the
concept that somehow our destiny is not to overthrow the white man; that our destiny is
not to remove this pathological person; that our destiny is not to suppress and bring
these sick people under control but heal them in some sort of way, to convert them, to
even become a part of them. Our destiny becomes not one that sees the very system
and very ideology upon which these oppressors move as one of sickness and insanity
and therefore in need of replacement by an Afrikan-centered and healthy ideology that
comes out of our own self-knowing. This leadership wants us to accept this sickness as
normality and to follow these pathological beings into self-destruction. And consequently
you will see the enemy's children, the enemy's personality being held up as normal, as
representing the norm. Our behavior, to the degree that it differs from that of our enemy,
is seen as deviant and thus abnormal.
To that degree we confuse equality with sameness, where we think that in order to be
equal or greater than our enemy we have to be the same as our enemy; to the degree
we think differentness automatically represents inferiority and therefore we become
alarmed at anything that says we are somehow different from our enemy. We must
recognize, ladies and gentlemen, that racism is a sickness, that the exploitation and
wholesale rape and pillaging of the earth by the European represents a pathology and a
illness. Therefore, our destiny is not one of trying to become a member of this gang of
thieves, but to end its existence here on earth, to inhibit its rapacious ways and to bring
this group of people to heel! Yet we have a leadership that makes us think that our only
crime has been that we've been left out on the looting of these thieves. We get a
leadership that cries about how we're only getting a certain percentage of their robbery
and thievery. We must recognize, Afrikan people, that it is not about getting a piece of
the stolen gains of these people, but to stop their thievery and rape of the world, period!
So it is not about being left out of the mainstream; it is about bringing into being a new
world order. This leadership has thus robbed us of the Marcus Garvey legacy. We have
a leadership that has sold us conspicuous consumption as a way of salvaging our egos.
It makes us think that we will be equal to the white man when we can drive the same
cars, have the same jobs, sleep in the same beds and buy in the same neighborhoods;
a consumer equality: not an equality of ownership, not an equality based on wealth. We
have had that kind of leadership and thus have seen Afrikan people the world-over, in
this country and on the Afrikan continent give up the very basic wealth of their own
lands and their very basic real estate to their enemies for a few pennies and materials

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which fade away and are corruptible. We have a leadership that is not concerned with
developing its own productive capacities, but with merely getting jobs and being
identified with the productive capacities of others, with literally marrying the enemy and
thus trying to achieve the status of the enemy through marriage instead of through
strength and power. We have seen this assimilationist leadership, which came to the
fore and to a degree has pushed back the nationalist leadership, reign over the decline
of Afrikan people the world-over; the decline in Afrikan education, the disruption of the
Afrikan family, the retardation of Afrikan technology, the decline and paralysis of Afrikan
economics, the rampaging of our community by drugs, the colonial occupation of our
community by foreign police forces and others who are not members of the Afrikan
community.
When we look over the past 20 to 40 years, we see an assimilationist leadership that
has brought us to the terrible moral, economic, social, political, and educational impasse
that we are griping about today. To a degree, simultaneous with the rise of
assimilationist leadership, I think we had a rise of pseudo-nationalistic leadership; a
nationalist rhetoric without a nationalist substance, a people who talked a good
nationalism but who do not behave and actualize what that nationalism means. We are
now engaged in a struggle between true nationalism and counterfeit nationalism. It is
time for us to remove those counterfeit nationalists, who are also in a subtle sort of
similar way the partners of the assimilationists.
3) THE TRUE NATIONALIST
The true nationalist is not obsessed with the past to the exclusion of the present.
One of the things I think you will see in the Marcus Garvey legacy is that while he raised
the black man's past to great heights, project that past and made it a part of the
consciousness of black people, there was a thorough going concern with the present
and the future. The true nationalist is forward-looking and futuristic.
I see too few conferences, too few people concerned with the future, even nationalists:
"What must we do today to secure the survival and the advancement of Afrikan people
the world-over? What must we do to fight off the threat of the Asian takeover of the
world? Are we to throw off or to see the death of European civilization, only to fall under
the yoke of the Asian civilization? We can look out in our streets today and see it
coming. It is around us everywhere. The invasion of our communities by Asians is a
sign of times to come.

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The true nationalist is intrepid. Not that the nationalist does not have fear, but he
learns to operate in spite of fear; fear does not paralyze him. He uses the fear as energy
to move forward and to confront his enemies. He does not hide his fear behind high-
sounding phrases, high sounding scholarship and dredging up the past. He dredges up
the past as a means of integrating it into his personality, as a foundation for his
movement forward and his thrust into the future. The true nationalist is entrepreneurial:
he's building something; he's constructing something. We see that in Garvey; not just a
concern with the past, not just an identification with Egypt and other great Afrikan
empires of the past, not just picking up little detail upon little detail of some Afrikan past,
but of a sound movement forward in concrete, brick and mortar construction; a sound
hands-on developing and actualization of Afrikan ideology and political development.
He is one who thrusts his fear aside and moves forward, the true Afrikan nationalist. He
not only respects his ethnic heritage and the glories of his ancestors, but he is equally, if
not more, concerned with the inheritance he's going to pass on to his children, with the
legacy he's going to give to his children. We see the true nationalist in the guise and
person of Marcus Garvey, in the person of the Honorable Elijah Muhammad, who not
only complains about the nature of the education of Black children but who does
something about it. He builds the schools and universities and constructs and instructs
as a part of his nationalist mission.
The true nationalist is not obsessed about the destruction of his civilizations, about the
cruelty of his fate and the devilishness of his enemies. Certainly he analyzes that and
looks at it. Certainly he laments the destruction of black civilization and the fall of our
empires and kingdoms and our fall from grace to a degree. But he does not become
traumatized by those falls and destruction. He does not become obsessed and
compulsive about their analysis. He looks at them, he learns from them, he integrates
them into his personality and ideology, he swears never again, and he moves forward
using that knowledge to construct a new civilization.
He looks at the mistakes of his ancestors; he looks at the mistakes of his past
civilizations and he integrates those mistakes into his personality; he then moves
forward to build new civilizations, new worlds, and found new empires; not just lament
the ones past and gone. Though the true nationalist recognizes the greatness of Osiris
(Asar), Isis (Aset) and all of the rest, he recognizes that ultimately the pyramids were
built by the hands of men. I have yet to see a god build a temple. I see men building
temples; I see men building cities; I see men and people digging the mines; I see
people doing the jobs. There is nothing wrong with using the astrologies, the esoteric
religions and using the moons and planets as guides for our behavior; but let us not

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become obsessed with them to such a degree that we do nothing else. In fact, in my
daily life the most retarded people I see, in terms of economic, social, political and
personal development, are the ones who know the most about the moon, the most
about the planets, the most about the numbers-and-you (numerology). Why not
demonstrate the effectiveness of what you're talking about into your own behavior, life
and therefore be a beacon to other people, demonstrate through your life-behavior and
habits the effectiveness of your ideologies, religions and concepts?
I don't say don't believe in it; but let it work for you! We can differentiate between the
pseudo-nationalist and the true nationalist in the question of whether his religion, his
ideology, his philosophy is serving him or is he merely serving them. A brief look at the
movement of the Asian today. If you study a bit of Asian culture you will recognize that
at its very center is so-called ancestor worship; great respect for the ancestors. At the
center is a huge and long history built around tradition. But one of the things that
puzzles western man (the European) as he looks at the Asian, is how the Asian, though
he respects highly his ancestors and engages in ancestor worship and is exceedingly
traditional, at the same time technologically equals and advances over him. He shows
clearly that one can still respect, love and worship the ancestors yet still be very much
into the world of today, can still move and advance technologically and otherwise
beyond his or her enemies. The worship and respect for ancestors and the respect for
tradition do no imply that we cannot concern ourselves with the immediate and with the
future. The correct worship of ancestors and the correct praise of tradition is the
foundation for and advancement in the future.
The true nationalist not only educates the wounded egos of adults, but also educates
its young. Nationalist organizations that are concerned almost exclusively with the
education of children are practicing a nationalism that is incomplete. That is why you
see in Marcus Garvey and Elijah Muhammad concurrent education of the adults and the
children, an education of the family as a whole and of individuals as well. A true
nationalist knows he must educate, as the word nationalism implies, the nation and
everyone in it. The true nationalist recognizes the necessity of building both a national
and international government; that we ultimately must build in this country a nation, and
nations of Afrikan people the world-over. A true nationalist is not afraid to delegate
power. I often warn people not to fall for people merely because they project a
nationalist ideology. You must look into their souls; you must look at their character and
see what the character really has in it. It is that which determines your relationship with
them, not just the statements of their ideology. Ultimately if we are to control our
destiny, as Marcus Garvey indicated, we must become self-governing. A nationalism
not talking about self-government, not talking about nation-building, not constructing a

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national network, not constructing a national economic, social, and political system, is a
false nationalism, Brothers and Sisters.
A true nationalist not only motivates through language, rhetoric and oratory, but trains.
You cannot train a people with a two-hour lecture on Saturdays. Institutions have to be
developed and built so that this training could take place. The greater part of their time
and the time and efforts of our children should be dedicated to being trained to acquire
the behavior that we need to advance our interests. We are not going to get that
behavior if we depend upon that behavior being trained into our children by our
enemies, by people who need to have ill-adjusted and maladjusted behavior to maintain
their power position in life. The true nationalist grounds his social and political
philosophy and practice on a realistic analysis of his situation. He cognizes his enemies.
He is not a slavish reader of foreign sources and of other political ideologies. Does it
mean that he should not read the other people? Certainly he can read the other people,
but his ultimate decision is based on his own analysis, upon the sound knowledge of
himself, who and what he is, and upon his reality.
The true nationalist is not a purist to the degree that he is paralyzed. Some of us want
to be nationalists but also want to be so pure that in the end we end up doing nothing.
We end up paralyzed. We would go into business, but that's capitalism, isn't it? So we
don't go into that. We would do this, but that's in some way related to this ideology or
that enemy ideology.
So you see the individual often trying to be such a pure nationalist until he cannot
engage in real, practical behavior. He is so concerned about getting his hands dirty that
he dares not do anything at all. We can see the nationalist who is so hung up in his
traumas of nationalism and capitalism that he dares not engage in any economic
development. Consequently, we get a nationalist who is hung up waiting for Afrikan
communalism to come into being, or communism; who is also frightened to engage in
any kind of business, because that's capitalism, so he remains frozen while the other
economic groups move into his community, taking his economic resources,
unemploying his children and using his wealth against him.
The true nationalist is not caught up in indecisiveness and in some pie-in-the-sky
dream about classless societies. He gets engaged in the true work of building and
construction.
The true nationalist is also not afraid to overthrow tradition when tradition is
unproductive. He is one who says: "Even though I revere the Afrikan past and I revere
the Afrikan tradition, that tradition can be built upon. I and my generation have

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something to add to that tradition. I have a right then to use the legacy of that tradition to
confront the realities of my current times and thus modify that tradition and see to the
survival of my people.
The true nationalist is thus not afraid to engage in productive behavior. Where one
sees nationalism, one sees construction, actual growth and development. Where one
sees nationalism, one sees building, one sees institutional development; one sees
trade, development and commerce; one sees restructuring of values, restructuring of
priorities; one sees the rebuilding of relationships; one sees the reallocation of
resources. When we as nationalists say that we are carrying out the legacy of Marcus
Garvey, let us show that legacy in concrete development, institution building and,
ultimately, nationbuilding.
The Honorable Dr. Amos N. Wilson
A Brief Biography
Former Social Caseworker, Psychological Counselor, Supervising Probation Officer,
Training Administrator in the New York City Department of Juvenile Justice, Assistant
Professor of Psychology at the City University of New York, Master Teacher, Organizer,
and Author The late, Honorable Dr. Wilson was born in Hattiesburg, Mississippi in 1941.
Familiarly referred to as Brother Amos, he provided the average person with an acute
analysis of where we are and the things that affect us. He served as a council to
energize our race and those in positions of influence as to how to carry out their
leadership responsibilities. Dr. Wilson's activities transcended academia into the fields
of business, owning and operating various enterprises in the greater New York area.
Books Reviews
The Developmental Psychology of the Black Child
Are Black and White Children the same? Is the Black Child merely a White Child who
'happens' to be 'painted' Black? Are there any significant differences in the mental and
physical growth and development of Black and White Children? What effects does race
awareness have on the mental and personality development of Black Children? Are
such leisure time activities as the playing of certain games, watching TV., going to the
movies, listening to the radio, hazardous to the mental health of Black Children? Is the
use of Black English a sign of mental inferiority? Why do Black Children generally score
lower than White Children on I.Q. tests? Do Black parents socialize their children to be
inferior to White Children? Why have integrated schools and busing failed so many
Black Children? If you have been looking for a single source which deals with these and

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related controversial questions from a black perspective, then this book may be the
book for you. For between its covers, The Developmental Psychology of the Black
Child, the first of a UBCS series of books dealing with the growth, development, and
education of the black child, in a scholarly but readily understandable way, forthrightly
confronts these and other issues.
Awakening the Natural Genius of Black Children
Afrikan children are naturally precocious and gifted. They begin life with a 'natural head
start.' However, their natural genius it too frequently underdeveloped and misdirected by
(1) the fact that the racist and imperialist status quo politically mandates their intellectual
under-achievement and social maladaptiveness; (2) belief in the myth that intelligence is
fixed at birth and that Afrikans are innately less intelligent than Europeans; (3) a lack of
knowledge of their positively unique developmental psychology; (4) a lack of confidence
in their ability to equal or surpass the intellectual performance of any other ethnic group;
and (5) the general lack of infant and early childhood educational experiences which
stimulate, sustain and actualize their abundant human potential. Awakening the Natural
Genius of Black Children provides effective means by which these political and social
maladies may be fully remedies. Intelligence is not fixed at birth. The quality of
children‘s educational experiences during infancy and early childhood are substantially
related to their measured intelligence, academic achievement and prosocial behavior. In
this volume, Amos N. Wilson, author of the bestseller, The Developmental Psychology
of the Black Child, surveys the daily routines, child-rearing practices, parent-child
interactions, games and play materials, parent-training and preschool programs which
have made demonstrably outstanding and lasting differences in the intellectual,
academic and social performance of Black children.
Black-On-Black Violence: The Psychodynamics of Black Self-Annihilation in
Service of White Domination
The Psychodynamics of Black Self-Annihilation in Service of White Domination
represents a distinct milestone in criminology and Afrikan Studies. Its explanatory
perspectives on the sociopsychological and politicoeconomic causes of Black-on-Black
Violence are exceptionally insightful, incisive and iconoclastic. The Psychodynamics of
the Black-on-Black criminal are presented here with a depth and clarity rarely seen
before. The main thesis of this book is that the operational existence of Black-on-Black
in the United States is psychologically and economically mandated by the White
American dominated status quo. The criminalization of the Black American male is a
psychopolitically engineered process designed to maintain the dependency and relative
powerlessness of the Afrikan American and Pan-African communities. Black-on-Black

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Violence, however, moves far beyond blaming the victimizer. Its meticulous and
painstaking exposure of the psycho-social and intrapsychical dynamics of Black-on-
Black criminality is startlingly revealing. Its analyses of the collective psyches of both the
White American and Black American communities are unsparingly and powerfully
instructive. The reader will not be left unmoved. Although Professor Wilson argues that
Black-on-Black Violence is orchestrated by White America‘s need to maintain its
oppressive domination of Black America, and of Western Europe‘s need to continue-
without end-its economic exploitation of Africa, he also contends that the ending of
Black-on-Black violence is the primary, if not sole, responsibility of African people in
America and abroad. This book, in revealing the anatomy of Black-on-Black violence,
simultaneously lays the practical, intellectual and political foundations for its social
eradication.
Understanding Black Male Adolescent Violence: Its Remediation and Prevention
In this ground-breaking volume, Amos Wilson shows in brilliant detail how American
society creates and sustains Black-on-Black adolescent criminality in its inner-cities
across the United States. He boldly asserts that Black-on-Black adolescent violence is
rooted in historical and contemporary White-on-Black violence. He further argues that
White-on-Black violence induces in the Afrikan American community a pervasive false
consciousness, one which interacts with the adolescent crises of Black males and the
socioeconomic conditions which typify inner-city communities to spawn criminality and
violence. More than an explanatory analysis of Black male adolescent criminality,
Understanding Black Adolescent Male Violence provides very practical and workable
remedial and preventative approaches to this problem which threatens the vitality of the
Afrikan American community.
The Falsification of Afrikan Consciousness: Eurocentric History, Psychiatry, and
the Politics of White Supremacy
This book presents two ground-breaking lectures by Amos Wilson. The first, European
Historiography and Oppression Exposed: An Afrikan Perspective and Analysis, was
among the first contemporary analyses which delineated the role Eurocentric history-
writing plays in rationalizing European oppression of Afrikan consciousness. It
explicates why we should study history, how history-writing shapes the psychology of
peoples and individuals, how Eurocentric history as mythology creates historical
amnesia in Afrikans in order to rob them of the material, mental, social and spiritual
wherewithal for overcoming poverty and oppression. Moreover, this engrossing lectures
the relationship between the rediscovery and rewriting of Afrikan history and
achievement of liberation and prosperity by Afrikan peoples. The second lecture,

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Eurocentric Political Dogmatism: Its Relationship to the Mental Health Diagnosis of
Afrikan People advances the contention that the alleged mental and behavioral
maladaptiveness of oppressed Afrikan peoples is a political-economic necessity for the
maintenance of White domination and imperialism. Furthermore, it indicts the
Eurocentric mental health establishment for entering into collusion with the Eurocentric
political establishment to oppress and exploit Afrikan peoples by officially sanctioning
these egregious practices through its misdiagnosing, mislabeling, and mistreating of
Afrikan peoples‘ behavioral reactions to their oppression and their efforts to win their
freedom and independence.
Blueprint for Black Power: A Moral, Political, and Economic Imperative for the
Twenty-First Century
Blueprint for Black Power details a master plan for the power revolution necessary for
Black survival in the 21st century. Blueprints posit that an African American / Caribbean
/ Pan African bloc would be most potent for the generation and delivery of Black power
in the United States and the World to counter White and Asian power networks. Wilson
frames this imperative by deconstructing the U.S. elite power structure of government,
political parties, think tanks, corporations, foundations, media, interest groups, banking
and foreign investment particulars. Potentially strong Black institutions as the church,
media and think tanks; industry; collectives such as investment clubs and credit unions;
rotating credit associations such as Afrikan-originated esusu, tontine and partner are
analyzed. Pan-Afrikanism, Black Nationalism, ethnocentrism and reparation are
assessed, often misused and underused financial institutions as securities, mutual
funds, stocks, bonds, underwriting, and incubators advocated, thus elucidating oft-
negated opportunities for economic empowerment.
Afrikan-Centered Consciousness versus The New World Order: Garveyism in the
Age of Globalism
In two masterful lectures contained within the pages of this modest text, Dr. Wilson
challenges the all too pervasive assumption and false perception that the "New World
Order" is somehow ordained - that if Afrikan people are to progress, they have no other
alternative but to remain colonized by White-Western interests. This of course is
patently false. Dr. Wilson debunks this myth with an insightful analysis of the Legacy of
Marcus Garvey and the proven validity of Afrikan Centered Consciousness as
necessary psychological and material tools in the struggle for true liberation.

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An Intro to Black Child Development Under White Supremacy, Dr. Amos Wilson
Areas covered
1. Are Black and White Children the same?
2. Are there any significant differences in the mental and physical growth and
development of Black and White Children?
3. Are such leisure time activities as the playing of certain games, watching T.V.,
going to the movies, listening to the radio, hazardous to the mental health of
Black Children?
4. Why do Black Children generally score lower than White Children on I.Q. tests?
5. Is the Black Child merely a White Child who "happens" to be "painted" Black?
6. What effects does race awareness have on the mental and perso nality
development of Black Children?
7. Is the use of Black English a sign of mental inferiority?
8. Do Black parents socialize their children to be inferior to White Children?
9. Why have integrated schools and busing failed so many Black Children?

Black Child Development Under White Supremacy
In two masterful lectures contained within the pages of this modest text, Dr. Wilson
challenges the all too pervasive assumption and false perception that the "New World
Order" is somehow ordained -that if Afrikan people are to progress, they have no other
Alter-native but to remain colonized by White Western Interests, This of course is
patently false. Dr. Wilson de-bunks this myth with an insightful analysis of the Legacy of
Marcus Garvey and the proven validity of Afrikan Centered Consciousness as
necessary. Please listen to his audio lectures intently and then view/ study the videos in
the context of his pearls of wisdom.

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Why and How the African Child is Miseducated in the Western Educational
System By Hort, September 2007
As African children head back to school to face another school year I would like to make
an attempt to explain to our community and particularly to young parents why and how
the African child has been systematically mis-educated in the western world during the
last 500 years, so that they can better understand the root causes of some of the
aberrations and self-destructive forms of behavior they see in our community and to
help them realize that if they want a brighter future for their children and for our
community, then it is imperative that they no longer leave the education of their children
solely in the hands of the western educational system, but rather to follow the advice of
Malcolm X who told us years ago that ―the black child‘s education starts when the
school bells rings at 4 p.m. in the afternoon.‖ (This may vary depending on what time
school ends in your country) We didn‘t follow his advice then and today our youth are
suffering the consequences. The situation of African children around the planet has
considerably deteriorated since the days of Malcolm X, so that we are now forced to
follow the advice of Dr. Asa Hilliard one of Africa‘s great educators who died recently
and left us these parting words. "The education of African people is an urgent necessity.
It is a matter of life and death. We cannot abide another generation of children who
have no identity and who are ignorant about Africa." The late Professor Amos Wilson,
another one of Africa‘s foremost educators of the 20th century, posed a crucial question
that all African parents and our community need to ask. What is the purpose of an
education? He said that most black people have been „trained‘ to think it is „to get a job
with one of the „fortune 500‘ companies‖. However, according to Dr. Wilson, they are
seriously mistaken, because the purpose of an education is to improve and further the
interests of one‘s own group and to ensure its survival. Obviously the Indians, the
Chinese, the Jews and other groups understand this, since that is what they do. Our
people often look at them and marvel at their unity and wonder why in contrast our
community seems so fragmented and disorganized. Yet, when we study African
civilization we can clearly see that it was well organized and group oriented and there is
even an African proverb which states ―it takes a whole village to raise a child.‖ If it took a
whole village to raise a child, it must have been because our ancestors worked as a
group and understood that on reaching adulthood that child would in turn do everything
to promote the interests of their group. Our ancestors therefore never left the education
of their children to chance because the cohesiveness of their society was of prime
importance.

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So, how have African people become such a fragmented and disorganized group of
people today? ―Why can‘t we be like the Indians and the Japanese?‖ the question one
of my 17 year old nephews asked me some years ago. The answer is quite simple. We
cannot be like them because we do not have the same historical experience.‖ We do
ourselves a great disservice when we compare ourselves to other people since we can
only compare that which is similar, not dissimilar. We are different because Africa was
attacked by Arabs and Europeans, and our people were forcefully taken to another land
and enslaved. Neither the Indians nor the Japanese have had that experience and
therefore it is absolutely pointless to compare ourselves to them. When slavery and
later colonization took place the vision that our ancestors had of educating and raising
African children was taken out of their control and a new way was imposed on African
people. Worse, this new system of education ran counter to the interests and needs of
Africans. As a result, today, as Prof Wilson has again pointed out, African people have
never had so many talented and educated economists, educators, sociologists, doctors,
lawyers, artists, etc., yet we suffer the worst health, housing, and education on the
planet because our education was never designed to promote our interests but rather
the goals and the interests of our oppressors. The self-destructive behavior and
derogative lyrics of the rap generation is a striking example of children who have not
been taught to promote their interests. Furthermore, our people hold advanced degrees
from some of the most prestigious Ivy League schools and universities and can solve
any myriad of problems for other groups but since they have not received an African
centered education when it comes to their own, all their knowledge is null and void.
Sometimes the more educated they become; the more alienated they are from African
culture and more of a menace to our group, because in their zeal to promote the
interests of others they often end up doing harm to their own people. So, Colin Powell,
who sent African American soldiers to kill other African people in Grenada, should never
be considered a good role model for our children, if we want to liberate African people
from oppression. If African leaders allow the West to take their wealth to feed
Europeans and leave Africans to starve and face death, it is because they too have
been taught to work against their own interests. For example, at the end of apartheid
instead of putting reparations and land redistribution as a top priority for South Africa‘s
black victims, reconciliation with whites, the criminals, became the main goal. As a
result, Nelson Mandela is feted all over the western world and the British even unveiled
a statue of him recently in London, yet the only thing that South African blacks have
received to date is some propaganda about living happily in a mythical rainbow colored
society. This is one of the reasons why African parents must be extremely careful with
the kind of role models they present to their children. Danny Glover is a much better
model for our children to emulate than Condoleezza Rice.

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This new manner of raising and educating black children however has always posed a
problem in the western world. Once again, Dr. Wilson gives us an explanation. It is
problematic he says, because African people were not brought to the West to be
educated. They were brought to be the slaves and servants of the people who enslaved
them, in other words, to work. I used to teach African culture in an after school program
several years ago and the first question we asked the children was the reason for our
people‘s presence here in the West. None of them ever responded by saying that
African people were here to work as servants for white people. In fact, most black
people will answer this question by a vague ―we were brought here as slaves.‖ Have
you ever noticed that anything meant for African people is often vague? For example,
―Jesus is coming back soon‖ or ―we are going to reduce poverty in Africa‖ or ―we want to
help Africa‖ What date specifically is Jesus coming back? By what date exactly are they
going to reduce poverty and by how much? or what specific area of activity are they
planning to focus on? We don‘t know. The language is vague because it‘s not meant to
be taken seriously and they know that our people will not demand anything more
specific. In return, we are asked to blindly believe, watch and pray and hope for a better
day, also very, vague. Yet what black people actually do is very specific. We serve our
white masters. In sports and in music all the owners are white and the players and
singers are black. This imbalance exists even in countries where the majority of the
population is black. For example in the Caribbean most of the business and hotel
owners as well as the tourists are white, while the workers are mostly black. In Africa,
our people extract the diamonds and gold from the ground while Indians, Jews,
Lebanese and Western businessmen sit in their offices all day and reap the benefits.
This inability to understand the real reason for our presence in the West has led our
community to the false assumption that we are here to „live i n peace and harmony with
whites.‘ How many times have we heard black people say ―they don‘t see color‖ yet
when they move into a white neighborhood, the whites move out, so obviously they do.
If we are so mistaken about why we are here and our relationship with its inhabitants is
it any wonder that our children and our community are so confused and have so many
problems in their daily lives? In 1888, Ernest Renan, a racist French philosopher
described Europe‘s economic vision of our world when he said, ―Nature has given us a
race of workers, they are Chinese, a race to till the soil, they are Africans and a race of
rulers and soldiers, they are Europeans‖. This is exactly the world we live in today. Yet,
this racially organized economic system has existed for the last 500 years but sadly
African people are totally unaware of this fact because they are kept ignorant and
uninformed the world over. It is also this racially segmented economic system which is
responsible for the persistent poverty and underdevelopment in Africa and the other
countries where our people reside, but because of our ignorance western propaganda

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has made us believe that it is because our leaders are incompetent and corrupt. We are
meant to transfer our hatred to our leaders rather than to the racist economic system
that Europeans have willfully put in place to impoverish Africans. Luckily, the masses of
poor people are passive if not there would be thousands of revolts every day,
everywhere on this planet. To keep African people impoverished the West intentionally
bypasses Africa and the ghettos where many of our people live and invest in the Asian
countries. The reason Chinese investment in Africa today terrifies the West is because
they fear it may actually help lift Africans out of poverty and thus threaten their racially
segmented economic system. To punish the Chinese, the West has simply mounted a
propaganda campaign accusing them of selling tainted products and of ignoring human
rights in Africa, but when and where in Africa has the West ever respected human
rights? In fact, most of the anti-democratic leaders in Africa are still in power because of
the West. Corruption in Africa therefore is not the cause of poverty but a consequence
of it. People in Africa are corrupt because they do not earn enough money to live
decently and therefore must resort to illegal methods to make ends meet. In fact, where
ever you see crime take a good look, you will usually find high unemployment and
intolerable living conditions because it is a consequence and not the cause. Improve the
living conditions and corruption and crime will quickly disappear. It‘s a very simple
equation but of course no one is interested in this option because the capitalist system,
which is really the old Roman slave system under a different name, cannot survive
without access to a large number of unpaid workers or people who are barely paid.
Under globalization, its modern name, 80% of the world is still exploited by the 20% who
still continue to own all the wealth. Changing the name periodically (feudalism,
industrialization, capitalism, socialism, communism and now globalization) is simply a
strategy that the West uses to make us; the ignorant masses believe that there is
genuine change taking place in society. Now you understand why every country you
visit and in every area of activity the owners and those who make money are always
white or are close to white, while those who work, serve and are exploited are always
black or close to it. This is what African parents must begin to understand so that they
can explain to their children why African people are consistently at the bottom of the
socio-economic ladder. Now that we know that African people were brought to the West
exclusively to work and serve whites, and not to ―live in peace and harmony‖ with them,
where did the rationale behind the education of black children come from? After
Europeans had succeeded in making our ancestors almost as ignorant as the animals
they said they were after years of chattel slavery, some of them began to realize that in
order to further their commercial interests, it was better for the „negroes‘ to have at least
a minimal amount of education. A few continued to believe that ―negroes should
continue to be worked like beasts of burden n and be kept in total ignorance,‖ however

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they finally agreed that it was in their best interest to educate our ancestors. In their
original plans Europeans had had no intentions of educating African people. The
education of the black child in the western educational system therefore was never
designed to develop the individual personality or the intellect of African children and to
help them reach their fullest potential. The decision to educate was strictly based on the
economic requirements of the day which needed a number of educated Africans in
order for the West to achieve its goals. We would still be uneducated today if Europeans
had not deemed it a necessary requirement. In fact, one of the reasons that African
children are doing so badly in the educational system is precisely because their
education continues to depend on the needs of the western economic system. If you
listen to propaganda however you may easily believe it is because they are intellectually
inferior and lazy. The stark reality is that the business world is linked to education and
therefore whatever happens in the economic sphere will have an impact on education.
The educational system works like a bottleneck to control the flow of students entering
the workforce. So, if the economy is experiencing a boom, more students will graduate
from college and university in order to enter the work force and if there is a recession, it
will do the complete opposite. I.e. fewer students will graduate and thus fewer will enter
the workforce. The western economy has not been doing well for several years now
because the new technology has not been able to provide the large numbers of jobs
which the old industries like steel and coal did, years ago. This has led economists to
conclude that long term unemployment will now be a permanent fixture of the western
economy. As a result, universities and colleges have been forced to reduce the number
of people entering the workforce. It is obvious that if the economy is suffering this will
have an adverse effect on African people since our education since the days of slavery
has been intricately linked to the state of the Western economy. This is the real reason
why there is very little investment in black education because there is an economic
imperative to considerably reduce the flow of African children graduating and entering
the workforce, since there are no available jobs for them and thus it is pointless to waste
money educating them. Might I remind you that 400 years ago, black unemployment
was totally unheard of in the West since every African man, woman and child was fully
employed from sunrise to sunset. In fact, Europeans couldn‘t build ships fast enough to
go to Africa to kidnap Africans and bring them to the West to work. Isn‘t it ironic that
curbing immigration from Africa is the biggest issue in the West today where quotas and
fluency in Western languages are requirements for emigrating to the West? In France
they are even planning to test the DNA of relatives who simply want to rejoin their
families. How unfortunate that Europeans did not enforce these practices 500 years ago
because they would have saved Africans a tremendous amount of pain. If we accept
that in the western system an individual‘s importance depends on their financial worth,

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then it is clear why African children have become a liability rather than an asset and are
underachieving in school. Knowing the kind of social disruption that able bodied, young
men of working age unable to find a job can create in society, the West has decided to
channel them into prisons as a solution in order to prevent the kind of revolts that
occurred in the French suburbs 2 years ago. This is why „tolerance zero‘ was
introduced and why a 15 year old African American youth who stole a simple chocolate
bar would receive a 15 year jail sentence from a US court. To deaden the pain of those
who have lost all hope of a better future, they inject drugs into our communities and
pray for a quick demise either by a drug overdose or a bullet to the brain as our young
men pretends to be mafia bosses fighting over turf. After the Europeans had finally
decided to educate African children, they had to deal with the problem of the content of
their education. What were they to teach these „negroes?‘ All of the aberrations and
self-destructive behavioral patterns that we see in our community can be traced right
back to this moment when Europeans had to make a decision about the kind of
information they were going to transmit to African people. When African children
entered the western school system for the first time, there was great fear among the
slaveholders that if Africans were taught „the wrong‘ information, (the truth) they would
lose complete control over them especially since our ancestors nume rically
outnumbered whites in the new world at that time.( African people have since become
the minority.) To understand why Europeans were so afraid of the content of African
education we must go further back into our past. Before they had even set foot in Africa,
Europeans had heard about its glory and its extraordinary civilization. Philip of
Macedonia, like the typical warmongering European megalomaniac, decided that as he
was the most powerful person in the West he had to conquer Egypt, the most advanced
African civilization at the time and own it for himself. Fortunately, he was killed while
waging another one of his numerous wars. Unfortunately, his son Alexander, who only a
twisted mind could call great, decided to fulfill his father‘s dream and did eventually
conquer Egypt. When Europeans entered Africa for the first time and saw the
tremendous civilization our ancestors had methodically collected, stored and preserved
from millennia they were mesmerized. They were overwhelmed by its organization, its
opulence, its style, its architecture, its creativity, its intelligence, in short, everything but
most particularly, its tremendous wealth. Today in the western media we are inundated
with propaganda of ―a poverty stricken Africa‖ but Europeans knew then and still know
now how tremendously wealthy Africa is. In fact, it is precisely because of Africa‘s
genius and its tremendous wealth why African people were enslaved in the first place.
Europeans were envious and wanted to have Africa all for themselves but they also felt
ashamed and it was at this moment that the crime which they would carry out later in
the 15th century when they discovered the New World began to take shape in their

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minds. One of the things that struck me as I studied Ancient Egyptian civilization was
the number of times the word „shame‘ appeared in the writings of many of the European
travellers to Egypt. It‘s a leitmotiv in their writings. Even Jean Francois Champoleon
who deciphered the hieroglyphs on the Rosetta Stone felt shame when he visited the
tombs of the Pharaohs in the Valley of Kings and saw the different races depicted there.
This is what he said. ―We also found Egyptians and other Africans depicted in the same
way, which could not be otherwise: but there were some important and strange
differences between the namou (the Asians) and the tamhou (the Europeans) …..
Finally (and I am ashamed to say this because our race was the last and most savage
of all in those ancient times) but we must be honest and admit that we did not paint a
very pretty figure in those days. Here I am referring to all the people with blonde hair
and white skin, living not only in Europe, but in Asia, their place of origin. ―(Asia here
means people from the Middle East and not from China) this forces us to ask the
following question, ―Why did Europeans feel shame when they came into contact with
Africa? Where did their shame stem from? It is this shame which is behind our
enslavement and oppression. In recent years, there has been a lot of talk about the end
of western civilization and we have all heard conservative and right wing politicians in
the West lamenting the loss of western values. But what is Western civilization? What
exactly are Western values? If you have travelled across Europe as I have, you will see
walled cities, military forts, canons, pistols, and guns, all manner of swords and statues
of war heroes. In short, you will see an arsenal of weaponry and materials for waging
war. In my opinion, war is not what most people imagine when they think about
civilization. This may surprise many people but the West has never had a civilization if
you exclude war from that definition. So where did the West get all its architecture, laws,
religion, human rights ideas, it‘s so called values, etc.? They got them from Africa.
Before they visited Africa they had none of these things. In fact, Europeans had spent
their time on the planet developing more and more lethal weapons to wage war and kill
each other. Africans in contrast, had spent their time on this planet mapping the stars,
studying the changing seasons, inventing literature, the arts, architecture, mathematics,
writing, inventing the calendar, medicine, worshiping their gods, mummifying their dead,
preparing for the afterlife, even inventing the very wig that so many black women can no
longer do without today, in short, trying to build the things that we consider today as
civilization. As a result, when they came into contact with Africa‘s splendor, Europeans
felt inadequate, ashamed, inferior, because they had built nothing similar in Europe,
only weapons of war, and so they were envious and started plotting to take Africa for
themselves and enslave African people and that is exactly what they have done. So
what has been promoted as Western civilization during the last 500 years is none other
than the civilization of African people which they have simply confiscated and claimed

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as their very own. Today, the West has reached the peak of its power and it is still in the
warmongering business, and still sowing death and destruction in its path. Iraq is a
recent example and perhaps Iran will be next in line, however, it now prefers to let the
other races kill each other while it concentrates on supplying all the materials necessary
for them to accomplish this task and rake in the profits from their deaths, especially from
the deaths of African people who unfortunately have become infected with the western
warmongering virus after centuries of close contact, to the point where Rwandans
exterminated 4 million of their own people in the short space of only 3 months. As many
people are unaware that the West has claimed African civilization as its own, they are
often confused by the contradictions they see in Western society. So they can‘t
understand for example how slavery and human rights can co-exist side by side but if
you understand that one comes from Europe (slavery) and the other comes from Africa
(human rights), then there is absolutely no contradiction whatsoever. Furthermore, as
they do not genuinely believe in such concepts they often end up only paying lip service
to them. Do you remember that Europeans were holding a book in their hands which
clearly stated „thou shalt not kill‘ while they were raping and killing our ancestors?
Worse, the ships our ancestors travelled across the Atlantic Ocean on had biblical
names such as „the good ship Jesus‖ or ―John the Baptist.‖ Today, Mr. Bush talks about
god and drops cluster bombs which kill women and children in the same breath. This is
exactly what his ancestors, the founding fathers, did when they exterminated the
Amerindians, the original inhabitants of the USA. This dichotomy can be observed in
many areas in western society because they have simply juxtaposed their
warmongering culture to African civilization and promoted it as their own.. Now you can
understand why there is so much injustice, poverty and exploitation on one hand and
false philanthropy on the other in our world. If you have ever wondered why there are so
many humanitarian and Christian organizations all over Africa apparently working to
help lift Africans out of poverty, yet Africans still do not have access to clean drinking
water now you know why. Next time the G8 countries get together and begin to wax
lyrical about how they intend to lift Africans out of poverty, please do yourself a favor
and turn off your television. . The education of the black child caused great fear among
the Europeans because they knew the genius of the people they had enslaved. What
could they therefore teach African children whose birthright they had stolen? For a start,
they certainly couldn‘t allow black and white children to compete equally because the
white children would have been humiliated by the brilliance of the Africans. The problem
was only solved when the minority white population realized they were the sole decision
makers in terms of what information was to be taught or withheld from their black
students and furthermore, they had the monopoly in the writing and in the publication of
the books, manuals and other materials that black people would read. So, they simply

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decided to give our children an inferior quality of education instead. Professor Wilson
says that the education of the black child has never been and can never be the same as
that of the white child because the white child must be taught how to rule and dominate
others, while the black child must be taught how to serve and obey, hence the dual role
of the western educational system. In spite of all the talk about equality, desegregation
and. Mr. Bush‘s famous „no child left behind policy,‖ the educational system in the West
has not changed one iota since the days of slavery and continues to ensure that African
children receive an inferior quality of education in comparison to their white
counterparts. In order to maintain this two tiered system they have invented all kinds of
covert strategies such as intelligence tests, special education classes, hierarchy
between schools, etcetera, In short, they continue to teach our children how to serve
and obey which of course our young males totally reject. In fact, it is the information
they teach in the school system which destroys the self-esteem and the will to succeed
in our children and that is exactly what it is intended for. As a result, they lose interest in
school, begin to experience difficulty and eventually they drop out and become
delinquents. This fear of being humiliated by African people is still very strong today and
is one reason why many whites abandon certain professions and sports that black
people enter and why they are so hesitant to allow black people into certain professions.
When black people dominate an area of activity or profession, whites often give the
impression that it is really of no value whatsoever, however, this behavior is simply a
self-defense mechanism which they adopt in order to avoid feelings of inadequacy,
inferiority and the pain of being outperformed by African people, in other words, the
same feelings their ancestors experienced so many centuries ago when they first
encountered Africans. Teaching African children about their glorious past would have
been counterproductive because of their fear of being humiliated by Africans, so instead
they decided to distort both African and world history by teaching falsehood. For
example, many people today are unaware that Egyptian civilization predates that of
Rome by thousands of years because they have erroneously been presented as
contemporaneous, yet Roman civilization had not even begun when Pyramid building
stopped in Egypt around the 14th Dynasty. Worse, most people still do not know that
there are more pyramids in Sudan than in Egypt, or that this is where this style of
architecture originated. In fact, the civilization of Nubia (Sudan) predates that of Egypt...
Since most of our people are unaware of the importance Sudan in our history the
impending catastrophe which the proposed Kajbar Dam represents leaves them totally
indifferent. This dam, just like in Egypt with the building of the Aswan Dam will erase
forever all of Africa's ancient history in the Sudan, thus making this knowledge
inaccessible to future generations of African people.

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Today, because of these distortions most black people are totally ignorant about their
true history. Instead of teaching African children that their ancestors, the ancient
Egyptians, were the true builders of civilization, (the pyramids, obelisks and temples still
stand as proof today), they were taught that it was the Greeks and Romans. Instead of
being told that Imhotep the Egyptian was the father of medicine, they were taught that it
was Hippocrates. Instead of being taught about the first universities founded by their
ancestors in Timbuktu and Djenne in Mali, they were taught that Africans were an oral
people who knew nothing about writing. Instead of being taught about the great Shona
civilization of Zimbabwe that built a city bigger than London or the artistic genius of the
Nok civilization of Nigeria, they were told that their homeland was a ―dark‖ continent,
where their primitive, savage, ancestors roamed the wild jungles from morn till night
practicing cannibalism and that luckily, God sent kind-hearted and charitable European
Christians (Tarzan) to civilize them and to teach them his word in order to save them
from themselves. To add insult to injury, they invented a racial hierarchy with
themselves at the top, and Africans at the bottom and justified it by saying they were
―god‘s chosen people‖ and therefore superior and that God had given them „a land
overflowing with milk and honey‘, (Africa) while our ancestors were heathen, devil
worshipers who God himself had cursed and therefore we deserved to be their slaves.
These vicious lies continue to be believed by millions of people, both black and white
and are one of the reasons for the rampant and chronic racism in our societies today.
Today whites continue to promote African genius as their own. For example, African
people invented rock and rap but it is Elvis Presley who is known as the king of rock and
roll while Eminem became the first rapper to win an Oscar. Likewise, Bill Gates has
become a household name and a millionaire but without the genius of Dr. Mark Dean
and Dr. Philip Emeagali, two African scientists, the computer would not have become
accessible to the masses of people on the planet today. This was how the theft of
African civilization, the brainwashing and the miseducation of African children and
African people took place. If their plan has been so successful it is because they knew
that in order to succeed they would have to target African children at a very early age.
They, like our ancestors, understood that if you „train up a child in the way that you want
it to go, when it is old it will not depart from it‘ and that is why from the beginning of
slavery, African children were divested of their names and their languages.
Furthermore, to submit Africans to their authority, they used religion to terrify African
children by teaching them the fictitious story of the bible, plagiarized from the Egyptian
Osirian myth, as fact. This story promised African children a life of suffering (hell) if they
were disobedient to their master, (the slave master, not a supreme being as many black
people mistakenly believe) but heavenly wealth after death if they obeyed.(paradise)

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The real tragedy is that this distorted African story that generations of black children
were forced to memorize, continue to be taken literally by millions of African people
around the globe, who have spent their entire lives waiting for this ancient Superman
named Jesus Christ to burst through the clouds and deliver them from evildoers. The
tragic irony is that today it is African people, the victims, who are keeping this religion
which was forcefully imposed upon our children during slavery, alive. They are its most
fanatical adherents in contrast to their oppressors own people who have long since
stopped believing in this myth. Reparations can never ever compensate for the
incalculable damage this myth has caused to millions of African people who have
literally put their lives on hold in our world because they sincerely believe that only after
death will they truly begin to live. The Western educational system therefore will always
produce dysfunctional African children because having committed the most horrendous
crime on this planet and lied about it they are forced to continue. Their propaganda
machine must continue to make African people believe in the fantasy of the bible,
believe that whites are superior, that western civilization is better than their own, believe
they must fight in the illegal wars waged by the West all around the planet, believe that
Africa is a continent without a future, believe Africa is poor, believe that poverty,
injustice and exploitation has always existed in our world, believe that Africa is facing a
demographic explosion (overpopulation) and dying from Aids (depopulation) at the
same time (an illogical equation), believe they must work hard to promote Western
interests and all the other fantasies which our people accept as fact which are too
numerous to mention here. This is the reason their media feed our children negative
information 24 hours a day that is designed to sap their energy, destroy their
confidence, intensify their feelings of worthlessness and self hatred and increase their
admiration for the West. The goal is to make every African child a Michael Jackson This
is the strategic destruction of the African psyche that the West has put into place and
why it is important that African parents and the African community understand these
negative forces which are working to destroy our children in order to delay the liberation
of African people. This is also the reason they treat us in the most despicable manner.
We suffer the worst health, live in the most horrible conditions imaginable, are the most
disrespected and abused people and do not live life as it should be lived. That is why
black churchgoers often say „we are only passing through‘ in this world. What else can
they say considering the lives that most of our people lead? On the other hand,
Westerners live comfortably, eat properly, enjoy good health and live long and happy
lives. In short, they are alive while we are dead because they have killed us. But we can
be resurrected by erasing them from our minds in the same way that they erased
African history from ours. This is what I believe Dr. Kamau Kambon was trying to get
across when he said 2 years ago that ―the solution to the black man‘s problem was the

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white man‘s extermination‖. Many people in their ignorance thought he meant the
physical extermination of white people. It is ludicrous to think he was talking about their
physical elimination since the West has weapons which can annihilate every single
African person on the planet. What he obviously meant was that in order for African
people to come out of their comatose, zombied state and lead happy and fulfilling lives,
they must kill the white man metaphorically, mentally by replacing his lies with the truth.
The West will never willingly admit the truth because they have too much to lose. They
would have to admit the theft of African civilization, the mass murder of African people
and the perpetuation of lies. Furthermore it would raise too many questions. For
example, if the Bible is fiction, then who are its real authors? Is it true that Shakespeare
was one of its writers and that is why he is known as the most famous writer ever? If
there are no chosen people, then who are the people in Israel parading as Jews? Why
have they been placed there? Why does the USA defend them so stubbornly? What is
the real purpose of the pope? What information are they hiding in the Vatican? What
have they done with the information they took out of Africa? What really happened
during the Second World War? Who was Hitler? Why did the church protect neo-Nazis?
That would raise more questions about the recent past such as, who really destroyed
the world trade center building on September 11th. Why was it destroyed? Who is Ben
Laden? Why have they been unable to find him, although seriously ill? Does he really
exist? Why did the West lie about the war in Kuwait? Why was the world made to
believe that Saddam Hussein had weapons of mass destruction when he didn‘t? Why
was he killed? What is the real reason behind the so called war on terrorism? Why are
they now picking on Iran? What are they hiding? Who can tell us the truth? These
questions and a million more is what the Western world would rather not have to answer
African people and the rest of the world after 500 years of telling them nothing but lies.
On the internet under the bible story about the stolen birthright this is the warning that
you will read ―It never pays to tell a lie. Once you tell a lie you must tell another, and
another to cover up the first lie. Not only will all these lies catch up with you, but they
can cause you many troubles, just like it did for Jacob and Rebecca‖. That is what the
West has done but their lies are catching up with them and they will have to pay the
consequences. We must no longer allow the West to claim African civilization as their
own because our ancestors spent millions of years painstakingly observing, collecting,
recording, creating and preserving it for us, their heirs, to allow Western bullies who
refused to do the same for their people to simply come along, steal it and claim it as
their own simply because they had more advanced weapons than our ancestors. .More
and more African people are only just beginning to realize this. We must tell the truth.
We must reclaim our pyramids, our obelisks, our medicine, mathematics, astronomy,
physics, writing, our administration, our laws and our concepts. We must reclaim the

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famous 10 commandments which we have been taught god gave to a man named
Moses. They come from Africa and there are 42 of them which our ancestors called the
MAAT (the divine principles of peace, harmony, balance and justice) while the West
calls them the „negative confessions.‘ Even the very cross that the church uses is
African. It‘s called the „Ankh.‘ We must study African history to find out what our
ancestors left for us and every single concept or object that they invented we must take
back. Our ancestors demand that we reclaim our birthright that was stolen from us. We
will know that our people have reclaimed their birthright when African people want to
study and receive diplomas from African schools and universities rather than those in
the West, when African people want to work for African companies rather than western
multinationals, when our young men and women especially our famous people want to
marry African people rather than European men and women, when African parents
prefer to give their children African looking dolls rather than European ones, when
African people stop bleaching their skin because they prefer their own, when they prefer
to give their children African names rather than European ones, when they prefer to
pray to an African god rather than a European one, when Africans reject the
warmongering religions of their enemies and return to the religions of their ancestors,
when they feel empathy and compassion for African people first before they feel them
for Europeans, when they love Africans first before loving Europeans, when Africans
want to use their resources to develop and improve the lives of their people first before
the lives of Europeans, when Africans set up their own economic system, their own
political system, their own laws and their own currency rather than continue to use those
of the West, when they remove the artificial borders created by the west and return to
Africa‘s natural borders, when they want African languages to be the official languages
of Africa and teach them to their children rather than those of the West, when African
men stop Europeans and Arabs from sexually abusing and enslaving African women
and children, when Africans stop saying „they don‘t see color‘ and are proud to be
Africans, when African people want to defend Africa before they defend the West, and
finally, when they want to study African history before they study the history of the west.
This is what our ancestors did because this is how normal human beings behave. This
is also what the Japanese, the Indians and the Jews that our community admires so
much actually do and is the secret of their success. This is why they seem so unified
and organized as a people. We don‘t behave like them because Europeans did not
tamper with their normal behavior patterns in order to subjugate them and use them to
further Western interests. How do you think they were able to conquer Africa and bring
us to the West to be their servants so that most of us today only want ,to live in peace
and harmony with our enemies? Do you think it was by whispering sweet words in our
ears? It was by exterminating 600 million Africans and turning us into abnormal human

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beings. That is the price that our ancestors paid and our people continue to pay for the
theft of our land, our wealth and our subjugation. Their propaganda has made us
believe that the worst holocaust on this planet was in Nazi Germany where 8 million
died. In fact, we need to find out the real reason why they have poked that down our
throats. The Iranian president Ahmadinejad has said that ―the Jewish holocaust is a
myth‖ and other people who have raised questions about this are immediately sent to
prison or accused of anti-Semitism, however, considering that we have been taught
nothing but lies during the last 500 years, we should be very suspicious of every single
thing that we have been told. Why do they want to start a war in Iran today and remove
Ahmadinejad? Does he know too much? What exactly do they not want the world to
know? Why did they kill Saddam Hussein so quickly? I‘m sure it has nothing to do with
the death of the Kurds. We should want to know the answers to these questions. That is
why each person of African descent must become a modern day sleuth to find out
exactly what happened on this planet. All the aberrations that we see in our community
and which makes us so fragmented and disorganized is a result of this horrendous
crime. It is this ―slave mentality‖ which has been passed down from generation to
generation which makes us behave in such self-destructive ways although slavery was
abolished years ago. The only way for African people to stop to behaving unnaturally is
to learn how that process took place, to talk about it and then to make a conscious effort
to practice the above mentioned behavior, but we cannot heal if we continue to deny
that we were intentionally made to behave in an abnormal manner by our enemy
because it was the only way to subjugate us and to steal our land and our wealth.. In a
war, you do whatever is necessary to destroy your adversary and that is what Europe
did. Finally, when we become Africans again most of us will want to live in Africa rather
than in the West. This is the nightmare of the western world as it means they will lose
their entire low paid labor force which they have depended on for the last 500 years.
Can you imagine the economic catastrophe that will take place in the West when
African people wake up from their anesthesia and decide to return home to Africa? Who
will cook their food, look after their children, clean their homes and their streets, and
provide their entertainment? Who will provide jobs for their police, their judges, their
sociologists, their teachers, and etcetera? Who will buy their products? Who will they
abuse, brutalize murder and rape with impunity when we leave? How many Jenna 6‘s
do you think they will have when we go back to Africa? Who will fill up their prisons?
Who will do all the jobs that African people have done for them during the last 500
years? In short, who will become their new slaves when we decide to return home to
Africa? The Asians? The Arabs? I doubt it. That is why the return to Africa must be
handled with extreme caution because African people are in grave danger of being re-
enslaved when they finally come out of their daze and decide to return home.

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This is what the end of Western civilization means. It‘s not about some Superman
coming out of the skies, that‘s what their propaganda would like you to continue
believing. In spite of all the propaganda about the laziness of African people, it is our
labor and our ignorance that has kept the West strong for so long and it is only African
people who can destroy what is erroneously known as western civilization? If Africans
around the globe decide tomorrow not to work, the western economy will collapse
overnight, but propaganda has made us believe that without the West nothing can
function on this planet. Wall Street and the City are only betting shops where you place
your bet; if the horse and the jockey don‘t run (worldwide African labor force refuses to
work) there will be no race. (No profits for Western investors) It was our capacity for
hard work why Europeans exterminated the Amerindians of the new world and brought
us to be their servants. They were familiar with our workmanship. They admired our
temples, our obelisks, our pyramids, etc., while they were unfamiliar with the
workmanship of the people of the new world. That is why our lives have been spared.
It‘s not because they want to live in „peace and harmony with us.‘ It‘s because we are
their workhorses. What will the West replace African civilization and African people with
when our people finally decide to bring their oppressive system to an end? What will be
the reaction of the masses of white people when they find out that what they have
believed to be their civilization for the last 500 years is nothing more than the civilization
of African people which their ancestors stole, since they too have been kept in total
ignorance of the truth? What will their reaction be when their shame is exposed to the
entire planet? Their ancestors wrote down in their guidebook, the bible, what the
consequences will be when the truth is finally revealed and their crime exposed to the
whole world. ―There will be weeping and gnashing of teeth‖. It will be painful, as the
truth always is. Do you now understand why the Miseducation of the black child is so
important and why the West has spent so many centuries ensuring that black children
believe western propaganda. How were African people to know that somewhere in their
development the Aryan (white) race became lazy and decided to adopt a ―get rich quick‖
mentality without having to ―lift a straw‖ This is a criticism which is often directed at
young people in our society today, however, isn‘t this the essence of western society?
Isn‘t this how the West got rich? Once again propaganda has made us believe that it is
due to hard work that the West is wealthy today, when in reality it is because African
people have been working and are still working to enrich them. This also demonstrates
the absolute power of propaganda which is to „make people believe that which is not
true.‘ In fact, western society is nothing more than a vast propaganda machine. The
motto of the Europeans became ―war means wealth, peace means poverty.‖ They
decided to wage war and enslave and exploit each other in order to acquire this wealth,
and eventually when they came into contact with the peaceful peoples of the New

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World, Africa and the Pacific Islands it was very easy for them to accomplish their goal.
Before the racist government in South Africa bludgeoned Steve Biko to death, he stated
that ―the most potent weapon in the hands of the oppressor is the mind of the
oppressed.‖ That is exactly why the West from the very beginning of slavery and
colonialism targeted African children and never left their education in the hands of
African people? It is through the educational system they have been able to organize
our children‘s education around their interests and goals in detriment to our own in order
to maintain their control. The time has come for our community to educate African
children according to the goals and aspirations of African people. African parents must
teach their children the true history of Africa because only when they do, will they want
to promote our interests and not the interests of others. Promoting the interests of
African people is one of the greatest fears of the western world because they know that
when people feel confident and good about themselves it is very difficult to manipulate
and control them, and that is the reason they have always ensured that African children
receive an inferior quality of education which denigrate their motherland and the
achievements of their people. In conclusion, there is a macabre ritual which takes place
after every general election in the industrialized countries which have nuclear weapons.
The outgoing and the incoming president are left alone for 15 minutes as they share a
secret code which only the president has access to. According to the theory, when there
are no other options left, the president will simply type in the secret code, press a button
and release nuclear weapons which can obliterate almost the entire planet. In their
bible, the West has already told us what their solution will be when the end comes, and
their world falls apart .This ritual is a warning to African people that if we do not want
this planet obliterated by people who have never had any respect whatsoever for
human life, we do not have another instant to lose. Professor Wilson warned us before
he died that our days on this planet are numbered if African people refuse to make the
strategic decisions and the right choices required today. That is why there must be a
complete paradigm shift in the way of thinking in the African communities around the
world. And that paradigm shift will only come when our people have the right
information. It is my hope that this article will contribute in some small way to helping
African people and especially African parents get the right information in order to save
our children and hasten the end of the unfair western capitalist system. Black parents
must understand that an African centered education is an absolute necessity for African
children if we are to offset the damage from the slave school which we now know was
never intended to educate African children to become wholesome, functioning members
of society in the first place.

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We should already be preparing to restore the African system that our ancestors left us
in its untainted form after the coming tsunami has passed since it is undoubtedly one of
the best that humans have ever invented. In other words, the New World Order. It was
Africa‘s genius which attracted her oppressors to her shores, it was her tremendous
wealth and the genius of her people why they were enslaved, and it will be the genius of
African people again that will liberate them from Western tyranny and bring peace back
to this planet. That is why it is no accident that Africans were the first inhabitants of this
planet. This article is dedicated to the memory of George G.M James author of Stolen
Legacy who paid the ultimate price because he dared to tell African people the truth and
to my nieces and nephews generation, who are soon to be or are already parents, so
that their children do not grow up as ignorant as my generation and their generation
were concerning the history of African people and of the world. You can stop the
messenger but you can never stop the message. Today luckily we have a formidable
messenger in the internet to spread that message. The 42 divine principles of MAAT:
http://www.nubeing.com/unblind2/42.htm Related Articles on this site: „Skin bleaching‘
This behavior is a direct consequence of children who did not receive an African
centered education. To be distributed widely, especially to parents with school age
children. This article may also be posted on blogs and websites or in any printed
material around the globe without the permission of the author. It should also be
translated into African languages and read aloud in areas where our people are unable
to read and write.
FROLINAN’S NATIONAL STRATEGY
An application of Dr. Amos Wilson‘s ―Blueprint for Black Power‖ combined with Marcus
Garvey‘ and MX‗s Black Nationalism and the contributions of the 1960s Black Power
and New Afrikan Independence Movements.
Abstract: In this paper my thesis is a prescriptive one. It is a "Theory and Practice to
Break the Chains of National Oppression" that represents an application of Dr. Amos
Wilson‘s Afrikan Liberation psychology teachings and his ―Blueprint for Black Power ‖
reclamation of Black self-determination paradigm. I argue that because the masses of
New Afrikan* people live under ―de facto colonization and third world nation status‖, with
strategic implementation of a New Afrikan revolutionary theoretical framework and
program of decolonization, based on a Nation -within-a-Nation consciousness,
commitment and conduct, the New Afrikan Independence Movement can be pushed
forward towards our ultimate objective of national independence. Within the context of
the aforementioned notions i.e., colonization and nation within-a-nation, a ―National
Program of Decolonization‖ can be implemented and propagated throughout New

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Afrikan (Black) communities across the United States that will positively reflect and
impact the cultural, political, socioeconomic and moral needs of the masses of New
Afrikan people and thus, serve as a template for present and future New Afrikan
Education and Nation-building paradigms and praxis into the 21st century.
RBG Communiversity Required Textbook; Blueprint for Black Power
Main thesis is "economic destiny determines biological destiny"; and in order to secure
politico-economic power (Black Power) in the 21st Century, we must see ourselves as
and function as "a Nation-within-a-Nation" and solidify an "Afrikan American / Caribbean
/ Pan-Afrikan bloc" to generate Black power in the United States.
RBG Communiversity Curriculum Standards
ACCESS THIS DOCUMENT FOR THE LESSONS‘ INTERACTIVE VERSION RBG
BLAKADEMICS: Curricular Domains, Fields and Aims Outline and Links to Content
―Akoto‘s Afrikan Centered Thematic Inventory provides [the major themes of Nationalist
/ Pan-Afrikanist centered theories of liberation…and the philosophical foundation of
Afrikan centered curriculum‖ Blueprint for Black Power, pg. 130, 2000 AWI
RBG Communiversity Curriculum Outline
The interdisciplinary curriculum fields are listed below under the curricular Domains, and
include the subject areas that comprise the respective Fields of learning/teaching and
Aims in RBG Street Scholars Think Tank‘s curricula.
RBG-BLAKADEMICS-Curricular-Domains-Fields-and-Aims-Outline-and-Links-to-
Content
I. Cultural Ideological A. Culture and Ideology B. Creativity
II. Spiritual Psycho-Affective A. Self-Knowledge B. Ethics and Morality
III. Socio-Political and Economic A. Political Economy B. Cognition and Inquiry
C. Technology D. Mathematics E. Sciences F. Computer Sciences
IV. Technology A. Mathematics B. Science C. Computer Science D. Functional
Skills
V. Nation building (Practical Applications) A. Career Development
Apprenticeships B. Research Theory and Practicum‘s C. Community
Development Projects (FROLINAN)

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“The Afrikan American Community as a de facto Third World Nation”
(Wilson, Blueprint for Black Power 1998, pg. 507-509)
Dr. Wilson‘s Black ―National Debt‖ Concept ―…Many Problems exhibited by the Afrikan
American Community reflect more its inadequate economic organization and
management as a nation than its outright poverty or impoverishment of human
resources…‖ pg. 508
Things that can be traced back to us as a Nation with a disorganized economy
1. Inadequate education, recreation and socialization institutions
2. Lack of employment opportunities
3. Family instability and disruption
4. Inadequate housing
5. Anti-social and criminal behavior
6. Drug addiction
7. premature death and disease
Afrikans in America as a de facto Nation-within-a-Nation
Blueprint‘s Thesis ―Economic Destiny Determines Biological Destiny‖ In his Nation-
within-a-Nation chapter Dr. Amos Wilson seems to be saying Afrikans in America are a
politically disenfranchised, economically exploited, socially degraded, and alien culture
dominated Nation-within-a Nation, in large part, borne to its lack of a Afrikan Nationhood
consciousness, commitment and conduct. At one juncture he makes this point by
saying: ―except for its mainly second-tier alien employment status, its cultural
entertainment contributions to the American market economy, its role as a mass
consumer market for White American manufactured products and services, its RBG
WW 1 Nation Blueprint full-spectrum participation in and integration into American for
Black Power Study Cell Guidebook society is negligible.‖
(Wilson, Blueprint for Black Power 1998, pg. 504)
Some History of the Afrikan in America “Nation-within-a-Nation Concept”
In his essay ―How Black Awakening in Capitalist America laid the foundation for a New
Internal Colonialism Theory‖ Pinderhughes states the following; ―There is a 180-year-old
tradition of black activists viewing African America as a "nation with a nation." The
slogan is notable in the national black convention movement's first call to unite in 1830,
as it responded to the program against the blacks of Cincinnati in 1830. Martin Delany

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utilized it in his colonization appeals. In 1853, Frederick Douglass embraced the
formulation in his call to black national consciousness. Cyril Briggs employed it in his
Amsterdam News assessment of the contradiction between the African American
condition and President Wilson's World War I peace proposals. And it was the title of
W.E.B. Du Bois's call in 1935 to sidestep Jim Crow segregation during the Great
Depression with a cooperative economic program.‖ (Outline and emphasis of Mines)
From: How Black Awakening in Capitalist America laid the foundation for a New Internal
Colonialism Theory (Pinderhughes, Charles 2010)
Dr. John Henrik Clarke use to teach to be Free and Sovereign a people must have their:
1. Own Land
2. Own Economy
3. Own Name
4. Own Language
5. Own Culture
6. Own God
A National Committee or Council of Leaders”
In Blueprint for Black Power, based on Dr. Chancellor Williams ―A Master Plan‖, “Dr.
Amos Wilson calls for “A National Committee or Council of Leaders”. He says
member organizations should be unequivocally Afrocentric in composition. He adds
further ―They should avoid like a plague the significant influence in or the leadership of
their organization by persons tied to the Democratic or Republican parties, Marxist
groups, proselytizing or overzealous religious groups, Eurocentric socialist and
assimilationist‖ Blueprint for Black Power, pg. 55, Sept. 2000 [emphasis mines]
DR. CHANCELLOR WILLIAMS: A MASTER PLAN
The Shape of Things to Come: A Master Plan Tutorial 2 Ch. XV, Destruction of Black
Civilization, Dr. Chancellor Williams TWP, 1974
Frolinan is a Program of Decolonization offered to; reverse Our National Debt &
Mass psychopathology by way of attacking 7 Cardinal pathogenesis factors that block
our politico-economic development as a Nation

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The pathogenesis of the present day ill-condition of the masses of New Afrikan (Black)
people and community inside the U.S. can be, in large part summarized, as a
combination of:
1. disunity,
2. dependency,
3. fear,
4. ahistorification,
5. a lack of vision,
6. politico-economic disorganization, and most importantly,
7. the all-consuming "underdevelopment" of our state of mind , will and intent as a
Nation of Afrikan people (―New Afrikan Nation-within-a-nation‖)
These are the ―7 CAUSES (cardinal pathogenesis factors) OF OUR NATIONAL
OPPRESSION, ―A set up for exploitation and colonization by stronger nations‖
THE QUEST FOR BLACK POWER - 21st Century
The overall goal of RBG and FROLINAN is to reverse our ―POWERLESSNESS‖
ECONOMIC EXPLOITATION AND COLONIAL DOMINATION‖
THE FIGHT FOR BLACK POWER MUST TAKE UP WHERE WE WERE DEFEATED,
without this common national consciousness and perception of our existence, based on
history, our practice will continue to be confused and chaotic, without the historical
continuity which serves to give practical guidance to our struggle and movement on the
road to independence…
Frolinan‘s initial objective is to evolve a united strategy and direction amongst the many
New Afrikan nationalist formations / organizations / movements of local, regional and
national significance. Once this has been achieved, the second objective will be to
implement a transitional program for New Afrikan liberation whereby we will strategically
demand and tactically secure control of the socioeconomic and political institutions of
the urban and rural areas where New Afrikan people comprise the majority by pointing
our economic decisions as a Nation-within a-Nation.

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To Summarize FROLINAN with remarks from Dr. Wilson
An application of Dr. Amos Wilson‘s ―Blueprint for Black Power‖ combined with Marcus
Garvey‘ and MX‗s Black Nationalism and the contributions of the 1960s Black Power
and New Afrikan Independence Movements.
―The actual empowerment of Black people under the banner of Black nationalism
cannot occur as long as the two main ingredients necessary for power-definition and
organization-are missing or underdeveloped‖ (Wilson, Blueprint for Black Power 1998,
pg. 855)
―Even if Black Nationalist motives and purpose were perfectly defined and matched,
Black Power would still prove elusive without organizational appropriateness and a
sufficiency of human and material resources‖ (Wilson, Blueprint for Black Power 1998,
pg. 856)
Blueprint for Black Power the Study Cell Guidebook-2013 Update
One of Two RBG Blakademics Required Textbooks
Dr. Amos Wilson- History as an Instrument of Power
Blueprint for Black Power: A Moral, Political, and Economic Imperative for the
Twenty-First Century
Blueprint for Black Power details a master plan for the power revolution necessary for
Black survival in the 21st century. Blueprints posit that an African American/Caribbean/
Pan-African bloc would be most potent for the generation and delivery of Black power in
the United States and the World to counter White and Asian power networks. Wilson
frames this imperative by deconstructing the U.S. elite power structure of government,
political parties, think tanks, corporations, foundations, media, interest groups, banking
and foreign investment particulars. Potentially strong Black institutions as the church,
media and think tanks; industry; collectives such as investment clubs and credit unions;
rotating credit associations such as Afrikan-originated esusu, tontine and partner are
analyzed. Pan-Afrikanism, Black Nationalism, ethnocentrism and reparation are
assessed, often misused and underused financial institutions as securities, mutual
funds, stocks, bonds, underwriting, and incubators advocated, thus elucidating oft-
negated opportunities for economic empowerment.

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Extracts from Chapter 1| WHAT IS POWER
"The oppressed and downtrodden, having been traumatized by the abuse of power by
their powerful oppressors, often comes to perceive power itself as inherently evil, as by
nature corrupting and therefore as something to be eschewed, denied and renounced.
The pursuit of power is viewed as unworthy of virtuous persons, and the desire to
possess it as sinful. Therefore, many among the powerless and poor feel compelled to
find in their powerlessness and poverty the emblematic signs of their Godliness and
redemptive salvation. How convenient a precept for rationalizing and maintaining the
power of the haves over the have-nots! As the result of their ideological manipulation by
the powerful and their own reactionary misperception of reality, the poor and powerless
have been made to perceive the pursuit, possession and application of power in their
own behalf as unbecoming to themselves. This is even more the case when through
their naïve acceptance of the self-serving deceptive propaganda perpetrated by the
powers-that-be, their own reactionary self-negation, and their nursing of their
internalized inferiority complexes, the poor huddled masses perceive the possession
and exercise of power as the inherent and exclusive prerogative of the ruling classes or
races." "To a significant degree Afrikan Americans accept and obey predominant White
American power and its authorities (at least from social-psychological standpoint)
because they agree with the rules of their establishment and expression as defined by
White Americans; share with White Americans the moral, legal, and other values and
perspectives which justify them; and to some extent (limited and of recent origin)
because they, i.e., Blacks, have been permitted by White Americans to participate in
political and social processes by which White power is given legitimacy. To a limited
degree, Afrikan Americans have been permitted access to certain positions of
competent and legitimate authority. These factors contribute mightily to their acceptance
of White American power (domination) and the White American monopoly of positions
of authority as legitimate. These forms of giving consent to the social power status quo
on the part of Blacks help to obscure as well as deny the fact that they are in fact a
dominated and severely exploited group (regardless of class); and helps to obscure the
fact that their uncritical acceptance of the 'rules,' moral beliefs, perspectives, and their
customary-traditional participation in the 'American (White) political-economic process
and system is tantamount to the legitimating of their own oppression and to the
consensual insurance of their own powerlessness. Rules, beliefs and consent are
manufactured by those in power to justify, legitimate and serve their interests. In its
origins White American power was not legitimated (i.e., voluntarily or contractually
consented to, morally justified or politically-socially ratified) by Afrikan Americans who at
the time of its origination were held in captivity (slavery) and to this point in time have

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been largely excluded from significantly participating in American legitimating
processes. From the historical point of view of Native and Afrikan Americans, White
power, in whatever form, is illegitimate. This is because such power rests essentially on
the near physical and genocidal decimation of Native Americans, the theft of their
properties, on the exploitation or forced labor (enslavement) of Afrikans, and on the
systematic exclusion by Whites of both Black and Native Americans from the influential
exercise of practically all forms of 'legitimate' power and authority in the United States.
The rules and beliefs which provide the means for legitimating White power were in fact
pre-established, preordained and imposed on Blacks against their will by Whites from
the beginning. The illegitimacy of White American power is founded on the illegitimacy
of its original sins--genocide, theft of property, and enslavement." "For social power to
be exercised effectively the power holder must possess or control some important or
valued material and/or social resource(s) which is the basis of his power. By
strategically rewarding or depriving others of these resources, he may use them to
influence behavior in ways compatible with his interests. Resources when used for such
ends are referred to as power bases or resources. Power bases or resources may
include physical safety, health and well-being, wealth and material possessions; jobs
and means to a livelihood; knowledge and social skills; social recognition, status and
prestige; love, affection, social acceptability; a satisfactory self-image and self-respect…
We have no intentions to review the quite sizable number of possible power bases here.
We shall constrain ourselves to brief, but pertinent, discussions of those power
resources which are of important relevance to Afrikan Americans and the power
relations between them and European Americans. These power resources include
property, organization, race consciousness and ideology. We do not include state
politics in our discussion at this juncture because in the context of contemporary Afrikan
American social, political and economic culture and the more basic issues it must
resolve, state politics is of secondary importance to the Black community. Black politics
and activism without the Black ownership of and control over primary forms and bases
of power such as property, wealth, organization, etc., is the recipe for Black political and
non-political powerlessness.
The rather obtuse pursuit of political office and the ballot box as primary sources of
power by the Black community and its politicians without its concomitant ownership of
and control over important resources has actually hindered the development of real
Black power in America. More ominously, there appears to be a paradoxical and
positive correlation between the number of Blacks elected and appointed to high office
and retrogressions in the civil and human rights extended to Black Americans during the
past twenty years. Increases in homelessness, poverty, unemployment, criminality and

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violence in the Black community; disorganization of the traditional Black family,
inadequacies in education, increases in health problems of all types, and a host of other
social and political ills have all attended increases in the number of Black elected and
appointed officials. That is, the more elected and appointed Black politicians, the more
social, economic problems the Black community has suffered. While we are not
implying a causal relationship between the increase of the number of Black appointed
and elected officials and the increased misery indices of the Black community, we are
implying or asserting that their increase obscures those things which are responsible for
and do little to ameliorate or uproot the increasing prevalence of social and economic
problems in the Black community. The community's concern with the election and
appointment of Black political figures helps it to maintain false hopes that their
attainment of office will significantly resolve its problems. The activities of Black
politicians, given the current inadequacy of social organization and economic resources,
harmfully distract the Black community's attention from recognizing and eradicating the
true causes of its problems and the remediation of its powerlessness." "The
responsibility of the Afrikan American community is to ensure Afrika's economic
development. The ignoring of Afrika by the Western nations provide windows of
opportunity open to native Afrikans to drastically reduce the massive outflow or flight of
capital, which has been estimated to exceed 80 percent of the Gross Domestic Product,
and to reinvest it in their own countries. Afrikan peoples and nations across the
Diaspora must apprise themselves of a full, ongoing knowledge of the social, economic
and cultural history of Afrikan nations as well as their contemporary status and
reorganize their sociocultural and economic structures so as to initiate and fuel
continental Afrika's growth and development. The Afrikan American community,
especially, should vastly overhaul and reconstruct its educational orientation toward
knowledge of the Motherland. It must realize that its own economic salvation is
coterminous with or tied to that of Afrika's. It must invest money and human resources in
Afrika's development and perceive its economic prosperity as its special responsibility
and mission. The Afrikan American community must become vigilantly and jealously
interested in U.S. and European policies toward Afrika and seek to influence those
policies in both its own and Afrika's favor."

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DR. AMOS WILSON NATIONHOOD QUOTES
No Black person has ever been taught to think like ―White Folks‖. If you thought like
Whites, you would want your own nations, to control your own neighborhoods, to control
your own economy, to have your own military, to control the resources in your own
ground. Blacks come out of these schools and universities to be highly educated
servants, slaves not in control of their own destiny. You would want to remove them
from power. Knowledge must be wielded to a sense of purpose, people-hood and
destiny. Then it becomes protective of your survival as a people. It is measured by how
it protects your survival as a people, nationhood. Change your mind, your
consciousness and change your circumstances. See your consciousness in terms of its
Afrikaness, its life enhancing benefits, its consequences for your survival and goals as a
people, measured in terms of its characteristics, what it must acquire. You must have
certain intentions to do this. These intentionalities are the intent to be truly free, truly
self-determining, to create prosperity for yourself and people, to be able to protect your
interests by any means necessary, to stop depending on white folk for your life, job and
well-being. Your mind will generate what you need when you give it a goal or purpose. If
you want to develop an Afrikan-centered curriculum, start by asking ―What problems
must we solve as an Afrikan people? Our problems include the problem of being
dominated, not controlling our nations, being poor in the midst of affluence. What goals
do we want to reach? What quality of life do we want to enjoy? What kind of people
must we become in order to solve the problems that we must solve as a people? What
kind of attitudes, relationships toward ourselves, one another, and
Europeans/Asians/Arabs? What institutions must we develop so that we can act in
terms of our interests? What kind of social and educational experiences must we
expose ourselves and young to become the kind of people we need to become to solve
the problems we need to solve? Unless education, politics and economics are designed
to solve our problems as a people they are pointless. What kind of education and
knowledge and information and skills and so forth must we develop so that we can build
the institutions, develop the relationships, attitudes to be the people we need to be?
Then work from there to look at your developmental psychology. In what ways do we
grow and develop? At what point are we most ready to undergo particular kinds of
experiences, so that we can match those experiences, with the developmental
readiness of ourselves so we can maximize the kind of growth we need? We are only
free in this country to do the wrong things. We say freedom is being able to do what we
want to do-but ask yourself- What makes you want to do a thing? Your wants and
desires have been induced. What we want and desire maintain the system of
domination and destroy us as a people. Our problems, behavior etc. have a political and

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economic function. We are ―alienated‖ so we can serve aliens. Our alienated
psychology shows that we are controlled from outside. This state of alienation is
functional for European/Asian/Arab power. Equality. Equality with whom? With
enslavers and exploiters. Or do we want a new social system different from the current
one. This is a moral issue and should have been debated and deliberated by the Black
community. The ―Civil Rights Movement‖ [NAACP, CORE, etc.] was founded on faulty
moral premise of ―Equality of opportunity and results. You must know who and what you
are as a people. Question all that you have accepted as right and true. Your time given
to certain tasks in your curriculum is determined by your culture and history. If you say
you suffer from low self-esteem, etc. then give time to that in the curriculum. Failure to
do this causes Black children to be destroyed by the time system in these schools and
universities, which are set up to deal with the problems of Whites/Asians/Arabs.
Familiarly referred to as Brother Amos, he provided the average person with an acute
analysis of where we are and the things that affect us. He served as a council to
energize our race and those in positions of influence as to how to carry out their
leadership responsibilities. Dr. Wilson's activities transcended academia into the fields
of business, owning and operating various enterprises in the greater New York area.
"When we get into social amnesia - into forgetting our history - we also forget or
misinterpret the history and motives of others as well as our motives. The way to learn
of our own creation, how we came to be what we are, is getting to know ourselves. It is
through getting to know the self intimately that we get to know the forces that shaped us
as a self. Therefore knowing the self becomes knowledge of the world. A deep study of
Black History is the most profound way to learn about the psychology of Europeans and
to understand the psychology that flows from their history. If we don't know ourselves,
not only are we a puzzle to ourselves; other people are also a puzzle to us as well. We
assume the wrong identity and identify ourselves with our enemies. If we don‘t know
who we are then we are whomever somebody tells us we are." The Falsification of
Afrikan Consciousness," Afrikan World InfoSystems, New York, 1993 p. 38
This book presents two groundbreaking lectures by Amos Wilson. The first, European
Historiography and Oppression Exposed: An Afrikan Perspective and Analysis, was
among the first contemporary analyses which delineated the role Eurocentric history
writing plays in rationalizing European oppression of Afrikan consciousness. It
explicates why we should study history, how history-writing shapes the psychology of
peoples and individuals, how Eurocentric history as mythology creates historical
amnesia in Afrikans in order to rob us of the material, mental, social and spiritual
wherewithal for overcoming poverty and oppression. Moreover, this engrossing lectures
provide information on the relationship between the rediscovery and rewriting of Afrikan

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history and achievement of liberation and prosperity by Afrikan peoples. The second
lecture, Eurocentric Political Dogmatism: Its Relationship to the Mental Health Diagnosis
of Afrikan People advances the contention that the alleged mental and behavioral
maladaptiveness of oppressed Afrikan peoples is a political-economic necessity for the
maintenance of White domination and imperialism. Furthermore, it indicts the
Eurocentric mental health establishment for entering into collusion with the Eurocentric
political establishment to oppress and exploit Afrikan peoples by officially sanctioning
these egregious practices through its misdiagnosing, mislabeling, and mistreating of
Afrikan peoples‘ behavioral reactions to our oppression and our efforts to win our
freedom and independence.
Dr. Amos Wilson’s Last Interview (1995)
―All of us may not live to see the higher accomplishments of an African empire, so
strong and powerful as to compel the respect of mankind, but we in our lifetime can so
work and act as to make the dream a possibility within another generation.‖ — Marcus
Garvey Dr. Amos Wilson died in 1995 under mysterious circumstances. Few
understand how he died; yet the method appears similar to Dr. Khalid Muhammad‘s
death. Both were warriors for the African race. Dr. Amos Wilson asked: ―Why does the
Black man say, ―Freedom is doing what I want to do!‖ and why it is that everything he
―wants to do‖ enriches the European?‖ In light of Marcus Garvey‘s quotation (1920s), in
light of Carter G. Woodson‘s statements (1930s), but also in light of Ibn Battuta
statement on our excellence (1300s) our work will reward us. The African Blood Siblings
has pointed out the North Star. It‘s time to point it out to others. This is how so many of
our ancestors liberated our ancestors. This is how we will liberate ourselves. Inspire
other ABS readers in everyone (thank them for subscribing), collect other ABS leaders
from your age-grade (your community will become Prosperous, Independent and
African). While resting, read the excerpt below. It‘s Dr. Amos Wilson‘s last interview. In
addition, I added many hyperlinks; so if you read something that he said as interesting, I
added more information from the ABS site. They killed this ancestor but his ideas live on
in you and communities. He was writing ―Blueprint for Black Power‖ (order from an
African-owned store here) and they killed him but the ideas live on and Black Power is
ours. Continue your work on the African Blood Siblings Community Centers (write to
help more) and distribute our flyer; our restored Communities will internationally
connect. We are the redeemers of Africa.
RAW: Now you have raised the possibility of genocide before in books such as Black-
on-Black Violence. Could you briefly talk about how Black-on-Black crime serves white
supremacy by playing a role in our own genocide? WILSON: Well, what we are

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experiencing in the African American community is not just confined to America. You‘ll
find this experience in the Caribbean, in Africa, wherever you have large populations of
Black people. You go to Brazil Black children are being shot in the streets; people just
get in their cars and shoot Black children. You will find this sort of thing going on in
Uruguay. A lot of us don‘t realize that there are large populations of Black People in
Central America and South America. Africa is suffering tremendously. You can even
look the millions of Blacks in Europe. We are finding that there is a general oppression
of Black people across the globe as the global economic system reorganizes itself, and
reorganizes itself in a way to leave Blacks out of the global economic system, just as
they are being left out of domestic economic systems. What you‘re getting here when it
comes back to Black-on-Black violence are reactions to the dynamic economic
changes. You‘ve got a lot of people who want to lay all of this on family values and the
absence of old time religion and things of this nature. And while that‘s a part of the mix,
you cannot just blame this all on the loss of family values. People don‘t eat values, you
know. You have to actually work; you have to feed your family. There are concrete
material things that people have to have. The mere training of people in family values is
not going to solve this problem. As a matter of fact, when you transform people‘s
material position in the world, you transform their values. So a part of transformation of
the values that we complain about is a result of the transformation of the concrete living
conditions of Black people. The key to understanding the relationship that Black-on-
Black crime has to white supremacy and genocide is knowing the context in which the
problem occurs. Too often people want to talk about the problems that exist in the Black
community as if they are unconnected to everything else going on in the country. This is
a terrible mistake in analysis. You have to begin with the political and economic context
in which a people exist in order to begin to understand their behavior. When Blacks
commit violence against other Blacks, they‘re committing it within a certain political
economic context. Violent acts are social acts. We may call them anti-social, but they
are still social, whether anti- or pro-, which means that they have to do with the nature of
relationships between people. That‘s what we mean when we use the word social. If we
are to understand the social relationship of Blacks to whites and to the social and
political system in which we exist. When we look at this system under which we exist as
Black people, we‘ll see a connection between it and the kind of behavior the Black
community is undergoing at this particular time. RAW: So you‘re saying that the rising
tide of Black-on-Black crime is a direct result of the position of powerlessness that we
currently occupy vis-a-vis the restructuring global economy? WILSON: Yes, to a very
great extent. We don‘t think of crime as serving a social function. Some people‘s
negative behavior serves the interest of other people. For instance, Black children
dropping out of school serves the interests of other people‘s children, who then don‘t

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have Black people to compete against. Our dropping out becomes a service to those
who then can enter the positions for which we are no longer in competition…. As a
matter of fact, during the first reconstruction, Blacks were robbed of the 40 acres and a
mule promised them by the U.S. government as part of the REPARATIONS for slavery.
A lot of people think that‘s just a myth; but that was an actual act of Congress. This
would have given Blacks an economic leg up, an economic independence which would
have served as a platform for our political independence as well…. the white planter
recognized that if you gave Black people this kind of land, they would not be able to use
them in the cotton fields; they wouldn‘t be able to profit from their destitution. It‘s
important to understand how you actually create poverty in a people so that you can use
their services. You strip them of everything; therefore, they become utterly dependent
upon you, and you use their dependency as a means of creating your own wealth and
power. Black people aren‘t poor by accident. This serves the interest of somebody. The
energy that we put into hurting each other is the energy that we can‘t use to compete
against other people. The stereotypes of Black-on-Black crime serve as a justification
for other people to take advantage of us. But in a deeper sense, it serves to hide the
criminality of whites. It makes us think that whites in America are not criminals and have
not created a criminal. RAW: Now is it not true that numerically and statistically, whites
commit more violent crimes than Blacks? WILSON: Definitely, just as there are more
whites on welfare. Because of the media, you are lead to believe that Blacks are the
only ones on welfare. But whites get far more money out of the U.S. government. Most
of the money distributed by the U.S. government is paid to middle class white folks and
upper-class white folks while we are made to believe that it is the poor Blacks and the
people on welfare that are getting the bulk of the money from the federal government.
You see, a service is performed there. While the white upper class robs the nation of its
wealth, and even robs the white middle class, the elites point to Blacks as the ones who
are bankrupting America. This is why you get image after image of Blacks on welfare,
Blacks on crime. Those images serve the interest of those who are taking advantage of
the system and want to hide how and what they are doing to the system. Our so-called
criminality, our so-called being on welfare serves a useful political and economic
purpose in the society.‖ RAW: In your book, The Falsification of African Consciousness,
you write about the critical role that history plays in developing the consciousness of a
people. Could you elaborate on how knowledge of our true history can help us to
overcome the myriad of problems facing us? WILSON: Those who do not study history
will repeat it. We‘re talking about the first and second Reconstruction repeating itself.
What I find interesting is the attitude that we in America have toward history, the belief
that history is mere recapitulation of dates and times. Some people actually believe that
history is unimportant in academic life or the life of a people. But one of the things that

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brings the importance of history to mind very quickly is when you try to teach Black
History in schools, watch the objection you et to teaching Black history and culture. If
history were so unimportant and meaningless, why is it that we have such strong
opposition to the teaching of African history and culture? Why is it that the powers that
be define how history is taught and what history will be taught? It‘s because they know
intrinsically that history defines who we are. We are history. We cannot live in the future
– the future is always in front of us. And the present is essentially the leading edge of
the past. You don‘t leave your past behind. The past lives in your brain; in your
behavior; the way you see life and the way you see yourself. Everything that happens to
you in the present is filtered through past experiences present in your mind. This means
the past is operationally present at every moment. If that past is distorted, if your
perception of it is incorrect, if it‘s absent, then when you look at things in the present,
your perception will be distorted. You will not be able to effectively use what your see
right in front of your face. You will not be able to take advantage of possibilities that you
have nor will you be able to design your own future, because your history has been
distorted. Whites have stolen and distorted the history of Blacks so that they can
influence the type of behavior we exhibit. They have been able to shape our behavior to
support their domination of us as a people. Thus, we continue to serve their interest.
RAW: Even when some of us find ourselves in a position of power such as Mayor,
Governor, or President…. WILSON: Oh yes, definitely. You must recognize that
consciousness is power; being aware, knowing something, and being able to do
something is what consciousness is all about. This grants power. Remember, we act in
terms of what we know, what we believe, what we expect, what we value, what skills we
have. All of this is part of consciousness. Therefore, when you manipulate these things,
you manipulate people‘s ability. History teaches us methods of coping. We learn from
experience. Why do we teach our children things? We don‘t want them to make the
same mistakes we did. In teaching history, we transfer from one generation to the next
methods of solving problems. When we don‘t pass history on, you don‘t pass on
problem solving methods and techniques to the next generation. That generation,
without a sense of history, is unable to solve problems, because it has not received
methods to do so. It‘s important to understand that the history we‘ve been taught is not
a history that brings with it problem-solving skills and other things needed to solve the
problems that we face as African people.