Is Some Level of ‘Home-Schooling’ And Upright Spiritual Engagement Optional For the Primary and Spirit People Of Creation?

Learning and development for the rightful imperative of Afrikan ascension has always been an essential part of the natural norm of the life of this primary and spirit people of creation. Knowingness resourced by the experiences chronicled throughout the Afrikan continuum that yields the ever-growth of wisdom and its application is mainstay. As spirit dominant people, Afrikan souls naturally channel and direct their abundant raw material of spirit through spiritual engagement to empower themselves in learning, development and growth throughout the various levels of the self and throughout the spheres of life’s application. Spirit empowered knowingness gives rise to living knowingness. Throughout the ages, living knowingness for the Afrikan is necessarily a self-determined effort facilitated by their own institutions from the home to a variety of purposeful and complementary communal spaces. In this, the home is not to be underestimated as a foundational institution of such learning growth and development. It is a primary.

With the interruptions and disruptions of the Maafa of recent centuries, others that mean the Afrikan ill have sought to sever the Afrikan from the living knowingness of self. Functional homes of Afrikan ascension were set upon by alien forces of anti-Afrikan agency and from the debris survival units where households were plagued with fragmentation and unknowingness emerged as a result.

However, awareness of any such dire circumstance (though necessary) is not enough for Afrikan ascension and optimal flourishing. Only Afrikan souls themselves can restore their own self-determined institutions of learning, growth and development. With this, the special and foundational institution of the home surely must be returned to its role of rightful grounding. Therefore, whether formally or informally, all of the time or some of the time the home is naturally a centre of learning. For the young this is crucial and in circumstance where alien forces of ill are prevalent, it may be both critical and urgent. Parents are the key here, and are naturally the immediate wisdom guides in the home. Yet, plagued with fragmentation and unknowingness, deficits can become the commodity that is transferred to young souls.

Living self-knowingness must surely then be restored in the adult and factored into the lives of however many young ones have been brought into being, are being cared for and purposefully cultivated. With the young, financial considerations are important and ought to be in place. At the same time, neglect for living knowingness of the self can result in dire disfunction however well materially resourced upbringing happens to be. Here, Afrikan souls have their own self-determined and self-defined factors of 'family planning'.

This is in no way discouragement for the necessary efforts Afrikan souls make for gaining wealth and securing their own prosperity. It does however, highlight the importance of the need for the establishment of functional Afrikan homes that are purposeful and cultivating. In this, the home is a ‘school’ (amongst other things). It is a place of cultivation, learning and development for the adult as well as the young. Adults can make use of various facilities including independent Afrikan-centred institutions of learning to empower the living knowingness of themselves and their roles as wisdom guides within their homes.

For the Afrikan then, the home can inherently be considered a ‘school’ as part of its main functioning rather than such activity being considered as an optional extra. As such, Afrikans ought to safeguard their homes as best as it is possible to do from alien ills and avoid the dire disfunction of them being turned into units for the graduation of disorder, chaos and disfunction. Such a dire outcome would no doubt be a boon to the alien forces of anti-Afrikan agency.

With ASBWOK (Afrikan Spirituality By Way of Kwanzaa), the levels of the self are highlighted for spiritual focus. Here, spiritual engagement can empower learning, growth and development throughout the various levels of the self. This can readily be a foundational part of ‘home curricula’ formally or informally. The home can become the spiritually empowered functional learning base for optimality and ascension throughout the levels of the self. In ASBWOK, the levels of the self can be highlighted thus: