Real Learning Brings Out the Best of the Afrikan Soul

Whenever and wherever the Afrikan lives and truly lives as him or herself in the splendour of their own divinity and self-determined prowess exceptional life expression is manifest. The natural genius of the wonderful spirit people is brought out through their own unique and independent learning preserve. Learning as an imperative of maximal growth and development yields the greatest, most expansive and longest lived civilisations of the earth’s plateau. Real learning for this marvellous and primary people is an expression of their own cultural dictate. A cultural dictate that generates the progressive drive for truth, justice, righteousness, reciprocity, harmony, balance and order in the sacred universe of the Creator Supreme. Thus the Afrikan institution of learning becomes a profound vehicle for the realisation of the best of humanity’s unfolding. It is plain to see that real learning naturally brings out the best of the Afrikan soul – brings out the best in Afrikan-hood.

Devastatingly, the advent of the Maafa (great suffering) has given rise to the most vicious and genocidal assault on the Afrikan soul. Brutally stripped of their own self-determined learning endeavours the plantation imposed upon the Afrikan a grotesque pseudo-learning that can be likened to how a domesticated pet is trained to serve and provide pleasure for its so-called master. At the same time, any remnants of real life skills from the natural genius flow of the Afrikan spirit were forcibly extracted and claimed by the wicked plantation owners with the false mask of a pirate’s originality – abominable theft. The so-called plantation skills that were subsequently thrust upon captured Afrikan souls were designed with specific outcomes to exclusively serve the masters exploitative ways and render the Afrikan unthinking for him or herself.  

In the now, pestilent systems of miseducation plague Afrikan life as the bogus attempts of anti-Afrikan forces persist in their attempt to further the legacy of the chattel plantation of the then. It is therefore, imperative that the Afrikan returns to self-determined learning practice as their own culture dictates. Of course, because learning is indeed an expression of cultural fabric this inherently means that the reclamation of culture is core. Afrikan people can surely draw upon their natural genius pool and skilfully learn for themselves, engage in cultural reclamation – learn for themselves, engage in cultural reclamation and on and on cyclically reiterating in a grand dance of elevation void of mutual exclusivity. No longer will the Afrikan be fooled into thinking that cultural abandonment is anything but bogus - or appallingly - is any kind of pre-requisite for learning. Any such fool-mans-ship is an atrocity.

If in the temporary absence of the global imperative thrust for real Afrikan independent learning, Afrikan people feel (for strategic purposes) compelled to enter the gates of foreign institutions then surely the endeavour must be calculated tool acquisition for some specific endeavour of Afrikan betterment. It ought never be to become the tool that is misused and abused by the foreigner from whom that institution is expressed or otherwise. This is a challenge of Afrikan ascendancy that will persist until Afrikan liberty and nationhood is made real with the magnificence of self-determined institutions of learning. The least self-determining Afrikan people are the more others are in control where extreme vulnerability to imposed and fabricated choices that are of detriment to maximal Afrikan life functioning (to state the least) persists. One Afrikan thinker puts it this way in relation to the young: ‘Black children in increasingly large numbers are having to choose between two white institutions – the public schools and the public streets. Both will lead to destruction’.

For tools to be strategically acquired then surely participants are informed of strategic betterment by being a part of an independent and progressive Afrikan organ where independent Afrikan centred learning is nurtured and expressed and spiritual cultural fabric is the natural norm. 

The Universal Royal Afrikan Nation (URAN) is an Afrikan-centred spiritual and cultural mission for ascendancy that embodies living spiritually and culturally rooted life and learning is key. To find out more about URAN and its spiritual-cultural mission for liberty and nationhood click here. The exquisite URAN pendant can be obtained online by clicking here.

In his capacity as an Afrikan-centred spiritual cultural practitioner this author is available for further learning in this regard and also for the carrying out of ceremonies such as naming and name reclamation. For details please click here.

Afrikan World Studies programmes are an important forms of study in understanding the Afrikan experience. There are a range of subjects covered on these programmes including History, Creative Production, Psychology and Religion. To find out more about these learning programmes please click here. For the video promo for these learning programmes click here. 

In the approach to the important cultural observance of Kwanzaa the following text From Pert-En-Min to Kwanzaa: The Kuumba (Creative) Restoration of Sacred First Fruits by this author provides informative insights. It can be acquired online here or via a visit to the institution of Yemanja. 

At nominal cost, also consider acquisition of an a4 laminate poster of articulations by this author when visiting the Yemanja institution to enrol, consult, learn, gather or otherwise.

Also, visit www.u-ran.org for links to Afrikan liberation Love radio programme on Universal Royal Afrikan Radio online.