What of a Learning Edge?

In order for Afrikan souls to have established the greatest and most enduring civilisations that they did, a pioneering thrust of upright life engagement had to be with them. As such they were able to unlock new frontiers of growth and development from generation to generation for their continual ascension of brilliancy. Essential activity such as that of learning necessarily featured the pioneering thrust with content, structure and delivery to drive this primary people’s optimal possible constructions and flourishing. For, superlative building required superlative application of the self – steeped in the corresponding depths of self-knowingness.  

In contemporary times pushing the boundaries in the process of learning is sometimes referred to as the learning edge. The following mainstream extract describes the term thus:

“The state of mind one enters when pushing one's previous knowledge is what some call the learning edge. The learning edge is meant to be outside of one's comfort zone, and is believed to cause the distress that enables one to adapt to and overcome challenging situations”.

For Afrikan souls in a state of interruption and disruption, the pushing and peddling of miseducation about themselves can be a source of great distress. Yet, rather than being a form of discomfort that can yield their ascension it is the dire weighted chain of descent towards doom. Unfortunately, souls may susceptibly consider such affliction somehow as an acceptable norm and devise ways to be ‘accommodating’, ‘accepting’, ‘validating’ or ‘securing’ of an inflicted drowning.

So, what of the truly natural, pioneering and upright norm of this soul people’s self-determined learning? Despite the challenges, it is only Afrikan souls themselves that can restore their knowingness of self. In this, learning is vital activity. Indeed, a progressive step of rightful order in this regard can be considered to be outside of any peddled ‘comfort zone’ designed to shackle Afrikans to the synthetic psuedo-contentment of their own demise. Necessary self-determined learning for the recovery and restoration of self-knowingness is an Afrikan learning edge of vital function. It is imperative thrust to overcome the challenge of the oppositional existence of unknowingness of self and its allies of stagnation and vulnerability (at best).

The pioneering brilliancy of grand civilisation of yesteryear surely had its forms of discomfort for its fullest glories to be brought into being. Certainly, the coming forth of new life and its biological gestation period can carry with it high levels of discomfort. Yet, the outcome of new-born life is a glory-filled blessing. Likewise, the Afrikan can again birth highly civilised living with efforts to made by each soul to restore self-knowingness from whatever station, level or status.  Learning naturally has its purpose for this people’s ascension and as such also ought to hold a level of content in regards to security from contaminants of ill, self-destructive wrongdoings and the like.

Afrikan souls surely then must enact the duty and responsibility to themselves, recover their self-knowingness and apply themselves to the building of their highly civilised norm. The magnificent hero Marcus Garvey with his profound depth of wisdom articulated the following words highlighting the learning edge for the Afrikan:

“He must now make his education practical and real, hence he must rearrange everything that affects him in his education to be of assistance to him in reaching out to his responsibilities and duties”.  

The observance of Musa Msimu takes place during the month of so-called August and is a wonderful time to celebrate the mighty example of Marcus Garvey and the Movement that he created led in order for future generations of Afrikans to have their guide for complete freedom and nationhood. Musa Msimu is a part of the Afrikan Cultural calendar of the Universal Royal Afrikan Nation (URAN).