What of Learning-By-Doing?

Life for the pioneering people of culture and civilisation is naturally a highly pragmatic affair. Indeed, their establishment of the greatest and most enduring civilisations ever to exist could never have been the result of isolated, detached and unapplied theoretical musings. Rather, with their acumen of ever-deepening thought, ever-increasing knowingness and ever-rising wisdom applied themselves to their continual growth and development with superlative brilliancy. For this, the activity of learning was vital engagement with content accumulated from thought and experience of ascension from generation to generation.  Pinnacle civilisation for the Afrikan is pinnacle cultured living and thus of upright practical life application.

The contemporary articulation of learning-by-doing speaks to necessary and ageless pragmatism in education. According to a mainstream source:

Learning by doing is a theory that places heavy emphasis on student engagement and is a hands-on, task-oriented, process to education.

For Afrikan souls in an a state of interruption and disruption, learnings and doings can be exclusively geared towards the exclusive empowerment of others with a dire neglect or abandonment of the highly civilised norm of self. Yet, only Afrikan souls themselves can determine their own learning-by-doing approach for their vital growth and development of rightful ascension.  

Despite the efforts of others that mean the Afrikan ill to induce amnesia in respect of superlative Afrikan civilisation, this soul people surely have a duty and responsibility to themselves to remember who and what they are through self-determined learning and life application as best as it is possible to do.

Another mainstream source posits the following:

“The objective of learning by doing essentially seeks to prevent the student from forgetting the knowledge learned over time through experience instead of passively assimilating concepts through memory, making them much briefer”.

Can Afrikan souls then learn of themselves and their grand civilisations to be themselves and build grand civilisation? Surely, they must. This inherently requires a level of pragmatism in any effective learning process of self. For, this primary people’s norm of highly civilised living is not of happenstance.  Each building block of upright construction has to be laid. Further, construction attracts levels of security. Thus, the Afrikan does the self a great service in safeguarding against contaminants of ill, self-destructive wrongdoings and the like.

The magnificent hero Marcus Garvey, articulates the following words of profound wisdom in regards to a pragmatic approach for knowingness of self:

“It is necessary for the [Afrikan] to be additionally educated or re-educated after he has imbibed the present system of education. The best way to do this is to educate him racially in the home, meeting hall or his own club, where he will be put under the closest scrutiny and analysis of what appears to be education, as coming from other people, because their system of education may not completely fit into the [Afrikan’s] ideas of his own preservation”.

With exceptional insight this magnificent hero also eloquently utters:

“Men who are conscious of themselves and who appreciate fully their responsibilities in life, are never discouraged by reverses. In fact, to them, every hindrance, every barrier, is only contributory to a more determined effort and stubborn urge”.

Imperatively, Afrikan civilised living of rightful order is to be constructed and reconstructed!

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).