What of Learning Intentions?

Learning for the primary and spirit people of creation naturally holds the context and qualities of empowerment for themselves. This is a people – that throughout the ages – have taught themselves to build with ever-greater acumen across their generations to superlative heights. Clearly, upon even a cursory examination of this people’s continuum there has been a necessary and ongoing learning intent of ascension. Hence, the greatest and most enduring civilisations which their self-determined learning served were brought into magnificent fruition. Certainly then, the Afrikan teacher at whatever level, in whatever capacity and whether active in the formal role or engaged informally ought never lose the intent for the thrust of Afrikan betterment. Indeed, as the yesteryears of their self-governing norm attests learning intentions were naturally of upright order to yield and secure highly civilised living.

According to a contemporary mainstream source learning intention has been given the following description in relation to the activities that may apply to a range of teachers considered to be formally engaged in the role thus:

“A learning intention for a lesson or series of lessons is a statement, created by the teacher, that describes clearly what the teacher wants the students to know, understand, and be able to do as a result of learning and teaching activities”.

For Afrikan souls in a state of interruption and disruption the folly of miseducation can be pushed and peddled by others that mean the Afrikan ill. Miseducation can be exercised informally or formally with intent to stunt, thwart, derail, disuse or destroy Afrikan life. Yet, despite the challenge of ill-intentioned efforts it is only Afrikan souls themselves that can define and empower the self with the lessons necessary for their recovery, restoration and  elevation of rightful order.  

What then, is it that Afrikan people really want themselves to know, understand and be able to do? As their own richly endowed continuum reveals, a level of knowingness of themselves, their extensive experience and skills of superlative construction are vital for their highly civilised norm.  At the same time, learning to safeguard the self from contaminants of ill, self-destructive wrongdoings and the like are also key.

Each soul from whatever station, level or status can pick up the mantle of rightful responsibility to learn something of the self and apply that learning in the best ways possible. Certainly, the norm of highly civilised living and excellence is not an accidental occurrence. Rather, it is intentionally established and secured.

The magnificent hero Marcus Garvey taught a vast array of deeply meaningful of lessons to impart his upright mission-compelling wisdom. In describing an important part of his outstanding effort, he insightfully articulates the following:

“With the tremendous amount of work to be done to stabilise and lead the [Afrikan] towards a definite objective and accomplishment, the most thorough training is necessary for the leaders and this School of Afrikan Philosophy has been prepared to supply such a requisite. It covers a range of over forty-two subjects touching vitally every phase of human life”.

An abundance of lessons of self are there for Afrikan souls to claim and apply. Surely, the Afrikan can ill-afford to abandon their own wisdom tradition and their bountiful repositories of self-knowing. Pinnacle civilisation is this people’s natural inheritance to empower pinnacle civilisation to come. Here, Afrikan souls can exercise their intent to be their excellent selves and bring about their fullest glory.

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).