SlideShare a Scribd company logo
1 of 14
Download to read offline
RBG Blakademics                                                                            January, 2011


                    (An Introduction to the 4th Principle of the Johari Sita)

  Dwt: A Tool for Breaking the Chains of Psychological Slavery




                                                        By Uhuru Hotep




Hypertext Contents
(First Movement) Background ................................................................................................ 1
Foreground ............................................................................................................................... 2
Futureground ........................................................................................................................... 4
(Second Movement) Introduction............................................................................................ 7
Sovereignty is Our Goal .......................................................................................................... 8
Conclusion ............................................................................................................................... 9
Glossary.................................................................................................................................. 10
References.............................................................................................................................. 11



(First Movement) Background
"Having a fool is one of the basic ingredients of and incidents to the making of the slavery system." -
Willie Lynch
The European American ruling elite and their agents, from George Washington and
Thomas Jefferson to Bill Clinton and George W. Bush, have clearly understood that
their preeminent status, class dominance, and economic superiority are contingent
upon carefully managing the thinking processes and cleverly exploiting the labor of
the African American people. During the time of Washington and Jefferson - two of
America's most notorious slave owners - most Africans in the 13 British North
American colonies (which later became the United States) were in bondage, both
physically and psychologically. Consequently, it was easy for Europeans to control
the thinking and steal the labor of Africans.

It took a Civil War (1861-5) and Abraham Lincoln's Emancipation Proclamation (1863)
to initiate a legal process, which culminated in the passage of the 13th Amendment to
the U.S. constitution in 1865, to move this nation toward ending the physical
enslavement of African people. And, it took an additional 35 years, or until 1900,


Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep                                                    Page 1
RBG Blakademics                                              January, 2011


before Southern Blacks en masse began to escape from the physical slavery of the
share cropping system. Only by migrating North into America's urban industrial
centers were the Black masses able to bring an end to 300-years of physical
enslavement.
Because it is a deeply entrenched, intergenerational, mental disorder afflicting the
vast majority of our people, the effort to liberate ourselves from psychological
enslavement has been no easy matter. Unlike the physical slavery we left behind in
the South, we brought our mental slavery North with us. Psychologist Na'im Akbar
(1989), the world's foremost authority on Black psychological slavery, discovered that
the European American system of slave making perfected in this country over the
past 350 years cleverly weaves psychological conditioning and limited education with
outright terrorism and premeditated violence to create a dense tapestry of African
dependence on and service to those who oppress them. Willie Lynch, a mysterious
18th century Caribbean planter considered to be a master handler of slaves, best
sums up the American approach to slave making.

According to the story, Willie Lynch was invited to the U.S. by a group of wealthy
Virginia and Carolina plantation owners in 1712 to teach them the "art" of slave
making. Lynch taught the Americans that the long-range goal of Black enslavement is
to "create a dependency state so that we may be able to get from them useful
production for our business and pleasure." Using six "cardinal principles" perfected on
his plantation, Lynch found that he could "break the will to resist" of his slaves by
using techniques he created for domesticating his wild horses which rendered them
both - man and beast - submissive and dependent, ready to serve his every need
(Akoto & Akoto: 278).

To create self-perpetuating, lifelong, dependent Black slaves, Lynch advocated using
an "instruction of containment" to disconnect them from their "original historical base"
along with organizing their family structure by dictating male - female relations and
child rearing practices (Akoto & Akoto: 278, 280). While the historical authenticity of
Willie Lynch may be suspect, can we doubt his historical accuracy when it comes to
revealing what has been the true nature of Black-White relations in this nation these
past 200 years?

Foreground

"Cast aside illusion, prepare to struggle." -Mao Zedong
It is 200 years later, but the game hasn't changed, only the playing field. The White
ruling elite created public education system - even when managed and staffed by
Blacks - knowingly provides African communities with an "instruction of containment"
designed to keep us disconnected from our "original historical base" and powerless.
And, this same White ruling elite through their powerful media and social institutions
still shapes our family structure to suit their economic needs by dictating Black male -
Black female relations. Two hundred years later and we are still in a "dependency
state" exploited for the "business and pleasure" of others just as Willie Lynch
instructed.


Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep             Page 2
RBG Blakademics                                              January, 2011


For African people in the U.S., the end goal of our 21st century psychological slavery
is the same today as it was in 1619 when the first 19 Africans arrived at Jamestown,
Virginia. The European American hegemony seeks to exploit African labor and
resources for European American enrichment. It is just that simple. Over the past 350
years, the White American ruling elite, perhaps best symbolized by Willie Lynch, has
perfected a system of Black psychological enslavement based on elementary mind
control techniques.* For example, during most of the 17th, 18th, and 19th centuries, it
was a capital offense for enslaved African Americans to learn to read or write in any
language. Consequently, during most of their history in this country, Africans were
illiterate; what they knew about the world was restricted, in the main, to only what
their White masters wanted them to know.

Following the Civil War, dozens of European American missionaries, mostly women
and primarily from Massachusetts and Pennsylvania, traveled South to serve as the
first teachers of the recently freed Africans. They brought with them, as Booker T.
Washington (1900) noted, materials, curricula and pedagogy best suited for genteel
Bostonians and urbane Philadelphians, and thus devoid of any practical knowledge or
skills suited for improving Black southern rural life.

By 1933, the European control, or better said, "containment," of African American
education had produced such havoc that it prompted Harvard-trained historian Carter
G. Woodson to publish The Mis-Education of the Negro, a stunning expose of the
self-alienating effects of American educational practice in the African American
community. For the past 100 years, the American system of public (mis)education
has effectively trained millions of African people to play roles supportive of the
political and economic institutions controlled by their oppressors insuring
intergenerational White domination and intergenerational Black subordination. The
Civil Rights Era spawned the Black Consciousness Movement of the 1960s and 70s,
impregnated by the Pan African nationalist spirit of Marcus Garvey, Queen Mother
Moore, Eljiah Muhammad, Malcolm X, and Kwame Ture among others planted
Afrocentric seeds that took root, grew and blossomed in the 1980s and 90s.

Today, what has changed is not the game or the playing field, it is our understanding
of game (war) theory and game (war) strategy. For example, psychologist Wade
Nobles (1986) coined the metaphorical term conceptual incarceration to help us
better understand a key aspect of the psychological slavery that shackles African
people. Conceptual incarceration results from our unwitting adoption of erroneous
concepts, ideas, views, opinions and theories about ourselves as African people,
about Europeans, and about the world. It is Nobles' contention that the debilitating
anti-Black, anti-African attitudes in the belief systems of virtually all Black people
regardless of class, education, or religious orientation are largely to blame for the
underdeveloped state of African communities in the U.S. and abroad.




Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep             Page 3
RBG Blakademics                                              January, 2011


Dr. Nobles also believes that since our behavior is influenced by what we think about
ourselves and the world, large numbers of African people are imprisoned by false
beliefs about themselves and the world which generates behaviors that keep us
among the poor in every nation. We all, in varying degrees as Black people socialized
under White supremacy, have internalized a set of beliefs that compel us to serve the
needs of our oppressors while blatantly neglecting our own group development.
These are the "invisible chains" that bind us.

Futureground

"Free your mind, and your ass will follow." -George Clinton
One tool for breaking the chains of psychological slavery and freeing African people
from the shackles of conceptual incarceration is a process I call Dwt (Dwat) after the
Kemetic (ancient Egyptian) word that signifies the daily transformations wrought by
the rising and the setting of the sun. Dwt is the fourth principle of the Johari Sita and
thus a scientific method for removing the psychological chains of mental bondage.
Rooted in Erriel Addae's (1996) notion of nyansa nnsa da or "thought without
boundaries," at its most elementary levels, Dwt equips us to experience then actively
promote what Thomas Kuhn (1970) called a paradigm shift - in our case, from
European centered too African centered world views. At its highest level, Dwt
promotes harmonizing the human will with the Universal Will, a process the Kemites
called Maat.

Dwt emancipates African people from the dungeon of false beliefs about ourselves,
others and the world because it provides us with a new set of historically accurate
facts, concepts, theories, and perspectives about ourselves, about others, and about
the world based on our African cultural and intellectual heritage. African centered
scholars, like Maulana Karenga, Molefi Asante, Linda Myers, Wade Nobles, Na'im
Akbar, Marimba Ani, Amos Wilson, Kwame Akoto, Jacob Carruthers, Asa Hilliard and
a host of others, are developing a lexicon to free us from conceptual incarceration -
not only by replacing our false, limited concepts and ideas with correct ones, but also
by expanding and re-centering our analyses, definitions, and understanding of
ourselves and the world.

In addition, our African centered scholars have discovered that much of what is
passed off in our schools, in our churches, in our civic organizations, and by the
media as universal truths are nothing more than select European theories, practices,
preferences, and customs wrapped around a core of Jewish mythology and folklore.
Today, our psychological slavery in large measure is self-imposed; we have allowed
others to imprison us in their ethnic or cultural group's concepts and beliefs. In short,
we have been contained by our infatuation with Europe's knowledge; therefore, we
have scant knowledge of our own.

Dwt, for African people, is a journey of rediscovery and reconnection inspired by what
the Akan people of Ghana, Togo, and Cote d'Ivoire call sankofa. Sankofa posits that
the wisdom is reaching back and reconnecting with the best of one's ancestral


Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep             Page 4
RBG Blakademics                                              January, 2011


traditions, customs, and practices. We American Africans are blessed because we
are perhaps the only large group in the U.S. with a tricultural heritage. We have three
cultural traditions we can mine for "gold": African, European, and Native American. As
recipients of European centered education, most African Americans have an
abundance of operational concepts from our European "gold mine."

But that is not enough; we cannot empower ourselves, our people, or Abibiman (The
Black Nation) merely by adopting the world views, belief systems, and life styles of
European Americans. Our salvation will not come from imitating others, but only from
being our authentic, African selves. That is why we sankofa, which means that we: (1)
extract the "gold" from our African and Native American heritages (two long
neglected, untapped sources of potent operational concepts) and (2) assess our
European cultural borrowings through the lenses of African and Native American
philosophy and tradition. In cases where there are conflicting world views, we
gravitate toward the traditional wisdom of Africa. Mwalimu Shujaa (1996) sees this
process of African cultural "gold mining" and European cultural sifting as aspects of
re-Africanization.

Dwt, because it vigorously promotes re-Africanization, breaks African people out of
conceptual incarceration by shifting what psychologist Julian Rotter (1966) calls our
locus of control from external sources to internal sources. It is Dr. Rotter's belief that
individuals (and my belief that entire communities) have either an internal or external
locus or center of control.

People and communities that have internal centers of control believe that through
their own persistent effort, they can rearrange or change their life conditions without
outside approval or assistance. Because they believe deeply that they are the
"captains of their fate" and the "masters of their destiny," they feel empowered,
optimistic, creative, productive, energetic, and positive. Because of this deep faith in
themselves, their people, and hard work, they are willing to take calculated risks to
fulfill their dreams. Such people are successful and such communities are
autonomous, wholesome places to live and raise children.

On the other hand, people and communities that have an external center of control
believe at their core that they cannot arrange their lives and construct their futures
without the active approval of and assistance and guidance from external human
agencies. Those with an external locus of control look for powerful others to think,
legitimize and provide for them. They are victims of a psychology of dependence
often to the extent that they are willing to place their lives and the lives of their
children in the hands of others who they believe will treat them fairly. Because they
believe that others are better equipped to make decisions about their fate than they
themselves, they are considered child-like and foolish, worthy of exploitation and
abuse by their oppressors. Such people and communities languish in a "dependency
state," depressed, demoralized, and disenfranchised.




Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep             Page 5
RBG Blakademics                                              January, 2011


The American institution of psychological slavery is predicated on African people
maintaining an external locus of control. Through a variety of tactics and strategies,
like those advocated by Willie Lynch, slave masters shifted the self-perception (locus
of control) of most captured Africans from that of "prisoners of war," which is an
internal focus to "accommodating slaves," an external focus. As Akoto and Akoto
(2000) pointed out, there are vast differences in how these two groups see the world.
Though both are "constrained by the dominant order," the prisoner of war or P.O.W.
"steadfastly refuse to accept the legitimacy or permanence of his/her condition."
She/He constantly seeks opportunities to escape from, sabotage, or destroy her/his
captors.

Even in the face of unspeakable horror and brutality, the P.O.W. maintains her/his
internal locus of control, which Akoto and Akoto believe to be "an unbreachable
psycho-emotional fortress anchored in the unknowable depths and expanse of the
spirit." Once they escaped from slavery, British and American slave owners called
African P.O.W.s, Maroons, a term which comes from the Spanish word cimarrones,
meaning "wild ones."

Stripped of the "spirit" of resistance inherent in knowing one's ethnic group history,
culture and traditions, the slave, on the other hand, accepts "the current order as
permanent and seeks only to modulate the personal discomfort associated with that
order." Forsaking all thought of rescue and seeing small chance for permanent
escape, over time, vast numbers of African P.O.W.'s came to see their European
captors as first their masters, and then their superiors and benefactors thereby
completing their conversion to "accommodating slaves." In exchange for petty
creature comforts, favorite status, or merely, like house slaves, close physical
proximity to their beloved masters, slaves, by definition, are content to center their
locus of control only on those external "rewards" provided by their masters.

Dwt teaches that the maintenance and perpetuation of African psychological
enslavement and its chief expression, conceptual incarceration, pivot on African
people maintaining an external locus of control. As long as we turn away from Africa
and our ancestral wisdom and embrace as solutions to our life problems the views of
Europeans, Arabs, Asians, Jews and others from outside of our traditional African
cultural centers, we will remain the servants of Europeans, Arabs, Asians, and Jews,
in both thought and deed.

Because of its emphasis upon re-Africanization, Dwt ends our "dependency state,"
liberating us from psychological slavery and conceptual incarceration by re-centering
us in traditional African knowledge bases. This re-centering returns us to Maroon
status, permanently shifting our locus of control from external or European-based
concepts and definitions to internal or African and Native American-based concepts
and definitions. For African people, Dwt may be our most effective strategy for
combating European mind control and defeating its attendant, psychological slavery.




Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep             Page 6
RBG Blakademics                                                    January, 2011



Reversing the Psychological Effects of Slavery in
the African American Community: A Meditation

(Second Movement) Introduction
"The limits of tyrants are prescribed by those whom they oppress." -Frederick Douglass
African Americans are the only group of American immigrants whose ancestors came
to these shores involuntarily. As prisoners of war (POWs), Africans were captured or
kidnapped then brought to the Americas where the slave making process was
completed. If they survived the five to six week trans-Atlantic voyage of horrors known
as the "middle passage," African POWs were then trained for a life of obedient,
faithful service to their European captors.

Usually initiated in the West Indies and commonly called "seasoning," the first two-to-
three years of life under White slavery for what the Europeans called a "raw negro"
was devoted largely to forced labor and rudimentary language instruction. It was
during this period that POWs were made to work 16 or more hours per day and learn
from "seasoned" slaves the rudiments of their captor's language (Franklin & Moss,
1994; Parish, 1989; Jordan, 1968; Haley, 1976). Despite frequent revolts and the
constant Maroon presence, slowly over the course of time, the vast majority of African
POWs were either murdered or converted into slaves (Aptheker,1968; Price, 1979;
Franklin & Schweninger, 1999).

Slave owners used a myriad of tactics and strategies, from physical violence,
terrorism and brutality to family destruction, forced miscegenation and mis-education,
to transform Africans and their descendants into slaves (Blassingame, 1979; Van
Deburg,1979; Oakes, 1983; White, 1985; Akbar, 1989; Spring, 1997). As evidenced
by our complete political and economic dependency on European Americans and
their institutions, we are still enslaved, psychologically and emotionally, to the children
of our former masters (Muhammad, 1965; Wright, 1984; Akbar, 1989; Baldwin, 1992;
Wilson, 1993). Slavery in the U.S. may have ended in 1863, but the African American
people are still reeling from the after shocks of a 350-year holocaust of
dehumanization, disenfranchisement, and dependency known today as the Maafa
(Ani, 1994; Borishade, 1996; Farrakhan, 1993; Akbar, 1989).




Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep                   Page 7
RBG Blakademics                                                    January, 2011




Sovereignty is Our Goal
"Our next assignment in history is nation manage-ment and nation structure." -John Henrik Clarke
To rescue African Americans from intergenerational dependency on European
Americans and their institutions - which is the psychological aftermath of 300 years of
slavery - requires that we invert the seasoning process. Africans in large numbers first
came to these shores as POWs and then they were systematically terrorized,
methodically brutalized, deliberately mis-educated - in a word, "seasoned" - into
accepting first slave status and now second class citizenship. But, before they were
POWs, Africans were free and sovereign people. And that is where we must return;
national sovereignty is our one and only destination.

To get back home will require that we travel a well-defined path leading to a number
of critical junctions. These junctions are important milestones that signal that we are
indeed making progress and headed in the right direction. Reaching our destination of
mental liberation requires travel in reverse order starting from our present-day status
as quasi-educated, pseudo-citizens. We move next to the point of establishing a
POW mind set and world view, which slowly awakens our Maroon consciousness, the
consciousness of autonomous nationhood.

As stated earlier, this journey of return to our source I call Dwt after the Kemetic word
for the daily transformations occasioned by the rising and setting of the sun. Dwt, in
essence, is a journey of rediscovery and reconnection that leads African Americans
toward freedom and wholeness through three distinct stages of self-awareness and
self-recognition.

Stage I Start Point: Well-Seasoned, Mis-Educated Quasi-Citizen.
The intergenerational Black dependency state (Lynch, 1712) demands an instruction
of containment (Lynch, 1712) to produce an external locus of control (Rotter, 1966)
and exclusive eurocentric world views and frames of reference (Woodson, 1933),
which confines African Americans to conceptual incarceration (Nobles, 1986), and
thus psychological enslavement by our assimilationist-integrationist fantasies and
yearnings (Akbar, 1989).

Stage II Mid-Point: ReAfricanized Black POWer Practitioner.
As a result of constant sankofa practice, which incorporates a process psychologist
Linda Myers (1988) calls Belief Systems Analysis, a system educator Mwalimu
Shujaa (1996) calls the D-R-C method, and a perspective philosopher Erriel Addae
(1996) calls nyansa nnsa da, the African American escapes from conceptual
incarceration, internalizes his/her locus of control, and negates the "instruction of
containment" inherent in European centered world views. The impetus to break the
bonds of dependency is heightened with knowledge of the American tradition and
legacy (1619-present) of White domination and oppression and the American tradition
and legacy of Black resistance and triumph.



Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep                   Page 8
RBG Blakademics                                                  January, 2011


Stage III End Point: 21st Century Maroon Freedom Fighter.
Self-emancipated from all forms of psychological slavery, centered in the best of
traditional African philosophical belief systems and world views, empowered by an
indigenous African religion and speaking at least one African language, the 21st
century Maroon actively works for African American national sovereignty through
service in Pan African nationalist organizations. Committed to restoring Maat (truth,
justice, order, harmony, and balance) and terminating the maafa, Maroons are
servant leaders in the tradition of Harriet Tubman, David Walker, Ida B. Wells, Marcus
Garvey, Mary McLeod Bethune, Elijah Muhammad, Martin Luther King, Malcolm X,
Fannie Lou Hamer, and Kwame Ture. Active in their families and communities as well
as the larger African World, they joyfully embrace the role of scholar-warrior-family-
nation builder as their life's mission and work (Akoto & Akoto, 2000; Williams, 1974).

Conclusion
"We ain't what we want to be, and we ain't what we gonna be, but thank God we ain't what we was." -
African American Proverb
Completing the journey from psychological enslavement/dependency, or Stage I,
back to Stage III - group autonomy, world leadership and planetary restoration - is the
cosmic assignment, divine mission, and thus supreme life challenge facing the
African American people. This is the great task that our history and this century
places before us. Taking it on requires unprecedented clarity, courage, and
commitment.
We begin, however, with the clear understanding that millions of African Americans
are stuck permanently at Stage I. As well-seasoned, half-educated, quasi-citizens
willingly deceived by illusions of inclusion, they are content to live out their lives as
faithful servants to the European hegemony; they see no compelling reason to do
otherwise. Only the complete collapse of the European world order would shake them
out of their lethargic, myopic dependency of thought and deed.

And those few who re-Africanize and reach Stage II are extremely susceptible to co-
optation, content with the fact that they have a little knowledge, but not enough to
build on what they have learned or to pass it on. Just as in the days of our Great
Enslavement, many are called, but few are chosen. Only the boldest, the baddest,
and the bravest dared to reach out for the freedom and the responsibility that Maroon
life guaranteed.

Perhaps one out of a hundred who re-Africanizes and self-emancipates will reach
Stage III. But, that is all we need to win. Victory is ours when 21st century Maroon
freedom fighters form trans-national family-based alliances to harness the political
and economic power inherent in our historical vision of total African emancipation.




Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep                 Page 9
RBG Blakademics                                                 January, 2011


Glossary

Belief Systems Analysis - Approach to transpersonal psychotherapy rooted in African
philosophical principles and designed to move African people toward self-empowerment and
wholeness (Myers, 1988).
Conceptual Incarceration - State of being bound and limited in both thought and action by
our self-imposed containment in European centered paradigms (Nobles, 1986).
Dependency State - Psycho-emotional state of child-like reliance upon and subservience to
White authority figures inculcated into Negro slaves by their masters (Lynch, 1712).
D-R-C Method - Liberatory reasoning that posits thatt Africans must first deconstruct the
formal canons of western thought (democracy, Christianity, capitalism, rationality, progress,
etc.), reconstruct those Western concepts that are potentially transformative, and then
construct new concepts based on our African traditions (Shujaa, 1996).
Dwt - Kemetic (ancient Egyptian) term for dusk and dawn, which is the period between the
rising and setting of the sun thought to usher in changes of consciousness (Nobles, 1990).
Instruction of Containment - Type of pedagogy and curriculum designed to educate
Africans for European servitude. Involves both mis-education and diseducation (Lynch, 1712;
Woodson, 1933; Carruthers, 1996).
Locus of Control - Seat of our sense of power, legitimacy and authority. Rotter posits that
people have either an external or internal center of control (Rotter, 1966).
Maafa - Swahili word for "disaster" first used by Marimba Ani to mean the past 500 years of
European and Arab conquest, domination and exploitation of African people (Ani, 1984).
Maat - Kemetic word for truth, justice, order, balance, harmony, reciprocity and propriety
known to the ancient Chinese as the Tao. Also a moral code and standard of conduct for
evaluating leadership and society (Karenga, 1988; Ashby, 1996; Hotep, 2000).
Maroon - European (English) slave owner term for self-emancipated Africans, 1500-1863
(Price, 1967).
Nyansa nnsa da - African centered liberatory orientation advanced by Kofi Addae (E.
Roberson) that posits that African liberation turns on developing the capacity to think outside
of and independent from the prevailing Eurocentric norm. A Twi phrase meaning "unlimited
thought;" or "thought without boundaries" (Addae, 1996).
Paradigm Shift - Ability to adopt another world view, which allows us to see the world from
another angle or perspective (Kuhn, 1970).
POWs - Prisoners of War. The status of the captured Africans stolen out of Africa by Western



Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep                Page 10
RBG Blakademics                                                 January, 2011


Europeans and Arabs and then transported to the Americas, Europe, or Asia (Akoto & Akoto,
2000).
Psychological Slavery - Incarceration in European belief and value systems that promote
African allegiance and subservience to European political and economics needs (Akbar,
1984).
Re-Africanization - Pan-African nationalist approach to African development rooted in
cultural and intellectual traditions and practices found in both classical African societies
(Akan, Kemet, Nubia, Zulu, Yoruba etc.) and the present-day African World Community
(Shujaa, 1996; Akoto & Akoto, 2000).
Sankofa - Traditional Akan epistemological concept which posits that wisdom is learning from
our past to build for our future.


References
Addae, E. (1996). Nyansa nnsa da: Killing the enemy within. In To heal a people: Afrikan
scholars defining a new reality. Columbia, MD: Kujichagulia Press.
Adero, M. (1993). Up south: Stories, studies, and letters of this century's African-American
migrations. New York: The New Press.
Akbar, N. (1989). Chains and images of psychological slavery. Jersey City, NJ: New Mind
Productions.
Akoto, K. & Akoto, A. (2000). The sankofa movement: ReAfrikanization and the reality of war.
Washington, DC: Oyoko Infocom.
Anderson, J. (1988). The education of Blacks in the south, 1860-1935. Chapel Hill, NC: The
University of North Carolina Press.
Ani, M. (1994). Yurugu: An afrocentric critique of European cultural thought and behavior.
Trenton, NJ: Africa World Press.
Apetheker, H. (1968). Slave guerilla warfare. In To be free.- Studies in American Negro
history. New York: International Publishers.
Blassingame, J. (1979). The slave community: Plantation life in the antebellum south. New
York: Oxford University Press.
Borishade, A. (1996). Re-aligning African heads: Yoruba curatives for maafa-related ailments.
Jacksonville, FL: Sankofa Productions.
Clarke, J. (1991). Image and mind control in the African World: Its impact on African people at
home and abroad. In Clarke, J. Notes from an African world revolution: Africans at the



Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep                 Page 11
RBG Blakademics                                                 January, 2011


crossroads. Trenton, NJ: Africa World Press.
Farrakhan, L. (1993). A torch light for America. Chicago: FCN.
Franklin, J. & Moss, A. (1994). From slavery to freedom.- A history of African-Americans.
New York: McGraw-Hill.
Franklin, J. & Schweninger, L. (1999). Runaway slaves: Rebels on the plantation. New York:
Oxford University Press.
Haley, A. (1976). Roots: The saga of an American family. New York: Dell Publishing.
Hill, P. (1848). Fifty days on board a slave ship. Baltimore, MD: Black Classic Press. [Reprint
1993].
Jordan, W. (1968). White over Black: American attitudes toward the Negro, 1550-1812. New
York: Penguin Books.
Kambon (Baldwin), K. (1992). The African personality in America: An African-centered
framework. Tallahassee, FL: Nubian Nation Publications.
Katz, W. (1986). Black Indians: A hidden heritage. New York: Atheneum Books.
Lynch, W. (2000). Let's make a slave: The origin and development of a social being called
'The Negro'. In Akoto, K. & Akoto, A. The sankofa movement. Washington, DC: Oyoko
Infocom.
Mellon, M. (1969). Early American views on Negro slavery: From the letters and papers of the
founders of the republic. New York: Mentor Books.
Muhammad, E. (1965). Message to the Black man in America. Chicago: MMI.
Myers, L. (1988). Understanding an Afrocentric view: Introduction to optimal psychology.
Dubuque, IA: Kendall/Hunt Publishing.
Nobles, W. (1986). African psychology: Toward its reclamation, reascension, & revitalization.
Oakland, CA: The Institute for the Advanced Study of Black Family Life and Culture.
Nobles, W. (1990). The infusion of African and African American content: A question of
content and intent. In Hilliard, A., Payton-Stewart, L., & Williams, L.(Eds), Infusion of African
and, African American content in the school curriculum. Chicago: Third World Press.
Oakes, J. (1983). The ruling race: A history of American slave holders. New York: Vintage
Books.
Parish, P. (1989). Slavery: History and historians. New York: Harper & Row.
Price, R. (Ed.), (1979). Maroon societies: Rebel slave communities in the Americas.
Baltimore: Johns Hopkins University Press.
Rotter, J. (1966). Generalized expectations for internal versus external control of
reinforcement. Reprinted in J. Rotter et al. Applications of a social learning theory of


Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep                   Page 12
RBG Blakademics                                                 January, 2011


personality. New York: Holt, Rinehart and Winston.
Shenkman, R. (1988). Legends, lies, & cherished myths of American history. New York:
Harper Perennial.
Shujaa, M. (1996). Coming home again: Re-Africanization as personal transformation. In
Addae, E. (Ed.), To heal a people: Afrikan scholars defining a new reality. Columbia, MD:
Kujichagulia Press.
Spring, J. (1997). Deculturalization and the struggle for equality: A brief history of the
education of dominated cultures in the United States. New York: McGraw-Hill.
Van Deburg, W. (1979). The slave drivers: Black agricultural labor supervisors in the
antebellum south. New York: Oxford University Press.
Wase, G. (1998). Maat: The American African path of sankofa. Denver, CO: Mbadu Pub.
Washington, B. (1900). Up from slavery: An autobiography. Chicago: Lushena Classics
[Reprint 2000].
White, D. (1985). Ar'n't I a woman?: Female slaves in the plantation south. New York: W.W.
Norton.
Williams, C. (1974). The destruction of Black civilization. Chicago: Third World Press.
Wilson, A. (1993). The falsification of Afrikan consciousness: Eurocentric history, psychiatry
and the politics of White supremacy. New York: AWIS.
Woodson, C. (1933). The mis-education of the Negro. Washington: Associated Publishers.
Wright, B. (1984). The psychopathic racial personality and other essays. Chicago: Third
World Press.
Copyright © 2002 Kwame Ture Youth Leadership Institute
* See Robert Muhammad's article, "Mind Wars: Attack of the Songs!" Final Call (June 11,
2002), for an insightful analysis of the use of behavior modification - or mind control -
techniques in hip hhop music.

Uhuru Hotep is the creator of the Johari Sita: The Six Jewels of African Centered Leadership
and the co-founder of the Kwame Ture Youth Leadership Institute. He currently serves as the
associate director of the Spiritan Division of Academic Programs and the Michael P. Weber
Learning Skills Center at Duquesne University. He can be reached at hotep@duq.edu




Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep                     Page 13
RBG Blakademics                                              January, 2011




     RBG BLAKADEMICS LIBRARY

     RBG Blakademics is the academic arm of RBG Street Scholars Think Tank, a Web
     2.0 in Education Demonstration. This Educational Program and Research Project is
     Dedicated to Further Building the Hip Hop--Black Liberation Movement Connection
     by Combining Conscious Digital Edutainment with A Scholarly Self Directed Learning
     Environment. Designed, developed and curated by Marc Imhotep Cray, M.D. / bna
     RBG Street Scholar

            Last updated:01 / 15 / 2011
            Documents:282

         1. RBG Africology 101 Curriculum Guidebook
         2. RBG COMMUNIVERSITY OVERALL GOALS
         3. RBG Street Scholars Think Tank Curricula Overview Booklet-2010 UPDATE/
            Including mp3 Intros.
         4. Video Basics, Herbert Zettl
         5. Technology for Communicating Information




     See all 282 documents
Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep             Page 14

More Related Content

What's hot

Economics and Afrikan Nationalism, Dr. Amos Wilson
Economics and Afrikan Nationalism, Dr. Amos Wilson Economics and Afrikan Nationalism, Dr. Amos Wilson
Economics and Afrikan Nationalism, Dr. Amos Wilson RBG Communiversity
 
The Evolution of a Revolution: "From Jim Crow to Civil Rights to Black Libera...
The Evolution of a Revolution: "From Jim Crow to Civil Rights to Black Libera...The Evolution of a Revolution: "From Jim Crow to Civil Rights to Black Libera...
The Evolution of a Revolution: "From Jim Crow to Civil Rights to Black Libera...RBG Communiversity
 
A brief history of liberia
A brief history of liberiaA brief history of liberia
A brief history of liberiasugeladi
 
A Satanic Plot For A One World Government Illuminati
A Satanic Plot For A One World Government IlluminatiA Satanic Plot For A One World Government Illuminati
A Satanic Plot For A One World Government Illuminativader Jakob
 
final-doc-packet
final-doc-packetfinal-doc-packet
final-doc-packetabby gondek
 
Elizabeth Miralia Final Essay
Elizabeth Miralia Final EssayElizabeth Miralia Final Essay
Elizabeth Miralia Final EssayElizabeth Miralia
 
Unit 4 rwanda and genocide
Unit 4 rwanda and genocideUnit 4 rwanda and genocide
Unit 4 rwanda and genocideben wesley
 
MINORITIES AND POLITICS Understanding the Common Cause of Their Rise in Polit...
MINORITIES AND POLITICS Understanding the Common Cause of Their Rise in Polit...MINORITIES AND POLITICS Understanding the Common Cause of Their Rise in Polit...
MINORITIES AND POLITICS Understanding the Common Cause of Their Rise in Polit...Nam Kyu Kang
 
Illuminati, rothschild family
Illuminati, rothschild familyIlluminati, rothschild family
Illuminati, rothschild familyadeel990
 
UNIVERSITY OF DAR ES SALAAM
UNIVERSITY OF DAR ES SALAAMUNIVERSITY OF DAR ES SALAAM
UNIVERSITY OF DAR ES SALAAMLitimba Said
 
Wtidwell Colonial south carolinas's influence on the american constitution
Wtidwell Colonial south carolinas's influence on the american constitutionWtidwell Colonial south carolinas's influence on the american constitution
Wtidwell Colonial south carolinas's influence on the american constitutionwtidwell
 
McDuffie-Sojourners Article, RHR, Spring 2008
McDuffie-Sojourners Article, RHR, Spring 2008McDuffie-Sojourners Article, RHR, Spring 2008
McDuffie-Sojourners Article, RHR, Spring 2008Erik McDuffie
 
Reflection on prince among slaves
Reflection on prince among slavesReflection on prince among slaves
Reflection on prince among slavesUnimasteressays
 
PS 240 Fascism Spring 2011
PS 240 Fascism Spring 2011PS 240 Fascism Spring 2011
PS 240 Fascism Spring 2011Christopher Rice
 
Nu Afrikans Looking Ahead to 2014: Problems and Solutions-Doc
Nu Afrikans Looking Ahead to 2014: Problems and Solutions-DocNu Afrikans Looking Ahead to 2014: Problems and Solutions-Doc
Nu Afrikans Looking Ahead to 2014: Problems and Solutions-DocRBG Communiversity
 

What's hot (20)

Economics and Afrikan Nationalism, Dr. Amos Wilson
Economics and Afrikan Nationalism, Dr. Amos Wilson Economics and Afrikan Nationalism, Dr. Amos Wilson
Economics and Afrikan Nationalism, Dr. Amos Wilson
 
The Evolution of a Revolution: "From Jim Crow to Civil Rights to Black Libera...
The Evolution of a Revolution: "From Jim Crow to Civil Rights to Black Libera...The Evolution of a Revolution: "From Jim Crow to Civil Rights to Black Libera...
The Evolution of a Revolution: "From Jim Crow to Civil Rights to Black Libera...
 
A brief history of liberia
A brief history of liberiaA brief history of liberia
A brief history of liberia
 
A Satanic Plot For A One World Government Illuminati
A Satanic Plot For A One World Government IlluminatiA Satanic Plot For A One World Government Illuminati
A Satanic Plot For A One World Government Illuminati
 
final-doc-packet
final-doc-packetfinal-doc-packet
final-doc-packet
 
13 satanic bloodlines
13 satanic bloodlines13 satanic bloodlines
13 satanic bloodlines
 
Elizabeth Miralia Final Essay
Elizabeth Miralia Final EssayElizabeth Miralia Final Essay
Elizabeth Miralia Final Essay
 
UN Report
UN ReportUN Report
UN Report
 
Unit 4 rwanda and genocide
Unit 4 rwanda and genocideUnit 4 rwanda and genocide
Unit 4 rwanda and genocide
 
MINORITIES AND POLITICS Understanding the Common Cause of Their Rise in Polit...
MINORITIES AND POLITICS Understanding the Common Cause of Their Rise in Polit...MINORITIES AND POLITICS Understanding the Common Cause of Their Rise in Polit...
MINORITIES AND POLITICS Understanding the Common Cause of Their Rise in Polit...
 
AFRICAS EPOCH OF SHAME
AFRICAS EPOCH OF SHAMEAFRICAS EPOCH OF SHAME
AFRICAS EPOCH OF SHAME
 
Fab50s
Fab50sFab50s
Fab50s
 
Illuminati, rothschild family
Illuminati, rothschild familyIlluminati, rothschild family
Illuminati, rothschild family
 
UNIVERSITY OF DAR ES SALAAM
UNIVERSITY OF DAR ES SALAAMUNIVERSITY OF DAR ES SALAAM
UNIVERSITY OF DAR ES SALAAM
 
Wtidwell Colonial south carolinas's influence on the american constitution
Wtidwell Colonial south carolinas's influence on the american constitutionWtidwell Colonial south carolinas's influence on the american constitution
Wtidwell Colonial south carolinas's influence on the american constitution
 
McDuffie-Sojourners Article, RHR, Spring 2008
McDuffie-Sojourners Article, RHR, Spring 2008McDuffie-Sojourners Article, RHR, Spring 2008
McDuffie-Sojourners Article, RHR, Spring 2008
 
Reflection on prince among slaves
Reflection on prince among slavesReflection on prince among slaves
Reflection on prince among slaves
 
PS 240 Fascism Spring 2011
PS 240 Fascism Spring 2011PS 240 Fascism Spring 2011
PS 240 Fascism Spring 2011
 
Mexico
MexicoMexico
Mexico
 
Nu Afrikans Looking Ahead to 2014: Problems and Solutions-Doc
Nu Afrikans Looking Ahead to 2014: Problems and Solutions-DocNu Afrikans Looking Ahead to 2014: Problems and Solutions-Doc
Nu Afrikans Looking Ahead to 2014: Problems and Solutions-Doc
 

Similar to Dwt: A Tool for Breaking the Chains of Psychological Slavery By Uhuru Hotep

Who Enslaved The Celtic Peoples?
Who Enslaved The Celtic Peoples?Who Enslaved The Celtic Peoples?
Who Enslaved The Celtic Peoples?Zurich Files
 
Institutional Racism
Institutional RacismInstitutional Racism
Institutional RacismBruceRowe7
 
African Americans And Identity Of African American
African Americans And Identity Of African AmericanAfrican Americans And Identity Of African American
African Americans And Identity Of African AmericanRachel Davis
 
American Slavery
American Slavery American Slavery
American Slavery Onthemellow
 
Malcolm X Essay Examples
Malcolm X Essay ExamplesMalcolm X Essay Examples
Malcolm X Essay ExamplesKim Stephens
 
Descriptive Essay About Lynchburg
Descriptive Essay About LynchburgDescriptive Essay About Lynchburg
Descriptive Essay About LynchburgAngela Gibbs
 
The Pan Africanism For Beginners
The Pan Africanism For BeginnersThe Pan Africanism For Beginners
The Pan Africanism For BeginnersLesly Lockwood
 
African American History 12
African American History 12African American History 12
African American History 12Gina Alfaro
 
Racial Separatism Research Paper
Racial Separatism Research PaperRacial Separatism Research Paper
Racial Separatism Research PaperMonica Carter
 
Latin American Slave Trade
Latin American Slave TradeLatin American Slave Trade
Latin American Slave TradeJoyce Knight
 
Affirmative Action for White People.pdf
Affirmative Action for White People.pdfAffirmative Action for White People.pdf
Affirmative Action for White People.pdfJessica Navarro
 
Betrayal By Any Other Name
Betrayal By Any Other NameBetrayal By Any Other Name
Betrayal By Any Other NameICJ-ICC
 
African American History Essay
African American History EssayAfrican American History Essay
African American History EssayEssay Help .
 
Abraham Lincoln has the reputation of being the key person in endi.docx
Abraham Lincoln has the reputation of being the key person in endi.docxAbraham Lincoln has the reputation of being the key person in endi.docx
Abraham Lincoln has the reputation of being the key person in endi.docxdaniahendric
 
The Impending Crisis Of The South Analysis
The Impending Crisis Of The South AnalysisThe Impending Crisis Of The South Analysis
The Impending Crisis Of The South AnalysisJessica Lopez
 
Ethcentrism In Rabbit-Proof Fence
Ethcentrism In Rabbit-Proof FenceEthcentrism In Rabbit-Proof Fence
Ethcentrism In Rabbit-Proof FenceRenee Jones
 
Women And Children By Rosenberg Presents Us Imperialism...
Women And Children By Rosenberg Presents Us Imperialism...Women And Children By Rosenberg Presents Us Imperialism...
Women And Children By Rosenberg Presents Us Imperialism...Elena Nongos
 

Similar to Dwt: A Tool for Breaking the Chains of Psychological Slavery By Uhuru Hotep (20)

Who Enslaved The Celtic Peoples?
Who Enslaved The Celtic Peoples?Who Enslaved The Celtic Peoples?
Who Enslaved The Celtic Peoples?
 
Institutional Racism
Institutional RacismInstitutional Racism
Institutional Racism
 
Racial Racism
Racial RacismRacial Racism
Racial Racism
 
African Americans And Identity Of African American
African Americans And Identity Of African AmericanAfrican Americans And Identity Of African American
African Americans And Identity Of African American
 
American Slavery
American Slavery American Slavery
American Slavery
 
Malcolm X Essay Examples
Malcolm X Essay ExamplesMalcolm X Essay Examples
Malcolm X Essay Examples
 
Descriptive Essay About Lynchburg
Descriptive Essay About LynchburgDescriptive Essay About Lynchburg
Descriptive Essay About Lynchburg
 
The Pan Africanism For Beginners
The Pan Africanism For BeginnersThe Pan Africanism For Beginners
The Pan Africanism For Beginners
 
Slavery And Sex Trafficking Essay
Slavery And Sex Trafficking EssaySlavery And Sex Trafficking Essay
Slavery And Sex Trafficking Essay
 
African American History 12
African American History 12African American History 12
African American History 12
 
Racial Separatism Research Paper
Racial Separatism Research PaperRacial Separatism Research Paper
Racial Separatism Research Paper
 
Latin American Slave Trade
Latin American Slave TradeLatin American Slave Trade
Latin American Slave Trade
 
Affirmative Action for White People.pdf
Affirmative Action for White People.pdfAffirmative Action for White People.pdf
Affirmative Action for White People.pdf
 
Betrayal By Any Other Name
Betrayal By Any Other NameBetrayal By Any Other Name
Betrayal By Any Other Name
 
African American History Essay
African American History EssayAfrican American History Essay
African American History Essay
 
African American History Essay
African American History EssayAfrican American History Essay
African American History Essay
 
Abraham Lincoln has the reputation of being the key person in endi.docx
Abraham Lincoln has the reputation of being the key person in endi.docxAbraham Lincoln has the reputation of being the key person in endi.docx
Abraham Lincoln has the reputation of being the key person in endi.docx
 
The Impending Crisis Of The South Analysis
The Impending Crisis Of The South AnalysisThe Impending Crisis Of The South Analysis
The Impending Crisis Of The South Analysis
 
Ethcentrism In Rabbit-Proof Fence
Ethcentrism In Rabbit-Proof FenceEthcentrism In Rabbit-Proof Fence
Ethcentrism In Rabbit-Proof Fence
 
Women And Children By Rosenberg Presents Us Imperialism...
Women And Children By Rosenberg Presents Us Imperialism...Women And Children By Rosenberg Presents Us Imperialism...
Women And Children By Rosenberg Presents Us Imperialism...
 

More from RBG Communiversity

Dr. Clarke In His Own Words_ African Education At the Crossroads.
Dr. Clarke In His Own Words_ African Education At the Crossroads. Dr. Clarke In His Own Words_ African Education At the Crossroads.
Dr. Clarke In His Own Words_ African Education At the Crossroads. RBG Communiversity
 
Political Report to the 7th Congress of the African People's Socialist Party USA
Political Report to the 7th Congress of the African People's Socialist Party USAPolitical Report to the 7th Congress of the African People's Socialist Party USA
Political Report to the 7th Congress of the African People's Socialist Party USARBG Communiversity
 
Dr. Amos N. Wilson_The Battle Must Be Joined | A Revolutionary Poem
Dr. Amos N. Wilson_The Battle Must Be Joined | A Revolutionary PoemDr. Amos N. Wilson_The Battle Must Be Joined | A Revolutionary Poem
Dr. Amos N. Wilson_The Battle Must Be Joined | A Revolutionary PoemRBG Communiversity
 
The Revolutionary Psychology of Dr. Amos N. Wilson_text only version
The Revolutionary Psychology of Dr. Amos N. Wilson_text only versionThe Revolutionary Psychology of Dr. Amos N. Wilson_text only version
The Revolutionary Psychology of Dr. Amos N. Wilson_text only versionRBG Communiversity
 
Imperialism 101_ Chapter 1 of Against Empire by Michael Parenti
Imperialism 101_ Chapter 1 of Against Empire by Michael ParentiImperialism 101_ Chapter 1 of Against Empire by Michael Parenti
Imperialism 101_ Chapter 1 of Against Empire by Michael ParentiRBG Communiversity
 
African People’s Socialist Party 14-Point Platform
African People’s Socialist Party 14-Point PlatformAfrican People’s Socialist Party 14-Point Platform
African People’s Socialist Party 14-Point PlatformRBG Communiversity
 
The Theory of African Internationalism
The Theory of African InternationalismThe Theory of African Internationalism
The Theory of African InternationalismRBG Communiversity
 
Chinweizu_ Marcus Garvey and Black Power (Parts 1 through 6)
Chinweizu_ Marcus Garvey and Black Power (Parts 1 through 6)Chinweizu_ Marcus Garvey and Black Power (Parts 1 through 6)
Chinweizu_ Marcus Garvey and Black Power (Parts 1 through 6)RBG Communiversity
 
Decolonizing the African Mind: Further Analysis and Strategy_Dr. Uhuru Hotep
Decolonizing the African Mind: Further Analysis and Strategy_Dr. Uhuru HotepDecolonizing the African Mind: Further Analysis and Strategy_Dr. Uhuru Hotep
Decolonizing the African Mind: Further Analysis and Strategy_Dr. Uhuru HotepRBG Communiversity
 
2017 African People's Socialist Party Plenary Putting Revolution Back On the ...
2017 African People's Socialist Party Plenary Putting Revolution Back On the ...2017 African People's Socialist Party Plenary Putting Revolution Back On the ...
2017 African People's Socialist Party Plenary Putting Revolution Back On the ...RBG Communiversity
 
The Black Power Movement- A State of the Field
The Black Power Movement- A State of the FieldThe Black Power Movement- A State of the Field
The Black Power Movement- A State of the FieldRBG Communiversity
 
African People’s Socialist Party 14-­Point Platform Study-Guide
African People’s Socialist Party 14-­Point Platform Study-GuideAfrican People’s Socialist Party 14-­Point Platform Study-Guide
African People’s Socialist Party 14-­Point Platform Study-GuideRBG Communiversity
 
MX London School of Economics (February 11, 1965)
 MX London School of Economics (February 11, 1965) MX London School of Economics (February 11, 1965)
MX London School of Economics (February 11, 1965)RBG Communiversity
 
ATTICA PRISON UPRISING 101-A SHORT PRIMER By Mariame Kaba, Project NIA
ATTICA PRISON UPRISING 101-A SHORT PRIMER By Mariame Kaba, Project NIAATTICA PRISON UPRISING 101-A SHORT PRIMER By Mariame Kaba, Project NIA
ATTICA PRISON UPRISING 101-A SHORT PRIMER By Mariame Kaba, Project NIARBG Communiversity
 
The Political Report to the Sixth Congress of the African People’s Socialist ...
The Political Report to the Sixth Congress of the African People’s Socialist ...The Political Report to the Sixth Congress of the African People’s Socialist ...
The Political Report to the Sixth Congress of the African People’s Socialist ...RBG Communiversity
 
The Black Power Movement, A State of the Field. Joseph PE, 2009.
The Black Power Movement, A State of the Field. Joseph PE, 2009.The Black Power Movement, A State of the Field. Joseph PE, 2009.
The Black Power Movement, A State of the Field. Joseph PE, 2009.RBG Communiversity
 
Towards Black Liberation, Carmichael, 1966
Towards Black Liberation, Carmichael, 1966Towards Black Liberation, Carmichael, 1966
Towards Black Liberation, Carmichael, 1966RBG Communiversity
 
Aluta Continua From Jim Crow to Civil Rights to Black Liberation
Aluta Continua From Jim Crow to Civil Rights to Black LiberationAluta Continua From Jim Crow to Civil Rights to Black Liberation
Aluta Continua From Jim Crow to Civil Rights to Black LiberationRBG Communiversity
 

More from RBG Communiversity (20)

Dr. Clarke In His Own Words_ African Education At the Crossroads.
Dr. Clarke In His Own Words_ African Education At the Crossroads. Dr. Clarke In His Own Words_ African Education At the Crossroads.
Dr. Clarke In His Own Words_ African Education At the Crossroads.
 
Political Report to the 7th Congress of the African People's Socialist Party USA
Political Report to the 7th Congress of the African People's Socialist Party USAPolitical Report to the 7th Congress of the African People's Socialist Party USA
Political Report to the 7th Congress of the African People's Socialist Party USA
 
Dr. Amos N. Wilson_The Battle Must Be Joined | A Revolutionary Poem
Dr. Amos N. Wilson_The Battle Must Be Joined | A Revolutionary PoemDr. Amos N. Wilson_The Battle Must Be Joined | A Revolutionary Poem
Dr. Amos N. Wilson_The Battle Must Be Joined | A Revolutionary Poem
 
The Revolutionary Psychology of Dr. Amos N. Wilson_text only version
The Revolutionary Psychology of Dr. Amos N. Wilson_text only versionThe Revolutionary Psychology of Dr. Amos N. Wilson_text only version
The Revolutionary Psychology of Dr. Amos N. Wilson_text only version
 
Imperialism 101_ Chapter 1 of Against Empire by Michael Parenti
Imperialism 101_ Chapter 1 of Against Empire by Michael ParentiImperialism 101_ Chapter 1 of Against Empire by Michael Parenti
Imperialism 101_ Chapter 1 of Against Empire by Michael Parenti
 
Malcolm X Quotes
Malcolm X QuotesMalcolm X Quotes
Malcolm X Quotes
 
African People’s Socialist Party 14-Point Platform
African People’s Socialist Party 14-Point PlatformAfrican People’s Socialist Party 14-Point Platform
African People’s Socialist Party 14-Point Platform
 
The Theory of African Internationalism
The Theory of African InternationalismThe Theory of African Internationalism
The Theory of African Internationalism
 
Chinweizu_ Marcus Garvey and Black Power (Parts 1 through 6)
Chinweizu_ Marcus Garvey and Black Power (Parts 1 through 6)Chinweizu_ Marcus Garvey and Black Power (Parts 1 through 6)
Chinweizu_ Marcus Garvey and Black Power (Parts 1 through 6)
 
Decolonizing the African Mind: Further Analysis and Strategy_Dr. Uhuru Hotep
Decolonizing the African Mind: Further Analysis and Strategy_Dr. Uhuru HotepDecolonizing the African Mind: Further Analysis and Strategy_Dr. Uhuru Hotep
Decolonizing the African Mind: Further Analysis and Strategy_Dr. Uhuru Hotep
 
2017 African People's Socialist Party Plenary Putting Revolution Back On the ...
2017 African People's Socialist Party Plenary Putting Revolution Back On the ...2017 African People's Socialist Party Plenary Putting Revolution Back On the ...
2017 African People's Socialist Party Plenary Putting Revolution Back On the ...
 
The Black Power Movement- A State of the Field
The Black Power Movement- A State of the FieldThe Black Power Movement- A State of the Field
The Black Power Movement- A State of the Field
 
African People’s Socialist Party 14-­Point Platform Study-Guide
African People’s Socialist Party 14-­Point Platform Study-GuideAfrican People’s Socialist Party 14-­Point Platform Study-Guide
African People’s Socialist Party 14-­Point Platform Study-Guide
 
MX London School of Economics (February 11, 1965)
 MX London School of Economics (February 11, 1965) MX London School of Economics (February 11, 1965)
MX London School of Economics (February 11, 1965)
 
ATTICA PRISON UPRISING 101-A SHORT PRIMER By Mariame Kaba, Project NIA
ATTICA PRISON UPRISING 101-A SHORT PRIMER By Mariame Kaba, Project NIAATTICA PRISON UPRISING 101-A SHORT PRIMER By Mariame Kaba, Project NIA
ATTICA PRISON UPRISING 101-A SHORT PRIMER By Mariame Kaba, Project NIA
 
The Political Report to the Sixth Congress of the African People’s Socialist ...
The Political Report to the Sixth Congress of the African People’s Socialist ...The Political Report to the Sixth Congress of the African People’s Socialist ...
The Political Report to the Sixth Congress of the African People’s Socialist ...
 
The Black Power Movement, A State of the Field. Joseph PE, 2009.
The Black Power Movement, A State of the Field. Joseph PE, 2009.The Black Power Movement, A State of the Field. Joseph PE, 2009.
The Black Power Movement, A State of the Field. Joseph PE, 2009.
 
Towards Black Liberation, Carmichael, 1966
Towards Black Liberation, Carmichael, 1966Towards Black Liberation, Carmichael, 1966
Towards Black Liberation, Carmichael, 1966
 
Aluta Continua From Jim Crow to Civil Rights to Black Liberation
Aluta Continua From Jim Crow to Civil Rights to Black LiberationAluta Continua From Jim Crow to Civil Rights to Black Liberation
Aluta Continua From Jim Crow to Civil Rights to Black Liberation
 
RBG Street Scholar Statement
RBG Street Scholar StatementRBG Street Scholar Statement
RBG Street Scholar Statement
 

Recently uploaded

EDD8524 The Future of Educational Leader
EDD8524 The Future of Educational LeaderEDD8524 The Future of Educational Leader
EDD8524 The Future of Educational LeaderDr. Bruce A. Johnson
 
Material Remains as Source of Ancient Indian History & Culture.ppt
Material Remains as Source of Ancient Indian History & Culture.pptMaterial Remains as Source of Ancient Indian History & Culture.ppt
Material Remains as Source of Ancient Indian History & Culture.pptBanaras Hindu University
 
AUDIENCE THEORY - PARTICIPATORY - JENKINS.pptx
AUDIENCE THEORY - PARTICIPATORY - JENKINS.pptxAUDIENCE THEORY - PARTICIPATORY - JENKINS.pptx
AUDIENCE THEORY - PARTICIPATORY - JENKINS.pptxiammrhaywood
 
3.14.24 Gender Discrimination and Gender Inequity.pptx
3.14.24 Gender Discrimination and Gender Inequity.pptx3.14.24 Gender Discrimination and Gender Inequity.pptx
3.14.24 Gender Discrimination and Gender Inequity.pptxmary850239
 
Metabolism , Metabolic Fate& disorders of cholesterol.pptx
Metabolism , Metabolic Fate& disorders of cholesterol.pptxMetabolism , Metabolic Fate& disorders of cholesterol.pptx
Metabolism , Metabolic Fate& disorders of cholesterol.pptxDr. Santhosh Kumar. N
 
DNA and RNA , Structure, Functions, Types, difference, Similarities, Protein ...
DNA and RNA , Structure, Functions, Types, difference, Similarities, Protein ...DNA and RNA , Structure, Functions, Types, difference, Similarities, Protein ...
DNA and RNA , Structure, Functions, Types, difference, Similarities, Protein ...AKSHAYMAGAR17
 
How to Customise Quotation's Appearance Using PDF Quote Builder in Odoo 17
How to Customise Quotation's Appearance Using PDF Quote Builder in Odoo 17How to Customise Quotation's Appearance Using PDF Quote Builder in Odoo 17
How to Customise Quotation's Appearance Using PDF Quote Builder in Odoo 17Celine George
 
3.12.24 Freedom Summer in Mississippi.pptx
3.12.24 Freedom Summer in Mississippi.pptx3.12.24 Freedom Summer in Mississippi.pptx
3.12.24 Freedom Summer in Mississippi.pptxmary850239
 
Auchitya Theory by Kshemendra Indian Poetics
Auchitya Theory by Kshemendra Indian PoeticsAuchitya Theory by Kshemendra Indian Poetics
Auchitya Theory by Kshemendra Indian PoeticsDhatriParmar
 
Plant Tissue culture., Plasticity, Totipotency, pptx
Plant Tissue culture., Plasticity, Totipotency, pptxPlant Tissue culture., Plasticity, Totipotency, pptx
Plant Tissue culture., Plasticity, Totipotency, pptxHimansu10
 
Research Methodology and Tips on Better Research
Research Methodology and Tips on Better ResearchResearch Methodology and Tips on Better Research
Research Methodology and Tips on Better ResearchRushdi Shams
 
3.12.24 The Social Construction of Gender.pptx
3.12.24 The Social Construction of Gender.pptx3.12.24 The Social Construction of Gender.pptx
3.12.24 The Social Construction of Gender.pptxmary850239
 
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in Pharmacy
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in PharmacyASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in Pharmacy
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in PharmacySumit Tiwari
 
Metabolism of lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptx
Metabolism of  lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptxMetabolism of  lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptx
Metabolism of lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptxDr. Santhosh Kumar. N
 
POST ENCEPHALITIS case study Jitendra bhargav
POST ENCEPHALITIS case study  Jitendra bhargavPOST ENCEPHALITIS case study  Jitendra bhargav
POST ENCEPHALITIS case study Jitendra bhargavJitendra Bhargav
 
30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.doc
30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.doc30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.doc
30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.docdieu18
 
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - HK2 (...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - HK2 (...HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - HK2 (...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - HK2 (...Nguyen Thanh Tu Collection
 
LEAD5623 The Economics of Community Coll
LEAD5623 The Economics of Community CollLEAD5623 The Economics of Community Coll
LEAD5623 The Economics of Community CollDr. Bruce A. Johnson
 
UNIT I Design Thinking and Explore.pptx
UNIT I  Design Thinking and Explore.pptxUNIT I  Design Thinking and Explore.pptx
UNIT I Design Thinking and Explore.pptxGOWSIKRAJA PALANISAMY
 

Recently uploaded (20)

EDD8524 The Future of Educational Leader
EDD8524 The Future of Educational LeaderEDD8524 The Future of Educational Leader
EDD8524 The Future of Educational Leader
 
Material Remains as Source of Ancient Indian History & Culture.ppt
Material Remains as Source of Ancient Indian History & Culture.pptMaterial Remains as Source of Ancient Indian History & Culture.ppt
Material Remains as Source of Ancient Indian History & Culture.ppt
 
AUDIENCE THEORY - PARTICIPATORY - JENKINS.pptx
AUDIENCE THEORY - PARTICIPATORY - JENKINS.pptxAUDIENCE THEORY - PARTICIPATORY - JENKINS.pptx
AUDIENCE THEORY - PARTICIPATORY - JENKINS.pptx
 
3.14.24 Gender Discrimination and Gender Inequity.pptx
3.14.24 Gender Discrimination and Gender Inequity.pptx3.14.24 Gender Discrimination and Gender Inequity.pptx
3.14.24 Gender Discrimination and Gender Inequity.pptx
 
Metabolism , Metabolic Fate& disorders of cholesterol.pptx
Metabolism , Metabolic Fate& disorders of cholesterol.pptxMetabolism , Metabolic Fate& disorders of cholesterol.pptx
Metabolism , Metabolic Fate& disorders of cholesterol.pptx
 
DNA and RNA , Structure, Functions, Types, difference, Similarities, Protein ...
DNA and RNA , Structure, Functions, Types, difference, Similarities, Protein ...DNA and RNA , Structure, Functions, Types, difference, Similarities, Protein ...
DNA and RNA , Structure, Functions, Types, difference, Similarities, Protein ...
 
How to Customise Quotation's Appearance Using PDF Quote Builder in Odoo 17
How to Customise Quotation's Appearance Using PDF Quote Builder in Odoo 17How to Customise Quotation's Appearance Using PDF Quote Builder in Odoo 17
How to Customise Quotation's Appearance Using PDF Quote Builder in Odoo 17
 
3.12.24 Freedom Summer in Mississippi.pptx
3.12.24 Freedom Summer in Mississippi.pptx3.12.24 Freedom Summer in Mississippi.pptx
3.12.24 Freedom Summer in Mississippi.pptx
 
Auchitya Theory by Kshemendra Indian Poetics
Auchitya Theory by Kshemendra Indian PoeticsAuchitya Theory by Kshemendra Indian Poetics
Auchitya Theory by Kshemendra Indian Poetics
 
Plant Tissue culture., Plasticity, Totipotency, pptx
Plant Tissue culture., Plasticity, Totipotency, pptxPlant Tissue culture., Plasticity, Totipotency, pptx
Plant Tissue culture., Plasticity, Totipotency, pptx
 
t-test Parametric test Biostatics and Research Methodology
t-test Parametric test Biostatics and Research Methodologyt-test Parametric test Biostatics and Research Methodology
t-test Parametric test Biostatics and Research Methodology
 
Research Methodology and Tips on Better Research
Research Methodology and Tips on Better ResearchResearch Methodology and Tips on Better Research
Research Methodology and Tips on Better Research
 
3.12.24 The Social Construction of Gender.pptx
3.12.24 The Social Construction of Gender.pptx3.12.24 The Social Construction of Gender.pptx
3.12.24 The Social Construction of Gender.pptx
 
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in Pharmacy
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in PharmacyASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in Pharmacy
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in Pharmacy
 
Metabolism of lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptx
Metabolism of  lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptxMetabolism of  lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptx
Metabolism of lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptx
 
POST ENCEPHALITIS case study Jitendra bhargav
POST ENCEPHALITIS case study  Jitendra bhargavPOST ENCEPHALITIS case study  Jitendra bhargav
POST ENCEPHALITIS case study Jitendra bhargav
 
30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.doc
30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.doc30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.doc
30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.doc
 
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - HK2 (...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - HK2 (...HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - HK2 (...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - HK2 (...
 
LEAD5623 The Economics of Community Coll
LEAD5623 The Economics of Community CollLEAD5623 The Economics of Community Coll
LEAD5623 The Economics of Community Coll
 
UNIT I Design Thinking and Explore.pptx
UNIT I  Design Thinking and Explore.pptxUNIT I  Design Thinking and Explore.pptx
UNIT I Design Thinking and Explore.pptx
 

Dwt: A Tool for Breaking the Chains of Psychological Slavery By Uhuru Hotep

  • 1. RBG Blakademics January, 2011 (An Introduction to the 4th Principle of the Johari Sita) Dwt: A Tool for Breaking the Chains of Psychological Slavery By Uhuru Hotep Hypertext Contents (First Movement) Background ................................................................................................ 1 Foreground ............................................................................................................................... 2 Futureground ........................................................................................................................... 4 (Second Movement) Introduction............................................................................................ 7 Sovereignty is Our Goal .......................................................................................................... 8 Conclusion ............................................................................................................................... 9 Glossary.................................................................................................................................. 10 References.............................................................................................................................. 11 (First Movement) Background "Having a fool is one of the basic ingredients of and incidents to the making of the slavery system." - Willie Lynch The European American ruling elite and their agents, from George Washington and Thomas Jefferson to Bill Clinton and George W. Bush, have clearly understood that their preeminent status, class dominance, and economic superiority are contingent upon carefully managing the thinking processes and cleverly exploiting the labor of the African American people. During the time of Washington and Jefferson - two of America's most notorious slave owners - most Africans in the 13 British North American colonies (which later became the United States) were in bondage, both physically and psychologically. Consequently, it was easy for Europeans to control the thinking and steal the labor of Africans. It took a Civil War (1861-5) and Abraham Lincoln's Emancipation Proclamation (1863) to initiate a legal process, which culminated in the passage of the 13th Amendment to the U.S. constitution in 1865, to move this nation toward ending the physical enslavement of African people. And, it took an additional 35 years, or until 1900, Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep Page 1
  • 2. RBG Blakademics January, 2011 before Southern Blacks en masse began to escape from the physical slavery of the share cropping system. Only by migrating North into America's urban industrial centers were the Black masses able to bring an end to 300-years of physical enslavement. Because it is a deeply entrenched, intergenerational, mental disorder afflicting the vast majority of our people, the effort to liberate ourselves from psychological enslavement has been no easy matter. Unlike the physical slavery we left behind in the South, we brought our mental slavery North with us. Psychologist Na'im Akbar (1989), the world's foremost authority on Black psychological slavery, discovered that the European American system of slave making perfected in this country over the past 350 years cleverly weaves psychological conditioning and limited education with outright terrorism and premeditated violence to create a dense tapestry of African dependence on and service to those who oppress them. Willie Lynch, a mysterious 18th century Caribbean planter considered to be a master handler of slaves, best sums up the American approach to slave making. According to the story, Willie Lynch was invited to the U.S. by a group of wealthy Virginia and Carolina plantation owners in 1712 to teach them the "art" of slave making. Lynch taught the Americans that the long-range goal of Black enslavement is to "create a dependency state so that we may be able to get from them useful production for our business and pleasure." Using six "cardinal principles" perfected on his plantation, Lynch found that he could "break the will to resist" of his slaves by using techniques he created for domesticating his wild horses which rendered them both - man and beast - submissive and dependent, ready to serve his every need (Akoto & Akoto: 278). To create self-perpetuating, lifelong, dependent Black slaves, Lynch advocated using an "instruction of containment" to disconnect them from their "original historical base" along with organizing their family structure by dictating male - female relations and child rearing practices (Akoto & Akoto: 278, 280). While the historical authenticity of Willie Lynch may be suspect, can we doubt his historical accuracy when it comes to revealing what has been the true nature of Black-White relations in this nation these past 200 years? Foreground "Cast aside illusion, prepare to struggle." -Mao Zedong It is 200 years later, but the game hasn't changed, only the playing field. The White ruling elite created public education system - even when managed and staffed by Blacks - knowingly provides African communities with an "instruction of containment" designed to keep us disconnected from our "original historical base" and powerless. And, this same White ruling elite through their powerful media and social institutions still shapes our family structure to suit their economic needs by dictating Black male - Black female relations. Two hundred years later and we are still in a "dependency state" exploited for the "business and pleasure" of others just as Willie Lynch instructed. Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep Page 2
  • 3. RBG Blakademics January, 2011 For African people in the U.S., the end goal of our 21st century psychological slavery is the same today as it was in 1619 when the first 19 Africans arrived at Jamestown, Virginia. The European American hegemony seeks to exploit African labor and resources for European American enrichment. It is just that simple. Over the past 350 years, the White American ruling elite, perhaps best symbolized by Willie Lynch, has perfected a system of Black psychological enslavement based on elementary mind control techniques.* For example, during most of the 17th, 18th, and 19th centuries, it was a capital offense for enslaved African Americans to learn to read or write in any language. Consequently, during most of their history in this country, Africans were illiterate; what they knew about the world was restricted, in the main, to only what their White masters wanted them to know. Following the Civil War, dozens of European American missionaries, mostly women and primarily from Massachusetts and Pennsylvania, traveled South to serve as the first teachers of the recently freed Africans. They brought with them, as Booker T. Washington (1900) noted, materials, curricula and pedagogy best suited for genteel Bostonians and urbane Philadelphians, and thus devoid of any practical knowledge or skills suited for improving Black southern rural life. By 1933, the European control, or better said, "containment," of African American education had produced such havoc that it prompted Harvard-trained historian Carter G. Woodson to publish The Mis-Education of the Negro, a stunning expose of the self-alienating effects of American educational practice in the African American community. For the past 100 years, the American system of public (mis)education has effectively trained millions of African people to play roles supportive of the political and economic institutions controlled by their oppressors insuring intergenerational White domination and intergenerational Black subordination. The Civil Rights Era spawned the Black Consciousness Movement of the 1960s and 70s, impregnated by the Pan African nationalist spirit of Marcus Garvey, Queen Mother Moore, Eljiah Muhammad, Malcolm X, and Kwame Ture among others planted Afrocentric seeds that took root, grew and blossomed in the 1980s and 90s. Today, what has changed is not the game or the playing field, it is our understanding of game (war) theory and game (war) strategy. For example, psychologist Wade Nobles (1986) coined the metaphorical term conceptual incarceration to help us better understand a key aspect of the psychological slavery that shackles African people. Conceptual incarceration results from our unwitting adoption of erroneous concepts, ideas, views, opinions and theories about ourselves as African people, about Europeans, and about the world. It is Nobles' contention that the debilitating anti-Black, anti-African attitudes in the belief systems of virtually all Black people regardless of class, education, or religious orientation are largely to blame for the underdeveloped state of African communities in the U.S. and abroad. Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep Page 3
  • 4. RBG Blakademics January, 2011 Dr. Nobles also believes that since our behavior is influenced by what we think about ourselves and the world, large numbers of African people are imprisoned by false beliefs about themselves and the world which generates behaviors that keep us among the poor in every nation. We all, in varying degrees as Black people socialized under White supremacy, have internalized a set of beliefs that compel us to serve the needs of our oppressors while blatantly neglecting our own group development. These are the "invisible chains" that bind us. Futureground "Free your mind, and your ass will follow." -George Clinton One tool for breaking the chains of psychological slavery and freeing African people from the shackles of conceptual incarceration is a process I call Dwt (Dwat) after the Kemetic (ancient Egyptian) word that signifies the daily transformations wrought by the rising and the setting of the sun. Dwt is the fourth principle of the Johari Sita and thus a scientific method for removing the psychological chains of mental bondage. Rooted in Erriel Addae's (1996) notion of nyansa nnsa da or "thought without boundaries," at its most elementary levels, Dwt equips us to experience then actively promote what Thomas Kuhn (1970) called a paradigm shift - in our case, from European centered too African centered world views. At its highest level, Dwt promotes harmonizing the human will with the Universal Will, a process the Kemites called Maat. Dwt emancipates African people from the dungeon of false beliefs about ourselves, others and the world because it provides us with a new set of historically accurate facts, concepts, theories, and perspectives about ourselves, about others, and about the world based on our African cultural and intellectual heritage. African centered scholars, like Maulana Karenga, Molefi Asante, Linda Myers, Wade Nobles, Na'im Akbar, Marimba Ani, Amos Wilson, Kwame Akoto, Jacob Carruthers, Asa Hilliard and a host of others, are developing a lexicon to free us from conceptual incarceration - not only by replacing our false, limited concepts and ideas with correct ones, but also by expanding and re-centering our analyses, definitions, and understanding of ourselves and the world. In addition, our African centered scholars have discovered that much of what is passed off in our schools, in our churches, in our civic organizations, and by the media as universal truths are nothing more than select European theories, practices, preferences, and customs wrapped around a core of Jewish mythology and folklore. Today, our psychological slavery in large measure is self-imposed; we have allowed others to imprison us in their ethnic or cultural group's concepts and beliefs. In short, we have been contained by our infatuation with Europe's knowledge; therefore, we have scant knowledge of our own. Dwt, for African people, is a journey of rediscovery and reconnection inspired by what the Akan people of Ghana, Togo, and Cote d'Ivoire call sankofa. Sankofa posits that the wisdom is reaching back and reconnecting with the best of one's ancestral Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep Page 4
  • 5. RBG Blakademics January, 2011 traditions, customs, and practices. We American Africans are blessed because we are perhaps the only large group in the U.S. with a tricultural heritage. We have three cultural traditions we can mine for "gold": African, European, and Native American. As recipients of European centered education, most African Americans have an abundance of operational concepts from our European "gold mine." But that is not enough; we cannot empower ourselves, our people, or Abibiman (The Black Nation) merely by adopting the world views, belief systems, and life styles of European Americans. Our salvation will not come from imitating others, but only from being our authentic, African selves. That is why we sankofa, which means that we: (1) extract the "gold" from our African and Native American heritages (two long neglected, untapped sources of potent operational concepts) and (2) assess our European cultural borrowings through the lenses of African and Native American philosophy and tradition. In cases where there are conflicting world views, we gravitate toward the traditional wisdom of Africa. Mwalimu Shujaa (1996) sees this process of African cultural "gold mining" and European cultural sifting as aspects of re-Africanization. Dwt, because it vigorously promotes re-Africanization, breaks African people out of conceptual incarceration by shifting what psychologist Julian Rotter (1966) calls our locus of control from external sources to internal sources. It is Dr. Rotter's belief that individuals (and my belief that entire communities) have either an internal or external locus or center of control. People and communities that have internal centers of control believe that through their own persistent effort, they can rearrange or change their life conditions without outside approval or assistance. Because they believe deeply that they are the "captains of their fate" and the "masters of their destiny," they feel empowered, optimistic, creative, productive, energetic, and positive. Because of this deep faith in themselves, their people, and hard work, they are willing to take calculated risks to fulfill their dreams. Such people are successful and such communities are autonomous, wholesome places to live and raise children. On the other hand, people and communities that have an external center of control believe at their core that they cannot arrange their lives and construct their futures without the active approval of and assistance and guidance from external human agencies. Those with an external locus of control look for powerful others to think, legitimize and provide for them. They are victims of a psychology of dependence often to the extent that they are willing to place their lives and the lives of their children in the hands of others who they believe will treat them fairly. Because they believe that others are better equipped to make decisions about their fate than they themselves, they are considered child-like and foolish, worthy of exploitation and abuse by their oppressors. Such people and communities languish in a "dependency state," depressed, demoralized, and disenfranchised. Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep Page 5
  • 6. RBG Blakademics January, 2011 The American institution of psychological slavery is predicated on African people maintaining an external locus of control. Through a variety of tactics and strategies, like those advocated by Willie Lynch, slave masters shifted the self-perception (locus of control) of most captured Africans from that of "prisoners of war," which is an internal focus to "accommodating slaves," an external focus. As Akoto and Akoto (2000) pointed out, there are vast differences in how these two groups see the world. Though both are "constrained by the dominant order," the prisoner of war or P.O.W. "steadfastly refuse to accept the legitimacy or permanence of his/her condition." She/He constantly seeks opportunities to escape from, sabotage, or destroy her/his captors. Even in the face of unspeakable horror and brutality, the P.O.W. maintains her/his internal locus of control, which Akoto and Akoto believe to be "an unbreachable psycho-emotional fortress anchored in the unknowable depths and expanse of the spirit." Once they escaped from slavery, British and American slave owners called African P.O.W.s, Maroons, a term which comes from the Spanish word cimarrones, meaning "wild ones." Stripped of the "spirit" of resistance inherent in knowing one's ethnic group history, culture and traditions, the slave, on the other hand, accepts "the current order as permanent and seeks only to modulate the personal discomfort associated with that order." Forsaking all thought of rescue and seeing small chance for permanent escape, over time, vast numbers of African P.O.W.'s came to see their European captors as first their masters, and then their superiors and benefactors thereby completing their conversion to "accommodating slaves." In exchange for petty creature comforts, favorite status, or merely, like house slaves, close physical proximity to their beloved masters, slaves, by definition, are content to center their locus of control only on those external "rewards" provided by their masters. Dwt teaches that the maintenance and perpetuation of African psychological enslavement and its chief expression, conceptual incarceration, pivot on African people maintaining an external locus of control. As long as we turn away from Africa and our ancestral wisdom and embrace as solutions to our life problems the views of Europeans, Arabs, Asians, Jews and others from outside of our traditional African cultural centers, we will remain the servants of Europeans, Arabs, Asians, and Jews, in both thought and deed. Because of its emphasis upon re-Africanization, Dwt ends our "dependency state," liberating us from psychological slavery and conceptual incarceration by re-centering us in traditional African knowledge bases. This re-centering returns us to Maroon status, permanently shifting our locus of control from external or European-based concepts and definitions to internal or African and Native American-based concepts and definitions. For African people, Dwt may be our most effective strategy for combating European mind control and defeating its attendant, psychological slavery. Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep Page 6
  • 7. RBG Blakademics January, 2011 Reversing the Psychological Effects of Slavery in the African American Community: A Meditation (Second Movement) Introduction "The limits of tyrants are prescribed by those whom they oppress." -Frederick Douglass African Americans are the only group of American immigrants whose ancestors came to these shores involuntarily. As prisoners of war (POWs), Africans were captured or kidnapped then brought to the Americas where the slave making process was completed. If they survived the five to six week trans-Atlantic voyage of horrors known as the "middle passage," African POWs were then trained for a life of obedient, faithful service to their European captors. Usually initiated in the West Indies and commonly called "seasoning," the first two-to- three years of life under White slavery for what the Europeans called a "raw negro" was devoted largely to forced labor and rudimentary language instruction. It was during this period that POWs were made to work 16 or more hours per day and learn from "seasoned" slaves the rudiments of their captor's language (Franklin & Moss, 1994; Parish, 1989; Jordan, 1968; Haley, 1976). Despite frequent revolts and the constant Maroon presence, slowly over the course of time, the vast majority of African POWs were either murdered or converted into slaves (Aptheker,1968; Price, 1979; Franklin & Schweninger, 1999). Slave owners used a myriad of tactics and strategies, from physical violence, terrorism and brutality to family destruction, forced miscegenation and mis-education, to transform Africans and their descendants into slaves (Blassingame, 1979; Van Deburg,1979; Oakes, 1983; White, 1985; Akbar, 1989; Spring, 1997). As evidenced by our complete political and economic dependency on European Americans and their institutions, we are still enslaved, psychologically and emotionally, to the children of our former masters (Muhammad, 1965; Wright, 1984; Akbar, 1989; Baldwin, 1992; Wilson, 1993). Slavery in the U.S. may have ended in 1863, but the African American people are still reeling from the after shocks of a 350-year holocaust of dehumanization, disenfranchisement, and dependency known today as the Maafa (Ani, 1994; Borishade, 1996; Farrakhan, 1993; Akbar, 1989). Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep Page 7
  • 8. RBG Blakademics January, 2011 Sovereignty is Our Goal "Our next assignment in history is nation manage-ment and nation structure." -John Henrik Clarke To rescue African Americans from intergenerational dependency on European Americans and their institutions - which is the psychological aftermath of 300 years of slavery - requires that we invert the seasoning process. Africans in large numbers first came to these shores as POWs and then they were systematically terrorized, methodically brutalized, deliberately mis-educated - in a word, "seasoned" - into accepting first slave status and now second class citizenship. But, before they were POWs, Africans were free and sovereign people. And that is where we must return; national sovereignty is our one and only destination. To get back home will require that we travel a well-defined path leading to a number of critical junctions. These junctions are important milestones that signal that we are indeed making progress and headed in the right direction. Reaching our destination of mental liberation requires travel in reverse order starting from our present-day status as quasi-educated, pseudo-citizens. We move next to the point of establishing a POW mind set and world view, which slowly awakens our Maroon consciousness, the consciousness of autonomous nationhood. As stated earlier, this journey of return to our source I call Dwt after the Kemetic word for the daily transformations occasioned by the rising and setting of the sun. Dwt, in essence, is a journey of rediscovery and reconnection that leads African Americans toward freedom and wholeness through three distinct stages of self-awareness and self-recognition. Stage I Start Point: Well-Seasoned, Mis-Educated Quasi-Citizen. The intergenerational Black dependency state (Lynch, 1712) demands an instruction of containment (Lynch, 1712) to produce an external locus of control (Rotter, 1966) and exclusive eurocentric world views and frames of reference (Woodson, 1933), which confines African Americans to conceptual incarceration (Nobles, 1986), and thus psychological enslavement by our assimilationist-integrationist fantasies and yearnings (Akbar, 1989). Stage II Mid-Point: ReAfricanized Black POWer Practitioner. As a result of constant sankofa practice, which incorporates a process psychologist Linda Myers (1988) calls Belief Systems Analysis, a system educator Mwalimu Shujaa (1996) calls the D-R-C method, and a perspective philosopher Erriel Addae (1996) calls nyansa nnsa da, the African American escapes from conceptual incarceration, internalizes his/her locus of control, and negates the "instruction of containment" inherent in European centered world views. The impetus to break the bonds of dependency is heightened with knowledge of the American tradition and legacy (1619-present) of White domination and oppression and the American tradition and legacy of Black resistance and triumph. Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep Page 8
  • 9. RBG Blakademics January, 2011 Stage III End Point: 21st Century Maroon Freedom Fighter. Self-emancipated from all forms of psychological slavery, centered in the best of traditional African philosophical belief systems and world views, empowered by an indigenous African religion and speaking at least one African language, the 21st century Maroon actively works for African American national sovereignty through service in Pan African nationalist organizations. Committed to restoring Maat (truth, justice, order, harmony, and balance) and terminating the maafa, Maroons are servant leaders in the tradition of Harriet Tubman, David Walker, Ida B. Wells, Marcus Garvey, Mary McLeod Bethune, Elijah Muhammad, Martin Luther King, Malcolm X, Fannie Lou Hamer, and Kwame Ture. Active in their families and communities as well as the larger African World, they joyfully embrace the role of scholar-warrior-family- nation builder as their life's mission and work (Akoto & Akoto, 2000; Williams, 1974). Conclusion "We ain't what we want to be, and we ain't what we gonna be, but thank God we ain't what we was." - African American Proverb Completing the journey from psychological enslavement/dependency, or Stage I, back to Stage III - group autonomy, world leadership and planetary restoration - is the cosmic assignment, divine mission, and thus supreme life challenge facing the African American people. This is the great task that our history and this century places before us. Taking it on requires unprecedented clarity, courage, and commitment. We begin, however, with the clear understanding that millions of African Americans are stuck permanently at Stage I. As well-seasoned, half-educated, quasi-citizens willingly deceived by illusions of inclusion, they are content to live out their lives as faithful servants to the European hegemony; they see no compelling reason to do otherwise. Only the complete collapse of the European world order would shake them out of their lethargic, myopic dependency of thought and deed. And those few who re-Africanize and reach Stage II are extremely susceptible to co- optation, content with the fact that they have a little knowledge, but not enough to build on what they have learned or to pass it on. Just as in the days of our Great Enslavement, many are called, but few are chosen. Only the boldest, the baddest, and the bravest dared to reach out for the freedom and the responsibility that Maroon life guaranteed. Perhaps one out of a hundred who re-Africanizes and self-emancipates will reach Stage III. But, that is all we need to win. Victory is ours when 21st century Maroon freedom fighters form trans-national family-based alliances to harness the political and economic power inherent in our historical vision of total African emancipation. Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep Page 9
  • 10. RBG Blakademics January, 2011 Glossary Belief Systems Analysis - Approach to transpersonal psychotherapy rooted in African philosophical principles and designed to move African people toward self-empowerment and wholeness (Myers, 1988). Conceptual Incarceration - State of being bound and limited in both thought and action by our self-imposed containment in European centered paradigms (Nobles, 1986). Dependency State - Psycho-emotional state of child-like reliance upon and subservience to White authority figures inculcated into Negro slaves by their masters (Lynch, 1712). D-R-C Method - Liberatory reasoning that posits thatt Africans must first deconstruct the formal canons of western thought (democracy, Christianity, capitalism, rationality, progress, etc.), reconstruct those Western concepts that are potentially transformative, and then construct new concepts based on our African traditions (Shujaa, 1996). Dwt - Kemetic (ancient Egyptian) term for dusk and dawn, which is the period between the rising and setting of the sun thought to usher in changes of consciousness (Nobles, 1990). Instruction of Containment - Type of pedagogy and curriculum designed to educate Africans for European servitude. Involves both mis-education and diseducation (Lynch, 1712; Woodson, 1933; Carruthers, 1996). Locus of Control - Seat of our sense of power, legitimacy and authority. Rotter posits that people have either an external or internal center of control (Rotter, 1966). Maafa - Swahili word for "disaster" first used by Marimba Ani to mean the past 500 years of European and Arab conquest, domination and exploitation of African people (Ani, 1984). Maat - Kemetic word for truth, justice, order, balance, harmony, reciprocity and propriety known to the ancient Chinese as the Tao. Also a moral code and standard of conduct for evaluating leadership and society (Karenga, 1988; Ashby, 1996; Hotep, 2000). Maroon - European (English) slave owner term for self-emancipated Africans, 1500-1863 (Price, 1967). Nyansa nnsa da - African centered liberatory orientation advanced by Kofi Addae (E. Roberson) that posits that African liberation turns on developing the capacity to think outside of and independent from the prevailing Eurocentric norm. A Twi phrase meaning "unlimited thought;" or "thought without boundaries" (Addae, 1996). Paradigm Shift - Ability to adopt another world view, which allows us to see the world from another angle or perspective (Kuhn, 1970). POWs - Prisoners of War. The status of the captured Africans stolen out of Africa by Western Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep Page 10
  • 11. RBG Blakademics January, 2011 Europeans and Arabs and then transported to the Americas, Europe, or Asia (Akoto & Akoto, 2000). Psychological Slavery - Incarceration in European belief and value systems that promote African allegiance and subservience to European political and economics needs (Akbar, 1984). Re-Africanization - Pan-African nationalist approach to African development rooted in cultural and intellectual traditions and practices found in both classical African societies (Akan, Kemet, Nubia, Zulu, Yoruba etc.) and the present-day African World Community (Shujaa, 1996; Akoto & Akoto, 2000). Sankofa - Traditional Akan epistemological concept which posits that wisdom is learning from our past to build for our future. References Addae, E. (1996). Nyansa nnsa da: Killing the enemy within. In To heal a people: Afrikan scholars defining a new reality. Columbia, MD: Kujichagulia Press. Adero, M. (1993). Up south: Stories, studies, and letters of this century's African-American migrations. New York: The New Press. Akbar, N. (1989). Chains and images of psychological slavery. Jersey City, NJ: New Mind Productions. Akoto, K. & Akoto, A. (2000). The sankofa movement: ReAfrikanization and the reality of war. Washington, DC: Oyoko Infocom. Anderson, J. (1988). The education of Blacks in the south, 1860-1935. Chapel Hill, NC: The University of North Carolina Press. Ani, M. (1994). Yurugu: An afrocentric critique of European cultural thought and behavior. Trenton, NJ: Africa World Press. Apetheker, H. (1968). Slave guerilla warfare. In To be free.- Studies in American Negro history. New York: International Publishers. Blassingame, J. (1979). The slave community: Plantation life in the antebellum south. New York: Oxford University Press. Borishade, A. (1996). Re-aligning African heads: Yoruba curatives for maafa-related ailments. Jacksonville, FL: Sankofa Productions. Clarke, J. (1991). Image and mind control in the African World: Its impact on African people at home and abroad. In Clarke, J. Notes from an African world revolution: Africans at the Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep Page 11
  • 12. RBG Blakademics January, 2011 crossroads. Trenton, NJ: Africa World Press. Farrakhan, L. (1993). A torch light for America. Chicago: FCN. Franklin, J. & Moss, A. (1994). From slavery to freedom.- A history of African-Americans. New York: McGraw-Hill. Franklin, J. & Schweninger, L. (1999). Runaway slaves: Rebels on the plantation. New York: Oxford University Press. Haley, A. (1976). Roots: The saga of an American family. New York: Dell Publishing. Hill, P. (1848). Fifty days on board a slave ship. Baltimore, MD: Black Classic Press. [Reprint 1993]. Jordan, W. (1968). White over Black: American attitudes toward the Negro, 1550-1812. New York: Penguin Books. Kambon (Baldwin), K. (1992). The African personality in America: An African-centered framework. Tallahassee, FL: Nubian Nation Publications. Katz, W. (1986). Black Indians: A hidden heritage. New York: Atheneum Books. Lynch, W. (2000). Let's make a slave: The origin and development of a social being called 'The Negro'. In Akoto, K. & Akoto, A. The sankofa movement. Washington, DC: Oyoko Infocom. Mellon, M. (1969). Early American views on Negro slavery: From the letters and papers of the founders of the republic. New York: Mentor Books. Muhammad, E. (1965). Message to the Black man in America. Chicago: MMI. Myers, L. (1988). Understanding an Afrocentric view: Introduction to optimal psychology. Dubuque, IA: Kendall/Hunt Publishing. Nobles, W. (1986). African psychology: Toward its reclamation, reascension, & revitalization. Oakland, CA: The Institute for the Advanced Study of Black Family Life and Culture. Nobles, W. (1990). The infusion of African and African American content: A question of content and intent. In Hilliard, A., Payton-Stewart, L., & Williams, L.(Eds), Infusion of African and, African American content in the school curriculum. Chicago: Third World Press. Oakes, J. (1983). The ruling race: A history of American slave holders. New York: Vintage Books. Parish, P. (1989). Slavery: History and historians. New York: Harper & Row. Price, R. (Ed.), (1979). Maroon societies: Rebel slave communities in the Americas. Baltimore: Johns Hopkins University Press. Rotter, J. (1966). Generalized expectations for internal versus external control of reinforcement. Reprinted in J. Rotter et al. Applications of a social learning theory of Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep Page 12
  • 13. RBG Blakademics January, 2011 personality. New York: Holt, Rinehart and Winston. Shenkman, R. (1988). Legends, lies, & cherished myths of American history. New York: Harper Perennial. Shujaa, M. (1996). Coming home again: Re-Africanization as personal transformation. In Addae, E. (Ed.), To heal a people: Afrikan scholars defining a new reality. Columbia, MD: Kujichagulia Press. Spring, J. (1997). Deculturalization and the struggle for equality: A brief history of the education of dominated cultures in the United States. New York: McGraw-Hill. Van Deburg, W. (1979). The slave drivers: Black agricultural labor supervisors in the antebellum south. New York: Oxford University Press. Wase, G. (1998). Maat: The American African path of sankofa. Denver, CO: Mbadu Pub. Washington, B. (1900). Up from slavery: An autobiography. Chicago: Lushena Classics [Reprint 2000]. White, D. (1985). Ar'n't I a woman?: Female slaves in the plantation south. New York: W.W. Norton. Williams, C. (1974). The destruction of Black civilization. Chicago: Third World Press. Wilson, A. (1993). The falsification of Afrikan consciousness: Eurocentric history, psychiatry and the politics of White supremacy. New York: AWIS. Woodson, C. (1933). The mis-education of the Negro. Washington: Associated Publishers. Wright, B. (1984). The psychopathic racial personality and other essays. Chicago: Third World Press. Copyright © 2002 Kwame Ture Youth Leadership Institute * See Robert Muhammad's article, "Mind Wars: Attack of the Songs!" Final Call (June 11, 2002), for an insightful analysis of the use of behavior modification - or mind control - techniques in hip hhop music. Uhuru Hotep is the creator of the Johari Sita: The Six Jewels of African Centered Leadership and the co-founder of the Kwame Ture Youth Leadership Institute. He currently serves as the associate director of the Spiritan Division of Academic Programs and the Michael P. Weber Learning Skills Center at Duquesne University. He can be reached at hotep@duq.edu Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep Page 13
  • 14. RBG Blakademics January, 2011 RBG BLAKADEMICS LIBRARY RBG Blakademics is the academic arm of RBG Street Scholars Think Tank, a Web 2.0 in Education Demonstration. This Educational Program and Research Project is Dedicated to Further Building the Hip Hop--Black Liberation Movement Connection by Combining Conscious Digital Edutainment with A Scholarly Self Directed Learning Environment. Designed, developed and curated by Marc Imhotep Cray, M.D. / bna RBG Street Scholar  Last updated:01 / 15 / 2011  Documents:282 1. RBG Africology 101 Curriculum Guidebook 2. RBG COMMUNIVERSITY OVERALL GOALS 3. RBG Street Scholars Think Tank Curricula Overview Booklet-2010 UPDATE/ Including mp3 Intros. 4. Video Basics, Herbert Zettl 5. Technology for Communicating Information See all 282 documents Dwt: A Tool for Breaking the Chains of Psychological Slavery/Uhuru Hotep Page 14