RBG Africology 101 Curriculum Guidebook, July 2012 Updates


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RBG Africology 101 Curriculum Guidebook, July 2012 Updates

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RBG Africology 101 Curriculum Guidebook, July 2012 Updates

  1. 1. Africology 101 Guide by RBG Street Scholar 2012 RBG CommuniVersity "We Are Afrikan People” …Wherever We Were Born No matter where we were born in the world. Afrikan (Black) People are historically and culturally linked. Our history, identity, and culture are rooted in the many thousands of years of development of Afrikan civilization on the Afrikan continent. This is a consequence of the ever forward movement and motion of the New Afrikan masses. It is from this historical march of our people (Afrikan [Black] People) that we derive our African culture, the sum total of material and spiritual values created by our people. It is this invincible weapon, Afrikan culture, that has always served to fight against all forms of oppression and exploitation, to move forward New Afrikan People and Afrikan civilization…
  2. 2. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]ICEBREAKER VIDEO: RBG BLACKADEMIXTAPE VOL.1-Talib Kweli Feat. RBGStreet Scholar- Ballad Of The Black Gold "...To be Afrocentric is to seek African agency in every situation, analysis, or critique..."RBG Communiversity 2
  3. 3. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR] "Africology is the Afrocentric study of African phenomena. This is in keeping with my belief that definitions should be meaningful, establish boundaries, and have substance. If one cannot define the name of the field and give it meaning, then a field may not exist. I do not try to define Africana Studies, for example, because I do not know what it means in practical terms. I can define African Diaspora Studies but the definition frightens me because it isolates Africa from the rest of the African world. These are some knotty issues that are avoided when we say Africology. To say it is the Afrocentric study means that it is not the Europeanstudy, the Arab study, the Christian study, etc., of the phenomena, but theAfrocentric study which clarifies where we are coming from in our approachto the study of the phenomena. To be Afrocentric is to seek African agencyin every situation, analysis, or critique... " [emphasis mines]See: Africology 101: An Interview with Scholar Activist Molefi Kete Asante byItibari M. Zulu, Th.D. Click to Meet Our ProfessorsRBG Communiversity 3
  4. 4. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]The "re-Afrikanization Revolution" at RBG Communiversity revolves aroundHealing and Revolution of the individual and collective mind, body and spiritof New Afrikan people through educational discourse, activities andsocialization rooted in our history and world experience as Afrikan people. Healing is work, not gambling. It is the work of inspiration, not manipulation. If we the healers are to do the work of helping bring our whole people together again, we need to know such work is the work of a community. It cannot be done by an individual. It should not depend on people who do not understand the healing vocation….The work of healing is work for inspirers working long and steadily in a group that grows over generations, until there are inspirers, healers wherever our people are scattered, able to bring us together again. --Ayi Kwei Armah— http://wysinger.homestead.com/nubians.htmlRBG Communiversity 4
  5. 5. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR] In the words of Sekou Toure “to us, Revolution means the collective movement initiated by a group of men or by a whole people, and supported by their conscious determination to change an old degrading order into a new, progressive order in view of ensuring the safeguard and development of collective and individual interests, without any discrimination whatsoever. The People’s Revolution, to us, remains thus a collective consciousness in motion, and a collective movement guided by conscience and whose ultimate aim is the continued progress of man and the People.” From: http://www.panafricanperspective.com/ture2.htmAFRICOLOGY and RBG EDUCATION:We are defining and representing Africology as the study of andparticipation in our Afrikanity and humanities Afri-essence.Africology at RBG Communiversity setsout to tell “the truth about Black people”See: The Truth About: Black People and Their Place inWorld History, by Dr. Leroy Vaughn, MD, MBAIt is a deep layered journey into Who WeWere and Who We Are down to the level ofour collective ancestral unconscious; includingour language, history, culture and educationalways, empathizing evidence of ourcontributions to world history and civilizationand thus, our own present day probability,possibility and potentiality. Of course anyserious education of Afrikan people is bestbegan with a study of Kemet (Ancient Egypt)and Classic Nile Valley Civilizations...and this is precisely the course wechart. So africology at RBG Street Scholars Think Tank, and within thisclassroom in particular, is meant to be a cultural development andsocialization process anchor, transmitted in the context of what Dr. Clarkecalls the "eternal now" (overstanding that there is no separation betweenthe past, present and future-all of history is a current event, and all currentevents are history).RBG Communiversity 5
  6. 6. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]The lessons we offer are intended to reflect the cultural continuity andrecurring spiritual and pedagogical themes of Afrikan peoples education andsocialization across space and time; from ancient classic Nile ValleyCivilizations to West Africa and throughout the diaspora, right on up to ourpresent day experience here in the hells of north America. So the processdoes not put in as much as it draws out what is already pre-existing in ourmind and spirit (our collective ancestral unconscious).See: The RBG Street Scholar Melanin Papers-2012 Updates, RBG Street ScholarWALK WITH ME, THE FOLLOWING IS A GUIDINGSYNOPSIS: A Chronology of Ancient Egypt and Nubia “LIKE IT IS” "Dr. Ben Teaches while in Kemet "RBG Communiversity 6
  7. 7. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR] In classical Afrikan (kemetic) phiolosophy the human being and human reality were governed by the basic divine law of “to be a spirit”. the moral mandate of afrikan humanity was “to become and in becoming”---the persuit of such divine law and moral mandate was reflective of ones persuit of godliness. Education was key to this process-to become and in becoming a more perfect being. For our Afrikan ancestors education and schooling was ultimately about a person being transformed fromAxioms of Kemet- by Itibari M. a lesser material being to a greater spiritual being.ZuluThis volume is a selectedintroductory literary interpretationof ancient Kemetic (Egyptian)literature organized in thematicsections based on literaltranslations of the Medu Neter intoEnglish, self-consciously organizedto bring a new audience to thesplendiferous wisdom of ancientKemet. Click to read the full screen view An Overview of our Curricular Standards RBG Blakademics ACTI- Afrikan Centered Thematic Inventory RBG Communiversity 7
  8. 8. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]Some questions education relevant to Afrikan peoples development shouldAsk and Answer:FUQ (frequently unasked questioned)  Who am I?  Why am I where I am?  Why do I think as I do?  Could I think differently?  Why am I feeling the way I feel right now?  What will happen if I ignore this feeling?  Is there another way to interpret the world / and my situation in it?  What part do/did I play in my situation?  Why do I expect my circumstances to change if I continue to do the same things the same way?  Is this way of living my last resort or is it Plan A?  Do I have a Plan B?  Should my Plan B be my Plan A To help your answers, watch the following video:Learn more: RBG DR. JOHN HENRIK CLARKE STUDIES COLLECTIONRBG Communiversity 8
  9. 9. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]RBG CommuniVersity addresses the above metioned FUQ (frequentlyunasked questioned) in a uniquely thought provoking manner, by allowingour historians, scholars, raptivists, poets, authors and revolutionaries to dothe teaching, and thus serve as our objectifiers. The school is a series ofscholarly revolutionary higher education multimedia environments,presented using an Interactive Edutaining Teaching Methodology. TheCommuniVersitys target audience is the Hip Hop Generation (Blacks / NewAfrikans born between 1965 and 1984) and their children. RBG Black and Africana Studies e-Books Collection 67 Books and DocumentsWith strict attention to developing our student’s basic education skills in the contextof the highest standards of academic excellence, suitable for one to confidently sitfor high stake exams (ie. SAT/ACT and MCATs, LSATs), we simultaneously advancethe psycho-emotional healing and spiritual upliftment of our people by providingKNOWLEDGE, WISDOM AND OVERSTANDING of the historo-cultural, socio-politicaland psycho-educational experiences of Africans in America in away that RADICALLYREAPPRAISES EDUCATION from the pained and angry perspective of the oppressedblack community; while at the same time advancing an Afrikan centered academicprocess and solutions that are cognitive, psycho-motor and experiential in nature.Our approach is an integrated one as against subject-based segmentation.Including: > computers & information technology,> history and cultural development,> religion and spirituality,> sociology,> political science,> creative productions/ entertainment,> education,> health promotion and disease prevention> economics and> psychologyRBG Communiversity 9
  10. 10. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]The method is a multimedia interactive one. Lessons offered are comprisesof all four forms of media, images/graphics, text, audio and video. Thus,learners are able to grasp concepts and access information in a multifaceted,multi-tired manner.These survey lessons are supported by linkouts to booksand websites for deeper layered learning. This is what I have coined the"RBG Learning Method". It enables you to cover , absorb and assimilatelarge amounts of information and data in short packets of time. This isbecause the functionality of the various curriculua are not predicated on rotememory, rather lessons are progressively advancing integrated interactiveprocesses- on the most basic level you learn by dynamic rhythm andsymbolism. The interaction of the various media and your interacting with itis what teaches you so intently. Therein lays the staying power of theapproach. All media components ( image, text, video and audio ) re-enforce,support and validate each other. This is why we suggest that you go to fullscreen view to interact videos with images more completely.For example, studying RBG will teach you computer skills in real time. This isto say, in order for one to study lessons in a given classroom or learningenvironment it requires scrolling up and down to activate and deactivateother media...thus providing a cognitive, psycho-motor and experientialactivities / learning task simutanously.Another example would be configuring your computer with RBG tools andapplications (apps) in order to make it smarter. But, the learning has to besmart enough to make the school smarter. Its like progressing to anotherlevel. The more you play with the school to make it smarter, the smarter itmakes you. Downloading and installing the RBG4Lif eduTainment Toolbar/Campus Map/Navigator will enableyou to enjoy the richest RBG Experienceand provide the potential for the highest level of curricular integration.N.B. UNTIL YOU LEARN HOW TO NAVIGATE THE SCHOOL’S MULTIPLE LEARNING ENVIRONMENTSWITH PROFICENCY , IF YOU HAPPEN TO CLICK A LINK / EXTENSION AND IT LANDS SOME PLACEUNINTENDED, YOU CAN ALWAYS HIT YOUR BACK BUTTON TO PREVENT YOU FROM GETTINGFURTHER LOST IN THE RABBIT HOLD. ONE OF THE MANY FUNCTIONS OF OUR SNAP PREVIEW TOOLIS TO PREVENT YOU FROM GOING SOMEWHERE YOU DONT WANT TO GO.RBG Communiversity 10
  11. 11. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]The Afrikan & Traditional Afrikan American Family Worldview /Definitional System / Conceptual Framework vs The European:>we, ours, us--not I, me, mines >cooperative--not competitive>groupness--not oneness>collectivism-- not individualism>spiritual-not material primacy>man & women were a complimentary dualism--not man vs women>man in harmony with nature--not man vs nature>peace and harmony--not violence and greed...and I can go on and on.So, RBG Communiversity’s New Afrikan education says:"I am because WE ARE and because we are therefore I AM.See: What happens to and with me happens to My Family> My Community> The New Afrikan Nation (Afrikans in America) > To the Afrikan Race (Of course we should remember race is a European construct devised to oppress Afrikan people for their own political economic advancement). See The History of Racism Video PlaylistRBG Street Scholar-Value Systems as the Foundation of Educational ParadigmsBy RBGWORLDOFJAHRBG Communiversity 11
  12. 12. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]HOW TO GET THE MOST OUT OF RBGz EDUBLOGS: AKOFENA "sword of war " symbol of courage, valor, and heroism The crossed swords were a popular motif in the heraldic shields of many former Akan states. In addition to recognizing courage and valor, the swords can represent legitimate state authority.We refer to RBG Blogs as EduBlogs. The assets therein represent a series ofmultimedia digital classrooms (over 500 to date). Each blog has multipleinter-related lessons and each lesson has its own links /extensions fordeeper layered study. Lessons are sectioned off by RBG dividers. We do notexpect, nor do we recommend, that the serious learner attempt to covereverything in any given classroom in one session. Rather, we recommendthat you study/enjoy/draw lessons at a pace that is most comfortable foryou, bookmark the classroom and come back to continue where you left offat another point in time. So, the graduated learning process thatcharacterizes the various inter-related and integrated RLOs (ReusableLearning Objects) and media assets is captured by the learner engaging theprocess. RBG is very intuitive and acute, so it gets smarter as the navigatoradvances in knowledge and skill. Lessons in classrooms of any given learningenvironment are related (horizontal integration), all the classrooms of thatparticular learning environment are related (vertical integration), and thevarious learning environments (websites / networks) are related (concentricintegration). Thus the school is not only Afrikan in its conceptualization andcontent, but also, and most distinguishably, in its methodology- In otherwords the college is behaving as "Dr.Marimba Ani teaches "Let the Circle BeUnbroken". The acute learner inculcates the concept of Afrikan unity byRBG Communiversity 12
  13. 13. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]interacting with the school. In this since, RBG is not only academic butexperiential as well.One knows when they know how the communiversity works when she/he isable to get anywhere from anywhere in two clicks-across the 5,000 plusRLOs and media assets presently available online. It is at that point thecommuniversity becomes a supreme scholarly research and content resourcetool in the learners own work. She/he is now ready to cipher off assets tocreate her/ his own derivitive products, to do their own teaching from.To Learn More About How the CommuniVersityWorks see: HOW TO START YOUR STUDIES AT RBG COMMUNIVERSITYRBG Communiversity 13
  14. 14. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]WHY RBG (AFRIKAN CENTERED) EDUCATION IS SOIMPORTANT: AKOBEN "war horn" symbol of vigilance and wariness Akoben is a horn used to sound a battle cry.With the present day high rates of Black on Black homicide, suicide, andimprisonment and a rise in single-parent homes, rampant police brutality,unprecedented unemployment, and Blacks use of popular (ENEMY) culture(through music, video games and popular movies) to celebrate "anti-intellectualism, ignorance, irresponsible parenthood, drunkenness, dopedealing, weed smoking, cocaine, x-pills, loose sexual behavior and criminallifestyles / thuggism"; we have chose to design a curriculum that, ratherthan getting caught up in the entertainment / BLACKPLOTATION aspects ofthe hip hop / rap industry, will use hip hop culture/rap within a historo-cultural, socio-political and psycho-educational framework to address thesevarious death walks forthrightly. Our new methodological style is intended toget our young people to begin to think critically about themselves, theirworld and their role as people of Afrikan descent.RBG Communiversity 14
  15. 15. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR] MATE MASIE "What I hear, I keep" symbol of wisdom, knowledge and prudence The implied meaning of the phrase "mate masie" is "I understand". Understanding means wisdom and knowledge, but it also represents the prudence of taking into consideration what another person has said.What is Culture & Why is it so important to propereducation?Wade Nobles defines culture as “a process which gives peoplegeneral design for living and patterns for interpreting their reality”Its“aspects” he says are ideology, ethos and worldview; its factorsare ontology, cosmology and axiology; and its “manifestations”consists of behavior, values and attitudes. [From Wade Nobles,Africanity andthe Black Family 1985, pg. 103}Culture is not one of life’s luxuries:it is life itself.“Culture” may be defined as“the integrated pattern of human knowledge, belief, andbehavior… language,ideas, beliefs, customs, taboos, codes, institutions, tools,techniques, worksof art, rituals, ceremonies, and other related components…” (EncyclopaediaBritannica, 1989). At times,“culture” and “civilization” have been regardedas synonymous; at others,culture has been regarded as the end andcivilization the means. In anthropologicalterms, culture encompasses abroad range of material objects, behavior patternsand thoughts. In westernsociety, culture is commonly regarded as something high brow, a luxuryrather than a necessity. Certain activities are deemed to constituteculture,while others are excluded. RBG argues that a democratic culture where thereis access, respect, coherence and/or relevance in the peoples interest is notaluxury, but a basis for human and social development and New Afrikanpeoples survival… Video RBG-THE CHOICE: CULTURE VS THE SHOWDOWN, fNana Kuntu-The War CorrespondentRBG Communiversity 15
  16. 16. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR] Our scholars teach more on the subject of culture in the Video-Driven PowerPoint Series that follows:RBG Communiversity 16
  17. 17. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR] All of RBGz EduTainment / teaching-learning methodologies and content are presented in the tradition and spirit of Afrikan Symbolism (as well as our rich oral / musical traditions) as this is the way we learn, interpret and experience the world as Afrikan people--a right brain (hemisphere) function. This teaching/learning strategy goes to demonstrating the cultural-spiritual continuity of Afrikan people across time and space (from Kemetic to West Aafrikan to the diaspora). Thus, the learner that is a hearer is provided with the opportunity to grasp deeper meaning, and the hearer that has become a listener through mastering hearingreceives meaning that is deeper still. Becoming a master hearer > masterlistener is the pre-requisite to becoming a teacher / healer in Afrikaneducational pedagogy. So we are applying a traditional philosophical preceptin the context of our westernized experience to project us in a positive andunified manner, working together doing what we do best for the collectiveadvancement of the group. It is the reason why one of our rules ofengagement is "a picture (image/symbol) is worth more than a thousandwords". RBGz images / symbols are what make you think (Think Tank) andlearn so intently, and also what makes you feel so inspired. So we teach thesame lessons on multiple levels to strike a responsive cord with our wholefamily by integrating all four forms of media(image, audio, video and text) in any givenlesson/topic/subject. This is important to dobecause if our young people dont seethemselves in what we want them to learn thenhow can we blame the for not wanting to learnit! Hence the problem with us and Euro-education (mis-education and dis-education).Furthermore, we are also demonstratingcomputer skills that you will not learn at M.I.T., Adinkra Symbols: A New (Nu )but are nonetheless more germane and in Afrikan Aphorist Collectionkeeping with our way for development as aNew Afrikan people.RBG Communiversity 17
  18. 18. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]WHY DO WE SAY “WE ARE AN AFRIKAN PEOPLE?”: AYA "fern" symbol of endurance and resourcefulness The fern is a hardy plant that can grow in difficult places. "An individualwho wears this symbol suggests that he has endured many adversities and outlasted much difficulty." (Willis, The Adinkra Dictionary)"We Are Afrikan People”Wherever We Were Born No matter where we were born in the world.Afrikan (Black) People are historically and culturally linked. Our history,identity, and culture are rooted in the many thousands of years ofdevelopment of Afrikan civilization on the Afrikan continent. This is aconsequence of the ever forward movement and motion of the New Afrikanmasses. It is from this historical march of our people (Afrikan [Black]People) that we derive our African culture, the sum total of material andspiritual values created by our people. It is this invincible weapon, Afrikanculture, that has always served to fight against all forms of oppression andexploitation, to move forward New Afrikan People and Afrikan civilization.RBG Communiversity 18
  19. 19. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]AFRIKAN CENTERED EDUCATION AND RBGzEDUCATIONAL MISSION: ANANSE NTONTAN "spiders web" symbol of wisdom, creativity and the complexities of life Ananse, the spider, is a well-known character in African folktales.RBG Blakademics ACTI- African Centered Education is a system ofAfrikan Centered Thematic sequentially planned educational opportunities Inventory provided for African heritage children, youth and young adults to develop the necessary and required skills to participate in the global marketplace with specific interest on the upliftment and empowerment of their African- American communities and the total development and growth of the African continent. (Dr. E. Curtis Alexander)RBG Communiversity’s educational mission is to develop in each learner aLuv of learning by providing an Afri-Centered interactive learningenvironment that fosters problem solving, critical & creative thinking, artisticexpression and positive character development (through the principles ofNguzo Saba & MAAT / see below ) -- combined with a rigorous basicRBG Communiversity 19
  20. 20. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]education skills development program that includes the language arts, math,science, and computer / information technology domains. VIRTUES OF MAÁTMAÁT: The symbolic representation of Maát as a human figure withoutreached hands and wings, is the Netcher of the weighing of the soul inancient Kemet. The heart of the deceased was believed to be the seat of thesoul and it was where ones virtues resided. This symbolic weighing of theheart against the feather of truth (Maát) was performed to established therighteousness of the deceased. The scale of Maát was balanced after therecitation of the "42" Declarations of Innocence or Admonitions of Maát. pg.91, NVCTC.The Neophyte or students ultimate aim in Kemet was for a person to become"One with God" or to "become like God." The path to the development ofgodlike qualities was through the development of virtue, but virtue couldonly be achieved through special study and effort. According to George G. M.James in his timeless work Stolen Legacy writes: The following of the 10virtues were sought by the Neophyte in ancient Kemet. In the final analysis,the ancient Kemites sought Maát or to be more correct they sought tobecome one with Maát, the cosmic order.(1). Control of thoughts (2). Control of actions(3). Devotion of purpose(4). Have faith in the ability of [your] [teacher] to teach [you] the truth.(5). Have faith in [yourself] to assimilate the truth(6). Have faith in [themselves] to wield the truth(7). Be free from resentment under the experience of persecution.(8). Be free from resentment under the experience of wrong.(9). Cultivate the ability to distinguish between right and wrong and(10).Cultivate the ability to distinguish between the real and the unreal"TRUTH IS LIKE LIGHTING WITH ITS ERRAND DONE BEFORE YOU HEAR THE THUNDER"Dr. Gerald Massey.RBG Communiversity 20
  21. 21. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR] Principles of MAÁT Truth Justice Harmony Balance Order Reciprocity ProprietyAdmonitions of Maát (Concepts for Living in Balance)1)I have not committed sin2)I have not committed robbery with violence3)I have not stolen4)I have not slain men and women5)I have not stolen food6)I have not swindled offerings7)I have not stolen from God8)I have not told lies9)I have not carried away food10)I have not cursed11)I have not closed my ears to truth12)I have not committed adultery13)I have not made anyone cry14)I have not felt sorrow without reason15)I have not assaulted anyone16)I am not deceitful17)I have not stolen anyones land18)I have not been an eavesdropper19)I have not falsely accused anyone20)I have not been angry without reason21)I have not seduced anyones wife22)I have not polluted myself23)I have not terrorized anyone24)I have not disobeyed the law25)I have not been excessively angry26)I have not cursed God27)I have not behaved with violence28)I have not caused disruption of peace29)I have not acted hastily or without thought30)I have not overstepped my boundaries of concern31)I have not exaggerated my words when speaking32)I have not worked evil33)I have not used evil thoughts, words or deedsRBG Communiversity 21
  22. 22. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]34)I have not polluted the water35)I have not spoken angrily or arrogantly36)I have not cursed anyone in thought, word or deed37)I have not placed myself on a pedestal38)I have not stolen that which belongs to God39)I have not stolen from or disrespected the deceased40)I have not taken food from a child41)I have not acted with insolence42)I have not destroyed property belonging to God A section of the Egyptian Book of the Dead written on papyrus showing the "Weighing of the Heart" in the Duat using the feather of Maat as the measure in balance. Image Source: http://en.wikipedia.org/wiki/File:Egypt_dauingevekten.jpg Video Explains Download the e-Book Egyptian Book of the Dead, the Papyrus of AniRBG Communiversity 22
  23. 23. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR] “PRINCIPLES FOR DAILY AFRIKAN LIVING” NGUZO SABA: THE SEVEN PRINCIPLES (N-GOO-ZOO-SAH-BAH)While the Nguzo Saba are commonly linked to theyearly Kwanzaa celebration, they have year-roundapplicabilty and should be reviewed frequently. Inaddition to the Nguzo Saba, other Kwanzaacomponents (such as libations) also come into useduring the year. If you want to study our Kwanzaamaterial, it can be accessed from The OfficialKwanzaa Web Site .UMOJA (00-MOE-JAH) UNITYThe first principle is a commitment to the idea of togetherness. This principleis a foundation; for without unity, neither the family nor the community cansurvive. National African-American unity begins with the family. Opendiscussions of family problems and their probable solutions are veryimportant.RBG Communiversity 23
  24. 24. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]KUJICHAGULIA (CO-GEE-CHA-GOO-LEE-AH) SELF-DETERMINATIONThe second principle is a commitment to building our lives in our own imagesand interests. If we, as a people, are to achieve our goals we must take theresponsibility for that achievement upon ourselves, for self-determination isthe essence of freedom. This day calls for a reaffirmation of our commitmentto Afrikan Americans struggle to build a more meaningful and fulfilling life.UJIMA (00-GEE-MA) COLLECTIVE WORK ANDRESPONSIBILITYThe third principle encourages self-criticism and personal evaluation, as itrelates to the common good of the family/community. Without collectivework and struggle, progress is impossible. The family and the communitymust accept the reality that we are collectively responsible for our failures,as well as our victories and achievements. Discussions concerning eachfamily members responsibility prove helpful in defining and achieving familygoals and the community at large. Take time to reflect on your expectationsfrom life: discuss your desires and hopes with family and friends. On thisday you should try to determine if this purpose will eventually result inpositive achievements for family and community.KUUMBA (KOO-M-BAH) CREATIVITYThe sixth principle of the Nguzo Saba relates to building and developing ourcreative potential. It involves both aesthetic and material creations. It isessential that creativity be encouraged in all aspects of African Americanculture. It is through new ideas that we achieve higher levels of living and agreater appreciation for life. Each family member should find creative thingsto do throughout the year that will enhance the family as a whole. On thisday, poetry reading, songfests, dance exhibitions and the like, can aid inpromoting the Importance of Kuumba.IMANI (E-MAH-NE) FAITHThe seventh principle is belief in ourselves as individuals and as a people.Further, it is a commitment to the development of the family and thenational African-American community. African Americas goal of freedomrests significantly on our belief in our own ability and right to control ourown destiny. Without Imani (faith), there is no possibility of victory.RBG Communiversity 24
  25. 25. July 2012 [AFRICOLOGY 101 GUIDE BY RBG STREET SCHOLAR]UJAMAA (00-JAH-MAH) COOPERATIVE ECONOMICSOut of the fundamental concepts of "African Communal Living" comes thefourth principle of Kwanzaa. In a community or family, wealth and resourcesshould be shared. On the national level, cooperative economics can helpAfrican-Americans take physical control of their own destinies. On this day,ideas should be shared and discussed for cooperative economic efforts toprovide for needs as related to housing, education, food, day care, health,transportation and other goods and services.NIA (NEE-AH) PURPOSEThe fifth day of Kwanzaa is a day for reviewing our purpose for living. Eachfamily member should examine his/her ability to put his/her skill or talent touse In the service of the family andMaulana Karenga, Ph.D.7 September 1965This interactive document was designed and edited by rbgstreetscholar (Marc Imhotep Cray, M.D.) for study, sharing and download.RBG Communiversity 25