“The effectiveness of an educational system can be seen in the community and society through which it serves. The current state of society reflects a social system that has numerous titles and degrees, but very little resolve in the areas of suffering, moral structure, character development and social cohesiveness. Hence an active existence of an “inverse pyramid” society where intelligence and moral integrity are shunned while simultaneously, ignorance and under-developed psycho-spiritual attributes are rewarded with prestige, financial gain and social power.” - Zothyrius Ali El

Moorish Americans are facing a future that requires that they become serious about the educational development of their children. The current educational and psychosocial foundations of our society are presently being corroded by a system of standards that encourage intellectual mediocrity, spiritual degradation and a lack of moral and character development. A lack in these departments threatens our very future. It is now paramount that Asiatics (Moorish) take control of the education process that nourishes the children, if not, the “business of education” and the “business of corrections” are only going to grow larger and the product of these institutions will be, in mass, the Asiatic (Moorish) male and female. This brutal industry capitalizes on the lack of educational, spiritual and moral development which in turns uses these raw materials (Moorish Americans) and processes them so that everyone gets their share of this financially lucrative entity.

In this machine of “Control” the politically weakest groups are stripped of human character and replaced with price tags and bar codes. This destructive state takes the gross national product and process them through the police departments, then through the law offices, then through the court offices, then through the corrections system, then through the parole offices, and the cycle, in many cases, repeats its self. Without proper control of the education system, the illusion of education will continue to produce the raw materials for this cycle of manipulation, control and dominance. However, this level of dominance and control takes place on multiple levels as the “Higher Education” institutions teach how to advance in the corporate world as opposed to how to control your own interests, affairs, business communities and ethnic enterprises. This type of “Higher Education” perpetuates the following questions: Why haven’t the Moorish Americans developed a business (social) class? Why are other ethnic groups controlling how their needs are served? Why do Asiatics financially support other ethnic groups and entities, and then seek them for employment? These are the questions that the rest of the world is asking of the Asiatics of North America.

In this day and time, the Moorish (conscious and unconscious) are earning the greatest amount of degrees, but simultaneously loosing the greatest amount of business territory and social and political power, which displays a warning signal that there is something wrong with the direction and ideology of this “Higher Education” system. It is obvious that these degrees are degrees for servants, which only prepare the Asiatic mind for service for “someone else’s” agenda and interest. Militarily speaking, it would go against the strategy of war to teach the enemy how to take control and usurp your power, territory, economic stability and well-being. This is what the current education system is all about. To combat this system, serious decisions need to be made regarding the children and the future generations that extend beyond them. They must be prepared mentally and their character must be cultivated and nurtured so that they can make better decisions which would allow greater power and control over their community, business affairs and interests and social prosperity.

Please understand that this in not to discourage Asiatics from entering institutions of higher learning, but a challenge to change the social and psychological direction of those that seek advancement and progress. The true purpose of education is not to teach the children to work at a large corporate office, or seek “equal employment opportunities,” but to educate the children to have superiority in their world and to deal with the world as an entity of influence and prestige, not as an entity for service. Nations seek advancement and progress for themselves and their citizens, not to be at total service to another nation. Moorish Americans, like other national citizenry, must develop, through proper education, the potential of their youth for the purpose of enhancing intelligence, motivation, character, spiritual connectedness to the path of their ancient forefathers and foremothers, social direction and scientific thought development.

It is important to know and understand that it is “not” what the parents have in terms of material substance, but the “upright” action(s) and the system of values that reflects wisdom and intelligence for the enhancement of the children that make the most difference in the active guidance and development of the child. The need for complex abstract thinking allows the child to see, with inner sight, the intricate system of dominance that is the cause of their social impairment. Rational and logical thought allows the parent and the child to act carefully as opposed to being demanding and reactionary; which is a result of concrete thinking and immediate sensation fulfillment.

To work past the status of “dominated,” select intellectual, social, behavioral and organizational abilities “must” be developed, cultivated and nourished within the very genetic and psychological framework of the Asiatic (Moorish) child. Otherwise to repress and suppress these abilities would only perpetuate a state of dominance and servitude on that child, those children and the many generations that would follow. The conditioning of the rat on the running wheel and the conditioning of Pavlov’s dog is a reality amongst humans and this level of conditioning first takes place within the psyche of the child. To ensure a higher sense of educational training, the child must be taught the importance of sequential thinking and implications, the ability to read between the lines and ask “what does this mean for the future?” This type of training will automatically intrigue the child and encourage them to study the past, connect it with the present and project in into the future as opposed to “living for the moment.”

The ability of Moorish Americans to project into the future permits us to act upon the present so as to influence the future. One way to break the cycle of concrete thinking is by increasing the children’s understanding of language and communication, enhancing the child’s socio-emotional development, refining the child’s ability to learn and teaching the child how to connect their physio-behavioral interactions with their social environment to construct intelligence and a platform for the acquisition of basic knowledge. A thorough understanding of the previously mentioned areas allows the improvement of overall cognitive and behavioral development which creates a holistic and balanced Asiatic psyche.

These areas help to bridge the relationship between intelligence and experience that establishes a nation for improvement in their ability to explore and expand their dimensions of social, spiritual and psychological development. The proper educational implementation of developmental psychology, as related to the Asiatic mind, helps generate positive experience which in turn formulate the mental fabric of intelligence that determine the character and power of later intelligence. This is also the product by which social and educational interactions are established with the psychosocial and physical environments. Therefore, from infancy to early childhood and on through adolescence, it is paramount that the child’s intellectual potential and inbreed learning instruments be revealed, developed and nurtured with the ideal that the child, graduating into the (psycho-social/spiritual) state of adulthood, learns how to further development their mental, intellectual and spiritual abilities after their educational experience(s) have concluded in an classroom setting.

This level of education, while utilizing a total perspective for critical self examination of the Asiatic for the purpose of progress and development, teaches the child how to press pass the envelope of “self containment” and recognize the detriments of mind limitation, spiritual confinement and social stagnation. In understanding, collectively, the role of a proper and proactive education, the teacher teaches and the child learns the infrastructure of mental slavery and how to combat it at its most subtle level of implementation. As the child learns to extrapolate knowledge and wisdom from every external and internal source and experience, the child learns to develop and cultivate his/her mind and intellect; which, thereby, develops their soul.

These are the type of minds that build pyramids. These are the type of minds that cure disease. These are the type of minds that act in a true and just manner. These are the type of minds that will bring balance to this plane of existence. These are the children of Islam.

Proverbs 22:6 “Train up a child in the way he should go, and when he is old he will not depart from it.”

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- Grand Sheik: Zothyrius Ali El