“The aim of education should be to teach us rather how to think, than what to think – rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.”

What is education and how should it be implemented for the development of a genius generation? These are the questions we must ask before we initialize the action of the Asiatic genius. One of the elements that separate conscious beings from other created beings is knowledge and the application of knowledge. Simply having knowledge alone is not enough. Educators and parents have to become intimate with the foundation of self knowledge and how it feeds the development of the Asiatic child. Teaching Self Knowledge, Self Identity and the Application of Knowledge allows for active growth and ongoing evolution of the mental faculties. Teaching the child how to seek constant growth and how to reflect on the knowledge obtained distinguishes them from others that simply learn to replicate information.

Education encompasses both the Earthly and Divine principles that foster the cultivation of the psycho-spiritual gifts for the purpose of advancing, aiding and improving civilization. If these aims are not the end result, then the process of education did not take place. Rather domestication and training occurred to maintain a certain structure and order of operation (subjugation).

Parents and educators, both, must develop an appreciation of self knowledge; however, they must also develop an appreciation for the application and implementation of knowledge as this educational component cultivates the individual: their mind, body and spirit. Ultimately, this educational process brings the child, then adult, closer to attaining their purpose for being. During the development and application of a holistic educational curriculum, the concept of self-cultivation and psycho-social development corresponds to the child’s surroundings and is vital to the overall educational framework as it teaches and links the child to understanding their role in their community and society with 1) proper service of themselves, 2) proper service to their family, 3) proper service to their community and 4) proper activity, participation and contribution to their nation, the world and the Universe.

However, we have to consider the problems that exist in the current so-called educational structure. The foundation of this system revolves around the acquisition of material substance. Breeding the child to think from an individualist perspective. Opposing the idea of collective thinking and contribution creates, within the child, an addiction for material gratification and constant external reward. An education system that fosters this type of thinking encourages division and leads to individuals never being ‘whole,’ as they constantly seek external rewards for satisfaction, thus creating a never ending cycle of false satisfaction, thrill seeking and psycho-social destructive behavior.

All ancient educational systems taught the child how they were directly related to the Universe and the Creator of the Omniverse. Proper education begins with teaching the child how the part relates to the whole, creating a systemic understanding and thinking process (e.g. cells create tissues, tissue creates organs, and organs create organ systems). Teaching the child in this manner allows the child to develop a holistic connection to their surroundings, their family, the society and their nation. 

If the educator, teachers and caregivers, provide a limited knowledge to the child then the child will demonstrate those restrictions in their behavior and action. The capacity of a child’s brain is limitless and if the challenge for the development of their brain does not exist, then their potential will be limited. Therefore, if the teacher and parent are constantly growing and developing themselves, then so will the child continue to grow and awaken the latent genius that exists within them. An education system that promotes upward progression, encompasses and reflects Self Mastery and the mastery of the heavens that reside within and round us all. The science of the creator is infinite and the science, whether Geometry, Mathematics, Law, Health, Agriculture, or Language, all play an integral role in the gnosis of the Most High.

As an example, we may need to take a look at an educational facility that has demonstrated how an Asiatic Child should be educated and the types of accomplishments that can be made with a solid curriculum in place. Take, for example, the Marcus Garvey School founded in 1975 by Dr. Anyim Palmer. The school provides educational services for Pre-School, Elementary and Middle School aged children. Focusing on teaching the Asiatic child from an African-center perspective, the school has become a guiding light and an example of what is achievable with the Asiatic child.  Let’s take a look at some of the accomplishments taking place at the Marcus Garvey School:

• Two year olds learn to recite the alphabet in multiple languages (English, Ki Swahili and Spanish)

• Three year olds are able to recall the major bones in the body along with being able to identify all 50 states

• Four year olds are capable of reading at a third through sixth grade level

• Third graders score higher on reading and math than children attending public for gifted children
 
• The students at the Marcus Garvey School are generally three or more grade levels above the national average in both reading and mathematics

The astounding fact about this school, and its ability to truly teach Asiatic children, is the fact that these accomplishments continue to build upon themselves, compounding and creating an active mind and an eager mental environment for learning and knowledge assimilation. When children are taught inside an environment where their esteem and identity is the focal point within the educational curriculum, the awakening of the genius (the Ptah Factor) is a duplicable process that quickens the genius element and prepares the Asiatic being for perpetual growth.

For the child to be an effective learner and achiever, the knowledge of self has to become a large part of the cultivation process which ties into the child’s divinity and educational mechanism that links him or her to the understanding of their higher self. Additionally, when the child sees the curriculum as a holistic extraction of self, they perform better, behave better and achieve more. It is best for the child to learn they are the subject and topic of discussion, whether directly or indirectly. Showing the child how Mathematics, Chemistry, Language, Economics, Agriculture and Health are all related to him/her, the child learns more quickly and experiences success which leads to greater esteem and a desire to reach greater heights for the benefit of civilization.

It is imperative, however, that we teach the children about active thinking and how their minds are the key to total success: the Master Key. Teaching the child about the power of positive thought improves self image, linking them directly into the lessons of self and mutual respect. Having this understanding improves behavior and lends to the development of a more productive and cohesive society. However, a curriculum that fails to teach the child these elements of Self, lends to an environment of mischief, mental insecurities, psychological ailments and individualistic tendencies. This is an important reason why Moorish/Asiatic history must be incorporated into the curriculum, studied and “actively” celebrated, giving the child the experience of that which they are studying. It must also be understood, that under the current so-called educational system, Asiatics learn how to use their “street smarts” and survival skills to navigate through unfavorable situations and environments. They are not educated as to how to develop favorable situations that creates the environment for Love, Truth, Peace, Freedom and Justice. Placing images and derogatory language in the midst of a young and impressionable mind lends to the development of an Asiatic entity that operates contrary to that which builds, maintains, teaches and progresses a nation. 

It is well understood why and how the Asiatic Moorish male and female were denied and deprived Knowledge of Self. This tactic acted to disconnect the Asiatic from the potentialities that exist within Self. The deliberate mis-education blocked the psyche from any concrete knowledge of accomplishment and from linking one’s self to its natural birthright, inheritance and divine covenant.

The development and demonstration of the educational systems throughout must be in place to foster the genius in Moorish/Asiatic children. However, the adult teachers, parents, caregivers and educators, themselves, must be dedicated to the ongoing learning process themselves.

-Zothyrius Ali El, MBA/GM

How ancient Egyptians understood quantum theory:

• Investigates the history of how modern religion and the Age of Science were inspired by the sacred science of the ancients

• Examines how quantum theory explains that the cosmos arises from consciousness

• Reveals the unanimity between Schwaller de Lubicz’s “sacred science” and the science of a cosmos governed by quantum mechanics

Since the dawn of the Age of Science humankind has been engaged in a methodical quest to understand the cosmos. With the development of quantum mechanics, the notion that everything is solid matter is being replaced with the idea that information or “thought” may be the true source of physical reality.

Such scientific inquiry has led to a growing interest in the brain’s unique and mysterious ability to create perception, possibly through quantum interactions. Consciousness is now being considered as much a fundamental part of reality as the three dimensions we are so familiar with. Although this direction in scientific thought is seen as a new approach, the secret wisdom of the ancients presented just such a view thousands of years ago.

Building on René A. Schwaller de Lubicz’s systematic study of Luxor’s Temple of Amun-Mut-Khonsu during the 1940s and ’50s, Edward Malkowski shows that the ancient Egyptians’ worldview was not based on superstition or the invention of myth but was the result of direct observation using critical faculties attuned to the quantum manifestation of the universe. This understanding of reality as a product of human consciousness provided the inspiration for the sacred science of the ancients–precisely the philosophy modern science is embracing today. In the philosophical tradition of Schwaller de Lubicz, The Spiritual Technology of Ancient Egypt investigates the technical and religious legacy of ancient Egypt to reveal its congruence with today’s “New Science.”

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He takes the manipulation of the human race and the nature of reality to still new levels of understanding and he calls for humanity to rise from its knees and take back the world from the sinister network of families and non-human entities that covertly control us from cradle to grave.

His most staggering revelation is that the Earth and the collective human mind is manipulated from the Moon, which, he says, is not a ‘heavenly body’, but an artificial construct – a gigantic ‘spacecraft’ (probably a hollowed-out ‘planetoid’) – which is home to the extraterrestrial group that has been manipulating humanity for aeons.

He describes what he calls the ‘Moon Matrix’, a fake reality broadcast from the Moon which is decoded by the human body/mind in much the same way as portrayed in the Matrix movie trilogy. The Moon Matrix has ‘hacked’ into the human ‘body-computer’ system, he says, and it is feeding us a manipulated sense of self and the world 24/7.

We live in extraordinary times. On one side we are seeing the imposition of a global Orwellian State of total surveillance and control by those who serve the Moon Matrix, and on the other a fantastic energetic transformation is taking place – what David calls the ‘Truth Vibrations’, a phenomenon he first predicted in 1990 and used as the title of his first book after his ‘eyes opened’.

The Truth Vibrations are awakening vast numbers of people to remember who they really are – infinite, eternal Consciousness.

Humanity is at a fork in the road and it is time to make a choice. Are we going to awaken to our true genius and potential as Infinite Consciousness? Or are we going to remain entrapped in body/mind and the manufactured illusions of the Moon Matrix?

One choice will give us freedom and potential on a scale we could not have thought possible, while the other will condemn us and our children to a global fascist/communist dictatorship on a scale that would make George Orwell wince.

You cannot read Human Race Get Off Your Knees and be the same person you were when you picked it up. It is life-changing, reality-changing and its information, if acted upon, will set us free.

We are infinite consciousness using a brain and a body as tools to live in this holographic universe. We are confined to the world of three dimensions and the “laws” of physics, which are “laws” only because we’ve been conditioned to accept them as such. In the real world, the paradise which is our birthright, life is a “dream.” 

Since the “dream” world and the “waking” world are two sides of the same coin, humans have been tricked into thinking one is real and the other is fantasy. In fact they both are fantasy. Covering both spirituality and Law, this book covers many areas of interest.

Writings ways that discuss ways of getting out of our enslavement, I recommend the introductory book “Freedom” by Veronica Chapman and Marc Stevens’ “Adventures in Legal Land”. More advanced is Menard’s wonderful “With Lawful Excuse” available as an ebook from the WorldFreemanSociety; however, a free look (on youtube) at Menard’s “Bursting Bubbles of Government Deception” is another reference that correspond to Icke’s writings in this book. 

Other recommends, the “Prequel” and ”Bursting Bubbles of Government Deception,” also available from WorldFreemanSociety, providing the basics for coming to grips with “With Lawful Excuse”. Some of these books refer to English or Canadian law, but all countries in the common wealth along with those that have British law as their legal foundation (e.g. the United States of America).

Icke’s book, “Human Race Get Off Your Knees” provides insight, from Icke’s perspective, about how the inhabitants of Earth are enslaved, manipulated and breeded for control.

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Despite the explosion of works on African Americans and religious history, little is known about the Muslims who came to America as slaves. Most assume that what Muslim faith any Africans did bring with them was quickly absorbed into the new Christian milieu. But, surprisingly, as Sylviane A. Diouf shows in this new, meticulously researched volume, Islam flourished during slavery.

This book presents a history of African Muslims following them from West Africa to the Americas. It details how, even while enslaved, many Muslims managed to follow most of the precepts of Islam.

Literate in Arabic, urbane and well-traveled, they drew on their organization and the strength of their faith to maintain successful, cohesive communities and to play a major role in the most well-known slave uprisings.

Servants of Allah is the first book to examine the role of Islam in the lives of both individual practitioners and in the American slave community as a whole, while also shedding light on the legacy of Islam in today’s American and Caribbean cultures.

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Before Ivan Van Sertima began revealing the indisputable truth about the Moors, there was Stanley Lane Poole. Stanley Lane Poole first published the book The Story of the Moors in Spain in 1886. The year Noble Drew Ali was made manifest on the plane of manifestation (Assiah).

The Story of The Moors after Spain describes in detail how the united houses of Ferdinand and Isabella resolved on the expatriation of the Moors; however failing to acknowledge the risks of the exile of the master minds of the Spanish civilization. No sooner was Granada fallen, thousands of Moors left Spain only to cross the strait to Africa to establish Moorish strong points, such as Tunis, Shershel, Oran, Algiers, continuing the display of Moorish genius.

The Story of The Moors after Spain is a dynamic work, and its resurrection today to an intellectually thirsty readership, along with S. Lane Poole’s general body of work and other literary contributions from authors addressing Moorish history, coincides with the contemporary movement of conscious Moors to awaken the general masses to an almost obscured and “forgotten,” but relevant history. Moorsgate.com recommends both The Story of the Moors in Spain and The Story of the Moors after Spain be studied as foundational works for an understanding of a hidden story of greatness.

- Review by Zothyrius Ali El

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