“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

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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A view into the sophisticated and highly advanced civilization that preceded the world of the pharaohs

• Presents historical evidence of the civilization ruled by the “gods” that the Egyptians claimed preceded their own

• Explains who these prehistoric people were, what happened to them, and why they built a series of pyramids along the west bank of the Nile River

The recent discovery of a large stone at one of Egypt’s oldest ruins presents physical evidence that clearly and distinctly shows the markings of a machining process far beyond the capabilities of the Ancient Egyptians. Likewise, experimental modeling of the Great Pyramid’s subterranean chambers and passageways gives scientific evidence to support the theory that the civilization responsible for such magnificent monuments is much older than presently believed.

The ancient Egyptians recorded that their civilization resided in the shadow of a kingdom of “gods” whose reign ended many thousands of years before their first dynasty. What comprised this Civilization X that antiquity’s most accomplished people revered as gods?

Malkowski examines the evidence from historical and technical points of view, explaining who these prehistoric people were, what happened to them, why they built their civilization out of granite, and why they built a series of pyramids along the west bank of the Nile River.

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Women of Sufism (A Hidden Treasure)

About This Book:

Helminski was the first woman to publish an English translation of the Qur’an and has built a career out of reprinting classic Sufi materials. This collection of primary sources casts a spotlight on the roles women have played in Sufi history: because Sufism sheds hierarchical and social distinctions in favor of a total consummation with the Beloved (Allah), women have always held an important position, says Helminski.

The collection opens with early writings about Sufi women, most of which were written by men, and some of which have only recently been made available in English. Here we learn of Rabi’a al-’Adawiyya, an eighth-century saint about whom many legends were composed, and the ninth-century healer Lady Nafisa, who was renowned for her Qur’anic knowledge and whose tomb is still a sacred destination for spiritual pilgrims of many religious traditions.

Helminski goes on to offer writings by and about Sufi women up to the present day, including poetry (Rumi has some competition!), folklore, prayers, songs and journal entries. Helminski does a fine job of introducing each subject, placing each shaykha (female teacher) in her historical context and explaining why she should be remembered. Some of the contemporary women are particularly interesting, such as Russian-born Sufi author Irina Tweedie, who describes her gradual path toward Sufism. This collection of women’s voices is a rich and varied resource for understanding women of “The Way.”

Book Review:

I am amazed at how women’s spiritual lives from the past keep resurfacing to inspire us today. In Women of Sufism, Helminski has selected stories, dreams, prayers and visions of female saints through the ages, from the time of the first Sufi women in the seventh century through to the present day. The stories span the many regions of the world where Sufism has been practised, including Asia, Africa, the Middle East and Europe.

The mystic women documented in this anthology weave their spiritual knowledge into their family life, their household tasks, daily actions, and even into their carpets and wall hangings. They are strong in their devotion and let nothing deter them from their personal connection with the Beloved. The stories give a sense of the importance and acceptance of women as teachers.

The titles of the chapters are themselves intriguing and give a glimpse of what the stories hold: A Jewel of Knowledge, The Enraptured Ones, My Soul is a Woman, Mother Love and The Fragrance of Prayer are just a few.

The book contains many short, penetrating stories about Rabi’a al-Adawiyya, an eighth-century mystic. In the chapter A Doorkeeper of the Heart, one of my favourite tales illustrates how Rabi’a’s saintliness did not depend on showiness: “One day Hasan of Basra saw Rabi’a down by the riverside. He came and sat beside her, spread his prayer-rug on the surface of the water, and said, ‘Come sit with me and pray.’ ‘Do you really have to sell yourself in the market of this world to the consumers of the next?’ said Rabi’a. Then she unrolled her own prayer-rug in thin air and sat on it. ‘What you can do fish can do, Hasan, and what I did any fly can do. Our real work is beyond the work of fish and flies.’”

It is clear from the care people took to write down their dreams that they were important to the Sufis as instruments of the teachings. In this tradition, dreams are considered spiritual realities, often bearing glad tidings and providing a route through which God can communicate with devotees. The chapter Hidden Ways contains the dreams of at-Tirmidhi’s wife, which he recorded in his autobiography. The inner link was so strong between husband and wife that she would dream teaching dreams for him.

In another chapter, modern-day scholar Michaela Ozelsel documents her experience of a traditional solitary retreat. Isolated in a small apartment in Istanbul with enough supplies to last forty days, she describes how inner peace unfolded and a “polishing of the heart” occurred.

Women of Sufism is a great resource for understanding women’s ongoing search for the Divine. “It is becoming strongly clear that there will continue to be more and more stories of women of Spirit to shareas women in the current era rediscover their rightful role as equal partners on the spiritual path as well as in the world of daily human duties.” It is very important that we open to the spiritual knowledge, intelligence and vision of the feminine at this time in history.

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“The Lord giveth and Lord taketh away.” Job 1:21

“Shall we indeed accept good from God, and shall we not accept adversity?” Job 2:10

The Job mysteries encourage the initiate to master “Self,” pierce through the veil of illusion and gain active use of the seven divine cosmic principles. Within the scope of the physical components of the earthly experience, the life process as a system of initiation, urges the adept to first learn two universal principles that begins the chrysalis process of higher self fulfillment. These two principles are as follows: 1) the principle of rhythm and 2) the principle of polarity.

The mastery of these two universal and cosmic principles increases the growth potential of the initiate that undergoes the journey of the Job mysteries. Once completely understood, life as an initiation process begins to make more sense and the initiate then begins to seek greater challenges for greater enlightenment and psycho-spiritual mastery.

The life process can be symbolically observed from the standpoint of a swinging pendulum. If life were to be dissected and manipulated with the understanding that chaos has an origin of order, the initiate could then learn to utilize the seven universal and cosmic principles against one another to produce more definite outcomes in the chaotic expression termed life.

As stated earlier, the life process if viewed as a pendulum swinging in equal measurements to the left and then to the right, one could then grasp the sequences of human existence. This represents the principle of rhythm. This principle states that if the pendulum swings to the left, then it ultimately has to come back to the right in equal distance and in equal time.

The next principle to be mastered is the principle of polarity. This principle teaches that if there is a positive, then there has to be a polar opposite: the negative. Combined, these principles (polarity and rhythm) teach that both good (positive) and evil exist and “will” be experienced in the Rhythms of Time. This principle dictates that the pendulum that swings to the left of negativity has to eventually swing to the right of positivity with equal distance, equal momentum and in equal time. With this understanding of the universal and cosmic principles, the initiate quickly learns that God (Allah) is not the blame for destruction, calamity, the fall of nations, economic hardship and health deficiencies. It is not God, but the universal order of physical existence that has to obey the cosmic and universal principles that govern man and other creations on the Plane of Assiah (plane of manifestation).

Once the adept begins to process these principles and make them a part of their intricate being, thus the mastery of polarity and rhythm, the initiate then moves toward the understanding of the principle cause and effect and subsequently the other four principles that government existence on the Plane of Assiah. Combine these three principles and the concept of Karma begins to take shape.

The ills of life are not personal as man is not singled out by God (Allah). Man in his state of natural growth, must learn to utilize the universal principles for his/her benefit as he/she learns to master self, his/her environment, his/her mind, his/her emotions and his /her vibrational self. Then M.A.N. will learn to be a governor instead of the one being governed.

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-Zothyrius Ali El

Book Description:

“It is offered not as a textbook nor as a scientific discussion, but merely as reading entertainment founded on the life history, social struggle, and customs of a little-known people.”–From the Preface

C. A. Weslager’sDelaware’s Forgotten Folk chronicles the history of the Nanticoke Indians and the Cheswold Moors, from John Smith’s first encounter with the Nanticokes along the Kuskakarawaok River in 1608, to the struggles faced by these uniquely multiracial communities amid the racial and social tensions of mid-twentieth-century America. It explores the legend surrounding the origin of the two distinct but intricately intertwined groups, focusing on how their uncommon racial heritage–white, black, and Native American–shaped their identity within society and how their traditional culture retained its significance into their present.

Weslager’s demonstrated command of available information and his familiarity with the people themselves bespeak his deep respect for the Moor and Nanticoke communities. What began as a curious inquiry into the overlooked peoples of the Delaware River Valley developed into an attentive and thoughtful study of a distinct group of people struggling to remain a cultural community in the face of modern opposition. Originally published in 1943,Delaware’s Forgotten Folk endures as one of the fundamental volumes on understanding the life and history of the Nanticoke and Moor peoples.

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“The Moors organised that wonderful kingdom of Cordova, which was the marvel of the Middle Ages, and, when all Europe was plunged in barbaric ignorance and strife, alone held the torch of learning and civilisation bright and shining before the Western world.” (Quoted in Ameer Ali Syed, Short History of the Saracens, p. 115.)

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“A great amount of research in a highly organized manner. It is of vital importance to the African-American and the world community. This information is essential for professionals and everyone to utilize in lifestyle and to self.” (William Richardson, M.D., Atlanta Clinic for Preventive Medicine, GA)

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Over the past several years I have been asked to put together in one volume the most important evidences showing the correlations and common teachings between Kamitan (Ancient Egyptian) culture and religion and that of India. The questions of the history of Ancient Egypt, and the latest archeological evidences showing civilization and culture in Ancient Egypt and its spread to other countries, has intrigued many scholars as well as mystics over the years. Also, the possibility that Ancient Egyptian Priests and Priestesses migrated to Greece, India and other countries to carry on the traditions of the Ancient Egyptian Mysteries, has been speculated over the years as well. In chapter 1 of the book Egyptian Yoga The Philosophy of Enlightenment, 1995, I first introduced the deepest comparison between Ancient Egypt and India that had been brought forth up to that time. Now, in the year 2001 this new book, THE AFRICAN ORIGINS OF CIVILIZATION, MYSTICAL RELIGION AND YOGA PHILOSOPHY, more fully explores the motifs, symbols and philosophical correlations between Ancient Egyptian and Indian mysticism and clearly shows not only that Ancient Egypt and India were connected culturally but also spiritually. How does this knowledge help the spiritual aspirant? This discovery has great importance for the Yogis and mystics who follow the philosophy of Ancient Egypt and the mysticism of India. It means that India has a longer history and heritage than was previously understood. It shows that the mysteries of Ancient Egypt were essentially a yoga tradition which did not die but rather developed into the modern day systems of Yoga technology of India. It further shows that African culture developed Yoga Mysticism earlier than any other civilization in history. All of this expands our understanding of the unity of culture and the deep legacy of Yoga, which stretches into the distant past, beyond the Indus Valley civilization, the earliest known high culture in India as well as the Vedic tradition of Aryan culture. Therefore, Yoga culture and mysticism is the oldest known tradition of spiritual development and Indian mysticism is an extension of the Ancient Egyptian mysticism. By understanding the legacy which Ancient Egypt gave to India the mysticism of India is better understood and by comprehending the heritage of Indian Yoga, which is rooted in Ancient Egypt the Mysticism of Ancient Egypt is also better understood. This expanded understanding allows us to prove the underlying kinship of humanity, through the common symbols, motifs and philosophies which are not disparate and confusing teachings but in reality expressions of the same study of truth through metaphysics and mystical realization of Self.

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