New Education Principles 101 Textbook: New Education Principles 101 will revolve around a list of Educational Priorities and selected online essays. Find essays by scrolling down this page. Instructor: Mba Mbulu

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Class #5

MORE EDUCATIONAL PRIORITIES

(1) Black educators must introduce new subjects and make them impact on Black students and the general education arena.

(2) Black educators must approach traditional subjects differently, that is, from a different philosophical perspective.

(3) Black educators must employ different educational and assessment value systems.

Class Assignment

Read the essay that follows on Intelligence. Be able to relate that essay to the educational priorities listed above. Also be prepared to respond to the following questions.

(1) Can a people who are ashamed of the way they talk do a fair job of assessing their intelligence? Will that people's "elite", consciously or otherwise, imitate others in order to substantiate their personal "intelligence"?

(2) Does it matter what white people think about the intelligence of Black People or a Black individual? As best as you can, respond to this question from the perspective of a colonized person and a person who has not been colonized.

(3) The essay on Intelligence makes at least two vital points that are crucial to the education of Black People. What do you think those points are?

(4) Why was an athlete used as an example in this essay?

(5) What does white people's opinion of the intelligence of Black People say about the intelligence of white people?

(6) If traditional Black educators were convinced of the intelligence of Black students, would this essay have been necessary?

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Essay #5: Intelligence

Intelligence precedes language, so how a person talks does not have anything to do with that person's level of intelligence. Intelligence also precedes formal education, so how a person does in an educational environment does not have anything to do with that person's level of intelligence. And, intelligence precedes white power and racism, so what a white power advocate thinks about the level of any individual's intelligence is more a reflection of that advocate's ignorance than anything else.

Intelligence is both a subconscious and conscious process that involves (1) collecting data (2) processing that data (3) making a decision- either conscious or subconscious- and (4) acting in accordance with that decision. Because of Napoleon Bonaparte's ability to collect relevant military data, process that data, make a decision and act on that decision, white power advocates call him one of the greatest generals of all time. Because of Albert Einstein's ability to collect mathematical data, process that data, make a decision (devise mathematical theories) and act on that decision (devise experiments to test those theories), white power advocates call him a mathematical genius. Because Einstein and Napoleon carried out these processes so slowly, white power advocates are able to see the separate stages of the processes as they unfold and attach intelligence related value to each of the stages.

But when the separate stages take place at a much more rapid pace, it takes a person of greater intelligence to see the separate stages unfold and attach intelligence related value to each stage. Persons who are not as intelligent as they would like to be only see the final product or result, take that as the entire process and apply a term to the final step as if it were the entire process. It is for that reason that white power advocates are apt to refer to the "athletic ability" of Black athletes, and insinuate that what Black athletes accomplish athletically does not require a high degree of intelligence. White power advocates come to that conclusion because that is the only conclusion their level of intelligence will permit them to come to.

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Barry Sanders could not be the productive running back he is if he did not have the intelligence to rapidly collect data, process that data, make a decision and act in accordance with that decision. In fact, he is going through the stages of this high level process so rapidly that people of lower intelligence don't realize what is taking place. Because they can't see the stages of the process as they unfold, they think what they see (a spin move, for example) is all there is to the process. That type of thinking is typical of people whose intelligence is not as high as they think it is.

When the people who evaluate you are intelligent, it is worthwhile to be concerned about what they think of your capabilities, cerebral and otherwise. However, when the people who evaluate you are not intelligent enough to understand that their level of intelligence renders them incapable of making an intelligent evaluation, then you should not be the least bit concerned about what they think of your capabilities. Common sense, that highest level of intelligence, should tell you that.

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