Outline: Thesis: An investigation of the infrastructure which supports
white supremacy; historical perspective, analysis, and account of the "u.s.a."
educational system, how this system effects Afrikan persons and causes their
behavior to be as if they are a part of the psychopath's system; reviewed with
perspective solution.
I. Key terms
A. white supremacy
B. institutionalized racism
C. psychopathic racial behavior
D. menticide
E. infrastructure
II. Author's note
III. Historical background A. Perspective B. Analysis C. Account of
educational system
IV. Causes of Afrikan psychopathic racial behavior
V. Prospective Solution
VI. Conclusion
Author's Note:
All spellings of u.s.a., united states, whites, and the like are purely
intentional as a point of emphasis and to symbolize my non-participation in the
racial psycho-pathology.
How does education in main stream society contribute to psychopathic
racial behavior and how does this behavior manifest itself? Answering this
question demands a clear definition and understanding of the nature of the
objective of white supremacy and its primary function. An investigation of the
infrastructure which supports this objective is key in comprehending the
psychopathic racial personality. A historical perspective, analysis, and account
of the "u.s.a." educational system, how this system effects Afrikan persons and
causes their behavior to be as if they are a part of the psychopath's system;
and reviewed with a perspective solution.
Historically, white supremacy has sought to control the minds, bodies,
and spirits of all it encounters. Education in historical perspective, is no
exception; it is the rule. In other words, education like health care, food,
clothing, housing, economics (capitalism), government, institutionalized racism,
and all other institutions are the "supporting cast" (the infrastructure) for
the "main performer," white supremacy. White supremacy is white genetic
survival. Because white people are genetically deficient in the chemical melanin
(which produces skin pigment, moral character, defends against disease, and
other qualities) they are most likely, as the minority in the world, to suffer
annihilation. White genetic survival is, therefore, a desperate action to insure
non-extinction. This insurance can only take place if people of color (who are
most capable of producing white genetic annihilation) are subdued, oppressed,
suppressed, or indoctrinated to support an infrastructure which does not lend
itself to their survival, but instead, to the survival of white genetics. The
educational system is one tool for this purpose.
The objective of main stream society, is that "education should aim at
destroying free will so that after pupils are thus schooled they will be
incapable of thinking or acting otherwise" (Epperson 383). Schools are the tool
of government, designed to mold the character that the government desires.
Further, the "u.s.a." educational system's schools are designed with the
intention and purpose of providing individualized psycho-social therapists. This
is not acceptable because white genetic survival is the root of this
psycho-social treatment.
The psycho-social treatment for people of color is self-hatred. For
example, children in school learn that everything Black or of color is bad and
everything white is good; ie: angels food cake is white and therefore, good;
devils food cake is brown and therefore, negative; the white knight rescues the
princess, a positive; the bad guys in westerns wear Black, a negative; the Black
mark on one's record is negative; an accountant never wants to be in the "red,"
it's negative; the Black market is negative; and the list is endless. The esteem
which is associated with being Black or of color must be attacked and lowered
for white genetic survival to take place. Another primary example of white
supremacy instilling self hatred within people of color is reflected in the
educational system's decision to use drugs like ritalin to control the behavior
of Black male youths (the objects of experimentation with drugs which attacks
the melanin centers in the Black hue-man). Thus, psychopathic racial behavior
begins to come into focus.
Any serious criticism of white supremacy is designed to be
psychologically impossible! Compulsory, mandatory statewide public school
education was first submitted as a bill in 1779 to the Virginia legislature by
Thomas Jefferson. Promotion of the concept of national public education is a
preliminary step to the One World Order which is the ultimate goal of white
supremacy: world control/domination. The states replace parents with so called
state approved parents. "These new parents are called teachers. These
state-approved parents also have two unions...the National Education Association
(NEA) and the [u.s.a.] Federation of Teachers (AFT)" (Epperson 389).
The psychological illness of the united states runs deep. It perceives
the parental task of raising and educating children as a burden which should be
the responsiblity which properly falls on society and government. We need to
understand the aim of the school system. The aim, according to Epperson, it to
"change the social values of the child away from values that have traditionally
been considered" (386). Educational planners move mothers into the work force
and out of the home so that values can be taught to children by the state. This
is accomplished through inflation. Inflation is a convenient economic tool, of
the governmental portion of the infrastructure supporting white supremacy, which
creates a need for family day care centers for working mothers as a solution to
a fabricated problem.
The nightmare of white supremacy, in the goal of psychological control,
is independent schools. "The greater the portion of our youth who attend
independent schools, the greater the threat to our democratic unity" (Epperson
388). White supremacy has the support and assistance of the united states
government.
The government is assisting those who wish to eliminate the option that
remains to the objecting parents: the private school. For instance, on May 20,
1979, the 'supreme court' struck down legislation that gave parents a tax break
should they opt to send their children to a private school, hence requiring
those parents to pay for their children's education twice: one to the public
schools and then again to the private school (Epperson 388).
Epperson aptly states the sinister plans of white supremacy through
government in relationship to education today, "government schools make it a
matter of policy to spend as much money as possible and impart as little
knowledge as possible" (391). This tactic is designed to demonstrate the power
of the establishment which simultaneously keeps the scholars ignorant to the
government insiders who truly monopolize the power.
How the system affects Afrikan persons comes into clearer focus. The
Focus: the Mental Process! Education's goal is control, not education. This is
evident in an interview with Dr. John Henrik Clarke where he discusses the fact
that Black minds are "up for grabs" in respect to who will control them. Also,
he states that education is industry, contracts, repair contracts, and textbook
contracts. The quality of textbooks and information, which is included or
excluded, contributes greatly to what is taught and what is not; the control
process hinges on this fact.
Dr. Leonard Jeffries, in his July 20th, Albany NY lecture, states that
those who seek to control Black minds, know exactly what they are doing; the
stripping of Afrika is significant in world history (which is by design). This
reflects the reality that the "existing educational system is not isolated from
the existing cultural-socio-eco-political- system of the united states... which
is racist; there's no way you can insulate or isolate the education system"
(27). The illusion is to think of education as race-neutral and politically
neutral. Nothing could be further from the truth. Education is a part of
institutionalized racism (which is a part of the white supremacist
infrastructure). To be educated by a system which does not find it within its
best interests to teach Afrikan children in a manner which does not fulfill the
goal and objectives of racism (ie: white genetic survival) renders the system
dialectically in opposition with itself.
We come to realize, as a result of critical Black thinking, that the
psychopathic racial behavior of Blacks evolves from a source which is white. In
their book, The Psychology of Blacks An Afrikan-American Perspective, written by
Joseph L. White and Thomas A. Parham, they state eloquently, "the Afrikan's
personality and identity reflects a pathological adaptation to white u.s.a.
society's racism resulting in low self-esteem and a heightened sense of self
hatred (42). Whites are psychopathic (morally bankrupt because they lack melanin
which builds moral character). They ignore the difference between right and
wrong especially when it comes to issues of race. Whites "have no morality where
race is the variable" (White & Parham 5). This lack of morality allows the
white supremacist system to enslave Afrikans globally through menticide (the
deliberate and systematic destruction of the Afrikan mind) and through control
of all life sustaining institutions.
With a history of psychopathic white supremacy, a racist educational
system, and menticide, psychopathic racial behavior manifests itself with a
misunderstanding of self: Blacks patterning themselves after the psychopaths
(whites). For example, whites kill Blacks; Black are never taught to kill
whites; therefore, Blacks kill Blacks. Dr. Bobby E. Wright, in his book, The
Psychopathic Racial Personality and Other Essays, effectively expresses this
concept, "Black students must be taught that white educational institutions are
the matador's cape that protects him from Black scientific inquiry (analysis)
which would expose an unthinkable depth of psychopathology" (4). We must,
therefore, make every effort to rise above the psychopathic racial personality.
What is the solution? Truly, no absolutes exist. There are some positive
dynamics which grow out of the Black Liberation Movement: Afrikan Independent
Schools. These schools take Afrikans and lift them to their rightful place of
greatness; in the words of Molefi Asante in his book Afrocentricity, he
comments, "Afrikans are at the center of u.s.a. history" (94). Independent
Afrikan schools ring into consideration Afrikan cognition. Gaining control of
our minds will be a major factor in freeing the Black mind o the psychopathic
racial personality.
Psychopathic racial behavior manifests itself in areas of esteem, Black
on Black crime (menticide), and a
relinquishing of responsibility for life sustaining institutions for Blacks; ie:
food, clothing, shelter, health, marital institution (monogamy), economics,
education, etc.
Systemic oppression, the offspring of white supremacy (white genetic
survival), creates self destructive behaviors which are taught in the public
schools. Alternative Afrikan Independent schools are the hope for a new
cognition which allows the psychosis to perish and an Afrikan ethos to rise
again. Independent schools are the nightmare of white supremacy. Long live this
nightmare!
