Φερντοουσί, ο Παραδεισένιος: Εθνικός Ποιητής Ιρανών και

“Life will give you whatever experience is most helpful for the evolution of your consciousness. How do you know this is the experience you need? Because this is the experience you are having at the moment.” - Eckhart Tolle

Cosmic Sun Pyramid Talon Abraxas

Beyond Afrocentrism: Prerequisites for Somalia to lead African de-colonization and de-Westernization

What follows is the quasi-totality of my response to a Somali scholar, intellectual and activist, who happened to be a very good personal friend since the early 2010s and my days in Somalia. Being a perspicacious reader, my good friend, who originates from two different tribal backgrounds and has an unmatched knowledge of his great but recently (since 1991) beleaguered nation, noticed several recent articles of mine in which I call for a definite and irreversible replacement of the Anglo-French colonial rule in Africa with a genuine, secular African-Chinese-Indian-Russian alliance.

The Great Cat - Horus (Messiah) defeats the Ancient Serpent - Seth (Anti-Messiah); wall painting from the Tomb of Pashedu (TT3) in Deir el Medina (Luxor West)

Afrocentrism will be a total failure if it is thought to be just an African intellectual's thought, idea, theory or ideology. Theorizing is already part of Western intellectuals' falsehood and evildoing. Philosophy is nonsensical, absurd, false and inhuman. There was never 'philosophy' in Africa, because it would be viewed as deviation and decay. Contrarily, in Ancient Africa there were Truth, Transcendental Spirituality, Primordial Myth, World Conceptualization, Supratemporal Eschatology, and Spiritual-Material Synergy. So, the primary tasks of African Afrocentric intellectuals involve the irrevocable obliteration of all Western terms and their replacement with Oriental African concepts, notions, terms, values and virtues. Consequently, there cannot be "an Afrocentric University", because this term follows a Western pattern. Offering herewith an example, I suggest that every institution in which African students will learn the truth should be called after the Ancient Egyptian term "the Place of Truth" and the instructors "Servants in the Place of Truth". This title was associated at the time with all the great scholars specializing in mummification and in the preparation of the human soul for the Hereafter. However, this has always been the value of life, learning and knowledge according to all the varieties of African culture: material life is subject to moral judgments that enable us to gain eternal life.

Contents

Introduction

I. Decolonization and the failure of the Afrocentric Intelligentsia

II. Afrocentric African scholars should have been taken Egyptology back from the Western Orientalists and Africanists 

III. Western Usurpation of African Heritage must be canceled.

IV. Afrocentrism had to encompass severe criticism and total rejection of the so-called Western Civilization

V. Afrocentrism as a form of African Isolationism drawing a line of separation between colonized nations in Africa and Asia

VI. General estimation of the human resources, the time, and the cost needed

VII. Decolonization means above all De-Anglicization and De-Francization

Introduction

Realizing what is at stake and being well acquainted with earlier African attempts for a final decolonization (notably the intellectual-academic sphere of Afrocentrism and the political activists of African Renaissance), my friend, who has the same age with me and who studied, lived, worked and prospered in the USSR, Canada, Yemen and Pakistan, wrote to ask me how Somalia could eventually contribute to or lead the African decolonization and de-Westernization movement, thus taking the Black Continent to the next stage and justifying the great expectations that were created across Africa back in 1960, due to the independence and the unification (of only two out of the five parts) of Somalia.

At this point, I have to add that the present response is only the first of three letters that I planned to send to my friend. The urgent need for worldwide decolonization and de-Westernization has become a major issue for great nations, organizations and alliances, like the BRICS+. Many people across the world would therefore question the entire conversation, stating that presently Somalia is too small, too weak, and too disunited in order to possibly undertake international tasks that seem to be best suited rather to some of the world's leading states.

I believe that, although this approach may be shared by many people, it is ostensibly very shallow. This is so because stronger a nation is, more difficult it becomes for their rulers, elites, and people to undertake an in-depth self-criticism, reassessment, and restart or partly rectification. In other words, a better organized nation is by definition more conservative and therefore less inclined to changes; these traits and conditions have been attested repeatedly throughout History.

Consequently, when it comes to colonization and Westernization, self-scrutiny must be very deep, and this -at the national level- can be extremely painful. That is why, in Russia, de-Westernization will be a far more difficult process to be carried out than in India.

Taken into consideration that Westernization (not only behavioral-cultural but mainly educational-academic-intellectual) is tantamount to alteration, corruption and degeneration, one has to underscore at this point that national identity is not necessarily proportionate to national independence. It is quite possible that an educationally-academically-intellectually corrupted nation, although in possession of an independent state, has minimal national consciousness (because of their entirely Westernized education), whereas an enslaved nation struggling to achieve national independence may have fully preserved their national identity and intellectual originality.

Back in January 2021, I explained exactly this to an Oromo friend, who wrote to ask me why Egypt does not help the Oromo liberation movements achieve national independence for Oromia and in the process demolish the obsolete and genocidal state of Abyssinia (Fake Ethiopia). Egypt is an independent state without national consciousness of historicity whereas the Oromos are a non-independent nation with emphatically strong Cushitic national identity and cultural originality. It took me a series of five articles to fully respond at the time; in the last article of the series, one can find titles of and links to the earlier parts:

academia.edu

Contrary to Oromos & Somalis, the Masriyin (Christian or Muslim Egyptians), as subjects of the Mamluks and the French, have had no National

First published on 28th January 2021 here: https://megalommatis.wordpress.com/2021/01/28/contrary-to-oromos-somalis-the-masriyin-christian-o

I expand on these topics, because there is a multitude of parameters in the much needed effort of African decolonization and educational-academic-intellectual de-Westernization. To offer an example, I have to say that even the nefarious term "university" (from the Latin "universitas") cannot be possibly accepted by all those who -in Africa, Asia, Eastern Europe and Latin America- seek decolonization, de-Westernization, and restoration of the ancestral values, moral standards, cultural integrity, and academic-educational traditions. This is however discussed in a second letter dispatched to my friend. Last, in a third letter, I examine a number of major issues around which the refutation of the Western colonial forgery and pseudo-historical doctrine will have to revolve.

---------------------- Letter to a Somali friend -----------------------

Thank you for the opportunity you offer me to write down my observations, perceptions, reflections, and conclusions on the topic under discussion!

I. Decolonization and the failure of the Afrocentric Intelligentsia

Several educational, academic, intellectual and political efforts have been undertaken over the past six (6) decades in order to take Africa out of the disastrous and heavy, colonial impact and to help the various nations of the Black Continent achieve national identity, cultural integrity, and ultimate liberation from the Western yoke.

Explaining why the Afrocentric African intellectuals failed (or at least they did not meet the early enthusiastic expectations) necessitates an extremely lengthy treatise the size of an encyclopedia; however, at this moment, I have to pinpoint the crucial mistakes made by the leading figures of the movement that became known as Afrocentrism.

To offer beforehand a recapitulative judgment, I would say that they all viewed their tasks within a far narrower context, thus minimizing the extent of the work that lies ahead.

They did not realize the importance of inter-African concertation, reciprocal knowledge, and systematized cooperation.

They failed to evaluate the extent to which they all have been altered, Westernized, and alienated from their t=roots.

They did not examine how sick, absurd, criminal, and inhuman the Western world was - even before colonizing Africa and other parts of the world.

And they did not consider as their priority to contact other colonized nations in Asia, Eastern Europe, and Latin America, to exchange descriptions of common experience, and to decide about their much needed common struggle and decolonization effort.

II. Afrocentric African scholars should have been taken Egyptology back from the Western Orientalists and Africanists 

First and foremost, their overall mental and intellectual endeavor was utterly wrong, misplaced, upended, and factitious. Although this statement seems to be extremely disappointing and perhaps even unfair, it is not. When people like Cheikh Anta Diop and Molefi Kete Asante decided to oppose the colonial powers and their historical distortions by means of Afrocentrism, they acted (without even understanding it) as typical Western intellectuals or philosophers.  

The Afrocentric African intellectuals thought that their own African culture could give them the foremost insignia of originality, but this was a wrong assumption. Unfortunately, they never questioned their authenticity and they failed to notice that they had already been exposed to overwhelming colonial impact at the mental, intellectual, educational, academic and scientific levels. So, they did not even imagine that they had first to methodically filter their mindsets, concepts and beliefs, and to remove the clutter. They did not realize that they had first to thoroughly study in-depth Egyptian hieroglyphics, Ancient Egyptian civilization, and the History of Egypt down to Modern Times in order to have access to the foremost African past.  

This would not be an easy task, because they would have to take Egyptological courses mainly in French- or English-speaking countries (or alternatively in Italy, Germany, Russia, Austria, Poland or Egypt - without however major differences in the syllabus, methodology or apparoach). In these countries' academic institutions, their professors would teach and propagate the compact, pseudo-historical dogma, which has progressively covered all sectors of Humanities and which was geared in order to historically legitimize and consolidate the Western colonial power at the educational, intellectual, and academic levels. This Western historical forgery is at the origin of every colonial evildoing, because it stipulates the preposterous Western supremacy, it defines the cruel and inhuman West as 'the realm of civilization', it denigrates all the other great nations (not only Africans) as barbarians, and it offers to the Western gangsters the foremost pretext to colonize the world.

So, as Afrocentric African students, they would have to meticulously search, find out, and identify -in the manuals that they would study and in the courses that they would attend- endless inaccuracies, deliberate errors, obvious lies, and a multitude of techniques geared by Western Egyptologists in order to distort the historical truth and to adjust all newly found data to the arbitrarily preconceived and shamelessly pronounced diagram of World Pseudo-History that the evil intellectuals of Western European Renaissance composed in the 15th and the 16th centuries, before sending their heinous, anti-Christian, barbarian and racist conquistadors and rascals to invade the rest of the world and carry out unstoppable series of genocides.

This means that, instead of blindly accepting their Western professors' assumptions and teachings, the Afrocentric African students of Western Egyptologists should scrutinize every single word, argumentation, conclusion, pretension, interpretation, lecture and publication of their professors, denounce -point by point- every single case of falsehood or deliberate distortion, and reject the Western Egyptology across the board.  

The task of the first Afrocentric African Egyptologists would be immense, involving

a) the publication of encyclopedias and books, academic periodicals, and secondary education manuals, and

b) extensive activities in terms of science popularization in newspapers, reviews, movies and TV programs – all available in many African languages, not in French and English.

All the criminal lies of the Western Eurocentric Egyptologists should be ferociously denounced, whereas Egypt, Sudan and Libya should be persuasively asked by all the other African states to effectively ban every Western European, Australian, and North American Egyptologist and Egyptological mission member, who did not denounce the fallacies of Eurocentrism, Judeo-Christian tradition, Greco-Roman civilization, Hellenism, Classicism and Renaissance. 

To give you an approximate idea, if the aforementioned development had taken place at the time, by now there would have been formed several hundreds of Afrocentric African Egyptologists teaching factual, truthful and unadulterated Egyptology in more than a hundred universities across the Black Continent. You certainly can fathom what a devastating blow against the Western European and North American colonial academia this development would have been.

Contrarily to this indispensable task and inevitable priority, the first Afrocentric African Egyptologists were merely theorizing in a most harmless manner, while having a very shallow understanding of Ancient Egypt. As a matter of fact, they never challenged, let alone endangered, the academic, educational and intellectual interests and biases of the Western colonial elites. Even worse, they intended to make political use of the Ancient Egyptian heritage; but this was really calamitous because "politics" is an entirely Modern Western fabrication that did not exist in the past in Africa, Asia or Europe. There will never be decolonization with politics anywhere, because there was no politics before the colonial era.  

More importantly, the aforementioned approach, which applies to Egyptology, should have also been followed in all the other sectors of Humanities that concern Pre-Islamic Africa, namely Meroitic-Cushitic Studies, Axumite Abyssinian Studies (to best document the Yemenite, non-African, origin of the Axumites), Punt and Ancient Somali Studies, Punic (Carthaginian) Studies, Libyco-Berber Studies, Late Antiquity Africa, and African Christianity.

III. Western Usurpation of African Heritage must be canceled.

In addition to the aforementioned, the Afrocentric African Egyptologists should undertake another, turly enormous endeavor, namely the ultimate denunciation and the irrevocable cancellation of the Western usurpation of a sizeable part of African and Asiatic historical heritage. Example:

Plotinus (204-270), who was an Egyptian mystic, erudite scholar, and spiritual master, has been distortedly named as "Greek Platonist philosopher" by the racist, colonial forgers of Western universities; but Plotinus was born in today's Asyut (Zawty in Egyptian Hieroglyphics; Syowt in Coptic; Lycopolis in Ancient Greek) in Central Egypt. He was an Egyptian, and his spiritual doctrine was entirely Egyptian; Plotinus wrote in Ancient Greek only to further propagate his knowledge, wisdom and world conceptualization, but his knowledge of Ancient Egyptian Hieroglyphics is unquestionable.

Would it be therefore normal to consider an African American as an Anglo-Saxon only because he writes in English?

Many non-specialists may wish to formulate another question about Plotinus:

Why do then Western forgers call Plotinus "a Platonist philosopher"?

This is simple to answer.

Plato had traveled and studied in Egypt; in fact, his theories and world views are not his, but have derived from well-known, fundamental Ancient Egyptian concepts of transcendental knowledge, spirituality, moral, and world conceptualization. The underlying nature of Plato's so-called philosophy is the Ancient Egyptian Iwnw (Heliopolitan) dogma (also called among Greeks as "the Ennead"), i.e. one of the most influential religions of Ancient Egypt, which progressively spread throughout the Mediterranean Sea and Europe. So, Plotinus is a valuable part of Ancient African heritage that has been usurped after it was labeled "Greek" by the racist and criminal French, English and American academics and forgers.

Another example is offered by Porphyry of Tyre (234-305), Plotinus' student; he was a Phoenician spiritual master, cosmologist, mathematician, intellectual, debater, and author. Although Assyrian-Babylonian spirituality, science and wisdom are evident in his works, Western academic fraudsters still call him "Neo-platonic philosopher", which is another blatant case of Western usurpation of Oriental Asiatic heritage.  

There is nothing "Greek", nothing "European", and nothing "Western", in the highly valuable works of those great spiritual mystics and erudite scholars; they were genuinely Oriental, either African or Asiatic. But faithless, atheist, and materialist forgers of the Western universities have ludicrously labeled all these great masters "philosophers", thus propagating the use of a profane word, which during the Antiquity was of low connotation, because it was in straight opposition to words such as "wise", "sacred", "venerated", "pious", and "consecrated".

Compared to the high priests of Egypt, Cush/Meroe, Punt/Somalia, Carthage, Phoenicia, Assyria and Iran, the so-called Ancient Greek and Roman "philosophers" constituted villainous and degenerate evildoers. The profanity of those corrupt, obscene and barbarian malefactors (like the Epicureans) is beyond description, as they pretended that Man has the right to perform all the absurd crimes and the most repugnant sins if this is 'good' for his sensual pleasures.    

No Afrocentric African Egyptologists and Africanists will ever do good service to the Black Continent, their national identity, their cultural integrity, and the values and virtues of their ancestors, if they do not irrevocably reject the Western usurpation of Oriental heritage; actually, it is their obligation to irreversibly eradicate the last shred of Western impact on African education, academic knowledge, intellectual life, and moral tradition.  

IV. Afrocentrism had to encompass severe criticism and total rejection of the so-called Western Civilization

Second, the overall mental and intellectual endeavor of the Afrocentric African intellectuals was definitely incomplete. Not only they did not study Egyptology to acquire access into the Ancient Egyptian Hieroglyphic sources that constitute the utmost African originality, but they also failed to duly explore, analyze and criticize the Modern Western world. All the same, they would have two major tasks in this regard; more specifically, they had to first, evaluate the Western world on the basis of their own African criteria and values, and second, publish their argumentations, evaluations, and conclusions.   

As a matter of fact, they had to ultimately investigate the so-called Western world per se, identify its nature and origin, describe the process of its fabrication, denounce its unreliability and inhumanity, and discredit the Western intellectuals' conclusions, assumptions, pretensions, and fake stories. In other words, they had to effectively check whether the so-called Western world was anything more than spiritual corruption, deliberate alteration, and degenerate disfigurement of a part of the Ancient Oriental world.

This is a very critical point; although no Afrocentric African Egyptologists and Africanists have been formed until now (in order to subsequently re-establish an Afrocentric version of Egyptology and of several other related fields of Humanities), African universities have been flooded with numerous types of absurd, preposterous Western propaganda, notably the academic fields of French Literature, Art, History and Culture, English Literature, Art, History and Culture, Italian Literature, Art, History and Culture, Modern European Philosophy, etc.

All these fields have been accepted and developed in African universities; and the contents of numerous syllabuses were instructed to African students on African soil. This was carried out very thoughtlessly and extremely disastrously. Due to this situation, a great number of texts written by Western poets, playwrights, authors, philosophers and others were diffused among African populations. This means that immoral concepts, evil plots, inhuman stories, criminal ideas, vicious thoughts, counterfeit values, and execrable vices made their way into the hearts and the minds of millions of innocent Africans, fully corrupting them and effectively destroying their culture. This very deceitful and extremely pernicious method made many Africans unconsciously accept what would be impermissible for their parents' and ancestors' standards, values, and measures to tolerate.  

It is most unfortunate that the Afrocentric intelligentsia of Africa failed to make it clear that no Western European and Northern American text can be taught, studied, printed or diffused on African soil, if it does not comprehensively comply with African values, virtues and traditions. Voltaire, Jean Jacques Rousseau, William Shakespeare, François Rabelais, Joachim du Bellay, Montesquieu, Victor Hugo, Charles Baudelaire, Rudyard Kipling, Albert Camus, Agatha Christie, and scores of other supposedly important, valuable or even acceptable authors are absolutely pathetic and worthless when evaluated as per African moral values, measures and cultural criteria.

In fact, most of these pathetic, anomalous and evil individuals were heinous fanatics, paranoid fraudsters, and abhorrent sinners, who carried out crimes, propagated evildoing, despised their fellow countrymen, and promoted immoral manners and unethical behavior. They were abnormal to the extent of loathing and reviling the Christian culture of the societies in which they belonged and which they wanted to destroy. Clearly, there is only one reason for which Agatha Christie's novels (to offer an example) could be accepted as a study topic in African universities: in order to castigate the evil plot and to articulate a devastating critique of English Literature on the basis of African moral considerations, traditional values, and literary standards.

V. Afrocentrism as a form of African Isolationism drawing a line of separation between colonized nations in Africa and Asia

Third, the overall mental and intellectual endeavor of the Afrocentric African intellectuals proved also to be disturbingly egocentric; this is due to the fact that the interpretation of their approach leads us to the conclusion that they considered the colonial wrongdoings as necessary to eliminate only from Africa. In other words, they failed to notice that Africa was only one of the colonial powers' targeted lands or continents and that the Spaniards, the Portuguese, the English, the French, the Dutch, and the Belgians also colonized vast territories in Asia, Europe and Latin America. Last, they did not take into account that the Western colonial practices have been continued by several derivative states of the colonial powers, notably the US, New Zealand, Australia, and Canada.

It would however be very helpful for all the Afrocentric African intellectuals to examine how the Ottoman Empire (one of African History's largest empires), Iran, the Mughal Empire of India, China, and even Russia were systematically and incessantly targeted by the colonial empires of the West. Furthermore, it would be very useful for those intellectuals to observe and assess that, for the colonial powers, the military occupation or the political dependence of a land, nation or kingdom is not the only means of effectively impacting a colony and introducing it into the colonial metropolis' sphere of influence.

Russia was never occupied militarily by the Western colonial powers, but from the beginning of the 18th c., the Romanov dynasty was targeted with a sophisticated and multifaceted process of Westernization (Europeanization) to which many Russian nobles, clerics and intellectuals reacted ferociously. It is quite telling that the Imperial Russian elite was successfully dragged to the extent of becoming an ally of the atheist and profane state of France (instead of naturally siding with Germany and Austria-Hungary), only to be exhausted in WW I, defeated by the Germans, and replaced by the Communists, who were totally alien to Russian culture.

This shows that to best serve African nations' interests and anticolonial vocation, the Afrocentric intelligentsia of Africa should enlarge their horizons, see Africa as only one colonially targeted land or continent, and enrich their knowledge and experience with the study of non-African civilizations, lands and nations that have also been colonized by the Western colonial powers. No one can possibly assess the historical distortions made by the Western academics during the formulation of their bogus-historical dogma, without duly delving into numerous fields of Humanities and fully checking endless inaccuracies, deliberate errors, obvious lies and a multitude of techniques geared by Western scholars in fields like Assyriology, Hittitology, Iranology, Biblical Studies, Indology, Islamology, Turkology, Slavic and Russian Studies, and Sinology.

VI. General estimation of the human resources, the time, and the cost needed

The aforementioned criticism may now help as a guideline for the future; what was not achieved in the past can be attempted now. Presently, perhaps the international context is more favorable to such an effort. Speaking for a middle-size African state, such as Algeria (in guise of an example), the effort to launch numerous sectors of Humanities, as new academic fields entirely free of colonial falsehood and distortion, would not be difficult to undertake. All the same, it would certainly demand perfect conceptualization of the commendable objective and proper contextualization within the international community. As it consists in a project of national and all-African dimensions, it should be placed under central (governmental) guidance and supervision.

It goes without saying that a project this important would also involve fully committed students, who would be absolutely conscious of the national and all-African character of the undertaking, and of their role in it. They should first be prepared during a 3 or 4-year syllabus (leading to a B.A.) and then financially supported during their graduate, postgraduate and doctoral studies. They should finally be committed to

a) returning to their 'alma mater',

b) being appointed there, and

c) launching a new department of studies in the sector in which they would have already been specialized.

To give an estimate, this national and all-African project (covering sectors named or insinuated in the aforementioned parts II, III, IV and V) would encompass around 50 (fifty) different sectors of Humanities. Selecting 10 (ten) genuinely interested and devoted students, who would be ready to specialize in the designated fields and return to be employed, means a total of 500 students, i.e. 500 scholarships for 10 years, and one secretariat in order to adequately administer the whole project. For a country like Eritrea or Mauritania, this would certainly be difficult to undertake, but for Algeria it is affordable. It would not exceed 100 million US$ for the entire period (including also the infrastructure and the establishment of basic libraries).

It would not only be a historic investment in terms of National and All-African Education, but it would also constitute a formerly colonized nation's most radical, resolute and drastic step out of the colonial era. In other words, in 15 (fifteen) years, an effort of such magnitude would bring forth results that would be exponentially greater than what the reputed Institute of African Studies of the University of Ghana achieved in more than 60 years (it was incepted in 1962).

VII. Decolonization means above all De-Anglicization and De-Francization

The previous paragraphs contain a brief criticism of the Afrocentric movement and at the same time reveal why it failed to bring forth substantive results. As a matter of fact, it should have started with an in-depth effort of self-knowledge. Today, in reality, Africans do not know one another, and if they do, this happens at a so superficial level that it is insignificant. This is exactly what I wrote before more than 10 years in a presentation which was widely publicized in Nigeria:

academia.edu

AFRICAN RENAISSANCE UNIVERSITY A VISION

Proposals for the establishment of the first Afrocentric University in Africa

There is no African unity, no African identity, and no African interconnection, when Africans need colonial nations' languages (English and French) to communicate with one another. In this regard, it is essential at this point to highlight that the current political appearance and the political map of Africa are also of entirely colonial nature; it is what the colonial powers wanted to impose on the Black Continent. That's why it cannot be taken seriously into account.   

Any genuine and integer African cannot accept the colonial falsehood as per which Arabic is the main language throughout North Africa. This 'happens' only according to the Orientalist falsehood and due to colonial involvement and interference. In reality, Berber (Amazigh) is the main language throughout North Africa, and all the Africans, who deny this reality, are -quite unfortunately- victims of the colonial powers and of the delusion that European Orientalist and Africanist academics methodically created in order to effectively prevent Africans from achieving true nation building. Then, this implies that there should be Departments of Berber Language and Culture in at least 15 African countries. A Hausa-speaking Nigerian, a Somali, and a Swahili-speaking Kenyan should have the chance (in the perspective of 15 years after the beginning of the herein described educational-academic-intellectual decolonization project in their respective countries) of learning Berber in their high school. Similarly, an Algerian, a Moroccan, a Tunisian or a Libyan should have the chance of learning Hausa, Somali or Swahili in their relevant high schools.

More than 10 million people in Egypt are Copts; for a real African and Afrocentric thinker, the absence of Departments of Coptic Language, Literature and Theology is one of the worst results of the colonial rule throughout Africa. Somalia is an entirely Muslim country; yet, a Department of Coptology would be necessary in Somalia, because only then all the Somalis would understand the historical dependence of the Amhara and Tigray Abyssinians on the Copts, the existing differences between the Amhara and the Copts of Egypt, the pseudo-Christian nature of the Amhara, the reason for which the Christian Orthodox Oromos rejected to have any connection with the Amhara and were (few years ago) directly connected to Copts (the Coptic Patriarchate of Alexandria), and many other similar issues.

To underscore few specific points around which Somali Education, Academic Research, and National Building become one unitary endeavor, I would say the following: if the Amhara tribe and the Abyssinian colonial state proved to be a serious problem and a real threat for Somalia and the Somalis, it is then a national obligation of the Somali government to form a small force of academic specialists, who by studying and learning Coptic language, Coptic cult, Coptic theology, and History of the Coptic Church, will be able to advise correctly on all topics related to the Amhara Abyssinians and to the reason of their hatred of Somalia, Egypt, Islam, and Coptic Christianity. Furthermore, these Somali scholars will be able to unveil to many other Christian Africans the anti-Christian nature of the Amhara and their leaders.

For this to happen, after a first 3 or 4-year curriculum (leading to a B.A.), a Somali graduate should first choose this field as the main objective of his professional academic career; at the same time, he will have to be fully conscious of the fact that his desire to study Coptic in Egypt, specialize in Coptology, and become an expert on the matter does not constitute only his own career choice, but it is also a matter of national importance for Somalia. For this to be confirmed, governmental scholarships will have to be announced and offered for a certain number of years. 

A certain perspective has to be given to similar projects leading to the preparation and the launching of a Department of Coptology in Somalia. As I already said at the end of part VI), if we calculate a) the first circle of studies that will lead to a B.A. in Somalia (during which the selection of one or two candidates for specific scholarship for Coptic Studies will take place), b) the postgraduate & doctoral studies (5-7 years) that the Somali graduates will undertake, and c) their return to Somalia in order to launch for the first time a Department of Coptology, it will take ca. 10 years until the state of Somalia establishes a pertinent educational-academic foundation in this regard.

If this is what is needed for the launching of Coptic Studies in Somalia, similar effort has to be deployed for the establishment of many other sectors of Humanities. It will be a matter of Somali students' commitment and Somali government's investment in a national and all-African cause.

---------

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Beyond Afrocentrism: Prerequisites for Somalia to lead African de-colonization and de-Westernization

За пределами афроцентризма: предпосылки для того, чтобы Сомали возглавила африканскую деколонизацию и девестернизацию What follows is the qu

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Beyond Afrocentrism: Prerequisites for Somalia to lead African de-colonization and de-Westernization

За пределами афроцентризма: предпосылки для того, чтобы Сомали возглавила африканскую деколонизацию и девестернизацию Содержание Введение I.

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Educational-Intellectual De-Westernization for Africa: Rejection of the Colonial, Elitist, Racist and Profane European Concepts of 'University' and 'Academy'

In a previous article published under the title "Beyond Afrocentrism: Prerequisites for Somalia to lead African de-colonization and de-Westernization", I expanded on the diverse misconceptions, oversights, errors and problems that existed in the early discourses of the African Afrocentric intellectuals who wanted to liberate Africa from the colonial yoke but did not assess correctly all the levels of colonial penetration and impact, namely spiritual, religious, intellectual, educational, academic, scientific, cultural, socio-behavioral, economic, military and governmental. You can find the article's contents and links to it at the end of the present, second part of the series.  

What matters mostly is not the study and the publication of Assyrian cuneiform texts, but the reestablishment of the Ancient Mesopotamian conceptual approach to Medicine as a spiritual-material scientific discipline; "a large collection of texts from the Assyrian healer Kisir-Ashur's family library forms the basis for Assyriologist Troels Pank Arbøll's new book. In the book entitled Medicine in Ancient Assur - A Microhistorical Study of the Neo-Assyrian Healer Kiṣir-Aššur, Arbøll analyses the 73 texts that the healer, and later his apprentices, scratched into clay tablets around 658 BCE. These manuscripts provide an incredibly detailed picture of the elements, which constituted this specific Mesopotamian healer’s education and practice". https://humanities.ku.dk/news/2020/new-book-provides-rare-insights-into-a-mesopotamian-medical-practitioners-education-2700-years-ago/

Contents

Introduction

I. Centers of education, science and wisdom from Mesopotamia and Egypt to Constantinople and Baghdad: total absence of the Western concept of "university"

II. The Western European concept of "university": inextricably linked to the Crusades, colonialism and totalitarianism  

III. De-colonization for Africa: rejection of the colonial, elitist and racist concepts of "university" and "academy"

Introduction

As I stated in my previous article, the most erroneous aspects of the African Afrocentric intellectuals' approach were the following:

a) their underestimation of the extremely profound impact that the colonization has had on all dimensions of life in Africa,

b) their failure to identify the compact nature of the colonial system as first implemented in Western Europe, then exported worldwide via multifaceted types of colonization, and finally imposed locally by the criminal traitors and stooges of their Western masters in a most tyrannical manner, and

c) their disregard of the fact that the multilayered colonization project was carried out indeed by the colonial countries in other continents (Asia, Eastern Europe, Latin America, etc.) as well, being thus not only an African affair.

To the above, I herewith add another, most crucial, element of the worldwide colonial regime that the African Afrocentric intellectuals failed to identify:

- its indivisibility.  

In fact, you cannot possibly think that it is possible to reject even one part of the evil system (example: its Eurocentric pseudo-historical dogma, the promotion of incest and pedophilia, the sophisticated diffusion of homosexuality or another part) while accepting others, namely 'high technology', 'sustainable development', 'politics', 'democracy', 'economic stability', 'human rights', etc. Of course, this relates to the element described in the aforementioned aspect b, but it is certainly very important for all Africans not to make general dreams and not to harbor delusions as regards the Western colonial system that they have to reject as the most execrable and the most criminal occurrence that brought disaster to the Black Continent (and to the rest of the world) for several centuries.

In the present article, I will however stay close to the fundamental educational-academic-intellectual aspects of colonization that African academics, intellectuals, mystics, wise elders, erudite scholars, and spiritual masters have to take into account when considering how to reject and ban from their educational and research centers the colonially imposed pseudo-education and the associated historical forgeries, such as Eurocentrism, Hellenism, Greco-Roman world, Judeo-Christian civilization, etc. In part IV of my previous article, I explained why "Afrocentrism had to encompass severe criticism and total rejection of the so-called Western Civilization". Now, I will take this issue to the next stage.

I. Centers of education, science and wisdom from Mesopotamia and Egypt to Constantinople and Baghdad: total absence of the Western concept of "university"

You cannot possibly decolonize your land and de-Westernize your national education by tolerating the existence of 'universities' on African soil or anywhere else across the Earth. Certainly, this word is alien to all Africans, because it is part of the vocabulary or the barbarian invaders (université, university, etc.), who imposed it without revealing to the African students the racist connotation, which is inherent to this word.

Actually, the central measure taken and the principal practice performed by the inhuman Western colonial masters was the materialization of the evil concept of 'university' and the establishment of such unnecessary and heinous institutions in their colonies. This totalitarian notion was devised first in Western Europe in striking contrast to all the educational, academic, scientific systems that had existed in the rest of the world.

Since times immemorial, and noticeably in Mesopotamia and Egypt before the Flood (24th – 23rd c. BCE), institutions were created to record, archive, study, comprehend, represent, preserve and propagate the spiritual or material knowledge and wisdom in all of their aspects. From the Sumerian, Akkadian and Assyrian-Babylonian Eduba (lit. 'the house where the tablets are completed') and from the Ancient Egyptian Per-Ankh (lit. 'the house of life') to the highest sacerdotal institutions accommodated in the uniquely vast temples of Assyria, Babylonia and Egypt, an undividable method of learning, exploring, assessing, and representing the spiritual and material worlds (or universes) has been attested in numerous texts and documented in the archaeological record.

About Education, Wisdom, and Scientific Research in Ancient Mesopotamia:

en.wikipedia.org

Eduba - Wikipedia

About Education, Wisdom, and Scientific Research in Ancient Egypt:

There was no utilitarian approach to learning, studying, exploring, comprehending, representing and propagating knowledge and wisdom; in this regard, the human effort had to fit the destination of Mankind, which was -for all civilized nations- the epitome of all eschatological expectations: the ultimate reconstitution of the original perfection of the First Man.

Learning, studying, exploring, assessing or concluding on a topic, and representing it to others were parts of every man's moral tasks and duties to maintain the Good in their lives and to unveil the Wonders of the Creation. The only benefit to be extracted from these activities was of moral and spiritual order – not material. That is why the endless effort to learn, study, explore, assess, conclude and represent had to be all-encompassing.

The same approach, attitude and mentality was attested among Cushites, Hittites, Aramaeans, Iranians, Turanians,  Indians, Chinese and many other Asiatic and African nations. It continued so all the way down to Judean, Manichaean, Mazdaean, Christian, and Islamic times as attested in

a) the Iranian schools, centers of learning, research centers, and libraries of Gundishapur (located in today's Khuzestan, SW Iran), Tesifun (Ctesiphon, also known as Mahoze in Syriac Aramaic and as Al-Mada'in in Arabic; located in Central Mesopotamia), and Ras al Ayn (the ancient Assyrian city Resh-ina, which is also known as Resh Aina in Syriac Aramaic; located in North Mesopotamia);

b) the Aramaean scientific centers and schools of Urhoy (today's Urfa in SE Turkey; which is also known as Edessa of Osrhoene), Nasibina (today's Nusaybin in SE Turkey; which is also known as Nisibis), Mahoze (also known as Seleucia-Ctesiphon), and Antioch;

c) the Ptolemaic Egyptian Library of Alexandria, the Coptic school of Alexandria, and the Deir Aba Maqar (Monastery of Saint Macarius the Great) in Wadi el Natrun (west of the Nile Delta);

d) the Imperial school of the Magnaura (lit. 'the Great Hall') at Constantinople (known in Eastern Roman as Πανδιδακτήριον τῆς Μαγναύρας, i.e. 'the all topics teaching center of Magnaura');

e) the Aramaean 'Workshop of Eloquence', which is also known as the 'Rhetorical school  of Gaza' (earlier representing the Gentile tradition and later promoting Christian Monophysitism);

f) the Judean Rabbinic and Talmudic schools and Houses of Learning (בי מדרשא/Be Midrash) that flourished in Syria-Palestine (Beit Hillel and Beit Shammai) and in Mesopotamia (Nehardea, Pumbedita, Mahoze, etc.); and

g) the Islamic schools (madrasas), centers of learning, research centers, observatories, and libraries of Baghdad (known as House of Wisdom - Bayt al Hikmah/بيت الحكمة), Harran (in North Mesopotamia, today's SE Turkey), al-Qarawiyyin (جامعة القرويين; in Morocco), Kairouan (جامع القيروان الأكبر; in Tunisia), Sarouyeh (سارویه; near Isfahan in Iran), Maragheh (مراغه; in NW Iran), Samarqand (in Central Asia), and the numerous Nezamiyeh (النظامیة) schools in Iran, Caucasus region, and Central Asia, to name but a few.

About Iranian, Aramaean, Judean, and Christian schools, centers of learning, research centers, and libraries:  

en.wikipedia.org

Gundeshapur - Wikipedia

About Islamic schools (madrasas), centers of learning, research centers, observatories, and libraries:

en.wikipedia.org

House of Wisdom - Wikipedia

All these centers of learning did not develop the absurd distinction between the spiritual and material worlds that characterizes the modern 'universities' which were incepted in Western Europe. Irrespective of land, origin, language, tradition, culture and state, all these temples, schools, madrasas, observatories, and libraries included well-diversified scientific methods, cosmogonies, world perceptions, approaches to life, interpretations of facts, and considerations of data. Sexagesimal and decimal number systems were accepted and used; lunar, solar and lunisolar calendars were studied and evaluated; astronomy and astrology (very different from their modern definition and meaning which is the result of the Western pseudo-scientific trickery) were inseparable, whereas chemistry and alchemy constituted one discipline. These true and human centers of knowledge and wisdom were void of sectarianism and utilitarianism.

Viewed as moral tasks, search, exploration and study, pretty much like learning and teaching constituted inextricably religious endeavors. Furthermore, there was absolute freedom of reflection, topic conceptualization, data contextualization, text interpretation, and conclusion, because there were no diktats of theological or governmental order.

In brief, throughout World History, there were centers of learning, houses of knowledge, libraries, centers of scientific exploration, all-inclusive schools, but no 'universities'.

II. The Western European concept of "university": inextricably linked to the Crusades, colonialism and totalitarianism   

Western European and North American historians attempt to expand the use of the term 'university' and cover earlier periods; this fact may have already been attested in some of the links that I included in the previous unit. However, this attempt is entirely false and absolutely propagandistic.

The malefic character of the Western European universities is not revealed only in the deliberate, absurd and fallacious separation of the spiritual sciences from the material sciences and in the subsequently enforced elimination of the spiritual universe from every attempt of exploration undertaken within the material universe. Yet, the inseparability of the two universes was the predominant concept and the guiding principle for all ancient, Judean, Christian, Manichaean, Mazdaean, and Islamic schools of learning.

One has to admit that there appears to be an exception in this rule, which applies to Western universities as regards the distinction between the spiritual and the material research; this situation is attested only in the study of Christian theology in Western European universities. However, this sector is also deprived of every dimension of spiritual exercise, practice and research, as it involves a purely rationalist and nominalist approach, which would be denounced as entirely absurd, devious and heretic by all the Fathers of the Christian Church. As a matter of fact, rationalism, nominalism and materialism are forms of faithlessness.

All the same, the most repugnant trait of the Western European universities is their totalitarian and inhuman nature. In spite of tons of literature written about the so-called 'academic freedom', the word itself, its composition and etymology, fully demonstrate that there is not and there cannot be any freedom in the Western centers of pseudo-learning, which are called 'universities'. The Latin word 'universitas' did not exist at the times of the Roman Republic, the Roman Empire, and the Western Roman Empire. The nonsensical term was not created in the Eastern Roman Empire where the imperial center of education, learning, and scientific research was wisely named 'Pandidakterion', i.e. 'the all topics teaching center'.

The first 'universitas' was incepted long after the anti-Constantinopolitan heretics of Rome managed to get rid of the obligation to accept as pope of Rome the person designated by the Emperor at Constantinople, which was a practice of vital importance which lasted from 537 until 752 CE.

The first 'universitas' was incepted long after the beginning of the systematic opposition that the devious, pseudo-Christian priesthood of Rome launched against the Eastern Roman Empire, by fallaciously attributing the title of Roman Emperor to the incestuous barbarian thug Charlemagne (800 CE). 

Last, the first 'universitas' was incepted long after the first (Photian) schism (867 CE) and, quite interestingly, several decades after the Great Schism (1054 CE) between the Eastern Roman Empire and the deviate and evil Roman papacy.

In fact, the University of Bologna ('Universitas Bononiensis'; in Central Italy) was established in 1088 CE, only eight (8) years before the First Crusade was launched in 1096 CE.

It is necessary for all Africans to come to know the historic motto of the terrorist organization that is masqueraded behind the deceitful title "University of Bologna': "Petrus ubique pater legum Bononia mater" (: St. Peter is everywhere the father of the law, Bologna is its mother). This makes clear that these evil institutions (universities) were geared to function worldwide as centers of propagation and imposition of the lawless laws and the inhuman dogmas of the Western European barbarians.

At this point, we have to analyze the real meaning and the repugnant nature of the monstrous word. Its Latin etymology points to the noun 'universus', which is formed from 'uni-' (root of the Genitive 'unius' of the numeral 'unus', which means 'one') and from 'versus' (past participle of the Latin verb 'verto', which in the infinitive form 'vertere' means 'to turn'). Consequently, 'universus' means forcibly 'turned into one'. It goes without saying that, if the intention is to mentally-intellectually turn all the students into one, there is not and there cannot be any freedom in those malefic institutions.

'Universitas' is therefore the inauspicious location whereby 'all are turned into one', inevitably losing their identity, integrity, originality, singularity and individuality. In other words, 'universitas' was conceived as the proper word for a monstrous factory of mental, intellectual, sentimental and educational uniformity that produces copies of dehumanized beings that happen to have the same, prefabricated world views, ideas, opinions, beliefs and systematized 'knowledge'. In fact, the first 'students' of the University of Bologna were the primary industrial products in the history of mankind. Speaking about 'academic freedom' and charters like the Constitutio Habita were then merely the ramifications of an unmatched hypocrisy.

To establish a useful parallel between medieval times in Western Europe and modern times in North America, while also bridging the malefic education with the malignant governance of the Western states, I would simply point out that the evil, perverse and tyrannical institution of 'universities' definitely suits best any state and any government that would dare invent an inhumane motto like 'E pluribus unum' ('out of many, one). This is actually one of the two main mottos of the United States, and it appears on the US Great Seal. It reflects always the same sickness and the same madness of diabolical uniformity that straightforwardly contradicts every concept of Creation.

One may still wonder why, at the very beginning of the previous unit, I referred to "the racist connotation, which is inherent to" the word 'universitas'; the answer is simple. By explicitly desiring to "turn all (the students) into one", the creators of these calamitous institutions and, subsequently, all the brainless idiots, who willingly accepted to eliminate themselves spiritually and intellectually in order to become uniformed members of those 'universities', denied and rejected the existence of the 'Other', i.e. of every other culture, civilization, world conceptualization, moral system of values, governance, education, and approach to learning, knowledge and wisdom.

The evil Western structures of tyrannical pseudo-learning did not accept even the 11th c. Western European Christians and their culture an faith; they accepted only those among them, who were ready (for the material benefits that they would get instead) to undergo the necessary process of irrevocable self-effacement in order to obtain a filthy piece of paper testifying to their uniformity with the rest. Western universities are the epitome of the most inhuman form of racism that has ever existed on Earth.

As a matter of fact, there is nothing African, Asiatic, Christian, Islamic or human in a 'university'. If this statement was difficult to comprehend a few centuries or decades ago, it is nowadays fully understandable.

III. De-colonization for Africa: rejection of the colonial, elitist and racist concepts of "university" and "academy" 

It is therefore crystal clear that every new university, named after the Latin example and conceived after the Western concept, only worsens the conditions of colonial servility among African, Asiatic and Latin American nations. As a matter of fact, more Western-styled 'universities' and 'academies' mean for Africa more compact subordination to, and more comprehensive dependence on, the Western colonial criminals.

It is only the result of pure naivety or compact ignorance to imagine that the severe educational-academic-intellectual damage, which was caused to all African nations by the colonial powers, will or can be remedied with some changes of names, titles, mottos and headlines or due to peremptory modifications of scientific conclusions. If I expanded on the etymology and the hidden, real meaning of the term 'universitas', it is only because I wanted to reveal its perverse nature. But merely a name change would not suffice in an African nation's effort to achieve genuine decolonization and comprehensive de-Westernization.

Universities in all the Arabic-speaking countries have been called 'Jamaet' (or Gamaet; جامعة); the noun originates from the verb 'yajmaC ' (يجمع), which means collecting or gathering (people) together. At this point, it is to be reminded that the word has great affinity with the word 'mosque' (جامع; JamaC) in Arabic. However, one has to take into consideration the fact that the mere change of name did not cause any substantive differentiation in terms of nature, structure, approach to science, methods used, and moral character of the overall educational system.

Other vicious Western terms of educational nature that should be removed from Africa, Asia and Latin America are the word 'academy' and its derivatives; this word denoted initially in Western Europe 'a society of distinguished scholars and artists or scientists'. Later, in the 16th-17th c., those societies were entirely institutionalized. For this reason, since the beginning of the 20th c., the term 'academia' was coined to describe the overall academic environment or a specific independent community active in the different fields of research and education. More recently, 'academy' ended up signifying any simple place of study or training company.

As name, nature, contents, structure and function, 'academy' is definitely profane; in its origin, it had a markedly impious character, as it was used to designate the so-called 'school of philosophy' that was set up by Plato, who vulgarized knowledge and desecrated wisdom. In fact, this philosopher did not only fail to pertinently and comprehensively study in Ancient Egypt where he sojourned (in Iwnw; Heliopolis), but he also proved to be unable to grasp that there is no knowledge and no wisdom outside the temples, which were at the time the de facto high centers of spiritual and material study, learning, research, exploration and comprehension. He therefore thought it possible for him to 'teach' (or discuss with) others despite the fact that he had not proficiently studied and adequately learned the wisdom and the spiritual potency of the Ancient Egyptian Iwnw (Heliopolitan) hierophants and high priests.

Being absolutely incompetent to become a priest of the sanctuary of Athena at the suburb 'Academia' of Athens, he gathered his group of students at a location nearby, and for this reason his 'school' was named after that neighborhood. It is noteworthy that the said suburb's name was due to a legendary figure, Akademos (Ακάδημος; Academus), who was mythologized in relation with the Theseus legends of Ancient Athens. Using the term 'school' for Plato's group of friends and followers is really abusive, because it did not constitute an accredited priestly or public establishment.

In fact, all those, absurdly eulogized, 'Platonic seminars' were informal gatherings of presumptuous, arrogant, wealthy, parasitic and idiotic persons, who thought it possible to become spiritually knowledgeable and portentous by pompously, yet nonsensically, discussing about what they could not possibly know. It goes without saying that this disgusting congregation of immoral beasts found it quite normal to possess numerous slaves (more than their family members), consciously practiced pedophilia and homosexuality, and viewed their wives as 'things' in a deprecatory manner unmatched even by the Afghan Taliban. This nauseating and execrable environment is at the origin of vicious term 'academy'. And this environment is the target of today's Western elites.

Consequently, any use of the term 'academy' constitutes a straightforward rejection of the sacerdotal, religious and spiritual dimension of knowledge and wisdom, in direct opposition to what was worldwide accepted among civilized nations with great temples throughout the history of mankind. In fact, the appearance of what is now called 'Ancient Greek Philosophy' was an exception in World History, which was due to the peripheral and marginal location of Western Anatolia and South Balkans with respect to Egypt, Cush, Syria-Palestine, Mesopotamia, Anatolia, and Iran. In brief, the Ancient Greek philosophers (with the exception of very few who were true mystics and spiritual masters and therefore should not be categorized as 'philosophers') failed to understand that, by exploring the world only mentally and verbally (i.e. by just thinking and talking), no one can sense, describe, and represent (to others) the true nature of the worlds, namely the spiritual and the material universes.

Plato and his pupils (his 'school' or 'academy') were therefore ordinary individuals who attempted to 'prove' orally what cannot be contained in words and cannot be comprehended logically but contemplatively and transcendentally. All the Platonic concepts, notions, ideas, opinions and theories are maladroit and failed efforts to explain the Iwnw (Heliopolitan) religion of Ancient Egypt (also known among the Ancient Greeks as the 'Ennead'). But none of them was able to perform even a minor move of priestly potency or any transcendental act.

Furthermore, I have to point out that the absurd 'significance' that both, the so-called Plato's school and 'Ancient Greek Philosophy', have acquired in the West over the past few centuries is entirely due to the historical phenomenon of Renaissance that characterized 15th-16th c. Western Europe. But this is an exception even within the context of European History. Actually, the Roman ruler Sulla destroyed the Platonic Academy in 86 BCE; this was the end of the 'Academy'. Several centuries later, some intellectuals, who were indulging themselves in repetition, while calling themselves 'successors of Plato', opened (in Athens) another 'Academy', which was erroneously described by modern Western university professors as 'Neo-Platonic'. All the same, the Roman Emperor Justinian I the Great put an irrevocable end to that shame of profanity and nonsensical talking (529 CE).

The revival of the worthless institution that had remained unknown to all Christians started, quite noticeably, little time after the fall of Constantinople (1453); in 1462, the anti-Christian banker, statesman and intellectual Cosimo dei Medici established the Platonic Academy of Florence to propagate all the devilish and racist concepts of the Renaissance and praise the worthless institution that had been forgotten.

I recently explained why the Western European Renaissance and the colonial conquests are an indissoluble phenomenon of extremely racist nature; here you can find the links to my articles:

academia.edu

Aristotle as Historical Forgery, the Western World's Fake History & Rotten Foundations, and Prof. Jin Canrong's Astute Comments

亞里斯多德作為歷史偽造品，西方世界的虛假歷史和腐爛的基礎，金灿荣和他敏銳的評論 Аристотель как историческая подделка, фальшивая история и гнилые основы западного мира, и проницател

academia.edu

The Fake Texts of Ancient Greek 'Historians': the Behistun Inscription, Ctesias, Diodorus Siculus, Darius I the Great, and Semiramis

In a previous article published under the title 'Aristotle as Historical Forgery, the Western World’s Fake History & Rotten Foundati

academia.edu

The Collective West, its Mysteries, Illusions and Threats against the Mankind

Коллективный Запад, его тайны, иллюзии и угрозы человечеству Содержание Введение I. Колонизация: навязывание всему миру бесчеловечного запад

It becomes therefore crystal clear that Africa does not need any more Western-styled universities and academies; contrarily, there is an urgent need for university-level centers of knowledge and wisdom, which will overwhelmingly apply African moral concepts, values and virtues to the topics studied and explored. Learning was always an inextricably spiritual, religious, and cultural affair in Africa. No de-colonization will be effectuated prior to the reinstallation of African educational values across Africa' s schools.

Consequently, instead of uselessly spending money for the establishment of new 'universities' and 'academies', which only deepen and worsen Africa's colonization, what the Black Continent needs now is a new type of institution that will help prepare African students to study abroad in specifically selected sectors and with pre-arranged determination and approach, comprehend and reject the Western fallacy, and replace the Western-styled universities with new, genuinely African, educational institutions. Concerning this topic, I will offer few suggestions in my forthcoming article.   

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Beyond Afrocentrism: Prerequisites for Somalia to lead African de-colonization and de-Westernization

Introduction

I. Decolonization and the failure of the Afrocentric Intelligentsia

II. Afrocentric African scholars should have been taken Egyptology back from the Western Orientalists and Africanists 

III. Western Usurpation of African Heritage must be canceled.

IV. Afrocentrism had to encompass severe criticism and total rejection of the so-called Western Civilization

V. Afrocentrism as a form of African Isolationism drawing a line of separation between colonized nations in Africa and Asia

VI. General estimation of the human resources, the time, and the cost needed

VII. Decolonization means above all De-Anglicization and De-Francization

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Beyond Afrocentrism: Prerequisites for Somalia to lead African de-colonization and de-Westernization

За пределами афроцентризма: предпосылки для того, чтобы Сомали возглавила африканскую деколонизацию и девестернизацию What follows is the qu

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Educational-Intellectual De-Westernization for Africa: Rejection of the Colonial, Elitist, Racist and Profane European Concepts of ‘Universi

Образовательно-интеллектуальная девестернизация в Африке: отказ от колониальных, элитарных, расистских и богохульных европейских концепций «

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Today, May 16th, we commemorate the Roma resistance against the Nazis in what is now remembered as the International Roma Resistance Day. Via Roma Antidiscrimination Network & Roma Center e.V. : "From the very beginning of World War II, Roma and Sinti fought against the deprivation of their rights and their racial classification. They protested against discriminatory regulations and attempted to secure the release of deported family members through petitions or personal intervention. They worked closely with resistance groups in the occupied territories. They played an important role in the national liberation movements, particularly in Eastern and Southeastern Europe. A large number of Roma and Sinti lost their lives in the armed struggle against National Socialism. Roma and Sinti also engaged in various forms of resistance in the concentration camps. A high point was the uprising in Section BIIe of Auschwitz-Birkenau, the "Z-Camp. On May 16, 1944, approximately 6,000 people—men, women, the elderly, and children—barricaded themselves in the barracks of the "Z-Familienlager." They had been informed by the resistance network within the camp that the camp was to be "liquidated" at night. Therefore, they decided to fight back. They confronted the SS with tools, stones, and, above all, with courage and determination when they came to take them to the gas chambers. Structural and legal discrimination against Roma is not a thing of the past. Even today, Roma around the world are still fighting for equal rights. More and more ethno-nationalists are using Roma as scapegoats for economic decline and all kinds of misfortune. Inspired by these people's resistance, we continue to fight. Today and tomorrow."

Ο Μπαχράμ Γκουρ σκοτώνει τον δράκοντα – ένα επικό-μυθικό στοιχείο στην Ιστορία της Ισλαμικής Τέχνης της Ασίας

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Η Ιστορία του Καυχησιάρη που πνίγηκε στο πηγάδι

Η Ιστορία του ανθρώπου που κρυφάκουγε

January 26 1988 - Burnum Burnum plants the Aboriginal flag at the cliffs of Dover, claiming England for the Aboriginal peoples of Australia, exactly 200 years after Arthur Phillip claimed Australia for the British. [video] The full Burnum Burnum Declaration:

I, Burnum Burnum, being a nobleman of ancient Australia, do hereby take possession of England on behalf of the Aboriginal people. In claiming this colonial outpost, we wish no harm to you natives, but assure you that we are here to bring you good manners, refinement and an opportunity to make a Koompartoo - ‘a fresh start’. Henceforth, an Aboriginal face shall appear on your coins and stamps to signify our sovereignty over this domain. For the more advanced, we bring the complex language of the Pitjantjajara; we will teach you how to have a spiritual relationship with the Earth and show you how to get bush tucker.

We do not intend to souvenir, pickle and preserve the heads of 2000 of your people, nor to publicly display the skeletal remains of your Royal Highness, as was done to our Queen Truganinni for 80 years. Neither do we intend to poison your water holes, lace your flour with strychnine or introduce you to highly toxic drugs. Based on our 50,000 year heritage, we acknowledge the need to preserve the Caucasian race as of interest to antiquity, although we may be inclined to conduct experiments by measuring the size of your skulls for levels of intelligence. We pledge not to sterilize your women, nor to separate your children from their families. We give an absolute undertaking that you shall not be placed onto the mentality of government handouts for the next five generations but you will enjoy the full benefits of Aboriginal equality. At the end of two hundred years, we will make a treaty to validate occupation by peaceful means and not by conquest.

Finally, we solemnly promise not to make a quarry of England and export your valuable minerals back to the old country Australia, and we vow never to destroy three-quarters of your trees, but to encourage Earth Repair Action to unite people, communities, religions and nations in a common, productive, peaceful purpose.

Burnum Burnum

Mikhail Kutuzov in 1812, Sergei Shoigu in 2024, and Aleksey Kivshenko's Historical Painting of the Military Council in Fili, a suburb of Moscow

Many Russians were astounded yesterday morning, when reading in the news that during searches conducted in the residences of the former Deputy Minister of Defense of Russia Dmitry Bulgakov, who was arrested on charges of corruption on 26th of July, a small number of very bizarre frames and paintings were found.

The historically true: Commander-in-Chief of the Russian armies Mikhail Kutuzov at 'the Council in Fili', 1812

The mystically allegorical: Sergei Shoigu, former Minister of Defense of Russia and currently Secretary of the Security Council of the Russian Federation as an atemporal replica of General Kutuzov

Contents

I. Introduction

II. Brief description and possible parallels

III. Shoigu's lengthy tenure exceeded by far that of President Putin

IV. Long 'reigns' come with indulgence in corruption and extravagance

V. An attempt to inculpate or a mystical allegory?

VI. Appendices

Содержание

I. Введение

II. Краткое описание и возможные параллели

III. Длительное правление Шойгу намного превзошло президентство президента Путина

IV. Длительное «правление» сопровождается потворством коррупции и расточительству

V. Попытка инкриминировать или мистическая аллегория?

VI. Приложения

I. Introduction

The most mysterious of those paintings is based on a historical painting, which was created by the famous 19th c. Russian painter Aleksey Kivshenko (1851-1895) in 1879, and known as 'the Council in Fili'. This great masterpiece of Modern Russian Art represents the artist's impression of a historical event, namely a military council that took place (1812) in a suburb of Moscow, prior to Napoleon's temporary occupation of the Russian city (14 September – 19 October 1812). The extraordinary summit occurred immediately after the Battle of Borodino, which was a Pyrrhic victory for the French army.

Created 67 years after the event, the painting had an enormous success; Kivshenko, who was already known for his numerous, fascinating works and representations of significant historical events of the Russian past, had to repeat the painting twice, which clearly means that his artwork generated an overwhelming and exceptional enthusiasm. This situation was basically due to the primordial importance of the historical event.

The Commander-in-Chief of the Russian armies, Infantry General Mikhail Golenishchev-Kutuzov had then to take a most critical decision: the orderly retreat of the Russian army from Moscow. The meeting (13 September 1812), which is known through several historical sources, started with the dilemma formulated by General Leonty Bennigsen, namely to give battle against the French army in an unfavorable position or to surrender. Kutuzov sided finally with the minority opinion and took the decision to abandon Moscow, which was finally proven correct, because Napoleon could not hold his position for long.

Then, how should we today, 212 years after the event and 145 years after the painting, interpret a bizarre painting in which a group of top Russian statesmen and military desire to be and are effectively depicted as exchanging roles with the historical personalities who saved the Russian Empire before two centuries?

In the painting found in Bulgakov's house, Sergei Shoigu, the former Minister of Defense of Russia, and now Secretary of the Security Council of the Russian Federation, is depicted as the Russian commander Mikhail Kutuzov. Shoigu's former deputy Ruslan Tsalikov plays General Mikhail Barclay de Tolly. The painting also features former deputy defense ministers Timur Ivanov, Tatyana Shevtsova and other officials.

Several other bizarre paintings were found in the arrested statesman's house, but the atemporal replica of the said historical painting raises more questions, due to the potential symbolisms or parallels that can be drawn. If the potentially allegorical but effectively incomprehensible artwork was found in 2005 or in 2012, no one would pay much attention, and the eventually innocuous representation would be taken as the result of a certainly bold, yet counterproductive, imagination of a group of top level Russian officials, eventually characterized by their narcissism.

It is clear that many Russians are -truly speaking- under terrible shock because of the revelations, and their comments about this, most weird, story are very negative. With no doubt, Kutuzov is almost a holy person for the Russians because, although he did not mark a real victory over Napoleon, he forced him to advance following Pyrrhic victories during a prolonged war of attrition which led finally to the collapse of the French Army. How a defeat at the battlefield can possibly be transformed into a victory in the long perspective is a most fatalistic turn of events for historians to possibly fathom. But it was known since the time of the Battle of Kadesh (May 1274 BCE) between the Hittite Emperor Muwatalli II and the Egyptian Pharaoh Ramesses III.

On the other hand, many of the persons depicted on the bizarre paintings have recently lost their positions or even been arrested. Bulgakov was arrested only 4-5 days ago, following allegations of bribery, but he is only the last of several similar cases.

II. Brief description and existing parallels

As the mystery of these eventually absurd but potentially meaningful pictures is beyond imagination, several friends contacted me to make some inquiries. They asked me what this meant in reality and whether this initiatory and hypothetically purposeful painting denoted a hidden desire of Shoigu to "take Putin's place".

What follows here includes parts of my responses; it is actually difficult to answer such a question because there are many parameters involved in this regard; but in general, I never thought that Sergei Shoigu would be interested in taking Putin's place. In addition, the painting does not hint at anything of the sort. Kutuzov did not imagine, even for a second, not to be loyal to the Russian czars whom he served.

First and foremost, it is essential for any non-Russian to comprehend that Russians have no conventional thought. Historically, it is very common in Russia to evaluate one man as higher and as more important than the czar, the secretary general or the president.

If one goes to Russia and speaks with the average people, one will understand that what they narrate as «History of Russia» is not what is taught in the West about this topic. By this, I don't mean discrepancies at the level of historical facts and narratives, but a totally distinct perspective of the time and a markedly different evaluation of the human deeds.

There are effectively some parallels between Kutuzov (1745-1813) and Shoigu (born in 1955).

Kutuzov served (as military officer and diplomat) three czars (Catherine II, Paul I, and Alexander I).

And Shoigu was a minister under four presidents (Gorbachev, Yeltsin, Putin, and Medvedev). 

Prince Mikhail Illarionovich Golenishchev-Kutuzov-Smolensky (Михаил Илларионович Голенищев-Кутузов-Смоленский) belonged to an ancient noble family of German-Prussian extraction. The Golenishchev-Kutuzov branch consisted of the descendants of Gabriel, who left Prussia (1252-1263) and became the founder of the Kutuzovs.

Sergei Kuzhugetovich Shoigu (Сергей Кужугетович Шойгу) belonged to a Turkic Tuvan family, as his father (Kuzhuget Shoigu, 1921-2010) was first Deputy Chairman of the Council of Ministers of the Tuvan Autonomous Soviet Socialist Republic, and a deputy of the Supreme Soviet of the Tuvan ASSR. Shoigu's mother (Alexandra Yakovlevna Shoigu, 1924–2011) was a Ukrainian-born Russian, who was detained by the German occupation forces during World War II and had a traumatic experience from this event.

en.wikipedia.org

Kuzhuget Shoigu - Wikipedia

en.wikipedia.org

Tuvans - Wikipedia

Mikhail Kutuzov was a multilingual, as he was fluent in Russian, German, French and English; on later occasions he also studied Ottoman Turkish, Polish, and Swedish.

Sergei Shoigu is also a multilingual, who speaks Tuvan, Russian, and another seven languages including Chinese, Japanese, Turkish, English, etc.

III. Shoigu's lengthy tenure exceeded by far that of President Putin

All the people know that Vladimir Putin has been president since the year 2000 (with an interval of four years (2008-2012), when he served as prime minister; however, few people remember today that Shoigu was a minister since 1991. Only last May, he was removed from the position of Minister of Defense and promoted/rewarded as «Secretary of the Security Council of Russia».

This means that Shoigu was a minister for 33 years! When the positions are so important, a person creates his own small state within the state; this is normal and inevitable.

As a matter of fact, Yeltsin appointed Shoigu as Minister of Emergency Situations in April 1991. All the same, at the time, Yeltsin was only the «President of the Russian Soviet Federative Socialist Republic», not the «President of the Russian Federation». This means that Yeltsin was under Gorbachev who was then the «President of the Soviet Union». In other words, Shoigu was at the very beginning a minister of USSR, not Russia! He was appointed before the August 1991 coup attempt, which failed and led to the rise of Yeltsin, resignation of Gorbachev, and demise of the USSR. 

en.wikipedia.org

Sergei Shoigu - Wikipedia

And what was Vladimir Putin at the time?

In June 1991, in (then) Leningrad, he was appointed as head of the Committee for External Relations of the Mayor's Office. So, you cannot compare. 

en.wikipedia.org

Vladimir Putin - Wikipedia

In fact, better than any other Russian, Sergei Shoigu epitomizes the transition from the USSR to today's Russia. Consequently, although he was not a career military man but an apparatchik and part of the Soviet nomenklatura, he had progressively become a major pole of power. And because of his success, which guaranteed Putin’s success, it was surely unthinkable for anyone to remove him. 

However, the uneasiness of the Russians with the ongoing fake war in Ukraine and the disclosure of several financial scandals and cases of bribery in the Russian army and the Ministry of Defense generated another environment.

IV. Long 'reigns' come with indulgence in corruption and extravagance

Last April, the Russian deputy defense minister Timur Ivanov was arrested. 

The Moscow Times

Arrested Russian Deputy Defense Minister Accused of Accepting $12 Mln Bribe, Lawyer Says - The Moscow Times

Russian Deputy Defense Minister Timur Ivanov has been accused of accepting a bribe “in the form of services” valued at more than 1 billion r

This occurred only little time after Putin’s re-election. 

One month after the arrest, Sergei Shoigu was removed and replaced by Andrey Belousov, who is provenly a very good economist, a well-experienced statesman, and a former First Deputy Prime Minister of Russia.

en.wikipedia.org

Andrey Belousov - Wikipedia

At the time, many people said that Putin placed an economist at the top of the Ministry of Defense, because he wanted to make a more effective programming of the military industrial production in view of the continuation of the war in Ukraine. It may be.

But personally, I was absolutely convinced that the reason for this appointment was the desire to effectuate an extensive control of earlier business transactions, carry out a thorough examination of past deals, identify practices of corruption, and uncover all cases of bribery that the «Shoigu establishment» allowed or tolerated or supported or covered deliberately. In the face of the collateral damages caused by the Russian military operations in Ukraine, it would be unacceptable that top officials accumulated illegal benefits. 

Almost four months after the aforementioned case of Timur Ivanov, the arrest of Bulgakov rang the bell for the part of the Russian establishment that was exposed to such inexcusable weaknesses at wartime and for ministers who indulged themselves in corruption and extravagance.

en.wikipedia.org

Dmitry Bulgakov - Wikipedia

and

The Moscow Times

Former Russian Deputy Defense Minister Arrested on Corruption Charges - The Moscow Times

Former Deputy Defense Minister Dmitry Bulgakov has been arrested on corruption charges, Russian law enforcement authorities announced on Fri

And with the frames and paintings found in his house yesterday, we learned that Bulgakov viewed Shoigu as Kutuzov!

Of course, Kutuzov is more important than Alexander I for the Russians. Czar Alexander I acknowledged personally that Russia owed the final victory to Kutuzov. This means that, with all similarities taken together as coincidental (!!), Bulgakov and his associates, friends and subordinates viewed Shoigu like a 'god'. Several Russian friends interpret this approach as absolutely true; they even consider it as the result of extreme narcissism of all persons involved. 

What follows is a selection of comments that I found in Russian social media (I translated them into English):

1. «This is blasphemy against the memory and exploits of our ancestors»!

2. «They came up with this a long time ago and are successfully stealing it»

3. «A finished script for a film. How far human stupidity and impudence go»!

4. «They are very far from Kutuzov and others; but there is plenty of time for self-admiration»

5. «A gang of thieves assembled»

6. «Where is Timur Ivanov»?

From the following web pages:

А такие портреты нашли дома у задержанного экс-замминистра обороны Дмитрия Булгакова во время обысков.

and

Минутка статистики по одному из шедевров золотой коллекции задержанного замминистра обороны Булгакова.

V. An attempt to inculpate or a mystical allegory?

As a matter of fact, it would not make sense for Shoigu and his close associates to envision that he would take Putin’s place (let alone to conspire with this target in mind); in addition, the picture says the opposite. Kutuzov was already more important than the czar.

All the same, there is another dimension too; these pictures may have been placed in Bulgakov's home after his arrest in order to inculpate him, Shoigu and others in some way. This would however seem rather to be a puerile attempt, because there can be far worse and far more effective ways to inculpate someone than the revelation of the narcissistic visions and the grandiose imaginations of a group of corrupt and not corrupt officials.

If there is a symbolism, it means that the true ruler is («was»?) Shoigu; but even in this case, it is a very unusual type of praising and self-praising for some top officials. In real terms of boastfulness, such an atemporal replica of Aleksey Kivshenko's legendary painting adds nothing on the table.

I believe that, if some people want truly to unveil a real and serious purpose in this painting, they must rather view it as a mystical allegory – not a mere symbolism. In this case, the otherwise bizarre artwork becomes meaningful.

What are the major points of an allegorical mysticism in this regard?

I will brief enumerate a few.

1- Reminiscent of the French invasion of the Russian Empire, the present war in Ukraine reveals that the Russian Federation is under attack.

It matters little whether some Western idiots believe that we have to deal with a Russian invasion of Ukraine; there was never such an event, because Ukraine is an integral part of Russian territory that criminal Anglo-Saxon gangsters brutally and illegally detached from Russia at the time of the Soviet collapse.

Yuval Harari was very correct when saying that "Gorbachev saved us from nuclear war"; but his truth ends there. What truly happened in 1989 is not the continuation of a development that started in 1985. In fact, Gorbachev was openly threatened by George Herbert Bush with imminent nuclear attack if he did not rapidly dissolve the Soviet Union and the Warsaw Pact. The truth was enveloped in thousands of lies, endless smiles, and hypocritical hand shakings, because this was beneficial for both, the US and the Soviet Union/Russia. I cannot further expand now on this topic, because I would digress.

So, as it happened in the 1810s and the 1940s, Russia has been under attack since the late 1980s.

2- Similarly with Kutuzov's ingenious strategy and tactics, the Russian state withdrew from lands for quite some time now.

The formation of the Ukrainian pseudo-nation after 1991 was an entirely orchestrated fabrication, involving the creation of a bogus-idiom named 'Ukrainian language', the pseudo-translation of thousands of toponyms and personal names into their hypothetically Ukrainian forms, the compilation of a distorted 'History of Ukraine', the diffusion of heinous anti-Russian racism, and the subtle disfigurement of the Orthodox faith of the local population into a charlatanesque form of Anti-Christian Catholicism.

3- Similarly with what happened during the French Invasion of the Russian Empire, the military proved to be the backbone of the Russian nation.

In this regard, the lengthy tenure of Sergei Shoigu reflects perfectly well the long military career of Mikhail Kutuzov.

4- The partly withdrawal from the Western Russian lands, as implemented by the Commander-in-Chief of the Russian armies, can be mirrored in Moscow's agreement for a separate, 'independent' Ukrainian state. The concession made is very similar to the decision taken at the Military Council in Fili.

5- Sergei Shoigu's contribution to the final victory may be analogous to Kutuzov's strategy which brought the final victory after many rather insignificant defeats.

6- Last but foremost, the final defeat of Napoleon in Russia ended with the subsequent demise of his regime; the allegory is very clear as regards the combined Anglo-Saxon world that has attacked USSR-Russia since 1945 – or if you prefer 1985.

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Mikhail Kutuzov in 1812, Sergei Shoigu in 2024, and Aleksey Kivshenko's Historical Painting of the Military Council in Fili, a suburb of Mos

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