Iran 2022: Typical Freemasonic-Zionist Proxy War Between Ayatollahs And Protestors At The Detriment Of

Seyyed Mosque/ Isfahan/ Iran

Photography: Daryoush fardpour

The Perception of the Divine - I

God created Man and not Man God; consequently, God defined Man and not Man God. That is why Man sensed God, perceived the Divine, and acted accordingly within the spiritual and the material universes. Due to the first fall of Man, this sense and this perception were gravely impaired. Because of this situation, the early men started developing faculties in order to catch up with what they had missed but to no avail. These faculties, which we now identify as the basics of civilization, were truly unnecessary and they only resulted in further falls.

If we consider the original sin as an infidelity, the so-called 'human civilization' was constructed on unrequested powers, skills and intelligence. This invalid, counterfeit intelligence is what exactly we read in the First Epistle to the Corinthians (3:19; ἡ γὰρ σοφία τοῦ κόσμου τούτου μωρία παρὰ τῷ Θεῷ ἐστιν / Sapientia enim hujus mundi, stultitia est apud Deum): "For the wisdom of this world is foolishness in God's sight".

Texts and representations from the scene related to the Weighing of the Heart of Ani, which took place in the Hall of Judgment (from the Papyrus of Ani); Ani and his wife Tutu (lower section, left) enter the realm of the Divine. At center, Anubis, in kneeling position, weighs Ani's heart (left plate of the scale) against the feather of Maat (right plate of the scale). He is observed by the divine forces Renenutet, Meshkenet, and Shay, as well as by Ani's own Ba (lower spiritual body which is depicted as a bird with human head). At the right end, Ammut, intending to devour Ani's soul if his heart is proven sinful, awaits the verdict. Identified as the Divine Wisdom, Thoth (with human body and the head of the bird ibis) prepares to record it. In the upper section, all supreme aspects of the Divine act as judges: (from left to right) Hu and Sia, Hathor, Horus, Isis and Nephthys, Nut, Geb, Tefnut, Shu, Atum, and Ra-Horakhty. Written by the Theban scribe Ani -for the preparation of his life in the Hereafter- in the first half of the 13th c. BCE, the Papyrus of Ani was discovered in 1888 in Luxor by the English Egyptologist Sir E. A. Wallis Budge and smuggled to the British Museum. It is a 24 m long scroll that has a width of 33 cm; the monumental document needed three volumes to be duly published (introductory analysis; transcription and translation; facsimile reproduction),

Yet, this conclusion is nothing more than the true essence of Ea's advice to Adapa (the First Human) according to the Ancient Sumerian/Assyrian-Babylonian sacred text "Adapa and the South Wind":

«At the door of Anu, Tammuz and Gishzida are standing, "they will see thee, they will ask thee; 'Sir,' For whose sake dost thou so appear, Adapa? For whom Art thou clad in a mourning garment?' 'In our country two gods have vanished, therefore Am I so.' 'Who are the two gods, who in the land Have vanished?' 'Tammuz and Gishzida.' They will look at one another and Be astonished. Good words».

In other words, in the original Paradise, there would never be any 'civilization'. Then, the quest for the original perception of the Divine is a direct, straightforward and conscious rejection of all the human cultures and civilizations. Quite unfortunately for them, all those who intend to stick to their traditions and cultures, by so doing, they bring the total collapse of the human civilization closer. This is apparently so because their civilization is flawed and putrefied, their faith nonexistent, and their perception of the Divine dishonest and erroneous.

Contents (Part I: I-VI)

Introduction

I. Man: soul, body, and character

II. Communication with the material universe

III. Communication with the spiritual universe

IV. The function of the Man: interaction among soul, body and character

V. Mind without thoughts; heart without sentiments; solar plexus without desires

VI. At the antipodes of the ancient Spiritual Sciences, Modern Psychology produces monsters, leading to the extermination of mankind

VII. The human soul, its parts, and their functionality

VIII. Soul consciousness without subconscious and unconsciousness

IX. Knowledge as self-consciousness: no need of language, writing and learning

X. Wisdom as consciousness of one's own destination in the material universe

XI. Fate: the process of all interconnections and mutual impact of all created factors

XII. Fortune: inherent sense of conditions enabling man to outdo what Fate specified

XIII. Perception of the Divine: from the Five Elements to the Twelve Supreme Beings

XIV. God & the Divine vs. the Divine & the gods

XV. The perception of God and the perceptions of gods

XVI. The human concept of the Divine: result of the malfunction of the Fallen Man

XVII. End Times: liberation from thoughts, sentiments, desires, languages & writings

Introduction

The modern Western (in fact: Western European) world, which by means of military, political, economic, academic, intellectual, educational, religious, cultural and spiritual colonization invaded and (by so doing) desecrated the rest of the world, has been based on a peremptory, 'humanist' assumption, an arbitrary, detrimental rejection of the pre-Renaissance world, a baseless, yet unprecedented historical revisionism, and a self-determination to deliberately define God. Within this vicious and calamitous context, which precipitates the total annihilation of the mankind, there is absolutely no place for perception of the Divine.

Nonetheless, it has been inevitable that several humans managed to liberate themselves from today's destitute, fake and corrupted religions, absurd and nonsensical philosophies, and various other schemes, theories and ideologies in order to find their true inner selves and in the process perceive the Divine.

In today's world, there is no self-definition of Man. This is so because the peremptory concept of Humanism constitutes an unfounded dogma and the foundation of all posterior conclusions, considerations and theories. Any spiritual-intellectual attempt to question the validity of the 'humanist' absurdity results instantaneously in utterly dictatorial persecution, hysterical rejection, and fanatical, systematized defamation. Yet, the insanity of 'Humanism' leads straight to the eradication of mankind.

As a matter of fact, for every civilization and culture, the self-definition of Man was never the first priority in terms of ancestral narratives, meditation, rumination and world view; on the contrary, the definition of God was the central, fundamental task. We do not exist of our own; we live because God created us. Contrarily to Him, we cannot say "I am who I am" (אֶֽהְיֶ֖ה אֲשֶׁ֣ר אֶֽהְיֶ֑ה; ἐγώ εἰμι ὁ ὤν; ego sum qui sum / Exodus 3:14). https://en.wikipedia.org/wiki/I_Am_that_I_Am

Similarly, and more authoritatively than the Torah, the Assyrian-Babylonian sacred text of Enuma Elish (the world's paramount 'Genesis' or 'Cosmogony') in its 3rd and 4th verses stipulates the following: «apsûm-ma rēštû zārûšun; mummu Tiamat muallidat gimrišun» {Naught but primordial Apsu, their begetter, (and) Mummu Tiamat, she who bore them all / as per the transliteration in P. Talon, The Standard Babylonian Creation Myth: Enūma eliš; Helsinki, 2005}.

https://ia600707.us.archive.org/16/items/Holy-Books/EnumaElish.pdf

Everything, every aspect of the Divine, every later name of God or aspect of God depended on the primordial Apsu and Tiamat, the names of God before Creation. In the World History's first and foremost holy text, the narrative of the Creation starts before the Creation. After the original moments of Becoming are stipulated, all the rest follows. In other words, only because humans defined God first, they were able to determine who they were at a second stage. But to define God, men had to perceive the Divine at an earlier moment.

I. Man: soul, body, and character

In this brief presentation, I don't intend to expand on the perception of the Divine of the Ancient Sumerians, Akkadians, Assyrians-Babylonians and Egyptians, thus composing a historico-religious monograph. On the contrary, I will use material and concepts, methods and approaches of the Ancient Mesopotamian monotheists, which can help today's people to best question and ultimately refute the prevailing, absurd and preposterous definition of the Divine, which has become good reason for the mankind's decay. 

There cannot be mental, sentimental or sensual perception of the Divine. The brain, the heart, and the solar plexus are parts of the human body that function at the very intersection of the soul and the body within every human being; however, they still generate material functions. Through these means a human obtains perception of the material universe. However, only the human soul creates spiritual functions, and it is only through one's soul that a man can perceive the spiritual universe, the Divine, and God. In brief, there is only spiritual perception of the spiritual world.

Because the dissociation between the human soul and the human body is the result of the successive falls of mankind, today's man has lost the originally inherent ability to establish a complete synergy between the soul and the body. Many misinformed and disoriented people, who believe in the existence of the human soul and the spiritual universe, think that the thoughts, the ideas, the theories, the sentiments, the desires and the passions constitute the soul, but that's very wrong.

As driving force of life, the soul is entirely different from the body; it does however permeate the human body and, to enable the human being's major functions at the material level, it forms particular junctures within the body in the heart, the brain, and the solar plexus. At best, which means before all the Falls, the three junctures (or intersections) are totally empty, and ethereal vitality keeps the human being in perfect synergy between the soul and the body.

The electromagnetic flow is thus exemplarily processed, being uninterrupted and unabsorbed by the various, unnecessary debris formed during cases of traumatic experience. Then, this man is well-lit and bright, able to emit light, and transform his eye into a lantern for his body; this is the meaning of Jesus' famous hint "The eye is the lamp of the body. If your eyes are healthy, your whole body will be full of light" (Ὁ λύχνος τοῦ σώματός ἐστιν ὁ ὀφθαλμός· ἐὰν οὖν ὁ ὀφθαλμός σου ἁπλοῦς ᾖ, ὅλον τὸ σῶμά σου φωτεινόν ἔσται·; lucerna corporis est oculus si fuerit oculus tuus simplex totum corpus tuum lucidum erit; Matthew 6:22)

Quite contrarily, in the case of the man of the Fall, the three intersections are filled with unnecessary data, pieces of 'knowledge', amounts of worthless information, endless thoughts, considerations, theories, ideas, ideologies, sentiments and desires, not to mention passions and abominable calculations, which keep the human being captive of the worst enemies of mankind. In such cases, the soul is greatly affected and clearly condemned to damnation. These unfortunate and unsubstantiated beings have thus already become 'persons', overwhelmingly filling the part of their soul that we conventionally call 'subconscious' with collateral debris, which constitute an enormous burden for the soul and gradually force her to incapacity and castigation.

The intersections of the soul and the body (solar plexus, heart and brain) create what we come to know as the character of the human being; the character is the epitome of individuality. But a human being, i.e. an individual, should never become a 'person'. The character corresponds to what many mystics call conventionally 'lower spiritual body'; this is wrongly called 'astral body' (it has nothing to do with stars). Few days after the separation of the soul from the body (i.e. the 'death'), both, the material body and the lower spiritual body, start getting disintegrated.

Being aware of the intensified spiritual attack against the mankind and the increased number of sinful humans, modern mystics wanted to find a convenient and very conventional 'solution' of the problem. They therefore invented the childish theory of generalized reincarnation. It is certain that some souls can reincarnate; spiritually and materially, reincarnation is possible. Jesus spoke explicitly about that, referring to the Men of Nineveh, i.e. the Ancient Assyrians: "The men of Nineveh will stand up at the judgment with this generation and condemn it; for they repented at the preaching of Jonah, and now something greater than Jonah is here" (ἄνδρες Νινευῖται ἀναστήσονται ἐν τῇ κρίσει μετὰ τῆς γενεᾶς ταύτης καὶ κατακρινοῦσιν αὐτήν, ὅτι μετενόησαν εἰς τὸ κήρυγμα Ἰωνᾶ, καὶ ἰδοὺ πλεῖον Ἰωνᾶ ὧδε; viri ninevitae surgent in iudicio cum generatione ista et condemnabunt eam quia paenitentiam egerunt in praedicatione Ionae et ecce plus quam Iona hic; Matthew 12:41).

The generalized theory of reincarnation invalidates the purpose of the Creation. It is an absurdity according to which one human being can achieve perfection in three lives, another man in six lives, and a third person in nine lives; indeed, this is utterly blasphemous. If things had been arranged in this paranoid manner, God would have been snoring at the end station of this useless and otherwise comical process. Only pathetic ignorance and abject immorality can make someone think that the Moral Order does not matter and that the facts of spiritual reward and spiritual castigation are meaningless. Contrarily to this nonsensical scheme, for all early sacred texts, it matters greatly whether the Moral Order is maintained and respected by all humans or not. Without Order there is no Creation; breaching the universal Order is an act that destroys some part of the universe. That is why reward and castigation are consequential, instantaneous and inevitable.

In this regard, it is absolutely puerile to suggest that, since most humans were sinful, if we happen to believe that there will be reward for the innocent and punishment for the guilty, we will end up in a scarcely inhabited Paradise with few souls and in a densely populated Hell packed with the souls of sinners. I am absolutely convinced that this is a hypocritically childish response (pronounced in Modern times) to an inconsistent and unsophisticated sermon (given in Christian and Islamic times).

I cannot expand further here (as this article does not concern the Structure of the Spiritual Universe), but I have to point out that it is mere theological vanity to try to interpret terms like "eternal life" and 'eternal fire" within the context of life of the Fallen Man. Sacred texts that use similar terms apparently give figurative sense to several terms that they use, since their readers will ostensibly be totally unable to fully and deeply comprehend them. I must therefore conclude that modern mystics' opposition to Christian-Muslim preachers is an intentional evildoing, although the latter clearly failed to accurately interpret their respective sacred texts.

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Archaic Greek painting with the Assyrian eyes makes me rabid… The lines of the calves the lines in the hair? I know what you are

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.   

======================= 

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 «

Wall of the Temple of Horus in Edfu, built by the Ptolemids between 237 and 57 BCE.

Model of a Multi-Storied Tower, Chinese, 1st century. Earthenware with unfired pigments.

Courtesy Alain Truong

Giovanni Pico della Mirandola was an odd duck. As a young scholar, he allegedly mastered Greek and Latin by the age of 13. In 1484 he met Marsillio Ficino and fabulously wealthy italian banker Lorenzo De Medici, and promptly charmed the both of them, roping tutelage from the former, and patronage from the latter. During his time in Florence he would write the 900 Theses, a text which claimed that not only were Plato and Aristotle reconcilable, but that they were compatible with Christianity. He was quite confident in the strength of his work. In fact, he was so confident that he ended the 900 Theses with the following announcement: 

“THE CONCLUSIONS will not be disputed until after the Epiphany. In the meantime they will be published in all Italian universities. And if any philosopher or theologian, even from the ends of Italy, wishes to come to Rome for the sake of debating, his lord the disputer promises to pay the travel expenses from his own funds.”

His plan was to travel to Rome, have the theses published, hold a conference defending his work, defeat every challenger with Facts and Logic, and ride the wave of success to theological glory. On his way to Rome he stopped in the town of Arezzo, had an affair with the wife of one of Lorenzo de Medici’s cousins, attempted to run away with her, got beaten nearly to death, thrown in prison, and then released by order of Lorenzo himself. While recovering from his wounds, he became obsessed with magic.

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Being powerful is like being a lady. If you have to tell people you are, you aren’t.

- Margaret Thatcher  

A Roman shrine to the god Mithras (Mithraeum), ca. A.D. 240, from Dura-Europos (Syria).

The cult of Mithras first became evident in Rome towards the late 1st century AD. Having originated in Persia, during the next two centuries, it spread to the frontiers of the Western empire. It is referred to as a Roman “mystery” cult, for an initiation ceremony was required in joining, and the members kept the activities and liturgy of the cult strictly secret. Due to the highly secretive nature of the cult, our evidence for it is essentially entirely archaeological. Here we have a rare of example of a Mithraeum from Dura-Europos, which appears to be originally set in private house -a rare case indeed. The Yale University Art Gallery give the following description:

A shrine to the god Mithras, the Mithraeum at Dura-Europos was commissioned A.D. 168/69 by Palmyrene archers serving in the Roman army. It was renovated and enlarged in A.D. 209/11. The reconstruction on view here represents the third and final phase, dating to around A.D. 240. Unlike most Mithraea, which were underground to commemorate the god’s birth in a cave, the Dura Mithraeum was built into a private house.

The cult of Mithras attained popularity in the Roman period among soldiers and merchants. Restricted to men, it was a mystery religion thought to include initiation, ritual banquets, and the promise of salvation after death. The primary cult image was the tauroctony, or Mithras slaying the Cosmic Bull, often paired with an image of Mithras banqueting with Sol, god of the sun (as seen in the painting at left). Other common images included events from the life of Mithras and zodiac signs. While the subjects depicted in most Mithraea are similar, style and composition vary. The Dura Mithraeum contained two tauroctony reliefs, one above the other. The side walls showed Mithras as a mounted archer in a presentation that would have resonated with the Palmyrene archers who founded the shrine. (Yale)

Courtesy of & can be viewed at the Yale University Art Gallery, New Haven, CT. Via their online collections: 1935.100.

Cosmas Megalommatis, Zurvan: World Mythology-1989

Κοσμάς Μεγαλομμάτης, Ζερβάν: Παγκόσμια Μυθολογία, Ελληνική Εκπαιδευτική Εγκυκλοπαίδεια, 1989

Кузьма Мегаломматис, Зерван (Зурван или Зарван): мировая мифология, Греческая педагогическая энциклопедия, 1989

Kosmas Megalommatis, Zurvan (auch Zervan): Weltmythologie, Griechische Pädagogische Enzyklopädie, 1989

Kosmas Gözübüyükoğlu, Zurvan (veya Zervan): Dünya Mitolojisi, Yunan Pedagoji Ansiklopedisi, 1989

قزمان ميغالوماتيس، زروان : اساطیر جهانی، دایره المعارف آموزشی یونانی، 1989

Côme Megalommatis, Zervan (ou Zurvan): Mythologie mondiale, Encyclopédie pédagogique grecque, 1989

1989 قزمان ميغالوماتيس، زورفان: الأساطير العالمية، الموسوعة التربوية اليونانية،

Cosimo Megalommatis, Zurvan (Zurvan Akarana o Zervan Akarana): mitologia mondiale, Enciclopedia pedagogica greca, 1989

Cosimo Megalommatis, Zurvan (o Zervan): mitología mundial, Enciclopedia pedagógica griega, 1989

Cosmas Megalommatis, Zurvan: World Mythology, Greek Pedagogical Encyclopedia, 1989

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