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Afrocentric vs. Eurocentric Geniuses |
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The world's first known multi-level genius was Imhotep, a Black Egyptian of 2650? B.C. Similar "born" geniuses as well as "hard-work" geniuses show their gifts on one or on many levels.
Eurocentric and Afrocentric types are based upon differences in definitions and beliefs about causation. A widely accepted Eurocentric definition of genius was given by the 19th century British scientist Sir Francis Galton: "Creative ability of an exceptionally high order as demonstrated by actual achievement, always provided that such achievement is not merely of transitory value or the result of accident of birth, as in the case of hereditary rulers."
The Afrocentric agree that genius involves originality, creativeness, the ability to think and work in areas not previously explored, and the giving of a unique gift to the world. For the Eurocentric, the "gift" leans toward the material (e.g. some advancement in technology) derived through analysis - the foundation being the scientifically inventive (defying the ordinary currents of life) and devoid of feelings.
By contrast, the Afrocentric concept of genius starts from a spiritual reference to causation. Thus, its orientation is related to things of worth (e.g. love, peace, harmony). Ancient Africans believed the bringing of a genius spiritual force to an individual's psyche was orchestrated by an attendant spirit allotted to an individual at birth. Then that spirit forever watched over and shaped the person's character and fortunes. When the sacred spiritual force was properly orchestrated, it would provide understanding, illumination, and a "mind's eye" (Nobles "African Psychology," p. 5) specializing in vision and discernment. Vision refers to one's capabilities to instantly see the range of options present in a given circumstance and at any given moment.
Discernment ("cutting with skill") is the locating, the grabbing hold of, and the spotlighting of a detail of reality -- either not easily seen or actually out of sight. Some people seem to be born with vision and discernment while others acquire them both through hard work. Genius combines vision, discernment, imagination, and impressions within one's memory to produce products which benefit a tiny piece of the world. The creative process involves fashioning new forms of things, fashioning new combinations, or fashioning new arrangements.
Believing genius to be sacred, ancient Africans said it must be "invited out" of each person through ritual (i.e. symbolic gestures of respect and even reverence) and then provided with a fertile ground. To allow it to burst forth, bloom and release its healing powers to the village requires the villagers' "helping hand." Because the "thumb" of the "helping hand" is flexible and opposable to the fingers, the elder doing the mentoring was likened to the thumb. The "four fingers" represented other elders who contributed to the youth's maintenance, sustenance, and growth. The "palm" was the villagers' general support. Similarly, today it is the social responsibility of Afrocentrically oriented Black Americans to draw out the genius in each of its youth.
This requires special effort because the very nature of the Euro-American educational system prevents the birth and crushes the expression of genius in Black youth. It demands imitating its model and accepting its rules without questioning its foundation, its soundness, its completeness, or its usefulness. Low grades and failures are meted out to the nonconformist, to the challengers, and to those who think "outside the box." For the benefit of the nation, ways must be devised to overcome this Eurocentric dominance, its inherent limitations, its "mis-education," and its ignoring of afrocentric culture.
Joseph A. Bailey, II, M.D
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