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Weapons Used for Defining Black People |
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People want to define you so they can gain an unfair advantage while putting you at an unfair disadvantage.
Seven patterns used to define Black Americans since slavery include the following.
Pattern I of direct attacks to create an inferiority complex was most obvious during and following slavery -- renaming the slaves and daily showering them with messages of their inferiority.
Pattern II is omissions -- failing to tell Black students about their brilliant ancient African ancestors -- those who designed the greatest civilization and culture the world has ever known.
Pattern III is taking things away as, for example, stealing the brilliant African history and attributing it to the ancient Greeks (see Stolen Legacy by James).
Pattern IV is the silent and extremely racist deception present in museums, classrooms, the mass media, and textbooks. One of the numerous deceptions in museums is to put a name tag on artifacts falsely crediting Babylonia, Mesopotamia, or some other non-African culture for the creation, when even beginning students of African culture know it originated in Africa. In giving talks at various middle schools, it really angers me to see pictures of "white" or "yellow" ancient Egyptians known to be Black in color.
The mass media does the same -- and no words need to be spoken! In addition, programs like PBS, the History and the Discovery channels give information that is 10% incorrect -- incorrect usually in failing to credit Africa.
Of my 75 philosophy books written by Whites, not one mentions the philosophers, the philosophies, or the religions of Africa -- even though several Black authorities have clearly shown Africa to be the origin meaningful European philosophy, creative thought, and the world's major religions (Stolen Legacy; The Kybalion; The Black Apollo of Science).
Pattern V is about the deliberate fragmentation of African American slaves and the African cultures' emphases on fellowship, harmony, and unity toward neighbors.
Pattern VI, a spin off of Patterns I and V, was to get the slaves to define each other in demeaning ways desirable to the captors.
Pattern VII resulted from such unspeakable cruelties imposed on Black people that they reacted by wanting to do the opposite of what White people do. For example, Dr. Benjamin Mays said his father did not want him to get an education for fear it would make him foolish and dishonest like White people.
Patterns II, III, and IV persist against Blacks as passive-aggressive attacks; Patterns I and V remain aggressive; Pattern V and VI have caused reactions prominent in today's Black ghettos, as in gangsta rap.
The enslaved mind effect on vulnerable Black Americans shows as an inferiority complex or low self-esteem (Bailey "A Classification of Black American Self Esteem" online at NMA Net.org; subsection "publications"). An analogy for this effect is illustrated in the "Story of the Elephant and the Chain." At birth, the handler chained the baby elephant to a tree, permitting only a 30 foot range.
As the elephant grew in size and strength, the chain was replaced with a stronger and thicker one so as to prevent the elephant from going on a rampage or from running away. Thus, the elephant grew up conditioned to knowing there was a limit on how far he could wander and this limit forever restricted his entire life.
Eventually, the chain was replaced with a rope the elephant could easily break. But surprisingly, even when the rope was permanently removed, the elephant never walked father than his original limit of 30 feet because his conditioned enslaved mind had accepted being defined by the handler.
It is this same type of mind control created by slavery and post-slavery racism that continues to afflict struggling Black youth. As a result, they are not able to take advantage of opportunities readily available to them or to "pull themselves up by their own boot straps"!!! (Thanks to Adelita Castro for making me aware of this elephant story).
Joseph A. Bailey, II, M.D
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