In the 107th Yearbook of the National Society for the Study of Education (Vol. II), I wrote: Education is “drawing out what is already in you”; Instruction—the piling of information into your mind; and Teaching --the showing of persuasive things.

When the purpose of these “Big Three” is about how to think and not so much what to think, the canopy term of “Education” is used. The job of the “Big Three” is to “lead out” one’s own Dreams, Talents and skills so as to achieve ones Purpose in life. Subdivisions of each of the “Big Three” are Value preparation (for making money, accumulating possessions, or acquiring power over people) and Humanity preparation for things of Worth.

Both Worth and Value preparation fashion a clear idea of the path to follow to continue improving ones Inner Self (inner strength, inner peace, and inner harmony); of the path to follow to improving ones outer world conditions (e.g. creature comforts, a healthy environment); of the path to helping others (especially the needy); and of the path that is about socially acceptable self-protection against unscrupulous people. What results from the “Big Three” is then enlarged upon and extended into numerous aspects and work products of one’s daily activities and into the lives of others.

The ideal contents of Humanity vary in different societies. In African Tradition Humanity is about doing what it takes to be human and humane; having good relationships with and good behaviors toward other people: and embracing the Subjective, Objective, and Spiritual things required to reach and enter the Heaven Afterlife. Their platform is Wholism--dealing with people as part of one undivided and indivisible family.  In Chinese Tradition Humanity is doing what it takes in order to have a good and meaningful life within the context of a harmonious society. In Western society the Humanity mission is weak because it describes man as a cultural being (via art, history, and philosophy), and not as a spirit. The focus is on things of Value, and not Worth. In Black American Tradition the Humanity issues are eclectic.

Europeans would benefit from internalizing the Humanity orientation of African Tradition. But of course this would never happen. In general, Black Americans would benefit from learning more about Values (but stopping short of greed) and from the pursuit of the African Sankofa Concept—i.e. returning to and internalizing Ancient African Values as the platform for springing forward into a better life.

Since Humanity is about a worthwhile life, the focus ought to be on getting along with people. According to Ancient Africans there is no other way to learn Humanity than being in harmony with people. Yet, since the USA is an “I” (Individualistic) society, it is very difficult to spend the needed time learning to deal with people. One reason is that so much time is spent perfecting the self-reliance needed to be successful in things of Value. Second, it is expensive to live comfortably. Third, the USA is a multi-cultural society, meaning there are large numbers of people in different cultures at school, at work, or in the neighborhood to learn about. Nevertheless, for mature people, Humanity experiences are just as important, if not more so, than the acquiring of things of Value. Although there are many things demanding ones limited daily time, I believe African type Humanity ought to be universality applied in cross-cultural, cross-age group, cross-religion, cross-color, cross-creed, cross-gender, and inter-gender understanding. Every day these could be taught the first 5 minutes of each class, in every grade, in every school, and everywhere.

Bailey II, JA. The Purpose of Education: in Smylie MA. Why Do We Educate? Voices From The Conversation. Volume 107, Issue 2 Malden, Massachusetts: Wiley-Blackwell 2008