VERY ANCIENT AFRICAN SCHOLARS’ CURRICULUM (12)
The Curriculum (C17, run a course) for Very Ancient African Scholars was designed to encourage them to learn todiscover the underling web of relationships operating in Nature throughout the Cosmos. Its Mathematical nature was to help each student assume an obligation, duty, and responsibility for developing dormant Divine Life Forces within so as to be an Earthly embodiment of God’s designing intelligence. By so doing, each Scholar’s “Self”–i.e. the Consciousness/Will constituting a human’s divinity–would be subjected to the Divine Spirit in order to command the Life-Force in harmony with the Laws of Nature. To this end, their most learned and wisest Sages formed Houses of Truth to discuss ways to make order out of chaos and then to educate, inform, and spread true understanding of knowledge and heritage of Nubian and Kemetic culture. Aligned with the kingship, over time these institutions gathered from all over Africa to create and preserve knowledge in written and pictorial form. Elements (a mass of moving essences) in the Book of Life, Pyramid Texts, Coffin Texts, Papyrus Texts as well as Temple Reliefs, Steles, Obelisks, and other monuments of Ancient Africa, when put together, constituted the sacred texts or Biblical teachings of African Mystical Spirituality. These writings–collectively known as Medu Neter (“the writings of God”) or Neter Medu (“Divine Speech”) Mdu Ntr, Medu Netcher, the Divine Words–were housed in Egyptian Cult Temples (Amen, Metu Neter III:4).
To great temples, cultural centers were annexed. Their combined needs included support services to a given temple in the form of libraries, medical services, cooking, magicians, artisans, scribes, and blacksmiths. As Spiritual knowledge evolved, African Sages’ early focus was on “Secrets” (referring to the operations of Nature). Ideas thus gained from Nature expanded to embrace the “Mysteries“—i.e. the existence and ways of God and the Spirit (the Energy/Material part of Being). Apart from crafts (e.g. sculpture, painting) used to embellish and decorate the temples, the topics Scholars pursued and taught in Houses of Life and Houses of Truth were widespread: dream interpretation, astronomy, astrology, geography, history, mathematics, music, liturgy (public worship), and Ifa-type divination used to elicit the hidden truth (Bynum, African Unconscious p226). By 20,000 BC, Solfege, the root of the Ifa System, used sets of syllables to represent musical relationships. This + creatively recombining symbols and sounds in disciplined states of meditation were part of a positive religious association to Trance states and being “possessed” by a luminous intelligence (called becoming “full of God”). The lineage of combining and then recombining Symbols in states of unitative Conscious experiences is at the heart of some aspects of today’s psychoanalysis. Meanwhile, in order to learn its Principles, Scholars spent time studying common elements of Nature so each could be viewed from as many sides and angles as are in a box.
So thorough was this study that Scholars learned how to recognize each Principle, no matter in what form it came and regardless of its plane of existence. That study would invariably cause them to see each element was interrelated to all other elements. Example: many of Water’s qualities make it appear animated. Naturally occurring Water is always in motion; changing color in the light of the sun and stars; and is continually “speaking” with murmuring and roaring. This is a philosophical basis for understanding any form of Water (e.g. rain, sea, lakes, or rivers) is a natural phenomenon, displaying many forms. Each form reflects Cosmic and human ingredients; brings new life to dried out vegetation; refreshes humans and animals; heals the tired and the ill; and dissolves dirt. Emphasis was placed on seeing how all of these are interrelated by means of having Correspondence. But also stressed was to see both sides of a “coin” issue. For example, humans judge Water to possess powers able to institute destructive forces (e.g. seaquakes, floods, storms). The point taught was that one must know how to handle both the good and bad sides of the Water issue. Its keystone pertained to extracting the inner meaning of external appearances. The more concentrated in exploring and discovering the completeness, simplicity, and clarity behind the obvious—all help expose the issue’s Hidden Base/Foundation. Resultant insights gave the meaning of a drop of infinity being in finite bits/pieces. This leads to being “Awed” with the marvels of the simultaneous spiritual, intellectual, scientific, and philosophical connections which form Harmony “behind-the-obvious/hidden”. jabaileymd.com
Joseph A. Bailey II, MD, FACS
To create, maintain, and enhance HARMONY
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