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I agree with this following reading Dr. Francis Cress-Welsings work, The Isis papers. In this work she speaks of cellular history and it's impact on learning, particularly in people who contain higher concentrations of melanin. It would explain why, following over 400 years of living in America, black Americans are not able to fully transition to the Anglo world-view as easy as Asians, and score lower of standardized anglo-centric based testing. For them, it is not as simple as ingesting material, but rather a complete reversal in their cellular world-view. A decision that when reviewed goes against common sense.
^Exactly how does melanin's "cellular world view" make black folk not score as well on assorted 20th century designed standardized tests? Historical data render this claim dubious, for in fact they show several instances of US blacks outperforming whites on various standardized tests. ---------
All-black Dunbar High School in Washington D.C. prior to the 1960s, for example, achieved performance levels equal to or exceeding that of surrounding white schools. The average IQ at Dunbar was 111 in 1939, and again in 1950, and attendance records in some years showed lower levels of absenteeism than that of surrounding white schools in the District of Columbia. Dunbar also produced a impressive number of black firsts in many fields from naval officers, to the first black federal judge, military general, and cabinet member, and with alumni ranging from jazzman Duke Ellington to the black pioneer in the use of blood plasma.[44] Nor could this be due to creaming of the crop to create a tiny elite of black students. Attendance records suggest Dunbar’s student body was quite representative of the black community it served, and fully one-third of all black students in D.C. passed through its doors in some decades.[44]
Dunbar is not the only example. A record of achievement is documented in several schools across the country. In several New York schools (Harlem) before WWII, black student test scores achieved basic parity with comparable working class white schools on the lower East side—sometimes higher, sometimes lower, but never miles behind as is the case in numerous ghetto schools of the contemporary era. Nor are such patterns necessarily a recent phenomenon. As far back as WWI, black soldiers from various Northern States like New York, Pennsylvania, etc. scored higher on Army intelligence tests than southern whites from various southern states like Mississippi, Alabama and others.[45]
------------------------- Notes: 44. Thomas Sowell, Black Rednecks and White Liberals. pp. 203-245
45. Thomas Sowell, Inside American Education (Basic Books: 1993)
-------------------- Note: I am not an "Egyptologist" as claimed by some still bitter, defeated, trolls creating fake profiles and posts elsewhere. Hapless losers, you still fail. My output of hard data debunking racist nonsense has actually INCREASED since you began.. Posts: 5905 | From: The Hammer | Registered: Aug 2008
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quote:Originally posted by zarahan- aka Enrique Cardova: I agree with this following reading Dr. Francis Cress-Welsings work, The Isis papers. In this work she speaks of cellular history and it's impact on learning, particularly in people who contain higher concentrations of melanin. It would explain why, following over 400 years of living in America, black Americans are not able to fully transition to the Anglo world-view as easy as Asians, and score lower of standardized anglo-centric based testing. For them, it is not as simple as ingesting material, but rather a complete reversal in their cellular world-view. A decision that when reviewed goes against common sense.
^Exactly how does melanin's "cellular world view" make black folk not score as well on assorted 20th century designed standardized tests? Historical data render this claim dubious, for in fact they show several instances of US blacks outperforming whites on various standardized tests. ---------
All-black Dunbar High School in Washington D.C. prior to the 1960s, for example, achieved performance levels equal to or exceeding that of surrounding white schools. The average IQ at Dunbar was 111 in 1939, and again in 1950, and attendance records in some years showed lower levels of absenteeism than that of surrounding white schools in the District of Columbia. Dunbar also produced a impressive number of black firsts in many fields from naval officers, to the first black federal judge, military general, and cabinet member, and with alumni ranging from jazzman Duke Ellington to the black pioneer in the use of blood plasma.[44] Nor could this be due to creaming of the crop to create a tiny elite of black students. Attendance records suggest Dunbar’s student body was quite representative of the black community it served, and fully one-third of all black students in D.C. passed through its doors in some decades.[44]
Dunbar is not the only example. A record of achievement is documented in several schools across the country. In several New York schools (Harlem) before WWII, black student test scores achieved basic parity with comparable working class white schools on the lower East side—sometimes higher, sometimes lower, but never miles behind as is the case in numerous ghetto schools of the contemporary era. Nor are such patterns necessarily a recent phenomenon. As far back as WWI, black soldiers from various Northern States like New York, Pennsylvania, etc. scored higher on Army intelligence tests than southern whites from various southern states like Mississippi, Alabama and others.[45]
------------------------- Notes: 44. Thomas Sowell, Black Rednecks and White Liberals. pp. 203-245
45. Thomas Sowell, Inside American Education (Basic Books: 1993)
Academic achievement is depended on what you learn in school. Most AA children don't see any benefit from learning so they fail to achieve. Failure to achieve means that students will test poorly.If you are provided good teaching students do well on achievement test.
Today many AA students fail standrdized tests because they are taught higher order thing skills instead of basic numerical and reading skills. Higher order thinking skills don't help you pass a test, because you are answering multiple choice questions--not responding to short essays questions. As result, when students learn basic skills and regularly practice test taking skills they will do well on test.
AAs don't understand this. I remember when I was completing my PhD, while white students formed study groups to prepare for qualifying exams--my AA collegues thought they could prepare alone and often failed the tests. This may be one reason why so many AAs leave grad school ABD (all but the dissertation) instead of PhD.
AA students are not dumb. They see people go to school and fail to get good jobs so they give up.
On the otherhand due to melanin if you find a highly motivated AA student, no European or Asian student can compete. As MK says most of the European education system is aimed at frustrating Blacks and denying them opportunity so they will give up and try to make money illegally.
Melanin gives AAs an advantage in learning based on the genetic memory. The genetic memory would be the meomories AAs have acquired from the experiences of their ancestors. This means that just like people inherent their parents eye color, and etc., we also inherent knowledge. Since our knowledge base goes back to the first Adam and Eva, depending on what you find interesting--can be further eleborated in school if you are interested in learning more about it.
Europeans know this so they encourage AAs to reject school, by providing them, sometimes, teachers who don't care about their future; and living conditions that require them to take chances which often leads to criminal activity.
In conclusion Melanin gives us an advantage in relation to learning--when the AA student is highly motivated to learn something. If your main concern is surviving you are operating on an emotional level and need.
Melanin gives AAs an advantage in learning based on the genetic memory. The genetic memory would be the meomories AAs have acquired from the experiences of their ancestors. This means that just like people inherent their parents eye color, and etc., we also inherent knowledge. Since our knowledge base goes back to the first Adam and Eva, depending on what you find interesting--can be further eleborated in school if you are interested in learning more about it.
Europeans know this so they encourage AAs to reject school, by providing them, sometimes, teachers who don't care about their future; and living conditions that require them to take chances which often leads to criminal activity.
In conclusion Melanin gives us an advantage in relation to learning--when the AA student is highly motivated to learn something. If your main concern is surviving you are operating on an emotional level and need.
Clyde you have noted that having more melanin means having a greater ability to learn but apparently having melanin is no help in motivation.
But what about education in Africa? There must be some African nations that have educational systems suited to Africans?
Also what about the AA's who have highly educated parents and graduate top Ivy league schools in America? Isn't it all environment rather than we learn in some innately different way? Education is not culturally emphasised in African American culture. What is emphasied is the myth of the hustler who goes legit. An individulal like Jay Z or 50 Cent, who through their cleverness ( and luck to not have done long jail bids) were able to bypass education altogether and "beat the system". In other words instead of becoming highly learned, knowledgable and educated, hustle you way to success. Yes this has worked
for a tiny few and millions of failures not seen, people who would not be failures had they had a little more education.
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