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“AFFECT SYMBOLIC IMAGERY”—FOR TEACHING BLACK YOUTH (15)

by Dr. Joseph A. Bailey II, MD., FACS on 11th-July-2016

Very Ancient Africans used Affect Symbolic Imagery (ASI) to increase African youth’s learning speed. Such was 2 to 50 times faster in complex subjects like Mathematics, Physics, Philosophy, Psychology, Spirituality perceptions, Art, Literature, and all other pedagogical (mental and physical development of children) engagements. Affect refers to ones “Feeling” (intuitive) Self and ones Emotive Self. Symbolism provides the whole meaning of the Message by disregarding limitations and boundaries of human thought. Imagery is the payload message conveyor vehicle. ASI works well for Black children by stimulating their Pure Emotions to do Metaphysically irrational and illogical thinking that enables experiencing naturally the wholistic meaning of the Message. Since this vital force is the most direct “Affect” experience of oneself, ASI-spurred thinking identifies one feeling as being with life. Because of being transported into an imagined situation, ASI touches the deepest emotions in ways one can see, hear, smell, taste, feel, and almost touch–as if one is an intimate part of it. Example: “The truth is real but cannot be touched, similar to the Sun whose rays warm your skin. Like the truth, you cannot see the sun because it is too bright. Nevertheless, you do not have to look at either to know they are shining. Yet, by proper positioning away from darkness, both the sun and the truth will find you.” Note the Imagery is like a "mental movie"–scripted to open a path for touching the "Heart" by words and phrases intended to stimulate and attune all of ones senses to the colors, textures, shapes, movements, tastes, touches, sounds, scents and smells of the environment and what is in it. The orienting statement about ASI is that its Compassion shares with all the same Spiritual Space and confirms ones Spiritual connection with those involved. Here, Feelings do the orchestrating and Pure Emotions do the expressing. This entire non-literary African Supernatural entity is outside the Physical Realm, featuring personifications, metaphors, allegories, and analogies to suggest a picture, or an image, or to secure some other special effect. In African Tradition, ASI refers to Spiritually oriented aspects of Metaphysical Knowledge explained by stories specializing in mental pictures–meaning they are imaginative presentations concerning the Spiritual Elements

By 12,500 BC, Ancient Africans designed lessons that mainly appealed to the Right Brains of students—e.g. learning how to indicate relationships between different Cosmic planes of existence (e.g. the Spiritual, Metaphysical, and the Material), and writing in symbols on stone. Writing had been invented by Interior Africans at least by 77,000 BC and the Nubians had developed an alphabet consisting of 24 alphabetic symbols(representing vowels and consonants). Then, Ancient Egyptians increase the flexibility the alphabet, applications of ASI, and creative thinking by modifying the original Nubian alphabet into a sophisticated hieroglyphic system. The intent was for theirHieroglyphic System to take advantage of ASI’s ability to convey Mental Picture Stories heavily laden with Mental Images pertaining to Ma’at Spiritual Elements Principles +develop their Right/Left brains + establish optimum mental condition for learning + improve civil records inventories, bills, and contracts in manners willing Receivers could most easily Internalize. This meant fashioning the 24 alphabetic symbols tocommunicate with their Left Brains. For their Right Brains, they created Ideograms, composed of non-alphabetical symbols possessing a literal or figurative meaning called“Determinatives”.  Determinatives stimulate the Right Brain because they generate wholistic mental images in thinking and meditating. By engaging both brains, African’s Hieroglyphic System established an optimum mental Correspondence condition for learning and understanding the difficult and the Esoteric by all pupils. 

This approach of appealing to the Right Brain made easier understanding and retention (up to 500%) over the Left Brain. They used the concept of Wholism with emotionally relevant mental items as the best way for their Black youth to learn decision making and problem solving. This was carried further by Ancient Africans taking "liberties with the letters of the alphabet and numbers". In African society, philosophical material was conveyed by ASI in Proverbs, Myths, Folktales, Folk Songs, Rituals, Beliefs, Customs, and Traditions–in African People's Art Symbols—and in their Sociopolitical institutions and practices. Today’s Black youth are taught just the opposite of what is best for them. Ref: T. Owens Moore, Revisited; Bailey, Post Traumatic Distress Syndrome; Bailey, Teaching Black Youth. jabaileymd.com

Category: Dr. Joseph A. Bailey II, MD., FACS.
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