When traced back far enough, Ancient Africans said all humans would be found to be Genetically and Spiritually related—both derived from God’s Image in the Spiritual Elements. That Image refers to God’s inner nature of Unconditional Love—a Cosmic Image orchestrator of all God’s Creatures and Creations—the interlocking Virtual Entities called “ME/WE”. This unifying feature of Unconditional Love—itself imparting Dignity—constitutes a Spiritual Space for its residents. Dignity is the qualifier for its possessor to deserve receiving whatever one would give to God. Since a human is part of God’s entire Image—i.e. all of God is within each human–every human is a divine and a material Being. Contained in the Storehouse of this Iconic Divine Image of God—i.e. ones Soul–is the Essence of all Cosmic Knowledge. Each Essence, in the form of visual Images, represents a Ma’at Principle—Principles embracing Truth, Justice, Order, Righteousness, Balance, Reciprocity, and Harmony. Their Consequences—i.e. Effect happenings–are Respect, Selflessness, Sharing, Compassion, Devotion to God + promoting inner Peace, Social Harmony, and Contentment. Every human’s duty is to complete the Cosmic Wholism Circle, carrying resultant Spiritual Elements off-spring into action and persisting in cultivating their evolution. Each Principle–an attribute of the Spiritual Elements comprising the Self’s Image of God—are of three types. Type I is what promotes the progression of humans toward their Highest (Divinity) Self. Type II is what prevents and/or protects threats, disturbances, or destruction of ones Highest (Divinity) Self—to which the term Humane is applied. Type III brings relief to effects of Type II–called Compassion—and broadly applied, Humanity.
By sharing the same Spiritual Elements (e.g. Unconditional Love) space with all “WE,” means if any “WE” goes through pain, misery, and suffering, then “ME” is instinctively moved, to the extent that is feasible, to do what can be done to alleviate it, its Effects, and its Consequences—or, if nothing else can be done, make the hurting as comfortable as possible. Thus, within the context of Ma’at Principles, Humane Education in African Tradition is the foundational concept for “Culture”–meaning the formalized methods of cultivating—i.e. shaping behavior in a people in ways opposite to the animalistic influences of the older portions of the brain, including the Brute Brain (Amen, Metu Neter II:97). Throughout Africa, as their overriding educational principle, Ancient Africans promoted Good Character building, and not the mere acquisition of Knowledge. They defined Character as the Selfhood’s “what it is” or “Trademark” identifier. Such is determined by whether ones Real Self or False Self is orchestrating ones Selfhood. The ultimate intent was for every African child’s Divine Consciousness to manifest through that child’s Conscience as its Real Self Character—a Ma’at oriented Character. To this end, they said there is really no way in which Character can grow except by humanely interacting with good people. Their teaching theme to children was of ones Character being formed primarily through good relations with and good behavior directed toward other people. Of top priority was all internalizing Good Manners as “second nature”—i.e. having a sensitivity to and showing care about others’ feelings. Although ones Real Self is present at birth, complete with its expressing Pure Emotions and its dormant Pure Intellect, the way ones Real Self is cultivated for Type I is: first, by straining what is allowed to enter into ones Selfhood—retaining only Spiritual Elements aspects for fashioning and discarding the rest.
Second, for Type II, carefully learn Brutish and Supernatural hatefilled and evil natures and features in order to devise Selfhood Armour for Survival, Self-Protection, Self-Preservation, and Defense. An African way, expressed by Sun Tzu in 3500 BC, is first to minimize or avoid gross or prolonged destruction by "winning or solving conflicts without aggression. Second, if confrontational conflict is unavoidable, resort to principles inside "Taking Whole"—i.e. victory over aggression—by effective ways to go on the Offense despite them. Third, is learning how to show Compassion for Type III. Do you simply give them a fish? Or show them how to fish? Or take them to the lake so they can figure out how to fish? Or put them in contact with fishermen? Or take away the Attractive Distractions keeping them from fishing? Or give them a swift kick in the rear end to motivate them to start helping themselves? Or simply leave them alone so as to give them time to assess and learn from the flawed thinking that got them into their mess? jabaileymd.com