KOMIII Educational Platform

Foundations of Afrikan-centered Education

This is the curriculum you were always supposed to learn, the curriculums that were hijacked, manipulated and buried. 

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It is these examinations and scholarship in disciplines such as History, Psychology, Sociology, Education, Philosophy, and Linguistics that a new “retrospective,” (as suggested by David Walker) and worldview emerges in the literature.

Our goal is to have a process that prepares students for the future membership and active participation in the maintenance and development of their community by providing a curriculum (activities, information/knowledge content, practice and environment) that familiarizes students with the art, history, science, folklore and philosophy of African people with the intent to

• Foster the development of “proper” relationships between the student and their family, community and Creator.
• Generate solutions for issues and concerns facing Africa and African people throughout the diaspora and
• Develop moral social leadership skills in each student.

An African-centered Education Must Provide

1. Historical and cultural continuity
2. Development of meaning and purpose in our People
3. The ability to transform and interpret information (active meaning making)
4. Development of fictive kinship bonds among members of the community
5. Community and parental expectations for development and maintenance of the society
6. Opportunities to practice what was learned
7. Approval from parents and community

One remarkable insight from the literature is how the arguments made by David Walker (1830), W. E. B. DuBois (1903), Carter G. Woodson (1933) ,Kwame Nkrumah (1961), James Haskins (1973) currently hold true. The question one comes to is, will we use the wisdom of our ancestors to build a future where African communities are developed to their fullest potential and tmembers of those communities are equipped to contribute to the human experience and development?

Komiii is here to answer this fundamental question

<strong>Foundations of African-centered Education</strong>

<p>It is these examinations and scholarship in disciplines such as History, Psychology, Sociology, Education, Philosophy, and Linguistics that a new “retrospective,” (as suggested by David Walker) and worldview emerges in the literature.</p>

<p>Our goal is to have a process that prepares students for the future membership and active participation in the maintenance and development of their community by providing a curriculum (activities, information/knowledge content, practice and environment) that familiarizes students with the art, history, science, folklore and philosophy of African people with the intent to</p>
<ul>
<li style="list-style-image: url('https://kushkmt.org/wp-content/uploads/2021/04/rhombus-1.png');">Foster the development of “proper” relationships between the student and their family, community and Creator.</li>
<li style="list-style-image: url('https://kushkmt.org/wp-content/uploads/2021/04/rec.png');">Generate solutions for issues and concerns facing Africa and African people throughout the diaspora and</li>
<li style="list-style-image: url('https://kushkmt.org/wp-content/uploads/2021/04/up-arrow.png');">Develop moral social leadership skills in each student.</li>
</ul>
<img class="alignright size-medium wp-image-3007" src="https://kushkmt.org/wp-content/uploads/2021/04/lady-300x300.png" alt="" width="300" height="300" />
<strong>An African-centered Education Must Provide</strong>
<ol>
<li>Historical and cultural continuity</li>
<li>Development of meaning and purpose in our People</li>
<li>The ability to transform and interpret information (active meaning making)</li>
<li>Development of fictive kinship bonds among members of the community</li>
<li>Community and parental expectations for development and maintenance of the society</li>
<li>Opportunities to practice what was learned</li>
<li>Approval from parents and community</li>
</ol>
<p>One remarkable insight from the literature is how the arguments made by David Walker (1830), W. E. B. DuBois (1903), Carter G. Woodson (1933) ,Kwame Nkrumah (1961), James Haskins (1973) currently hold true. The question one comes to is, will we use the wisdom of our ancestors to build a future where African communities are developed to their fullest potential and tmembers of those communities are equipped to contribute to the human experience and development?</p>

<p>Komiii is here to answer this fundamental question</p>

<strong>Foundations of African-centered Education</strong>

<p>It is these examinations and scholarship in disciplines such as History, Psychology, Sociology, Education, Philosophy, and Linguistics that a new “retrospective,” (as suggested by David Walker) and worldview emerges in the literature.</p>

<p>Our goal is to have a process that prepares students for the future membership and active participation in the maintenance and development of their community by providing a curriculum (activities, information/knowledge content, practice and environment) that familiarizes students with the art, history, science, folklore and philosophy of African people with the intent to</p>
<ul>
<li style="list-style-image: url('https://kushkmt.org/wp-content/uploads/2021/04/rhombus-1.png');">Foster the development of “proper” relationships between the student and their family, community and Creator.</li>
<li style="list-style-image: url('https://kushkmt.org/wp-content/uploads/2021/04/rec.png');">Generate solutions for issues and concerns facing Africa and African people throughout the diaspora and</li>
<li style="list-style-image: url('https://kushkmt.org/wp-content/uploads/2021/04/up-arrow.png');">Develop moral social leadership skills in each student.</li>
</ul>
<img class="alignright size-medium wp-image-3007" src="https://kushkmt.org/wp-content/uploads/2021/04/lady-300x300.png" alt="" width="300" height="300" />
<strong>An African-centered Education Must Provide</strong>
<ol>
<li>Historical and cultural continuity</li>
<li>Development of meaning and purpose in our People</li>
<li>The ability to transform and interpret information (active meaning making)</li>
<li>Development of fictive kinship bonds among members of the community</li>
<li>Community and parental expectations for development and maintenance of the society</li>
<li>Opportunities to practice what was learned</li>
<li>Approval from parents and community</li>
</ol>
<p>One remarkable insight from the literature is how the arguments made by David Walker (1830), W. E. B. DuBois (1903), Carter G. Woodson (1933) ,Kwame Nkrumah (1961), James Haskins (1973) currently hold true. The question one comes to is, will we use the wisdom of our ancestors to build a future where African communities are developed to their fullest potential and tmembers of those communities are equipped to contribute to the human experience and development?</p>

<p>Komiii is here to answer this fundamental question</p>