Just as the sands of time flow through the hourglass of our human history, the educational footprints left by our ancestors have also shifted with the winds of time. As we glance back over our shoulders to mentally map the direction of our current time, space and location. We can reflect forward using a Sankofa schema to recapture cultural means of best practices. The wisdom teachings throughout ancient Afrika provide us with a wide range of in-depth perspectives in educational theory, deep level knowing and transmissions for excellence. In ancient Kemet (Egypt) the standards of Seba (teaching and learning) produced distinct educational goals for guided practice and independent study. Seba instituted innovations in educational theory and meta-conscious abilities that transformed the learner into new heights of power thinking. The Seba teacher training academies viewed extended thinking as essential to expand beyond contemporary brain-based multiple intelligences. Seba recognized deep level knowing existed beyond the layers of traditional scope and sequence content. Seba rigor used power teaching to engage in cosmic consciousness and universal mindsets. The dynamics of Seba became the catalyst for transcontinental and intergenerational transmissions that developed profound intellect, sacred knowledge, and interspersed wisdoms across the Diaspora. Actually the Seba based system became the foundations for pedagogy, theory and praxis. We should realize that the accomplishments of our ancestors whether we call it the Weheme Msu (repetition of births) of Kemet. The Nyansa Nsaa Da (wisdom cannot be exhausted) of West Afrika or Level Five "Aduno So" Afrikan Centered Deep Thought from the Dogon, the sand prints of our ancestors can still be found in our pursuit for educational excellence.
About Me
- Baba Bullard
- Baba Kevin Bullard serves as the Executive Director for the Afrikan Centered Education Collegium Campus, an independent Pre K-12th grade public contract school situated in a multiplex of three building on a unified 40 acre campus. Baba Bullard has authored and conducted professional development in Afrikan Centered curriculum and design, culturally relevant strategies and approaches, educational leadership, Afrikan Centered learning assessments, human relations, teacher training, and Afrikan centered pedagogy. His current project involves developing an accreditation, credentialing and licensure process for teachers and institutions demonstrating excellence in Afrikan Centered Education practices. His other interests include social, ethnic and cultural research areas that relate to human development, child development, urban educational school reform and transformational systems. He is currently pursuing an Ed.D in Educational Administration through the University of Missouri, Kansas City’s Division of Urban Leadership and Policy Studies in Education.
