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The Socratic Method’s African Origin

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Joseph A. Bailey, II, M.D.
Ancient Africans, millennia before Greece came into existence, recognized that immature thought and passions interfered with the knowledge derived from “Knowing Thyself.” To help overcome these aspects of ignorance they taught students through the method of Dialectic (the “act of knowledge” drawn out by questions and answers). However, in Africa it was under the name of Logic—a spiritual discipline of a moral nature by means of which the irrational tendencies of a human being were purged away (James, Stolen Legacy p28).

Since African Logic was based upon mathematics, their process of mathematical reasoning was referred to as Discourse—which, when put into words was called Philosophy. Preparation for thinking in an African logical and philosophical manner was whatever required a step-by-step (Critical and Rational Thinking) approach. Africans did the same for speaking in public (Bailey, Afrocentric English p47).

Nevertheless, most Western writers continue to state that Socrates—whom they call the father of dialectic (the Greek branch of logic that deals with reasoning about opinions) and the original known critical thinker— was the first philosopher to use the critical method and that the Greeks originated Dialectic and Discourse. None of this is true!  Yet, let us assume this false rumor is true. Go with me on a process of how to use circumstantial evidence to prove the Western world wrong.

First, 65% of the most prominent ancient Greek scholars studied in African in order to acquire information for putting their culture (intellectual, philosophical, and religious information) together and the plagiarized what they took back to Greece. An exception was Socrates. From studying in Egyptian temples, he became a man of deep piety with the temperament of an African “mystic”— embracing the concept of God as the source of all Truth and the allwise and all-good ruler of the universe.

In addition to embracing the concept of the immortality of the soul, he also learned about the connectedness of all of God’s creatures and creations and therefore, in contrast to Plato, saw the interconnectedness of the universal with the particular and did not  separate them. Part of his education included learning about “Dialectic” (Diop, Civilization p331) and that over 2000 years earlier the Egyptian Mystery School used Dialectic. This perfected question/answer method led one to discover ones own answers to the questions posed or rephrased by the teacher.

Socrates is also known to have had additional direct links with the teachings of Ancient Egypt.

One came from having studied under the Ionian philosophers on the West coast of Asia Minor and perhaps it was there that Sokrates and Plato became followers of the Egyptian god Ptah (Ashby, African Origin p79). Furthermore, Socrates declared himself to be a

descendant of Daidalos (Daedalus)-a Cretan. The Minoans of Crete were Black Africans from East Africa who gave the Greeks their first lessons in civilization. By taking part in the craftsmen’s guild called the Sons of Daidalos, Socrates claimed a lineage that stretched back to the foundation of Egypt. Socrates brought from Ionia and western Greece back to Athens the concept of professional education (designed for the systematic mental training for young) and the importance of definitions (of such conceptual abstracts as “good” and “right”).  Plato’s Academy was the prototype.

It was at this time that the Greeks were just learning to think from images to abstractions; from poetry to prose; and from intuitive habit towards rational procedures.

By the 5th century BC Dialectic and numerous other methods of the Egyptian Mysteries had not only spread out of Africa but thrived in Athens, of which Socrates took part (Poe, Black Spark p204, 236)). This is important because Socrates’ sayings/ methods give us good ideas of what the Egyptian Mysteries taught and how. 

website: www.jablifeskills.com


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0 # Guest 2011-06-08 09:55
Great Article.

Qs&As are processes of gaining knowledge which has been a traditional method through which to gain a deeper understanding of data presented in the form of life.

As the symbolic language of Mathematics attempts to embue reason and rationality to observable data, the Abstract Art of Philosophy attempts to embue the hidden or esoteric data with the sophistry of irrationality; both of which can be democratically accomodated in the school of Critical Thought.

Brave, Yogi

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