A "Pearl" for Black History research is that insight into "Impossible" problems can come from concepts that are not completely true but that work in fashioning a path into them. This is most applicable to a "Rule of Thumb Classification"--a human-like "Skeleton" outline of very rough groupings in an ordered arrangement and based upon the keystone concept of ones interest. If you do not think a Classification of any subject researched is important, consider finding a friend's telephone number if the names in the directory were not in alphabetical order. There are as many very rough groupings of Black People as there are types of Trees. There are as many subdivisions of any given group of Black People's problems as there are leaves on that tree. In speaking to which problem to address first, the determination concerns what group is involved; what is the keystone problem of that group; what are the people of that group willing to accept as help; and what are ones attainable skills for handling what the people will accept. Before any of these (among others) can be properly dealt with requires information gathering and putting that information in a prioritized order. Though all problems (e.g. parents, racism, school, money, or prison system) are Important, the Necessary one is the "Seed" related to all--i.e. the brain/minds of Black youth. This is because no matter how bad is ones situation or status or problems, the single best way to handle all of them relatively quickly is by learning how to Critically Think out the problems, the decision, and the solution. A Group I Classification is to list ones problems one can do something about; subcategorize them; and lay out priority stepping stone solutions. Group II: Let go of those for which nothing can be done. Group III: give ones problem to the people to whom they actually belong. Group IV is the "I'll wait and see" which problems to keep or shed. Thus, there is a place for each "bits and pieces" researched.
Any key word's concept can apply on more than one plane of existence and separating them accordingly is the basis for a 'rough' classification. The subclass selected is the one most pertinent to clearly defining the problem; putting boundaries on the topic under discussion; and laying out a stepping stone process to follow. I never assume I already know enough about a subject or a keystone word to prevent the need for further research. Looking up the familiar brings an amazing amount of "new" information, pieces of which can completely alter my approach regarding on what plane of existence to use it or in a positive or negative sense. Since European philosophy does not deal with the Spiritual--only the Supernatural and the Physical--means that an incredible number of life-shaping and life-changing words are not mentioned in books; if mentioned, given no discussion; and if discussed, "Concept Violence" is done to them. What I seek is Certainty Principles to use for discussion. Instead of looking for answers, my interest is on the flow pattern of that information and if there are any harmonious aspects extractable from that flow. Rarely can any information be used "as is." Any piece, even from racists, may be worthwhile when looked at in different ways or at its synonyms. Parts of word meanings may be combined or subtracted to make a "fit" on a plane not previously considered. One new idea is like opening a door into the unknown where I enter a "room" containing more doors to be opened. After struggling with topic difficulties, contradictions, and paradoxes, it is Fun to see meanings inside a topic keep evolving into solution insights.
One reader assessed my research work this way: "Your mind is always open to new and different ideas; always listening to people; and using avenues of social media to collect information (e.g. radio, television) and take copious notes to look over later. Information is then stored until, at a later date, it can be examined more carefully for truths or clues to go into other realms for information. Included in the book research is the use of the information you have in your own books! Your Critical Thinking skills and being in the flow of Ancient African thinking has enabled you to gather information, arrange and rearrange; see similarities; and be able to tease out of those concepts which appear dissimilar on the surface--ideas that can be connected as similar. Along with that is your ability to stay focused. To recap, an open mind, willingly listen , investigate, focus, take every opportunity presented, tenacity, and CT skills are how you do your research."
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