FROM: Dr. Amos M.D.Sirleaf (Ph.D.) Professor

FROM: Dr. Amos M.D.Sirleaf (Ph.D.) Professor

Director, African-Liberian Studies and Research Department

Cuttington University

TO: Professor Edward Lama Wonkeryor, PhD

Provost/ Vice President for Academic Affairs

Cuttington University

SUBJECT: Requesting for Review, Evaluation, and Approval from the Academic Standing Committee, courses to be thought in Blacology under the autonomy of the Africana –Liberian Studies and Research Department, Cuttington University as recommended.

Dear Sir:

I do indeed appreciate you and the Academic Standing Committee member’s far sightedness in your resolve to providing me the intellectual opportunity to share my expertise and knowledge in this new awaking cultural and scientific discipline (Blacology), to our students in particular, our international partners, and Africa-Liberia in Global Affairs in general. Facing the challenges of new age and new day for Africa in general and for post-conflict Liberian educational disparity. As alluded to by President Ellen Johnson Sirleaf in one of her speeches in 2013, that, “The Educational System in Liberia is in a mess”. From a 21st century post-conflict Cuttington University perspective, one can only articulate from Victor Hugo who once said that “there is nothing more powerful in the entire world than an idea whose has come”. Therefore, anyone or any Liberian, who is sensitive to the present moods, morals, and trends in post conflict Liberia must know that the time for absolute and relentless sacrifice to save our land, our people, our youth who are the vulnerable intellectuals from obliteration and dissipation. Therefore, our tradition, and philosophy, and our authentic Black-African scientific cultural value, has come to Liberia-Africa in general and Cuttington University in particular through Blacology. I have submitted national and international professors with terminal degrees in the areas of disciplines to the Provost-Vice President for Academic Affairs for consideration.

Blacologically, until we as Black-African people learn that it serves our ultimate objectives and interest to emphasize the similarities, our positive neutralities, the ties, the unifying principles, our common degradation, our common humiliation, our common sense of Liberation, and unilateral revolutionary struggles for self-determination, and our common unique and mighty race that bounds and unite us as one Black-African people, we will continue to be politically, socially, and culturally confused, lost, intellectually dispersed, and dissipated. Based upon this analysis, I feel culturally enlightened to submit courses in Blacology under the autonomy of Africana and Liberian Studies within the College of Humanities and Social Sciences to the Curriculum Committee for review and consideration. Education For A New Reality In Post-conflict Liberia: From An Authentic Blacological Liberian Cultural Nationalistic Perspective: Liberia: President Ellen Johnson Sirleaf - Liberia's Educational System Needs Total Overhaul, 7 May 2013.

Blacology: A Cultural Science Research and Development Institute, Inc. USA-Liberia is one of the authentic means of "Working Towards Improving the Quality of Education in Liberia through Scientific Research". What is Blacology? Education For A New Reality In Post-conflict Liberia: From An Authentic Blacological Liberian Cultural Nationalistic Perspective. It becomes therefore essential for the benefit of our first time affiliate scholars of this new interdisciplinary cultural science to provide an explicative definition of BLACOLOGY. Blacology is like Sociology, Biology, Anthropology, Zoology, Psychology, Criminology, Ecology, Technology, and Afrikology. These are all European fields of studies. The research question that was born out of cultural consciousness was that “Why is it that there are no studies that identified with Black-African People, the original natured creative species? From this research question evolved the term Blackology. The “K” was omitted to deduce scientificity or a more scientific relevance. Therefore, Blacology is the scientific study of the evolution of Black-African People and their culture. It is the perpetuation and utilization of the ideas, philosophies, theories, believes concepts, and notions of their past and present life’s experiences and the spirit of their uncompromising struggle as their cultural knowledge. It is also the affirmation, acclamation, declaration, and proclamation of intellectual genius, creativity, and the Black-African people’s stories. Holistically and collectively, it is the manifestation of an applied, authentic, autonomous, Blacological intellectual cultural science educational commerce.

The objective of Blacology under the autonomy of Africana-Liberian Studies, Cuttington University:

The objective is to set a post-colonial and post Liberian Civil Conflict 21st century progressive and intellectually conscious future. This is an effort to intellectualize and un-do the mis-education of Black-African people in general, and Liberian people in particular, of their greatness by culturally conditioned Europeanized African scholars and their institutionalized agencies. As an expert Blacologist, What I believe: Shared Cultural Conscious Values and Sensitivity of Liberian Educational systems; relevant to its Ethno-Traditional and Philosophical Diversity and Intellectually Decentralized Community Innovation..There is no vision that is greater than the fruition of a creative mind. For when the masses are culturally conditioned in a psychological Captivity, and slave system it becomes an absolute obligation and an opportune atmosphere for the open minded intellectual few to perform. (Dr. Sirleaf 2013). This Blacological Teaching and Research intends to point to the contemporary educational challenges facing the Liberian people (our people), especially. From a social construction of reality, (vis-a-vis, As business as usual and this is how it has always been mentality); the contextual framework of this teaching and research study was conceived as a sympathetic treatment and reactions of the classical cultural conditioning periods of the Liberian colonial so-called educated practitioners from 1944-to present. Its perpetual effects on students and the entire population, empirically, has been serious concerns to me since my conscientious objective repatriation to Liberia in September 11, 2011 to present.

Therefore, the reactionary intellectual covert deceptions against new and innovative ideas, perpetuated by institutionalized concepts of cultural marginality, requires some degree of critical thinking and philosophical observation. This has been eloquently articulated by President Ellen Johnson Sirleaf (The Liberian Educational Systems need a complete overall). And I agreed entirely. I am not unmindful, however, I am cognizant of the fact that change has enemies and people are always afraid of the unknown. Notwithstanding, from a nationalistic ethnic and authentic-African-Liberian Culturally Consciousness perspective, we as authentic Liberian educators must approach all things with conscientious objectivities, as we aspire to reform our educational tradition through research and teaching, to a more authentic form of a 21st first century didactic and pedagogical dimension. Our archaic philosophies of uncompromising on new ideas that are alien to our old ways of doing things must come to pass and must be expeditiously conformed to the sophisticated information age of the 21st Century, that are indeed, and of course, culturally, ethnically, religiously, spiritually, economically, and socially relevant to our nationalistic ambitious minds, body, and souls.

Blacologically speaking, I maintained that: We as contemporary African-Liberian scholars and intellectuals, cannot continue to confine ourselves to ideas whose time has passed and be afraid of ideas whose time has come. It must be articulated that many of our local pseudo –semi scholars from Europe and America have returned with an absolute objective of promoting European-American heritage. At worst, they have met some local unchanged elements to substantiate their aspirations and expectations to keep the nation the ways it has always been. The entire disciplines are cantered on perceiving more completely the place and contributions of Black-African- people and Liberian intellectuals to post-conflict Liberian developmental human progress. This development has been unique and permanently enriching. My only tragedy is that the truth about the authentic Black-African the indigenous Liberian Culture and its role in human progress has been so effectively suppressed that not even the African- Liberian institutions of higher learning's are fully convinced of its reality. This is why the main focus of Blacology as a cultural scientific -Education for a New Reality in post-conflict Liberia must have as its mission the restoration of what the 25-year useless genocidal Liberian civil conflict has denied our people, our young people, specifically our POST CONFLICT LIBERIAN youth. I find that the great thing in this world is not so much where we stand, as in what direction we are moving.”—Oliver Wendell Holmes.

In the context of the topic, Education For A New Reality In Post-conflict Liberia: From An Authentic Liberian Cultural Nationalistic Perspective, it becomes absolutely imperative to elucidate that our aged-old educational disparities will not require a quick fix magical resolution or one-size fit all hypothesis....I must submit that whatsoever we have in place educationally must be guarded by culturally, ethically, religiously, spiritually authentic Liberian diversity and teaching and research and ethical philosophy through Blacological Research. For instance, my 35 or so years in academic , teaching and research philosophy in the United States are based on the role of faculty in preparing students for careers and/or additional training in other disciplines, such as in the Liberian situation, African history, Liberian history and legal systems, Languages, Experts, sports, historic leaders, African-American Studies, Black-African Studies, Inventions, scientists, scholars, sports, religion, and historic international political leadership, international affairs, conflict management and resolution, peace studies, Law Enforcement-Criminal Justice, Police Science and information technology. In my personal opinion, I believe that the role of a faculty member in any aspect of education is to embrace a passion for improving the quality of education through effective teaching, counseling, advising, and research methods.

This is to assure that all students acquire the knowledge and develop the skills and work habits necessary to enable them to become productive members of the 21st century comparative global society. This Blacological Cultural and Scientific objective is achieved through a commitment of sharing responsibilities, providing strong, accessible, and effective research methods. Indeed, I do believe that a professional growth does not come without a professional sacrifice, and that the essence of knowledge is the ability to persist on researching for new knowledge. This, of course, can only be possible through research, publications, seminars, intellectual and academic conferences and calls for papers for public policy results. We are in the changing world of technology. Our environment is drastically and critically changing, so is our learning system and research methods. We have to adapt to the changing situations as far as technology and learning are concerned. "Working towards Improving the Quality of Education in Liberia through Research demands that our academic environment and curriculum should be structured in accordance with our changing world of cultural, ethnic, religious, spiritual, nationalistic and patriotic humanistic relevance.

THE ANTICIPATED BLACOLOGY COURSES AND DISCRIPTIONS TO BE TAUGHT UNDER THE AUTONOMY OF AFRICANA-LIBERIAN STUDIES AND RESEARCH DEPARTMENT-CUTTINGTON UNIVERSITY

Introduction to Blacology 201.

This course will provide an opportunity for students to undertake research projects on selected historic background of Blacology and Black-African Nationalistic philosophies. Independent scholarly research utilizing cultural scientific investigation methods on the origin of Black-African Civilization will be conducted. Pre-requisite is history 201. These are inter-related course and areas of disciplines.

Black-Inventors and Scientists 102-A

This course will create a preliminary awareness and will intellectualize students, specifically Black-African students of their involvements in the inventions and developments of the first knowledge of science and inventions, prior to European’s modernization of what are today’s inventions and science. Students will conduct research in a search for the first things invented by Black-African people before any one. Pre-requisite 201.

African Studies 202D

This course will provide students an opportunity to know the authentic definition of Africa and what is Africa to them in the first place. In the second place, students will conduct research to determine as to whether they are actually Africans or just an international political and geographic implications and invention of the term Africa. The research questions that will be followed are: (a) What were Black-African people called prior to been called Africans? (b) What was the land or the continent first traditionally called along with its occupants? Emphasis will be placed on surveys on the contributions of Black-African people to the world with specific emphasis on the Americas in the context of the Caribbean and focus of Black-African Diaspora and its relationship to the modern world. Pre-requisite 201.

Black-African World Culture 203

This course studies the Black-African people’s stories, tradition, cultural scientific and critical thinking philosophies and contemporary society of people through the disciplines of anthropology, arts, humanities, economics, geography, psychology, and sociology. Often a culture is experienced in a geographical region that comprises several ethnic groups. Through methods of studies and research, students will discover and compare similarities and differences between their own culture and others. Perquisite history 201

The Historical Anthropology of Free Mason-The Masonic Craft203A

This course is intended to create and expose a critical thinking philosophy of Western Secret Society and Fraternity. It is intended to intellectualize the students on the myth and disguise of western tradition and philosophy. Comparative analysis will evoke an implication of the African scientific tradition and philosophy, and will determine areas of advantages and disadvantages, and beneficial effects through students, research on the subject. Perquisite 201.

The African-American in Social System 203D

This course traces major intellectual movements of Black People, including Booker T. Washington, W,E.B. DuBois, Dr. Martin Luther King, Jr. Malcom X, and many intellectual movements and personalities. This course is intended to expose students to the significance of Black African people in the Diaspora of the United States. The Americas to Black-African people and their struggles on the African continent. Prerequisite 201

Logic 304

This course is a study of the principles of critical thinking including inductive and deductive reasoning) with emphasis on common and formal fallacies, the syllogism, and symbolic logic. Prerequisite; English 121 lecture.