I believe that a change is going to come because many of us are committing to changing how we see others who are different.
In the past, we were taught to see others who are different as somehow being deficient. Christians saw Jews as being deficient. Catholics saw Protestants as being deficient. Presbyterians saw Pentecostals as being deficient.
Folks who like to holler in worship saw folk who like to be quiet as deficient. And vice versa.
Whites saw black as being deficient. It was none other than Rudyard Kipling who saw the "White Man's Burden" as a mandate to lift brown, black, yellow people up to the level of white people as if whites were the norm and black, brown and yellow people were abnormal subspecies on a lower level or deficient.
Europeans saw Africans as deficient. Lovers of George Friedrich Handel and Wolfgang Amadeus Mozart saw lovers of B.B. King and Frankie Beverly and Maze as deficient. Lovers of Marian Anderson saw lovers of Lady Day and Anita Baker as deficient. Lovers of European cantatas -- Comfort ye in the glory, the glory of the Lord -- Lovers of European cantatas saw lovers of common meter -- I love the Lord, He heard my cry -- they saw them as deficient.
In the past, we were taught to see others who are different as being deficient. We established arbitrary norms and then determined that anybody not like us was abnormal. But a change is coming because we no longer see others who are different as being deficient. We just see them as different. Over the past 50 years, thanks to the scholarship of dozens of expert in many different disciplines, we have come to see just how skewed, prejudiced and dangerous our miseducation has been.
Miseducation. Miseducation incidentally is not a Jeremiah Wright term. It's a word coined by Dr. Carter G. Woodson over 80 years ago. Sounds like he talked a hate speech, doesn't it? Now, analyze that. Two brilliant scholars and two beautiful sisters, both of whom hail from Detroit in the fields of education and linguistics, Dr. Janice Hale right here at Wayne State University, founder of the Institute for the study of the African-American child. and Dr. Geneva Smitherman formerly of Wayne State University now at Michigan State University in Lansing. Hail in education and Smitherman in linguistics. Both demonstrated 40 years ago that different does not mean deficient. Somebody is going to miss that.
Turn to your neighbor and say different does not mean deficient. It simply means different. In fact, Dr. Janice Hale was the first writer whom I read who used that phrase. Different does not mean deficient. Different is not synonymous with deficient. It was in Dr. Hale's first book, "Black Children their Roots, Culture and Learning Style." Is Dr. Hale here tonight? We owe her a debt of gratitude. Dr. Hale showed us that in comparing African-American children and European-American children in the field of education, we were comparing apples and rocks.
And in so doing, we kept coming up with meaningless labels like EMH, educable mentally handicapped, TMH, trainable mentally handicapped, ADD, attention deficit disorder.
And we were coming up with more meaningless solutions like reading, writing and Ritalin. Dr. Hale's research led her to stop comparing African-American children with European-American children and she started comparing the pedagogical methodologies of African-American children to African children and European-American children to European children. And bingo, she discovered that the two different worlds have two different ways of learning. European and European-American children have a left brained cognitive object oriented learning style and the entire educational learning system in the United States of America. Back in the early '70s, when Dr. Hale did her research was based on left brained cognitive object oriented learning style. Let me help you with fifty cent words.
Left brain is logical and analytical. Object oriented means the student learns from an object. From the solitude of the cradle with objects being hung over his or her head to help them determine colors and shape to the solitude in a carol in a PhD program stuffed off somewhere in a corner in absolute quietness to absorb from the object. From a block to a book, an object. That is one way of learning, but it is only one way of learning.
African and African-American children have a different way of learning.
They are right brained, subject oriented in their learning style. Right brain that means creative and intuitive. Subject oriented means they learn from a subject, not an object. They learn from a person. Some of you are old enough, I see your hair color, to remember when the NAACP won that tremendous desegregation case back in 1954 and when the schools were desegregated. They were never integrated. When they were desegregated in Philadelphia, several of the white teachers in my school freaked out. Why? Because black kids wouldn't stay in their place. Over there behind the desk, black kids climbed up all on them.
Because they learn from a subject, not from an object. Tell me a story. They have a different way of learning. Those same children who have difficulty reading from an object and who are labeled EMH, DMH and ADD. Those children can say every word from every song on every hip hop radio station half of who's words the average adult here tonight cannot understand. Why? Because they come from a right-brained creative oral culture like the (greos) in Africa who can go for two or three days as oral repositories of a people's history and like the oral tradition which passed down the first five book in our Jewish bible, our Christian Bible, our Hebrew bible long before there was a written Hebrew script or alphabet. And repeat incredulously long passages like Psalm 119 using mnemonic devices using eight line stanzas. Each stanza starting with a different letter of the alphabet. That is a different way of learning. It's not deficient, it is just different. Somebody say different. I believe that a change is going to come because many of us are committed to changing how we see other people who are different.
What Dr. Janice Hale did in the field of education, Dr. Geneva Smitherman did in the field of linguistics. Almost 25 years ago now, Dr. Smitherman's book published by Wayne State University talking and testifying the language of black America taught us the same thing. Different does not mean deficient. Linguists have known since the mid 20th century that number one, nobody in Detroit, with the exception of citizens born and raised in the United Kingdom, nobody in Detroit speaks English. We all speak different varieties of American. If you don't believe me, go to the United Kingdom. As soon as you open your mouth in the United Kingdom, they'll say oh you're from America. Because they hear you speak in American. Linguists knew that nobody in here speaks English, but only black children 50 years ago were singled out as speaking bad English.
In the 1961, it's been all over the Internet now, John Kennedy could stand at the inauguration in January and say, "ask not what your country can do for you, it's rather what you can do for your country." How do you spell is? Nobody ever said to John Kennedy that's not English "is". Only to a black child would they say you speak bad English. Kennedy got killed. Johnson stepped up to the podium and love feel, we just left love feel. And Johnson, said my fellow Americans. How do you spell fellow? How do you spell American? Nobody says to Johnson you speak bad English.
Ed Kennedy, today, those of you in the Congress, you know Kilpatrick. You know, Ed Kennedy today cannot pronounce cluster consonants. Very few people from Boston can. They pronounce park like it's p-o-c-k. Where did you "pock" the car? They pronounce f-o-r-t like it's f-o-u-g-h-t. We fought a good battle. And nobody says to a Kennedy you speak bad English. Only to a black child was that said. Linguists knew that 50 years ago and they also knew number two that every language, including the language of Jesus, Aramaic, was made up of five subsets, pragmatic, grammar, syntax, semantics and phonics and that African speakers of English and African speakers of French and African speakers of Portuguese and African speakers of Spanish in the new world had created languages, not dialect all with five different subsets.
Languages, not Creole or Patois, languages. And Dr. Smitherman compiled the findings of an interdisciplinary research along with her own brilliant findings to show us that the language of black Americans was different, not deficient. She combined the findings of early childhood education, linguistics, socio-linguistics and the pedagogy of the oppressed to demonstrate most powerfully that different does not mean deficient. It simply means what? Different. I believe a change is going to come because many of us are committed to changing the way we see others who are different.
What Dr. Janice Hale did in the field of education and what Dr. Geneva Smitherman did in the field of linguistics, Dr. (Eldon) did in the field of ethnomusicology, the field of music. He showed us 40 years ago what Wintley [Phipps] is teaching you for the first time 40 years later. African music is different from European piano music. It is not deficient, it is different. In most school systems today, the way most of us over 40 years of age were taught is still being taught. We were taught a European paradigm as if Europe had the only music that there was in the world. As a matter of fact, if you just say the term, classical music.
Today, most here, use of that term will automatically refer to Beethoven, Tchaikovsky, and already cited Mozart and Handel. European musicians. From grammar school to graduate school, we are taught in four, four time. That the dominant beat is on one and three. Our band directors, our choir directors, our orchestra director start us off how?
And One, two, three, four. One, two, three. Now, that's the European dominant beat. For African and African-Americans, it is not one and three, it is two and four. I don't have to teach you. Listen to black people clap to this song. Glory, glory hallelujah, you are clapping on beats two and four. If you got some white friends, they'll be clapping like this. You say they can't clap. Yes, they can. They clap in a different way. It's the same fact holds true with six eight time. Europeans stress one, two, three, four, five, six. One, two, three, four, five, six. Dum dum, dum, dum, dum. The stress is on one and four. Not for black people. When you got six eight time, blacks stress two three and five six.
Listen to this -- blessed assurance, Jesus is mine two, three for, five, six - oh, why are you clapping on the wrong beat? Africans have a different meter and Africans have a different tonality. European music is diatonic, seven tones. Do, re, mi, fa, so, la, ti, do. That's Italian. Europe. In west Africa and south Africa, it is not diatonic, seven tones, it is pentatonic with five tones. Wintley [Phipps] points out that if you want to know black music, just look at the black keys on the piano. Do, re, fa, so, la. Just those five tunes. Those are the only five notes you'll hear and somebody knows the trouble I've seen.
It only uses five notes the same with the river it also uses five notes. That's all. I believe a change is coming. It's not deficient, it's just different.
Many of us are committed to changing how we see others who are different. When you look at and listen to - I'm in Michigan. OK. Here in Michigan, look at and listen to the University of Michigan and Michigan State University bands at halftime. Their bands hit the field with excellent European precision. Da, da, da, da, da, ta, ra, ra.
Now go to a Florida A&M and Gramling Band. It's different. And you can't put that in no book. I believe change is going to come because many of us are committed to changing how we see others who are different. One is not superior to the other. One is not normal with the other being abnormal. One is not deficient because it doesn't follow the same methodology of the other. It is just different. Different does not mean deficient. Tell your neighbor one more time.
Now, what is true in the field of education, linguistics, ethnomusicology, marching bands, psychology and culture is also true in the field of homiletics, hermeneutics, biblical studies, black sacred music and black worship. We just do it different and some of our haters can't get their heads around that. I come from a religious tradition that does not divorce the world we live in from the world we are heading to. I come from a religious tradition that does not separate the kingdom of heaven that we pray for from the devious kingdoms of humans that keep people in bondage on earth.
). They had sent at least 25-30 attorneys to attend this dinner and to interview us the following day; IIRC, all the interviewees (irrespective of background) were invited to attend the dinner.
