Surely, God did not allow African Americans to experience oppression for over four hundred years just for us to dwell in an exclusive neighborhood, acquire material possessions, attain middle class status, or be a famous black first. African Americans are not in America to imitate our white brothers and sisters. Our situation is unique. We are insiders and outsiders, Americans and of African descent, free and unfree. We are a split people seeking wholeness. By bringing new insights into the life of African Americans, Rev. Phillips uses a number of case studies of his former high school students to reveal the severity of the split in the life of the students and their community at large. He contends that if we do not attain true wholeness, our unresolved conflicts would harm us psychologically and spiritually, which in turn could detrimentally affect us socially, politically and economically. Many have already become hopeless and mentally challenged. Our educational and social problems are troublesome. Despite our progress in America, many are still experiencing a meaningless life and are seeking answers. How can one attain wholeness in a materialistic and black phobic world? Rev. Phillips takes us on an engaging journey to discover the answer.

Teaching the World to Shell Peas

God's Covenant with Soul PeopleBy R. L. Phillips

AuthorHouse

Copyright © 2012 Rev. R. L. Phillips
All right reserved.
ISBN: 978-1-4685-6613-0

Contents

Acknowledgements.......................................................................................viiIntroduction...........................................................................................ixPart 1: The Symptoms and the Analysis of the Dual Existence of Soul People.............................1Chapter 1: Case Study: Abstract Language...............................................................5Chapter 2: Abstract Language vs. Experiential Language.................................................11Chapter 3: Case Study: Individualism...................................................................17Chapter 4: Individualism vs. Collectivism..............................................................20Chapter 5: Case Studies: Objective Existence...........................................................28Chapter 6: The Subjective Existence vs. Objective Existence............................................35Chapter 7: Case Studies: Fatalism: "What Will Happen, Will Happen".....................................50Chapter 8: Freedom or Self-Responsibility vs. Fatalism.................................................57Chapter 9: Psychological Effects of the Two Worlds.....................................................62Chapter 10: Case Studies: Victim's Morality............................................................65Chapter 11: Objectifier's Morality vs. Victim's Morality...............................................68Part 2: The Root of the Dual Existence of Soul People..................................................81Chapter 12: The Root of the Symptoms...................................................................83Chapter 13: The Psychology of Internal Conflicts.......................................................93Part 3: The Unfolding of Purpose in the History of Soul People.........................................99Chapter 14: The Four Major Periods of Black History....................................................101Chapter 15: Prophetic Voices of Black History: Douglass to Du Bois.....................................113Chapter 16: Prophetic Voices of Black History: Ellison to Morrison.....................................127Chapter 17: Howard University: Spiritual Immersion and Black Theology..................................140Part 4: The Actualization of Purpose in Soul History...................................................149Chapter 18: An Impassioned People with a Purpose.......................................................151Chapter 19: An Impassioned People Teaching the World to Shell Peas.....................................167Chapter 20: An Impassioned People with a Purpose to Overcome Their Split Existence.....................185Chapter 21: Impassioning a People to Pursue Their Purpose..............................................194Chapter 22: What Our Name Got to Do with It?...........................................................202

Chapter One

Case Study: Abstract Language

Case Study #1

In my first year as an educator, I was baffled at the number of students who had problems applying abstract formulas to solve math problems. In my 10th grade Geometry class, the students were instructed how to apply formulas to find the volume, area, and perimeter of various geometric figures. Most students, especially the males, in my class had serious problems applying the formulas.

Demetrius had the lowest average in class and he frequently would give up trying to solve his problems. When I would ask for the volume, he would give me the surface area and vice versa. If he were asked to solve for the area, he would frequently give me the perimeter of the figure, and if I wanted him to solve for the perimeter, he would give me the area. I would tell Demetrius to refer to the formulas that I had given him, but he had difficulties in selecting the appropriate formula. I would say to Demetrius, "Demetrius, in the formulas, V=L · W · H, and SA= 2 · L + 2 · W+2 · H; V stands for volume, the symbol "·" denotes multiplication, and SA stands for surface area. When I ask for the volume, Demetrius, use the formula with the V and if I ask for the surface area use the formula with the SA." Regardless of my clarification, Demetrius would continue to apply the formulas incorrectly. Some females loudly called him dumb. Nearly all the females were doing very well in my class. All my "A" students were females. I sympathized with the male students who were struggling as Demetrius was struggling in my class.

In search for a solution to their problems, I decided to use the "hands on" method to explain the concepts. I brought boxes, cans, sheets of paper, rulers, tape measures, etc. to class and had the students find the volume and surface area of the boxes, perimeter and area of various objects, etc. To my amazement, the male students who were previously failing were tutoring the students with an "A" average. The "A" students, for the most part, had difficulties in applying the formulas to concrete problems. I was excited in seeing Demetrius, who the females called dumb, assisting the females. He taught them how to use the ruler, how to measure various figures and apply the formulas. Demetrius never call the females dumb; mainly, because he attained gratification in assisting them. How could there be a complete reversal in understanding of the concepts?

Most females were perplexed by the concept of measurement, such as length, width, and height of the concrete boxes and the concrete application of the formulas. I noticed the previously failing male students needed concrete experiences of the subject matter in order to comprehend the meaning of the concepts. The females with "A's" knew how to perform well on the concepts of geometry on my exams but did not do as well in relating the concepts to the real world. If the "A" students had really understood the abstract formulas, they should have been capable of applying them to the real world. When I gave examples on how to find the volume or the surface area of a geometric figure, the "A" students were able to follow the procedures but to a large extent had no clue what the concepts meant or how to apply them to the real world. Nevertheless, they were able to score high on exams. Demetrius, as most of the males, on the other hand, was unable to follow the abstract procedures of the teacher; but once he was exposed to the concrete application of the concepts, he was better able to apprehend the subject matter. Demetrius conceived of the concepts of volume, area and perimeter as mere abstractions, which had no real meaning to him. Teachers have to be aware of the distinct learning styles of students.

Case Study #2

It pains me to see students struggling to solve very simple math problems. Many of these types of problems involve practical matters that students encounter in their everyday life. For example, I would ask the students to find the sales price of a product when sold at a discount. Their answers would frequently be greater than the original price. I would ask them how the sale price could be greater than the original price if one is buying a product at a discount. Nevertheless, many will continue to add the amount of discount to the original price instead of subtracting from it. The problem was not that they performed the incorrect arithmetic operation per se; on the contrary, the problem was their complete satisfaction with their impractical answer. I would give them discount problems that relates to a store where they shop, but still some would be satisfied with a price greater than the original price. Even though these students were taking a lower level math class, one would think that as high school students they should have been able to solve these types of problems.

I asked the students to solve this problem, "The original price of a man's suit was $200. Mr. Williams bought the suit at a 25% discount. How much did Mr. Williams pay for the suit, if there was no sales tax?" As I was walking around the class checking on how students were solving the problem, I stopped at Terrance's desk. I asked him how much did Mr. Williams pay for the suit. He said he paid $250. I replied, "Terrance, the suit was sold at a discount, how could he pay more for the suit than its original price?" Terrance did not respond. I gave a similar problem. He asked me, "After I multiply, do I add or subtract?" I replied, "What do you think you should do?" "Do I add?" he asked. Then he said, "Mr. Phillips, you are confusing me. Sometimes, you tell me to add and sometimes you tell you tell me to subtract after I multiply." Terrance was referring to the tax problems which required the operation of addition.

I initially thought the problem could be with the terminology. I exchanged the term "discount" with the word "off." For instance, I would pose a problem similar to this problem: $100 watch with 10% off. Find the sale price. A few more caught on, but many, such as Terrance, were still puzzled. The puzzled ones continued to ask me what operation to perform after they multiply. Some have similar difficulties with problems involving sales tax; that is, their answers would now and then be lower than the original price. I was disturbed because they did not recognize that their solution did not make practical sense. I desired to solve their problem because it was linked to many of their other academic problems.

I brought to school a newspaper ad that advertised merchandise at a discount, but I was not successful in using the ads in explaining discount problems to my satisfaction. I brought some candy and chips to school, and I called on Kiara, who had difficulties in solving these type of problems, to solve a discount problem involving bars of Snickers. I asked, "Kiara, how much would you pay for two bars of these Snickers, if I was selling them tax-free at a cost of $1.00 each with a $20% discount? Kiara performed the wrong procedure, but realized her answer could not be the correct answer, because it was greater than the original cost. In referring to her initial answer, Kiara yelled out, "that can't be right." However, when I put the merchandise aside and wrote a problem on the board, students, including Terrance and Kiara, still had difficulties. I was convinced their main problem was with their relationship with the problem. In using my personal items, I presented the questions entirely different from the textbook even though I used similar language. I presented the problems in this manner, "if you went to the store and bought these chips that sold for $.30 a bag at a discount rate of 20%, what would you pay for the chips if there was no sales tax?" The problems were presented to them directly as opposed to the indirect approach of the textbook. In using the term "you" and real food, I directly involved them in the problems. None of the students had problems in solving the discount or tax problems when I used the real-life items. They felt connected to the problems. Moreover, they were in direct contact with the items they desired. The textbook, my chalkboard and worksheet problems were presented in an abstract and aloof manner. Many African Americans perform better by direct contact with the problems and not through abstract language. If the terms "discount" and "off" are used in an impersonal way, they are just words among other abstract words with no immediate relevance to the students' world. When used in a personal way, they are more than just abstract words but are terms that are more linked to student's life. The items in my demonstration were personally related to them. When they are actually shopping and aware that they are given a discount on their merchandise, they would spontaneously know the price would be lower than the original amount because it has immediate relevance to them. Nevertheless, when they incorrectly answer the discount question on the standardized tests, the system would assume they do not understand how to solve such problems. On the contrary, they can solve such problems if presented with less abstract language.

The school system with its abstract and detached language is a foreign language to many students. Each world has its language but in order to acquaint black students with abstract language, the system has to uphold the legitimacy of the student's world. In the students' world, language is expressed experientially. Since I discuss in detail the experiential language in Chapter 2, I will only touch on it for now. The educational establishment has no intention of recognizing the legitimacy of the experiential language of the black world. Its goal is to replace the black world with the Euro-American worldview. Under these conditions, the education of blacks is not expected to improve.

If the system had more respect for black culture, it could prevent unnecessary collisions of the two languages in the classroom by trying to reconcile them. The academic success of many African-American students hinges upon the success of the reconciliation of the two distinct linguistic expressions—abstract language and experiential language. Even though the two worlds speak a different language, they can co-exist in harmony. In my early days of teaching, when there were fewer standardized tests, educators may not have covered as much materials but what they did cover was well taught. I recall teaching geometry outdoors and applying it to real life problems. Students enjoyed finding heights of trees, square feet of the school grounds, creating sundial clocks and other practical problems. When the "No Child Left Behind Act" came into effect, I had to forgo my outdoor activities mainly because I was pressed by the Act to cover too many concepts in a limited time. I had to resort to expedient means to prepare students for standardized tests. The manner in which this Act was implemented, it appeared as though students were not expected to comprehend the concepts but just to be rapidly and extensively exposed to them. Teachers are pressed to cover the required abstract concepts in a limited time. This Act was created from a Euro-American perspective; hence, it is ineffective in educating black students. The national goal was to catch up academically with the higher scoring nations without considering the fact that not all students learn at the same rate and speak the same language. Be that as it may, some of my students who did not really understand the subject matter, but who were very familiar with the use of abstractions performed very well on the state's multiple-choice tests. Given that fact, we should know something is not right with our methodology and the No Child Left Behind ACT.

Case Study #3: Washington, D. C.

An administrator informed my son that she was not accustomed to the manner he taught physics. My son was aware of the system's abstract approach to teaching science; therefore, he felt compelled to teach physics from the students' perspective of life. For example, when students were not understanding the concept of acceleration, my son was aware their problems were with abstractions. He decided to use a concrete demonstration to enlighten them. He took his keys out of his pocket, held them in front of Tonya and said, "If I gave you the keys to my car ..." He asked Tonya to articulate the steps she would take in driving the car and requested the class to participate. Tonya said, "First I'd buckle up." The class buckled up. Tonya stated, "Let's put the key in the ignition switch and start the car. Let's shift the gear to Drive and press the gas." My son asked, "how fast are you all going" Tonya replied, "We am now going 70 miles per hour." My son asked, "what did you all have to do to get to that speed?" A student answered, "We had to press harder on the gas pedal." By the end of the class period, the students were solving challenging problems involving acceleration.

Many black students are not adequately learning math and science because math and science are composed of abstractions that are unrelated to their everyday life. We should not blame the teachers for the students' weakness in math and science. Teachers must be advised on how to teach abstract subjects to students who learn better by concrete experiences. In the next chapter, I show more in detail how African Americans experience a contradiction—abstract language vs. experiential language—in the use of language.

Chapter Two

Abstract Language vs. Experiential Language

Now the whole world had one language and a common speech ... The LORD said, "If as one people speaking the same language they have begun to do this, then nothing they plan to do will be impossible for them. Come, let us go down and confuse their language so they will not understand each other. (Genesis 11: 1, 6-7 NIV)

Emotional Language

A large number of soul people are prevented from developing their potentials to the fullest because of their inadequate abstract language skills, which have nothing to do with their innate ability to use abstract language, but with their overwhelming innate propensity to use experiential language. Conversely, Euro-Americans' by and large do not experience reality directly because they are preconditioned to relate abstractly to their world. Since soul people are in touch with our soul, we have a natural capacity to transcend abstractions to grasp an object directly. When we directly experience an object, verbal descriptions of the object become insignificant because it is the experience itself that really matters. Immersed in the experience of a phenomenon, many people of soul feel that language alone cannot communicate what they experience. Hence, their experiences are largely translated to emotional language.

When students of soul enter my classroom trailer, I occasionally would ask them about the condition of the weather. In describing the condition of the weather, they would use experiential language; namely, they would usually prolong the vowel sound of the descriptive word. For example, they would at times reply, "Mr. Phillips, it is cooold outside!" This type of reply was an attempt to express intimately their encounter with the cold weather with the minimum use of language. For them, linguistic expressions interfere with the comprehension and communication of their experiences. On the contrary, if a pupil of abstractions is asked about the weather, the pupil would likely reply without experiential language. The pupil of abstractions may articulate the condition of the weather in this manner, "It is `extremely' cold outside." The pupil of abstractions feels the abstract adverb "extremely" or a similar term adequately conveys the condition of the weather and feels no need to express the weather intimately. Soul people would not think that a mere word could wholly convey how cold it is; we wish to express directly our encounter with our environment. To describe accurately the coldness, we feel we have to use such tactics as prolonging the sound of the descriptive term, making facial expressions or other gestures, exclaiming and calling one's name as in "Mr. Phillips, it is cooold outside!" In the case of depicting the gigantic size of an entity, many will exclaim "it's biiig"! Or we will call out one's name, "La Tonya, it's biiig!" and use gestures to demonstrate the large size of a phenomenon.

(Continues...)

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