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[Pages:7]Stolen Legacy, George G. M. James, Library of Alexandria, 2005, 1465516972, 9781465516978, . .
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Stolen Legacy The Egyptian Origins of Western Philosophy, George G. M. James, Jan 21, 2010, , 162 pages. "Stolen Legacy: The Egyptian Origins of Western Philosophy," by Dr. George G. M. James, is a controversial work first published in 1954. To the consternation of some, James ....
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This anthology is a thorough introduction to classic literature for those who have not yet experienced these literary masterworks. For those who have known and loved these works in the past, this is an invitation to reunite with old friends in a fresh new format. From Shakespeare s finesse to Oscar Wilde s wit, this unique collection brings together works as diverse and influential as The Pilgrim s Progress and Othello. As an anthology that invites readers to immerse themselves in the masterpieces of the literary giants, it is must-have addition to any library.
Hotep, I first read this book when I was 11 or 12 and I really liked it then. Unfortunately, this book is hideously flawed with regard to accuracy. As I grew older and increased my personal knowledge of Kemet/Egypt the inadequacy of this work became ridiculously obvious. James' representations of
Kemetic thought are completely erroneous. That being said, I do not side with James' other critics on this page. I appreciate what he attempted to do for African people and I understand the brutality of the environment in which he operated. I honor him as an Ancestor. At the same time I am not pleased when I see people (particularly Black people) using this inaccurate work in their attempts to combat the well armed and well entrenched Eurocentrists and Neo-Eurocentrists. Neo-Eurocentrists and Eurocentrists find this book incredibly useful to their cause. Stolen Legacy is used to dismiss a diverse Afrocentric movement as a bunch of dreamers, demagouges, and ill prepared romantics. Another note: I found it very amusing how certain contributors to this page confidently stated or implied that "the Egyptians are not Black" or that "Egypt had no connection to Sub-Saharan Africa." (smile) Very cute, however one might actually want to study Kemetic religion, history, language, and culture before opening their mouths to make such inane statements. This is particularly the case with regard to Egyptian history, language, religion, and culture. The "Blackness" of this African people is not really an issue for me (I'm sure Kemet was not absolutely homogeneous)but it annoys me when silly people confidently assert that these AFRICANS were not Black. Another note: Kemet/Egypt is not the only great African civilization.Read more ›
Any book that can render this kind of reaction by intellectuals and regular folk alike should be on everyone's reading list. Even in today's polemical culture of complaint, where people hide bad art and cheap sensational ideas behind political/ideological fads or automatic public reactions to their support or refutation, one must look at the thought provoking questions that this book arises- and the near automatic emotions that go with them. I read this book several years ago in college. Though I didn't particularly like the preachy style, it successfully started me on an intellectual journey through a plethora of authors of the past two centuries and a spiritual awakening. This book, I am reminded, has such power, because it raises more uncomfortable questions than it answers. In the spirit of such work, the raison detre of all scholarship, I'd like to ask all others past, present and future who have or plan to review this book: have you read inki_snkm@'s review of this yet? Were you aware of the facts he brings to light and refers to- more importantly, the intellectual paradigms he used to formulate his opinions, as those are (linguistics specifically)part and parcel of the methods, principles and practices of all Western scholars? Why do you think all architecture schools across all of Western civilization through the centuries to today begin their students' studies with the Pyramids? Have you seen the pyramids of the Sudan and Nubia, some predating those of Giza, recently unearthed by German archaeological teams? And what do you think our Founding Fathers (Washington, Jefferson, et al) would have thought of such a work (and think of the back of the dollar bill before you answer)?
I think there is little doubt among Egyptologists and students of Ancient Greek thought that Egypt heavily influenced the Ancient Greek paradigm and may have influenced the conception of certain Greek deities, particularly Athena. The Immortal Principle, for example, very well may have originated in Akhenaten's attempt at monotheism before the Greek dark ages. However, the argument is very poorly constructed and largely unsubstantiated. There are very clear divergences in Egyptian and Greek thought, as well as many progressions in Greek Philosophy which can not possibly be attributed to Egypt except by the most dillusional and tenuous thinkers.
People who are interested in truly scholarly work on the afro-asiatic roots of Greek thought should check out The Black Athena and Isis in the Ancient World. Although both have been questioned, especially The Black Athena, they are certainly more substantiated than this book, in which the authors prance around like elephants in a china closet trying to interpret history to suit their own liking. Cool for the lightweights, but if you want the real I suggest you turn to the aforementioned titles.
This book is utter nonsense. Its writer doesn't know the slightest thing about Greece or Egypt. For example he says that the existence of a god-sun called Aten (and sometimes Atum) in Egyptian mythology is proof that Egyptians established the theory of atoms!!! In fact, the Egyptian Aten sun-god was replaced by the sun-god Amon-Re long, very long before Democritus presented the atom theory, which has no relation whatsoever to Egyptian mythology. Atom is a Greek word, coming from the Greek "a" prefix (=non/no) and the Greek word "tomo" (=incision) (which the neutral for "tomi", btw). Thus, atom= the (smallest existing) particle that cannot be further intersected,
exactly what the atom theory maintained. Of course, this book is a flood of inconsistencies, fabrications, lies and hatred propaganda. It has been mentioned a thousand times before, but I feel obligated to mention myself that Alexandria's library was built many years *after* Aristoteles' death, and yet the writer proclaims Aristotelean philosophy is the result of Aristoteles going to Alexandria's library and copying its books!!! In fact Alexandria's library was itself Greek, founded by the Greek Macedonian leader of Egypt, Ptolemy the 1st, as any historian scientist/researcher will verify. Here is what the Grolier Encyclopedia mentions about it: "The greatest large Greek library was established (3d century BC) by Ptolemy I in the museum at Alexandria, Egypt. Scholars there copied, revised, collated and edited works of the classical Greek writers. Their copies of ancient works became the standard editions on which other ancient copyists and libraries depended and, ultimately, the basis of most of the manuscripts in European libraries.Read more ›
Challenging the notion that civilization started in Greece, this uncompromising classic attempts to prove that the true authors of Greek philosophy were not Greeks but Egyptians. The text asserts that the praise and honor blindly given to the Greeks for centuries rightfully belong to the people of Africa, and argues that the theft of this great African legacy led to the er...more Challenging the notion that civilization started in Greece, this uncompromising classic attempts to prove that the true authors of Greek philosophy were not Greeks but Egyptians. The text asserts that the praise and honor blindly given to the Greeks for centuries rightfully belong to the people of Africa, and argues that the theft of this great African legacy led to the erroneous world opinion that the African continent has made no contribution to civilization. Quoting such celebrated Greek scholars as Herodotus, Hippocrates, Aristotle, Thales, and Pythagoras, who admit to the influence of Egyptian studies in their work, this edition sheds new light on traditional philosophical and historical thought. Originally published in 1954, this book features a new introduction.(less)
I am currently reading this book and will base my senior thesis off of African/Greek philosophers and the stolen history. Because my major is Political Science I will focus on the political theories asserted by prominent philosophers such as Aristotle, Thales and Anaximander. A focus that is expressed directly in George G.M. James book is the acceptance of Greek Philosophy by western civilization...basically disregarding the true nature of Greek Philosophy that derived from African Philosophy (S...more I am currently reading this book and will base my senior thesis off of African/Greek philosophers and the stolen history. Because my major is Political Science I will focus on the political theories asserted by prominent philosophers such as Aristotle, Thales and Anaximander. A focus that is expressed directly in George G.M. James book is the acceptance of Greek Philosophy by western civilization...basically disregarding the true nature of Greek Philosophy that derived from African Philosophy (Specifically Egyptian philosophy) I am still in the begininng stage of reading this book; however, so far the book is very informative about the true philosophy.
I do not agree with what the author was trying to do here. Claiming his ancestors in Egypt have rights to being a superior race and being the originators of anything the ancient Greeks have done in the areas of science and liberal arts. Believing one race to be superior to another is flawed thinking to begin with, not to mention his vague facts with no real scientific process. Correlation does not necessarily mean causation. Just filled with conjecture and bitterness.
George G.M. James opened my eyes to the reality of altered history. Murderers of yore tell histories tales because their victims aren't alive to dispute. Of course there were very harsh criticisms of this work fueled by the need to protect "proven discoveries," hatred, and downright arrogance. I've done my own studies and found authenticity in this title. -but hey, you don't have to take my word for it!
This book is a classic text which I found very useful as a companion in researching the spiritual systems of ancient Nubia and Khemit ie Egypt. It also reveals the concepts which gave rise to Freemasonry and subsequent spiritual systems with his explanation of the nine, inseparable parts of the soul.
James was born in Georgetown, Guyana, South America. His parents were Reverend Linch B. and Margaret E. James. George studied at Durham University in Britain and after a period at the University of London he gained his doctorate at Columbia University in New York. He then qualified
to teach mathematics, Latin, and Greek. Later he was Professor of Logic and Greek at Livingstone College in Salisbury...more James was born in Georgetown, Guyana, South America. His parents were Reverend Linch B. and Margaret E. James. George studied at Durham University in Britain and after a period at the University of London he gained his doctorate at Columbia University in New York. He then qualified to teach mathematics, Latin, and Greek. Later he was Professor of Logic and Greek at Livingstone College in Salisbury, North Carolina for two years, before working at the University of Arkansas, Pine Bluff.
"Greek philosophy is somewhat of a drama, whose chief actors were Alexander the Great, Aristotle and his successors in the peripatetic school, and the Emperor Justinian. Alexander invaded Egypt and captured the Royal Library at Alexandria and plundered it. Aristotle made a library at Alexandria and plundered books, while his school occupied the building and used it as a research center. Finally, Justinian, the Roman Emperor, abolished the Temples and schools of philosophy, i.e., another name for the Egyptian Mysteries, which the Greeks claimed as their product, and on account of which, they have been falsely praised and honored for centuries by the world, as its greatest philosophers and thinkers. This contribution to civilization was really and truly made by the Egyptians and the African continent, but not by the Greeks and the European continent."
This Classic book is a must have for all who seek to learn more about Ancient Cultures from around the World including Moorish, Greek, Egyptian, and Rome. James uncovers the true historical origins of man and how the knowledge and wisdom of the ancients paved the way to establish several systems of learning that is still in use today. - Z. El Bey
Stolen Legacy stands among the first scholarly works that have attempted to recover the "lost" history of early African civilization. George G. M. James was a professor of Latin, Greek, and mathematics. It was his interest in the roots of Greek philosophy and the seemingly "immaculate conception of Western civilization" that brought him to ask such questions as Who were the Greek scholars? Who were their teachers? How did what they learned fit into the contemporary Greek worldview? And, when James considered the fates of the greatest of them—Anaxagoras was imprisoned and exiled, Socrates executed, Plato sold into slavery, and Aristotle exiled—he wondered why they were considered to be undesirable citizens in their own land.
Could it be that Greek philosophers were so mistreated because they imported a foreign and therefore subversive worldview? For example, Pythagoras, the "father of geometry" and the first Greek philosopher, was purported to have traveled to Egypt. He settled in Italy and practiced a simple, communal life, the goal of which was to live in harmony with the divine. To that end, he prescribed a regimen of purification that included dietary restrictions and periods of silence and contemplation. He taught the kinship of all life and the immortality and transmigration of the soul.
Stolen Legacy argues that Greek philosophers were not the originators of Greek philosophy, but that they derived it from Egyptian priests. James posits that Greece during this period of "enlightenment" was, in fact, constantly engaged in war and internal conflict, creating an environment not conducive to the evolution of philosophy. He bluntly states that Greek philosophy was the off-spring of the Egyptian Mystery System and that the Egyptians educated the Greeks.
Upon its publication in 1954, Stolen Legacy was not well received; however, it has remained in print to this day as a controversial chronicle of the possible African origins of classical civilization. Even if you don't agree with all of James's conclusions, the questions he asks and the theories he asserts are fascinating to anyone interested in studying classical civilizations from an African-centered perspective.
This is an afrocentric re-examination of Greek philosophy, posing the thesis that it was, in plain, stolen from Egypt (i.e., Africa). James' theory is that classical Greek philosophy was derived from an Ancient Egyptian mystery tradition, possibly concealing advanced scientific knowledge that the Greeks misinterpreted. James' approach to the topic is informed by a wide range of authorities, some classic, others a bit more esoteric. He makes some startling claims, e.g., that Alexander the Great and Aristotle plundered hundreds of books from the Great Library of Alexandria, which were
later attributed to Aristotle. He is dead serious about this perceived slight by the Greeks, and even exhorts us to boycott Greek letter fraternities.
Pioneers of the afrocentrism movement, such as James, and Drusilla Houston, labored in obscurity outside the mainstream. They were precursors of later 20th century writers such as Cheikh Anta Diop, who advanced very similar ideas, albeit on a broader front. Today, the substantial contribution of Africans to world civilization is better known. These books are milestones on the path towards this understanding.
Production notes: For once, I'd say that the original book could have used a bit more footnotes. The blocks of references interspersed with the text, and his tendency to use 'N.B.' as a standalone paragraph, make it look like a set of reading notes. The outlining is not indented in a consistent fashion, and the deeply nested numbering of sub-sections and items is also apparently ad-hoc. However, as is the practice, I have preserved the original text as closely as possible. Lastly, I didn't attempt to check the spelling of the more obscure personal names in this, and, given the number of other typos in the book, there may be a number of them--J.B. Hare, September 23rd, 2008.
After a trip to Africa, one teacher said he returned to his classroom of mostly African-American students and began identifying them with various ethnic groups. "You look like a Fulani boy I saw in Northern Nigeria," he commented to a young man. "You're definitely Ibo," he said to a female student. "Yes I have seen that face in the Ibo region." Turning to another student, he said, "I see Mandinka features in your face." Soon, all the children were clamoring for identification: "Me, who do I look like?" "Tell me my ethnic group," each one asked the teacher.
The discovery of the centric idea was a major breakthrough in my educational conceptualization. It allowed me to explain what happens to white children who attend American schools, what happens to Asian children who are rooted in Asian culture and attend schools in their countries, what happens to children of the African continent who are grounded in their own culture and attend their own schools.
In my 17 journeys to Africa during the past 20 years, I have visited schools and colleges in all parts of the continent and been impressed with the eagerness of the children to learn. Back home in Philadelphia, I wanted to explore why children in Africa seemed more motivated than African-American children here. Why did Africans on the continent learn four and five languages, when in some schools African American children were often not encouraged to take even one foreign language? To say the least, I have been disturbed by the lack of direction and confidence that plagues many African-American children. I believe it is because they are not culturally centered and empowered in their classrooms.
The times I am able to relate a class topic to the background of a Native American, Chinese, Hispanic, or African child in a multicultural classroom make me very pleased, because I see the centering immediately register in the child's countenance. Self-perception and self-acceptance are the principal tools for communicating and receiving communication. And teaching is preeminently a communication profession.
Most teachers do not have to think about using the white child's culture to empower the white child. The white child's language is the language of the classroom. Information that is being conveyed is "white" cultural information in most cases; indeed, the curriculum in most schools is a "white self-esteem curriculum."
When I enter a classroom of white college students and demonstrate in the course of my lecture that I know not only the words of Ogotommeli, Seti, and Ptahhottep but also Shakespeare, Homer, and Stephen J. Gould, I am usually empowered as a teacher with my white students. They understand that I have no problem centering them within their cultural framework. The reason they understand it is simple: this is the language of the dominant culture.
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