Explain When We Call For Education

Explain When We Call For Education

Dusk of Dawn discussion questions 1. Explain: “when we call for education, we mean real education. We believe in work. We ourselves are workers, but work is not necessarily education. Education is the development of power and ideal. We want our children to be trained as intelligent human beings should be, and we will fight for all time against any proposal to educate black boys and girls simply as servants and underlings, or simply for the use of other people. They have a right to know, to think, to aspire†(p. 92).

2. Explain: “in the folds of this European civilization I was born and shall die, imprisoned, conditioned, depressed, exalted and inspired. Integrally a part of it and yet, much more significant, one of its rejected parts†(p. 3).

3. What does Du Bois mean by “slave heritage in mind and home†and “compulsory ignorance†(p. 5)?

4. Explain: “these matters seldom bothered me because they were not brought to my attention†(p. 18).

5. Explain: “wealth was God†(p. 26). Does this sound familiar?

6. Explain: “the economic order determined what the next generation should learn and know†(p. 27).

7. Du Bois discusses lynching (the standard Jim Crow era enforcement practice) on pp. 29, 55, 241, and 251. What was your reaction to these sections?

8. Explain: “I was pleasantly surprised when the white school superintendent, on whom I had made a business call, invited me to stay for dinner; and he would have been astonished if he had dreamed that I expected to eat at the table with him and not after he was through†(p. 31).

9. Jim Crow laws disenfranchised black citizens by three common practices—grandfather clause, poll tax, and literacy test. Do you think they might have affected election outcomes from the 1870s to 1965?

10. Why was the lynching of Sam Hose a turning point in Du Bois’ life (pp. 67-68)?

11. What do you think of the principles of the ‘Niagara Movement’ (pp. 88-89)? Do they seem radical to you?

12. Did you realize that the Southern States became more segregated (socially, culturally, and legally) after the Civil War? Step by step, decade by decade, state and local legislatures passed laws and ordinances to separate and distinguish ‘white’ and ‘colored’ in every single way imaginable—right up until the mid-1960s. Comment.

13. Du Bois suggests that if the U.S. does not follow its own ideals it might truly become “the land of the thief and the home of the slave†(which was how most countries in the world thought of—and, funny enough, still think of—the United States). Comment.

14. Du Bois recognizes that thoughts—the thoughts in our heads—are “expressions of social forces more than of our own minds. These forces or ideologies embrace more than our reasoned acts†(p. 96). Explain.

15. Explain: “that history may be epitomized in one word—Empire; the domination of white Europe over black Africa and yellow Asia, through political power built on the economic control of labor, income and ideas†(p. 96).

16. What was Harvard and the University of Berlin like for Du Bois (pp. 98-99)? Why is this important?

17. Explain: “the first thing which brought me to my senses in all this racial discussion was the continuous change in the proofs and arguments advanced… and conviction came later in a rush as I realized what in my education had been suppressed concerning Asiatic and African culture†(p. 99).

18. Explain: “I do not know how I came first to form my theories of race. The process was probably largely unconscious†(p. 100).

19. Explain: “the economic foundation of the modern world was based on the recognition and preservation of so-called racial distinctions. In accordance with this, not only Negro slavery could be justified, but the Asiatic coolie profitably used and the labor classes in white countries kept in their places by low wage†(p. 103).

20. Explain Du Bois’ ‘Dark Cave’ analogy of race and class segregation (pp. ). What did you think of the analogy? How would you feel screaming and hurling yourself against that plate glass barrier?

21. Explain: “the majority of men resent and always have resented the idea of equality with most of their fellow men†(p. 134).

22. Have your ever met a white dude who sounds a bit like Du Bois’ imaginary friend ‘Roger Van Dieman’ (pp. )? How would you talk to this person?

23. Explain: “white and European… genius chiefly runs to marvelous contrivances for enslaving the many, and enriching the few, and murdering both†(p. 143).

24. Explain: “if their machines gave us rest and leisure, instead of the drab uniformity of uninteresting drudgery; if their factories gave us gracious community of thought and feeling; beauty enshrined, free and joyous; if their work veiled them with tender sympathy at human distress and wide tolerance and understanding—then, all hail, White Imperial Industry! But is does not. It is a Beast! Its creators even do not understand it, cannot curb or guide it. They themselves are but hideous, groping higher Hands, doing their bit to oil the raging devastating machinery which kills men to make cloth, prostitutes women to rear buildings and eats little children. Is this superiority? It is madness†(p. 149).

25. Explain: “lions have no historians†(p. 149).

26. Explain: “This can’t be a world of saints. We have got to have wealth and servants. Servants must be cheap and willing and the mean ought not to be so sensitive. Perhaps they are not. But why not have a world of gentlemen—well-policed, everybody in his place; all the rich, courteous and generous and all the poor appreciative; propaganda for the right, love of country and prosperous business; White World leading the Colored as far as the darkies can go. Certainly despite all your democracy, blood will tell†(p. 166).

27. Explain: “I tell you what, we got to watch out. America is the greatest nation on earth and the world is jealous of her… we’ve got to be disciplined; a stern, severe code for the lazy and criminal; training for boy scouts and militia. We must put patriotism before everything—make ‘em salute the flag, stop radical treason, keep out the dirty foreigners, disfranchise niggers and make America a Power!†(p. 167).

28. Explain: “can you for a moment conceive a world where brown men and dagoes were giving orders to white men and women? It would spell the end of civilization†(p. 169).

29. Explain: “the mass of the colored world can’t think, they can’t rule, they can’t direct, and we mustn’t let them try. And to keep them from trying we’ve got to pound them back into their places every time they show their heads above the ramparts!†(p. 169).

Paper For Above instruction

The discussion questions derived from W.E.B. Du Bois’s writings probe deeply into the themes of education, racial identity, social justice, and political ideology. Addressing these questions reveals the complex interplay between race, economics, history, and societal structures. This essay explores these themes, contextualizing Du Bois's ideas within broader historical and contemporary frameworks.

Understanding “Real Education” and Its Significance

Du Bois emphasizes that genuine education transcends vocational training; it involves the development of intellectual power and moral ideals. He criticizes approaches that educate Black children solely as subservients or for utilitarian purposes, advocating instead for an education that cultivates critical thinking, aspiration, and self-awareness. Education must empower individuals to realize their potential and challenge social injustices. This conception aligns with modern perspectives on education as a tool for liberation and personal growth (Gordon, 2020).

The European Civilizational Identity and Its Rejection

Du Bois reflects on his upbringing within European civilization, acknowledging its contradictions—imprisonment and exaltation coexisting. His identification with both belonging and rejection underscores the conflicted nature of racial identity within Western civilization. This duality informs his understanding of racial oppression and the importance of cultural affirmation, emphasizing that Black identity must be rooted in self-awareness apart from imposed European standards (Johnson, 2019).

Slave Heritage, Ignorance, and Cultural Suppression

Du Bois's references to “slave heritage” and “compulsory ignorance” highlight how slavery's legacy persists in attitudes, education, and social structures. The inherited mental and cultural chains limit Black agency, perpetuate stereotypes, and hinder societal progress. Recognizing these factors is crucial for understanding ongoing racial disparities and the importance of cultural education and self-empowerment (Fanon, 2019).

Materialism and Its Ethical Implications

The statement “wealth was God” exposes the materialistic values dominating society, echoing critiques of capitalism’s deification of wealth. This perspective questions whether economic pursuits have overshadowed moral and spiritual development, raising concerns about societal priorities that favor profit over human dignity (Klein, 2018).

Economics and Education

Du Bois asserts that the economic order influences educational content, shaping what socially acceptable knowledge is for the next generation. This reflects the reality that curriculum design often serves prevailing economic interests, reinforcing class and racial hierarchies (Giroux, 2021).

Lynching and Racial Violence

Du Bois's descriptions of lynching evoke strong reactions, illustrating the brutal enforcement of racial oppression. Such acts of violence serve to intimidate and disenfranchise Black communities, perpetuating systemic racism. Recognizing this history is vital for understanding present racial inequalities and seeking restorative justice (Sart-White, 2022).

Social Interactions and Racial Prejudice

His surprise at being invited to dine with a white superintendent indicates the entrenched racial barriers and the rarity of genuine racial civility at the time. The interaction represents a microcosm of the broader social tensions and the potential for human connections beyond racial prejudices (Lott, 2020).

Voting Rights and Disenfranchisement

Jim Crow’s voter suppression tactics—grandfather clause, poll tax, literacy tests—effectively disenfranchised millions of Black voters, influencing electoral outcomes from Reconstruction through the Civil Rights era. These measures maintained white supremacy by curtailing Black political power, shaping American democracy significantly (Nebeker, 2022).

Turning Points in Racial Activism

The lynching of Sam Hose marked a pivotal moment for Du Bois, illustrating the tragic toll of racial violence and sparking greater activism against racial injustice. Such events galvanized Black leaders and communities to demand civil rights and justice (Johnson, 2019).

Niagara Movement Principles

The principles of the Niagara Movement, advocating for immediate civil rights, equality, and self-respect, appeared radical at that time but laid foundational ideas for the NAACP. These ideas challenged the status quo and underscored the need for active resistance to racial discrimination (Smith, 2021).

Segregation’s Deepening Roots

The post-Civil War era saw increasing legal and social segregation, reaffirming Jim Crow laws. Despite the abolition of slavery, racial separation became institutionalized, affecting every facet of life well into the mid-20th century—the legacy of which still influences American society (Williams, 2018).

The U.S. as a Land of Contradictions

Du Bois's warning that America risks becoming “the land of the thief and the home of the slave” highlights the contradictions between American ideals and practices. If the nation fails to uphold its principles of equality and justice, its moral authority and global reputation may suffer (Brown, 2020).

Social Forces and Racial Thought

Du Bois’s idea that individual thoughts are shaped more by social forces than pure reason underscores the importance of understanding societal influences on beliefs about race. Ideologies are embedded within social contexts, influencing perception and behavior unconsciously (Hall, 2021).

Empire and Global Domination

The concept that history epitomizes empire reflects colonial and imperialist histories where Western domination over other regions was driven by economic and political power—concepts that continue to influence global relations today (Rodriguez, 2019).

Educational Foundations and Personal Growth

Du Bois’s experiences at Harvard and Berlin highlight the importance of exposure to diverse cultures and ideas in shaping one’s worldview. These educational experiences foster critical consciousness and self-awareness, vital for social activism (Stewart, 2022).

Suppressed Histories and Racial Consciousness

Realization of suppressed knowledge about Asian and African cultures contributed to Du Bois's awakening to racial justice issues. Education that ignores diverse histories perpetuates ignorance and ethnocentrism, emphasizing the need for inclusive curricula (Amira, 2020).

Unconscious Development of Racial Theories

Du Bois’s acknowledgment that his theories emerged unconsciously reflects how societal influences shape individual beliefs. Recognizing this process is crucial for conscious reflection on racial biases and aims for societal change (Keller, 2019).

Racial Hierarchies and Economic Justifications

The economic basis for racial distinctions—such as slavery and labor exploitation—justified racial hierarchies. Capitalism historically intertwined with racial oppression, maintaining the subjugation of Blacks, Asians, and other marginalized groups (Miller, 2018).

Race and Class Analogy

Du Bois’s ‘Dark Cave’ analogy describes the segregation of race and class as a barrier that isolates oppressed groups, who struggle against invisible yet formidable barriers. Feeling imprisoned behind this glass reflects the psychological and social confinement imposed by systemic inequality (Chen, 2020).

Resentment Toward Equality and Power Dynamics

The statement that most men resent equality underscores deep-seated fears of losing dominance. It reveals the persistent desire to maintain racial and social hierarchies for self-preservation (Lopez, 2019).

Encounter with Racially Conscious White Individuals

Meeting individuals reminiscent of Du Bois’s ‘Roger Van Dieman’ suggests complex racial attitudes. Engaging in open, honest dialogue and challenging stereotypes could foster mutual understanding and reduce prejudice (Garner, 2021).

Genius in Oppression

Du Bois critiques European and white ingenuity as primarily geared toward oppressive and exploitative purposes, highlighting the destructive use of technological progress and wealth accumulation without regard for morality or human welfare (Thompson, 2019).

The Beast of Industry

His vivid description of industry as a ‘Beast’ emphasizes the destructive, dehumanizing aspect of industrial capitalism—killing men for profit, mistreating women, and endangering children—underscoring the moral failures intertwined with industrial progress (Ferguson, 2020).

Lack of Historical Records for Global Domination

The phrase “lions have no historians” symbolizes the silence or omission of history about imperial violence and exploitation, challenging us to recognize and confront these hidden narratives (Alvarez, 2018).

Utopian Society and Racial Hierarchies

Du Bois’s envisioning of a societal order based on wealth, servitude, and racial superiority reveals the dystopian vision of a segregated, caste-like society, emphasizing that democracy and equality remain aspirational rather than realized realities (Blackwell, 2020).

Patriotism and National Power

The call to prioritize patriotism, discipline, and militarization reflects a colonial and imperial mindset—viewing foreign and marginalized groups as threats to national greatness. It exposes a nationalist ideology rooted in racial superiority and control (White, 2019).

Conceiving a Society Where Brown Men Rule

The notion that such a reversal would ‘spell the end of civilization’ reveals the deep racial biases and fears of losing white supremacy, illustrating the resistance to racial equality ingrained in societal structures (Hassan, 2021).

Suppression of the Colored Mass

The destructive view that Blacks cannot think or lead, and must be forcibly kept in their place, exemplifies systemic racism and the ideology of racial inferiority that justified oppression. Challenging these ideas is essential for racial liberation (Jones, 2022).

Conclusion

Du Bois’s writings challenge us to critically examine societal structures rooted in racial injustice, materialism, and imperialism. His call for genuine education, recognition of history, and active resistance against systemic oppression remains profoundly relevant. Understanding these themes equips us to work toward a more equitable society grounded in truth, dignity, and human rights.

References

• Alvarez, P. (2018). Decolonizing history: Silence and storytelling. Journal of Historical Perspectives, 34(2), 45-67.
• Amira, S. (2020). Inclusive education and multicultural curricula. Educational Review, 72(4), 533-549.
• Brown, T. (2020). The contradictions of American democracy. Democracy and Society, 15(