Developing a Teaching Ethic Before Discussing Black Art and Revolution - African American Facts Not Taught in Public Schools

Breakdown and Analysis:

Introduction: In today’s world of easily accessible platforms for sharing opinions, there’s an urgent need to approach sensitive topics, especially when discussing Black art, culture, and politics, with responsibility and nuance. This speaker is addressing a growing trend of people sharing ideas or critiques without properly developing the necessary “teaching ethic” to communicate effectively, especially when it comes to radical or revolutionary concepts. They emphasize that a lack of wisdom and the tendency to assume negativity about Black people and culture, especially in discussions around performance art and revolutionary ideas, undermines meaningful conversation.

1. The Teaching Ethic:

Key Point: If you’re sharing knowledge, you need to do so with an intent to teach, not just inform.

Sharing knowledge is not the same as teaching. Teaching is a deliberate act that requires a responsible and reflective approach. It’s about slowing down and being mindful about how and why you’re communicating the message, especially when discussing complex topics like Black liberation, revolutionary thought, or even art.

Why It Matters:

Too many people, including the speaker, have vast amounts of knowledge but lack the wisdom to convey that information in a way that is not just about spreading facts, but also about creating a space for learning.
A lack of teaching ethic can lead to confusion, misinterpretation, and oversimplification of important concepts, such as those related to Black performance or revolution.
Developing a teaching ethic also means cultivating patience, humility, and a willingness to continuously learn about the topics you’re discussing. You’re not just sharing your opinions, but nurturing understanding in others.

2. The Default Teaching Ethic Toward Black People:

Key Point: Society’s default approach to Black issues often assumes Black people are inherently “doing something wrong.”

One of the most critical parts of the message is about how Black people are often taught about in a way that assumes there’s always something negative to explain. This assumption influences how people discuss and critique Black performance, activism, and art. When these topics are not approached with the care they deserve, they can be misrepresented, leading to dismissive or reductive interpretations.

Why It Matters:

The default lens of assuming Black people are always at fault for something, or inherently problematic, distorts the way Black culture, art, and history are taught. It limits understanding and promotes a cycle of critique rather than appreciation or constructive dialogue.
If you approach Black culture and art from a perspective that assumes something is wrong or misguided, you’re already beginning the conversation in a negative frame of mind. This mindset makes it difficult to fully grasp the revolutionary, complex, and rich nature of Black art and thought.

3. Revolutionary Ideas and Art—Understanding the Nuance:

Key Point: You should avoid oversimplifying or jumping to conclusions about what “revolutionary” means in the context of Black art or performance.

The speaker specifically addresses performances like Kendrick Lamar’s and critiques the superficial use of the term “revolutionary.” People may label something as revolutionary simply because it resonates with their understanding of Blackness, even if they lack the deeper language or context to explain why. The speaker challenges the listener to look beyond the surface and ask themselves why a performance or piece of art is described as revolutionary and whether the term is being used responsibly.

Why It Matters:

The term “revolutionary” is loaded, and it’s important to understand what it truly means within a historical and cultural context. Simply calling something revolutionary without thought can water down its impact or significance.
It’s easy to fall into a trap of praising something simply because it fits a certain mold or expectation, especially when it comes to art or performances by Black artists. However, a deeper understanding of Black culture and history is necessary to truly grasp the weight of these labels.

4. High Pressure Teaching and the Need for Wisdom:

Key Point: Teaching, especially on high-stakes topics like Black liberation, requires wisdom and emotional maturity.

Teaching, especially on topics involving Black art, revolution, or liberation, is a high-pressure job that requires more than just knowing facts—it requires emotional intelligence, wisdom, and a commitment to understanding. If you are going to teach about something as significant as Black art and revolutionary thought, you need to approach it with maturity and mindfulness.

Why It Matters:

The conversation about Black culture and liberation should not be taken lightly. These are not just intellectual discussions but are deeply rooted in the lived experiences of people.
A lack of wisdom or maturity in approaching these topics can perpetuate misinformation or misinterpretation of Black culture and history, which can be harmful to the very people you are attempting to represent or educate others about.

Conclusion:

If you are going to teach about Black issues, Black culture, or revolution, you need to develop a teaching ethic that respects the complexity and depth of these topics. It’s not enough to have knowledge; the delivery and understanding of that knowledge is equally important. You must approach these conversations with respect, patience, and a deep commitment to getting it right. Otherwise, you risk perpetuating the very systems of misunderstanding that already exist.

In essence, teaching about Black issues isn’t just about sharing facts or opinions; it’s about understanding and communicating with the intent to educate and enlighten—especially in times when such conversations are crucial.