Replies to Mary Lefkowitz's criticism of Afrocentrists' interpretation of history as stated in her work entitled "Out of Africa: How Afrocentrism Became and Excuse to Teach Myth as History." The author centers his argument and overall critical commentary on the question of Egyptian influence over Greek science, culture, and language and…

Defends the position that there is no evidence to support that the Greeks stole their philosophy from Egypt, or that Socrates' ancestors were foreign. Differences between the author's and Bernal's view of Afrocentrism are reviewed, and it is argued that Bernal resorts to emotionally charged words to defend his position of Lefkowitz's "Not Out…

Examines the methods James uses to establish the misleading thesis that African peoples made the original discoveries that led to the development of what has been thought of as Western thought. Hypothesis is treated as virtual fact, and history is misrepresented. "Stolen Legacy" is not a serious work of scholarship. (SLD)

Explains and defends the theory and practice of Afrocentrism. The Ethiopic Writing System is examined within the context of Afrocentric theory. The author presents Afrocentrism as a theory that seeks to promote and implement human freedom for all. (GLR)

States that the Afrocentric method is based on fact, not fiction, and addresses criticisms leveled at Afrocentric theory. It examines the sources of Afrocentrism, discusses the presence of blacks and the black influence in Greece, and argues that the ancient Egyptians were black. (GLR)

Maintains that the challenges of multicultural education include providing reliable information about civilizations for which reliable information is difficult to find. Offers an overview of the history, culture, and significance of the ancient African civilization of Kush. Provides a list of student and teacher references. (CFR)

The Afrocentric curriculum in many schools tends to oversimplify history in general and African history in particular. Although Afrocentrists want a curriculum that informs and strengthens African-American students, they forget the real need to teach that Western Civilization is a truly multicultural body of knowledge, ideas, and values. (SLD)