• Greetings to the Black House Kollective on its 10th anniversary,
• and wishing for the success of its
• 2nd Winter School on Black Power, Pan-Africanism and Decoloniality.

• Black people in Africa, in occupied Azania,
• won a definite victory against apartheid in 1992.
• But it is an unfinished revolution.

• Blacks are still living under oppressive conditions of extreme inequity,
• created by long years of apartheid rule.
• The victory against apartheid was only a win in the 1st battle of a long war.

• To win the whole war, the first step is to recognize that
• racism, or the belief in White supremacy,
• is based on a SUPERSTITION (curse of Ham).

• This superstition was deliberately erected in the 17th c. by Christian priests
• to continue profitable slavery in Americas.
• That is, racism was used to morally justify the continuation of evil slavery in the Americas,
• after many slaves converted to Christianity,
• so the earlier doctrine of Christian supremacy could no longer be used to enslave them.

• Recall that slavery depressed the wages of the exported poor from Europe,
• who hence objected to slavery.
• More details in my keynote at the Universities of Tübingen and Pretoria.

• But the superstition was again “adjusted”, there was again a shift
• from the doctrine of White supremacy to the doctrine of Western supremacy,
• after colonialism replaced slavery as the major source of Western wealth,
• starting in the 18th c. Why?

• Because to colonize India, the colonizer had erected a new fantasy
• called the Aryan race fantasy.
• These lies manifestly have political power,
• because people believe them without a shred of evidence:

• the ideology of both the current ruling party
• AND the main opposition in the Indian state of TamilNadu
• is founded on that Aryan fantasy.

• Of concern to Blacks in Africa is that
• the Aryan fantasy led to the intensification of racist history,
• and to further appropriations of the achievements of Black Egypt to non-creative White early Greeks,
• as explained in Martin Bernal’s Black Athena ].

• Despite the end of apartheid, that fantasy of Greek scientific achievements,
• and related fantasy of Western supremacy,
• is still openly taught by the colonial education system,
• erected by Christian priests,

• who designed not only missionary education in schools
• but also set up (and controlled) all European universities
• such as Oxford, Cambridge, and Paris since the Crusades.

• The colonizer is laughing away because the colonized have failed even to realize
• that the overthrow of White supremacy only changed it to Western supremacy.
• Both White and Western supremacy are closely interlinked
• and both use essentially the same false history.

• The colonised failed to realize that Christian priests,
• for whom fantasies and lies are the key weapon of power,
• repeatedly make minor adjustments to their lies,
• to suit the prevailing political circumstances.

• False history was an old trick used by Christian priests,
• as a secular argument to assert Christian supremacy
• which later mutated to White then Western supremacy.
• This mutated to the trick of a false history of math and science during the Crusades.

• However, the dogma of White/Western supremacy is obviously false:
• if early Greeks were so great,
• why did Fibonacci import primary-school arithmetic from Africa to Europe
• even in the 13th c.?

• And why were White Europeans, so extremely backward in math, even elementary arithmetic,
• that they failed to grasp that imported arithmetic till the 17th c?
• This is explained in my forthcoming book, the Arithmetic Revolution.

• To complete the unfinished revolution, initiated by the overthrow of apartheid,
• it is essential to decolonize.
• To combat power based on lies,
• one must combat those lies.

• It is difficult to do that because colonial education still indoctrinates people
• from an early age into the belief in Western supremacy.
• And decolonization has unfortunately slowed down in Africa.

• Some of you might recall my 2016 article on decolonising math
• which went viral, was reproduced worldwide,
• then was censored by the Conversation and
• then taken down throughout the world.

• The article then appeared in Rhodes Must Fall Oxford,
• in Journal of Black Studies and is preserved in a few places
• including “Was Euclid a black woman?” in Science 2.0.

• Please ask: what was so threatening in the article that it had to be censored?
• After all, it was on the seemingly apolitical subject of math.
• If there was anything wrong in it, it could have been rebutted.

• Alas, no one could point to anything wrong so far!
• The most effective means of propaganda is through math and science,
• which are not even remotely suspected of involving propaganda.

• This censorship was not an isolated case of suppression.
• Recall how in 2017 Stephen Hawking’s co-author, G. F. R. Ellis, in the University of Cape Town,
• was frightened out of his wits, and created a huge ruckus
• to prevent me from speaking in the math department of UCT.

• I had offered to discuss in the math department of UCT,
• the technical aspects of my long standing critique of his gross misuse of science,
• or what the Blackhouse Kollective aptly called
• Western superstitions masquerading as science.

• More details are in these excerpts on Conspiracy theory polemic
• and Bantuization polemic] from from a talk Sol Plaatje Univ., Kimberley.
• I did have a two-day debate with Roger Penrose on this issue, long ago,
• and my critique is again explained in this article for the layperson.

• On the same issue of the decolonisation of math and science,
• Israel denied me a visa to give two invited talks at Palestine Technical University]
• Amazing that people still don’t check facts, and imagine that there may be an iota of truth
• in what these fantasy mongerer supremacist want them to believe.

• All this suppression is because the great fear of the coloniser is that
• if the colonised start distrusting Western education even in math and science,
• that will mark the end of Western supremacy, interlinked with earlier White and Christian supremacy.

• And the colonised are bound to stop trusting the coloniser and his colonial education,
• the moment they become aware of how Christian superstitions have invaded math, and through it, science.
• This was detailed in my Durban keynote.

• A recent reiteration of the Christian superstitions in math
• is in my 2nd talk at the 8th Pacific Rim Conference on Mathematics, in Australia
• A more detailed account for the layperson is in the forthcoming 2nd and also French edition
• of Euclid and Jesus
• which reiterates my earlier demand to teach a secular or religiously neutral math.

• I emphasize that the issue of history and philosophy of math and science is just the beginning.
• To destroy the false beliefs of the White/Western supremacists,
• it is necessary to hit where it hurts,

• to dismantle the Crusading philosophy
• of current colonial education in math,
• and through it, science.

• Colonised people naively think there is no alternative;
• they ask: if not Western math and science, then what?
• The fact is that math has a long history from before Whites/West learnt
• even the basics of efficient arithmetic by the 16th c.

• Hence, alternative courses have been developed even on calculus
• as again explained in my first talk in the math conference in Australia.
• All the requisite course material is available.

• Courses on calculus, string geometry etc. are available,
• and been tried and tested in 3 countries in 5 universities.
• It makes math easy and science better.

• You must try it to “test the best” by yourself,
• and not believe this or that false propaganda and apocalyptic threats of White supremacists
• that decolonising math and science would cause some disaster.

• They make those false prophecies because the are so desperately frightened of the truth,
• they dare not even allow it to be openly discussed.

• If you don’t even try, the Whites/West would have again fooled you
• with lies and empty threats.
• Actually, nothing can be worse than what you currently face,
• so you have nothing to lose by trying, except your mental shackles.

• In India, I am now trying to push this decolonisation agenda
• into the primary school curriculum.

• Let us all nations of BRICS
• unite together to built a better world.