Should the Supreme Mathematics and the Supreme Alphabet be combined? Some within our culture have learned that they should not be combined. Others were taught that they should be combined.
When I was learning this culture from my Educator [Enlightener] I was not given Supreme Mathematics or the Supreme Alphabet on a sheet of paper with basic definitions next to them. I learned both the Supreme Mathematics and the Supreme Alphabet in realtime because I walked with my Educator. For example, I learned that "M" or Master is the 13th letter based upon the knowledge (1) and understanding (3) I gained through experience. I didn't have to be taught to memorize or remember that M is the 13th letter, I learned its context. Although others may have had a different experience, this is what and how I was taught and it was rare that I would come into contact with another Five Percenter, including Elders within our Nation, who taught that our Supreme Mathematics and Supreme Alphabet should not be combined. As I learned each of the Supreme Mathematics and Supreme Alphabet I eventually wrote them down on paper, including their combined correspondences.
Mathematics is the Operating System of the Universe
I've taught and have written extensively on the subject of the cultural curriculum of the Five Percent and how it is an integrated system. This means that our Supreme Mathematics, Supreme Alphabet and 120 degrees are different segments that are combined to work as one unified system. They were not meant to be segregated and here is why.
Mathematics is the Operating System of the Universe. Language is a way of communicating the processes [computations, quantification and calculations] of that Operating System. In order to communicate you must first conceptualize those processes and forge them into words. Those words are constructed from letters, and those letters come from an Alphabet; the ordered system of those letters, their place value and basic sounds.
The Alphabet is an ordered system of 26 letters or sounds. As a sequence, each of those 26 letters have a "numerical value" and correspondence to the Arabic Numerals [1 to 9 and 0]. It does not matter if a person wants to acknowledge that the letter "C" is the third letter or not. Their lack of acknowledgement does not change its sequence in the Alphabet, its numerical value or its correspondence to the Arabic Numerals. If someone were given a sheet of paper with a single letter [symbol/glyph] on it, whether they know it or not, that letter has a numerical value and place within the context of the ordered system [Alphabet] it came from. Decoding and constructing any language requires understanding this. In order to understand Egyptian Hieroglyphs and Sumerian Cuneiform a person must understand the sequential order, "numerical value" and place in the ordered system [Alphabet] its symbols came from. Without that information a person would not be able to understand Hieroglyphs or Cuneiform. The same is true for children in America who are learning English. As an Early Childhood Educator I teach preschoolers their letters, the letter's "numerical value", their sound and sequence in our Alphabet. This information enables them to construct words in order to effectively communicate. I would be undermining my students educational process if I taught them that there is no corresponding relationship between the letters and numbers. In fact, those children who don't grasp this relationship struggle with ELA [English Language Arts] and have difficulty reading, writing, comprehending and communicating. Left unchecked, this sets a trajectory that negatively affects other subjects which require reading, writing, comprehension and communication. This often leads to why some students are labeled with a learning disability or take remedial classes. As an Educator I have also experienced the behavioral issues that come along with students being frustrated because they have difficulty reading, writing, comprehending and communicating. And to paraphrase what my God Brother Jahshamel shared, "The educational challenges some people have had throughout their life do not magically disappear when they start learning the culture of the Five Percent." That is also important to understand.
Gematria
Gematria is a word that comes from the Aramaic and Greek language, popularized by Jewish Kabbalah, and is related to the English Geometry. Gematria is an alphanumeric code where each letter has a numeric value. For example, A =1, B =2, C =3 and etc. in the English language. Words and Names that are constructed with these letters also have a value. For example, the name Allah would have a numeric value of "7" because A = 1, L =12, L = 12, A = 1, H = 8 = 34 = "7". The concept of Gematria originates among black classical civilization; the origin of Plato's writings and his study of the subject in Khemet/Kemet [Egypt]. The same way that Arabic Numerals [1 to 9 and 0] correspond to letters in the Alphabet, our Supreme Mathematics correspond to the Supreme Alphabet. In our language of the Five Percent when we say, "Understanding [3] is to Cee [C, 3rd letter] things for what they are, not what they appear to be" we are showing that Mathematical and Alphabetical correspondence. When we say, "We make knowledge born [19] yet a person must save themselves [S, the 19th letter, is Self or Savior]" we are showing that Mathematical and Alphabetical correspondence. Those are a just a couple of the numerous examples within our culture that show and prove how these segments, numbers and letters, are combined to work as one unified system. This is not simply about mixing numbers and letters, it is deeper than that. Did Allah, the founder of the Five Percenters, know what the word Gematria was? Did he study Jewish Kabbalah or even read the writings of Plato on the subject? It is possible. It is also possible that he never did. Regardless if he did or didn't, he developed a successful alphanumeric value system known as the Supreme Mathematics and the Supreme Alphabet that is unique to the Five Percent Nation.
Gematria
Gematria is a word that comes from the Aramaic and Greek language, popularized by Jewish Kabbalah, and is related to the English Geometry. Gematria is an alphanumeric code where each letter has a numeric value. For example, A =1, B =2, C =3 and etc. in the English language. Words and Names that are constructed with these letters also have a value. For example, the name Allah would have a numeric value of "7" because A = 1, L =12, L = 12, A = 1, H = 8 = 34 = "7". The concept of Gematria originates among black classical civilization; the origin of Plato's writings and his study of the subject in Khemet/Kemet [Egypt]. The same way that Arabic Numerals [1 to 9 and 0] correspond to letters in the Alphabet, our Supreme Mathematics correspond to the Supreme Alphabet. In our language of the Five Percent when we say, "Understanding [3] is to Cee [C, 3rd letter] things for what they are, not what they appear to be" we are showing that Mathematical and Alphabetical correspondence. When we say, "We make knowledge born [19] yet a person must save themselves [S, the 19th letter, is Self or Savior]" we are showing that Mathematical and Alphabetical correspondence. Those are a just a couple of the numerous examples within our culture that show and prove how these segments, numbers and letters, are combined to work as one unified system. This is not simply about mixing numbers and letters, it is deeper than that. Did Allah, the founder of the Five Percenters, know what the word Gematria was? Did he study Jewish Kabbalah or even read the writings of Plato on the subject? It is possible. It is also possible that he never did. Regardless if he did or didn't, he developed a successful alphanumeric value system known as the Supreme Mathematics and the Supreme Alphabet that is unique to the Five Percent Nation.
Again, Mathematics is the Operating System of the Universe and we deal with equations every day. In Mathematics an equation is a mathematical statement that combines numbers and letters. The letters (a, b, x, y or etc.) in a equation represent an unknown quantity and that unknown quantity is a number that is yet to be solved. For example, if the equation were x + 6 = 10, "x" is a number that you don't know the value of. When you solve for "x" your answer would be x = 4. Now what the does this have to do with our Supreme Mathematics and Supreme Alphabet? Our life is full of equations where unknown qualities, not just quantities, must be solved. In these life equations those unknown qualities [numbers] are also letters (a, b, x, y or etc.) that we are striving to find the value of. The Supreme Alphabet is like an answer key for those life equations because every letter has its value. While some are striving to solve for "m", we know that its value in our life equation is master, which is knowledge and understanding [m = 13]. While others are striving to figure out justice, we know that "j" is knowledge cipher [j = 10]. Every letter in our Supreme Alphabet represents a 'quality' the same way that letters in Algebraic equations represent a 'quantity'. This is Living Mathematics!
As Living Mathematics, this is about our cognitive ability; our capacity to effectively read, write, comprehend and communicate correspondences. It is about our ability to make reasonable connections and draw logical conclusions in life equations. As a Five Percenter, those reasonable connections and logical conclusions hinge upon understanding how our Supreme Mathematics, Supreme Alphabet and 120 Degrees work as a unified system. A unified system that improves our quality of life, the quality of life of our families and the quality of life of our communities.
Peace,
Saladin
