Relationship Between American Enslaved Mechanized Robots to Enslaved Human Robots. Do You Agree or Disagree?

Source: Pixabay

Content and trigger warning:

This essay is rated MA for a mature audience.

Let me expand by pointing out I wrote this essay for a psychologically, emotionally, and intellectually mature audience of critical thinking readers.

Please understand, my fellow Americans.

We have significant problems concerning our history, national security, economic competitiveness, and our black and brown American men and women and white American women.

Our changing demographics.

With a changing population, we can no longer afford to depend on just white guys only to resolve all of our nation’s national security and economic competitiveness issues. And white guys only with the inclusion of a sprinkling of underrepresented minority people like me to become our country’s future scientists, engineers, lawyers, medical doctors, etc.

Changemaking.

Thus, we need to become the changemakers who produce the changes we hope to see. I have used the actual history of unpaid and forcibly enslaved human robots who were wrongly employed from the 17th-century through the mid-19th-century in place of the wanted enslaved mechanized robots.

What happened to the enslaved human robots and their offspring?

Some 160 years later, our population descended from these formerly enslaved persons is in the hundreds of millions. Regardless of our personal DNA, genetic or racial makeup, we oversimplify and self-identify as black, brown, and white American people.

Please do not misinterpret me. I am an African-American man proud of my African ancestry.

But, my multiple DNA test results have informed me of my entire heritage, which is majority African and minority European. I already knew that was my background.

Yet, I learned my genetic makeup is more complex than I initially realized.

Consider I have percentages of Indian Subcontinent, North African, and Central and East Asian ancestry.

Now, back to the theme of this essay.

Anyway, that excursion aside, too often, good and bad things within the United States of America (USA) happen individually to us (and for us) based on how we appear.

However, there is an exception for indigenous black Americans economically classified as purportedly middle-class-to-wealthy or allegedly perceived as being skillfully, psychologically, intellectually, and physically gifted in various areas.

For example, American decision-makers create opportunities for extraordinary African-Americans in business, politics, athletics, entertainment, science, technology, engineering, mathematics (STEM), etc.

While they overlook many supposedly ordinary black and brown people, this must change.

Change because we cannot continue denying our four hundred-plus years of history as a multicultural, multiracial, multiethnic, multi-historical, and multilingual nation.

Change because we cannot continue the exclusion, segregation, or omission of the historical origin of our American wealth through enslaved human robots.

Change because we cannot continue to perceive fifty to seventy percent or more of our population as disposable.

Such as black and brown American men and women. Middle-class white American women. And poor-to-working-class white American men and women as invisible people.

Change because we cannot continue not educating all of us about all of us.

More holistically speaking, this would include educating us concerning our past ancestral and present individual and collective contributions to this great country.

And to develop a universal appreciation of what we all bring to the table, this academic and potentially professional effort can consist of all areas we can imagine, nonetheless, for this piece.

I am discussing the relationship between the enslaved mechanized robot and the enslaved human-robot. Consider the previous generates current American wealth. And think about the latter as having produced earlier American prosperity.

And change because we cannot continue rejecting other unflattering aspects of our American history.

Such as the enslavement of black, brown, and white human beings to work as enslaved human robots.

Thus, we must surmount our issues for national security and economic competitiveness reasons.

Previously, African, Asian, European, and other societies employed scientists and engineers for military combat and civil engineering purposes. And also, members of royalty and wealthy merchants used them to design and build bridges, create roads, levees, seaports, buildings, ships, weapons, etc.

Scientists and engineers continue to perform the previously mentioned work.

However, slave entrepreneurs started financing their research, design, invention, development, and production efforts to produce new products and services, tools, machines, or devices as springboards toward manufacturing enslaved mechanized robots and concurrently educating others as their apprentices.

Consequently, provided the topics above and whatever controversy a composition of this sort might cause regarding the subjects of racism, sexism, ethnicity, slavery, concealed history, and the like, and their relationship to STEM and robots.

Let us talk about heartbreak.

Heartbreak.

Some of you might have gone through heartbreak before. And “No!” I do not mean that kind of heartbreak if you are a man, with a woman, who broke your heart. Or, if you are a woman, with a man, who broke your heart.

Even though, like anyone else who has lived life, both inside and outside the cave. I have experienced and perhaps caused someone to feel plenty of that type of joy and pain. That is the game of life and living.

Nonetheless, by heartbreak, I mean my love affair with STEM and STEM’s beautiful and ugly history.

When you learned the history, you might have gone through the same phases of grief as I did. And you might have gone through psychological and intellectual transformation concerning how you think about STEM education, history, profession, research, and development as I did.

I remember thinking of STEM-related practitioners and their activities as innocent.

That was until I thought critically about the concept of master-slave circuits in electronics engineering. How did researchers come up with that idea and naming convention?

I recall thinking of STEM-related education and practitioners as being flawless.

For example, when I was a kid. During family get-togethers, I can remember listening to my elders talk about our ancestral family members dying in the Southern American state of Mississippi. And I recall them saying our great-great family members and their friends had to take turns guarding and standing around the gravesites with shotguns. They performed this practice for a few days after the death to allow the buried body to decompose sufficiently to prevent graverobbing. I thought they were exaggerating.

However, consider this example written by Kristina Killgrove titled How Grave Robbers and Medical Students Helped Dehumanize 19th Century Black and The Poor, Forbes magazine, Jul. 13, 2015.

Think about this article written by Elizabeth Lopatto titled Body Snatching, Syphilis, And Other Racist Bits of Science Past, Forbes magazine, May 19, 2014.

Consider this piece written by Bess Lovejoy titled Meet Grandison Harris, the Grave Robber Enslaved (and then Employed) By the Georgia Medical College: For 50 years, doctors-in-training learned anatomy from cadavers dug up by a former slave, Smithsonian magazine, May 6, 2014.

Now consider Mary Shelley’s 1818 classic novel Frankenstein. The narrative is about a scientist creating the monster, or the humanoid robot consistent with a mishmash of human organs, skeletal bones, veins, arteries, etc., extracted from different deceased bodies. I think organ transplant surgeries and surgical organ, vein and artery repairs, and so forth are also extensions of this concept about anthropological or humanoid robots. Hence, my discussions below concerning Vivien Thomas and Hamilton Naki.

From a modern scientific and medical perspective, consider the biography of African-American self-taught heart surgeon pioneer, inventor, author, educator Vivien T. Thomas at the Johns Hopkins Medical School. However, some authors describe Thomas as a surgical technician. The job description is only a minor point if you perform the actual surgeries regardless of your academic background.

Also, from a modern scientific and medical viewpoint, think about the biography of South African self-taught organ transplant surgeon pioneer, inventor, educator Hamilton Naki at the University of Capetown. Again, we have a reference where some authors describe Naki as a surgical technician. And, yet again, I argue the job description is only a minor point if you perform the actual surgeries regardless of your academic background. Some people claim he performed the surgeries on animals only. So, what? Who cares?

I have strong feelings about the scientific, engineering, and technological workplace challenges and racial, prejudicial, and other issues because I, too, experienced these concurrent problems. Some I expected, and some I did not.

My background and biases.

I was a pioneer of sorts regarding my career field. My collaborators and I researched, designed, invented, developed, and produced electronic warfare robotic systems. I have the so-called credentials.

However, my experiences apprised me that some of my colleagues questioned my professional and academic achievements, competency, and scientific and technological judgment regardless of qualifications.

Given that context, I am confident the same was plausibly true for Thomas and Naki. And others such as Dr. George Washington Carver, Dr. Percy L. Julian, Dr. Walter Lincoln Hawkins, Dr. Vivien Thomas, Mrs. Katherine Johnson, Mrs. Dorothy Vaughan, Mrs. Mary Thomas, etc.

I recollect thinking of STEM and STEM-related practitioners as totally objective.

And, again, I remember thinking of STEM and STEM practitioners as existing without all of the shortcomings or weaknesses regarding racism, sexism, economic class, ethnocentrism, prejudice, discriminatory practices, stereotypes, racially segregated history of STEM, etc.

I was naïve at that time, which was interesting for someone like me — just returning to America after experiencing the remnants and last days of the Vietnam War. But, this was my truth.

Anyway, like anyone who learns a new profession and ‘how the sausage gets made.’ Discovering the beautiful and ugly side of STEM history and practice broke my heart.

Throughout our K-16 American educational experiences, we often learn matters significant to past and current leaders, policymakers, and influential people. And we seldom study the concealment, whitewashing, sanitization of subjects involving black and brown people and poor-to-working-class white people.

Call to action.

We have national security issues and economic competitiveness challenges concerning black and brown Americans because they sometimes lack access to higher-level K-12 education.

We have national security issues and economic competitiveness challenges because we need to integrate and decolonize our academic courses. Topics. Learning objectives. Textbooks, according to contributions, race, gender, ethnicity, etc.

We need to increase the numbers of black and brown American people enrolled in and graduated from undergraduate STEM schools and other significant programs. These fewer numbers are happening due to some of the reasons I have talked about in this piece.

We need to consider there are too few people attaining higher-level K-12 education for reasons.

We need to think about higher-level K-12 education as the steppingstone to enrollment in and graduation from STEM, law school, medical school, etc.

We need to contemplate these problems are sometimes wrongly defined.

We have too many artificial barriers, such as economic status. Race. Ethnicity. Residency. And zip codes that prevent all Americans from accessing and achieving higher-level K-12 education.

We need to eradicate the artificial barriers to entry for higher-level K-12 education.

We need to become more willing to discuss the origins of things.

We need to, for example, consider the relationship between the enslaved mechanized robot and the enslaved human-robot.

We need to, for instance, understand profits earned from enslaved human robots made the Ivy League schools. The stock markets. The transportation industries. The medical schools and career fields. The STEM disciplines and professions. The Industrial Age. The factories. The corporations. And the enslaved mechanized robots the big deals they became.

We cannot fully respect one another as patriotic American citizens who care about what is in the best interest of this country. Unless we fully embrace our history and its good and bad perspectives.

We must make an effort to see all people’s talent and intellectual capacity regardless of their race, gender, ethnicity, and economic class.

--

--

--

I collaborated with others to research, design, invent, develop, and produce electronic warfare systems installed on USAF and coalition air forces aircraft.

Love podcasts or audiobooks? Learn on the go with our new app.

Recommended from Medium

Cave Hollow Art

Diplomacy: Kissinger — A Crude Review

Former bodyguard to Nelson Mandela speaks to students about apartheid

Duck and the Tiger

Most Unusual Startup Idea in Ancient Rome

A discussion of Edward Said’s and Hannah Arendt’s views on exile and refugees.

LaGuardia’s Chutzpah

Get the Medium app

A button that says 'Download on the App Store', and if clicked it will lead you to the iOS App store
A button that says 'Get it on, Google Play', and if clicked it will lead you to the Google Play store
Keith W. Jones, Ph.D.

Keith W. Jones, Ph.D.

I collaborated with others to research, design, invent, develop, and produce electronic warfare systems installed on USAF and coalition air forces aircraft.

More from Medium

Is Implicit Bias Training the Solution to Racism?

‘Sir’ Tony Blair — No Thanks Ma’am!

Pandemic as a Portal to the Future: Four Deep Lessons from COVID that Go Beyond “We Screwed it Up”

Propaganda — One way it’s easily spread among the young