September 24, 2025 • 57 mins
Words aren't simply tools for communication—they're weapons of conquest and subjugation. In this mind-expanding episode, linguistic scholars Yisrael Bay and Abdullah Bay unpack the crucial distinction between etymology (the historical origin of words) and semantics (their current meaning and usage), revealing how this difference has been weaponized to erase cultural identities.
The brothers deliver a masterclass in linguistic methodology, demonstrating how words evolve—or more accurately, how they're deliberately transformed—to serve political purposes. Using examples like the word "color" (which etymologically means "to cover or conceal" but semantically has become a racial classifier), they illustrate how language has been manipulated to strip people of their heritage, nationality, and sovereignty.
Most powerfully, Abdullah Bay explains how this linguistic manipulation constitutes cultural genocide under international law. When states like Spain, France, England, and later the United States reclassified Moors as "Negro," "black," or "colored" in official documents, they committed acts of subjugation by erasing cultural identity and national sovereignty. This subjugation cannot be addressed in U.S. courts but requires international legal remedies—a crucial distinction that has prevented many from seeking appropriate justice.
The presentation breaks down the dimensions of semantics, including how words change through narrowing, broadening, pejoration, and reappropriation. For example, "America" originally referred to indigenous peoples across North, Central, and South America but has been narrowed to mean only U.S. citizens. Understanding these mechanisms of linguistic manipulation provides tools for reclaiming authentic cultural identity.
Want to decolonize your language and reclaim your cultural heritage? Start by understanding the etymological roots of the words you use daily. As Philip K. Dick noted, "The basic tool for manipulation of reality is the manipulation of words"—and recognizing this manipulation is the first step toward liberation.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:08):
peace world.
How you doing.
It's your brother, mikey fever.
Here's another episode of nyptalk show.
Don't forget to like, share,comment, subscribe, super chats
and all that good stuff.
Hope everyone has a blessed, ablessed wednesday evening.
We got our special guests, ourguests Israel Bay and Abdullah
Bay, and these brothers areabout to give another great
(00:30):
demonstration and they will bespeaking about you know,
linguistics, the differencebetween linguistics and
etymology.
So, brothers, go ahead, takethe floor.
Man, all right.
Speaker 2 (00:43):
Peace, peace, peace everyone.
Today's topic is a basiclinguistic lesson the difference
between etymology and semantics.
Speaker 1 (00:52):
Mm-hmm, definitely.
Oh, you got the presentationyou want to put up.
Speaker 2 (00:59):
Yeah, is it the screen sharing?
Speaker 1 (01:01):
Yeah, definitely, I got you right now.
Hold on there, it goes.
Boom, was it the screen sharing?
Yeah, definitely, I got youright now.
Hold on there, it goes.
Speaker 2 (01:07):
Boom.
So this is from my lessonetymology of the, my linguistic
lesson etymology of the wordguide, a basic lesson on the
linguistic methodology ofreconstruction of words and
historical sound changes.
We can't address the tonguewithout addressing the brain and
don't forget this is thehypoglossal nerve that connects
(01:28):
the tongue to the brain.
The tongue functions such aseating, swallowing, speaking,
singing.
So we want to reconnect thishypoglossal nerve by Word Step
Study Group.
By Word Step Study Group,yisrael Bay.
(01:49):
Founder and teacher Contactinfo Facebook page Yisrael Bay.
You can find me on Facebooktype in Yisrael Bay Facebook
page.
Also Word Step Study GroupYouTube channel at Word Step
Study Group and email Step StudyGroup 333 at Gmail dot com.
So some quotes, a couple ofquotes.
(02:12):
The basic tool for themanipulation of reality is the
manipulation of words.
If you can control the meaningof words, you can control the
people who must use the words.
Philip K Dick.
Speaker 1 (02:26):
Got you Power, philip K Dick Got you Powerful, very
powerful.
Speaker 2 (02:29):
The true sense meaning of a word must not be
ignored, or the ignorant willindeed create a world of
nonsense.
And also grammar must not beignored, or your tongue shall be
against you.
Yisrael Bey, those are myquotes right there.
(02:50):
Preface to the book.
A preface to the book.
The author intends to advancethe general public to the next
level of word comprehension andspeech development by
introducing a propermethodological way of studying,
slash teaching, some of the mostbasic and fundamental elements
of linguistics, eg phonology,morphology, etymology and
semantics.
The reader will becomeconscious of the way sounds are
(03:19):
produced and how sounds andletters are conveyed into
different language families ofIndo-European origins, ie
English words of the Germaniclanguage transliterated into or
from French words of the italiclanguage family Powerful,
powerful, powerful.
Yes, the table of contentsacknowledgements.
First, brother Taj Tariq Bay'scomment on my linguistic lesson,
nyp Talk.
(03:40):
Ron Brown captures the essenceof my linguistic lesson, NYP
Talk.
Mikey Fever comments during mylinguistic lesson.
Bro Brock Ewing gives positivefeedback on my linguistic lesson
.
Chapter one conversation betweenYusuf El and Israel Bay.
Page one conversation betweenYusuf El and Israel Bay.
Part one Conversation betweenYusuf El and Israel Bay.
(04:02):
Part two A basic lesson on thelinguistic methodology of sales
shift and trans, and translationversus transliteration.
Uh, supporting evidence, slash,findings of fact.
Etymology of the word Jesus.
Israel Bay's rebuttal to use ofL's claims.
And then chapter two,indo-european languages, tools
(04:24):
of linguistics.
Sound chart and language chart.
The morphology of words usingtransliteration.
Comparative linguistics,examples, number one and two
Indo-European family languagechart.
Indo-european language tree.
Transliterations of the wordGod, transliterations of the
word mother.
The Indo-Europeans andhistorical linguistics.
(04:45):
Chapter 3, etymology versussemantics, which is what I'll be
reading today.
The core principle of etymologyand semantics, etymology and
vocabulary, page 13.
And etymology and vocabulary,pages 14 and 15, those out of
Brother Abdullah's book.
Etymology and vocabulary.
(05:08):
Pages 14 and 15 goes out ofBrother Abdullah's book.
Etymology and vocabulary.
Yeah, yeah, etymology andvocabulary.
Semantic studies did themeaning of the word evolve or
devolve In chapter four.
Sounds of linguistic symbols.
International phonetic alphabetvowels the technical name and
traditional name for vowels.
International phonetic alphabetconsonants.
(05:29):
English consonant sound and IPAsymbols the technical name for
consonants.
Linguistic symbols and theirsound function theta and F.
Where do they go?
Elements of phonology,epithesis and elision.
Final question and answer andhypoglossal nerve.
So let's get into today'slesson.
Speaker 1 (05:52):
I want to say this before we go any further when
this book is released, I need toget me a copy oh, yeah, indeed,
I have to give you a copy.
Speaker 2 (06:02):
Yeah, that's on my to do list.
Speaker 1 (06:03):
Trust me, I have to.
It's a copy.
Yeah, that's on my to-do list.
Trust me, I have to.
It's an arsenal right there, goahead.
Speaker 2 (06:10):
So the core principle of etymology and semantics
Etymology examines the originalbehavior or function of a word
before its social applicationevolution, while semantics
examines the behavior orfunction of a word after its
social application devolution.
Etymology the core principle ofetymology, the core principle
(06:31):
of etymology is historicallinguistic development.
Historical linguisticdevelopment is the evolution as
well as the devolution of a wordwithin different languages
through phonology, ietransliterations and sound
shifts, and through morphology,ie translations and prefixes,
suffixes, infixes, circumfixesand superfixes.
Semantics the core principle ofsemantics, the core principle
(06:57):
of semantics is compositionality, a complex expression derived
from the meanings of itsindividual parts and how they
are combined.
This principle explains howpeople can understand black
vernacular, english or slang.
Example word plus object plusconcept equals reality.
Word plus concept plus objectequals reality.
Speaker 1 (07:18):
so I have a question before you.
So my bad god before you know,pardon, pardon the intrusion.
I have one.
One question, though, beforeyou go any further how does
etymology help us understand thehistory of words?
Speaker 2 (07:36):
So etymology itself means the historical.
It's the true, actual, originaland historical meaning of a
word and also the development ofa word.
Speaker 1 (07:51):
So it goes through.
Speaker 2 (07:53):
it takes you back through the languages.
It shows you which language,the time, the year and the
language.
Right so the time on thetimeline, you'll see what year
the link, that word entered acertain language and what it
actually meant when it enteredinto that language okay, gotcha.
Speaker 1 (08:10):
So can two words have different etymologies, but but
be similar in semantics.
Is that possible?
Say it again, bro can two wordshave historical etymologies,
but but be different?
Yeah, etymological roots yes,etymological roots but be
different in semantics.
Correct, yes yes, all right,got you.
(08:31):
You may continue.
My bad, bro, mm-hmm.
Speaker 2 (08:36):
All right.
So we have the word apple andthen we have the object, the
fruit which we call an appletoday, object, the fruit in
which we uh call an apple today,uh, and then the concept in our
mind the reality is, you knowthat fruit is called an apple.
So when we say the word apple,this is the object, that this
the image that appears in one'smind, in our minds, today.
(08:57):
So a more detailed breakdown onetymology and semantics is on
the next page.
Etymology and vocabulary, page13 by professor abdullah l.
To leave mosey bay, See http.
Mores and masonryorg For thisbook.
(09:19):
You can find this book at moresand masonryorg.
Etymology and aid in readingand dictionary study skills.
Etymology is derived from theGreek root etym.
E-t-y-m meaning history, origin, true or real, and log L-O-G
meaning study, science, wordtheory.
Etymology is an indispensablediscipline used as a foundation
(09:42):
for other fields of study.
Webster's New InternationalDictionary of the English
Language 1921 edition, definesetymology as the origin or
derivation of a word as shown byits analysis into elements, by
pointing out the root orprimitive upon which it is
formed or by referring to it, orby referring it to an earlier
(10:05):
form in its parent language.
Also an account setting forthsuch origin or derivation, often
with facts bearing upon thewords, relationships, the formal
history of a word.
And then we have semantics.
Semantics is the field of studythat reveals how words gain
connotative meanings and become,through European social
(10:27):
engineering, the commonunderstanding, ordinary meaning,
plain meaning and theestablished meaning place
connotative meanings indictionaries and, over a period
of time, the etymological slash,original meanings and
(10:47):
applications of words arede-emphasized and eventually
lose their true essence in thegeneral public.
Because the general populacehas not taught the etymology of
words, the people areconditioned through European
social engineering to accept theconnotative and distorted
meanings as being the true, realand original meanings.
Denotation is derived from theLatin word denotere meaning to
(11:10):
mark completely.
Denotation is the state ofusing an object or symbol to
signify, indicate, mark ordesignate a word.
The objects or symbols used asmarkers for words are the
reference.
Objects or symbols used asmarkers for words are the
reference.
That is to say that to denoteis to tie a word to its objects
or symbol.
(11:30):
The word chair denotes a pieceof furniture having a seat, legs
, back and often arms.
It must be made clear thatetymology is not the study of
words.
This oversight will render ahuge misconception into the
study of etymology.
It is important to emphasizethat etymology is the study of
(11:55):
the history, origin and truemeaning of words.
Further, it is proper to notethat there is a clear
distinction between the study ofthe true meanings of words and
the study of the meaning ofwords.
Semantics is science that dealswith the meaning of words.
Let's examine the word nice asa way to comprehend the
importance of distinguishing thedifference between the study of
(12:16):
the true meaning of words andthe study of words.
The etymology of the word nicemeans not known, stupid and
ignorant.
This meaning is found in theetymological brackets in
dictionaries Latin Nessius, Ne,N-E, Nat plus Sire, S-C-I-R-E.
Meaning to know the meaningthat the general public uses for
(12:40):
the word nice are theconnotations for the word.
These meanings are found in theentry level section of
dictionaries.
Speaker 1 (12:47):
The entry level section have a list of various
definitions that are numberedyou know, hearing you
demonstrate this, read thispresentation right when you guys
come on here.
The only thing, that's the onlyquotes that's ringing in my
mind right now is malcolm sayingyou've been had, you've been
bamboozled, run amok.
(13:07):
Because I'm like it's throughthe power of language, as
Abdullah Bay say, we've beensubjugated to as like fifth
class citizens and such thevalue dehumanize is through the
power of, not only throughreligion and the forced
brutality of slavery, butthrough language itself.
So I'm like, I'm just amazedit's going.
(13:28):
That's why I'm like wow, wow,wow.
You may continue, girl, I'm bad.
Speaker 2 (13:35):
Okay, so yeah, this is etymology vocabulary, pages
14 through 15 by ProfessorAbdul-Aziz Mosey-Bey.
Again, more than masonryorg,etymology reveals how the
connotative meanings of wordsbecome.
The general public accepted andestablished new meanings.
Connotative meanings are placedin dictionaries and, over a
(13:57):
period of time, the originalmeanings and applications of
words are de-emphasized andeventually loses their true
essence in the general public.
Thus, since general populacehas not taught the foundation of
words, it is socialized intoaccepting connotative meanings
as being the true, real andoriginal meanings.
The students of etymology, inusing the original meaning of
(14:19):
words as their foundation, willbe able to determine if a word
has been given new meaning.
The etymology of the word slavereveals that the new meaning
interjected into the socialfabric of society is far from
its original and true meaning.
The entry-level meanings forthe word slave contradict its
etymological meaning.
The meaning displayed in thebrackets, the original meaning
(14:42):
of the word dollar, iscompletely different from that
used by the general brackets.
The original meaning of theword dollar is completely
different from that used by thegeneral public.
The true meaning for the wordconsider has an astronomical
usage.
The origin and historicaldevelopment of a linguistic form
of words are shown bydetermining its basic elements
earliest known use, changes inform and meaning, tracing its
(15:06):
transmission from one languageto another, identifying its
cognates in other languages,reconstructing its ancestral
form where possible, explainingthe changes words have undergone
, the variations of form andspelling from its first
(15:27):
appearance in the language tothe present time, and all its
different meanings and shades ofmeanings Down into the semantic
studies.
Once again, the basic tool forthe manipulation of reality is
(15:48):
the manipulation of words.
He who controls the meaning ofwords controls those who must
use the words.
Philip K Dick.
Semantics provides a crucialtheoretical framework for
translation.
Translation is fundamentallyand deeply intertwined with
semantics.
The primary purpose oftranslation is to accurately
(16:10):
convey meaning from a sourcelanguage to a target language.
A translator who only focuseson literal, word-for-word
substitution will fail toproduce an accurate translation,
because they are ignoring thesemantic contextual background
of the text.
So what is the differencebetween etymology and semantics?
(16:33):
Etymology tells us where a wordcame from, along with its
original and true sense meaning,while semantics tells us how a
word acquires new meanings ofdifferent contexts Etymology
Etymology is the study of theorigin and historical
development of words.
It traces how a word was formed,what it originally means and
how it entered a language, oftenthrough borrowing from other
languages, eg.
(16:54):
Latin, greek, old english.
It reveals the actual, true ororiginal meaning of a word and
invokes the following questionswhen did the word come from?
What were its earlier forms inolder languages?
How has its spelling or meaningchanged?
Below we will trace the wordcolor back to its linguistic
(17:15):
roots To uncover its originaland true sense meaning.
So, example the etymology ofthe word color comes from Latin
Colos, meaning a covering.
Modern English color.
We have in modern English theword color Going back in time,
middle English, colour.
(17:35):
British spelling is still thisway C-O-L-O-U-R.
Old English, hugh H-I-W or HughH-I-E-W or Hugh H-U-E.
Anglo French Colour C-U-L-U-Rand colour C-O-U-L-O-U-R.
(17:57):
Old French.
Color complexion, appearanceLatin colos, meaning a covering.
So in Old French the word colormeans complexion and appearance
.
But that comes from Latin andin Latin the word is colosos,
c-o-l-o-s, meaning a covering.
The Proto-Indo-European Pieroot of the word color Is
(18:21):
keldash, k-e-l-dash, meaning tocover, conceal or save.
So etymology Traces the wordcolor from modern English Back
through French to Latin, showinghow the word Acquired a new
meaning through phonetics andmorphology.
Wow, wow.
Speaker 1 (18:42):
So we, basically the people, are basically speaking a
language that's not evenauthentic.
It's just been broken down asthey talk.
Speaker 2 (18:49):
Wow, wow.
I mean, the language isauthentic, the words are
authentic, it's just people areusing the semantic meanings of
words, the new acquired meaningof words and that comprehending
the original meaning of the wordI'm sorry.
Speaker 1 (19:05):
I mean my mind is blown as listeners watch like
wow so we have a example.
Speaker 2 (19:14):
the word color originally means to cover, hide,
conceal.
That's etymology, but it's newimplied meaning.
Semantics primarily refers tothe visual perceptual properties
of an object, Chroma spectrums,ie white, black, brown, yellow,
red, etc.
Brown, yellow, red, etc.
(19:37):
So the semantics of the wordcolor, the literal meaning, the
visual perceptual property,chroma spectrums red, blue,
green, etc.
Figure of speech slashmetaphorical meanings.
So these are the figure ofspeech slash metaphorical
meanings Racial slash ethnicidentity, people of color.
(20:00):
Emotional vividness His storyhad a lot of color.
Meaning vivid, detail or flair.
Political meaning show yourtrue colors.
Meaning reveal true intentions.
Physics slash light refers tohow different wavelengths of
(20:22):
light are perceived Real quickfor the audience.
Speaker 3 (20:27):
So we can make that the audience is very clear that
when Israel has up here racial,slash, ethnic identity, that is
people of color.
That is not he's not sayingIsrael is not.
He's not saying that the termpeople of color is a racial or
(20:54):
ethnic identity.
That is how it's been used.
Color is a racial or ethnicidentity.
That is how it's been used.
It's been people of color,colored people, colors, figure
of speech.
So it has been misclassified asethnic identity.
So he's showing it's modern,it's current use that the people
(21:19):
relate They'll say, yeah, myethnicity, yeah, people of color
, that's my ethnicity.
Yeah, it's my ethnicity, peopleof color, you know.
So it's not ethnicity.
And he gave the etymology hide,conceal, illegal meaning, fake,
(21:43):
artificial, not real, anappearance, a pretext, a
simulacum, simulants, artificial, having nothing to do with skin
tone, pigmentation, hue orcomplexion.
(22:07):
So he's showing how this is acultural erasal.
This is a cultural erasal.
This is culture genocide.
You have culture genocide andyou have what's going on in
Palestine that's called physical.
What's going on in Palestine isphysical genocide.
(22:31):
You have culture genocide.
So we have this so color.
How they that the United Statesclassifying our people in their
record in their governmentstructure as people of color,
(22:51):
black and Negro.
That is an act of subjugationin international law.
In international law, when astate ie France, ie United
States, ie England or iePortugal, when a state takes a
(23:12):
foreign people, a conqueredpopulation, and placed in their
place that conquered, redefinedand reclassified that conquered
population in their governmentrecords, whatever they redefine
(23:35):
them For with us, it's been forthe United States for over 20
years.
For over 20 years, unitedStates has committed, has
redefined and reclassified usand their government structure
as black, negro, colored,african American.
That is an act of subjugation,a cultural erasure of a people,
(24:04):
a cultural identity, erasing ourcultural identity, slash
nationality, slash nationalidentity and thereby removing
our sovereignty.
So it's not.
It's what was the motive andwhat is the result?
What's the motive of the act?
(24:24):
So we have the act, we have themotive of the act, the act
subjugated act, and what's theresult of it?
That is not to be addressed inthis state.
That is not to be addressed inUnited States courts.
(24:44):
United States courts do notUnited States Supreme Court.
United States Supreme Court,united States District Courts do
not have the jurisdiction.
That's the wrong venue.
It's international courtbecause we are a foreign people.
(25:05):
It would be a politicalquestion, doctrine.
We're not going to go to theUnited States Supreme Court, the
United States Supreme Courtmake a ruling against the United
States on the subjugation of apeople.
They can't hear it.
That's a political question,doctrine, because you're dealing
with a subjugation of a people.
(25:26):
You're dealing with war.
That's of a foreign people.
It's international world court.
People.
It's international world court.
Speaker 1 (25:34):
Hold on, abdullah, you are unpacking a lot there.
I'm still in the middle of this, while speaking to you guys,
trying to wrap my head aroundall that he's saying, because I
have heard the term etymology,how to use it, the usage of it,
but he goes so deep into itwhere he's saying how it's
timestamp we know the root ofthe word etymology than the
semantics Timestamp how it'stimestamp like.
(25:56):
We know the root of the wordetymology than the semantics
time stamp, the definition, thecontext, how it changes.
But when you just, like yousaid, when you go back to the
etymology of it and what youwere saying, how we lost, we
were stripped of this throughthe social construct of went
from nationhood down to peopleof color, it's like time
stamping, like damn.
So it's the words that webecame again fifth class
(26:19):
citizens.
It's the words and their quote,unquote legal system you said
fifth class citizen.
Speaker 3 (26:27):
No, it's not fifth class citizen.
Alright, let's, we gotta takeit to the international law.
Alright, we have to applyinternational legal process.
It's called subjugation, notfifth class citizen.
Once you say fifth classcitizen thank you for saying
that.
I can clear everything up.
When you say it's fifth classcitizen, now you take it out of
(26:54):
its proper venue, internationallaw right, because it's
subjugation.
Subjugation is internationallaw.
When you say fifth-classcitizen, you weaken the argument
.
Now you place it within theUnited States venue, you place
it within the United Statesjurisdiction because you said
(27:15):
it's fifth class citizen.
When you say subjugation, it nowfalls out of the United States
venue, united Statesjurisdiction, into the
international jurisdiction,because when you're saying
subjugation, you're talkingabout a state, ie United States
or France or Germany.
(27:35):
That is what violating anotherstate China or France, china or
Germany against a state.
So in this case, subjugatingmeaning putting a people,
erasing their, stripping them oftheir cultural identity, slash
nationality, alright, so it'snot.
(27:57):
It's not just a peoplestripping them of their cultural
identity, slash nationality,all right.
So it's not.
It's not just a people, it's apeople who belong to a foreign
state that is outside the UnitedStates courts to hear.
So it's very important that weunderstanding thank you, mike
understanding the properapplication of law, the
operational law, so our originalstatus will let us know what
(28:25):
remedy to apply.
We have our original status.
See that Morse flag.
Our original status, that's ourmother.
That's our original statusBelonging to our mother.
All right, I'm rocking the park.
That's our original status,that's our current status.
Our current status, the statusthat we've had as a people for
(28:47):
the past 200 years, is thatbeing subjugated on the United
States.
The United States forced usinto their legal system.
That's another action.
You have cultural erasal.
You have the erasal of culturalidentity slash nationality.
That's one act of subjugation.
Now another act of subjugation,known in international law as
(29:12):
acquisition of the nationalitythrough subjugation, is taking
forcing a conquered people intotheir legal when.
The United States forced usinto their legal system.
That's another act ofsubjugation.
All right.
So a third act of subjugationis placing that force-conquered
(29:34):
people into a new citizenshipcategory framework.
That's a third act ofsubjugation that falls into not
United States courts.
You don't go with it, mybrothers and sisters.
We don't write anything tobring this argument to United
States courts.
It's a political question,doctrine.
(29:56):
They won't hear it becauseyou're dealing with United
States subjugating.
You're talking dealing withUnited States subjugating.
You're talking about arguingUnited States subjugating a
people, thereby removing theirsovereignty.
That is outside of thejurisdiction of the United
States court.
It's a political question,doctrine.
They won't hear it.
(30:16):
It falls alive within the worldcourt.
Mike, mike, mike, Mike, mike,mike.
That political question, we'relike hamster bro, we.
What I'm saying is we.
We conscious, morris, hear meout, conscious Morris.
We're spending a lot of time, alot of resources, a lot of time
(30:41):
, a lot of resources down thewrong area.
Speaker 1 (30:50):
No, I respect what you're saying.
Can I one thing before I do alittle bit?
Correct me if I'm wrong,because you know this whole
Moors paradigm?
When they get into the law, youknow it's always you got some
naysayers.
But I'd like to know when didthat take place when they
subjugated us through thelanguage?
Was it in Carpenter's Hall, asthey say?
Speaker 3 (31:09):
No, no, let me.
I'll give you that, but let mefirst.
When you say naysayers, youdon't have to say any names,
that's just I'm going to.
This is for the audience.
Naysayers can be all right.
This is for the audiencebecause it's clear.
In order for someone tochallenge me, you can only
(31:29):
challenge me with evidence bysaying that's not so, that's
nothing, that's not a challenge,that's not a naysayer.
So let's put, let's putaudience.
When someone says Abdullahdoesn't know what he's talking
about, that's not a naysayer,that means nothing.
(31:54):
With the evidence to prove thatAbdullah doesn't know what he's
talking about.
Come on, my brothers andsisters, come on Evidence,
finding of facts, not Israel'stalking trash.
Israel doesn't know what he'stalking about.
(32:16):
That means nothing.
We got to elevate Mike.
We have to elevate the audience.
Speaker 1 (32:22):
I agree with you we must elevate the audience.
We have to elevate the audience.
I agree with you, we mustelevate the audience.
Speaker 3 (32:26):
We have to elevate the audience.
We have to build criticalthinking.
No, no, I'm saying I want youto.
This is good, mike, because Iwant to take opportunity for a
teachable moment for theaudience, because there's a lot
of that going on.
So, what they say, what doesthat mean?
Like, what we have to do isteach the audience to analyze
everything, every word, everyphrase, everything.
(32:49):
But they don't have to.
Israel's teaching them thetools.
This is the skill in which youdo it.
Israel's presenting it.
They need to get Israel's book.
Speaker 1 (33:00):
That's what I want to copy, because I'm like this is
the skill.
Speaker 3 (33:03):
He's teaching the skills on how to do it.
Speaker 1 (33:05):
As he's speaking, I'm like reconstructing things in
my mind, Like it's like gotneurons going like hold up.
It's like it shifts everything.
It deconstructs like theconceptions that we've been
given.
Thank you, I like thatDeconstructs go and then I'm
like, oh shoot, so it's takingyou back into like a walk
through time and that's why Iwas like when you mentioned that
thing about being subjugated tothe nation, I'm like I did hear
(33:29):
something in passing throughthe years that have taken place,
when they removed, when theywere calling you more to call
you a Negro into a Black, andI'm like I believe that's
something that took place in,like they say, Carpenter's Hall.
Speaker 3 (33:44):
No, no, they didn't start with Carpenter's Hall.
So that's what's going to kickoff.
Right, here we go See, once youstart Carpenter's Hall, all
right, you're going to lose.
You're going to lose becauseCarp.
So now you're.
So what about Primatica, thePope Philip II, pope Philip II
(34:06):
of Spain, the Primatica, whichis an edict.
The Primatica of 1567 is anedict from Pope, from King
Philip II of Spain, forbiddingthe Moors to wear their culture
headdress to speak Arabic.
Our culture identity, the raceof our culture identity, that's
(34:29):
1567.
What about Côte Noire?
Côte Noire, the French CôteNoire of 1685 applied in the
Caribbean.
The French Côte Noire of 1724applied in Louisiana Territory.
What about the Aciente de Negro, the Spaniards?
(34:50):
So we can't start with CarpenterHall.
So there, because you got tobring Spain in, you got to bring
Portugal in.
You got to bring England, slashGreat Britain in.
You got to bring Portugal in.
You got to bring England, slashGreat Britain in.
You got to bring France in.
United States has maintainedour cultural erasal, our race of
(35:12):
our cultural identity,nationality, the subjugation,
the cultural erasal of theclimatica, climatica of 1567.
Showing you it didn't beginwith the United States.
The United States hadmaintained it.
Yes, they maintained thesubjugation they fought, yes,
but it didn't begin withcorporate.
(35:33):
We can't start with 1775.
Speaker 1 (35:36):
I got you To listeners and viewers.
Take notes, because that's whatI'm doing right now.
This is important becausethat's what I'm doing right now.
Speaker 3 (35:42):
This is important because that's what I was just
writing down.
Yeah, I just wanted to bringthis, provide a lot of clarity
here.
So, thank you, mike, and thisis why I was presenting the
tools.
Yeah, definitely, this is thetools of deconstructing.
Deconstructing that Spanish andFrench and that social
(36:03):
engineering mind that was causedby the Spanish and the Spain
and France and England, that'sGreat Britain and Portugal.
So Israel and I, we know sayingthe Europeans is not good enough
.
We can't, that doesn't, youcan't.
We got to teach them not to sayEuropean.
(36:25):
We have to identify the kingdomby name.
European, that's not asovereign, that's not a, that
doesn't.
European doesn't identify akingdom, doesn't identify a
national sovereignty.
So we have to say Spain andPortugal and France and United
(36:48):
States.
We have to identify the name ofthe sovereign state and we have
to do that so that people wewant people to model us, we want
them to model us.
If we say Europeans, thenthey're going to say Europeans.
They're going to say you know,this is loose to say an African,
the same thing that loose stuff, or American or European,
(37:13):
basically the continents.
Speaker 2 (37:14):
The names of the continents are not the names of
the nations they specifiedstraight, deep.
Speaker 3 (37:19):
Yes.
Speaker 1 (37:19):
I like that and that's the power of linguistics
and the research context Got you.
I was connecting that, go ahead.
Speaker 3 (37:30):
You're doing a wonderful job, brother.
Speaker 2 (37:32):
All right, appreciate it.
So Emotion or Vividness?
His story had a.
I already read that.
Yeah, I read that.
Physics light refers todifferent wavelengths of light,
how light is perceived.
We have the contextualvariations.
Colorblind literal can'tdistinguish colors.
Metaphorical claims of racialimpartiality.
(37:54):
Colored language could meanvulgar language or emotionally
charged speech.
Emotionally charged speech.
Semantics analyzes how the wordcolor is used in various
contexts, its literal versusfigurative meanings and the
background or associations itcarries.
(38:14):
So five key differences ofetymology and semantics.
Etymology comes underhistorical linguistics.
Semantics comes undertheoretical linguistics and
philosophy of language.
Semantics comes undertheoretical linguistics and
philosophy of language.
Etymology looks at the actualand original.
Etymology looks at the actual,original and historical meaning
of a word.
Semantics looks at the newmeaning of a word as it
(38:37):
functions in society today.
They often overlap, butetymology explains where a word
came from, while semanticsexplains what it means now and
how that meaning may change inthe future.
Connection between the two,etymology and semantics.
Etymology and semantics areoften related.
For example, knowing that theword color comes from Latin
kolos, a covering, might enrichyour understanding of
(38:59):
metaphorical meanings like addcolor to a story, ie cover with
details.
Three aspects slash dimensionsof semantics.
Number one dimension oflinguistic units.
This dimension focuses on thelevels or units of language that
carry meaning.
(39:19):
Meaning arises at variouslinguistic levels, from the
smallest units to the largeststructures.
Why it matters Understandingmeaning requires looking at how
different units contributeindividually and collectively.
Dimension of form meaning thisdimension studies the
relationship between linguisticexpressions and how their
(39:41):
meanings are conveyed.
Form, sound spelling, syntaxand meaning are closely linked
but distinct.
Why it matters?
Comprehendance semanticsinvolves analyzing how specific
forms express specific meaningsand how changes in form, eg
tense, voice affect meaning.
(40:02):
Dimension of space-time thisdimension deals with how meaning
relates to context,particularly in terms of space,
location and time.
Temporal reference Meaning canvary depending on when and where
something is said, as well aswho is speaking.
Why it matters Meaning is oftencontext dependent.
(40:25):
Understanding semanticsrequires considering these
spatial, the spatial andtemporal factors.
Spatial and temporal factorsthe elements of the three
dimensions of semantics.
So the dimension of linguisticunits.
Phonemes the elements of thedimension of linguistic units.
Phonemes the elements of thedimension of linguistic units.
(40:48):
Phonemes, morphemes and syntagma.
Phonemes are the minimum unitsOf distinctive sound features.
Phonology Example C-H-S-H-P-H,d-j-e-j, z-e-j, a-e, the sound A
(41:15):
and the F.
Morphemes are the minimalMeaningful units.
Lexicology Example Substantiveequals prefix, sub-root-base
word stay-in.
(41:35):
The suffix-ive Syntagma refersto a sequence of linguistic
elements, eg words or morphemes,which are combined according to
the rules of syntax To formlarger units of meaning.
Example correct Equals the moreis wearing a fez.
(41:56):
Incorrect Fez a the wearing ismore.
That's what we're dealing withthe order of the words, the
ranging of the words, dimension,dimension of form meaning.
(42:19):
The elements of dimension ofform meaning.
You have lexical morphology,lexical semantics, syntactic
morphology and syntacticsemantics.
Lexical morphology is the studyof how words are formed in a
language using morphemes.
Example morphemes in the wordsubjugate igum i-u-g-U-M Is the
(42:43):
root word, sub is the prefix andate-A-T-E Is the suffix.
Lexical Semantics Is the studyof how and why one word Acquires
different meanings and howthose meanings will be the same
Synonym, opposite Synonymy,opposite.
(43:06):
Dang, pardon me, will be thesame the same synonymy, opposite
Antonymy, antonymy, polysemy,polysemy, etc.
Example synonymy personal,private meaning the same
(43:34):
Antonymy.
Antonyms the opposite free andsubjugated Polysemy.
The word head can refer to abody part, a position in an
organization or the top of anobject.
Speaker 1 (43:56):
What's that?
I'm calling you black.
Oh my god, now I see.
I see what you guys.
I can barely hear you.
Mike, I said calling thesemantics, the definitions, the
context of the words, sobasically calling you black.
I see why it's like a misnomer,like don't call me, it's not
(44:17):
the same because it doesn't tieto any cultural identity,
nationality, kingdom, clan,tribe, empire.
Speaker 3 (44:33):
It doesn't identify a pedigree, genealogy, consecuity
, ancestry, lineage, parentage,lineage, parentage, national
origin, descent, national flag,national coat of arms, a body of
land, a nation state.
(44:54):
So I just want to be very clear, for that that doesn't identify
.
All right, yes, so what?
I just wanted to be very, Iwanted to be comprehensive in
that.
Why history record?
They can't show you primarysources, treaties, war records,
(45:32):
amity records, shipping logswhere there was a name of a
kingdom, tribe, empire, a merit,a caliphate, with B-L-A-C-K,
with the primary sourcestreaties, diplomatic
correspondence, letters frombetween kingdoms and actual
(45:56):
primary sources.
So when it's the naysayers, I'mjust saying we got to the
naysayers.
Bring the evidence, bringevidence, bring documentary
evidence.
Speaker 2 (46:10):
Yeah where they basing their nays in right, yeah
, the nays.
Speaker 3 (46:14):
Where they basing their nays in?
Speaker 1 (46:18):
I love how he's breaking it down, cause now I'm
understanding it more.
Cause, you know, for yearswe've been hearing about the
mores, mores, mores, right, andthey just say don't call me
black nationality.
But now this right here isputting in proper perspective
why not to call me black?
It's, this isn't a languageyou're removing it's.
You're doing a genocide,cultural genocide, to me.
Legally, you're removing mysovereignty of self, of my
(46:41):
identity, and you're subjugatingme to a I don't want to say
citizen, but you're subjugatingme to less than a human,
basically.
So I got it.
You're stripping me ofeverything, and don't mean they
did it to all.
Speaker 2 (46:54):
They're doing it to us all, yeah.
Speaker 1 (46:56):
Yeah.
Speaker 3 (46:57):
Now what you want to say, mike, I know you're saying
all right, now, nationality is acollective identity, that's a
collective identity.
So when you're speaking if youwere, you know, if you were to
speak to someone, if you werespeaking to a uh, a englishman
(47:18):
or irish or scottish, you knowyou would want to say my people,
my people.
You don't.
You say me.
It's not because you're talkingabout those, you're talking
about a nation of people.
Because when you say me, ifyou're talking to a coworker,
(47:38):
family member, whoever, and youpersonalize it by saying me,
right, that gives them amisconception.
All right that you want toplace it.
You want to convey the properunderstanding.
That is a collective identity.
Nationality equals collectivenational identity, not
(48:03):
individual.
Got you All right?
That's why, yes, so there's nome or I, it's.
You know my people.
Speaker 1 (48:12):
Got you.
Speaker 3 (48:13):
You know, Got you.
All right.
Speaker 2 (48:18):
So, yes, so we got a syntactic morphology.
But syntactic morphology is thestudy of how words or their
meaningful units, morphemes,interact with syntax sentence
structure, especially howgrammatical elements like tense,
case or agreement are expressedthrough morphology.
(48:38):
Example she walks versus theywalk, he gave her a book versus
he gave the girl a book, thechild is crying versus the
children are crying, and shesang versus she sings.
Syntactic semantics is thestudy of how sentence structure
(49:01):
influences the meaning of words,even when using the same words.
Example the dog bit the manversus the man bit the dog.
Only Zara studied with a mirrorversus Zara only studied with
the mirror.
Flying planes can be dangerousand flying planes can be
(49:21):
dangerous, so that's the same.
He saw the man with thetelescope and he saw the man
with the telescope and he sawthe man with the telescope.
So the flying planes can bedangerous, meaning the one
actually piloting the planeflying can be dangerous and also
saying just planes in the airflying themselves can be
dangerous.
And then he saw the man withthe telescope.
He can see the man.
(49:42):
The man that he's looking atcould have his own telescope.
He saw the man with a telescope.
He can see the man, the manthat he's looking at could have
his own telescope.
He saw the man with thetelescope, or he could be
looking at the man through histelescope and he saw the man
with the telescope.
So that's the syntacticsemantics Dimension of
space-time.
Synchronic slash.
(50:03):
Descriptive semantics is thestudy that analyzes the
structure and usage of alanguage as it exists at a
particular time, focusing onaspects such as grammar,
pronunciation and meaning,without considering historical
changes such as sound shifts.
This usually deals with thepresent Example showing how the
(50:25):
word more can mean either apeople, nationality or a type of
land, natural landscape.
The difference depends oncontext, not spelling.
Diachronic slash.
Historical semantics is thestudy that analyzes the
historical structure and usageof a language and how it changes
(50:48):
through time, withconsideration of its historical
shifts and origins.
Example showing how the wordmore referred to all dark
skinned Swahili people as usedfrom the 8th century to the
early 19th century, but now onlyrefers to the-skinned Muslims
of medieval Iberia.
(51:17):
Semantic changes Differentelements and processes of
semantic change.
Narrowing Narrowing is when aword's meaning becomes more
specific or restricted throughtime.
Example the word Americaoriginally referred to the
Coppertone Aboriginal andIndigenous people of North,
central and South America, butits use has been restricted to
refer to only the citizens ofthe United States of America.
Broadening is when a word'smeaning expands to encompass a
(51:44):
wider range of reference orconcepts than before.
Example the word negro andblack were used as descriptive
words, adjectives to describeinanimate objects, but its usage
broadened into a noun sense andnow refers to the subjugated
moors, who are classified asnegr and blacks in the United
States Census Bureau Pejoration.
(52:12):
Pejoration is when a word'smeaning shifts to become more
negative or unfavorable throughtime.
Example the original meaning ofthe word sin is full moon in
ancient Sumerian and Akkadian.
Of the word sin is full moon inancient Sumerian and Akkadian.
And the pejorative meaning ofthe word sin is moral evil in
modern English.
Amelioration is when a word'smeaning shifts to become more
(52:38):
positive or favorable throughtime.
Example the word knightK-N-I-G-H-T through time.
Example the word knightK-N-I-G-H-T.
The word knight was used inreference to a servant, but is
now used in reference to aheroic warrior.
(52:59):
Reappropriation is when a grouptakes back a term that was once
used in a negative way and usesit positively or with pride.
Example the word black is usedto strip the moors of their
identity, ie to dehumanize,denationalize and subjugate, but
has been reappropriated by thepeople classified as Negro,
black and colored in the UnitedStates Census Bureau.
Reclamation is a word that waspreviously used to reduce the
(53:23):
ranking or status of a people.
Dehumanization is a word thatwas previously used to reduce
the ranking or status of apeople and is reappropriated and
used by such people in apositive way.
Example the word black, whenreferring to people, was slash,
(53:47):
is used to subjugate,denationalize and dehumanize the
Moors.
But today the Moors, while in asubjugated status, have been
systematically conditioned toreclaim the word Black to mean
strong and beautiful.
Substitution is the process ofreplacing a word or phrase with
another word or phrase withoutchanging the overall meaning of
the sentence, as long as bothexpressions refer to the same
(54:09):
entity or idea.
Example number one today themoors are under subjugation of
the united states.
Number two the peopleclassified as black in the
united states census bureau areunder subjugation of the United
States.
Speaker 1 (54:27):
Wow, oh my.
Speaker 2 (54:28):
God.
Speaker 1 (54:29):
You guys got to come back and do another part, man,
because not only like I'msitting here, I'm just like
going through it, like I'mpiecing things together, I'm
like the power of language.
It's like again, because we'reso accustomed to hearing the
brutality of slavery, thebrainwashing, the conditioning
and such, but they don'tunderstand through language and
the misuse of words and lack ofeducation, where they got you at
(54:52):
as well.
And the law, ignorance of thelaw.
So I see what you're doing withthis.
You're reconstructing that sowe can understand language law
better.
You know how to navigate withinthis jungle out here.
So I got you man.
Speaker 2 (55:10):
When it comes to law and civics.
You got to read.
Speaker 3 (55:14):
And Mike, this jungle is our subjugation, under the
United States, all right, sothat's identified the jungle.
We, under the United States,all right, so that's so.
That's identified the jungle.
We have the United States.
United States acquiredterritorial sovereignty from
(55:35):
conquering powers France, spainand Great Britain so that's
England, all right, throughtreaties.
Do that?
Do those treaties?
United States acquiredterritorial sovereignty over our
lands.
United States continued thesubjugation started by France
and Spain and Portugal,continued our racial, of our
(55:59):
cultural identity, nationalityand our subjugation.
United States forced us intotheir legal framework, which is,
and our subjugation.
The United States forced usinto their legal framework,
which is the act of subjugation,and placed us into a new
citizen category.
That's the jungle.
That's the jungle of conquest,colonization France and Spanish,
spanish and French andPortuguese, english, dutch
(56:20):
conquest, subjugation,colonization that is now being
maintained by the United States.
That has been maintained by theUnited States over 200 years.
That's the jungle.
I want to identify withspecificity the jungle of which
you allude.
Speaker 1 (56:38):
I got you my brothers .
I appreciate you, ishmael.
I appreciate you, abdullah, forcoming out.
You guys got to come back.
I appreciate you, ishmael.
I appreciate you, abdullah, forcoming out.
You guys got to come back.
I'm looking for that book andI'm definitely going to look
into both of the work you guysdo like books and such, because
this right here got me like mymind is like what happened to me
just now, but it's beautifulthough, and I see it's very
(57:00):
informative and uplifting.
I appreciate you guys for comingout.
I got to get ready to jump onthe second show.
Speaker 3 (57:06):
Second show yeah, we're aware, all right, peace,
peace everyone.
Speaker 1 (57:11):
Peace Until two weeks from now.
Peace, all right.
Definitely I'm going to bethere for that one All right All
right what.
Speaker 3 (57:23):
Thank you.
peace world.
How you doing.
It's your brother, mikey fever.
Here's another episode of nyptalk show.
Don't forget to like, share,comment, subscribe, super chats
and all that good stuff.
Hope everyone has a blessed, ablessed wednesday evening.
We got our special guests, ourguests Israel Bay and Abdullah
Bay, and these brothers areabout to give another great
(00:30):
demonstration and they will bespeaking about you know,
linguistics, the differencebetween linguistics and
etymology.
So, brothers, go ahead, takethe floor.
Man, all right.
Speaker 2 (00:43):
Peace, peace, peace everyone.
Today's topic is a basiclinguistic lesson the difference
between etymology and semantics.
Speaker 1 (00:52):
Mm-hmm, definitely.
Oh, you got the presentationyou want to put up.
Speaker 2 (00:59):
Yeah, is it the screen sharing?
Speaker 1 (01:01):
Yeah, definitely, I got you right now.
Hold on there, it goes.
Boom, was it the screen sharing?
Yeah, definitely, I got youright now.
Hold on there, it goes.
Speaker 2 (01:07):
Boom.
So this is from my lessonetymology of the, my linguistic
lesson etymology of the wordguide, a basic lesson on the
linguistic methodology ofreconstruction of words and
historical sound changes.
We can't address the tonguewithout addressing the brain and
don't forget this is thehypoglossal nerve that connects
(01:28):
the tongue to the brain.
The tongue functions such aseating, swallowing, speaking,
singing.
So we want to reconnect thishypoglossal nerve by Word Step
Study Group.
By Word Step Study Group,yisrael Bay.
(01:49):
Founder and teacher Contactinfo Facebook page Yisrael Bay.
You can find me on Facebooktype in Yisrael Bay Facebook
page.
Also Word Step Study GroupYouTube channel at Word Step
Study Group and email Step StudyGroup 333 at Gmail dot com.
So some quotes, a couple ofquotes.
(02:12):
The basic tool for themanipulation of reality is the
manipulation of words.
If you can control the meaningof words, you can control the
people who must use the words.
Philip K Dick.
Speaker 1 (02:26):
Got you Power, philip K Dick Got you Powerful, very
powerful.
Speaker 2 (02:29):
The true sense meaning of a word must not be
ignored, or the ignorant willindeed create a world of
nonsense.
And also grammar must not beignored, or your tongue shall be
against you.
Yisrael Bey, those are myquotes right there.
(02:50):
Preface to the book.
A preface to the book.
The author intends to advancethe general public to the next
level of word comprehension andspeech development by
introducing a propermethodological way of studying,
slash teaching, some of the mostbasic and fundamental elements
of linguistics, eg phonology,morphology, etymology and
semantics.
The reader will becomeconscious of the way sounds are
(03:19):
produced and how sounds andletters are conveyed into
different language families ofIndo-European origins, ie
English words of the Germaniclanguage transliterated into or
from French words of the italiclanguage family Powerful,
powerful, powerful.
Yes, the table of contentsacknowledgements.
First, brother Taj Tariq Bay'scomment on my linguistic lesson,
nyp Talk.
(03:40):
Ron Brown captures the essenceof my linguistic lesson, NYP
Talk.
Mikey Fever comments during mylinguistic lesson.
Bro Brock Ewing gives positivefeedback on my linguistic lesson
.
Chapter one conversation betweenYusuf El and Israel Bay.
Page one conversation betweenYusuf El and Israel Bay.
Part one Conversation betweenYusuf El and Israel Bay.
(04:02):
Part two A basic lesson on thelinguistic methodology of sales
shift and trans, and translationversus transliteration.
Uh, supporting evidence, slash,findings of fact.
Etymology of the word Jesus.
Israel Bay's rebuttal to use ofL's claims.
And then chapter two,indo-european languages, tools
(04:24):
of linguistics.
Sound chart and language chart.
The morphology of words usingtransliteration.
Comparative linguistics,examples, number one and two
Indo-European family languagechart.
Indo-european language tree.
Transliterations of the wordGod, transliterations of the
word mother.
The Indo-Europeans andhistorical linguistics.
(04:45):
Chapter 3, etymology versussemantics, which is what I'll be
reading today.
The core principle of etymologyand semantics, etymology and
vocabulary, page 13.
And etymology and vocabulary,pages 14 and 15, those out of
Brother Abdullah's book.
Etymology and vocabulary.
(05:08):
Pages 14 and 15 goes out ofBrother Abdullah's book.
Etymology and vocabulary.
Yeah, yeah, etymology andvocabulary.
Semantic studies did themeaning of the word evolve or
devolve In chapter four.
Sounds of linguistic symbols.
International phonetic alphabetvowels the technical name and
traditional name for vowels.
International phonetic alphabetconsonants.
(05:29):
English consonant sound and IPAsymbols the technical name for
consonants.
Linguistic symbols and theirsound function theta and F.
Where do they go?
Elements of phonology,epithesis and elision.
Final question and answer andhypoglossal nerve.
So let's get into today'slesson.
Speaker 1 (05:52):
I want to say this before we go any further when
this book is released, I need toget me a copy oh, yeah, indeed,
I have to give you a copy.
Speaker 2 (06:02):
Yeah, that's on my to do list.
Speaker 1 (06:03):
Trust me, I have to.
It's a copy.
Yeah, that's on my to-do list.
Trust me, I have to.
It's an arsenal right there, goahead.
Speaker 2 (06:10):
So the core principle of etymology and semantics
Etymology examines the originalbehavior or function of a word
before its social applicationevolution, while semantics
examines the behavior orfunction of a word after its
social application devolution.
Etymology the core principle ofetymology, the core principle
(06:31):
of etymology is historicallinguistic development.
Historical linguisticdevelopment is the evolution as
well as the devolution of a wordwithin different languages
through phonology, ietransliterations and sound
shifts, and through morphology,ie translations and prefixes,
suffixes, infixes, circumfixesand superfixes.
Semantics the core principle ofsemantics, the core principle
(06:57):
of semantics is compositionality, a complex expression derived
from the meanings of itsindividual parts and how they
are combined.
This principle explains howpeople can understand black
vernacular, english or slang.
Example word plus object plusconcept equals reality.
Word plus concept plus objectequals reality.
Speaker 1 (07:18):
so I have a question before you.
So my bad god before you know,pardon, pardon the intrusion.
I have one.
One question, though, beforeyou go any further how does
etymology help us understand thehistory of words?
Speaker 2 (07:36):
So etymology itself means the historical.
It's the true, actual, originaland historical meaning of a
word and also the development ofa word.
Speaker 1 (07:51):
So it goes through.
Speaker 2 (07:53):
it takes you back through the languages.
It shows you which language,the time, the year and the
language.
Right so the time on thetimeline, you'll see what year
the link, that word entered acertain language and what it
actually meant when it enteredinto that language okay, gotcha.
Speaker 1 (08:10):
So can two words have different etymologies, but but
be similar in semantics.
Is that possible?
Say it again, bro can two wordshave historical etymologies,
but but be different?
Yeah, etymological roots yes,etymological roots but be
different in semantics.
Correct, yes yes, all right,got you.
(08:31):
You may continue.
My bad, bro, mm-hmm.
Speaker 2 (08:36):
All right.
So we have the word apple andthen we have the object, the
fruit which we call an appletoday, object, the fruit in
which we uh call an apple today,uh, and then the concept in our
mind the reality is, you knowthat fruit is called an apple.
So when we say the word apple,this is the object, that this
the image that appears in one'smind, in our minds, today.
(08:57):
So a more detailed breakdown onetymology and semantics is on
the next page.
Etymology and vocabulary, page13 by professor abdullah l.
To leave mosey bay, See http.
Mores and masonryorg For thisbook.
(09:19):
You can find this book at moresand masonryorg.
Etymology and aid in readingand dictionary study skills.
Etymology is derived from theGreek root etym.
E-t-y-m meaning history, origin, true or real, and log L-O-G
meaning study, science, wordtheory.
Etymology is an indispensablediscipline used as a foundation
(09:42):
for other fields of study.
Webster's New InternationalDictionary of the English
Language 1921 edition, definesetymology as the origin or
derivation of a word as shown byits analysis into elements, by
pointing out the root orprimitive upon which it is
formed or by referring to it, orby referring it to an earlier
(10:05):
form in its parent language.
Also an account setting forthsuch origin or derivation, often
with facts bearing upon thewords, relationships, the formal
history of a word.
And then we have semantics.
Semantics is the field of studythat reveals how words gain
connotative meanings and become,through European social
(10:27):
engineering, the commonunderstanding, ordinary meaning,
plain meaning and theestablished meaning place
connotative meanings indictionaries and, over a period
of time, the etymological slash,original meanings and
(10:47):
applications of words arede-emphasized and eventually
lose their true essence in thegeneral public.
Because the general populacehas not taught the etymology of
words, the people areconditioned through European
social engineering to accept theconnotative and distorted
meanings as being the true, realand original meanings.
Denotation is derived from theLatin word denotere meaning to
(11:10):
mark completely.
Denotation is the state ofusing an object or symbol to
signify, indicate, mark ordesignate a word.
The objects or symbols used asmarkers for words are the
reference.
Objects or symbols used asmarkers for words are the
reference.
That is to say that to denoteis to tie a word to its objects
or symbol.
(11:30):
The word chair denotes a pieceof furniture having a seat, legs
, back and often arms.
It must be made clear thatetymology is not the study of
words.
This oversight will render ahuge misconception into the
study of etymology.
It is important to emphasizethat etymology is the study of
(11:55):
the history, origin and truemeaning of words.
Further, it is proper to notethat there is a clear
distinction between the study ofthe true meanings of words and
the study of the meaning ofwords.
Semantics is science that dealswith the meaning of words.
Let's examine the word nice asa way to comprehend the
importance of distinguishing thedifference between the study of
(12:16):
the true meaning of words andthe study of words.
The etymology of the word nicemeans not known, stupid and
ignorant.
This meaning is found in theetymological brackets in
dictionaries Latin Nessius, Ne,N-E, Nat plus Sire, S-C-I-R-E.
Meaning to know the meaningthat the general public uses for
(12:40):
the word nice are theconnotations for the word.
These meanings are found in theentry level section of
dictionaries.
Speaker 1 (12:47):
The entry level section have a list of various
definitions that are numberedyou know, hearing you
demonstrate this, read thispresentation right when you guys
come on here.
The only thing, that's the onlyquotes that's ringing in my
mind right now is malcolm sayingyou've been had, you've been
bamboozled, run amok.
(13:07):
Because I'm like it's throughthe power of language, as
Abdullah Bay say, we've beensubjugated to as like fifth
class citizens and such thevalue dehumanize is through the
power of, not only throughreligion and the forced
brutality of slavery, butthrough language itself.
So I'm like, I'm just amazedit's going.
(13:28):
That's why I'm like wow, wow,wow.
You may continue, girl, I'm bad.
Speaker 2 (13:35):
Okay, so yeah, this is etymology vocabulary, pages
14 through 15 by ProfessorAbdul-Aziz Mosey-Bey.
Again, more than masonryorg,etymology reveals how the
connotative meanings of wordsbecome.
The general public accepted andestablished new meanings.
Connotative meanings are placedin dictionaries and, over a
(13:57):
period of time, the originalmeanings and applications of
words are de-emphasized andeventually loses their true
essence in the general public.
Thus, since general populacehas not taught the foundation of
words, it is socialized intoaccepting connotative meanings
as being the true, real andoriginal meanings.
The students of etymology, inusing the original meaning of
(14:19):
words as their foundation, willbe able to determine if a word
has been given new meaning.
The etymology of the word slavereveals that the new meaning
interjected into the socialfabric of society is far from
its original and true meaning.
The entry-level meanings forthe word slave contradict its
etymological meaning.
The meaning displayed in thebrackets, the original meaning
(14:42):
of the word dollar, iscompletely different from that
used by the general brackets.
The original meaning of theword dollar is completely
different from that used by thegeneral public.
The true meaning for the wordconsider has an astronomical
usage.
The origin and historicaldevelopment of a linguistic form
of words are shown bydetermining its basic elements
earliest known use, changes inform and meaning, tracing its
(15:06):
transmission from one languageto another, identifying its
cognates in other languages,reconstructing its ancestral
form where possible, explainingthe changes words have undergone
, the variations of form andspelling from its first
(15:27):
appearance in the language tothe present time, and all its
different meanings and shades ofmeanings Down into the semantic
studies.
Once again, the basic tool forthe manipulation of reality is
(15:48):
the manipulation of words.
He who controls the meaning ofwords controls those who must
use the words.
Philip K Dick.
Semantics provides a crucialtheoretical framework for
translation.
Translation is fundamentallyand deeply intertwined with
semantics.
The primary purpose oftranslation is to accurately
(16:10):
convey meaning from a sourcelanguage to a target language.
A translator who only focuseson literal, word-for-word
substitution will fail toproduce an accurate translation,
because they are ignoring thesemantic contextual background
of the text.
So what is the differencebetween etymology and semantics?
(16:33):
Etymology tells us where a wordcame from, along with its
original and true sense meaning,while semantics tells us how a
word acquires new meanings ofdifferent contexts Etymology
Etymology is the study of theorigin and historical
development of words.
It traces how a word was formed,what it originally means and
how it entered a language, oftenthrough borrowing from other
languages, eg.
(16:54):
Latin, greek, old english.
It reveals the actual, true ororiginal meaning of a word and
invokes the following questionswhen did the word come from?
What were its earlier forms inolder languages?
How has its spelling or meaningchanged?
Below we will trace the wordcolor back to its linguistic
(17:15):
roots To uncover its originaland true sense meaning.
So, example the etymology ofthe word color comes from Latin
Colos, meaning a covering.
Modern English color.
We have in modern English theword color Going back in time,
middle English, colour.
(17:35):
British spelling is still thisway C-O-L-O-U-R.
Old English, hugh H-I-W or HughH-I-E-W or Hugh H-U-E.
Anglo French Colour C-U-L-U-Rand colour C-O-U-L-O-U-R.
(17:57):
Old French.
Color complexion, appearanceLatin colos, meaning a covering.
So in Old French the word colormeans complexion and appearance
.
But that comes from Latin andin Latin the word is colosos,
c-o-l-o-s, meaning a covering.
The Proto-Indo-European Pieroot of the word color Is
(18:21):
keldash, k-e-l-dash, meaning tocover, conceal or save.
So etymology Traces the wordcolor from modern English Back
through French to Latin, showinghow the word Acquired a new
meaning through phonetics andmorphology.
Wow, wow.
Speaker 1 (18:42):
So we, basically the people, are basically speaking a
language that's not evenauthentic.
It's just been broken down asthey talk.
Speaker 2 (18:49):
Wow, wow.
I mean, the language isauthentic, the words are
authentic, it's just people areusing the semantic meanings of
words, the new acquired meaningof words and that comprehending
the original meaning of the wordI'm sorry.
Speaker 1 (19:05):
I mean my mind is blown as listeners watch like
wow so we have a example.
Speaker 2 (19:14):
the word color originally means to cover, hide,
conceal.
That's etymology, but it's newimplied meaning.
Semantics primarily refers tothe visual perceptual properties
of an object, Chroma spectrums,ie white, black, brown, yellow,
red, etc.
Brown, yellow, red, etc.
(19:37):
So the semantics of the wordcolor, the literal meaning, the
visual perceptual property,chroma spectrums red, blue,
green, etc.
Figure of speech slashmetaphorical meanings.
So these are the figure ofspeech slash metaphorical
meanings Racial slash ethnicidentity, people of color.
(20:00):
Emotional vividness His storyhad a lot of color.
Meaning vivid, detail or flair.
Political meaning show yourtrue colors.
Meaning reveal true intentions.
Physics slash light refers tohow different wavelengths of
(20:22):
light are perceived Real quickfor the audience.
Speaker 3 (20:27):
So we can make that the audience is very clear that
when Israel has up here racial,slash, ethnic identity, that is
people of color.
That is not he's not sayingIsrael is not.
He's not saying that the termpeople of color is a racial or
(20:54):
ethnic identity.
That is how it's been used.
Color is a racial or ethnicidentity.
That is how it's been used.
It's been people of color,colored people, colors, figure
of speech.
So it has been misclassified asethnic identity.
So he's showing it's modern,it's current use that the people
(21:19):
relate They'll say, yeah, myethnicity, yeah, people of color
, that's my ethnicity.
Yeah, it's my ethnicity, peopleof color, you know.
So it's not ethnicity.
And he gave the etymology hide,conceal, illegal meaning, fake,
(21:43):
artificial, not real, anappearance, a pretext, a
simulacum, simulants, artificial, having nothing to do with skin
tone, pigmentation, hue orcomplexion.
(22:07):
So he's showing how this is acultural erasal.
This is a cultural erasal.
This is culture genocide.
You have culture genocide andyou have what's going on in
Palestine that's called physical.
What's going on in Palestine isphysical genocide.
(22:31):
You have culture genocide.
So we have this so color.
How they that the United Statesclassifying our people in their
record in their governmentstructure as people of color,
(22:51):
black and Negro.
That is an act of subjugationin international law.
In international law, when astate ie France, ie United
States, ie England or iePortugal, when a state takes a
(23:12):
foreign people, a conqueredpopulation, and placed in their
place that conquered, redefinedand reclassified that conquered
population in their governmentrecords, whatever they redefine
(23:35):
them For with us, it's been forthe United States for over 20
years.
For over 20 years, unitedStates has committed, has
redefined and reclassified usand their government structure
as black, negro, colored,african American.
That is an act of subjugation,a cultural erasure of a people,
(24:04):
a cultural identity, erasing ourcultural identity, slash
nationality, slash nationalidentity and thereby removing
our sovereignty.
So it's not.
It's what was the motive andwhat is the result?
What's the motive of the act?
(24:24):
So we have the act, we have themotive of the act, the act
subjugated act, and what's theresult of it?
That is not to be addressed inthis state.
That is not to be addressed inUnited States courts.
(24:44):
United States courts do notUnited States Supreme Court.
United States Supreme Court,united States District Courts do
not have the jurisdiction.
That's the wrong venue.
It's international courtbecause we are a foreign people.
(25:05):
It would be a politicalquestion, doctrine.
We're not going to go to theUnited States Supreme Court, the
United States Supreme Courtmake a ruling against the United
States on the subjugation of apeople.
They can't hear it.
That's a political question,doctrine, because you're dealing
with a subjugation of a people.
(25:26):
You're dealing with war.
That's of a foreign people.
It's international world court.
People.
It's international world court.
Speaker 1 (25:34):
Hold on, abdullah, you are unpacking a lot there.
I'm still in the middle of this, while speaking to you guys,
trying to wrap my head aroundall that he's saying, because I
have heard the term etymology,how to use it, the usage of it,
but he goes so deep into itwhere he's saying how it's
timestamp we know the root ofthe word etymology than the
semantics Timestamp how it'stimestamp like.
(25:56):
We know the root of the wordetymology than the semantics
time stamp, the definition, thecontext, how it changes.
But when you just, like yousaid, when you go back to the
etymology of it and what youwere saying, how we lost, we
were stripped of this throughthe social construct of went
from nationhood down to peopleof color, it's like time
stamping, like damn.
So it's the words that webecame again fifth class
(26:19):
citizens.
It's the words and their quote,unquote legal system you said
fifth class citizen.
Speaker 3 (26:27):
No, it's not fifth class citizen.
Alright, let's, we gotta takeit to the international law.
Alright, we have to applyinternational legal process.
It's called subjugation, notfifth class citizen.
Once you say fifth classcitizen thank you for saying
that.
I can clear everything up.
When you say it's fifth classcitizen, now you take it out of
(26:54):
its proper venue, internationallaw right, because it's
subjugation.
Subjugation is internationallaw.
When you say fifth-classcitizen, you weaken the argument
.
Now you place it within theUnited States venue, you place
it within the United Statesjurisdiction because you said
(27:15):
it's fifth class citizen.
When you say subjugation, it nowfalls out of the United States
venue, united Statesjurisdiction, into the
international jurisdiction,because when you're saying
subjugation, you're talkingabout a state, ie United States
or France or Germany.
(27:35):
That is what violating anotherstate China or France, china or
Germany against a state.
So in this case, subjugatingmeaning putting a people,
erasing their, stripping them oftheir cultural identity, slash
nationality, alright, so it'snot.
(27:57):
It's not just a peoplestripping them of their cultural
identity, slash nationality,all right.
So it's not.
It's not just a people, it's apeople who belong to a foreign
state that is outside the UnitedStates courts to hear.
So it's very important that weunderstanding thank you, mike
understanding the properapplication of law, the
operational law, so our originalstatus will let us know what
(28:25):
remedy to apply.
We have our original status.
See that Morse flag.
Our original status, that's ourmother.
That's our original statusBelonging to our mother.
All right, I'm rocking the park.
That's our original status,that's our current status.
Our current status, the statusthat we've had as a people for
(28:47):
the past 200 years, is thatbeing subjugated on the United
States.
The United States forced usinto their legal system.
That's another action.
You have cultural erasal.
You have the erasal of culturalidentity slash nationality.
That's one act of subjugation.
Now another act of subjugation,known in international law as
(29:12):
acquisition of the nationalitythrough subjugation, is taking
forcing a conquered people intotheir legal when.
The United States forced usinto their legal system.
That's another act ofsubjugation.
All right.
So a third act of subjugationis placing that force-conquered
(29:34):
people into a new citizenshipcategory framework.
That's a third act ofsubjugation that falls into not
United States courts.
You don't go with it, mybrothers and sisters.
We don't write anything tobring this argument to United
States courts.
It's a political question,doctrine.
(29:56):
They won't hear it becauseyou're dealing with United
States subjugating.
You're talking dealing withUnited States subjugating.
You're talking about arguingUnited States subjugating a
people, thereby removing theirsovereignty.
That is outside of thejurisdiction of the United
States court.
It's a political question,doctrine.
They won't hear it.
(30:16):
It falls alive within the worldcourt.
Mike, mike, mike, Mike, mike,mike.
That political question, we'relike hamster bro, we.
What I'm saying is we.
We conscious, morris, hear meout, conscious Morris.
We're spending a lot of time, alot of resources, a lot of time
(30:41):
, a lot of resources down thewrong area.
Speaker 1 (30:50):
No, I respect what you're saying.
Can I one thing before I do alittle bit?
Correct me if I'm wrong,because you know this whole
Moors paradigm?
When they get into the law, youknow it's always you got some
naysayers.
But I'd like to know when didthat take place when they
subjugated us through thelanguage?
Was it in Carpenter's Hall, asthey say?
Speaker 3 (31:09):
No, no, let me.
I'll give you that, but let mefirst.
When you say naysayers, youdon't have to say any names,
that's just I'm going to.
This is for the audience.
Naysayers can be all right.
This is for the audiencebecause it's clear.
In order for someone tochallenge me, you can only
(31:29):
challenge me with evidence bysaying that's not so, that's
nothing, that's not a challenge,that's not a naysayer.
So let's put, let's putaudience.
When someone says Abdullahdoesn't know what he's talking
about, that's not a naysayer,that means nothing.
(31:54):
With the evidence to prove thatAbdullah doesn't know what he's
talking about.
Come on, my brothers andsisters, come on Evidence,
finding of facts, not Israel'stalking trash.
Israel doesn't know what he'stalking about.
(32:16):
That means nothing.
We got to elevate Mike.
We have to elevate the audience.
Speaker 1 (32:22):
I agree with you we must elevate the audience.
We have to elevate the audience.
I agree with you, we mustelevate the audience.
Speaker 3 (32:26):
We have to elevate the audience.
We have to build criticalthinking.
No, no, I'm saying I want youto.
This is good, mike, because Iwant to take opportunity for a
teachable moment for theaudience, because there's a lot
of that going on.
So, what they say, what doesthat mean?
Like, what we have to do isteach the audience to analyze
everything, every word, everyphrase, everything.
(32:49):
But they don't have to.
Israel's teaching them thetools.
This is the skill in which youdo it.
Israel's presenting it.
They need to get Israel's book.
Speaker 1 (33:00):
That's what I want to copy, because I'm like this is
the skill.
Speaker 3 (33:03):
He's teaching the skills on how to do it.
Speaker 1 (33:05):
As he's speaking, I'm like reconstructing things in
my mind, Like it's like gotneurons going like hold up.
It's like it shifts everything.
It deconstructs like theconceptions that we've been
given.
Thank you, I like thatDeconstructs go and then I'm
like, oh shoot, so it's takingyou back into like a walk
through time and that's why Iwas like when you mentioned that
thing about being subjugated tothe nation, I'm like I did hear
(33:29):
something in passing throughthe years that have taken place,
when they removed, when theywere calling you more to call
you a Negro into a Black, andI'm like I believe that's
something that took place in,like they say, Carpenter's Hall.
Speaker 3 (33:44):
No, no, they didn't start with Carpenter's Hall.
So that's what's going to kickoff.
Right, here we go See, once youstart Carpenter's Hall, all
right, you're going to lose.
You're going to lose becauseCarp.
So now you're.
So what about Primatica, thePope Philip II, pope Philip II
(34:06):
of Spain, the Primatica, whichis an edict.
The Primatica of 1567 is anedict from Pope, from King
Philip II of Spain, forbiddingthe Moors to wear their culture
headdress to speak Arabic.
Our culture identity, the raceof our culture identity, that's
(34:29):
1567.
What about Côte Noire?
Côte Noire, the French CôteNoire of 1685 applied in the
Caribbean.
The French Côte Noire of 1724applied in Louisiana Territory.
What about the Aciente de Negro, the Spaniards?
(34:50):
So we can't start with CarpenterHall.
So there, because you got tobring Spain in, you got to bring
Portugal in.
You got to bring England, slashGreat Britain in.
You got to bring Portugal in.
You got to bring England, slashGreat Britain in.
You got to bring France in.
United States has maintainedour cultural erasal, our race of
(35:12):
our cultural identity,nationality, the subjugation,
the cultural erasal of theclimatica, climatica of 1567.
Showing you it didn't beginwith the United States.
The United States hadmaintained it.
Yes, they maintained thesubjugation they fought, yes,
but it didn't begin withcorporate.
(35:33):
We can't start with 1775.
Speaker 1 (35:36):
I got you To listeners and viewers.
Take notes, because that's whatI'm doing right now.
This is important becausethat's what I'm doing right now.
Speaker 3 (35:42):
This is important because that's what I was just
writing down.
Yeah, I just wanted to bringthis, provide a lot of clarity
here.
So, thank you, mike, and thisis why I was presenting the
tools.
Yeah, definitely, this is thetools of deconstructing.
Deconstructing that Spanish andFrench and that social
(36:03):
engineering mind that was causedby the Spanish and the Spain
and France and England, that'sGreat Britain and Portugal.
So Israel and I, we know sayingthe Europeans is not good enough
.
We can't, that doesn't, youcan't.
We got to teach them not to sayEuropean.
(36:25):
We have to identify the kingdomby name.
European, that's not asovereign, that's not a, that
doesn't.
European doesn't identify akingdom, doesn't identify a
national sovereignty.
So we have to say Spain andPortugal and France and United
(36:48):
States.
We have to identify the name ofthe sovereign state and we have
to do that so that people wewant people to model us, we want
them to model us.
If we say Europeans, thenthey're going to say Europeans.
They're going to say you know,this is loose to say an African,
the same thing that loose stuff, or American or European,
(37:13):
basically the continents.
Speaker 2 (37:14):
The names of the continents are not the names of
the nations they specifiedstraight, deep.
Speaker 3 (37:19):
Yes.
Speaker 1 (37:19):
I like that and that's the power of linguistics
and the research context Got you.
I was connecting that, go ahead.
Speaker 3 (37:30):
You're doing a wonderful job, brother.
Speaker 2 (37:32):
All right, appreciate it.
So Emotion or Vividness?
His story had a.
I already read that.
Yeah, I read that.
Physics light refers todifferent wavelengths of light,
how light is perceived.
We have the contextualvariations.
Colorblind literal can'tdistinguish colors.
Metaphorical claims of racialimpartiality.
(37:54):
Colored language could meanvulgar language or emotionally
charged speech.
Emotionally charged speech.
Semantics analyzes how the wordcolor is used in various
contexts, its literal versusfigurative meanings and the
background or associations itcarries.
(38:14):
So five key differences ofetymology and semantics.
Etymology comes underhistorical linguistics.
Semantics comes undertheoretical linguistics and
philosophy of language.
Semantics comes undertheoretical linguistics and
philosophy of language.
Etymology looks at the actualand original.
Etymology looks at the actual,original and historical meaning
of a word.
Semantics looks at the newmeaning of a word as it
(38:37):
functions in society today.
They often overlap, butetymology explains where a word
came from, while semanticsexplains what it means now and
how that meaning may change inthe future.
Connection between the two,etymology and semantics.
Etymology and semantics areoften related.
For example, knowing that theword color comes from Latin
kolos, a covering, might enrichyour understanding of
(38:59):
metaphorical meanings like addcolor to a story, ie cover with
details.
Three aspects slash dimensionsof semantics.
Number one dimension oflinguistic units.
This dimension focuses on thelevels or units of language that
carry meaning.
(39:19):
Meaning arises at variouslinguistic levels, from the
smallest units to the largeststructures.
Why it matters Understandingmeaning requires looking at how
different units contributeindividually and collectively.
Dimension of form meaning thisdimension studies the
relationship between linguisticexpressions and how their
(39:41):
meanings are conveyed.
Form, sound spelling, syntaxand meaning are closely linked
but distinct.
Why it matters?
Comprehendance semanticsinvolves analyzing how specific
forms express specific meaningsand how changes in form, eg
tense, voice affect meaning.
(40:02):
Dimension of space-time thisdimension deals with how meaning
relates to context,particularly in terms of space,
location and time.
Temporal reference Meaning canvary depending on when and where
something is said, as well aswho is speaking.
Why it matters Meaning is oftencontext dependent.
(40:25):
Understanding semanticsrequires considering these
spatial, the spatial andtemporal factors.
Spatial and temporal factorsthe elements of the three
dimensions of semantics.
So the dimension of linguisticunits.
Phonemes the elements of thedimension of linguistic units.
Phonemes the elements of thedimension of linguistic units.
(40:48):
Phonemes, morphemes and syntagma.
Phonemes are the minimum unitsOf distinctive sound features.
Phonology Example C-H-S-H-P-H,d-j-e-j, z-e-j, a-e, the sound A
(41:15):
and the F.
Morphemes are the minimalMeaningful units.
Lexicology Example Substantiveequals prefix, sub-root-base
word stay-in.
(41:35):
The suffix-ive Syntagma refersto a sequence of linguistic
elements, eg words or morphemes,which are combined according to
the rules of syntax To formlarger units of meaning.
Example correct Equals the moreis wearing a fez.
(41:56):
Incorrect Fez a the wearing ismore.
That's what we're dealing withthe order of the words, the
ranging of the words, dimension,dimension of form meaning.
(42:19):
The elements of dimension ofform meaning.
You have lexical morphology,lexical semantics, syntactic
morphology and syntacticsemantics.
Lexical morphology is the studyof how words are formed in a
language using morphemes.
Example morphemes in the wordsubjugate igum i-u-g-U-M Is the
(42:43):
root word, sub is the prefix andate-A-T-E Is the suffix.
Lexical Semantics Is the studyof how and why one word Acquires
different meanings and howthose meanings will be the same
Synonym, opposite Synonymy,opposite.
(43:06):
Dang, pardon me, will be thesame the same synonymy, opposite
Antonymy, antonymy, polysemy,polysemy, etc.
Example synonymy personal,private meaning the same
(43:34):
Antonymy.
Antonyms the opposite free andsubjugated Polysemy.
The word head can refer to abody part, a position in an
organization or the top of anobject.
Speaker 1 (43:56):
What's that?
I'm calling you black.
Oh my god, now I see.
I see what you guys.
I can barely hear you.
Mike, I said calling thesemantics, the definitions, the
context of the words, sobasically calling you black.
I see why it's like a misnomer,like don't call me, it's not
(44:17):
the same because it doesn't tieto any cultural identity,
nationality, kingdom, clan,tribe, empire.
Speaker 3 (44:33):
It doesn't identify a pedigree, genealogy, consecuity
, ancestry, lineage, parentage,lineage, parentage, national
origin, descent, national flag,national coat of arms, a body of
land, a nation state.
(44:54):
So I just want to be very clear, for that that doesn't identify
.
All right, yes, so what?
I just wanted to be very, Iwanted to be comprehensive in
that.
Why history record?
They can't show you primarysources, treaties, war records,
(45:32):
amity records, shipping logswhere there was a name of a
kingdom, tribe, empire, a merit,a caliphate, with B-L-A-C-K,
with the primary sourcestreaties, diplomatic
correspondence, letters frombetween kingdoms and actual
(45:56):
primary sources.
So when it's the naysayers, I'mjust saying we got to the
naysayers.
Bring the evidence, bringevidence, bring documentary
evidence.
Speaker 2 (46:10):
Yeah where they basing their nays in right, yeah
, the nays.
Speaker 3 (46:14):
Where they basing their nays in?
Speaker 1 (46:18):
I love how he's breaking it down, cause now I'm
understanding it more.
Cause, you know, for yearswe've been hearing about the
mores, mores, mores, right, andthey just say don't call me
black nationality.
But now this right here isputting in proper perspective
why not to call me black?
It's, this isn't a languageyou're removing it's.
You're doing a genocide,cultural genocide, to me.
Legally, you're removing mysovereignty of self, of my
(46:41):
identity, and you're subjugatingme to a I don't want to say
citizen, but you're subjugatingme to less than a human,
basically.
So I got it.
You're stripping me ofeverything, and don't mean they
did it to all.
Speaker 2 (46:54):
They're doing it to us all, yeah.
Speaker 1 (46:56):
Yeah.
Speaker 3 (46:57):
Now what you want to say, mike, I know you're saying
all right, now, nationality is acollective identity, that's a
collective identity.
So when you're speaking if youwere, you know, if you were to
speak to someone, if you werespeaking to a uh, a englishman
(47:18):
or irish or scottish, you knowyou would want to say my people,
my people.
You don't.
You say me.
It's not because you're talkingabout those, you're talking
about a nation of people.
Because when you say me, ifyou're talking to a coworker,
(47:38):
family member, whoever, and youpersonalize it by saying me,
right, that gives them amisconception.
All right that you want toplace it.
You want to convey the properunderstanding.
That is a collective identity.
Nationality equals collectivenational identity, not
(48:03):
individual.
Got you All right?
That's why, yes, so there's nome or I, it's.
You know my people.
Speaker 1 (48:12):
Got you.
Speaker 3 (48:13):
You know, Got you.
All right.
Speaker 2 (48:18):
So, yes, so we got a syntactic morphology.
But syntactic morphology is thestudy of how words or their
meaningful units, morphemes,interact with syntax sentence
structure, especially howgrammatical elements like tense,
case or agreement are expressedthrough morphology.
(48:38):
Example she walks versus theywalk, he gave her a book versus
he gave the girl a book, thechild is crying versus the
children are crying, and shesang versus she sings.
Syntactic semantics is thestudy of how sentence structure
(49:01):
influences the meaning of words,even when using the same words.
Example the dog bit the manversus the man bit the dog.
Only Zara studied with a mirrorversus Zara only studied with
the mirror.
Flying planes can be dangerousand flying planes can be
(49:21):
dangerous, so that's the same.
He saw the man with thetelescope and he saw the man
with the telescope and he sawthe man with the telescope.
So the flying planes can bedangerous, meaning the one
actually piloting the planeflying can be dangerous and also
saying just planes in the airflying themselves can be
dangerous.
And then he saw the man withthe telescope.
He can see the man.
(49:42):
The man that he's looking atcould have his own telescope.
He saw the man with a telescope.
He can see the man, the manthat he's looking at could have
his own telescope.
He saw the man with thetelescope, or he could be
looking at the man through histelescope and he saw the man
with the telescope.
So that's the syntacticsemantics Dimension of
space-time.
Synchronic slash.
(50:03):
Descriptive semantics is thestudy that analyzes the
structure and usage of alanguage as it exists at a
particular time, focusing onaspects such as grammar,
pronunciation and meaning,without considering historical
changes such as sound shifts.
This usually deals with thepresent Example showing how the
(50:25):
word more can mean either apeople, nationality or a type of
land, natural landscape.
The difference depends oncontext, not spelling.
Diachronic slash.
Historical semantics is thestudy that analyzes the
historical structure and usageof a language and how it changes
(50:48):
through time, withconsideration of its historical
shifts and origins.
Example showing how the wordmore referred to all dark
skinned Swahili people as usedfrom the 8th century to the
early 19th century, but now onlyrefers to the-skinned Muslims
of medieval Iberia.
(51:17):
Semantic changes Differentelements and processes of
semantic change.
Narrowing Narrowing is when aword's meaning becomes more
specific or restricted throughtime.
Example the word Americaoriginally referred to the
Coppertone Aboriginal andIndigenous people of North,
central and South America, butits use has been restricted to
refer to only the citizens ofthe United States of America.
Broadening is when a word'smeaning expands to encompass a
(51:44):
wider range of reference orconcepts than before.
Example the word negro andblack were used as descriptive
words, adjectives to describeinanimate objects, but its usage
broadened into a noun sense andnow refers to the subjugated
moors, who are classified asnegr and blacks in the United
States Census Bureau Pejoration.
(52:12):
Pejoration is when a word'smeaning shifts to become more
negative or unfavorable throughtime.
Example the original meaning ofthe word sin is full moon in
ancient Sumerian and Akkadian.
Of the word sin is full moon inancient Sumerian and Akkadian.
And the pejorative meaning ofthe word sin is moral evil in
modern English.
Amelioration is when a word'smeaning shifts to become more
(52:38):
positive or favorable throughtime.
Example the word knightK-N-I-G-H-T through time.
Example the word knightK-N-I-G-H-T.
The word knight was used inreference to a servant, but is
now used in reference to aheroic warrior.
(52:59):
Reappropriation is when a grouptakes back a term that was once
used in a negative way and usesit positively or with pride.
Example the word black is usedto strip the moors of their
identity, ie to dehumanize,denationalize and subjugate, but
has been reappropriated by thepeople classified as Negro,
black and colored in the UnitedStates Census Bureau.
Reclamation is a word that waspreviously used to reduce the
(53:23):
ranking or status of a people.
Dehumanization is a word thatwas previously used to reduce
the ranking or status of apeople and is reappropriated and
used by such people in apositive way.
Example the word black, whenreferring to people, was slash,
(53:47):
is used to subjugate,denationalize and dehumanize the
Moors.
But today the Moors, while in asubjugated status, have been
systematically conditioned toreclaim the word Black to mean
strong and beautiful.
Substitution is the process ofreplacing a word or phrase with
another word or phrase withoutchanging the overall meaning of
the sentence, as long as bothexpressions refer to the same
(54:09):
entity or idea.
Example number one today themoors are under subjugation of
the united states.
Number two the peopleclassified as black in the
united states census bureau areunder subjugation of the United
States.
Speaker 1 (54:27):
Wow, oh my.
Speaker 2 (54:28):
God.
Speaker 1 (54:29):
You guys got to come back and do another part, man,
because not only like I'msitting here, I'm just like
going through it, like I'mpiecing things together, I'm
like the power of language.
It's like again, because we'reso accustomed to hearing the
brutality of slavery, thebrainwashing, the conditioning
and such, but they don'tunderstand through language and
the misuse of words and lack ofeducation, where they got you at
(54:52):
as well.
And the law, ignorance of thelaw.
So I see what you're doing withthis.
You're reconstructing that sowe can understand language law
better.
You know how to navigate withinthis jungle out here.
So I got you man.
Speaker 2 (55:10):
When it comes to law and civics.
You got to read.
Speaker 3 (55:14):
And Mike, this jungle is our subjugation, under the
United States, all right, sothat's identified the jungle.
We, under the United States,all right, so that's so.
That's identified the jungle.
We have the United States.
United States acquiredterritorial sovereignty from
(55:35):
conquering powers France, spainand Great Britain so that's
England, all right, throughtreaties.
Do that?
Do those treaties?
United States acquiredterritorial sovereignty over our
lands.
United States continued thesubjugation started by France
and Spain and Portugal,continued our racial, of our
(55:59):
cultural identity, nationalityand our subjugation.
United States forced us intotheir legal framework, which is,
and our subjugation.
The United States forced usinto their legal framework,
which is the act of subjugation,and placed us into a new
citizen category.
That's the jungle.
That's the jungle of conquest,colonization France and Spanish,
spanish and French andPortuguese, english, dutch
(56:20):
conquest, subjugation,colonization that is now being
maintained by the United States.
That has been maintained by theUnited States over 200 years.
That's the jungle.
I want to identify withspecificity the jungle of which
you allude.
Speaker 1 (56:38):
I got you my brothers .
I appreciate you, ishmael.
I appreciate you, abdullah, forcoming out.
You guys got to come back.
I appreciate you, ishmael.
I appreciate you, abdullah, forcoming out.
You guys got to come back.
I'm looking for that book andI'm definitely going to look
into both of the work you guysdo like books and such, because
this right here got me like mymind is like what happened to me
just now, but it's beautifulthough, and I see it's very
(57:00):
informative and uplifting.
I appreciate you guys for comingout.
I got to get ready to jump onthe second show.
Speaker 3 (57:06):
Second show yeah, we're aware, all right, peace,
peace everyone.
Speaker 1 (57:11):
Peace Until two weeks from now.
Peace, all right.
Definitely I'm going to bethere for that one All right All
right what.
Speaker 3 (57:23):
Thank you.
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