Various issues involved in the redefinition of black people, especially as it concerns their education, are addressed in this paper. The cultural context is especially pertinent, as it forces black educators to be explicit about the issue of a distinctive black subculture. Other issues addressed include the following: the society's and in particular, the public school's failure to prepare the majority of black people for the complex, technological society of the present or future, the concept of culture and the problems involved in its definition, factors that set blacks apart from other immigrants in America, slavery, black self-concept, federal funding for the education of the disadvantaged, the dual culturalization processes, language and communication systems and the preservation of culture, the role of the church in the development of the personality of black folks and the role of music -- especially jazz and the blues. Various policy implications derived from the discussion are suggested. Among these are that there should be opposition to the philosophy and value system of this county based on the definition of black people which proclaimed as the supreme law of the land the status of black people as property. The importance of research on the concept of dual, simultaneous culturalization is also stressed. (Author/AM)