In her scholarship of the past five decades, Sylvia Wynter has woven a critique of education in Caribbean, European, African, and American societies. In addition, her work demonstrates how education globally structures a particular cultural, historical, and onto-epistemic anti-Black/anti-Indigenous worldview. In Wynter's most neglected piece of work "'Do Not Call Us Negros': How Multicultural Textbooks Perpetuate Racism" she weaponizes the second and third wave of her work to unpack and provide a fresh critique to the Black English debates that occurred in California in the 1990s. In this, she reframes debates about history curriculum and culture from a white conservative nativist one of "Man" (the status quo) to the alternative Black Studies Alterity Perspective rooted in the liminal Black socio-historical-cultural experiences. Continuing Wynter's layered excavation of education as the site of EuroAmerican cultural reproduction, I sketch out a different philosophical discourse to those grounded in capital and/or race debates of the social sciences; I present a philosophical European coming of age story of humanism as a distant stage in how the West became self-aware and created a consciousness of itself. In doing so, this Western European humanism, or what Wynter coins "Man" for short, embarked on a 500-year journey of colonialism/coloniality to plunder the gifts and talents of the minds and bodies of non-middle-class, non-European populations through a process/technique of what I coin "Neocolonial Mind Snatching."