CONsciousness FORMed Babies: If You Can’t Beat Them, Join Them. DAY 161

January 2, 2013 in Anna's Process Blog

trippy 00247071 1024x576 CONsciousness FORMed Babies: If You Can’t Beat Them, Join Them. DAY 161How exactly is it children are socialized or programmed to participate in the world? This is something I am investigating here inadvertedly through my own experiences with the development of the Mind Movement Character.

For context of what I will be walking, here are the previous blog posts I’ve walked thus far:

In this blog post I’ll clarify a bit on the thought Image I wrote about in my last blog post as the image I’ve selected to represent the Mind Movement Character. When I say it is the image I have selected it is because it did not ‘come to me’ as with other characters where it is absolutely obvious what the thought or image representing or comprising the character is. I located this image more through discerning the characteristics of the character in how I’ve been living it. And so since I selected it I’ve been quite doubtful as to whether it is THE image that is relevant for this character. However, when I look at my personal relationship to the image specifically in context to the memory I shared of when I was a baby/small child and I started the mind movement, it was the same/similar motion where I used the darkness/light analogy. I see now how this could explain to some extent why children become afraid of the dark. Because the darkness we’re running away from and avoiding is ourselves, the darkness of being inside one’s own physical body, in the silence of the sound of self. And I see a particular reason for wanting out of that beingness was within how I interpreted it as limited because I could not physically move myself as a baby. It was like being trapped. I remember reacting very much to the sounds, noises, smells and lights of ‘life’ of other people and their comings and goings and it overwhelmed me physically. As a side note I can share that according to my mother, I had quite the extreme entry into the world from a certain perspective.

Because when I was born – in a snowstorm by the way – my mom got up, took a shower and then they held a party. And she has explained how I then did not cry but turned my head away from them as if I wanted to be alone. LOL – I realize now that obviously newborn babies can’t turn their heads so either my mother embellished the story or I did in my memory of her telling it. However it still makes sense. I was born into a very loud, chaotic environment which also was a tiny apartment living with my mother and my father who was severely manic at the time of my birth swinging into heavy depression and back and forth during my first few years. So what I am seeing now is that I sort of ‘cracked’ myself and deliberately left the darkness of my own beingness in and as my body – in literally pushing my own beingness away – as a survival mechanism of ‘if you can’t beat them, join them’. I see how all children do this, because we have no other option. If we were born into the world with functioning legs, we could walk away. But we can’t. Whatever environment we’re born into is the environment we have to accept as our ‘life-source’. Because the alternative is that we die.

 CONsciousness FORMed Babies: If You Can’t Beat Them, Join Them. DAY 161This then developed into a want/need/desire for constant speed and action and mind-movement in my life. When I say mind-movement I am referring both to moving myself within the mind in terms of thinking and generating emotional experiences but also in relation to externalizing the mind-movement in seeking out energetic experiences through the physical reality, such as for example when doing drugs. As an older child, I was shit scared of laying alone in the dark to fall asleep and my mom had to sit by me and read to me. Eventually she set a cassette recorder next to my bed and had me listen to music and audio tapes with children’s stories. I ‘required’ constant mind stimulation and distraction to not have to feel and be with myself in the darkness of myself inside myself. Because I had come to interpret that as a prison – a bodily prison I could not escape. Had I only realized that it was the other way around and that I could have walked the opposite way, inside myself, I could have saved myself a lot of time. But that is obviously not how we were designed or how we’ve designed ourselves.

And so what do we do? We come to justify and create religions around our own inner mental prisons. I began believing that the physical was a prison, an illusion and that the only thing that was real was my mind. It gave me the perfect excuse to completely deny and disregard my body and pretend like it did not exist. I saw it as a dense, heavy mass of mistakes and regret that could not be changed and that had to be cast and discarded like a snake changing its skin. I saw it as something beautiful.

So the bottom line:

I want to move myself in/through/as my mind constantly and continuously so that I don’t have to feel and be in and as the darkness of myself, as my beingness in and as my human physical body. Because that has become my prison where I hold myself completely restrained and locked and limited without any ability to move. But you know what? It is all in reverse. I completely missed the point. Because when I was a baby and I could not move myself away from the noise, that noise and chaos was produced by a world abdicated to the mind, produced by people abdicating their beingness to the mind. And so what I faced as a consequence from the first moment I was born into this world – like everyone else – and which I only registered in some form of awareness, was the fact that I have enslaved myself, in and as the physical – my own life-substance – to the mind. And I simply accepted it. I accepted myself as weak and unable to move. I loved the world and I loved the people around me and I saw them as the world first and foremost. I started seeing myself as an enemy and I ‘instinctively’ understood that the only way to make it through was through conforming.

101337346 CONsciousness FORMed Babies: If You Can’t Beat Them, Join Them. DAY 161Forming myself as a Con. Forming myself according to the con. Letting the con of the world form me. So my form became the con. The ‘form’ I accepted myself as was the mind. The physical was a mere obstacle, the ‘jail’ I was trapped in as consciousness.

Remember the Q and A I shared in the first blog post?

Q: Why would one be afraid of being here in silence/darkness/stillness with oneself? I experience this as a primary point though I don’t see much reason for it in term of ‘issues’ to sort out. That it is more like a basic point that one simply requires pushing through. Is this so?

A: The Mind plays a nice trick on you with that one – it’s not in fact that you FEAR silence/darkness/stillness, what you’re actually experiencing is an excitement that manifest towards your Mind, cause you DON’T WANT to be silent/still/in darkness – so, you say you “fear it”, but actually you don’t want to go there, because there’s something else you WANT that you think/believe your mind-life can give you / get you

So if I bring this back to myself in relation to what it is I’ve been sharing about, that which I see I want and that I have wanted through/within/as my mind-life, is in fact life itself. Because the equation I made for myself was that I could not ‘get anywhere’ with/through/as my own beingness. What happened in fact when I was a small child, 2-3 years old is that I got quite ill and had severe stomach ache and skin rashes and it turned out I was allergic to milk as well as artificial coloring, though the doctor my mom brought me to who specialized in allergies said it was psychosomatic, meaning that my body was reacting/responding to what was going on in my mind. And so I see that had I rejected the ‘world’ I would have most likely been very sick and would have died. I have absolutely no background in concluding this, it simply makes sense to me. But what I do see is that that ‘life’ which I believe the mind-life can give me/could give me, is a life of movement. So life became synonymous with ‘the world’ which in particular came to consist of 1) relationships to other people 2) sensory stimulation brought about through seeing furniture/interior/nature/buildings and through 3) body and consumption sensory stimulus as food, smells and touch. And so I had two ‘choices’ but it was not really a choice from my perspective AT ALL. One was to remain within and as the darkness of myself where I could not move and where the sounds and lights were an unbearable stimulus inside my physical body (as I perceived myself) or I could indulge and devote myself to that world. And so I did. Because I believed and accepted that I did not have any options. And in that moment I separated myself from myself and I rejected myself and I devalued and disregarded myself completely. Because I could have breathed. I could have realized that it was not the external environment that was creating reactions inside myself. And so in returning to the darkness of myself is not to return to some blissful state of being. Because it is within that also the clearcut, sharply bright realization of the prison I – as all – have created for/as/in myself. And what does the mind do? It offers an ‘escape’ from that. From the consequences of itself. From the truth of itself – of ourselves. And I took it. Because I wanted to be part of the world. I wanted to have relationships. I wanted to be loved, get presents, be stimulated, taste food in my mouth, laugh. And I believed that it was only the mind that provided all of that – and that the only alternative was a vast endless darkness inside myself as a prison. Boy was I wrong. But I still only see it ‘intellectually’ – meaning that even though I now see this, I am still not living it. My entire life is build up around this one single point of making sure that I am constantly moving myself, in/through and as the mind. So is going to be a process to walk myself back to the darkness of myself. But that is exactly why I am writing out these blogs.

So in my next blog post I will continue with self-forgiveness on the image/thought of shooting through the universe, specifically with integrating the writings I’ve shared today into my self-forgiveness and in general this writing will be the base as I write the point out.

Thanks for walking-with.

Join us at Desteni, support is available on forum on how to write oneself out in self-honesty and where any questions regarding the Desteni Material will be answered by Destonians who are walking their own process. Visit the Destonian Network where videos and blogs are streamed daily. Suggest to also check out the Desteni I Process and Relationship  courses for extended training and support. Walk with us in implementing an Equal Money System as a new System on Earth based on Equality as what is Best for All. Check out the New FREE course from Desteni: Desteni I Process Lite.

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 CONsciousness FORMed Babies: If You Can’t Beat Them, Join Them. DAY 161

Are you Playing Russian Roulette with Your Child’s Future?

August 26, 2012 in Equal Money Blog

 Are you Playing Russian Roulette with Your Childs Future?This week, I have been visiting preschools for my new job and on Friday, I went to four different preschools. What I noticed while I was there was how each preschool had a different environment, a different expression and where the children and the adults behaved in a distinct way.

The first place I visited, there was quiet, the adults were not speaking much and there seemed to be a sort of gentleness in both the adults and the children’s expression. The children were not particularly interested in me and simply played around themselves, investigating a sandbox or riding a bike. The next place I went was big with a huge playground surrounded by forest. The children I was meeting, immediately took my hand and started talking and laughing. The adults came over to greet me and the environment was similar to a party where people mingle around talking and getting to know each other. The third place I visited was very small. Here the children were told to not jump on the tables, that they could fall down or that it was time to eat fruit. They also had a greenhouse and I walked with some of the children around, while they showed me all the plants they were growing and we relocated a snail from the greenhouse to the garden. The environment here was sort of ‘small’ and very gentle, for some of the children too gentle in that they did not have the opportunity to express themselves more than what the adults allowed in terms of sitting still and walking around. The fourth and last place I visited was very big. Here, all the children were running around in a courtyard, there were fights breaking out, screaming and several children were walking around, looking quite lost. The adults were standing in small groups only talking to each other, focusing on each other and only occasionally they would stop and go to break up a fight or tell the children that they weren’t allowed to do this or that.

 Are you Playing Russian Roulette with Your Childs Future?What I realized is that the children’s expression would shape after the environment they were in. It was also so that the second and the fourth preschool were public while the first and the third were private, with the third being parent cooperative based. This definitely plays a role as well. And even though the third place was the most ‘harmonious’ in that it was quiet and calm and the adults were very much ‘present’ it was clear that for some of the children, this environment was restrictive. They were not allowed to jump or run around or explore the environment with their bodies. On the fourth place however they were crawling all over the place without any supervision unless someone started crying intensely and alerted an adult.

So two preschools, within an area of 500 m of each other, probably with children who live in the same neighborhood, are providing a learning and development environment that is completely different – where one teaches the children to cope in a ‘dog eat dog’ world and the other that they must restrict and suppress their expression to fit in and not get in trouble. The second place I went to was definitely the one were the children seemed the most expressive and I see that it is largely to do with the adults, who also seemed more expressive and relaxed with one another.

I once saw a documentary about a public nursing home where they had had lots of trouble with very high sick rates among the nurses and care workers. They then hired a new visionary leader and the first thing she did was to ask all the employees: “If this was your nursing home and you lived here as an elderly person, how would you have liked it to be?” Immediately after that they changed the entire ‘business strategy’ of the nursing home. The nurses and care workers stopped wearing uniforms and started wearing their own clothes. They stopped forcing the elderly to go to bed at 10 pm and instead allowed them to go to bed whenever they wanted to. They started allowing the elderly to have alcoholic beverages at dinner and to choose their own meals, even if it would then be pork chops three nights in a row. They introduced a piano in the dining room and started allowing people to bring their pet if I’m not mistaking. Since then, the nursing home has almost no sick absence from the employees. Several of the elderly people that had been expected to die at any moment would ‘come to live’ and would sit long evenings in the dining room singing and even create romantic relationships. The workplace is now one of the most sought after among nurses and care workers as well as for the elderly people seeking a place to end their days when they can no longer care for themselves.

This principle of doing onto another as we would have liked done onto us, could with success be applied to children’s education as well and should be. I’ve worked in many preschools and stopped because I found my colleges and the general work environment very depressing. It is created around ideals that the child care workers must apply and adhere to, for example in relation to children’s learning and development, but it does not include the adults and is not based on common sense, but on regurgitating ideals of “equality” and “learning” where the child care workers simply have to follow the schedule at best and at worst simply stand as child rearing robots who are there to make sure that the children do not kill each other.

The places I have worked as a child care worker, we adults would want to talk to each other the most, drink coffee in the break room – because the activities with the children were repeating day after day, with focus on ‘keeping the traditions alive’ and ‘providing a stable environment’ but where no one considered that it is the adults that is the foundation of such a stable environment. The entire focus was on what the children could ‘produce’ and display to their parents – not on them expressing themselves or exploring for themselves. Even the toys and provided play spaces where simulating ‘life’ in areas where they could ‘play house’ with a play stove or a grocery store with products in plastic, simply teaching the children to grow up and fit in to the hamster wheel of consumer society.

Stability does not necessarily mean doing the same thing every day at the same time. An environment where children can grow and develop themselves in the best way possible is an environment where the adults themselves are stable, consistent and enjoying themselves. Consider then also the four different preschools I mentioned here. Whether a child grows up to become someone who cannot sit still and listen or someone who has no self-expression because they’ve been taught that it’s dangerous to jump around or someone that feels completely lost and disconnected from everything and everyone, is determined by the environment they are brought into. This is the case for these fours preschools, all located in the same community in a vicinity of 1 kilometer. But it is also the case for the children of the world at a global scale, where the environment dictates who we will become, the capacity of our vocabulary and how we see and experience life and relationships with others and ourselves. Thus when we grow up and can’t read or can’t sit still and therefore don’t get an education or only focus on education while never developing a relationship with ourselves – it is because of the environment we were brought up in – not because of intelligence or luck or hard work.

The optimum environment for a child’s development and learning should thus be equally available for all children of earth, not as a rigid system with uniform colors on all the walls, but simplistically based on the principle of doing onto another as we would have done onto us. Each child’s development should be assessed and carefully administered according to that child’s expression and particular requirements. But simply creating a learning environment where adults enjoy being and where children get to participate with that which the adults themselves enjoy, can in itself transform the entire way children develop.

baby ems Are you Playing Russian Roulette with Your Childs Future?Through creating an Equal Money System based on the Principle of What is Best for All as that which all systems are based on, a child care facility (If it is even to exist still) will be based on what is Best for All, as children, care workers, parents and the general community – in anything from architecture to toys and learning tools and curriculum. It will be a fun place to go for everyone where we will focus on expanding ourselves to the utmost of our potential, together. Children will thus, through the living examples of adults, be supported to develop themselves as Human Beings that care about the well being of all life forms, that from an early age understand the cycles of the ecosystem, that know their own body and that develop integrity common sense.

For us to create such as system and to stand within that position as adults, we thus require reeducating ourselves to become living examples of integrity and equality. Because without us changing ourselves, children will be brought into the world to repeat the same mistakes, to suppress themselves as we have learned to suppress themselves and to mistrust themselves and each other.

The current way children are brought into the world, is a little like Russian roulette, where only the minute few are ‘lucky enough’ to dodge the bullet of being brought up in an environment that does not support them in fact. And even if the parents have good intentions, they often don’t have a choice about what day care or preschool or school to send their children to. And as we have seen, even within the same community one cannot be sure if the preschool one sends one’s child to will be one where children are supported to expand to their utmost potential – most likely it’s not. And in this current system, most parents will not even have the choice even if they do see that this is not the best environment for their child. Because just as we are busy chasing the endless hamster wheel of survival, so will our children be conditioned to follow in our footsteps. Unless we make a directive decision to change ourselves and change the systems through which we manage our lives and the principles we’ve decided to live by – from hamster wheeling into death, to systems that care about all life in equality.

If you’re interested in learning more about the Equal Money System or about the development of Education in an Equal Money System, join us on the Forum and participate in Changing the Future of our Children through Changing ourselves.

Here are some more blogs on the subject of children and education and Equal Money:

http://manuelaj.wordpress.com/2011/12/09/enjoy-your-child-in-the-equal-money-system/

http://marlenlife.wordpress.com/2012/06/05/2012-equal-money-removing-the-con-dictions-of-capitalism/

http://equalmoneysystem.blogspot.se/2011/10/is-education-compulsory-in-equal-money.html

http://earthincorporated.wordpress.com/2012/04/03/education-of-the-human-best-for-all-in-an-equal-money-system/

http://equalmoneysystem.blogspot.se/2011/12/it-is-currently-estimated-that-150.html

 

 Are you Playing Russian Roulette with Your Childs Future?

Fascist Family – A SHOCKING TRUTH

August 19, 2011 in Anna's Process Blog

family Fascist Family   A SHOCKING TRUTHWhat is family… Really?

The paradox is, that the answer to that question, in all self-honesty, for most people, is a shock to discover, yet at the same time so univocally familiar.

The word, originating from c.1.400 is said to mean “servants of a household” and was only later giving it’s meaning of “connected by blood”. We shall here discuss exactly how accurate that first definition really is.

in looking at the root of the word, as the original meaning which we’re living into manifestation, often without knowing it, it is evident that what that is portrayed through TV (smoke) screens, is but a layer of varnish covering up the cracked foundation that is the family system and construct in this world.

Natalism is the belief that human reproduction is the basis for individual existence and thus glorifies birth (latin: natalis) and parenthood. In this article we shall discuss how the construct of the family system and the role it plays in this world, is based on a fundamentalistic and natalistic belief bordering on an ideological dictatorship that has everyone on earth spellbound through its propaganda machinery.

“Family is all that matters”

“Blood is thicker than water”

“Family must stick together”

“Family first”

But it is not so much about family in itself, as it is about how the understanding of what family really is, and more importantly what family DOES and why.

In 1966 Peter Berger and Thomas Luckmann wrote a book called”The Social Construction of Reality”. This book has become a classic in the field of sociology for its description of how we create the reality we perceive, experience and exist in, through social construction in groups, intuitions and families. One of the points they’ve been famous for describing is the process of socialization, as how the child becomes ‘a person’ that is integrated into the culture and society one is a part of. It is this ‘how’ that is so fascinating and which reveals not only the construct behind family-structures but also behind school systems, knowledge systems, cultures and the entity of society as a whole.

Berger and Luckmann describes with exact precision the social constructs that influence how a child is integrated into the family, culture and society it is born into, and how it comes to accept itself as an integrated part of its world.

“The central concept of The Social Construction of Reality is that persons and groups interacting in a social system form, over time, concepts or mental representations of each other’s actions, and that these concepts eventually become habituated into reciprocal roles played by the actors in relation to each other. When these roles are made available to other members of society to enter into and play out, the reciprocal interactions are said to be institutionalised. In the process of this institutionalisation, meaning is embedded in society. Knowledge and people’s conception (and belief) of what reality is becomes embedded in the institutional fabric of society. Social reality is therefore said to be socially constructed.” - Summary from Wikipedia

When I first read the book, I was surprised that such a book has been written without having created at least ripples in the veil that is our co-existence – because the descriptions are so spot on and so directly describing to the very last detail exactly how the process of social programming takes place. I simply could not understand how someone could read this book from a “safe scientific distance” and in a sense not place the writing into perspective, where also we ourselves, have been equally programmed into a certain mold and pattern.

So either Berger and Luckmann’s description of the programming is not outrageous or penetrating enough to influence the larger society to actually look at itself and consider whether they way we exist requires to be changed OR the person reading is so engulfed in the programming themselves, that they can in fact only read from a “safe scientific distance”. That is not only ironic, but also absurd as we’re so clearly presented with the exact formula into how we’re continuously and monotonously programming ourselves to re-create the same social constructs and patterns.

Ironically Berger and Luckmann write:

“The history of legitimating theories is always part of the history of society as a whole. No ‘history of ideas’ take place in isolation from the blood and sweat of general history. But we must once again stress that this does not mean that these theories are nothing but reflections of ‘underlying’ institutional processes; the relationship between  ‘ideas’  and their sustaining social processes is always a dialectical one.  It is correct to say that theories are concocted in order to legitimate already existing social institutions. But it also happens that social institutions are changed in order to bring them into conformity with already existing theories, that is, to make them more ‘legitimate’.  The experts in legitimation may operate as theoretical justifiers of the status quo; they may also appear as revolutionary ideologists. Definitions of reality have self-fulfilling potency.” (pg. 145)

So theories about society and the explicit programming of society goes hand in hand and as such is Berger and Luckmann’s theory more ‘meta’ or ‘behind the curtain’ as it describes the rules with which the ‘game’ of society is being ‘played’ on.

Let’s have a look at the detail with which these rules of construction are described:

Berger and Luckmann describe how the child is integrated and will integrate itself into society and develop an identity based on this ‘socialization’ into the system. They describe how the child is born into a situation with ‘significant others’, who most often will be immediate family members who’re in charge of introducing them to the world.

So the child has no choice – it’s total existence is dependent on these people and it is upon this basis that the premises of socialization is founded. They decide who the child is gonna be and how the child is gonna see the world around it, what it will prefer, what it will desire and fear and they do so simply according to their own programming either explicitly or implicitly.

This is where family exists as a specifically influential ‘unit’ or institution, because the child is not only introduced into a specific larger culture, but also according to a specific interpretation of that culture. Two of the most important aspects of this process, is according to Berger and Luckmann the programming of language and the emotional relationship between caretaker and child.

“The child identifies with the significant others in a variety of emotional ways. Whatever they may be, internalization occurs only as identification occurs. The child takes on the significant others roles and attitudes, that is, internalizes them and makes them his own. And by this identification with significant others the child becomes capable of identifying himself, of acquiring a subjectively coherent and plausible identity. In other words, the self is a reflected entity, reflecting the attitudes first taken on by significant others towards it, the individual becomes what he is addressed as by as his significant others. “(pg. 152)

So it is no wonder we keep recreating the same fucked up world with the same fucked up families, wherein to we’re born, never being able to escape “the sins of the fathers”, be that genetically or socially through this stream lined process of indoctrination. It also explains why it for so many people seems almost impossible to step out of the family role, because as we’re socialized into existence, our entire life is dependent on us fitting in with these people, of us mimicking them as well as eventually taken on their habits and preferences as our own.

“The child learns that he IS what he is called.” (pg. 152)

What is also interesting is that no alternative is provided; this is simply how it works. According to Berger and Luckmann, the child does however also go through a process of secondary socialization in which it is integrated in the world around it. This explains according to Berger and Luckmann the, often contradicting, preferences a person can experience where  they on one hand believes it is bad to steal based on values Impulsed into them via their family and on the other hand place value into being accepted by a group of friends that steal. The difference however is that the child within the primary socialization perceives the significant others as ‘THE world’, where they when integrating with school mates and co-workers, are aware of these being but ‘A PART OF’ a greater world.

What is created on the basis of this system is not only generational child abuse in which singular people have enormous power to shape the future, but also a trapped and closed system that does not end, because it’s premise is based on the re-production of itself without validated reason or direction. We simply keep having babies generation after generations, with only the biologically engineered triggers and the socially manufactured propaganda as directive principles.

And within doing so, we’re constantly recreating a flawed world with flawed human beings that pretend they got everything under control. No one can even remember who started it , let alone how to stop, so we try – generation after generation, to redeem the damages and make the perfect match, the perfect child – but all that happens is that we make more and more of the same mess.

So we exist, as Berger and Luckmann has described, as mere reflections Impulsing that which will ensure our survival in the world, that which responds in a way to us that is filled with the least conflict and battle. And so we suppress, mold, lie, deceive, manipulate, try, compromise – with whatever means possible to get by, as our parents have done before us and theirs before them.

As children, we’re thus entirely submitted to the quirks and ways of the people who’ve brought us into the world and even the most successful and effective families are thus abusing their children by simply participating in continuous and meticulously patterned brain wash – and the worst part? We don’t know any better, so we do the same to our children, as has been done to us.

Thus we’re able to see the programming and exactly how it works – but changing it, has never until now been possible. The seeing, understanding and exposing of these social systems is what we do at Desteni. We do it through the basic understanding that we’re all equally responsible for the world and the reality we’ve created – we’ve created it ourselves and thus it is by changing ourselves, as a whole, that we can change what is here, system by system.

The family system is the engine that drives the reproduction of the systems of inequality that we’ve accepted as the foundation for our existence on this Earth.

It is within the families and as the families that we justify who we’ve become as that inequality – when we refuse to share or where we feel forced to steal or why we work until we bleed. It is where everything that is wrong with this world is justified as legitimate.

Family is like the clue that keeps the world system of inequality and abuse intact, with the deception of the family as the center, the nucleus of the world, bound by emotional strings and words in our childhood that holds us forever indebted.

So many people feel trapped in their families, others trap themselves and others again have no choice but to rely on family – a condition that only supports the notion of family being the foundation of our existence on this earth and the key to our survival.

But we forget that as this earth, as a whole, we all combine and compile into a nucleus one could call a family – connected by the blood that is this earth, consisting of the exact same molecules and atoms as the life we see around us – yet we treat this family as an intruder in our house instead of embracing all of it, life in it’s entirety. And  ironically, from this perspective, it is true that we can only rely on family to survive, that family in deed do come first, because without us stepping up to the plate of taking care of our family, the plants, the earth, the animals, each other , who will we be?

Are we merely ‘servants’ of the ‘household’ that is this system of abusive and inequality?

Created as and by ourselves in ways most of us don’t even remember because we’ve compartmentalized ourselves into separate units, in the believe that only as such could we survive, by hiding all parts of ourselves, from ourselves, scattered throughout the earth – brought together in artificial units of ‘support’ called ‘family’ – yet always and only supporting the system of separation to re-produce itself into smaller and smaller pieces.

If that is what family is – then it is time we get rid of it – and to come together in the family that is this earth, as all of us, to re-define family into the unconditional support  system it was supposed to be, bringing ourselves together and embracing what is here as a whole in mutual support and care.

Q and A – “Do we need an Academic Elite to Change the World? “

March 9, 2011 in Equal Money Blog

The following Question was asked by Tood as a reply to the article: “Academic Education – A Waste of Space, Mind, Money and Time?”in my column on The Sociology Journal

Q – from Tood: great thinkers 300x280 Q and A   Do we need an Academic Elite to Change the World?

Do you not think that your call to action in creating an imagined world of equality is also a product of one of these theories of university education which you denigrate in your article? Before action can be taken toward any goal, what is required is a thorough analysis of the situation at hand. This will require thinking, not acting. After this task is complete (and it is not), you must subsequently be able to define the goal toward which you would like to steer society as well as to justify that goal as a proper goal. Given that your goal seems to be equality for all, in all aspects, the next step would be to formulate a process of transition from the current situation to the desired one– a plan of action. This will require an immense amount of interpretation, theory, data-gathering, statistical analysis, historical considerations, etc. (e.g. consider Karl Marx’s more than 3000 page collection of volumes known as Das Kapital). Before beginning work toward global equality, we ought to consider its feasibility, desirability, and complications it may bring– questions which, by the way, are being asked and answered inside the University (consider, for example, the work of analytic marxists such as G.A. Cohen in “Self-ownership, Freedom. and Equality”). I agree with you that the University has a socializing function, and that success in the university is at least contingent upon learning the language-games of academia, however it also functions to open up a space for the dedication of oneself to inquiry– a space which is not generally provided outside of the University. And as a final consideration: when is success outside of the University going to be devoid of the socializing function of the University, or of its criterion of “learning the lingo”, apart from living a hermitic life?

A – My reply:

Hi Tood – When I (and when most people) were a young child, my basic outlook on the world situation was that of: “Why are people starving, when there is enough food?” – “War is stupid, why can’t we simply be friends?”

6a00d83451d12469e200e54f191dcb8834 800wi 300x225 Q and A   Do we need an Academic Elite to Change the World? Thus my perspective was that of Simplicity and Common Sense – without moral judgments towards those creating wars: I saw the World and the people within it, as Equal. Therefore the call to action – based on the basic Principle of Equality is not an ideological conception constructed in the Academic class- room.

Unfortunately we have as adults, covered and sugar-coated ourselves in fancy words and knowledge to hide from ourselves within ignorance and abdication of Self-Responsibility – which Actually for any Child, is Common Sense. Thus – we will back up Self-Deception with Self-Righteous regurgitation of useless knowledge simply to postpone the Moment, where we literally have to ACT – where we Actually have to Give up this armor of theories upon theories and see the World and Ourselves for what it is.

It is plain to see, even within the theories of Social Life: Common Sense Perspectives that All can agree on is being reproduced, mutated an twisted into oblivion, even though they always say the same: That to Change the World, we require to Change Ourselves first – because whatever We are, is what the World is too. I have heard professors regurgitating the glory of knowledge and thinking as enlightenment and cure to the disease of ignorance and inequality. Yet – we see none of those professors or students Changing anything in their own Participation. Instead the regurgitation of knowledge is used as the justification for NOT ACTING and thus being reproduced and recycled with every new batch of students in hope of Changing the World.

ar119056881934158 236x300 Q and A   Do we need an Academic Elite to Change the World? We do not require anymore “thorough analysis as thinking” of the issues at hand – The sustainable solutions to the World’s problems ARE invented – we are simply not Applying them. If every Child can see the Common Sense of war being stupid and not even blaming those that create war, but simply suggests for us to stop it – it is clearly not assisting to create long theories upon the impracticality of War. It is basic Common Sense: 1 + 1 = 2.

If the 1 eats all the food, the other 1 will starve and the 2 will exist in inequality – which is Clearly not what is Best for All. This requires not Socratic or dogmatic systems of approach – It does however require Self-Honesty of each of us as re-educating ourselves to take Self-Responsibility for what is Here.

The plan of action towards Global Equality is to create a Global Political Party based upon the Principle of Equality, where each commits themselves to Stand Self-Responsible in Common Sense Equality and do what is Best for All – at a Practical, Physical level – in All ways.

This we are doing with the proposal of the Equal Money System, which of course requires thorough planning – but within the Principle of Equality as what is Best for All, no ideological discussions are necessary, which will give us room to investigate and research Practical, Real Life Solutions. hands3 Q and A   Do we need an Academic Elite to Change the World?

Even though the tradition of the universities place themselves within the “honor” of the objective inquiry (aka truth producing business) – this is in Fact not so and the Space of universities as learning facilities could be utilized for so much more fruitful and practical purposes – not simply to reproduce knowledge for it to be reproduced. Activism without Practicality as well as knowledge without Application, is useless…

Participate – Become an Practivist – An Activist Practicing Common Sense and Self-Responsibility

World Equality Process – Join the Equal Money System

Inner Equality Process – Join the Re-Education to Self-Honesty

Practivism is Activism with Common Sense

in Oneness and Equality

The Academic Elite – A Waste of Space, Mind, Money and Time?

December 4, 2010 in World Exposed Blog

brain The Academic Elite   A Waste of Space, Mind, Money and Time?

Academic communities and higher learning facilities like universities are the places where great knowledge is born and passed on with the purpose of ‘enlightening’ our societies for the better.

It is where the great thinkers of our world has been shaped and formed into the greatness, making the world prosper and develop through science, philosophy and through all possible fields of knowledge and technology. It is the world where great men, since the days of Plato have sought and thought the solutions that would create the best world, the best societies and the best Man.

The academic world is a special world; the world of Academia – the world of reason and objectivity, where freedom of thought transcends the shackles of survival and the bounds of religion and politics. Galileo was one of its martyrs, the great thinking, and in all but different ways, so was Oppenheimer. In the days of Plato, the man who could think the Best was the man that could take civilization to a new level. The legacy lives on today with universities being the hatching ground for all great men, be that politicians, scientists or doctors. These are the experts of our world; the one’s we look to for answers about the Universe, about today’s economy, about avoiding cancer and even about the meaning of life. We educate ourselves to BA’s, MA’s and doctoral degrees with the purpose of getting a head (pun intended) and we go through years of writing papers and reports with our eyes fixed on the microscopic detail, with our heads in the books, in classes, attending seminars and lectures until we become something more than we were when we started: The Academic scholar, the intellectual’s – The Elite.

When I was working my way through the years towards the time of deciding upon a future career, I deliberately chose not to go to university. At the time I was rebelling against the shackles of ‘The System’ and I believed that were I to venture towards a university degree, I would be soiled and spoiled by the academic world and by the knowledge that I feared would make me stuck up and arrogant, because that was what I was seeing in people who had been through the limbo of college and university – they came out as different people, believing they were more than the rest, speaking in a secret code that only they could understand. In the end, I ended up exactly where I was pre-programmed to be: At university – that was what my parents had done, what my sister had done and what they had all wanted me to do; become smart, become something, making something of myself.

Thus as a participant rather than a critical observer, what I am seeing is that the world of Academia does exactly what I had feared it would: It indoctrinates and socializes its students through the academic language and culture and through the seductive nature of knowledge being power in this world. We learn that the point of gaining power through knowledge is so that we can make the world a better place. The actuality is that most knowledge simply produces more knowledge, useless for anything than itself, and that the reasons for why we obtain university degrees in the first place, is for self-interest only. When we stop having to worry about physical survival, we can begin worrying about social, mental and spiritual survival.

Recently I attended a seminar where an esteemed German theorist claimed that it was through thinking more and better that we would be able to rip the veil of delusion that is the cause of inequality in this world (Marx would have turned in his grave). He had a romantic notion about universities being the places where peace and respect is born, where knowledge makes the student become self-reflected and thus able to empathize with others. He claimed that it was through the enlightenment of consciousness (he was a sociologist, not a new-age guru), that we could stop social inequality. I asked him if he really thought that thinking was the solution to stopping social inequality and suggested that it might be problematic to simply think and not act. He responded in a way I can only describe as unable to compute, so effectively designed as a great thinker, that he could not even fathom the concept of action being required in stopping social inequality.

I hear professors talk about ‘society’ and never once have I heard any of them state that what is tacitly implied in this word is ‘The Western society’. When I have asked about it, they agree that it is problematic and go on to saying that globalization sure is a hot topic these days. They say that there is no more hard labor, no class division, that we live in a knowledge society of freedom and innovation, but fail to mention that the rest of the world is doing the dirty work, while we wash our hands with Eco-friendly products. I see academic and intellectual people using long and complicated words as synonyms, instead of common words that everyone can understand, for no apparent reason. It is the language of the scientific method I am told, the language of objectivity and empiric proof and therefore it is the language through which all conclusions made about this world becomes valid and true.

As I am studying the classics of sociology and philosophy, I often find myself surprised that someone three hundred or eighty years ago was able to state the obvious and that we now haven’t gotten further than to re-produce the same words in new books and that we seemingly not have learned a single lesson. I often find myself asking: what if all of these great thinkers are all right in their theories and conclusions about the world? Often when I read I can agree with all the theorists, even if they are conflicting, because each of them has a point, but from a specific view or corner of the world. If that is so, is truth or Reality then not multidimensional and thus made up by every single being in this world, all the time changing, as we change and therefore irrelevant as a philosophical project or discussion?  Bernard Poolman once said that ‘There is no truth, only denial of what is Here’ – so while we philosophize about concepts like peace or love, war is as real as it has ever been and it is lived whether people like it or not – not only thought.

When something is invented and created for the purpose of practicality, it holds no status or value besides how much someone can make off it on the market, while academic knowledge is valued and honored in itself, as though it was the holy grail of man’s accomplishments in this world. It seems that the head is the master and the hands, feet and body, the slave. Knowledge is seductively and endlessly spinning in on itself, like the magic of a kaleidoscope. But we forget that it is our hands that turn it, that it is our eyes that look through it – that it is merely pieces of glass reflected by light and that the magic we put into it – is a mental projection.

Universities are where What is Best for All is supposed to be thought and developed. It is where we are supposed to come up with Solutions to stop social and economic inequality, to unite people, to create awareness and reflection – But the academic world is the Elite’s world, excluding everyone that does not understand the academic language, including only those fortunate enough to have money. It is where we are seduced by the value and authority we have placed in knowledge.

Higher education holds no validity if it is not producing results that makes the world a better place. This is after all the whole point, isn’t it? Or is the point to reproduce the Elite, to make sure that the Have’s still get, that the intellectuals are stocked, inbred and isolated on an island of good intentions, but without a grip on the Reality, where for many, every day is a living hell?

We could claim that the difference between an educated person in the developed world and an uneducated person in the developing world is that the first is smarter and thus more civilized. But if We were to spend every moment of every day trying to stay alive, we would have little time or reason to consider ‘enlightening’ our consciousness. The severe exploitation of animals and humans is also a result of the educated western world, where the smarter we get, the crueler our methods of turning life into profit become. All brought to you, the live studio audience, the masses whose human rights have been reduced to consumer rights, whose democratic influence is as powerful as getting to choose between organic or regular eggs. And the academics are the one’s developing the justification that we need to keep our moral balance in check, feeding us expert opinions on the lack of sentinel awareness in animals or that an Indian does not require a higher living standard because he is used to less.

The academic world is not a place of education and development – it is a place that reproduces inequality, justified as the place where these problems can be solved – producing theory upon theory by people who have never had their fingers in the dirt. Academic Education is a waste of space, mind, money and time – if it is not applied towards making the world a better place for everyone. From the days of Plato this was the whole point with educating ourselves – to make ourselves the best we can be.

It is not through big thinking and big words that a difference is made in this world – it is through practical, sustainable Solutions that are most often simplistic and straight forward. Small children are great examples, saying that war is stupid and not understanding why mom has to work for money and not play all day. We require solutions that does not exclude some for the benefit of others, solutions that benefit everyone and makes no one special or more or less than another, simply because; we’re not.

And it is not because we are not capable of actually coming up with these solutions, just look at the development in sustainable energy, in water purification and medicine to name a few. We simply do not prioritize the knowledge and actions that places what is best for Everyone, at a physical, practical level, first – because knowledge in itself have become the grand prize and the token of greatness; we think therefore we are – Really?

Imagine if all education was focused upon working together towards making this world a better place for everyone. Imagine if we were able to focus on creating the best solutions in any given field or subject, without the competition between egos over who knows the biggest words or has the best memory. Imagine a world with Equal Money for All – where Everyone had an Equal Right to a Dignified Life, where Everyone had an Equal right to Equal education and that knowledge was merely a tool used to create what is Best for All.

Is that too much to ask for?  I think not.

See also my vlog on You Tube: The Academic Elite – Big Thinking Creates BIG Problems

Within an Equal Money System The Solutions that Considers what is Best For All comes first and so education will no longer be a waste of space, mind and time. Investigate for yourself at: http://equalmoney.org

At Desteni Real Education is provided for Everyone with One purpose – For each to take Self-Responsibility and for All to join together in a Common language and goal: Equality for All Life. http://www.organicrobot.co.za/ITD/

http://desteni.co.za

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