Friday, July 23, 2010

Take Back Your Government (Lives)

The consequence of the 20th century education/indoctrination, was the promotion of increasing specialization and fragmentation of knowledge into exclusive fiefdoms for whatever hierarchies and bureaucracies claimed them as their fiefdoms (turf).

In this way, they are not unlike medieval institutions and the organization of society as rigid chains of command, for which the student was trained to be one of the anonymous assembly line workers -- rather than an enterprise's owner or management -- mainly because the teachers saw themselves as the workers, rather than its administrators, because of the education department's own division and fragmentation of teachers from administrators (those who make the rules).

And so most students, inculcate these values, of learning they are merely cogs in the machine who have to learn the status quo, even and especially if it is unjust, and how to fit in -- and never determining these objectives and purposes for themselves, in deciding themselves that is what they want to do. The presumption is that the young cannot make, or should not be allowed to make these decisions for themselves, and if they don't learn how to do that from the beginning, they won't be able to learn it at the end of their education, or any time in their lives, because those formative years were devoted to teaching them deliberately not to.

While such educators are found of saying that the children are the future, instead of learning from those growing up in these times the new way of seeing life, they are instead taught to learn the old ways and particularly the old ways of seeing and doing things before, if ever, they can create any new ways, and being indoctrinated in the old ways, usually is enough to convince most, that there is no other way of seeing and doing things, but the one way they were taught -- and reinforced (rewarded) as the only way one should/can think.

And so when that one way doesn't work, or no longer works, the usual thinking is that there is no hope except for deterioration and disintegration, until finally, there is inevitable death -- but no hope otherwise, until maybe after life. So that accounts for the popularity of the afterlife that many institutions offer -- the promise of a better life, after one has tolerated the misery and suffering of this one. And that is how the status quo has largely been justified -- that eventually, one will be rewarded for all the pains and injustices, with a perfect life thereafter, if only one diligently lives out the preprogrammed one.

However, in the present life, one can only lament that an imperfect life and its tolerance, is the ticket to a better one -- and not that the life here and now, can be altered, if we do not accept the present status quo, as how things
must be. That's the great lesson of Charles Dicken's A Christmas Carol, or Frank Capra's It's A Wonderful Life. That is the revolutionary notion, that life can be better, as one lives it -- and not merely accepts a hopeless fate, even if it is the only one we were taught possible.

But of course, the present hierarchy, will tell us, that there is no other way possible -- but through the gateway they control, and for which they collect the tolls, for those wishing passage. They call that "paying one's dues," and having done that, one must then step back in line, and wait until one is called.


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