Do What You Love, It's Your Gift to Universe

As far as I know I thought of this phrase myself, back in 1995, after reflecting upon the perfection of universe.

How everything in universe (that we know of) IMPROVES the habitat for all life, how everything in universe does what it does SO WELL, so precisely, maintaining dynamic equilibrium.

How we are the only species on earth who live with constant background personal and external anxiety as 'normal'.... which being the exception proves the rule : that the natural child, like any seed, is innately capable of developing his/her mastery of self so that he/she too improves the habitat for all life, in the course of her/his chosen path in life and day to day activities on this Earth.... and if innate, then it is children who must surely lead the way in their process of learning and adults who assist, sharing their experience when requested ...

A process I see leading towards a natural human community that improves the habitat for all life AND enjoys life all the more deeply, empathically connected to the very process of life itself, moment by moment. Bliss. Dynamic Bliss not the Perfect Bliss of myth and seduction.

The inspiration to abandon the tuse of the definitive article before 'universe' comes from Buckminster Fuller. He correctly pointed out that using the definitive article before universe creates two seperate entities : the speaker, and the universe. That seperation is illusion.

Being oneself, honestly, transparantly therefore completes oneself in universe and completes universe too (though universe is NEVER incomplete), and one is yet another part of the precise dynamic equilibrium that is natural life in motion.

That is, in my heart at least, the best response to meet the gift of life itself and the wonder of experiencing life through the human body and mind.

And all the more reason to simply stop those activities engaged by adults such as war, oppression, abuse of environment and the conditioning of children.

Kindest regards

Corneilius

Do what you love, it's your gift to universe

We are the only creatures...

....that turn our poo into toxic sludge, and we are the only creatures that claim superiority over all life forms on earth......... ha ha ha ha!

How utterly crass! How rude is that!?!

We deprive the habitat of nutrients that we cannot use (only 20% max of food is metabolised, the rest passes through, and in nature is re-used by other life forms to create more abundance, more food).....

The phrase "dealing with your shit" comes to mind....

http://www.weblife.org/humanure/

Learn about yer poo and it's potential, and deal with it, if you can or if you are wise enough to do so.

Good poo inspired essay!

http://thisisawar.com/InspirationDavid.htm

Enjoy!

Kindest regards

Corneilius

Do what you love, it's your gift to universe

Unexamined Assumptions regarding Children and Education

After a week of travel in Cornwall and a weekend at Triban’s Beltane Festival I am rested and also ready for the summer. My festie fitness is good, and my ears are fine. My travel pack is sorted, must remember to pack my flip-flops …. Walking around in steel toe capped boots in the sunshine is not the best way to treat my wonderful long enduring feet. I love my feet. They get me places.

One of the common threads in all my conversations with folks as I travel and sing, is the series of unexamined assumptions that we have all been indoctrinated with….

1. Children need an authority over them. (which excludes their own authority … the writing of their own script in the story of their own lives as much as it excludes their respect for competent adults who care for them, a respect for that which is deeper than ‘authority‘ … as in an empathetic moral code)

2. Children need both parents…. (which excludes the fact that a natural child needs an extended family that is merged with community…not to mention nature … nature deficit syndrome)

3. Children need to be taught to read, write and count. (which excludes childrens proven ability to learn these skills when their own motivation impels them to do so….and do this very quickly, 30 hours for reading, 50 for math, similar for writing - and when they do so ,their comprehension exceeds that of standard education on all tests!)

4. Children need school for ‘socialisation’. (see point 2)

5. Teachers are doing their best. Head-teachers are doing their best. (which excludes the activities and intent of Departments of Education Ideological Psychologists and their advisors from philanthropic foundations who pretty much design all the details of tests, texts, lessons and teachers documentation - tracking - of students progress, things which teachers and head teachers have no input into, and which they do not resist.) By NOT examining the foundations of education and by NOT resisting the imposed bureaucracy, teachers fail themselves and the children entrusted into their care.

6. Being a ‘good teacher’ can help children (which excludes that being a ‘good teacher’ in a bad system merely prolongs the bad systems life … in much the same way a ‘good prison guard’ will attempt to help those inmates he or she meets, yet his or her presence as a prison guard supports the toxic system and can be used by it’s originators as a PR tool. “Look at our nice smiling policeman who has helped a cat down from a tree!”) Of course individual teachers CAN and DO help individual children, these instances are in such a minority so as to be worthless. Not recognising and challenging that is a failing, even for 'good' teachers

These 6 unexamined assumptions form the basis of personal understanding of education for most people. The excluded realities are rarely mentioned. (don’t mention the war!).

The fundamental assumption underlying all these is that children are not to be trusted. This appears to me to be insane - we trust the seed to grow, we trust our legs to walk, our eyes to see our lungs to fill with air so why this mistrust of children?

Thus for most folks the constant revision and change appears to be attempting to resolve the ‘problems’ of schooling, whilst in reality it is by design and intent exacerbating those problems.

There are many unexamined assumptions that derive from the process of education, such as the desirability of ‘progress’, the benign intent of Kings and Prime Ministers, the supremacy of Western Industrial Democracy, or of Humankind over Animals, that exams prove the presence of intelligence and knowledge, that men and women are different in their core beings, and so on…..

The existence of Gods, or Aliens, or Demons, or Evil as a solitary force are other unexamined assumptions taken as though they are real …. These ones in particular derive from religious indoctrination.

It’s good practice to explore such assumptions, and to find one’s own intuitions and to then find ways to test those learnings.



Kindest regards

Corneilius

Do what you love, it's your gift to universe

The Bears don S**T in the woods no more.... live!

Kindest regards

Corneilius

Do what you love, it's your gift to universe

Let the will of the State act, then, instead of the will of the indiviual (or community)

Here's a nice quote to illustrate the way in which childrens minds were targetted through compulsory state education, on behalf of the Industrialists who were hell-bent on turning States into representatives of business, and to do that they felt it neccessary to exercise mind-control, to deflect dissent, especially reasoned dissent.

You will recognise the elements, and for sure, each of us has fallen foul of these. I know I have.

Charles Pierce, the eminence grise behind William James and John Dewey, architects of Compulsory State Education in the USA wrote :

“Let the will of the state act, then, instead of the will of the individual. Let an institution be created which shall have for its object to keep correct doctrines before the attention of the people, to reiterate them perpetually, and to teach them to the young, having at the same time power to prevent contrary doctrines from being taught, advocated or expressed.

Let all possible cause of a change of mind be removed from men’s apprehension. Let them be kept ignorant, lest they should learn of some reason to think otherwise than they do. Let their passions be enlisted, so that they may regard … unusual opinions with hatred and horror. Then, let all men who reject the established belief be terrified into silence….

Let a list of opinions be drawn up to which no man of the least independence of thought can assent, and let the faithful be required to accept all these propositions in order to segregate them as radically as possible from the influence of the rest of the world.”

We can see this in operation in the media, and in school text-books. And we can see this in operation in our own minds as we sometimes struggle to grasp the truth of our current situation. Unexamined assumptions are a good guide to those areas of our thinking that have been 'adjusted' to fit into this 'sick society', an adjustment that Martin Luther King made clear was unacceptable.

Here's a few more quotes to flesh this process out a bit.

Woodrow Wilson speaking to an audience of businessmen in New York City in 1909 :

“We want one class to have a liberal education. We want another class, a very much larger class, to forgo the privilege of a liberal education and fit themselves to perform specific difficult manual tasks.”

This is the technology of modern management ……this is the doctrine which drove William James in “Principles of Psychology” (1890), to assign habit-training, not intellectual development, the place of honour in schooling :

“Habit is the enormous fly-wheel of society, it’s most precious conservative agent. It alone is what … saves the children of fortune from the envious uprisings of the poor … it alone prevents the hardest and most repulsive (jobs) from being deserted. It holds the miner in his darkness. It keeps different strata of society from mixing.”

All of us who attended state schooling have been exposed to and conditioned to accept the imposed and limited ideas that are taught through that education, reinforced through the media and that underpin the success of marketing.

This is the core technology of psychological state control upon which the likes of Tony Blair, David Cameron and the leaders of Indusrty et al depend upon.

Of course they retain that other oh-so familiar stick, that of poverty, physical violence or imprisonment to curtail those few who escape this conditioning. That’s what the War Against Terror and the consistent attack on civil liberties is all about.


Kindest regards

Corneilius

Do what you love, it's your gift to universe