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Æon
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PostSubject: Unrefined Ideas Thu Oct 02, 2014 3:28 pm

This thread is for unrefined ideas, shot "straight from the hip" so to speak
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PostSubject: Re: Unrefined Ideas Thu Oct 02, 2014 3:40 pm

I'll begin with a personal tidbit.

Throughout my life I've been looking for something superior, higher than, better than myself. It ought to be normal as a child to demand the highest education. At least a few children ought to receive any type of "highest education". But what is a highest education? And who deserves it? I believe that a highest education is an adult elder who embodies the wisdom of his greater society or culture. It is from a wiseman that a child can be raised to his highest potential. By nature, some humans are born with powerful potential, compared to the meekness of others. But potential is nothing without raising it. And there are levels of raising potential.

Some teachers, mentors, elders, and wisemen are wiser than others. A highest education requires a highest student and master. You need two individuals of the highest potential and quality. Superior humans teaching superior children.

This is what I've sought for, for my short few decades of life thus far. Sometimes I doubt my accomplishments and successes. What have I succeeded at? I do have a few rare ideas to show for my time thus far. But philosophy is a specific intellectual arena. I usually split intellectualism into three parts: philosophy, science, and religion. This makes it easier for everybody to conceive of intellectualism. Intellectuals have specific interests, focuses, and values. Different perspectives.

But I want the highest education of "all intelligence". I don't want to limit my curiosity and focus to only philosophy, but to include science and religion as well. So this requires a balance of perspective. Surely doubt is a powerful tool and most applicable to philosophy, but faith is also powerful.


Back to the point, I don't know if I've succeeded in my "highest education". Because context is always required. Education of what, by and of whom? Who educates whom and in what? Is knowing advanced mathematics the epitome of education and intelligence? I don't think so. Because intelligence represents all human knowledge and arenas of thought. Not only philosophy, but science and religion as well.

So I can conclude that any "highest education" must be generally inclusive of all knowledge and wisdom. To understand the essence of each realm and type of thought.

As with most things, a specialist beats out the general knowledge between individuals. I won't ever know "more than" a mathematician about specific mathematical ideas. But so what? Not all knowledge is applicable to individual lives. Some knowledge is useless to different lifestyles, habitats, and environments.

Context is king. This is the point about any "highest education". Who is educating whom about what? What would a superior intellectual student be like along with a superior intellectual master?

Note that I'm using master-slave as the teacher-student relationship.
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PostSubject: Re: Unrefined Ideas Thu Oct 02, 2014 4:07 pm

I've never really had anybody to talk to, throughout my life.

I mean, my ideas are very abstract and profound, very rare. I want to speak with people. I want to find like minded types. But I must admit there simply are none. One thing I've learned about philosophy, is that philosophers are rare, and come and go throughout the ages. Sometimes there are no philosophers in this or that generation. So a philosopher may occur, as an integral part of nature (an anomaly in the matrix), once in 2 or 3 centuries.

Philosophers, the greatest thinkers and intellectuals of all time, speak to each other through books and writing. And these books transfer across centuries. So if I want to communicate with another philosopher, that means we may need to speak to the distant past or future. Don't think of philosophy as communication "within the moment". Rather, it is timeless because genius is timelessness. It transcends generations, eras, ages, epochs, cultures, civilizations, societies. A philosopher writes and reads between wisemen. Philosophy can be read and consumed by the peasantry, yes. But peasants and low intellectuals casually misunderstand philosophy.

Or they only receive bits and pieces of worth. They do not, since they're incapable of, consuming the whole philosophy and ideology. Most humans either don't know or don't care about philosophy, and general intellectualism. Because intelligence, like most other positive traits (beauty, strength, agility) are defined through rare exceptions. You're not intelligent unless you're extremely, abnormally intelligent.

Your beauty goes unnoticed until you're absolutely, undeniably gorgeous. And even then, people will still vainly attempt to deny the obvious.


We must concede and admit failure here.

If you want a "higher intelligence", higher thinker, higher conversation, superior type, then you must begin by admitting that it may not happen within this generation. It could, but, maybe not. Maybe superiority, asceticism, glory, pride, are products of some ages and eras of men, but not all. There maybe phases and transitions of societies such there is nothing worth speaking about.

Because there are no speakers, no intelligence, and nobody listening. Isn't it most probable that societies are braindead, zombies? Unthinking masses, with only extraordinary, supernatural, genius representatives who pop up seemingly "at random" from time to time. And it is from these rareest exceptions of intelligence, that any "change" is made or even described.

So all this leads me to a question.

What is the nature of this era, this time, this age, this epoch of men? And which men, but the western civilized man? What is the current state of the white or european man?

Do I care about black men or white women or white women? Not really, I'm more focused on myself, and my own type, first. I careless about non males, non whites. So I'm not talking about the state of "humanity", but the state of some types of men, currently.

Or, go ahead and tell me, what is the state of "humanity" as a whole, right now? What phase of "humanity" are we in?

We're in a phase that approaches space exploration. Since all of earth has become conquered (ruled over by bureaucracy)
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PostSubject: Re: Unrefined Ideas Fri Oct 03, 2014 12:44 am

I identify myself with a lot of what you said. I do think your perspective is a bit cynical; there are many intellectuals out there, people with brilliant and refreshing thoughts. I think the problem lies in the way the current world works; what i mean by this is that the institutions which are supposed to be expanding our knowledge and progressing the species as a whole (schools, universities) don't really provide an unbiased forum that permits the free flow of thoughts/ideas. Instead, these institutions are designed for individuals to come in and have pre-determined material shoved down their throats, removing any chance of exchanging ideas about what is really going on in the world.

We often forget that we live in a paradigm which often places many boundaries on our thinking; there are invisible parameters which limit the extent of topics that can be discussed in a conversation. For example, in Greek societies, every town had a public forum, where all citizens were invited to attend, and a broad spectrum of topics were covered, including questions like: what is the best way to govern the people? is government the way to go?

It must have been nice to be part of that Greek society, where any and all thoughts were accepted, and there were no filters or censors.
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PostSubject: Re: Unrefined Ideas Fri Oct 03, 2014 12:50 am

I also think the current paradigm of aggressive industrialist imperialist corporate world destruction has run its course. Humans are not meant to be stuck in a mentality, but instead, evolution looks to constantly elevate the consciousness of a species as a whole. More and more minds worldwide are waking up to the horrors that the "New World Order" has brought; a system meant to emphasize greed and materialsm, rather than love and spirituality.

Human evolution is at a point where the majority of the population is starting to overcome the current paradigm, the current status quo, and progressing unto a higher plane of consciousness that allows people to see the filth that is running the planet.

It does not worry me that this occurs, it provides me with security and optimism that the future generations to come will soon provide the revolution everyone has been waiting for. A new golden era of more humanity and less advertisements.
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PostSubject: Re: Unrefined Ideas Fri Oct 03, 2014 1:52 am

Great points, there is a big difference between education and indoctrination ("edumacation").

A real education is very difficult to find, at least, in the united states. Perhaps as with every era prior, the rarest types of children and pupils were the ones who sought out the highest wisdom intrinsically. I believe there is a genetic component to this equation. Some individuals are much thirstier for wisdom than others. Some place a highest value on wisdom.
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PostSubject: Re: Unrefined Ideas Sun Oct 05, 2014 8:17 pm

How many true geniuses have been born from the universal education system, or from education at all? The divine spark of genius has usually come from boys or men who did not do well in school, or went unnoticed. I am not speaking of mathematical genius, like Einstein or Julius Robert Oppenheimer. Creative, Aryan genius, genius that relates to this world. The mathematical and financial genius of the Semite type is surely impressive, but all it causes is destruction via the atomic bomb and the creation of jobs that no human in their right mind would enjoy.
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PostSubject: Re: Unrefined Ideas Mon Oct 06, 2014 12:12 pm

The difference between education and indoctrination

In the u.s. children are not educated. They are indoctrinated. This is probably true throughout the world as well. The mass population of humanity has no real interest, drive, or curiosity to learn about existence. Instead the sheeple are herded through propaganda, to become cogs of society and civilization. Most humans are slaves, and will acquire a slave education. Very few, or none, receive a master education.

In colleges there are the "Master's Degree" and "Philosophic Doctorate (PhD)" which denote the highest degrees of formal education. Look at these titles closely, "Master's Degree" and "Philosophic Doctorate (PhD)". What do they mean literally? Literally they mean the student will become a master, not a slave. And philosophy is a title of the highest degree of education possible, when a student enters the realm of theory and hypothesis, demonstrating complete control over his area of study.

But these titles are misleading. Because it is not through the institutions of society and civilization that "true education" is possible. Because humanity is generally or universally selfish. Adults are not educating children. And if they do, then it's selective. Teachers favor one student over another. Even parents favor one child over another. Who is an adult who truly desires to educate a child? And would you educate children biologically unrelated to yourself? Would focus all your willpower on educating negroes instead of your own blood and race? Would you teach this child instead of that child?

Favoritism betrays the truth of education and indoctrination. Some children are intended to rise through the ranks, others are not.


Indoctrination occurs through the surrogacy of the state, society, and civilization as a replacement to the biological family. Instead of a father and mother educating their biological progeny, the children are removed from their home to attend "public schools". The teachers represent the mother figure. The principal of a school represents the father figure. The teachers are the polygamous, subordinate wives of the patriarchal father, the principal. The public school is a modernist harem. The mothers, the teachers of the classroom, teach according to their "science" book. And the principal ensures the progress and maintenance of the overall status quo. The principal exists to enforce rules, laws, and orders.

Therefore, the modern "education" system, actually indoctrination, is a form of surrogate parenting. It is a kidnapping of children, out of their family homes, and transplanted into the home of the state/civilization.

What I call real or true education begins, when a rare young child, a boy and son, begins to see and experience the lies of the institution. A rare young boy with a philosopher mind, begins to feel dissonance (unreason) in the contradicting messages of society. Teachers are lying to him. Parents are lying to him. Nobody is telling the truth. The philosopher boy begins to feel "out of place", estranged from those around him. Because while the manimals and sheeple smile, and are happy walking through the cow lines to the slaughter, the philosopher boy becomes aware of something greater than himself, and greater than his peers.

Society and civilization are a slaughterhouse. Humans, his friends, even his family, are being raised for slaughter. For wars. For corporations. For labor. A human farm.


And this is when education becomes possible, a first step, or a first door opens, and the first opportunity becomes presented to raise a philosopher boy into a true master of knowledge, wisdom, and intelligence.

Other sheeple and manimals don't care about real education. Why not? Because indoctrination suits them and their slave minds. They want slavery. They enjoy slavery. They don't want to be woken up. They don't want pain, suffering, and hardship. They want rewards without risks.


Here is the analogy. Education exists through the master-slave dialectic, as it does through the teacher-student dynamic.

I will use these interchangeably. So when I say "master-slave" I also mean "teacher-student" when it comes to the difference between education and "eduMAcation" (systemic indoctrination and enslavement of minds).
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