The existence of good, and evil have been philosophically discussed, probably since the appearance of mankind on Earth. Educators, although they academically claim to ignore its existence, often use the concept as a tool to facilitate their perceived responsibilities. This article is not meant to dissuade the moral, or the religious from their philosophical debates. However there are ecological boundaries to the discussion.
All education is ecological. Ecology is the purpose of education. Teaching, or learning that fails to distinguish how to benefit humanity, and the environment that sustains it, is not educational. It is educational failure. The existence of humanity is sustained by a naturally existing economic force that people can use for the benefit of humanity, or they can perilously ignore the force. If we fail to learn about it, the force is simultaneously useless, and very dangerous. We need to learn how to harness natural economic force.
Each person is a particular type of living organism. Living organisms react to stimuli. Some of those stimuli are visible, others not. Each person is an individual because of the uniqueness of the stimuli received across generations both environmentally, and genetically. Our humanness has evolved across many generations, and no individual can control who they are. That was controlled by others. There are no evil beings, just ignorant generations.
Behavior is what people can use to improve the quality of their being. Each person has different abilities, and different opportunities. Economic work is done when people coordinate their efforts with the efforts of others. Education is instructional. It contains the directions for creating a more habitable, and more sustainable environment for humanity. The instructions aren’t simply written in a book. We have to discover them ourselves, and record them for future generations.
What has been heretofore called education wasn’t educational. Teaching people how to lord over the unlucky was not educational because it was neither kind, or environmentally sustainable. The lords smugly inflicted harmful stimuli on those they failed to respect. Conflict, anger, and despair were inflicted on the vulnerable. The unsuspecting ignorantly helped them. Many people were harmed, and the environment that everybody shared was harmed. The legacy for new generations was inhumanely tarnished. Economic reality, remained ignorantly hidden by superstition.
This happened thousands of times. It is commonly thought of as a repeating natural cycle of history. This is wrong. The cycles aren’t natural, and they will only repeat until we straighten them out. While we have no control over the negative stimuli that we received from history. There is no limit to what we can create for the future. Economically, we deliver ourselves from evil by doing humanitarian environmental good.
Two possible strategies for human survival exist, an economic one, and the predatory strategy that dominates history. Predatory strategies consistently run a cyclical course characterized by the limited success of some, at the expense of many. It is a burden placed on future generations. Predation has been constantly studied. Numerous ways are concocted to use the talents of people as instruments of predation, but predatory winners always ultimately lose. Sustained predation is always usurped by conflict. Predation is part of what people superstitiously thought of as a natural environmental process that governs people on earth, and scientists were not immune from this superstition.
The lessons of science followed the lessons of history. We were taught that if we were to become better, we had to become better predators. The fastest, the strongest, and the smartest people were perceived to be superior to other people. Predators enlisted people as sub predators, part of a predatory team that could possibly reign supreme, for a while.
That thinking puts people in a small uncomfortable box, from which there is no escape. Within the box people are constantly threatened by other people in the box, and everyone in the box is threatened by other groups confined to other boxes.
People are not by nature designed to inhabit little boxes where they fight with neighbors. At the same time they fight, inside their box, outside they fight to keep it. The people live in these small boxes, they mature slowly, an innately human characteristic. They become victims of predation before they grow-up to become fast, strong, or smart. They are dominated during childhood. Dominated, they are unhappy, and relatively incapable. They refuse to care for their own box, and their own neighbors. The box becomes easy prey for other predators, because of the conflict within it.
History is full of boxes, each one is a sad story for its occupants. The world we all share is a mess. The only plans being made, are to repeat the same mistakes. This time won’t be different. We are people, and people make lousy predators. Taking territory is not the problem, Taking care of the territory is the problem.
There is a better strategy for survival. It is economic. Instead of trying to dominate each other, we need to care for each other, and care for the environment we share. The characteristics of our humanness that make us poorly suited to predation, make us well suited to becoming economically successful. People do far better improving the environment to fit their needs, than adapting themselves to hostile environments which they are not suited to inhabit.
What people have called, and still call economics, is predation. It is not economics, because it is not economic. There is exactly one environment. There are a lot of predatory boxes that litter it.
The environment is economically improved across generations. The economic lifespan is forever. Money that formerly was used for predation, can be used as the life blood of the economic body. Just as the blood in your body feeds all of its parts, economic life blood feeds, or fails to feed, each economic body part. Each person is a cell that comprises the economic body of humanity.
Using money for predation is inhumane, and inefficient, just as it has been throughout the annals of history. All people are better off when environmental need is the automatic signal to increase the flow of money. Predation, by its very nature, creates a signal to restrict the flow, strangling the failing economic body parts. Each person is a cell in a healthy economic body. Whole body health is the reason we need to study economics, as an ecological science, because that is exactly what it is. It is the environmental brain of humanity. Yet, the academic study known as Economics is a study of predation. A study that is clearly rooted in the superstitious notions of failed history. And, it is no coincidence that it is financed by predators.
The purpose of food is nourishment. Over the course of history we have learned that some foods are more nourishing than others. Some foods shouldn’t be eaten at all because of harm they cause. Others should be eaten in moderation. Food needs to be delivered free of contamination because contaminated food can cause illness or death.
Many of the problems with food are hard to detect because we don’t individually produce our own. The problems are further exasperated by the fact that we need a variety. If we become ill or unhealthy, was it caused by something we ate? Was it something we didn’t eat? Perhaps it had little to do with the food supply. Maybe it was the amount we ate, that caused bodily disfunction.
All of the preceding scenarios about food change with a single concept. People do better when the food suppliers are making an effort to supply reasonable amounts of fresh, nutritious, uncontaminated food. They are delivering what they would eat, and feed their families. One single word changes the effect of everything a person consumes. The word is poison.
Though our bodies need to consume both food and knowledge to maintain health and wellbeing, purposely poisoned food is far rarer than purposely poisoned knowledge. We consume knowledge in much the same way we consume food. And just as is the case with food, knowledge is nourishment for the brain and the body it controls. Some knowledge is more nourishing than other knowledge. Some knowledge shouldn’t be consumed at all because of harm it causes. Other knowledge should be learned in moderation because of the potential harm it can cause. Knowledge needs to be delivered free of contamination because contaminated facts can cause measurable illness, and early death.
Who we are is determined by history, and by what we consume. What we consume is also greatly determined by history. Do the people who grow and prepare our food come from a background of people who know how to do that, or are they just learning as they go, using us as guinea pigs? The people who produce the knowledge we consume tend to have less expertise at its production and preparation than those who produce and prepare food. They are also less informed about the consequences of failing to protect people from tainted knowledge. The most alarming thing, however is the serendipitous manner that producers, and preparers of knowledge inject poison. Poisonous food is easily seen as harmful. Toxic knowledge is superstitiously thought to only damage stupid, unworthy, or evil enemies.
Education is how knowledge is prepared, and produced for consumption. As with food, some knowledge can be produced by the person who consumes it, but most knowledge is produced by others, even other generations.
Food and knowledge differ in that the nutrition in food disappears after it is eaten. Nutritive qualities of knowledge grow after it is consumed. One thought can be shared around the world and across generations. Food consumed can feed one, or poison one. Knowledge consumed can feed many, or poison all. Food can provide personal nutrition. Knowledge provides nutrition for the world, social health. It is important not to poison either food or knowledge.
Nourishing food encourages health. It is free of contamination. When knowledge is consumed, it nurtures us, if it increases public safety, satisfaction, and health. Toxic food sickens those who eat it, and then poses no more danger. Toxic knowledge sickens many people over much time. It even sickens those who don’t consume it.
Knowledge that encourages personal, and social health does no harm. People who are obsessed with truth often use it to harm others, even themselves. You can consume the fact that I’m fat without announcing it to the world. Improperly used, truth, can still sicken humanity. The purpose of knowledge is to encourage social health.
Truth is public property that can best be seen in a window that looks backwards. Notice the little sparkles that can be seen there. They reflect the hopes, and opportunities that can fill our the future. The wonders that exist there give our lives purpose, planting seeds for new generations.
This article is about economics, and not about religion. Creation did not happen. It is happening. It is a process of cause and effect that began the existence of time, and that process will continue until the end of time. When people began to inhabit the earth, of course they wondered where they came from. That was the beginning of the concept of creation. But of course creation didn’t stop just because people were born. It didn’t stop when you were born, and it will continue even after all of us are gone.
Everything that happens, happens because the things that came first allowed it. Prior to the emergence of humanity, things happened because precedence caused them. That changed when people began to populate history. They were endowed with the ability to change the habitability of creation across generations. The ability of people to change the course of history changes the environment they share. It changes the desirability of their existence. It changes their capability to improve their existence, and it is a threat to whether human existence continues to be possible, or even desirable.
People can do things to make life better. Doing other things makes it worse. Doing nothing at all also makes things worse. The concepts of good and evil leave tracks in history that are not helpful in improving it. The terms cause people to confuse behavior, which is controllable, to people, which are not.
People can, and do learn across generations. They have the ability to improve who they are, what they can accomplish, and how they feel. There is a naturally existing economic force that allows them to do that. It is a force that can change who they are, what they can accomplish, and what they can do for future generations.
Creation will continue whether or not people improve the environment that they depend on, and share. They will choose, or fail to choose, whether to become happy, and effective. They will choose whether humanity will terminate early, and miserably. They will make those choices for better or worse.
Ignorance has caused people to avoid the natural economic force that can give us a much better life, and a much better future, or not. Humanity and the living things that share our environment are affected by our actions. People can learn to do better, but choosing to remain ignorant harms people, and it harms coming generations.
People have long known that they could learn things that would help them. They learned many things that made them appear smart. People use education to improve their status. Perceived knowledge is a commodity that is collected, bought and sold. The sale is done both directly, and indirectly as a process to improve goods, and services. The procedure is designed to produce power, and riches for some, at the expense of others. It is labeled Economics. The purpose of education is, by its nature, economic.
The problem with what we call, “Economics,” is that it isn’t economical. Similarly, the problem with, “education,” is that it isn’t educational. The meaning of the word economics means: a process to care for. What we call economics, isn’t economic, and what we call education, isn’t educational.
Working together is more efficient, and more satisfying than fighting. That is natural economic reality. Working together for the betterment of humanity is economic. Both doing harm, and doing nothing is economic failure. Learning how to work together to improve who we are is educational. Nothing else is. Learning to ignore harm, is not beneficial, and therefore not educational. Safety requires effort. Learning requires that we first, learn how to do no harm. Harm nullifies, and reverses educational benefit. It puts mankind, and its history, in a completely unnecessary downward spiral that we can reverse economically.
Learning what is educational, and what is economic gives us the tools to become intelligent, and humane. We are failing to become educated because we are doing it wrong. We admire learning much, even when much is wrong. The correct answers do no harm, not to the student, not to the environment, and not to the future. The correct answers show how to create a creation that is more hospitable to humanity than we have seen in past generations, or that we have even dared to dream of – for the future..
Real World economics is a nonexistent academic study. Its absence hides the fact that the environment we all share requires care. Starvation, conflict, depression and despair make our small planet unsupportive of high quality human life, and it threatens the existence of all of humanity. The study of this naturally existing body of knowledge is important. We can make a positive difference. Ignoring the issue keeps recycling the devastation of the past with increasingly lethal amounts of physical violence, psychological deprivation, and chemical toxicity.
Instead of Economics being economic, The academic study politically divides humanity against itself, winners against losers. It is concerned with concentrating wealth, and not concerned with environmental devastation or human deprivation.
Groups that fight over fruits of the environment are ineffective. That is true in families, in communities, in countries, and in the world. The people in any of those groups are better protected and more satisfied when everyone is included. The perceived winners are just lords of instability. They strew the rubble caused by dysfunction.
Economics of the past, and the present is divisive. People side with power to protect themselves, by being sycophants, doing what is prescribed for them by the lords of rubble. We have photographic evidence of the dimensions of our environment, and history has clearly shown the consequences of failing to care for it.
Economics must finally be economic. Supporting all people, by protecting them from harm, and increasing their ability to protect others is economic. War is a type of ignorance. So is poverty and dysfunction.
The purpose of education is economic because to be educational it must educate. Learning is like paddling a canoe. Paddling won’t get you where you want to go unless it is in a particular direction. When the people in the canoe paddle in different directions the canoe goes in circles. Some people want the canoe to go back home. Others may want it to go to a distant shore.
The canoe was used as an instrument to exercise the will of individuals to get different places. The wrong method of paddling is not efficient. The canoe goes in circles. Learning paddles history. There is a preposterous notion that the cycles of history are unstoppable. War, poverty, and despair are the result of failing to learn. Learning wrong takes us in circles, just like paddling wrong.
History cycles because we learn wrong. Learning how to paddle has little value. What needs to be learned is how to efficiently propel the canoe. Education is how we learn to efficiently propel history. Things that we learn that cause us to fail to do that are not knowledge. They are superstitious notions that pit people against each other, and against future generations.
All education is economic. It is how we learn to become efficient, and satisfied. Unfortunately for us, much of what we learned in school wasn’t economic, and it wasn’t educational. Paddling wrong caused the canoe to travel in circles, and made its occupants angry, frustrated, and inefficient. Learning wrong makes history travel needlessly, in tragic cycles.
History has given us vast amounts to learn, but only what is environmentally beneficial is educational. Other things we learn are superstition, propaganda, or fantasy. The ability to paddle can be easily seen in the demeanor of the occupants of the canoe. Successful education can easily be seen in the demeanor of the occupants of history.
Economics is a naturally existing ecological body of knowledge that allows us to care for each other. It also includes the environment we share, and pass on to new generations. Institutionally it doesn’t exist, but it should. There is a counterfeit Economics taught in universities that makes little attempt to be economic or scientific. It is a superstitious relic of the past that is politically entrenched to control the flow of money in a manner that is ineffective, and depressing. It terrorizes people, and destroys the environment they share.
All education is an ecological branch of economy. That is not because academic institutions teach the economic subject matter, but because education needs to be educational if it is to be justifiably called education. Superstitious nonsense is not education no matter how prestigious the institution that disseminates it. Economics is concerned with the ongoing health and welfare of all people, and the environment that they all share. The purpose of economy is to prevent harm, and make peoples lives peaceful, competent and satisfying. Education, being a natural existing branch of natural economics, also is not well represented by institutions. The problem is much the same. Harm is disregarded. Harmful things that are taught or learned are not educational. They are superstitious notions.
A famous psychologist, Dr Amen, describes the damaging effects of ANTs, Automatic Negative Thoughts as being measurably damaging to human brain tissue, and he documented how damaged brains failed to function well. Dr Amen hypothesizes that an evolutionary process that allowed people who were hyper-suspicious to be the likely survivors in dangerous pre civilized environments.
Of course, many negative thoughts are valid. They alert us to danger so we can protect ourselves, but many or most negative thoughts, just cause us to be unnecessarily stressed, confused, and ineffective. They are unnecessary, unhealthy deviations from reality. Dr Amen describes the process of eliminating Automatic Negative Thoughts as getting rid of the ANTs. Getting rid of the ANTs involves checking their validity, using facts. Checking the veracity of negative thoughts is simply a healthy activity, like exercise, good nutrition, and protection from physical injury. Getting rid of the ANTs is a healthy way to function. It, is a highly effective path to success and satisfaction. Dr Amens research confirms the validity of the common sense that appears to be not common enough.
Economics, the strategy for human success, functions as the brain of humanity. Economic ANTs also exist. They are conspiracy theories with no basis in fact, or likelihood. Unfortunately these economically toxic ANTs can be, and often are, bureaucratically exploited. The ANTs measurably affect the economy that keeps society healthy and sane. An ANT infested economy is unsuccessful and unsatisfying. The lack of success, and the lack of satisfaction is an indicator of ANT infestation. It is a good reason to check for ANTs.
ANTs demand to be fed first. Adequate blood flow to the brain supports its health. Money is economic blood. Just as blood to the brain, money must flow freely to every spot in the human environment, to feed and protect it. Money, the economic life blood that the environment requires is often rerouted to feed ANTs that sicken people. Each of those people has a brain infested with ANTs that Dr Amen could conceivably scan and measure the harm caused by them.
Economics, as it is currently studied, fails to recognize the ANTs as not being economic, not healthy for humanity. All thoughts are not equal. Economics has to be an ecological quest for an environment that is inhospitable to ANTs that are disabling and torturous to humanity. Of course economists can’t eliminate negative thoughts. Economics, if it is to be economical, must be a study of the health of humanity. To become economically healthy, each ANT must be changed into a CANT, Carefully Analyzed Negative Thought. The reason for this is simple. There is no valid accreditation of a discipline that fails to distinguish the difference between health generated by truth, and harm caused by lies. Economics needs to get rid of the ANTs.
We need healthy brains to be satisfied and competent. Satisfaction and competence are continuously learned traits. Education is the social process of learning how to be competent and satisfied. If there is no learning, or if what is learned is wrong, that constitutes educational failure. Educational failure produces superstition, not knowledge. An educational vacuum is a fertile environment for superstition that produces conflict and anger.
A famous psychologist, Dr Daniel Amen, describes damaging effects of ANTs, Automatic Negative Thoughts. ANTs are measurably damaging to human brain tissue. He he further documents how damaged brains fail to function well. Dr Amen hypothesizes that ANTs stem from an evolutionary process that allowed people who were hyper-suspicious to be the likely survivors in dangerous pre civilized environments.
Civilization has different dangers. One of which is the brain disfunction that occurs under a perpetual state of artificially inspired panic, crying wolf when there is no wolf, Fire when there is no fire. People are not safe if they think they are not safe. ANTs remove safety from the environment. ANTs desensitize people to actual danger by making them unresponsive to real danger, real fires.
Many people, of whom I happen to be one, believe that schools are pushing too hard. As they try to teach the curriculum, they simultaneously fail because they don’t control the ANTs. The method they use to instruct, teaches an unwanted lesson of its own, one that dominates the curriculum. When dominant lessons are harmful, they trivialize the academic lessons. This also saddens or angers the students who are supposed to benefit from the lessons.
Of course, many negative thoughts are valid. They alert us to danger, but many, or most are based on superstition. They just cause us to be unnecessarily stressed, confused, and ineffective. They are not actual threats, or at the very least they are extremely unlikely to affect us in the manner we would expect. We picture incineration when someone shouts fire. Constantly repeating false alarms causes brain damage that makes us individually and socially less effective, and less satisfied, but not burnt.
Dr Amens research shows that a barrage of negative thoughts damage good health. Getting rid of the ANTs involves checking their validity by using facts, and safely disposing the lies. Checking for fire before sounding the alarm is civilized procedure, It is simply a healthy activity, like exercise, nutrition, and protection from physical injury. Civility is a healthy way to function. It provides the most effective path to success and satisfaction. That seems like common sense, but it is not common among people with unhealthy brains, tortured by nonexistent demons.
Education is not a system. it is a natural resource available to people, that they can use for their individual, and collective benefit. It is a strategy to learn how to become successful. It functions as a social brain to improve humanity. It is a direction. Things that don’t travel that direction are not educational. Learning lies is not educational. That is true no matter what, whether or not an institution labels itself as educational. What is fact is not a democratic decision, or an authoritarian one. Truth is a natural resource. Education is a way to use it for the protection of humanity.
Educational ANTs exist as a toxin to learning. They often are, exploited for political power that exponentially increases the rate of ANT reproduction. Controlling the ANT population is an important educational component that has been historically ignored. It is mainly detectable by bad results. One reason that it is ignored by schools is that political ANT farming is a popular strategy to keep misunderstood people behind, or even dead. People are socially demoted for a failing curriculum. Educators, students, and citizens at large are stratified as if there were varying degrees of humanity. The process tempts people to behave in ways that are socially destructive to people now, destructive to people of coming generations, and destructive to the environment that all people share. Education that fails to control ANTs fails to educate. It isn’t educational.
ANTs are usually lies. However meritorious any lesson may be, the motivation to learn it affects the knowledge it will produce. Consider this phrase: “Be kind to others, or I will hurt you.” The lesson; Be kind; is not the dominant lesson. The dominant lesson is extortion. Even though the subject matter appeared to value kindness, the lesson learned was how to use extortion to extract power. Extortion, whether it is intentional or unintentional, is an ANT hatchery that morphs education from a strategy for success to one that prevents it.
Schools are constructed to be success factories. ANTs, cause students to learn wrong. Educators are hired to value academic lessons, and pretend that other educational outcomes don’t matter. Lessons taught are simultaneously dominated by how they are taught. How the lessons are taught can actually corrupt what is learned. Educators are taught the importance of the curriculum, and that there are direct consequences if their students fail to demonstrate the prescribed knowledge. At the same time teachers are constrained from teaching differently, and punished for the perception of failing. Most American teachers have watched some, many, or all of their students demonstrate disdain for learning. School is not teaching students how to become successful and satisfied, which is the natural purpose of education. Institutionally, learning often has a different purpose than education. Learning wrong is not educational.
Schools, their administrations, and their faculties all want students to succeed so they can trend toward success. Intimidation to make them succeed, virtually insures that they won’t. Neither will the institutions that form to govern their behavior. Intimidation doesn’t make people succeed. It prevents success. It injures students, society, and the environment for this and coming generations.
Teaching lessons is what educators are paid to do. That is what is tested, over, and over, and… Volumes have been written about how in ineffective the teaching is, and the tests are blamed for both confirming that, and failing to confirm it. What is it that schools are commissioned to accomplish? Thomas Jefferson said that people needed to be educated if they were to successfully govern themselves. How are we doing with that?
Human capability is cooperatively achieved. Failure is the result of conflict. Success can be recognized by a reduction in conflict. If schools are to produce a competent social structure, they will have to control the ANTs. ANTs turn knowledge into superstitious weapons to hijack economy. They divide people into groups that fight for dominance over shrinking pieces of an uncared for, increasingly inhospitable environment. Humanity suffers when peace and justice are flaunted as prizes for a dominant few. Humanity becomes less capable of protecting itself, and less satisfied with its existence when it allows ANTs to dominate it by failing to educate itself.
The schools and their personnel have what Dr Amen might possibly describe as a hereditary condition that was passed on from previous generations. Survivors were of a suspicious nature in an untamed environment where it was stupid to trust. Civilization requires people to recognize and trust safe situations as an opportunity to become more humane, and more skillful. People need to learn how to become competent. Competence requires people to obtain skills, and appreciation for the skills of others. Education teaches us the direction we should look to assure we are responsibly maintaining an environment that maximizes the value of competence and satisfaction.
One trait of human failure is to place blame where it doesn’t belong. Just as, “Goddamn it,” generically blames God for human travesty, schools play the blame game. Only it isn’t a game. Failure puts a student’s wellbeing in jeopardy. Success or failure is largely a matter of a history that the student has no control over. Ineffective schools are ANT hatcheries that accelerate negative thinking. They superstitiously debunk the fact that students are harmed by the ANTs. To make matters worse, ineffective schools are ANT factories.
The ANTs are invisible to a politically motivated establishment that places blame on educators, and the students they are commissioned to teach. The grading system is an excellent way to understand the problem with education. Schools fail to teach children the skills to satisfy, and empower themselves and others. They use grades to blame the students for not learning, or laud others for being fortunate. Students inherit their situation, their genetics, and their environment. Education helps them better their position now, and better care for coming generations.
Which tests help us recognize educational success? Education, by its natural definition can have no failure. Blaming students is not educational. How can schools fail students? Easy, attach their self worth to grades. Deplorable human behavior is not educational.
Schools exist because of a need. People need to be educated to help themselves, to help each other. Education helps humanity as a whole to become increasingly successful and satisfied. Schools need to reduce the ANTs that cause them to fail. The ANTs control the dominant lesson. Force is a tool that either delays or denies logic. Reality surrounds us, but ANTs divert our attention. Actions always have consequences. Forced teaching delays, or redirects them. Cooperation is more effective, more satisfying, and more sustainable than conflict. Conflict is ANT food. While the ANTs eat, education starves. Superstition is an ANT house.
Adequate blood flow to the brain supports its health. Money is economic blood. Education is a branch of economics, human ecology. Money granted to education is often spent to feed the ANTs, and feeding the ANTs is not educational. Education will finally teach us how to control ANTs, and demonstrate how controlling them is important.
Economics, as it is currently studied, fails to recognize the ANTs as not being economic, not healthy for humanity. Education is a branch of economics where students learn to become effective, satisfied citizens. Schools need to welcome students, and protect them from ANTs. That is what requires measuring, the protection. ANTs are a health risk we can manage.
Infinite knowledge exists. There is so much to learn that believing that some people are really smart is just flat wrong. Each thing that is learned exposes many new questions, so learning more is an exercise in futility. There are three reasons to learn, however. It is a healthy activity, it is fun, and it can open a path to more sustainable more satisfying life, for this, and coming generations. ANTs negate all three reasons. They make us unworthy of trust, make us uncivilized, and make us incapable of successfully governing ourselves.
Using brain scans Dr Amen visually matched damaged brains to the ANTs, proving that ANTs caused brain damage. The damage could be improved by removing the ANTs. He compared brains damaged by ANTs to those damaged by poor nutrition, lack of exercise, or physical injury, concussion. His studies showed that prevention is far superior to treatment.
Education can provide both prevention, and treatment. Its effectiveness is best measured by the citizenship of its students. Angry depressed graduates are incapable of environmental stewardship. Those who fail to graduate, are dehumanized. ANTs spread lies that damage the social brain of humanity. A damaged social brain is somewhat curable, but civility is better served by protecting it from the ANTs.
ANTs are normal. Allowing them to dominate education, however, is destructive, dehumanizing, and unhealthy. Education can keep ANTs under control. Uncontrolled ANTs produce a superstitious population. One that is afraid of all the catastrophes that the ANTs will not cause. At the same time ANTs lie about impending danger, ANT damaged brains fail to recognize the real danger caused by remaining ignorant.
Religious people, people of moral character, people looking for the greater good are counting on the grace of God for salvation. How dare them! God is creating a space for us, but we need to respect and care for it. There are concrete things we can see and understand to respect that space. There are things we can learn to make it better, and appreciate it more. Ultimately there are those things we will never know. Moral character helps people determine the direction of education. It helps them understand that to help their neighbors they must travel upstream.
We are supported by the things we see and understand. We can learn things that will improve the quality and capability of humanity forever. That is our job, and it is what makes us feel good. The reason for morality, however, descends on us from what we will never understand. It holds unlimited possibility for improving what is incomprehensible. We live wretchedly within walls that exist simply because we haven’t moved them. Our moral imperative is to enhance the quality of life for all others, and for other generations.
Education is a naturally existing body of knowledge that we can learn from, to improve who we are. Economics is a naturally existing body of knowledge that exponentially empowers us to work as one body by using education. We can push out those walls to make a better place for others to live.
Morally, there is no way to remain purposefully ignorant. Our ignorance is harmful to other people, and other generations, For us it is missed opportunity, a chance to be full, and brave, and important. The creation of humaneness is educational reality. A healing warmth radiates from its presence. In its absence there is a void, an emptiness caused by physical brain damage that is visibly detectable using single photon emission computed tomography.
Economics has two naturally balancing components that are monetarily applied. Bureaucracies tend to spend or restrict money to produce results for the purpose of excessively increasing their own power relative to the benefit they produce. This power seeking, causes an unreasonable expense to people of this generation, as well as to other generations of people. There are two balancing components of economics. They are its application, and its results. Those components determine if people can survive, and what the quality of survival will be.
Now, as in the past, the study of economics is haphazard, unreliable, and unscientific. It is superstitiously employed. Bureaucracies, rather than facing reality, blame poor results on the inhumanity of a portion of the population that the administration deems either worthless or evil, whichever is easier to sell. They use the destruction of economic progress to create excessive power by using an illogical, and deceptive concept of economics as camouflage to cover what obviously is policy that depresses human opportunity both immediately, and in future generations.
Economics is essentially ecology. It, by nature, can best be described as a real science that studies environmental habitability. It is fact that exists independent of whether anyone learns it, or not. Economics as an ecological science is concerned with how to maintain the health of an environment that is supportive of this, and future generations. Supporting humanity requires eliminating harm. Failure to eliminate harm fails humanity, and it is not economic. Pretending that harm doesn’t exist, or that certain people are unworthy of support ignores the economic reality of interdependence. Ecology requires no political test for being categorized as pure science. Neither should Economics, human ecology. Just as toxins are not ecological, harm is not economical. Economics, the pure science, will embrace the study of harm, its causes, its prevention, and its safe removal from the environment. It will cut loose the anchor that constrains the ship of humanity. The ship will now begin the voyage to an immensely more habitable future.
Reality rules. Pure science is a tool we can use to understand the environment that we share with each other, and share with the future. By accumulating and distributing, economic knowledge we can improve who we are. Economics of the past was a way to push people into behavior that was destructive both in the ecological and the economic sense. The pure science of economics is the economics of the future that will pull people into a better environment. It will lift them to a better future. Understanding of economic reality will allow human progress to continue under political leadership whose fitness is defined by reality, not superstition.
What was called Economics, studied its application for the perceived betterment of some. It failed to realistically acknowledge the harm done to the human environment. For Economics to make the step from superstition to academic credibility it must focus on economic results. The goal fails to be economic if it does harm. Monetarily applied harm has never been economic.
The oneness of humanity is its inherited ability. Its division causes severe weakness. Economic education is the noble purpose of knowledge. People of this generation, and those who will follow are not safe when others fail to try to keep them safe. There is no economic path to morality, while we remain stupid, and there is no moral way to intentionally remain stupid.
Thomas Jefferson said that an uneducated population could not effectively govern itself. How are we doing? Education is best understood, not as a quantity, but a direction. Quantitatively, we are all extremely ignorant. It is possible to learn much, but education must illuminate reality if it is to be humane, and illuminate humanity if it is to be real. Vast resources are spent on perpetuating superstition, the use of knowledge that accidentally or purposely hides reality, and damages humanity.
A superstitious people are incapable of effectively governing themselves. This is a departure from past rhetoric that promoted education, and religion as a sufficient foundation for effective governing behavior. Centuries of inhumanity indicate that education cannot be used inhumanely because its use determines whether it is, in fact, actual education, or superstitious notion.
Superstition construes the accumulation of knowledge to appear as if it were education. It is not. For education to be educational it must embrace both reality and humanity. Governance that fails to do both of those things is ineffective. The use of knowledge to depart from humanity or reality is superstition.
Education is a compilation of knowledge. Most, or all of it was received from others. It is constantly tested by reality and humanity. This test is the foundation of education. The observation of the effect of human behavior on reality and humanity is educational, but superstitiously applied reason produces unreasonable superstitious results.
When people attend school to learn and the learning is quantified, it is difficult to determine whether what was learned was superstition or education. Understanding is reflected by behavior. Education is a direction that travels toward betterment, sustaining, empowering, and satisfying humanity.
Clearly, no amount of education or religious dogma can circumvent reality. Destructive behavior destroys no matter what individual, or what institution employs it. People are capable of improving their humanity. Education shows them how. Superstition ignores, or even hides both the reason for, and the path to effective behavior. The possibility to improve human history began with the first human, and it will remain until the last. Education is a vehicle that makes improvement likely. Superstition makes improvement highly improbable. At the same time it shrinks and poisons the environment that we share.
Education and religion must simultaneously operate within the bounds of reality, and humanity. Superstition makes pseudo intellectual and immoral behavior appear smart or good. However, reality exists. There are consequences for failing to identify its borders.
We have inherited history. Education can help us improve the future. Learning much is empowering, but using knowledge or beliefs in the attempt to ignore or change reality has devastating effects on each of us, and horrendous effects on future history. Superstition is a blame game that creates the impression that someone else is at fault for the inability to use reality as an opportunity to use our inherited talents to grow, sustain, and improve a suitable environment for each of us, for all of us, and for future generations.
Whenever a person travels anywhere, it is easy to find people working very hard to accomplish very little. Sometimes they even do harm. Some people fail to notice. Some fail to say anything, and some are paid to keep their mouths shut. In the presence of poverty, precious little ever happens to increase competency, because individual efforts are financially directed toward keeping the rich rich, and everybody else poor, or fearful of becoming poor. There is an educational directive as well. And, education is geared to prove the normalcy of inhumanity. Only, inhumanity is not normal. It is counter to the natural laws that govern people. Has anybody ever taught you how we are going to rid the world of injustice, poverty, and war? That would be educational. What happens instead, is certainly not.
There is a way to learn, and a way to educate. However, it doesn’t start with the belief that incompetence, and unkindness are normal. Those are the seeds of dysfunction. Dysfunctional societies can be cured economically. However, there is no study of how to cure dysfunctional societies. It is what needs to be learned, But, what is taught as Economics, portrays the subject as a means to use inhumanity to preserve power that is wielded to produce more power, at a tragic cost to each person, and a terrible cost to humanity as a whole.
The studies called Economics are actually pseudo economic. The fuel for the engine of Economics, pseudo economics, is inhumanity. The people who are not powerful can shield themselves from some inhumanity by becoming sycophants. However, many people are considered undesirables by the powerful. They don’t even receive that option. They are the horrible examples of the use of injustice for cementing power for the rich, and riches for the powerful. All of this while there is a natural economic humanizing force available when all people serve and protect all the others.
Pseudo-Economics damages, and shrinks the human environment, while the naturally existing economic force can protect it, and expand it. What academia calls “Economics” endangers life, and the quality of life for this and future generations. Natural economics increases chances for survival, and the quality of life for all generations. We share the world. It is our celestial lifeboat. Our chance to live, and the quality of our lives are infinitely increased when we serve and protect everyone, rather than fight each other, and rather than trying to cheat each other.
Why would a person not believe that inhumanity was normal? It has been brewing for centuries. Of course centuries ago we would have had to walk, to get anywhere. Centuries ago the world was thought to have been flat. Centuries ago we could have communicated only if we were very very close to each other, and only if we happened to speak a common language. We do have the ability to learn, but we are taught to fear change. We cling to the past at a cost to ourselves, a cost to our children, and a cost to all of humankind.
We have made some progress, but progress only happens when we try to make it happen. Things will naturally get better when we make them better. We need to serve and protect each other, to do well. That is the economic fact that exists in nature. What is wrongfully called Economics, employs some people to harm others. That is not economics. That is dysfunction.
Thomas Jefferson wrote about how people must be educated, if they are to be able to govern themselves. How are we doing? Is there still poverty? injustice? war? We have many areas of ignorance. But, the most basic of the educational necessities is how we can best care for, and protect each other. The fact is, there is no organized study of this most basic issue. It is deliberately hidden behind the pseudo-subject, Economics, the study of how to make people believe that inhumanity is normal, and that the bleak future caused by it is an excuse for continuing inhumane behavior.
Economics sells the superstitious notion that injustice, poverty and war are inevitable. The powerful must simply stay above the fray. Everyone else is expendable. With the naturally existing economic force no one is expendable. Peace is more efficient than war. Justice is kinder than injustice, and poverty erodes competence. We are one body of humanity. We function better with all our body parts, one of which is a brain. We don’t need to learn how to be stupid. We are doing pretty well at that. But, we can learn the natural basics, how to treat people well, along with their environment, and their future. When people learn the basics, they will carry the confidence that all people will be treated well. Then, and not a minute sooner, we will have peace, justice, and wellbeing, the firm foundation for a bright future.
Education has a natural economic backbone, which will allow us to learn how to become better. It furnishes the instructions of how to be competent at being our brother’s and sister’s keepers, and how they will learn to become ours. Without its backbone, however, education can only preserve stupidity, just as it has in the past.