The appearance of complexity is a natural occurring phenomenon. An educational task is to reveal its hidden treasures, and the danger that it conceals. That being said there is bureaucratic complexity that is used to conceal economic opportunity from the many to amass power and wealth for the few. Antinomic by nature, this complexity is artificially produced ignorance that inhibits and devalues educational pursuit of fact, as it creates fertile soil for the seeds of superstition, and toxic ideology that creates the self-destructive force that is prolific and observable in the records of history.
Academic research and prolific education produce understanding that is hidden or illegitimately applied by bureaucracies. For education to be effective it must include the application of fact. If I know danger exists, and I say nothing, of what value was the knowledge? Truth comes with dual responsibilities. It must be efficiently disseminated, and economically applied.
There is a cost for mishandling knowledge that is virtually unstudied. The superstitious belief that keeps surfacing in our history is that evil people were to blame for things that had no control over, while misused knowledge was used to cultivate injustice.
The forces of nature will always prevail. Humanity will always be subservient to nature. Our human behavior is always acted on by nature. What emerges as the result of that behavior can be economic, good for humanity, including its environment. Alternatively there is the possibility our behavior acted on by nature will be antinomic, toxic to humanity, including its environment.
Peace and justice, inclusion, and environmental respect have repeatedly appeared in the lessons of history as economic enhancers. War, poverty, injustice, exclusion, and environmental disregard are repeatedly reflected from the lessons of history as antinomic in nature. Bureaucratic complexity is repeatedly used both historically and in current times to generate toxic ideology and superstition to falsely label antinomic behavior, while it blames the victims of natural forces for natural outcomes of that same antinomic behavior.
All education is the study of economics. For economics to have value, for education to have value, bureaucratic complexity must be cleared in time to be of value to humanity. Oops, we shouldn’t have fought that war. Oops we should have shared our resources. Few people trust us anymore. Oops, I’m ill. I’ve poisoned myself with water from my own well? The lessons of history will start with, “oops,” until education ascertains the difference between economics and antinomics. Nature nurtures humanity better when we cooperate in a timely manner. There is work to be done. Our legacy will start with “Oops,” until we clear the bureaucratic clouds of complexity for our neighbors, and for our children.