Nothing and everything are values on the opposite ends of the expanding spectrum of knowable things. Even the knowledge of the most intelligent, and the most educated would lie infinitely close to nothing, zero percent. Education, as it is generally practiced, has a superstitious foundation based on amounts. It is impervious to the impact that its poor quality inflicts on humanity. This process of vast inadequacy creates the illusion of helplessness when confronting the plague that saddles humanity with despair, war, injustice, and poverty. There is much ignorance among people in general, among educated people in particular about this unnecessary affliction that can be alleviated.

Compared to what there is to learn, the test scores of even the most brilliant would be insignificant. What then is the purpose of becoming educated? Is education just a path to individual accomplishment that widens across time into a highway of humanitarian despair? The idea that we can become all knowing is as likely as an earthworm making intergalactic forays.

Education, as it is academically applied, has two general purposes. The first is to make its students relatively richer, more influential, or more powerful than some other people. The second is ecological, to enhance humanity environmentally. Education is an opportunity to enhance human effectiveness both individually, and socially.

There is a mirage that appears in the minds of people witnessing their own accomplishments. Success looks like success, but so does failure. Superstition is failure that looks like success on close examination, but from a more comprehensive view, it is ecological cancer. Amassing uncontrolled knowledge creates an illusion that harms humanity. History ultimately erases the illusion, but the harm remains.

Power and influence are behaviorally applied to the environment economically. There is an economic answer to the question: Is there life after death? The answer lies in a simpler question: Was there life before birth? Economically people serve humanity. Success is achieved across generations. Failure is instantaneous. Learning is education, only if it gives adequate warning about the consequences of failure, otherwise it is nothing more than superstitious projection.

Academia tolerates the superstitions of its elite. The superstitious mirage is considered real because it generates power and influence. Its tolerance is appealing because people need power and influence to survive individually, and in groups. In spite of this need, and because of it, superstitiously derived knowledge is allowed to poison the environment necessary to sustain humanity, the groups, and the individuals.

When referring to actual education, everything educational has positive economic value. It is of benefit to humanity. Actual education does not include superstition because superstition is a mirage that causes people to use the mere perception of knowledge as if it was actual. War doesn’t create peace. Justice cannot be rationed. Poverty cannot be cured by the poor, and education cannot be effectively replaced by superstition, even in vast amounts.

Education teaches people how to cooperate with reality to improve the human environment. Academia measures educational advancement with amounts. The amounts fail to account for the mirages that obscure reality. Improving education improves the effect of behavior on the human environment. How is that working out? Despair, war, poverty and injustice are firmly ensconced by a system of education that is afraid to filter the superstition that is toxic even in small amounts, and the toxicity is mass-produced by academic institutions.

Academia that focuses on power and influence substitutes the amount for the effect. The amount fails to identify both the the effect, and the behavior it causes. Being able to identify reality affects how people behave. Their behavior affects the single environment that we all share with each other, and that we share with the future. Knowing much about reality is not consequential when the mirage of superstition is treated with the same respect as the knowledge it replaces. Knowledge silently cohabits with the destructive influence of superstition. Being able to distinguish reality from a superstitious mirage is vital. Learning to become stupid is not educational. The same is true about learning to become very stupid.

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