[Introductory] Metaphysical "learning theory": Part 3: Some personal context

@michaelmack9168 8 months ago

thanks for the video, Bernard. I continue to be inspired by this channel. As a past student myself, but never a teacher on an institutional level in the Western world, I find that there are many 'hidden philosophies', but not so hidden if one but intelligently potentializes the vector of their mind, that are behind the teachings of the disjointed unity of the set of all schools/universities/colleges from students as a way to corrupt/create seemingly invarient universe level/irresolvable paradoxes as a method to create the inability for individuals to (1) create the 'coherent collective and individual personality' (2) create sufficient conditions for cognitive perceptual closure of an act of cognition onto a domain of interest by said, students; mutual relevance of cognition-to-cognition on the point of a specific Secondary Telor between learning teaching, subject, and relationship with everyOne; no external relevance due to nothing being outside of reality. (I am not blaming anyone for anything. and I hope this does not seem like gossip.) And it is in this that I have seen education that is being purported as actually being educational* but actually being intentionally interferential for the purposes of mental disassociation of 'non-interpretation of reality'; just function as 'automaton/ stimulus response machine is good for you'; history class is a classical example of corrupting human historicity of past facts for petty intellectual gains. In my experience from what I can remember from grades 1 to college/university is that the most amount of 'educational=iatrogenic harm' that happened to me was the result of (1) being 'forced' out of school in roughly grade 3 or before grade 1 ( I cant remember the grade) because I got bullied on the bus everyday to the extent that I had to leave while the school basically did nothing; I was betrayed by the person, i think 'hired/asked by the school', that was supposed to be my 'guardian angel'; he just sat there let me get bullied and helped the bully bully me, amounting to death threats and so on. my peers around me were too young to help me if i remember correctly, maybe they were traumatized as well by the strength asymmetry of the telor that bullied me. I always had to go to the back of the bus instead of the front, if you know what i mean. (2) the schools i went to didn't have the identification/intelligibility meta axiom and CTMU ARC and CTMU overall as a way to bring 'technicity' or rather maybe wisdom and love to education because humans are non-fundamental comparatively to some non-anthropomorphic transducing system that is responsible for absolute external reality. ( I guess it is true that I cant really say they didnt have the CTMU because I was a student and didnt have insider info, but I remain non-skeptical on that point) so called 'no point'/no motivation within emotional subspectra when people are just finate systems and 'game operators' within paradoxical game theory and decision-truth having no fundamental meaning and where SPSCL has not been found* yet and materialism multiverse/ many worlds hypothesis just contradicting each other in natural language in 'informal non-intellectual culture' in the seeking of the ONE and CTMU, to what I understand. (in college I found that multiverse is what people said just to sound like an intellectual giant and to set people up for failure even though those people, as well as myslef, do and did not truely understand it back than.) it is like what Ra talks about, if i remember correctly, the 'planetary game' instead of unity-planetism of a highly coherent civilizational self-dual growth there are disjointed groups of people just trying to dominate each other under 'classical game-decision theory' for their personal 'psychological self-start symbols' that have no real theory level consequences at the level of a true theory of everything. ( I might have over-dramatized a few points due to my personal experience. but I cant fully tell yet. i think i might have. the trauma i still have might have painted it more negative than it actually was.)

@genandnic 8 months ago

To teach is to learn. To learn is to teach. If you are not learning what you are teaching, you are not teaching. That line from the Law of One has been central to my teaching philosophy. It speaks to me of the direct radiation of the genuine enthusiasm and passion for the Creator that is discovered in the engagment with those subjects that peak the curiosity. Kids are naturally curious and fun seeking. It is the natural exploration and development of a child's interests that leads them to solidify in that life-long passion for learn/teaching.