Tag Archives: Conformity

Freedom Begins Within: From the Authoritarian Self to the Liberated Self

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By Gary ‘Z’ McGee

Source: Waking Times

“If people base their identity on identifying with authority, freedom causes anxiety. They must then conceal the victim in themselves by resorting to violence against others.” ~Arno Gruen

Freedom is both the easiest thing to gain and the hardest thing to hold onto. We can courageously declare ourselves free in one breath, while in the next breath meekly kowtow to authority. It’s like an Orwellian doublespeak somersaulting through our heads: freedom is debt-slavery, freedom is obeying orders, freedom is paying taxes against our will, freedom is keeping our mouth shut when a cop speaks, freedom is forcing our will onto others, freedom is codependence on an unhealthy authoritarian state. Really?!

Cognitive dissonance is our ego’s saving grace. We convince ourselves we are free, even when we’re not, so that our pride isn’t harmed. We convince ourselves we are free so as to maintain our comfort zones. We convince ourselves we are free because if we’re not free then our existence is null. In the end, freedom becomes a cliché concept we toss around inside of the very box we’re trying so desperately to think outside of.

When it comes down to it, liberty begins within. It begins by first admitting that we must free ourselves from our inner tyrant before we can give birth to our inner liberator. It begins by digging deep and ousting the king trying to rule, decommissioning the commissioner trying to micromanage, and banishing the warden trying to keep order. It begins by not talking like rigid authoritarians to ourselves.

Let’s break it down…

Authoritarian Self-Speak

“None are more hopelessly enslaved than those who falsely believe they are free.” ~Johann Wolfgang von Goethe

We live in an age of hyper-conformity. It goes widely unrecognized because it has become the rigid “reality” that modern culture indoctrinates into its members. It’s even considered admirable somehow to be “well-adjusted to a sick society.” Of course, our cognitive dissonance usually prevents us from admitting that such is the case. This is because we are primarily psychosocial animals who create a pleasing-to-others false self in order to alleviate the deep-seeded fear of being hurt or abandoned by others. Which is fine if one lives in a healthy culture. Not so fine if one lives in a profoundly unhealthy, unsustainable, authoritarian culture such as the cultures dominating the world today.

So what does a psychosocial animal that’s raised in an authoritarian culture do? Well, they speak to themselves in an authoritarian voice for one. Their inner tyrant is constantly pushing its authoritarian agenda, keeping the rebellious liberator at bay, lest he rise up and ruin the comfort zone or cultural malaise that has kept the inner tyrant safe and secure within the social milieu for so long.

So even if self-liberation is the goal, the inner tyrant rises up and barks in its best drill sergeant voice, “Stop dreaming, there’s no such thing as freedom,” or “Shut up and obey like everybody else,” or “You’re not worthy of freedom, what makes you so special?” or “This is just the way things are, deal with it,” or “Don’t rock the boat, it’s easier that way.”

The problem with this is that the majority of us cannot distinguish the indoctrinated authoritarian voice from the voice of our own free will, and we then confuse it for our own free will. Out of confusion and fear, we give into the inculcation. We remain authoritarian unto ourselves. We go with the flow, even though the flow is clearly poisonous.

Ironically, the cure for authoritarianism is self-authority, or free will. The key to the cultural prison is realizing that we’re all at once our own prisoner as well as our own warden. Our inner conflict between indoctrinated authoritarian and rebellious liberator is precisely what keeps us unfree. But there is no conflict, really. We imprison ourselves with our own commanding words. We’re always free. Our free will has only to take authority back from our inner authoritarian, by using words infused with free choice, in order to turn the tables on the psychosocial dynamic.

Instead of listening to the commands and authoritarian orders dictated by our inner warden or king, we speak to ourselves in a way that the freedom of choice is clearly paramount. And suddenly we’re able to ask ourselves, as Rumi did, “Why do you stay in prison when the door is wide open?”

Liberated Self-Overcoming

“The revolution begins at home. If you overthrow yourself again and again, you might earn the right to overthrow the rest of us.” ~Rob Brezsny

So what happens when we begin to base our identity on self-authority rather than on identifying with an outside authority? What happens when freedom of choice becomes paramount, despite our inner authoritarian? Freedom no longer causes anxiety, in this case, because we have liberated ourselves into further freedom. Indeed, we have become Liberty itself. By simply changing our self-speak from a commanding (certain) voice to a voluntary (questioning) voice, we change the paradigm. We become less rigid and more flexible. We become less invulnerable and more vulnerable. We become less fearful and more courageous. We gain authority over authoritarianism, including our own. In short: we take back our own power.

Instead of commands, we issue options: “I can do whatever I want, like break the law or not break the law,” or “I don’t have to pay my taxes if I don’t think it’s necessary,” or “I can live whatever life I feel like living, as a statist or as an anarchist, but I choose to live like an anarchist,” or “I am free to do what I want, and I am choosing dangerous freedom over comfortable safety.” As Robert A. Heinlein said, “I am free, no matter what rules surround me. If I find them tolerable, I tolerate them; if I find them too obnoxious, I break them. I am free because I know that I alone am morally responsible for everything I do.”

Also, instead of getting all wrapped up in answers, we are more capable of surrendering to ruthless questioning: “Why do I think the state is immoral, or not?,” or “Would I really rather be slapped with the truth than kissed with a lie?,” or “How might I be suffering from cognitive dissonance or any number of cognitive biases and fallacies?,” or “How has my cultural conditioning affected the way I relate to the world?,” or “Do I have the courage to choose truth and speak out against deception?,” or “How can I take personal responsibility for becoming more ethical than the society I grew up in?,” The answers to these questions have the potential to launch our fledging liberation into further, more robust, liberation.

When we free ourselves into further freedom, we allow ourselves to grow. We allow our comfort zones to stretch. We become psychosocially, politically, and spiritually more flexible. We give ourselves permission to authentically live. In short: We blossom into a state of self-overcoming.

Self-overcoming is a Nietzschean concept of transcending ones given standards and values and creating something new out of the ashes of the old. It’s the constant adaptation and improvisation of the self in regards to the world. When we are self-overcoming, we’re too busy flourishing to be bothered with attaching ourselves to a particular state of being. We are shedding, and thus individuating, our “pleasing-to-others” skin. We’re surrendering to growth, to flexibility, to adaptability, and to moral plasticity. The result is a psychosocial animal becoming a freedom unto itself.

A liberated self-overcomer is truly a force to be reckoned with. No authority can command it, not even self-authority, because the liberated self-overcomer is constantly changing. It’s already adapting to, and overcoming, the slings and arrows of vicissitude, whether from the state, from others, or from the self. Indeed, a liberated self-overcomer is Transformation incarnate.

In the end, authoritarianism dissolves into futility under the crushing wave of the liberated self-overcomer. All authoritarian self-speak gets muted under the blaring harmony of self-overcoming. Commands melt into cartoons. Rigid certitude softens into flexible sincerity. Inner freedom becomes outer freedom. The inner voice of the liberated self-overcomer is both self-interrogating and voluntary, thus liberating the overcomer into further liberation, which ultimately leads to the liberation of others. For the liberated self-overcomer, the authoritarian culture has lost its stranglehold. Authentic reconditioning of the cultural conditioning is at hand. For, as Carl Jung declared, “I am not what happened to me, I am what I choose to become.”

Public School or Prison? Here Are 10 Ways It’s Hard To Tell

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By Alice Jones Webb

Source: The Mind Unleashed

Every weekday morning, from September through June, parents across the country get up earlier than they want to, rush like crazy, wrangle kids into appropriate clothing, and wait in exhausting drop-off lines to get their children to school on time. Why? Because punctuality is a virtue? Or because they are afraid of getting in trouble?

In big cities and small communities, the same routine is repeated with minor variations. Small children and near adult adolescents will spend the majority of their waking hours somewhere they would rather not be. But few people question the set-up. Parents send their kids to school with the best of intentions, wanting to produce happy, healthy, productive adults. Public school is supposed to be for their own good. Very few question its necessity and virtue. No one questions the fact that our country’s public schools are looking less and less like places of learning and more and more like places of detention (and I don’t mean The Breakfast Club type either).

When you stop and think about it (which few people actually do), our public schools have more in common with our prison system than any parent would care to admit. Most of us are products of the system and will defend its honor and integrity like sufferers of severe Stockholm Syndrome. So let me break it down into a list of glaring similarities that even those of us who went to public school can easily understand.

1. Both School and Prison Take Away Freedom. To get into prison, a person has to be convicted of a crime (although all of us know that prisons are full of people convicted of pretty bogus crimes… just stick with me). Children in school are only guilty of the crime of being children. Since school attendance is compulsory, children, much like criminal prisoners, don’t get to choose whether they get locked up for seven or more hours a day. They are forced to go to school by strict truancy laws until they are at least 16, at which point their youth has already been squandered inside constrictive cinder block walls.

2. Both School and Prison use Security as a Means of Control. Prisons and public schools both use metal detectors, surveillance cameras, police patrols, drug-sniffing dogs, and lock downs to create a facade of greater security. In most elementary schools, there is an emphasis on moving students from location to location in a rigidly ordered manner. The straight line of silent children walking with hands behind their backs look frighteningly like lines of prisoners. The strict codes of conduct used in the majority of schools, as well as the consistent use of handcuffs and pepper spray on unruly high school students, work together to condition young people to the cultural normalcy of over-policing.

Stay in line. Do as you’re told. Don’t make trouble. These are the messages we send to both our prisoners and our school children. But it’s okay. It’s for their own good.

3. Both Schools and Prisons Serve Undesirable Food. The cafeterias in public schools are scarily similar to prison cafeterias, often even sharing the same menus. Unappetizing, bland, processed meals with little nutritional value are the norm in both institutions. And bringing a lunch from home is banned in many school districts. Add in the armed security guards that patrol most public school lunch rooms and a casual observer might not be able to tell the difference.

4. Both Schools and Prisons Enforce Strict Dress Codes. Like prisons, some schools obligate their students to wear uniforms, limiting self-expression, and encouraging a herd mentality that makes control easier (for safety’s sake, of course). But even in schools without required uniforms, strict dress codes are generally in place. Failure to tuck in a shirt tail can land a student in detention. Donning a blouse that doesn’t adequately cover a girl’s shoulders could get her sent home. Sometimes the dress code guidelines are so arbitrary and so strictly detailed, it seems like they are in place just to get students in trouble. In 2008, Gonzales High School in Texas made the national news for requiring dress code violators to wear actual prison jumpsuits. It’s like officials want the students to seem like criminals. Perhaps it makes the policing of students at their own hands seem more justified.

5. Both Students and Prisoners are Tracked. Many prisons use electronic bracelets or other tracking devices to keep track of prisoners’ locations. Many schools are doing the same thing. ID badges with built-in RFID chips can track the location of a child wherever they are wearing it, and many schools require ID badges to be worn during school hours. Some schools have even started using fingerprints and iris scanners to keep track of their prisoners… I mean students.

6. Both Schools and Prisons Have Armed Guards. Often referred to as SROs (school resource officers), most school buildings are patrolled by armed police officers. They are generally uniformed and carry pepper spray, tasers, and batons that they can use on students should the need arise. These officers police hallways and lunchrooms, administer searches of children’s lockers and school bags, and man the TSA-style checkpoints at the entrances to the buildings our children enter to learn.

7. Both Schools And Prisons do not Allow Anger. Although anger is a justifiable emotion toward constrictive and oppressive political structures, neither students nor prisoners have the power to express their emotions. In prison, angry convicts are locked away in solitary confinement, their movements and small remaining freedoms restricted for safety’s sake. In public school, anger is interpreted as a failing of the individual rather than the system that creates it. There, anger is seen as “disruptive behavior” or “cognitive impairment” or a “social or learning disability”. Often the angry student is marginalized by placement in special education classes, enrolled in “alternative schools”, or medicated to control their disruptions, all of which are just differing forms of confinement.

8. Both Students and Prisoners are Forced to Work. The scene of the prison chain gang in striped clothing, hacking away at rocks and debris is one that most people have seen in old films. Today’s prisoner work force looks a little different, with prisoners wearing orange jumpsuits and doing highway clean-up minus the bulky steel chains. Students are often forced to work, too. Sometimes they are forced to work cleaning up school grounds as a disciplinary action. But in some school systems, volunteer work or “community service” is required each year for a passing grade. Interesting to note that “community service” is frequently doled out as punishment to citizens convicted of minor crimes, but our children are only guilty of being kids.

9. Both Schools and Prisons Follow Strict Schedules. A rigid schedule of walking, eating, learning, exercise, and bathroom use is followed in both institutions. It doesn’t matter when you have to pee, or need to stretch your legs, or want a breath of fresh air. Those things can only be done during allotted times defined by those in authority.

10. Both Schools and Prisons Have Zero-Tolerance Policies. Most public schools now have policies of zero-tolerance when it comes to violence, bullying, drug possession, etc. Interestingly, much of the verbiage in our schools’ disciplinary policies come straight from the nation’s “War on Drugs” (which is directly responsible for the vast majority of our country’s prisoners). Zero-tolerance policies require harsher penalties for sometimes minor classroom offenses and often result in law enforcement being called in to handle school disciplinary actions. The result has been what many refer to as the “School-to-prison pipeline”. The policies make criminals out of students, pushing kids out of the classroom and into the criminal justice system at alarming rates. At least the transition will be easy. Those school children have already spent the majority of their lives in a system that matches the penitentiary where they’ll be spending most of the rest of it.

With such dark and intimidating surroundings, focusing on learning becomes difficult. It’s no wonder most kids don’t want to go to school. When you’re treated like a prisoner, it’s easy to feel like one.

About the Author

Alice Jones Webb is a writer, homeschooling mother of four, black belt, autodidact, free-thinker, avid reader, obsessive recycler, closet goth, a bit of a rebel, but definitely not your typical soccer mom. You can usually find her buried under the laundry and also on Facebook, Twitter, and her blog, DifferentThanAverage.com, where she blogs about bucking the status quo.

Seeking the True Path

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Cartoon by Loren Fishman. See more of his work at https://humoresquecartoons.com

Robert J. Burrowes

One of the more subtle manifestations of the intimate link between
(unconscious) human emotions and behaviour is illustrated by the simple
concept of choice and how this is so often reduced to a dichotomy
between two bad options. In such circumstances, most people choose
whatever they consider to be ‘the lesser evil’.

But how often are there only two options, even if they appear ‘good’ and
‘bad’? Frankly, I cannot think of one circumstance in which my choices
are limited to two, however good or bad they appear to be.

Why does this belief in just two options arise?

When we are born, our evolutionary inheritance includes a phenomenally
powerful capacity to feel a complex range of emotions. However, because
what sociologists refer to as ‘socialization’ (a process by which babies
and children are supposedly taught the ways of their society) is
actually a process of terrorizing babies and children into suppressing
their awareness of these emotions so that they can be forced to conform
to societal ‘norms’ (no matter how dysfunctional), the disastrous
outcomes of ‘socialization’ are obscured. If you wish to read more about
the terrorization of children, you can do so in ‘Why Violence?‘ and
‘Fearless Psychology and Fearful Psychology: Principles and Practice‘.

This terrorizing of babies and children takes many forms but one of the
most common ways it occurs is through simply telling a child what they
must do under threat of punishment for non-compliance which all parents,
teachers, religious figures and other adults do routinely. This
imperative to obey will always run counter to the child’s own Self-will.
Why is this? Because every single human baby is genetically programmed
to follow their own Self-will, not to obey the will of another.

This individual Self-will is generated by the integrated sense of how to
behave in response to the mental and physical feedback – including
feelings, thoughts, memory, conscience, sensory perception (sight,
smell, sound, touch, taste), truth register, intuition… – which each
person receives and which their mind processes and integrates to
crystallise the precisely appropriate behaviour in any given
circumstance.

But once a child is routinely terrorized into submitting to the will of
another – no matter how benign either the person giving the instruction
or the instruction itself – they lose trust and faith in their own
capacity to decide on a course of action and undertake it powerfully.
They are now adrift without clear internal guidance and, as they grow
up, they are now readily vulnerable to the ‘persuasion’ of others
whether it be the opinion of someone else, the advice of an ‘expert’ or
the inanity of an advertisement for a commercial product.

Adrift from their own unique and powerful internal mental processor –
with its emotional, intellectual, sensory, intuitive, memory, conscience
and other components – they are the victim of their own fear of being
disobedient, wrong, in the minority, isolated … if they follow their own
Self-will.

Unconsciously, the child feels trapped. They are terrified to do what
they want without permission (which is routinely denied) but
unconsciously angry about this (because they have been scared out of
being openly angry at their parents and teachers) which usually
manifests as something powerless such as resentment.

What does the child do in this circumstance? Obey the parent/teacher or
attempt to follow their own Self-will and risk (and probably receive)
punishment for doing so? What is the ‘good’ option here? Or is the child
faced with a choice between two evils and must try to choose the
‘lesser’ one? In the words of Anita McKone: ‘It feels like you must
either put up with abuse or die.’

Routine abuse of the child in this manner by their parents, teachers and
other adults throughout their early life leaves virtually all adults
with an unconscious belief that life is a series of choices between
‘lesser evils’ with an occasional ‘good’ choice allowed in limited
circumstances. We might choose our meal, the color and style of our
clothing, what film to watch and other such trivia. But what of anything
important? No way!

Most people end up believing that there are only ever two choices on
anything that matters and neither is particularly desirable.
Unconsciously, they feel trapped and it makes no sense when they are
told that they have many options from which to choose. This is not their
experience and it just feels untrue. They will endlessly choose the
lesser evil of two bad options on virtually everything that matters in
their life and accept the trinket ‘goods’ they are allowed to choose,
such as the nature of their hairstyle.

Long before adulthood, the child accepts a lifepath of conformity to the
most mundane human existence imaginable: school, work, the occasional
holiday, illness and death. A life never lived.

In essence, the terrorized child, now an adult, never looks beyond the
choices given, even when both are ‘bad’ or one is trivially ‘good’.

Most people have no sense of their own Self-will in the profound sense,
no faith in where this Self-will might take them if followed and, if
they could/can feel it, no courage to do what their Self-will tells
them.

The tragedy of virtually every human life is that they never seek out
what was taken from them as a child: the Self-will that would guide them
unerringly to seek out and become everything they were born to be. They
are so full of fear, self-hatred and powerlessness as a result of the
violence they suffered as a child, that they endlessly settle for ‘the
lesser evil’ on anything important and settle for trinkets in the form
of ‘good’: the choice of ice-cream flavour, the color of their socks,
the novel to read, the holiday destination.

Is there a way out? Yes, but it requires you to feel your fear, anger,
sadness and other feelings at what has happened to you until you are
powerful enough to reject both/all ‘bad’ options and to refuse the
trinkets that parody ‘good’. And to ask ‘What do I want?’ It is only by
consciously and deliberately rejecting all ‘lesser evil’ options that
the magnificent array of incredible opportunities which you have never
contemplated/discovered will open before you to choose as you wish.

And that is why it is so difficult. You must have the courage to cut
off, without the option of turning back, all options that do not give
you what you need. This is because what matters is not whether you get
what you need in the short term, but whether you live your truth, no
matter how difficult this might be in the immediate sense.

It is the fear of burning all bridges that holds us back because, as a
child, we were too scared to walk out on those who told us, one way or
another, that we had no choice but to suffer their abuse or die.

But the more bridges you burn, the more magnificent will be the vista of
undreamt opportunities that will open before you. And you will wonder
why you never considered/saw them before. Imagine if everyone had the
courage to burn the bridges of fear and to set out on their own unique
path.

And to experience the sheer joy of living powerfully in every moment of
their life.

But our own personal effort does not need to exclude the possibility of
making it easier for others in future too. So if you would like to
participate in the ongoing effort to create a world in which living
powerfully is more possible for each of us, you are welcome to consider
signing the online pledge of ‘The People’s Charter to Create a Nonviolent World‘.

If people are not afraid of violence, they are genuinely free to seek
their true path.

 

Biodata: Robert J. Burrowes has a lifetime commitment to understanding and ending human violence. He has done extensive research since 1966 in an effort to understand why human beings are violent and has been a nonviolent activist since 1981. He is the author of ‘Why Violence?‘ His email address is flametree@riseup.netand his website is at http://robertjburrowes.wordpress.com

Robert J. Burrowes
P.O. Box 68
Daylesford
Victoria 3460
Australia
Email: flametree@riseup.net

Websites:
Nonviolence Charter
Flame Tree Project to Save Life on Earth
‘Why Violence?’
Nonviolent Campaign Strategy
Nonviolent Defense/Liberation Strategy
Anita: Songs of Nonviolence
Robert Burrowes
Global Nonviolence Network

Punishment is Violent and Counterproductive

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By Robert J. Burrowes

Punishment is a popular pastime for humans. Parents punish children. Teachers punish students. Employers punish workers. Courts punish lawbreakers. People punish each other. Governments punish ‘enemies’. And, according to some, God punishes evildoers.

What is ‘punishment’? Punishment is the infliction of violence as revenge on a person who is judged to have behaved inappropriately. It is a key word we use when we want to obscure from ourselves that we are being violent.

The violence inflicted as punishment can take many forms, depending on the context. It might involve inflicting physical injury and/or pain, withdrawal of approval or love, confinement/imprisonment, a financial penalty, dismissal, withdrawal of rights/privileges, denial of promised rewards, an order to perform a service, banishment, torture or death, among others.

Given the human preoccupation with punishment, it is perhaps surprising that this behaviour is not subjected to more widespread scrutiny. Mind you, I can think of many human behaviours that get less scrutiny than would be useful.

Anyway, because I am committed to facilitating functional human behaviour, I want to explain why using violence to ‘punish’ people is highly dysfunctional and virtually guarantees an outcome opposite to that intended.

Punishment is usually inflicted by someone who makes a judgment that another person has behaved ‘badly’ or ‘wrongly’. At its most basic, disobedience (that is, failure to comply with elite imposed norms) is often judged in this way, whether by parents, teachers, religious figures, lawmakers or national governments.

But is obedience functional or even appropriate?

Consider this. In order to behave optimally, the human organism requires that all mental functions – feelings, thoughts, memory, conscience, sensory perception (sight, sound, touch, smell, taste), truth register, intuition… – must be developed and readily involved, without interference, in our life. If this happens, then all of these individual functions will play an integrated role in determining our behaviour in any given circumstance. This is a very sophisticated mental apparatus that has evolved over billions of years and if it was allowed to function without interference in each individual, human beings would indeed be highly functional.

So where does obedience fit into all of this? It doesn’t. A child is genetically programmed to seek to meet their own needs, not obey the will of another. And they will behave functionally in endeavouring to meet these needs unless terrorized out of doing so. Moreover, they will learn to meet their own needs, by acting individually in some circumstances and by cooperating with others when appropriate, if their social environment models this.

However, if a child is terrorized into being obedient – including by being punished when they are not – then the child will have no choice but to suppress their awareness of the innate mental capacities that evolved over billions of years to guide their behaviour until they have ‘learned’ what they must do to avoid being punished. For a fuller explanation of this, see ‘Why Violence?’ and ‘Fearless Psychology and Fearful Psychology: Principles and
Practice’.

Unfortunately, as you can probably readily perceive, this process of terrorizing a child into suppressing their awareness of what they want to do so that they do what someone else directs is highly problematical. And it leads to a virtually infinite variety of dysfunctional
behaviours, even for those who appear to have been successfully ‘socialized’ into performing effectively in their society. This is readily illustrated.

Perhaps the central problem of terrorizing individuals into obedience of conventions, commands, rules and the law is that once the individual has been so terrorized, it is virtually impossible for them to change their behaviour because they are now terrified of doing so. If the obedient behaviours were functional in the circumstances then, apart from the obviously enormous damage suffered by the individual, there would be no other adverse social or environmental consequences.

Unfortunately, when all humans have been terrorized into behaving dysfunctionally on a routine basis (in the Western context, for example, by engaging in over-consumption) then changing their behaviour, even in the direction of functionality, is now unconsciously associated with the fear of violence (in the form of punishment) and so desirable behavioural change (in the direction of reduced consumption, for example) is much more difficult. It is not just that many Western humans are reluctant to reduce their consumption in line with environmental (including climatic) imperatives, they are unconsciously terrified of
doing so.

By now you might be able to see the wider ramifications of using violence and threats of violence to force children into being obedient. Apart from terrorizing each child into suppressing their awareness of their innate mental capacities, we create individuals whose entire (unconscious) ‘understanding’ of human existence is limited to the notion that violence, mislabeled ‘punishment’, drives socialization and society.

As just one result, for example, most people consider punishment to be appropriate in the context of the legal system: they expect courts to inflict legally-sanctioned violence on those ‘guilty’ of disobeying the law. As in the case of the punishment of children, how many people ask ‘Does violence restore functional behaviour? Or does it simply inflict violence as revenge? What do we really want to achieve? And how will we achieve that?’

Fundamentally, the flaw with violence as punishment is that violence terrifies people. And you cannot terrorize someone into behaving functionally. At very best, you can terrorize someone into changing their behaviour in an extremely limited context and/or for an extremely limited period of time. But if you want functional and lasting change in an individual’s behaviour, then considerable emotional healing will be necessary. This will allow the suppressed fear, anger, sadness and other feelings resulting from childhood terrorization to safely resurface and be expressed so that the individual can perceive their own needs and identify ways of fulfilling them (which does not mean that they will be obedient). For an explanation of what is required, see ‘Nisteling: The Art of Deep Listening’ which is referenced in ‘My Promise to Children‘.

So next time you hear a political leader or corporate executive advocating or using violence (such as war, the curtailment of civil liberties, an economically exploitative and/or ecologically destructive initiative), remember that you are observing a highly dysfunctionalized individual. Moreover, this dysfunctional individual is a logical product of our society’s unrelenting use of violence, much of it in the form of what is euphemistically called ‘punishment’, against our children in the delusional belief that it will give us obedience and hence social control.

Or next time you hear a public official, judge, terrorist or police officer promising ‘justice’ (that is, retribution), remember that you are listening to an emotionally damaged individual who suffered enormous violence as a child and internalized the delusional message that ‘punishment works’.

You might also ponder how bad it could be if we didn’t require obedience and use punishment to get it, but loved and nurtured children, by listening to them deeply, to become the unique, enormously loving and powerful individuals for which evolution genetically programmed them.

I am well aware that what I am suggesting will take an enormous amount of societal rethinking and a profound reallocation of resources away from violent and highly profitable police, legal, prison and military systems. But, as I wrote above, I am committed to facilitating functional human behaviour. I can also think of some useful ways that we could allocate the resources if we didn’t waste them on violence.

If you share this commitment and working towards this world appeals to you too, then you are welcome to consider participating in the fifteen-year strategy outlined in ‘The Flame Tree Project to Save Life on Earth‘ and to consider signing the online pledge of ‘The People’s Charter to Create a Nonviolent World‘.

Punishment can sometimes appear to get you the outcome you want in the short term. The cost is that it always moves you further away from any desirable outcome in the long run.

 

Biodata: Robert J. Burrowes has a lifetime commitment to understanding and ending human violence. He has done extensive research since 1966 in an effort to understand why human beings are violent and has been a nonviolent activist since 1981. He is the author of ‘Why Violence?‘ His email address is flametree@riseup.netand his website is at http://robertjburrowes.wordpress.com

Robert J. Burrowes
P.O. Box 68
Daylesford
Victoria 3460
Australia
Email: flametree@riseup.net

Websites:
Nonviolence Charter
Flame Tree Project to Save Life on Earth
‘Why Violence?’
Nonviolent Campaign Strategy
Nonviolent Defense/Liberation Strategy
Anita: Songs of Nonviolence
Robert Burrowes
Global Nonviolence Network

I Participate

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By Jonathan Bessette

Source: Adbusters

Recall that you’re sitting in a rapid transit vehicle, carried along the sky-line above cement highways, paved in homage to the Romans, who designed a system of militarized paths stretching everywhere, causing everything to lead back to one place. Here we are everyone, the year of the Monkey, 2016, 98 years after The Great War … too bad it isn’t the year of the Dalmatians … Mickey Mouse recently Tweeted that Disney is working on buying the rights to the Chinese lunar calendar. Imagine 12 animated classics framing each and every year for the remainder of humanity’s existence. 

At this point human society is so vast, so complex, so multilayered, that it is impossible to stay updated, engaged, and participating in every area of local and global importance. Education takes us from a place of innocence, creativity and joy, forcing us to fall into the institutional lines of desks and faced forward attention. As a nodal point of knowledge each new person will be filled to the brim with information that makes them useful to the status quo.

Neuroscience now tells us that the brain has plasticity and the neurosynaptic networks that are created through nurturing, which become identity and personality, can be changed and overwritten. Newer pathways can be formed and strengthened and older ones can be reduced. Does this mean that our free-will has a physical manifestation as identity, as culture, and every choice affects the people, animals and objects around us? Everything we think and do reinforces everything we think and do, creating a strange logical loop which justifies our lives as ourselves. Without any major impetus, what reason do we have to change? Why compromise our internally consistent narrative and accept the narrative of someone else? What stands to be different?

Surreality is becoming a more constant state as life in the present starts to look like Science Fiction of the future from the past. The last historian wandering around Paris in the 21st Century, forgotten by a technologically advanced world that cares only for materialism. A beguiled Case, the lead character of Gibson’s Neuromancer, disenfranchised because he can no longer participate in the romance of cyberspace, looking something like a hacker barred by the law to approach or touch a computer. Of course cyborgs, robots, virtual reality and AI dance at the periphery, the momentum of current technological trends, yet we titillate ourselves with the practical possibility of these totems nearing our hearts and minds.

Information overflows like never before. Some cry Apocalypse! End Times! The Rapture! But most of the world is still filling up their gas tanks, believing that the day when Climate Change will actually affect them is the day that it will be clearly outlined in a power point presentation, at their offices or wherever they work, explaining the equity found in maintaining current profit margins while in the same breath rearranging the economic vehicle of prosperity.     

“Change without Changing!” might be the Party Slogan for whoever runs for the Presidency after Obama sputters to a close.

Take my hand and run through the ever-increasing fields of soya beans, where we can hear the Monsanto genetically-modified breeze blowing the answer in the wind, whispering corporate sonatas, proving that commercial capitalism is a system of religion. Faith in Profit! The Gospel of Endless Progress! Join our Church of Business! Maybe Monsanto can use its private militia to assassinate Thomas Piketty, because of the seeds he’s sowing about capitalism being a mechanical beast that needs regulation because its fuel is the disparity between rich and poor … the larger the gap the more efficacious the fuel.

Then I think whether or not you’ll be reading this on paper or a flat-screen … whether either will be made from recyclable resources, and the argument that the printed word is less sustainable than the digital, so let’s put them to the test, right here, right now:

What can you do with a single piece of printed paper? Read it, eat it, burn it, re-write on it, make origami, a paper airplane or a boat, use it as a funnel, snort powders with it, wipe our bums? What can we do with a tablet? Access every possible available medium via the Internet and software?

It takes at least a lumber, ink, metal, and print industry to create the basic elements to manufacture printed media on a large scale. The average printed matter, kept in modest condition, can last up to 100 years and still be usable. The space that a single printed work takes up is quite large, creating the need to provide space of the material itself. When recycling an old book there are few components to worry about, making it rather simple.

It takes at least most types of mining and the processing of raw materials (petroleum, silicon, zinc, aluminum), software and hardware development, manufacturing, and the assembly of components to create a tablet. The average tablet, kept in modest condition, can remain functional until it’s obsolete. It certainly will not last 100 years, and even if it did the components, chips and circuitry would be so worn down that anything you might have used it for would no longer be possible. Of course you can store a million, a billion, even a zillion books on a single tablet, but will everyone have equal access to it? Tablets are extremely difficult to recycle, their components don’t just make up another tablet. The loss from entropy alone assures destruction, and we cannot grow more zinc, petroleum, or aluminum.

But really none of this matters, we don’t have any control over what corporations choose to do with our futures, or what medium we will use. These new, futuristic developments, intended to define human culture, are being devised and formed inside of grand boardrooms, in tall skyscrapers, by CEOs and shareholders. They, the 1%, are only concerned with whether the product they create for us will become a necessary commodity, like food, like water, like shelter … like Subway, like Coke Cola, like Single Room Occupancies (SROs).

You hear someone talking about the protest on Burnaby Mountain. People don’t want Kinder-Morgan expanding the capacity of an already existent pipeline because it will significantly increase the traffic of oil tankers in the Burrard Inlet. Someone else discusses the unrest of activist groups in Vancouver; about the substandard living conditions; the war on the poor; the two new prisons … they care about housing those who arise from poverty and have been given nowhere else to go. Anger overtakes you for a moment and you think, I don’t like this, why is there so much injustice, maybe I can do something about it…

A flabbergasted voice backtracking intellectual missives comes on over the radio, you’re not sure if it’s in your head or not:
“Revolution is just going around and around, it’s a cycle, it begins with violence and it ends with violence and it only achieves the same power structure that precedes it.”

You think about the French Revolution, the Arab Spring, Anonymous, and realize grass-roots change can rise up from the ground, from the dirt, from the dust whence we came, to challenge the oligarchical deities of the political / corporate aristocracy. We can sell everything we own and buy whole streets collectively, live there together, change the land and what’s on it together. We can join all kinds of innovative communities. We can gather in massive groups and walk through the streets, calling attention to everything corruption has built up around us. We can participate in Civil Disobedience, because the obedience that is asked of us causes harm to someone or something that is alive and is not fairly allowed to defend itself.

No matter how much Ayn Rand and Alan Greenspan and Justin Trudeau tell you that the money will trickle down, no matter how much they tell you that they are the ones who created the railroads, produced the banks, developed the industries that sustain our economies … they didn’t do a damn thing. We laid the tracks, we hammered the spikes, we drove the trains, we maintained the services, we built the buildings, we painted the walls, we fitted the plumbing, we opened the doors, we mopped the floors, we surveyed the land, we mineral tested the rock, we operated the drills, we processed the crude and we shipped the products. None of these things that they presume to own did they make or build. They didn’t put one brick in the wall, they didn’t dig one trench, and they didn’t turn one switch. It’s all ours…

Now an unsettling feeling might skitter across you when you realize that you are implicated in this whole thing. Why do we feel so disenfranchised? Why does the 1% own so much more influence, so much more than we little peons? I feel powerless but every day I participate in the construction of human society. Every action contributes to a massive effect called the singularity of my life. Don’t fall into the kinds of aporia that Jacques Ellul observes in The Technological Society, where no one claims responsibility for the projects of technology. Who made this computer? Was it the engineers, or the design team, the software developers, the hardware makers? Or was it the companies who mined the silver, the petroleum, the zinc, the aluminum, the silicon? No single person in the process can take responsibility for the whole … so no one does, they just accept it, and its justification is its presence.

Well then … we are in a pickle aren’t we? But maybe revolution is the act of taking responsibility? Clips of revolution flicker through your mind-film, you see riots, Molotov cocktails, police lined up with transparent plastic shields. You realize you do not want to risk your comfort, your coziness, your conformity, so you fit in and play nice and salute whoever is in power. Or maybe you are just not interested, you have your soma, your serial monogamy, your fair trade Americano. Besides, you’re too busy, you’ve got kids, you work 60 hours a week, you recently bought a home in one of the most expensive housing markets in the world, you already have enough responsibilities …

The Desire to Fit In is the Root of Almost All Wrongdoing

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By Christopher Freiman

Source: aeon

Imagine that one morning you discover a ring that grants you magic powers. With this ring on your finger, you can seize the presidency, rob Fort Knox and instantly become the most famous person on the planet. So, would you do it?

Readers of Plato’s Republic will find this thought experiment familiar. For Plato, one of the central problems of ethics is explaining why we should prioritise moral virtue over power or money. If the price of exploiting the mythical ‘Ring of Gyges’ – acting wrongly – isn’t worth the material rewards, then morality is vindicated.

Notice that Plato assumes that we stray from the moral path through being tempted by personal gain – that’s why he tries to show that virtue is more valuable than the gold we can get through vice. He isn’t alone in making this assumption. In Leviathan (1651), Thomas Hobbes worries about justifying morality to the ‘fool’ who says that ‘there is no such thing as justice’ and breaks his word when it works to his advantage. And when thinking about our reasons to prefer virtue to vice, in his Enquiry Concerning the Principles of Morals (1751) David Hume confronts the ‘sensible knave’, a person tempted to do wrong when he imagines ‘that an act of iniquity or infidelity will make a considerable addition to his fortune’.

Some of history’s greatest philosophers, then, agree that wrongdoing tends to be motivated by self-interest. Alas, I’m not one of history’s greatest philosophers. Although most assume that an immoral person is one who’s ready to defy law and convention to get what they want, I think the inverse is often true. Immorality is frequently motivated by a readiness to conform to law and convention in opposition to our own values. In these cases, it’s not that we care too little about others; it’s that we care too much. More specifically, we care too much about how we stack up in the eyes of others.

Doing the wrong thing is, for most of us, pretty mundane. It’s not usurping political power or stealing millions of dollars. It’s nervously joining in the chorus of laughs for your co-worker’s bigoted joke or lying about your politics to appease your family at Thanksgiving dinner. We ‘go along to get along’ in defiance of what we really value or believe because we don’t want any trouble. Immanuel Kant calls this sort of excessively deferential attitude servility. Rather than downgrading the values and commitments of others, servility involves downgrading your own values and commitments relative to those of others. The servile person is thus the mirror image of the conventional, self-interested immoralist found in Plato, Hobbes and Hume. Instead of stepping on whomever is in his way to get what he wants, the servile person is, in Kant’s words, someone who ‘makes himself a worm’ and thus ‘cannot complain afterwards if people step on him’.

Kant thinks that your basic moral obligation is to not treat humanity as a mere means. When you make a lying promise that you’ll pay back a loan or threaten someone unless he hands over his wallet, you’re treating your victim as a mere means. You’re using him like a tool that exists only to serve your purposes, not respecting him as a person who has value in himself.

But Kant also says that you shouldn’t treat yourself as a mere means. This part of his categorical imperative gets less publicity than his injunction against mistreating others, but it’s no less important. Thomas Hill, a philosopher at the University of North Carolina, Chapel Hill, notes in Autonomy and Self-Respect (1991) that servility involves a mistaken assessment of your moral status. Crucially, the servile person is guilty of the same root error as the person who deceives or threatens others – namely, denying the basic moral equality of all persons. It’s just that the person you’re degrading is you. But servile behaviour neglects the fact that you’re entitled to the same respect as anyone else.

Now, maybe you’re thinking that lying about your opinion of Donald Drumpf [or Shillary Clinton] to placate your parents so you can eat your cranberry sauce in peace is no big deal. Fair enough. But servility can cause much graver moral transgressions.

Take the most famous psychological study of the 20th century: Stanley Milgram’s obedience experiments. Milgram discovered that most of his subjects would deliver excruciating – and sometimes apparently debilitating or lethal – electric shocks to innocent victims when an experimenter told them to do so. In ‘The Perils of Obedience’ (1973), Milgram explained that one reason why the typical subject goes along with malevolent authority is because he ‘fears that he will appear arrogant, untoward, and rude if he breaks off’. The subjects’ commitment to politeness overwhelmed their commitment to basic moral decency. And a lot of us are more like Milgram’s subjects than we’d care to admit: we don’t want to appear arrogant, untoward or rude at the dinner table, the classroom, the business meeting. So we swallow our objections and allow ourselves – and others – to be stepped on.

The pernicious consequences of servility aren’t confined to the lab, either. Indeed, Milgram’s experiment was motivated partly by his desire to understand how so many ordinary-seeming people could have participated in the moral horrors of the Holocaust. More recently, the military violence at Abu Ghraib has been explained in part by the soldiers’ socialisation into conformity. These examples and reflections on our own lives reveal an underappreciated moral lesson. It’s not always, or even usually, the case that we do wrong because we lack respect for others. Often it’s because we lack respect for ourselves.

Can We Please Get Rid of the Pledge?

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By Mike Whitney

Source: CounterPunch

The Pledge of Allegiance is not an expression of patriotism. It is a loyalty oath that one normally associates with totalitarian regimes. People who love freedom, should be appalled by the idea our children are being coerced to stand and declare their support for the state. This is the worst form of indoctrination and it is completely anathema to the principals articulated in the US Constitution and the Bill of Rights. I cannot imagine outspoken libertarians like Thomas Jefferson or Tom Paine ever proclaiming their loyalty to the state when they correctly saw the state as the greatest threat to individual freedom. Which it is.

Now I know that many people think the Pledge is simply an affirmation of their respect for the flag, their love for the country, and their gratitude to the men and women who fought in America’s wars. But that’s not what it is. The Pledge is an attempt to impose conformity on the masses and compel them to click their heels and proclaim their devotion to the Fatherland. That’s not how it’s supposed to work in a democracy. In a democracy, the representatives of the state are supposed to pledge their loyalty to the people and to the laws that protect them. That’s the correct relationship between the state and the people. The Pledge turns that whole concept on its head.

Now I’d have no problem if our schoolchildren recited the Preamble to the Declaration of Independence before class every day:

“We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.

That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.”

That’s great stuff, unfortunately, the people who run this country would never allow it. They’d never allow our kids to recite an incendiary, revolutionary document like that every day for fear it would incite violence against the state. What they want is “good Germans”, not revolutionaries, not freedom-loving populists, and not well-informed, critical thinking individuals who can see through the sham of their jingoistic propaganda. They want people who are going to follow the rules, do what they’re told, fight the wars, and perform their worktime drudgery for 30 or 40 years until they’re carted off to the glue factory. That’s what they want. Reciting the Pledge fits perfectly with this dumbed-down version of permanent indentured servitude. It provides the ideological foundation for bovine acquiescence to the demands of the state and the crooks who run it behind the tri-color banner.

The fact that institutions like the Pledge are never challenged in a public format, points to deeper problems with the media and the way our kids are being educated. And while I don’t have time to talk about that now, it makes me wonder where are the people to question these silly recitations that undermine democracy and personal liberty? Why are their voices never heard?

I can’t answer that, but when I see the state deliberately eviscerating habeas corpus and locking away terror suspects for life with no evidence, no witnesses, no due process, no presumption of innocence, no way to defend themselves or claim their innocence in a court of law or before a jury of their peers–when I see the US state assuming the same unchecked, tyrannical powers as all of the dictatorships that went before them– I grow increasingly concerned that this lack of critical thinking is costing the country quite dearly. We are on the verge of losing what-little democracy we have left because people are incapable of looking around and asking ‘what the hell is going on?’

Pulling your head out of the sand and asking questions is not a sign of disloyalty. It’s a sign of intelligence, the kind of intelligence this country needs to stop the bloody wars and get back on track.

So next time you’re in a situation where you’re asked to stand up and recite the pledge, just pause for a minute and ask yourself what it really means. Is it really an expression of “love of country” or a is it a vacuous and demeaning exercise in nationalism that should be done away with ASAP?

I’d say, it’s the latter.

 

MIKE WHITNEY lives in Washington state. He is a contributor to Hopeless: Barack Obama and the Politics of Illusion (AK Press). Hopeless is also available in a Kindle edition. He can be reached at fergiewhitney@msn.com.

Related Article: The Truth About the Pledge of Allegiance: Indoctrination & Obedience

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Teaching Children How to Think Instead of What to Think

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By Will Stanton

Source: The Mind Unleashed

Right now our education system is doing more to indoctrinate our children than to educate them. In fact, that has been the case for quite some time. Our young minds are being told to accept authority as truth instead of truth as authority, and teachers talk at the students instead of with them.

Teachers have become repeaters of information. They are merely regurgitating everything they once learned from their own teachers, and perpetuating the recycling of information; information that has managed to evade scrutiny for generations. Children are no longer the masters of their own learning, and instead, their minds are being treated as storage containers.

The factory model of education, with its focus on academic and economic elitism, is churning out obedient workers for the system, encouraged to conform every step of the way. We are not being treated as organic, creative, investigative human beings, but instead as parts in the machine. The education system is filtering out the inquisitive nature of our being, with the ultimate goal being to prevent dissent against the system. The system doesn’t want thinkers. It doesn’t want people to question its methods. It wants a population that can be easily manipulated and controlled so as to relinquish all its power to the elite.

There are those who say that skills cannot be taught in schools. Socrates would likely scoff at that notion, were he still alive today. It was Socrates who said, “I cannot teach anybody anything; I can only make them think.”

If we’re going to solve the problem of indoctrination in our school system, we have to learn to begin asking questions instead of giving answers. Real learning is achieved through the investigative process. Children have to be encouraged to search for the answers themselves. It is up to the teachers to provide the tools and resources necessary for the children to conduct these inquiries and make meaningful discoveries. One well-formed question will do more to inspire than any number of answers. In every facet of our educational pursuits, it becomes crucial to begin an open dialogue with our students, to encourage healthy debate and to have them form their own conclusions.

The importance of teaching philosophy in schools cannot be underestimated. In a world where most of humanity is running on the treadmill with the blinders on, it is paramount that we re-evaluate our own perspectives from time to time, and look at the big picture.

What teaching philosophy does is it gets us thinking, it gets us questioning, and it gets us contemplating. Without these skills, humanity will continue to function on autopilot, and we will allow those in power to continue to dominate, oppress and enslave us in every way.

We need to reclaim our own minds…