Human Beings are Destroying Life on Earth but Deluding Ourselves that We are Not

By Robert J. Burrowes

It is easy to identify the ongoing and endless violence being inflicted on life on Earth. This ranges from the vast multiplicity of assaults inflicted on our children and the biosphere to the endless wars and other military violence as well as the grotesque exploitation of many peoples living in Africa, Asia and Central/South America. But for a (very incomplete) list of 40 points see ‘Reflections on 2018, Forecasting 2019’.

However, despite the obvious fact that it is human beings who are inflicting all of this violence, it is virtually impossible to get people to pay attention to this simple and incontrovertible fact and to ask why, precisely, are human beings behaving in such violent and destructive ways? And can we effectively address this cause?

Of course, one part of this problem is the existence of many competing ideas about what causes violence. For example, some ideologies attribute the cause to a particular structural manifestation of violence, such as patriarchy (which generates a gendered system of violence and exploitation) or capitalism (which generates a class system of violence and exploitation). However, none of these ideologies explains why humans participate in structures of violence and exploitation in the first place. Surely a person who was not violent and exploitative to begin with would reject such violent and exploitative structures out of hand and work to create nonviolent and egalitarian structures instead.

But most people really just accept the elite-promulgated delusion that humans are innately dysfunctional and violent and this must be contained and controlled by socialization processes, laws, legal systems, police forces and prisons or, in the international arena, by such measures as economic sanctions and military violence. It is a rare individual who perceives the blatant dysfunctionality and violence of socialization, laws, legal systems, police forces, prisons, economic sanctions and military violence, and how these institutions and their violence serve elite interests.

Hence, humans are trapped in a cycle of attempting to address the vast range of manifestations of violent human behaviour – the wars, the climate catastrophe, destruction of the environment, the economic exploitation of vast sectors of the human population (women, indigenous peoples, working peoples…), the military dictatorships and occupations – without knowing what, fundamentally, causes dysfunctional and violent human behaviours and draws many people to participate in (and benefit from) violence in whatever form it takes.

Well I, for one, find it boring to see the same manifestations of violence repeated endlessly because we do not understand or address the fundamental cause (and so even well-meaning efforts to address it in a variety of contexts are doomed to fail). How about you?

Moreover, I find it boring to listen to (or read about) people endlessly deluding themselves about the violence; that is, deluding themselves that it isn’t happening, ‘it was always like that’, ‘it isn’t as bad as it seems’, ‘nothing can be done’, ‘there is another explanation’, that I am ‘doing enough already’, and so on.

To illustrate the above let me write some more frequent examples of people deluding themselves about the cause. You may have heard delusions like these expressed yourself; you may know some of the many others.

  1. ‘The child deserved the punishment.’
  2. ‘She asked for it.’
  3. Violence is innate: it is ‘in our nature’.
  4. ‘War is inevitable.’
  5. The people in Africa/Asia/Central/South America ‘have always been poor’.
  6. ‘The weather hasn’t changed; it was like that when I was a child.’
  7. ‘We can’t control Mother Nature.’
  8. ‘Nature is abundant.’

Of course, the most common delusional state is the one in which most people are trapped: they are just not paying significant attention to critical issues and have no knowledge (and informed opinion) about them but allow themselves to be distracted from reality by the various elite channels used for doing so, such as the corporate media.

So why do most people delude themselves rather than carefully observe reality, seek out and analyze the evidence in relation to it, and then behave appropriately and powerfully in response?

Because they are (unconsciously) terrified.

‘Is that all?’ you might say. ‘Surely the explanation for dysfunctional (and violent) human behaviour is more complex than that! Besides, when people I observe doing the sorts of dysfunctional and violent behaviours you mention above, they don’t look frightened, let alone terrified.’

So let me explain why the explanation above – that most human beings live in delusion, behave dysfunctionally and violently, fail to observe and analyze reality and then behave powerfully in response to it, because they are terrified – is the complete explanation and why people who are utterly terrified don’t ‘look frightened’.

At the moment of birth, the human individual has a genetically-embedded potential to seek out and powerfully pursue their own unique destiny by progressively developing a complex set of capacities to observe and listen, to think and feel, to analyze and evaluate, to plan and strategize, and to behave with awareness and power in response to their own astute insight into reality and the guidance provided by their conscience.

However, rather than nurture this potential so that the child grows up deeply in touch with their conscience, sensing capacities, thoughts, feelings and other faculties necessary to seek out and powerfully travel their own unique path, the significant adults in the child’s life immediately start to ‘socialize’ (that is, terrorize) the child into conforming with culturally and socially-acceptable norms of thought and behaviour on the basis that one human is more-or-less identical with another (give or take some minor variations among races, languages….).

The idea that each human mind might be unique in the way that each body is unique (while conforming to a general pattern in relation to shape, height and other physical characteristics) never even occurs to anyone. The idea that their child could have the potential to be as creative, powerful and unique as Leonardo Da Vinci, Mary Wollstonecraft, Sojourner Truth, Albert Einstein, Mohandas K. Gandhi or Rosalind Franklin never enters the mind of the typical parent.

Instead, we parent and teach children to conform to an endless sequence of beliefs and behavioural norms on the basis that ‘one size fits all’ because we are literally (but unconsciously) terrified that our child might be ‘different’ or, horror of horrors, unique! And we reward most highly those individuals who do conform and can demonstrate their conformity by passing, often literally, the endless series of socially-approved tests, formal and otherwise, that we set. See, for example, ‘Do We Want School or Education?’

The last thing we want is an individual who fearlessly thinks, feels and behaves as they personally decide is best for themself, perhaps even because their conscience dictates. But when they do act out of their own volition, we punish them to ensure that behaviour that is generated by their unique ‘Self’ is, if possible, terrorized out of them.

Of course, there are ‘good reasons’ for doing this. If we want obedient students, soldiers, employees and citizens, it is the perfect formula. Terrorize the child when they are young and obedience to a set of parentally/socially-approved beliefs and behaviours is virtually guaranteed.

Equally importantly, by starting this onslaught against the child from the moment of birth, they will grow up utterly unaware of the fact that they were terrorized out of becoming their ‘True Self’ and seeking their own unique destiny so that they could be the slave of their society, performing some function, menial or even ‘professional’, after they have submitted to sufficient training. The slave who never questions their role is truly a slave. And that is what we want!

Equally importantly, the person who has fearfully surrendered their Self at the alter of physical survival cannot observe or listen to the fear expressed by anyone else, including their own children. So they simply ‘fail to notice’ it.

So what, exactly, do we do so that each human being’s individual Self is crushed and they are rendered too terrified, self-hating and powerless to pursue their own life path, to honestly observe and listen to their own children and to mindfully consider the state of our world and act powerfully in response?

We inflict enormous, ongoing violence on the child, starting immediately after their birth.

‘How?’ you might ask. ‘I don’t scream at or hit my child. And I never punish them.’

Well, if that is true, it is a good start.

But, unfortunately, it is far more complex than these obvious types of violence and, strange though it may seem, it is not just the ‘visible’ violence (such as hitting, screaming at and sexually abusing) that we normally label ‘violence’ that causes the main damage, although this is extremely damaging. The largest component of damage arises from the ‘invisible’ and ‘utterly invisible’ violence that we adults unconsciously inflict on children during the ordinary course of the day. Tragically, the bulk of this violence occurs in the family home and at school. See ‘Why Violence?’ and Fearless Psychology and Fearful Psychology: Principles and Practice.

So what is ‘invisible’ violence? It is the ‘little things’ we do every day, partly because we are just ‘too busy’. For example, when we do not allow time to listen to, and value, a child’s thoughts and feelings, the child learns to not listen to themSelf thus destroying their internal communication system. When we do not let a child say what they want (or ignore them when they do), the child develops communication and behavioral dysfunctionalities as they keep trying to meet their own needs (which, as a basic survival strategy, they are genetically programmed to do).

When we blame, condemn, insult, mock, embarrass, shame, humiliate, taunt, goad, guilt-trip, deceive, lie to, bribe, blackmail, moralize with and/or judge a child, we both undermine their sense of Self-worth and teach them to blame, condemn, insult, mock, embarrass, shame, humiliate, taunt, goad, guilt-trip, deceive, lie, bribe, blackmail, moralize and/or judge.

The fundamental outcome of being bombarded throughout their childhood by this ‘invisible’ violence is that the child is utterly overwhelmed by feelings of fear, pain, anger and sadness (among many others). However, mothers, fathers, teachers and other adults also actively interfere with the expression of these feelings and the behavioral responses that are naturally generated by them and it is this ‘utterly invisible’ violence that explains why the dysfunctional behavioral outcomes actually occur.

For example, by ignoring a child when they express their feelings, by comforting, reassuring or distracting a child when they express their feelings, by laughing at or ridiculing their feelings, by terrorizing a child into not expressing their feelings (e.g. by screaming at them when they cry or get angry), and/or by violently controlling a behavior that is generated by their feelings (e.g. by hitting them, restraining them or locking them into a room), the child has no choice but to unconsciously suppress their awareness of these feelings.

However, once a child has been terrorized into suppressing their awareness of their feelings (rather than being allowed to have their feelings and to act on them) the child has also unconsciously suppressed their awareness of the reality that caused these feelings. This has many outcomes that are disastrous for the individual, for society and for nature because the individual will now easily suppress their awareness of the feelings that would tell them how to act most functionally in any given circumstance and they will progressively acquire a phenomenal variety of dysfunctional behaviors, including some that are violent towards themself, others and/or the Earth.

From the above, it should also now be apparent that punishment should never be used. ‘Punishment’, of course, is one of the words we use to obscure our awareness of the fact that we are using violence. Violence, even when we label it ‘punishment’, scares children and adults alike and cannot elicit a functional behavioural response. See ‘Punishment is Violent and Counterproductive’.

If someone behaves dysfunctionally, they need to be listened to, deeply, so that they can start to become consciously aware of the feelings (which will always include fear and, often, terror) that drove the dysfunctional behaviour in the first place. They then need to feel and express these feelings (including any anger) in a safe way. Only then will behavioural change in the direction of functionality be possible. See ‘Nisteling: The Art of Deep Listening’.

‘But these adult behaviors you have described don’t seem that bad. Can the outcome be as disastrous as you claim?’ you might ask. The problem is that there are hundreds of these ‘ordinary’, everyday behaviors that destroy the Selfhood of the child. It is ‘death by a thousand cuts’ and most children simply do not survive as Self-aware individuals. And why do we do this? As noted above, we do it so that each child will fit into our model of ‘the perfect citizen’: that is, obedient and hardworking student, reliable and pliant employee/soldier, and submissive law-abiding citizen.

Moreover, once we destroy the Selfhood of a child, it has many flow-on effects. For example, once you terrorize a child into accepting certain information about themself, other people or the state of the world, the child becomes unconsciously fearful of dealing with new information, especially if this information is contradictory to what they have been terrorized into believing. As a result, the child will unconsciously dismiss new information out of hand.

In short, the child has been terrorized in such a way that they are no longer capable of learning (or their learning capacity is seriously diminished by excluding any information that is not a simple extension of what they already ‘know’).

Fundamentally, the child is now incapable of carefully observing reality, analyzing the evidence in relation to that reality and responding strategically so that conflicts and problems are moved closer to resolution. That is, the child is now unconsciously trapped, believing and behaving precisely within the spectrum of socially-approved beliefs and behaviours that society terrorized them into accepting, no matter how dysfunctional and violent these beliefs and behaviours might be.

In industrialized countries, for example, this will invariably include overconsuming, which is standard (but highly dysfunctional and violent) behaviour, particularly given the current state of the biosphere. See ‘Love Denied: The Psychology of Materialism, Violence and War’.

 

Responding Powerfully to Reality

So how do we nurture children to become the unique and powerful individual that is their birthright? Someone who is able to clearly identify what they need and what outcomes work for them, and who does not learn to progressively compromise themselves until there is nothing left of their unique identity. Someone, in short, who is so powerless, that they are incapable of considering themself, others and the state of the biosphere. Someone who lives in delusion.

Well, if you want a powerful child, you can read what is required in ‘My Promise to Children’.

If, after reading this ‘Promise’, you feel unable to nurture children properly, you might consider doing the healing necessary so that you can do so. See Putting Feelings First’.

If you already feel free of the delusions that afflict most people and able to respond powerfully to the state of our world, then consider joining those participating in the fifteen-year strategy outlined in The Flame Tree Project to Save Life on Earth and signing the online pledge of The Peoples Charter to Create a Nonviolent World.

If you are powerful enough to campaign for change against one or more of the ongoing manifestations of violence in the world, consider doing so strategically so that you have maximum impact. See Nonviolent Campaign Strategy.

And if none of the options I have offered immediately above appeals, ask yourself if you are serious about helping to end the violence or just deluding yourself like all of those people I described above.

 

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.net and his website is here.

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?’
Feelings First
Nonviolent Campaign Strategy
Nonviolent Defense/Liberation Strategy
Anita: Songs of Nonviolence
Robert Burrowes
Global Nonviolence Network

3 Questions You’re Not Supposed to Ask About Life in a Sick Society

By Sigmund Fraud

Source: Waking Times

“It is no measure of health to be well adjusted to a profoundly sick society.” ~J. Krishnamurti

Society is directed by a never-ending mainstream narrative which is always evolving, and always reaching new dramatic peaks in sensationalism and hype. They fill your mind with topics they select, they keep your attention on these topics, and they invite and encourage you to argue amongst each other about these topics. In this way our collective attention is permanently commandeered, preventing us from diving too deeply into matters which have more than a superficial impact on day-today life.

Free-thinking is the ability and willingness to explore of ideas and areas of the mind which are yet undiscovered or are off-limits. It is a vanishing art that is deliberately being stamped out by a control system which demands conformity, acquiescence and obedience of body, mind, and spirit.

For your consideration, here are three questions you’re not supposed to ask about life in our profoundly sick society.

1. Who owns the money supply, and the world’s debt?

Pretty much the entire world is in financial debt, an insidious form of slavery which enables the exploitation of human beings and of all things in nature. It’s maddening when you think about it. The United States alone supposedly owes some $20 trillion, while the world at large owes a shocking $215 trillion?

But to whom, precisely?

Money is just a medium of exchange which facilitates transactions between people. In and of itself it has no intrinsic value as we could just as easily use sea shells instead of dollar bills and still be able to get things done. But today’s money is the property of private third-parties who rent it out to national governments, who then use the labor of their citizens as collateral against these loans. This is a highly refined form of slavery, which has already put future unborn generations of human beings in debt.

But who, exactly does the human race owe? Who are our debt-slave masters?

2. Who owns your body?

Ownership means having the explicit right to use, control and dispose of something in the manner of your choosing. The one thing you are born with that you take with you to your death is your own body, but do you own it? If not you, then who does own your body?

If this question were already settled in our society then there wouldn’t be ever-increasing pressure on those who choose to refuse vaccines. Children battling cancer and other serious illnesses wouldn’t be forced to take chemo and radiation under penalty of law and under threat of being taken from their parents. Water wouldn’t be fluoridated without our consent. Natural medicines wouldn’t be outlawed under threat of fines and prison time.

We are rapidly approaching a time when people will be required by law to take psychotropic medications as citizens were in Aldous Huxley’s dystopian classic, Brave New World.

Do you own your body, or does it belong to the state?

 

 

4 Ways to Throw a Monkey Wrench into the War Machine

By Gary ‘Z’ McGee

Source: Waking Times

“When a public is stressed and confused, a big lie told repeatedly and unchallenged can become accepted truth.” ~George Orwell

One of the biggest lies told is the false notion that in order to maintain peace, we must have war. Orwellian logic.

As ridiculous as it sounds, the majority of naïve statists believe this notion to be true. This is due, in no small part, to statist conditioning and state-driven propaganda that capitalizes on a blind, patriotic whimsy. And so the war machine continues to rage on, destroying lives, while fattening the pockets of the fat cats at Lockheed Martin and Boeing, not to mention all the other companies which directly and indirectly profit from war. It’s an all-too-common tragedy. But what can you expect when living within an oligarchic plutocracy disguised as a democratic republic? Rhetorical questions aside, there must be ways in which we can, as courageous individuals, throw a monkey wrench into the war machine and thus stop it in its violent tracks.

Here are four ways to do precisely that.

1. Teach Military Members to Disobey Immoral Orders

“The surest way to corrupt a youth is to instruct him to hold in higher esteem those who think alike than those who think differently.” ~Friedrich Nietzsche

The military chain of command is an antiquated system of leadership that is, unfortunately still in use today. It’s the epitome of a human centipede. Everything just rolls downhill. Like lemmings hell-bent on going over whatever cliff the “higher ranking” lemmings tell them to, the military chain of command is a blatant case of “the blind leading the blind.” Leadership is nothing more than ad hoc authoritarianism disguising a greedy race to the next rank or pay raise. They are not trained to be true leaders who think for themselves; they are brainwashed to be obedient followers that follow orders without question. The entire system is set upon blind obedience.

One way to toss a wrench into the war machine is to teach its members how to courageously and strategically disobey orders, especially immoral ones. Teach them how to put their foot down, how to be a real leader who leads by example, which may, at times, seem like a “bad” example according to the corrupt chain of command, but a “good” example according to health, sustainability, morality, justice, liberty, and truth. Teach them how to be self-empowered human beings first and military members second. Teach them how all things are relative to the observer, especially regarding truth and power. Like Nietzsche said, “All things are subject to interpretation; whichever interpretation prevails at a given time is a function of power and not truth.”

2. Question the Statist Chain of Obedience

“Our scientific power has outrun our spiritual power. We have guided missiles and misguided men.” ~Martin Luther King, Jr. 

In today’s day and age, wars exist because of disagreeable nation states, when they could probably be resolved by reasonable men. The problem is most men are made unreasonable by being unwitting, prideful statists with nationalism and patriotism muddying their logic. As Nietzsche said, “In individuals, insanity is rare; but in groups, parties, and epochs, it is the rule.”

In order not to get caught up in the insanity that ends up leading to war, we must, as individuals, question the state-driven chain of obedience being shoved down our throats by the system. The problem is too many people blindly obey, even at the expense of their own freedom and liberty. There’s too much apathy and indifference and not enough logic and reasoning. We’re a nation of misguided statists propagandized and brainwashed to no end. It’s time to upset the rotten-apple cart. It’s time to turn the tables on insanity. It’s time to put the horse of spiritual power (morality), back in front of the cart of scientific power (military). In short: It’s time to disobey.

3. Transform Statist Patriotism into Worldly Patriotism

“Every transformation demands as it’s pre-condition the ending of a world-the collapse of an old philosophy of life.” ~Carl Jung

Patriotism is a tricky thing. It pulls at our heartstrings. It tugs at our pride like puppet strings. And before we know it, we’re a blind patriot, knee-jerk reacting to the prideful boasts of other blind patriots. And suddenly we’re at war. But there is a way out of this unthinking emotional bias: redefine patriotism itself by becoming an interdependent worldly patriot instead of a codependent statist patriot. All it takes is a little imagination, a little logic and reasoning toward the way everything is connected. Then we rise above the statist condition, think outside the statist box, and embrace the world-as-self/self-as-world dynamic as our patriotic start.

Becoming a worldly patriot is perhaps the most effective way to toss a wrench into the war machine, because the war machine feeds upon the statist patriotic whimsy of the masses; but it chokes on a worldly patriotism, which understands – war anywhere, is a war against ourselves as an interdependent whole.

4. Become An Anti-War Warrior

“The most useful piece of learning for the uses of life is to unlearn what is untrue.” ~Antisthenes

An anti-war warrior has unlearned what is untrue, and has become an anti-war activist par excellence. Anti-war warriors are peaceful warriors who know when to go Tiananman Square on the war machine. They have made an art form out of civil disobedience, strategic and intelligent with their anti-war activism. When the war machine rears it’s ugly head, anti-war warriors know how to ninjaneer inside and outside the belly of the beast, using the pen just as mightily as the sword to strategically transform statist mindsets and dismantle the machine itself.

At the end of the day, the war machine is still a very real menace that cannot be ignored. We can no longer remain silent to the atrocities of the corrupt nation states that “govern” us. Their wicked war machines have been running rampant over our precious planet for far too long. It’s time we challenged it. It’s time we countered it with logic, reasoning, and thinking outside the statist box. We do this by disobeying all immoral orders passed down from both the chain of command and the chain of obedience. We do it by becoming worldly patriots and anti-war activists with the courage it takes to change the world.

“The greatest threat to our planet is the belief that someone else will save it.” -Unknown

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

sprongg-700x466

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.

Punishment is Violent and Counterproductive

stpp

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

Teaching Children How to Think Instead of What to Think

pink-floyd-the-wall-alan-parker

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…

 

The Entire Status Quo Is a Fraud

corruptPoliticalSystem2

By Charles Hugh Smith

Source: Of Two Minds

Fraud as a way of life caters an extravagant banquet of consequences.

This can’t be said politely: the entire status quo in America is a fraud.

The financial system is a fraud.

The political system is a fraud.

National Defense is a fraud.

The healthcare system is a fraud.

Higher education is a fraud.

The mainstream corporate media is a fraud.

Culture–from high to pop–is a fraud.

Need I go on?

We have come to accept fraud as standard operating practice in America, to the detriment of everything that was once worthy. why is this so?

One reason, which I outline in my book A Radically Beneficial World: Automation, Technology and Creating Jobs for All, is that centralized hierarchies select for fraud and incompetence. Now that virtually every system in America is centralized or regulated by centralized hierarchies, every system in America is fraudulent and incompetent.

Nassim Taleb explains this further in his recent article How To Legally Own Another Person (via Lew G.)

The three ingredients of fraud are abundant: pressure (to get an A, to please your boss, to make your sales numbers, etc.), rationalization (everybody’s doing it) and opportunity.

Taleb explains why failure and fraud become the status quo: admitting error and changing course are risky, and everyone who accepts the servitude of working in a centralized hierarchy–by definition, obedience to authority is the #1 requirement– is averse to risk.

As as I explain in my book, these systems select for risk aversion and the appearance of obedience to rules and authority while maximizing personal gain: in other words, fraud as a daily way of life.

Truth is a dangerous poison in centralized hierarchies: anyone caught telling the truth risks a tenner in bureaucratic Siberia. (In the Soviet Gulag ,a tenner meant a ten-year sentence to a labor camp in Siberia.)

And so the truth is buried, sent to a backwater for further study, obfuscated by jargon, imprisoned by a Top Secret stamp, or simply taken out and executed.Everyone in the system maximizes his/her personal gain by going along with the current trajectory, even if that trajectory is taking the nation off the cliff.

Consider the F-35 Joint Strike Fighter, a $1+ trillion failure. The aircraft is underpowered, under-armed, insanely overpriced, insanely over-budget and still riddled with bugs after seven years of fixes, making it an unaffordable maintenance nightmare that puts our servicepeople and nation at risk.

But no one in a position of power will speak the truth about the F-35, because it is no longer a weapons system–it’s a jobs program. Defense contractors are careful to spread the work of assembling parts of the F-35 to 40+ states, so 80+ senators will support the program, no matter how much a failure it is as a weapons system, or how costly the failure is becoming.

A rational person in charge would immediately cancel it and start from scratch, with a program run outside the Pentagon and outside congressional meddling.But this is impossible in America: instead, we build failed, under-armored, under-powered, under-armed and unreliable ships (LCS) and failed under-powered, under-armed and unreliable fighters as the most expensive make-work programs in history.

As for our failed healthcare system, one anecdote will do. (You undoubtedly have dozens from your own experience.) A friend from Uruguay with a high-tech job in the U.S. recently flew home to Montevideo for a medical exam because 1) the cost of the flight was cheaper than the cost of the care in the U.S. and 2) she was seen the next day in Montevideo while it would have taken two months to get the same care in the U.S.

I’ve listed dozens of examples here over the years: $120,000 for a couple days in a hospital, no procedures performed; $20,000+ for a single emergency room visit, no procedures performed; several thousand dollars charged to Medicare for a few minutes in an “observation room” that was occupied by patients, no staff present–the list is endless.

We’ve habituated to fraud as a way of life because every system is fraudulent.Consider the costly scam known as higher education. The two essentials higher education should teach are: 1) how to learn anything you need to learn or want to learn on your own, and 2) how to think, behave, plan and function entrepreneurially (i.e. as an autonomous problem-solver and lifelong learner who cooperates and collaborates productively with others) as a way of life.

That higher education fails to do so is self-evident. We could create a highly effective system of higher education that costs 10% of the current corrupt system. I’ve described such a system (in essence, a directed apprenticeship as opposed to sitting in a chair for four years) in The Nearly Free University and the Emerging Economy: The Revolution in Higher Education.

As for what passes as culture in the U.S.: the majority of what’s being sold as culture, both high and low, is derivative and forgettable. We suffer the dual frauds of absurd refinement (so only the elites can “appreciate” the art, music, food, wine, etc.) and base coarsening: instead of Tender (romantic love and sex) we have Tinder (flammable trash).

Fraud as a way of life caters an extravagant banquet of consequences. While everyone maximizes their personal gain in whatever system of skim, scam and fraud they inhabit, the nation rots from within. We’ve lost our way, and lost the ability to tell the truth, face problems directly, abandon what has failed and what is unaffordable, and accept personal risk as the essential element of successful adaptation.

Here’s a good place to start: require every politician to wear the logos of their top 10 contributors–just like NASCAR drivers and vehicles display the logos of their sponsors. The California Initiative to make this a reality is seeking signatures of registered California voters. Since politicians are owned, let’s make the ownership transparent.