I learn. You learn. We learn. (nothing)

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“I learn,” “you learn,” “she learns,” “they learn,” yet, according to a surprising new linguistic study, in countries where the dominant language allows personal pronouns such as ‘I’ to be omitted, learning suffers. (1)

A more or less logical conclusion. Learning is about you increasing your knowledge. While being, on the other hand, is about increasing your ignorance to the point that you become one with the cosmos.

Question everything.

Even your ability to question anything.

Do you feel wise? Are you ready to accept that you are not? It is only when you are ready to accept that you are nothing, that you become everything. A cup of tea is not useful when it is full…

Only the wisest of men admitted that they learnt nothing…

Only the most arrogant of men advertised that they know something…

I am. Therefore, I learn.

I am no one.

Therefore, I already know everything…

Not because I know them.

But because I accept that I am already part of nothing…

The fallacy of Education as a Source of Ethics

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Harmonia Philosophica keeps on contributing to the philosophical research of what is ethical. The source of ethics is one great question that has been around for millennia and the answer could need a collective holistic approach in how we think. To that end, a new paper has been published by Spyridon Kakos, the details of which can be found below.

In short, even though people today believe that education could solve all the morality issues of modern shallow civilization, this paper argues for the exact opposite! Education seems not only unrelated to making people more ethical, but it could also have a negative effect regarding morality as Rousseau postulated centuries ago…

New paper published: “The fallacy of Education as a Source of Ethics

Abstract: For centuries, the major story of enlightenment was that education is and should be the cornerstone of our society. We try to educate people to make them respectable members of society, something which we inherently relate to being “better persons”, firmly believing that education makes humans less prone to evil. Today, modern research seems to validate that premise: statistics verify that more education results to less crime. But is this picture accurate and does this mean anything regarding morality per se? This paper tries to examine the facts with a more critical eye and determine whether education is indeed a source of ethics or not. The results of the analysis show that what we understand as education is not only unrelated to ethics but can also be a factor resulting in the degradation of morality in humans. Rousseau’s arguments against science and arts are re-enforced with arguments stemming from other great philosophers and from modern experience itself. Using modern statistical analysis regarding the correlation of crime and education and through the examination of the modern regression in ethical issues, it becomes evident that education cannot and should not be a source of ethics. Knowing what is ethical is not as important as living an ethical life. Pharisees were the first to be denied the entrance to the kingdom of God. As Oscar Wilde once said, “Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught”.

Source to download the paper: PhilPapers

Alternatively, one can download the paper from here as per below link.

Education. Short- sightedness. Non-thinking. Not seeing.

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Photo by nicholas hatherly from Pexels

Spending more years in full time education is associated with a greater risk of developing short-sightedness (myopia). (1)

Seeing a lot. Reading a lot.

Thinking a lot. A blind man can do that.

But it takes a full working brain to think nothing.

It takes a wise man to know nothing.

It takes two pair of eyes to choose to see nothing…

Lack of education: A cause of death? Or a cause of “death”?

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Deaths attributed to low levels of education: Lack of education as deadly as smoking. A new study estimates the number of deaths that can be linked to differences in education, and finds that variation in the risk of death across education levels has widened considerably… (1)

But what is “death”?

What is “life”?

Too much education lead us away from life as it is. As it should be. Too much edication makes humans educated robots, tuned to the “laws” of nature – unable to adhere to their inner calling for love and empathy. Too much education cancels the heart in favor of the cold brain. Too much education makes us more clever, but less humans in every perspective.

Too much education is death by itself.

Sex from the age of eight?!? As long as we look “progressive”… [or: Why we hate children]

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Norway educating children at the age of eight (8) on sex. (1) In the name of progressiveness we make our children adults before they even get a chance to play with Playmobil. We get them to shows, we make them sing, we watch them dance in front of millions of TV viewers. We believe it is “cute” to see them behave like adults. Perhaps we believe it is also “right”.

But a child needs to be a child.

A child needs to play with toys.

A child needs to just laugh.

A child needs to be loved.

A child does not need to… fuck!

Learning about sex is something good. But only when the time is right. Too late and the consequences could be tragic. Too early and the consequences could be disastrous. Children imitate adults. As soon as they see something they want to try it out. Do we really want to teach them everything about how to fuck years before they are physically ready to do so? Humans are beings with intelligence and soul. Making sex our new god is the best way to get again in line with all the beasts. But not even those have sex from their childhood.

European countries are having an auction of progressiveness.

Soon another country will lower the age limit for sex education.

And then another country will lower that limit once more.

Until sex is something logical from the age of… Well. Who cares?

As long as we look “progressive”…

Being a child is the most precious thing of all. And we tend to destroy it. We value adulthood for it’s wisdom. But only children can understand the world without understanding the world. Only children live without thinking. Truly loving. Honestly experiencing. We want to destroy children and bring “wisdom” to the cosmos. As truly stupid people we like to promote our stupidity.

As long as we look “progressive”…

Free spirits, that is what they are. Enslaved into bodies, in their first steps trying to escape. Showing in every possible way their spirituality. Lauging with no reason. Loving with no reason. And we hate children. We want to destroy those free spirits, put them into our little boxes. So that we can understand them. So that we can control them. And most of all, so that we can forget that we once were like this.

If babies could talk, they would speak the highest level of philosophy.

If babies could talk, they would vote for the conservatives…