School has preoccupations. Namely: Commercialism. School as industry, as commercial entity.
This preoccupation is enacted thus: The message deemed of teaching worth is what the merchant demands the consumers and producers of their goods or services require for operation. This is true whether the data is liberal or scientific or if it is theological or mystical. The force driving the requirement is nonetheless concerned with delivering their product (material or ideological) to others, at cost (financial, mental, or physiological). The conviction to deliver is the medium.
If, as McLuhan stated, the medium is the message then it is clearly recognized that trade-enforcing behavior is the message taught in school. To the commercial mind-set and life-style it is a logical message: This information moves money, which enables sustenance acquisition, which supports money movement, which acquires sustenance, and on and on; thus knowing this information is of critical importance and should be the basis of education.
Simple. But irrational. Logic is not a means of deducing truth but of mapping and directing linguistic pursuits. Rationale is not synonymous with logic. Rationale is the act of rationing, of delivering and dividing attention among various basins in some ratio. In a logical system the aim is not truth but sound language - words which successfully bend the mind according to intent. In a rational system the aim is balance, accountability, and efficiency - economy, in a word.
If, as McLuhan stated, the medium is the message then it is clearly recognized that trade-enforcing behavior is the message taught in school. To the commercial mind-set and life-style it is a logical message: This information moves money, which enables sustenance acquisition, which supports money movement, which acquires sustenance, and on and on; thus knowing this information is of critical importance and should be the basis of education.
Simple. But irrational. Logic is not a means of deducing truth but of mapping and directing linguistic pursuits. Rationale is not synonymous with logic. Rationale is the act of rationing, of delivering and dividing attention among various basins in some ratio. In a logical system the aim is not truth but sound language - words which successfully bend the mind according to intent. In a rational system the aim is balance, accountability, and efficiency - economy, in a word.
There is a common, perpetuated, and propagated misconception - misinformation indeed. Perhaps disinformation... Economics as measured by monetary trade indices. Economics is not concerned with GDP or with sales and profits, stocks or bonds - those are the property of commerce.
Commerce and economics are not synonymous. Commerce is the propriety of merchants, it is involved with the trade, bargain, and sale of what on the surface are termed 'goods' or 'services' - on deeper inspection one sees these as abstractions or symbols (repositories and generators) of human attention and concern. Mercantilism is the edifice of supplying, restricting, and distributing consciousness. Schools are the mouthpiece of this contraption, wherein neurosocial conditioning engenders the personality platforms conducive to commerce.
Whereas commerce is focused on human financial acquisitions, the concentration of economics involves the arena in which commerce takes place. The focus of economics is objective resource rationing, the focus of commerce is polilogical resource control. School is the means of achieving this control by embedding conviction in the neurophysiology of students-to-be-consumers/workers.
It is not the aim of the teacher, nor the educational institution, to fashion commercial tenacity in upcoming generations. Although it is not the aim it is nonetheless the outcome. The cause of this current is the medium through which it passes: Commercialism, the very structure from which the school is given shape and takes form. The lessons of time and space taught by commercialism - which forge our conception of necessity, duty, and value and organize the structure of all information - come laced with neural signals and social cues that denote a given attitude and affect.
Affect, attitude, space-time structuralization become the templates through which all experience is filtered. The content is irrelevant in that the act of receiving so thoroughly mutates the information as to render it entirely dissociated from its initial form and meaning. In this way Education is actually the embellishment of neurological habits of sensation. Who controls the habits controls the organism. But again, the purpose is not to gain control - the result is. The purpose is quite what is stated: learning, progress, success, etc. etc. But let us rekindle an elementary lesson pushed aside in elementary school...
The map is not the territory, The menu not the meal, The word not the truth. The word is not the truth. There are many levels of understanding, various platforms from which meaning is orchestrated and attributed significance in relation to the scale in application. There is a level where the word is the truth. That level is God(Buddha)-consciousness. And I assure you, my friend, if you THINK you are at that level it is GUARANTEED that you are not. At that level the word is truth because there is only truth. We are not at that level. We are not there because we are at the social level, where word is not truth; at the psychological level, where word is not truth; at the personal level, where word is not truth.
On these levels there exist subjects and objects of language, the spoken and the spoken of. At the G/B-C level there is not form and representation, there is only thusness - existence unabated and unconstrained. On these levels people mislead themselves unintentionally and thereby misdirect others under the guise of righteousness, hence: "The road to hell is paved with good intentions." With commercialism embedded so thoroughly in the nervous system and language of human beings it is more likely that this underlying motive-mechanism acts as an amoeba.
Whereas commerce is focused on human financial acquisitions, the concentration of economics involves the arena in which commerce takes place. The focus of economics is objective resource rationing, the focus of commerce is polilogical resource control. School is the means of achieving this control by embedding conviction in the neurophysiology of students-to-be-consumers/workers.
It is not the aim of the teacher, nor the educational institution, to fashion commercial tenacity in upcoming generations. Although it is not the aim it is nonetheless the outcome. The cause of this current is the medium through which it passes: Commercialism, the very structure from which the school is given shape and takes form. The lessons of time and space taught by commercialism - which forge our conception of necessity, duty, and value and organize the structure of all information - come laced with neural signals and social cues that denote a given attitude and affect.
Affect, attitude, space-time structuralization become the templates through which all experience is filtered. The content is irrelevant in that the act of receiving so thoroughly mutates the information as to render it entirely dissociated from its initial form and meaning. In this way Education is actually the embellishment of neurological habits of sensation. Who controls the habits controls the organism. But again, the purpose is not to gain control - the result is. The purpose is quite what is stated: learning, progress, success, etc. etc. But let us rekindle an elementary lesson pushed aside in elementary school...
The map is not the territory, The menu not the meal, The word not the truth. The word is not the truth. There are many levels of understanding, various platforms from which meaning is orchestrated and attributed significance in relation to the scale in application. There is a level where the word is the truth. That level is God(Buddha)-consciousness. And I assure you, my friend, if you THINK you are at that level it is GUARANTEED that you are not. At that level the word is truth because there is only truth. We are not at that level. We are not there because we are at the social level, where word is not truth; at the psychological level, where word is not truth; at the personal level, where word is not truth.
On these levels there exist subjects and objects of language, the spoken and the spoken of. At the G/B-C level there is not form and representation, there is only thusness - existence unabated and unconstrained. On these levels people mislead themselves unintentionally and thereby misdirect others under the guise of righteousness, hence: "The road to hell is paved with good intentions." With commercialism embedded so thoroughly in the nervous system and language of human beings it is more likely that this underlying motive-mechanism acts as an amoeba.
Economics and Ecology are one study of a single topic: Resource utility.
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