posted on Sep, 12 2013 @ 10:46 AM
The menu does not taste like the meal.
Education isn't necessarily a combative force against ignorance (nor, do I believe, we should be fighting 'against' ignorance, but rather work
towards higher learning, knowledge and enlightenment). I think that education can sometimes worsen our state of ignorance. Once we have become
'educated' we learn the status quo as the immovable fixture of truth from which all other truths shall stem.
This has not proven to be the case. Not since Aristotle, not since Newton, not since Galileo, not since Einstein. Of course, these great thinkers
provided great insight into the nature of the realm in which we live, there is no doubt in my mind of that... but, since the times of Aristotle, who
went unquestioned for a long, long time, there has been shift after shift in what is the 'truth'. And, I shall not go into depth about what
'truth' even is, because that is just a philosophical question which has many different answers (and twice as many questions as answers).
So, how can we work towards a better understanding, if there is no pillar of truth, no starting point which is fixed? Education can help us in this
regard, self-education especially. Education from a learned master of a craft is another good choice. Education from federal institutions which hire
teachers to 'educate' students based off their own limited knowledge of the subject at hand is not a good choice. And let me explain myself, and the
"The map is not the territory, the menu does not taste like the meal". Teachers in federal institutions (i.e. schools, colleges, universities) often
have little to no experience directly with the subjects they teach. For example, somebody teaching you geography (and this is an easy example) cannot
with true confidence tell you that, yes, that is exactly (exactly!) what the continent of Africa looks like. It has been shown to the teacher time
after time, after time and so on.... until it was accepted as fact by the teacher. The teacher then hands down this knowledge to his students, yes,
this is what the continent of Africa looks like.
Without ever having been to Africa, or having personally surveyed the entire shore lines of the continent, how can the teacher be absolutely certain
that, yes, this is what the continent of Africa really looks like. The map, is not the territory. If we were to take it upon ourselves, we would find
that, actually, Africa looks slightly different (because surveying equipment is never 100% accurate, especially on the scale of a continent), or it
might look COMPLETELY different. We cannot know until we do this ourselves. Like wise, if we go into a restaurant, we cannot say "I will know what
this item on the menu tastes like by tasting the menu itself". That is of course an absurd assumption, but is basically the basis of the entire
system of our current education through federal institutions.
How do we combat it?
I believe that there is a growing need not for theoretical knowledge, although it is always nice to know, but of real hands-on-experience. For
example, I know for certain a few things about structural integrity etc, not through having learned it through school (although, I am currently doing
exactly that) but through going out and working and building things... and making many mistakes along the way, and having somebody who had already
made the same mistakes and more and learned themselves, what makes a structure strong, and what makes it weak. There are things like load calculations
etc, which is good to know, but we need more trades people in the world who understand both theory and practice. This is, I believe, the way to a
better and brighter future, where we can know some things for at least partially certain (in that, they work, and we know it, though there might and
usually does, always exist a better way), and in this way, I propose a system of education which satisfies natural human curiosity and the need for
answers to at least SOME questions.
I know only a little bit about freemasonry, but I know that they started out as tradesmen. And I think that the reason for this is self-evident.
Knowledge isn't power. Power is knowledge. I might take it a step further to say that Power is knowledge AND action.
Here's to a better future for all of us and the heritage we leave behind,