@Fido,
in the first paragraph, when you speak of "forms" what do you mean by "changing forms" as, one of the example was, "is the story of changing forms" does this mean that our image of what the ideal is? (assuming that the forms you talk about is the Forms by Plato (abstract non-materials which are said to have the highest properties and said to be the True object)?)
I see on the most part you agree with my notion, but not necessarily my approach. I feel as if the majority of your reply lies in the notion of how forms (marriage, social, spiritual, etc.) are the essence of the foundation in a society and one can identify whether that society will flourish with happiness or eventually diminish by observing the forms. As well as a more metaphysical perspective to this, which was interesting in of itself. Though some concepts I’d love for you to elaborate for clarification on your point, I’ll reply with my emphasis on your last paragraph.
You stated that the question, or the defining factor in whether we can manage change, depends on whether we can talk to each other, explore our differences in views, morals, endeavors, and purpose, to arrive to an understanding, if not in agreement.
If this is correct, I’ll continue, if not, just say so and don’t go on to read what I had to write in response. Just tell me what you really meant.
I personally think that there is no way we can come to an understanding, let alone an agreement in a moral code that will unify all human beings. (ill make it clear that the purpose of me trying to bring reformed education (ie philosophy to children) is to make this world a more peaceful, harmonious, less-violent, less-hostile environment. Aka “world peace”... if this is not your notion, stop reading, for my response predicates upon this notion). I think there are too many adults in this world that are not capable of any appreciable level of critical thinking skills due to various inhibiting factors such as high pressure by society to work which inhibits time to think and reflect on actions, decisions, moral issues and global issues. Complemented by high stress level to meet payments and responsibilities, set by the government and themselves. To offset this stress we often take up hobbies or indulge in entertainment or drugs. The society today, in America, and perhaps other first world countries too, is predicated upon us being busy and not have the luxury to think. How can I expect these people, who believe they are the “educated,” “supreme,” and “most advanced” form of humans on this planet, to possibly teach them that they really know nothing in life and all they are good for is propagating suffering and humiliation for humanity. Really, it’s impossible. The reason I say it is impossible has another reason though, because you might say, “well no, I think if we offer valid proof and reason and with teamwork it is possible, theoretically.” I am going to say that it is not possible, even theoretically. That is because I have seen people, who are informed, but still cannot get over how they still feel which ellicits from how they were raised.
I am now going to emphasize on human development, for I have now progressed the discussion to talk about the innate learning and how subconscious cognition works within us to shape how we think. For I am trying to prove to you that teaching them now, as adults, is not possible for what they learned as a child holds strong influence on how they think today, and information told to them now may change how they think, but will not change who they are.
I personally grew up in a environment where I am exposed to Latin Americans, African Americans, Asians, Europeans, Russians, and literally, every single nationality you can think of and so has everyone around me in my generation. I have grown up with them, and I will admit that though I will never go out of my way to assert any form of stereotypical comments, nor will I ever go out of my way to think that they are any less of a human being than I am, I will never be able to see them as a blank-state human being. I know this because I have grown up from when I was two years old, to 17 years old with a Muslim, a Chinese, and a Israli and I can feel within me that I do not hold the same type of view as I do towards these three specific race compared to others. To me, the people I grew up with is a part of me, and is what defines me. I have innate connection of life and them as a integral part of it.
Of course, from the perspective of a 50 years ago, where black men and women had absolutely no rights, my way of thinking about people that are not my nationality is amazing. But I am not satisfied with that. I need people to go beyond that, not just not calling them names, but a complete and absolute acceptance of all race as human beings and cessation of all differentiations based on race or ethnicity. And to do this, we have to start from when they are young. Adults can be informed and convinced to not act in a certain way, but in their hearts, in their subconscious, they will never change, because the idea (of making distinction between races) has been repeated over and over rampantly, without ever being controlled, it will be almost impossible to yield any substantial level of understanding of this concept before they die.
This is why I seek to change children, rather than have adults talk.
I am sorry I diverged on my notion, but I hope you had the same intuition, that the purpose of changing the education system, when you claimed, “The question is whether we can talk to one another enough to see if we can agree enough to change our social forms in a responsible and rational manor enough to achieve our short range goals.” I guess it would be too late, but what did you mean by “short range goals?” what exactly are your goals in social reforms? I would say it is complete and absolute equality of human beings as human beings, undifferentiated upon race or nationality. For though I believe that diversity is the one factor of humanity that holds its beauty (how one species can harbor a myriad of different views), but we are unable to handle this; we are like children in an art museum; we do not appreciate it, we only pervert them and destroy them. History has shown that the only reason, and all of the reason for battle, is that they are predicated upon the fact that there are difference between us. People think they are better than the other, we place value on people, we apply properties and certain vocabulary words to their existence and seek out difference, and ultimately, at this time, the purpose of placing values and differentiating between people, is to see if we are or are not better than them. And this, in my opinion, can grow to conflicts. Whether it be religion (taliban), nationality (world war two), states (sports), different cities (college sports), friends (different views), or anything. Whenever there is any form of “difference” or distinction in people whether placed by others or inherent, is the origin of all conflicts. In fact, we may say in today’s life, the whole purpose of difference among men, is to fight. And I want to solve this by teaching children whatever it is that I can, to show them that it is critical, to be able to ask questions, and wonder why, and know how life works in today’s society rather than formulas for chemistry, or memorize the name of the plants and animals, or learn how things fly in the air; all of which are important to some degree but not at the cost of what they are relinquishing.
what do you think?
