July 26, 2021

There aren't very many good concepts in the area of knowledge; and it's the doom of man. Ignorance is deadly—that is, when acted upon, and it is power mongers who act upon their ignorance.

To locate this subject, the education system is the right place, obviously, since it is supposed to be where knowledge is acquired. The preliminary concept is that knowledge is not why most persons go through the education system. The usual purpose is to get a ticket punched. But skipping over the misapplication and looking at what the education is supposed to be doing tells something about the nature of knowledge.

Unfortunately, memory is the focus in education. It is slightly necessary but a minor element of knowledge. More relevant is knowledge as abstract reality. Knowledge is abstract. That means it is a human synthesis. Abstract means nonperceivable.

So knowledge is a construct in the mind that represents something. Each person must construct something in his mind for the representations. It doesn't have to be the same for each person, but there are patterns that form around images. That's why the first and second grades are largely taught as images.

One of the things it means is that a person can only educate himself. He can only put something in his own mind. The education system can only create a path for doing that; it can't put something abstract in a mind.

The same is true of communication. It can only contact something that already exists in a mind; it can't add anything to a person's mind. There is a tendency to assume otherwise—that communication can add something to a person's knowledge. It can't; and that is one of the reasons why belligerent persons cannot be told. There isn't enough of the right realities in their minds to be contacted.

There almost is an ability to put something into someone's mind in the sense that persons who tend to acquire new knowledge can increase their knowledge when being told something. But that result is in their tendency to inquire and add something to their own mind. When such persons share knowledge, the result can be an increase in knowledge, but the result is dependent upon the persons being oriented toward increasing their knowledge.

Knowledge builds upon knowledge. So the starting points are critically important. After acquiring a lot of knowledge, it becomes easier to acquire more knowledge. With very little for a starting point, very little knowledge is acquired. A lot of persons go through life without the purpose of increasing knowledge and they have very little to build upon. Such persons must find substitutes for knowledge, generally based upon mongering power, which allows them to get what they want out of life with no competence or constructivity.

Morality is the most abstract area of reality, which means it depends upon basic knowledge. Basic reality is the reality which other realities depend upon. To a large extent morality is required as the starting point for increasing knowledge.

Just as moral standards are needed to function properly in society, moral standards are needed to increase knowledge. The requirements are the same, which is why material life is needed to create a proper relationship to reality. Solving human problems requires the methods which create the patterns of thought for properly handling realities.

Which gets to the why—the why of knowledge being critically important to constructive human existence. There are two elements to the why. One element is aligning realities properly upon basic reality starting with morality. The other element is the standards required for proper handling of realities. It's like comparing mathematics to perpetrating crime. Strict procedures are required for mathematics, while crime is a defiance of the requirements for life.

The concept of standards is critically important and not generally considered. Standards means adherence to methods required for the purpose. A deviation from the requirements throws everything off the tracks. Yet, there is such a contempt for proper standards visible everywhere that it points to the doom of mankind.

Contempt for proper standards is visible in all corruption. While corrupters are rationalizing and promoting fraud, they assume they have a point of view and validity which must be accepted. They don't. Without proper standards, nothing about their reality is respectable or tolerable. They aren't at any starting point that should be allowed when their standards are improper. Operating by improper standards is the equivalent of criminality at the level of abstract knowledge.

One of the most visible manifestation of improper standards is not explaining claims. Corrupters rationalizing is not explaining. They make incorrect assumptions in conflict with objective reality. A proper relationship to objective reality is the first requirement for constructivity. Defying that requirement is a major defiance of proper standards in handling realities.

Corrupters operate without knowledge. That means their reality is all screwed up rather than orderly. Knowledge is orderly reality aligned upon objective reality. Objective reality is unified by the universe which creates the basis for knowledge.

In place of knowledge, corrupters exploit a scramble of realities where the pieces don't fit together. Trying to read their material is like having your mind torn apart by contradictions and absurdities.

Standards in handling realities start with the requirement that all elements of reality must have consistent relationships between them, which means unified reality. Life is unified reality. Death is dissociated reality. Corrupters are death machines; yet they have themselves convinced that they are superior to everyone else and, hence, no one else has a right to live. They get that way through exploitation of power. It gives them the rip off that they want, so they assume it must be the secret to success and the only reason rational persons don't agree is because they are losers who can't figure out the brilliance and wisdom of mongering power to exploit life.