did the boy see the man playing the king off the stage testing the senses of perception of his subjects, the audience, or that the boy was perceiving the cunning of the subjects, the audience, which needed the figurehead for their own safer but more dangerous pins and stripes studded costumes to hide in?
the three 'r'-s, reading, writing and (a)rithmatics, are for the developing senses of perceptions of children. the language, spoken or written is but sounds and symbols to describe to another person what one saw. mathamatic (singular form), in greek and sanskrit refers to the act for a systematic search with an anticipated end result, and hence, a logical method through which a similar end result can be achieved. the vocabulary and grammar of mathematics are spoken and written sounds and symbols that, when put together convey a result, an expression concerning a sought after object – a patch of land to be worked on, the shape and size of a structure to be built, a relative distance to be covered, and so on. most sought after objects are within the frame of reference, and references are made to the known.
that is to say, seekers, whether in the field of science or 'spirit' are all after their individually thought out notions of the unknown, the creation or creator. a person thus in search of finding that object that matches one's thought out description, unawares ignores seeing the unknown in unknown forms and motions.
a 12th century aesthete abhinava gupta had observed, that, despite “a love act performed by a very talented pair of actor and actress, in a very appropriate scenery and befitting musical score fails to interest a five year old, simply because that aesthetic juice of the adult love has not yet started to ooze in children.” one may also observe the interrelationship between the momentarily arising thirst and quench sensations. even a very passionate kiss prolonged beyond the needed expression of intimacy, begins to suffocate the lovers. there is the right response to the right need, the cause and effect relationship, beyond which any act performed is performed in ignorance.
since renaissance the children of the global elite have been reared to learn to live formally as their european elite parents did. schooling was for the young women and men to distinguish themselves in form and function from the others who worked for them. for all “the others” the training was vocational, learnt on job.
with the off shore acquisition came the need for the management of the distant possessions. this included training the trainers of the workforce composed of the white collar workers managing the blue collar workers, what was once called the slave drivers and the slaves. with the succeeding generations of this workforce, in which the children of the white and blue collar workers growing up seeing their parents working for the unseen, unknown master, learnt to submit to the practiced way of life as 'fate' (“count your blessings”, said the church, and “be contended with what you have,” said the queen victoria), which was at first violently imposed upon the first batch of the people who were captured as slave workers. today, in the industrialized world, the new slave-drivers, the academic master of business management degree holder c.e.o.s do not need to use the whip and gun to keep the enslaved workers working, they instill this work-ethic in their off-springs. it is still very much like the old practice, where son of a king becomes king, and a son of a slave remains enslaved.
the school syllabus that spells out the form of the subjects taught, thus forms the boundary within which the workers must function in a given form for a given outcome, whether it be in a factory or a cubicle; whether pulling loads or pushing paper. if anything changes this formalized existence of both the elite and the workforce, happens in the child who is not yet transformed into a worker like its parents, usually around the time the child is in the middle of high school years, around the 10th grade, at about 16 years in age. it is the threshold between the yet unawakened sense of concern for things arising from the differences in the way one lives and the children of the elite live.
the response to this new quiver in awakening in the form of a question: 'why so?' varies in the various children depending upon time, place, situation and the familial upbringing of the children. children of the struggling parents either want to study hard to fulfill their parents' dreams to fare a little better than the parents in making ends meet; or they try to fight the system. there, too, the other input guides the young.
since the 2nd world war children all over the world have been told that the u.s. is the number one country where people are peerless in all walks of life. it has made the u.s. the dreamland destiny of those who can afford, and envy of those who can't. those who can afford to go to “america” – and, as the whole of“africa” is thought of as a country, the whole of “america” is reduced into a country and not a part of the continent – either learn to become white collar slaves in an amrican cubicle, academic or otherwise, or return to one's homeland as aspiring slave drivers in the fields of commerce or politics. gandhi's and his parents' intentions were not different from any third world student going to study abroad. gandhi did become a successful lawyer serving the indian community in the south africa. his being thrown out of the first class train compartment opened his eyes that had failed him in not being seen as a white collar slave by the other white collar slaves in the service of the english king. they have this conditioned hierarchical sense of class/caste distinctions even among revolutionaries and prisoners. the notion of leadership, with a whip in hand or a rosary or cross, or pen or chalk is what makes one do the telling and others the doing. the u.s. american elites did not leave up to chances that all children will be thus sent to school by their parents. they made it compulsory, that the formative years of development of the biological limbs and organs of children from ages 6 to 16 are molded in the syllabus, which also enables the authorities to sort out the white collar workers form the blue collar workers.
observe every form of habit, whether related to drugs, meditation or anything else; it is all involving the physical limbs and organs getting used to a certain posture, whether in motion or sitting still. any hard core alcoholic habit starts with the first repulsive reaction to the throat burning reaction to the first gulp of alcohol. so, too, any hard physical work or “sitting quietly doing 'nothing'”at first feels back breaking. in both instances, the person is indoctrinated with the desired reward to be achieved after the numbness of painful sensations, whether the burning throat or the callous palms. children, too, experience this initial painful feelings arising from being made to sit when their biological urge is to make their limbs move enabling them the limberness one observes in cats and the children of the primitive world. the daily first five hours of compulsory sitting conditions children to later on become couch potatoes. obesity is the unexpected byproduct of this 6 to 16 schooling, the u.s. american style.
this is the effect of the compartmentalization of senses and keeping them isolated, so that they do not all gather together and add up to a wholesome awareness of one's state of being. this is the effect of the academic learning in which each subject of the syllabus is separately taught by equally separated faculty that is not interested in knowing what one's colleagues are teaching, and whether the other subjects taught are interrelated or conflicting. trained thus, now an adult may know only what one was told, but lacking in the hands on observations of a given subject would not understand – stand under, apply, implement – what one knows.
habits are always stronger than a knowledge of the ill effects of a habitual act.
imagine all the u.s children roaming the suburban and urban streets without the compulsory education. it is for this reason it is made free of charge, so that even the minimum wage earning parents' children, too, go to school. the 3rd world has not yet learnt the advantages of the conditioning aspects of this compulsory education. not being biologically conditioned and mentally subdued, the young people of the 3rd world are free to feel the pains and sufferings. so they form a much needed resistance, as it has been observed in both the violent and non violent movements of the social change happening in the 3rd world, but not in europe or america. the “occupy wall street” protests were more like a campus protest, where the protesters are not really against the protested things' existence. so the gathering takes the form more of a carnival, with music, songs and dance.
the "arab spring “ revolts are youthful, and a crowd made of the young adult moves like a wave of flood, knocking down whatever is in its way, whether useful or harmful. this, too, is the outcome of the lack of the parenting by their parents who have to work all day to make ends meet. all the young ones of all creatures are raised to learn by example to act according to each specie's self-nature. their upbringing is not like the urban academic rearing to behave 'like father like son; like mother like daughter.' it so because, the animals of prey do not get their prey lined up under the mechanical knife; the browsing animals and primates do not get their grasses and berries from planted trees and pastures. there, each hunt is unlike any successful or failed hunt in the past. the berries and fruits do not come in ready to eat packages. even the industrialized farmers using the modern techniques know that they do not get the yield of crops similar to the last one despite following the same method as last one. unnecessary destructive behaviour is the result of the disruption of the habit, which is the conditioning of the biological state of being making one to expect the known, and desire no change. when things do not work out as expected, there is protest. and the leaders pop up to lead the crowd to the “green pastures” after winning the election of the leadership.
gandhi's disobedience was civil that evoked the civility in his captors. even a sentencing judge stood up in respect to gandhi before reading out the punishment. unlike gandhi's sporadic imprisonments, nelson mandela's was a prolonged one. and mandela went to prison as a violent revolutionary, and was guarded by the equally violent prison guards. during the last few years of mandela's imprisonment, when the white south african government finally saw its days being numbered, changed its treatment of mandela's confinement, and moved him to a private residence. though mandela had observed gandhi's non violent approaches to the problem, and he did renounce the violence as a means to the south african freedom, both gandhi and mandela were too solitary a figure to enable the masses to see the naked truth of the problem of freedom.
freedom is not a politically or socioeconomically defined mode of behaviour. when removed of the description-formatted way of living, whether as a slave, a slave driver or a slave holder, there is the naked, ecocentric state of being of the human primate. and the euro-centric mode of education of the masses, including that of gandhi and mandela, kept them and their audiences from the application of the math, the putting one and one together to realize that in nature nothing is not related. gandhi had begun to observe that, but before he could formulate in actions, he was killed. mandela has simply withdrawn from the public life, as if his was only a singular role of simply changing the colour of the robe of the emperor. so both the south african and the indian emperors' stark nakedness yet remains to be observed by children of nature, who are not reared to fear one's one time playmates being pitted against each other in the name of the comparative worth of the ability to serve the unseen master for whose sake this competitive mode of education is formed.
a living thus compartmentalized and isolated feels like being thrust in the arena in which one has to eliminate the competitor or be perished. and to the trainers and promoters of the fight it make no difference as to which one wins, since they want only the winner. the survival of the thus fittest is to serve the ones who survive without having to fight for their own survival. mohammed ali, the world champion boxer, when drafted to fight the war in vietnam did not see vietnames in the boxing ring; so he said that he had nothing against them viet kong. though an entertainer, he did not see that it was his fight. it was nixon's. likewise, if people who fight for obama and any other president playing the commander in chief on paper, tell him to go fight his own war, the war ends. but so long as an enlisted man is a product of the military academy, which, like any other academic subject puts a blinder on his eyes, and thus compartmentalizes his existence as a soldier, has long ago lost his sense of seeing what is not shown to him.
innocence and guiltlessness are mistakenly perceived to be similar qualities. innocence, the not knowing is if taken to mean not knowing the ways of the adults, the innocence in children is that quality that naturally shows children what is before their eyes. knowingly children do not need to hurt anyone, and they do not. it is the adult man, who knowingly desires to hurt another man knowing that in all likelihood the other person of similar upbringing would do the same to him. in the modern warfare that necessitates the “preemptive strike”, a prelude to war when one knows one can win. president reagan knew that when invading granada. the following four u.s. presidents have chosen to pick up fights with the weaker countries, and the “international court of justice” of their creation chooses to prosecute the weaker leaders, never daring to arrest a chinese, russian or u.s. president, whose crimes against the humanities are so glittering bright, that it would show through even if the emperor were clothed in bolts of fabric.