It seems to me that anyone who questions the state of “the world” does understand that society needs to be fundamentally transformed, not merely reformed. Until now, man has turned to all sorts of political, social and religious theories and beliefs to resolve the social chaos through the ages. And yet the chaos has only been steadily increasing. At least that’s how I see it. I repeatedly hear many say that mankind has evolved and progressed and that “eventually” that progress will result in humanity’s golden age, but I don’t see it that way.
As we have talked about and as I see it, a transformation of the entire social network of global relationship is needed, and mankind cannot depend on knowledge to effect that transformation. As I see it, early childhood education is the key to transforming society. But how can one who has been shaped - psychologically molded and crippled - by his or her own early childhood education - how can such a one approach any aspect of life in a balanced, sane, holistic way? How can such a one educate the young in such a way as not to propagate the disorder? And each one of us IS that “one”, the educator, the parent, the neighbour, the friend, the employee, the boss, and so on. We are all “that one”
Before one ever sets foot in a school building, the human psyche has already been largely molded and shaped by the knowledge inculcated in early childhood - of right and wrong, of being good or bad, worthy or unworthy, smart or stupid, and so on. It is in early childhood that the individual is educated to racism, to every form of fear, bluster, violence, aggression, shame, duty, deceit, arrogance. It is in early childhood that one’s character is shaped and molded. And it is through this psychological mold or bondage that each one of us/them relates with or meets each other one of us/them throughout our lives.
If this is so and seen to be so, then the problem is: who CAN educate the young children … and who can re-educate US? Who can re-educate US - the educators, the parents, families, neighbours, authorities, teachers, police officers, activists, merchants, service people, and so on - who have all been shaped by OUR early childhood education?
The key to a brand new society surely does not lie in elementary, secondary, post-secondary or religious education. Such education does teach us necessary skills and techniques. But along with those necessary skills and techniques, such “education” continues the process of amassing MORE knowledge which further molds our character.
The transformation of society also does not lie in political, civic or social action ALONE - although such actions may be necessary. It does not lie in religious education. It does not lie in the teachings of the school of hard knocks, the informal education of encounters with legal, school, work or police authorities, and so on. Such actions and education are based on knowledge-based “values”.
And certainly - as we have often said - knowledge and action are necessary. But action-as-we-now-know-it is based on the impulses, drives, compulsions, fears, and so on, of our early childhood, isn’t it. Those compulsions etc. are based on the knowledge accumulated in early childhood, and this early knowledge is what has shaped our hearts and minds. This early knowledge determines the additional knowledge we gravitate to and adopt as adults; and so also determines the actions based on knowledge. The inculcation of early childhood knowledge has shaped our hearts and mind, and it is THIS heart/mind - shaped by early knowledge - which must be transformed. Having thus been shaped, additional knowledge cannot overcome that early education. Such additional knowledge cannot “re-educate”. So knowledge cannot transform society.
To actually SEE this … can or does actually SEEING this transform the heart and mind?
Seeing things directly, is it not different from thought-process. You saw the importance of silence and then you talk or verbalize about it. Through verbalizing you do not see. Thought-process begins only in communications with another, or in recording, or in experiencing. Thought-process is not necessary for experiencing. Experiencing is not a state of thinking.