"The school of Athens" by Raffaello Sanzio da Urbino
as i began to explain in the previous post, world fascism, like all forms of oppression and tyranny over men, requires as its substrate a culturally de-racinated population who is primed for the imprintation of a weaponized pseudo-culture, pseudo-philosophy, or pseudo-religion by having their mental faculties, morals, and cultural/tribal identity destroyed or defamed. to prevent the spread of world fascism and its dominion over the human species as well as the planet itself, it is necessary to prevent any possibility of corrupting the minds of any individual by instilling a kind of discernment, critical thinking, and ethical reasoning to identify that which is pathological and destructive to the human body, the human psyche, functional social order, and natural equilibrium and abundance. luckily, the ancestors have bequeathed to us a well-elaborated scheme for imparting this faculty to youth and adults. . .or rather, assisting them in the development and refinement of the innate human capacity to organize and classify experiential information, and to use it as the basis of reasoning and inquiry into subtle or unknown matters. as the first post in this blog began to suggest, language and writing as syntactic and semiotic units form the basis of this faculty among groups of humans. language and writing is a subtle and archetypical system of symbolism that has been imprinted on many successive generations. knowingly or unknowingly, each individual who learns writing and language is 'installing' a kind of psychic software in themselves. any thorough study of linguistics and the history of civilizations will reveal that modern languages all originate in prior civilizations in a kind of daisy-chain of symbolic inheritance. in addition to the conscious function of words, letters, and verbal concepts, there is an archetypal semiotics at play below the surface going back to the earliest pictographic and symbolic scripts. more fundamental still, is the archetypical or innate structure of information as it pertains to the human sensorium (our perceptive apparatus). in a way, language and linguistic or semiotic systems are a kind of interface or bridge between our consciousness and cognition on one hand, and the external phenomena we can perceive on the other. needless to say, some languages are more suitable than others to encode certain types of information. perhaps this explains why some cultures and languages seem to encode certain concepts and subjects in more subtle ways than others. perhaps this also explains why fascist and totalitarian regimes throughout human history have used language and writing as a tool of cultural imperialism. perhaps this is why other languages, histories and written records are destroyed, rooted out, and rendered criminal or blasphemous. at times even the knowledge or speech of a language becomes a criminal offense.
this shows the importance of language as a means to wisdom and the preservation of anti-fascist cultural models. it would seem to indicate that the deeper our comprehension of a language is, and its connection to intellectual culture of our ancestors, (their metaphysics cosmology and science), the closer we get to the root level direct knowing of phenomena, even on a pre-conscious or subconscious intuitive level. any system of tyranny/fascism/oppression must prevent this kind of access in order to place an intermediary between people and knowledge (a priest/king/demigod/technocrat). any person who maintains a privileged access to the truth of symbolic communication, language, and ancestral wisdom can become a tyrant who uses both ignorance and privileged information as his weapons. such a person can manipulate the perceptions and intelligence level of all who do not know what he/she knows. to prevent this each individual must bypass any such intermediary, and gain direct access to the decryption of any linguistic control matrix which is present in their society. the entry point to such an endeavor is what has been called the classical trivium.
Trivium is a latin word for 'three ways' or 'three paths'. these three paths are referred to as grammar, logic, and rhetoric. these three form the basis of a classical education, and that which children are introduced to in the beginning phase of their education. today, only the children of the elite tend to receive such an education. curricula like the trivium have been progressively de-emphasized, along with all types of critical thinking, within American 'public education' in favor of 'operant conditioning' which seeks to merely instill rote memorization and top-down obedience, as well as homogenization and standardization which results in the atrophy of the faculties of critical thought and self-directed inquiry and discovery. these are replaced by RE-search (i.e. merely retracing the steps prescribed by your 'superiors'), and re-petition.
lets begin to analyze each of the three ways:
1. Grammar. grammar is the base level classification of linguistic units (words) into groups characterised by their functions (nouns, verbs, adverbs, adjectives, articles, etc.). grammar also entails understanding the interconnections between these different 'parts of speech' or functional categories of words, which allows them to be connected together into sentences, questions, or logical propositions. on an outer level, grammar is analogous to categorizing outer phenomena into objects, actions, qualitative descriptions, etc. on an inner level, the analogue of grammar would be categorizing experience (sensation, emotion, memory, imagination, etc.) as well as understanding the nature/character/function of these distinct types of inner experience. i would also identify etymology as a key facet of the 'grammar' phase of learning--i.e. breaking down individual words into components (root-words, and even individual letters). despite being the beginning phase of the trivium, grammar may actually be the most important of the three. a subtle aspect of grammar may be understood by a closely related word--'grimoire'. http://en.wikipedia.org/wiki/Grimoire A grimoire is a kind of magical text. many grimoires contain two salient aspects 1. litanies or lists of spirits or concepts, often in a particular order. 2. a careful list of procedures to accomplish a particular 'magical' outcome, such as the communication with a particular spirit or 'intelligence'. as bizarre as it may sound to make this comparison, it is an instructive one. It is no coincidence that one nearly universal aspect of 'grammar school' is a 'spelling' test. to 'spell' is to enumerate the components of a word in order (a kind of litany that is found in a grimoire). many faiths (all three abrahamic faiths) have an understanding that there is a metaphysical power in speech and letters, and it is by utterances and letters that the creation of our universe is said to have occured. within these faiths there is often an esoteric aspect to the holy texts that are analyzed by rabbis, monks, or initiates that involve the study of the letters of the sacred languages, and their permutations. In egyptian hieroglypics, phonecian, hebrew, and even english (though many do not know it) the individual letters have meanings and symbolism of their own, as well as numerical attributions. all of these play into the creation of words and terms and their use (particularly in the field of law) in structuring society as well as the psyche of those who speak the words and fall under their 'spell'. this is an immense topic which i would like to explore more fully in a later post; but, for the time being, i wish to merely introduce the concept that there is a hidden aspect to what we consider the most basic aspect of language and learning that has been preserved (or suppressed) by the intelligensia of various fascist cultures for use as a means to access and or manipulate the sub-strata of the human mind on a pre-conscious or pre-verbal level by knowledge of the occulted science of language and psycho-linguistics. for the time being just keep in mind that there is much insight into subtle mechanisms of social conditioning available by the pursuit of deep knowledge of words, terms and manners of speech among the elite and the vulgar. also please keep in mind that the mastery of grammar is an important aspect of mentally organizing and filtering information from any source, and, as such, is a critical aspect in recognizing, disabling, and repudiating any disinformation, propaganda, or negative programing created by those who seek to manipulate the consciousness of the individual by esoteric or hidden means.
2. Logic. logic is the second-order organization of information that is made possible by mastery of grammar. grammar allows the construction of well-formed sentences, statements, questions, and logical propositions. the discipline of logic is what pertains to the systematic organization of statements and propositions (constructed using grammar) into an ordered sequence of reasoning to establish the truth of a proposition using deduction, or its probable truth using induction. by learning the method of logic, one also acquires the ability to spot misleading, unsound, or manipulative assertions which are characterized by a variety of logical fallacies. mastery of logic is one very effective way to spot propaganda and lies, and simply to critically question any chain of inference that is presented. as with grammar, there is a more metaphysical aspect to logic as well. the word logic is related to the greek word logos which webster's defines thusly:
noun Lo·gos \ˈlō-ˌgäs, -ˌgōs\
plural Lo·goi\-ˌgȯi\
Definition of LOGOS
1:
the divine wisdom manifest in the creation, government, and redemption
of the world and often identified with the second person of the Trinity
2: reason, that in ancient Greek philosophy is the controlling principle in the universe
here we see that logos, or logic is actually an innate ordering principle of information and matter that is seen as instrumental in the creation of the universe, and in its operations. it is important to note the 'objective' aspect of this idea; it operates in an archetypical or perfect form externally, quite independent of human systems intended to comprehend it with finite rules and methods. in short, for our consideration in the context of individual education, logic is the method of organizing grammatical statements into directed chains of proof or inference, and a means to distinguish methods of sound reasoning from unsound or spurious reasoning. i suggest those interested in a deeper study of logic to consider the concept of buddhist philosophy referred to as 'valid cognition'. In my opinion, the buddhist schools of philosophy are unmatched in the subtlety of their reasoning. those that feel they have a firm grasp of western logic should give it a look; it can be pretty mind-bending. http://www.berzinarchives.com/web/en/archives/sutra/level5_analysis_mind_reality/truths/validity_prasanghika_madhyamaka.html
3. Rhetoric http://en.wikipedia.org/wiki/Rhetoric
the word rhetoric comes from the greek, and denotes the art of oratory (public speaking with an emphasis on persuasion). Aristotle describes different aspects of persuasion which include logos (appeal to logic), ethos (appeal to ethical propriety and custom), and pathos (a kind of passionate or emotional appeal). In this scheme we see rhetoric as an application not only of logic, but also psychology to persuade a given audience. in my opinion, rhetoric is closely related to propaganda (any attempt to propagate or spread one's views) because its aim is persuasion rather than the discovery or inquiry into 'truth'. whereas grammar and logic mostly involve the intake and analysis of information according to fixed or standard methods, rhetoric is more adaptive and creative, allowing the individual to combine opinion or belief with data and method to effectively advocate one of many possible conclusions. where grammar and logic are somewhat mechanical, rhetoric is more spontaneous and could amount to a more instructional or communicative method that entails the output of information and conclusions, as opposed to the intake or analysis of raw data. rhetoric is a situational appeal to a particular audience, and its true mastery requires understanding the proclivities and character of an audience in order to communicate one's views in a way that will be effective in emphasizing the import of a particular view, or its efficacy based on relative comparison with alternative viewpoints (as in a debate). mastery of the principles of rhetoric is the most nuanced and advanced aspect of the trivium in relation to propaganda, 'information warfare', and PSYOPS/PSYWAR. such mastery allows the individual to recognize and classify the methods of persuasion most commonly used to bolster faulty reasoning or divert attention into the emotive/persuasive content of an argument rather than its logical content.
together these three 'ways' provide a deeply rooted system of information processing that allow an individual to analyze content and compare different ideas with each other, as well as with one's lived experiences.
the elite of the world teach these ways to their youth much as they have for thousands of years. in the presence of general ignorance of these ways, this type of education constitutes a very significant advantage over those who do not possess such information. learning and teaching these ways to all who seek instruction is nothing less than act of rebellion to tyranny over the minds of men.
keep in mind that the trivium is the basis of the next phase of instructuion--the quadrivium. combined with the trivium, these comprise the seven liberal arts. these arts can lead to the liberation of one's mind from tyranny and deception. this will be considered in future posts. in the mean time, please consider these links for further study:
mark passio's presentation on the trivium (part 1)
T h e T r i v i u m : T h e L i b e r a l A r t s o f L o g i c , G r a m m a r , a n d R h e t o r i c
No comments:
Post a Comment