The State III: The Process

The State III

The Process:

It is difficult to put phenomenons, that being social behavior,  into words. It is hard to be a confident writer and still produce essays or books that are completely true. I can see this in myself. I have read books and admired them, books that show no coherency to each other whatsoever, but somehow still manage to convince me that there is some truth in what the author is saying. It was in this small confrontation with myself, that I could sense the ambiguity.

How odd it was reading two completely different philosophers, who were opposites and still find yourself nodding in agreement, once you read their arguments and stream of thoughts.

With every book I read, I did not feel at all that I was being presented wisdom, rather I felt that I was being confronted with my own ignorance. With every book, conversation or lecture I became more aware of how shallow my thinking process in actuality is. The world is much bigger; the people inside it have much more going on inside their head than they show.

It struck me with every conversation and it still shows how incompetent I am when it comes to discussions, because there is always a part of me that can see the reasoning behind one's thoughts.

No matter what I say, due to the complexity of the world and its people, we are de facto wrong when it comes to choosing the way we want to life; it is difficult to evaluate which values are superior to others. Ideals in itself are brilliant and we will happily nod in agreement when one exclaims: ‘’Liberté, egalité et fraternité.’’ Yet, the methods to get there often make us blind to remember what even the ideals were we so proudly stood for.

What is the reason for the failure we go through as human species? Is it perhaps that what we see as noble, actually is a handicap of some kind?

Life is failure, without ever having had the opportunity to even see the finish line, we will never be victorious. It is always an inner struggle between wanting two things that contradict themselves, but on their own are flawless.

Individualism, socialism, chauvinism, humanism, nihilism, freedom of speech, mutual respect, values, freedom, morality, rebellion, diversity, unity, nobility, patience.

It is a harsh way to see life. One could say that, but I would object. However, there is still some small candle light at the end of the tunnel.

Even when I was confronted with my own ignorance, I had discovered that in some way there are certain truths that we all share, that instinctively feels right and just.

The idea that one becomes aware from the push and pull movements of life, is only possible when one takes a break from life itself and tries to transcendent whatever world he is living in. Seeing everything not from a biased view, but seeing the world as followed:

The realization that we are part of a big flux that connects one another, in which our existence bases itself upon the choices of the generation beyond us and that our choices form the base for the generation after us. With other words, there is a bigger picture than just that which fulfills our individual needs, but ambiguously we still need to take those individual needs into consideration.

That is such a hard task in itself and is sometimes too demanding.

Not too demanding at all if you ask me. The reason for this, is that coming to this realization takes the most essential part of human nature in question. The ability to think, to be an individual between the herd, yet be one with the herd based on your individualism.

It is true that social behavior and political movements base themselves on the idea that certain ideals are more true, because they fulfill the goal they want to achieve, but that does not mean that the ideas of the rival don’t have the same source.

They still do, there is always some truth in the other, even if it not presented in the desired way. The only way to see that we are all going after the same idea in life, is eliminating the passive thoughtless behavior that many have, that has its root in the inability or refusal to think, therefore denying one’s own individualism.

And why do they do so? The reason being that it is easier to let someone else carry you to the goal and blame it on him if the possibility is open to failure, instead of owning up to one’s own mistakes.

There is no blame in mistakes, but only in being too coward to make them and owning up to your responsibility. 

The State II

Subiectum:
The greatest paradox known to man is the expectations life has of us. This in itself too is a paradox. Since life essentially has no meaning. What do I mean by that and what does it have to with political and social behaviour? Those are questions for later, they’re more specific and too detailed. Right now I just wanted to highlight the area needed for me to bring another issue forward. The Idea I want to discuss is an Idea that is related to all of us, therefore it has existence in that which is most common to all of us: life. I use the word Idea in the Platonic sense to convey to you that what I want to discuss is nothing made out of matter, although it does require matter to gain existence. The Idea I want to convey in that sense is something that solely exists inside our heads, but by which we are confronted on a daily bases, hence giving it not a materialistic existence, but an abstract.  The Idea I want to introduce is one that consists out of contradictions and paradoxes. It is something that has to be examined carefully and presented delicately.  The worst thing about it, is that even the area in which it exists, namely life itself, is a huge paradox. Therefore it is utterly necessary to be patient with the following Idea. It is difficult to explain, because explaining it equals to wanting to explain the idea of a contradiction. I do however think it is profoundly necessary for us to finally accept this phenomenon and see it for what it is and its influence on our daily lives, but most importantly, in our contemplative actions.  What I want to discuss is not really a subject honestly, since the use of that terminology indicates something concrete, something that has been limited to some particular essence. The concept I want to bring forward is more complex, it is a paradox, but it exists. In one way pushing us forward, in another keeping us away from progress: the ambiguity of life.  

Life: 
The greatest paradox known to man is life. What I mean by that I will explain in a bit, but first let us look at the opposite of paradoxes, logical consequences. What I find interesting in logics is that we have the principle of tertium non datur.  A Latin term that has a very simple meaning: a proposition is either true or false. This simply means that in one and the same sentence, one can’t say anything that contridicts itself and therefore eliminates the credibility of his belief in a certain proposition. So literally translated from Latin it means, the third is not given. Quite a helpful principle I might add. Evidently, it is either true or false that water is wet. Likewise it is either true or false whether the rose is red or not. And so on and so on. Denying such examples would be absurd too.  Could you imagine a world in which such statements would be redeemed as both true and false? In such a hypothetical sceneries the basics of logics would have fallen apart in so far that no human being could ever have access to any form of knowledge. Therefore it is safe for me to conclude that it is reasonable to think certain ideas about the world are either true or false and there is nothing in between that can validate it.
What fascinates me however is that there are certain things in life that however can not be redeemed as true or false. These are concepts that one simply takes as given. The standpoint towards them is not based on any logical research or discovery of principles. These are simply standpoints people take when they do politics. What I have discovered in the social behaviour of people, is that they have integrated this logicphilia towards those concepts in such a way that it does not apply to them, but are still reinforced. Concepts that require nuances and not the harsh discrimination given by the principles of logic, are filtered by the black and white spectrum of right and wrong.
The statement I’ve given in both introductions, is one that will be leading throughout all my contemplations. Is it possible and even justified for man to use discrimination in a life of paradoxes and ambiguity? These thoughts have not risen over night, I must say honestly. These are specks of thoughts that have been compiled into one big ball of thoughts that I decided to present. What is the reason that we keep falling back into repeat, when there should be so called progress? I’ve been trying to answer this question by looking at a specific reason. A sort of subject that I can pinpoint as the prima causa omnis. Everytime I had thought I had found an answer, whether it be in socialism, nihilism, virtue ethics or aristocracy.  Whether it be in tolerance towards others or indifference, hate or frustration, it would always lead to the same two conclusions that I had not anticipated, but badly needed. 
Firstly, life exists in paradoxes and out of ambiguity. Kierkegaard phrased it best: 

“It is quite true what philosophy says; that life must be understood backwards. But then one forgets the other principle: that it must be lived forwards.”

Due to the ambiguity of life, there are lots of things we can be uncertain of. There are lots of choices of which we can not completely know the consequences of. Ambiguity presents itself in many forms, that we experience in our daily lives. The one mentioned above by Kierkegaard is solely the first ambiguity presented to us. Besides that we have the phenomenon of conformity versus individuality, wanting to define yourself personally, but also not being stared at for being too different, the thin line between well intended critique and unjustified offense, versus unjustified critique and justified offense. We forming ideals or ideals forming us. We choosing our future or being shaped into the future. Free will or free choice. 

The ambiguity of life pierces through all these subjects, because of only one simply reason: every single one of those subjects carries an essence of truth, even if it is most minimal. And by truth, I do not mean in the same sense as when we call a proposition true or false, but in the sense that it all carries the same goal that needs to be idealised. Namely, the end of the ambiguity. This being my second conclusion. How I came these conclusions, will be discussed in the next part.  

Haiku- Karakterloos en karaktervol

karaterloos en karatervol

hier sta ik dan weer

tussen de gelukkigen

welk masker moet nu?

Parodie Sociaal-Realisme op Gorki

De leerling

Door: De Bittere

Gebukt onder misère met zijn ogen geworpen op de grijze hemel sjokt onze held richting huis om dezelfde maaltijd te nuttigen als de afgelopen drie dagen. 

De spieren stijf van slaaptekort en de vingers vies van de as en het roet sluit hij dicht tegen de groep somber kijkende leerlingen aan. Hun schouders hangen omlaag, diep in de kragen verscholen en met zware tred verzetten ze de ene voet na de andere hierbij een diep spoor achterlatend in de grijze natte sneeuw.

De school braakt met veel stoom de leerlingen uit, die na hun machinale functie vervuld te hebben terugkeren om de volgende dagen deze functie opnieuw te vervullen. 

Geïrriteerd en minachtend gebrom is te horen te midden van de leerlingen, nadat ze hun hoofden wegdraaien van de laatste bel, die scherp te horen is als indicatie van hun tijdelijke vrijheid.

De dag is voorbij en de zon gaat langzamerhand onder en terwijl dit gebeurt verandert het geïrriteerde gebrom in warm geroezemoes.

De schoolbanken hebben de energie van onze scholieren weggezogen en met bezwete voorhoofden tonen ze blijmoedig en hongerig elkaar hun glimmende tanden druipend van het kwijl. Het avondmaal kan genuttigd worden.

Na vele jaren intensieve arbeid, hebben de meesten scholieren er vrede mee gesloten dat er geen ontkomen aan de zware onderdrukking van de docenten is en dat elke stap die ze nemen om de dag tot een eind te brengen, een stap dichter bij het graf is.

Op enkele dagen echter, wordt de met Axe volgespoten mannenkleding vervangen door een net pak en krijgen de vrouwelijke scholieren de gelegenheid om hun haar los en charmant krullend te dragen.

De jaren in de schoolbanken hebben onze held beroofd van zijn eetlust en zin tot drank, maar wanneer die lust eenmaal werd aangewakkerd door de soms gunstig gezinde docenten, dan konden de scholieren de door woede brandende magen blussen met alcohol op eindfeesten.

Andere dagen, buiten de school om spreken de leerlingen op serieuze toon met elkaar. Nooit afwijkend van de cijfers en datgene wat zich het meest prominent manifesteert in hun bestaan: de fysieke inspanning die dag in dag uit geleverd moet worden aan de grootbuikige schooleigenaren.

Zelden doorbreekt een glimlach hun monotone manier van spreken. En wanneer dit gebeurt, is het de agressie die zich thuis afspeelt tegen de jongere broer of zus dan wel de ouders die het wagen te vragen hoe hun dag was.

En deze levenswijze volgt de volgende generatie als een schaduw achterna, onlosmakelijk verbonden met henzelf.

En na zo vijfenzestig jaar geleefd te hebben, sterft men de gelukkige scholierendood.

Zo ook zou onze held geleefd hebben, als trouwste werker van de school.

Hij is het knapst, het sterkt en het meest intelligent. Desondanks in zichzelf gekeerd en respectloos tegenover elk gezag. 

Zo gebeurt het op een dag dat hij toevalligerwijs een humeurige medescholiere tegenkomt die een snauwende opmerking maakt betreffende zijn kledingdracht.

Scherp en oneerbiedig als hij is, bijt hij deze nors kijkende dame van zich af, maar waarvan hij zich niet los weet te wrikken. is het idee van de onderdrukking dat hem is aangepraat.

Zie je, vroeg hij zo zichzelf, het is niet alleen ik die zo gekleed is en gebukt gaat onder het regime van de school. Het is het ook de medescholiere zelve die haar frustratie uit door haar tekort aan voldoening, aangezien iedereen en allen hetzelfde is gekleed. In de Abercrombie en Fitch mode.

En zo valt hem de ene nors kijkende scholier op na de ander, de scholieren die als een groep wolven klaar zijn om het gezag omver te werpen.

Onze held weet vanaf dit moment wat hem te doen staat.
Hij zal  zich ontrukken aan de schaduw die hem als achttien jaar lang volgt. Deze keer zal hij de school tonen wat het betekent om gezamenlijk het goud te onttrekken van de leraren en als een gezamenlijk genootschap erboven op te zitten.

Zo is er een vuur in hem aangewakkerd, waarna hij zich een weg baant door de dikke pak sneeuw en met gestrekte armen tot de grijze hemel roept:

‘Kameraden. . .’ hij is nog maar net begonnen met zijn zin of de medescholieren pakken hun mobiele telefoons om het spektakel te filmen.

De moed zakte hem in de schoenen en hij laat zijn schouders zuchtend omlaag hangen, diep in de kraag verscholen en met zware tred verzet hij zijn ene voet na de andere, hierbij een diep spoor achterlatend in de grijze natte sneeuw.

The Meaning of Facing Death

The Meaning of Facing Death

‘’They tell us that suicide is the greatest piece of cowardice... that suicide is wrong; when it is quite obvious that there is nothing in the world to which every man has a more unassailable title than to his own life and person.’’

- Arthur Schopenhauer

I am often told by my closest friend that looking up at the sky can cause the most intense feelings.

It will make you feel small, insignificant, unimportant. As if you are just a speck of dust in a whole galaxy of stars.

On the other side, it can cause a strange sensational feeling of power. Knowing that the things, that may seem the most important to you, won’t matter in the long run.

This begs the question whether I should see my life as significant as I do or whether it is, like myself, a undefinable small accident caused by the universe itself.

Let me rephrase myself: is it courageous of me to think of my life as important as I do or am I really just replaceable?

And if so, how courageous can it be for me to end my life at any point I desire to?

To begin with, it is a fact that it has never been our personal choice to be born. Whether you enjoy life or despise it, you have always been placed on this earth without your own permission.

After all, how is it even possible for us to choose life? For something like that to take place, it is necessary to have consciousness and lots of experience to evaluate the value of your own life and to then decide whether it is worth living or not.

Knowing that this is impossible, this will lead us to us the conclusion that we are humans placed on the world without our own permission.

What the exact relation between a human and the world is, can be explained in two substations, namely consciousness and matter.

Consciousness is that which makes me aware of my own being and the matter is that which carries my consciousness.

The process that takes place between that, which takes place inside my subjective ability and that, which the worlds puts inside of me in the form of information, forms who I am.

I am therefore a series of processes going back and forth between my inner machine and the outside world.

There is one thing though that makes my consciousness a little bit different than the consciousness of an animal and that’s the fact that I am also self-aware.

With other words, I am a self-conscious being.

The fact that I am self-conscious does also mean that I am limited by my perception of reality and my subjective ability of judging that reality.

However, there are a few things that I can be certain about.

The first is that we will never be able to perceive something that is good on its own, because we are limited by ourselves to perceive that.

This consequently means that everything that is being labelled as good or wrong is in fact a judgment based on someone’s own interpretation of reality, rather than the real reality.

Even so, we are still social creatures.

So what we do is that we adapt our abstract concept of thinking into something that is valid and the most passable for every person in order to make our lives more liveable.

And because I have stated, that we live because of each other and grow up with one another, this raises the question when it is your own decision to commit suicide and when it is due to your environment that you have been driven to commit such an act.

Of course it is due to your environment that you are driven into such an act.

It is the same as any other act that isn’t based on satisfying the primary needs.

Your very own sub-consciousness has been filled with your environment from the moment you were born. There is no escaping of it.

This fact degenerates the human into a machine, that only gathers information and spits it out into its environment.

That is not what I am trying to say.

Surely the human is a machine, but it is not just a machine. It is more than a machine.

Unlike a machine, every human has the ability to dream and fantasize, to create a free space in which he can move freely and reason with himself before taking any harsh decisions.

And exactly this way of existing and being is what makes us more human than machine.

The fact that we can look at ourselves at the environment in such transcendent way and then do what seems right at that moment.

When a person with suicidal thoughts does exactly this, he is no longer a part of the world, but he has transcended that.

This may cause a trigger in which that person realizes that Death is an escape from the fusion between his consciousness and the world.

People who look at themselves in such a manner have long been mentally death.

They decide on that, which is their very own property.

Taking this last step is not brave nor cowardly.

Committing suicide is only the last chapter in their book of life, in which they take the last step to close it.

The Fault in Our School System (Ethics)

‘Non vitae sed scholae discimus.’

A pun on the famous Latin expression ‘non scholae sed vitae discimus’, which means that we do not learn the most important things by sitting in a classroom and listening to what the teacher has to tell, but that we as human beings only truly can gain knowledge by experiencing certain events that we want to know more about.

Seneca has made a pun by switching two words, namely vitae and scholae and with this play on words Seneca’s thoughts about the role that school plays in our society is shown.  

Let me first start by explaining how I interpret this quote.

Non vitae sed scholae discimus.

Meaning

We are taught for the schoolroom, not for life.

Seneca’s way of thinking was the total opposite of what was custom during that time. (I mean the period of the Roman Empire)

Seneca has switched the words to make his statement clear as to how much his environment has changed.

In his eyes we do not longer learn what is the right thing for ourselves to do in life.

We purely do whatever our teachers expect us to.

Basically, Seneca believes that society is based on whoever can shout the right answer in class without the learning process having any further result in the life of the relevant student.

Contrary to the previous belief that it is not important what we exactly learn at school, it is important to know how to apply the knowledge to our own life.

The things we used to learn were not given to us by our teachers, it was all solely self-discovery by experiencing every bit of knowledge.

Of course the teachers played a huge role in the process to gain this knowledge.

However, it was not important to be the best in class and do the best in class to be able to make the best of your own life.

Seneca is stating that this kind of self-discovery by experiencing the interesting things in life has been pushed aside.

It is all about learning what the school system expects us to answer.

Shout the right answer the loudest in the classroom.

We should do as is expected of us, if we want to aspire anything higher in life, because after all according to Seneca: society has taught us that we do not learn anything by experiencing itself.

After all the right answer is there, with your teacher. We should only learn that and simply repeat what we have been told.

Even though I do not know in what circumstances this quote was written, I can understand which direction Seneca is going with these kind of thoughts, because I observe the same kind of behavior in my own learning environment. (The fact that school comes before the self-development of the talents a person possess.)

I only think Seneca has missed a crucial point.

You see, Seneca states that not P but Q is the case. (We only learn for school and not for life.)

I rather think that these two, almost opposite seen, cases actually walk hand in hand during the life of a student.

In my eyes because of P à Q is possible. (Because of school we are able to experience life to its fullest.)

Seneca states that in order for one to take place (P) the other should be absent (Q).

We solely learn for the schoolroom, not for life.

If learning for the schoolroom is taking place, automatically the learning of life isn’t.

My opinion is that we will be able to experience life to its fullest with a proper education system.

Let me substantiate what I mean by this.

The reason we are in the classroom to begin with is because we see ourselves as people who have not experienced enough in life to fully be developed into our superego (=the person we want to be, opposite to who we are right now) and we don’t understand everything that we come across to.

We are still infants, who look at the world with big astonished eyes.

There is someone needed to help this infant and help him develop those potentials in which he excels.

This is the teacher who does not want his students to push their self-development aside and solely repeat after him.

This teacher is not denying their potential knowledge, this teacher is not trying to suppress the talents of his students in the suffocating classroom.

This teacher acknowledges the talents of his student and his purpose is to lead these students to the end of their learning journey, so they can become self-conscious people who will use the knowledge of the teacher to experience life to its fullest and thereby understand every event that befalls them.

This teacher adds meaning to the these experiences.

Therefor he should be seen as a companion, who travels behind the infant and helps him whenever this child is looking surprised at the big world, because he has potential to understand life but not the knowledge of how to develop these talents to its fullest and thereby experiencing life.

Thereby I believe that because of the schoolroom we are not shutting ourselves off.

Not at all.

We gain knowledge from people who have experienced everything we want to experience.

It is only logical to embrace this knowledge given to us as aid in our further journey what is known as life.

The question is, why is self-development so important?

Why should we gain experiences?

I see this as the most important thing in the ladder of life.

Next to the primary needs like water, food, shelter and secondary needs like family, friends and respect, the highest form of living, in my eyes, is the chance to be able to live in an environment where self-development is possible so we can know who the real me is the accept it and love it for who it is.

Even though I showed you earlier that there were a few points that I didn’t agree with, I can’t say that Seneca is fully wrong.

What I showed you earlier was, in my eyes, the ideal school system and I honestly don’t think our school system is that bad.

However it is slightly much more focused on getting high grades and passing classes.

I am not stating this as a bad thing, not at all actually.

There needs to be some kind of motivation in order to do the thing you should do.

In exchange you get recognition for your intelligence in the form of a grade.

This can make a person happy or rather self-satisfied, because, if done correctly, the student knows that this grade only tests him on his ability to understand what he wanted to understand and he passed it, therefor he has gained more knowledge and will have more experience in the rest of his life by using this gained knowledge.

Unfortunately this kind of behavior is lacking.

When a student gets bad grades, he or she is rather frustrated about the fact that he’ll get trouble with his environment than the fact that he didn’t learn as much from the class as he should have, because that is after all what should be the priority when you go to school.

Theoretically speaking things like cheating and fooling your teacher shouldn’t take place at all, just in order to achieve a high grade.

By doing this you’re forgetting the reason you’re going to school.

But it is understandable.

The classroom is full of anxious students, who know that their intelligence will only be recognized in the form of a grade, typed down in big black letters on their grade card.

I am not saying grades should be banned, it is an encouraging way for the students to show what they know.

However I think that method on which our school system is based emphasizes grades and repetitive behavior a lot more than the self-development of the students.

Achieving the opposite of what school is intended for, not self-development but exactly as Seneca stated.

Non vitae, sed scholae discere

Not learning for life, but for school.