"Facts don’t cease to exist because they are ignored". Huxley.
"In time, it is true, experience teaches him that magic formulas and ceremonial gestures do not give him what he wants. But until experience has taught him – and he takes a surprisingly long time to learn – man’s behaviour is in many respects far sillier than that of the animal". Huxley.
"Religion should be taught and examined in the same way as science is; after being examined by the children and their class and being commensurate with their development (Sigmund Freud) – it should be allocated the very short amount of time that the class thinks that it deserves and then to proceed on to the subject of Philosophy".
"The truths contained in religious doctrines are after all so distorted and systematically disguised," writes Sigmund Freud, "that the mass of humanity cannot recognize them as truth. The case is similar to what happens when we tell a child that new born babies are brought by the stork. Here, too, we are telling truth in symbolic clothing, for we know what a large bird signifies. But the child does not know it. He hears only the distorted part of what we say, and feels that he has been deceived; and we know how often his distrust of the grown-ups and his refractoriness actually take their start from this impression. We have become convinced that it is better to avoid such symbolic disguisings of the truth in what we tell children and not to withhold from them a knowledge of the true state of affairs commensurate with their intellectual level".
"When people are fanatically dedicated to political or religious faiths or any other kind of dogmas or goals, it’s always because these dogmas or goals are in doubt". Robert Pirsig.
"Teaching is a vocation (British, MP Edward Balls, simplified to, teaching is ‘moral’ http://www.edballs.com/ ) and not a profession. The child was not invented for educational systems (tests), but educational systems invented for the child. If you would encourage the pupil to increased growth by your knowledge, you must both love it and know it well, and your pupils will love both the knowledge and yourself, and you will benefit them. But if you yourself do not love it, then, no matter by what means you force them to learn, your knowledge will have no educative influence at all". Tolstoy – ‘Education and Culture’.
How our children may view us (parents, teachers,schools) in the future (esp, with Global Warming). Church Schools and Faith Schools. UK. Over Organised Outdated Education and the lack of ‘teacher freedoms’. I.e., to teach, with the resources of up to date knowledge and what is evidently – self-evident, and without interference from PC-ness, noisy – considering their minority – purity-leaguers or smut-hounds (the press). "The reason for the lack of public outrage is because the (whole) system so strongly favours the aspirational and manipulative middle and professional classes who are the ones who would normally be making the most noise" (we all know, lots of them – now, maybe, they are coming well unstuck with a financial crisis and global warming – some wake up call for the comfortable, "blinkered", and highly specialist brain) .“In spite of a Natural History that was nothing but a set of drearily moralistic symbols, in the teeth of a theology which, instead of regarding words as the signs of things, treated things and events as the signs of biblical or Aristotelian words, our ancestors remained relatively sane. Note: I would say, ‘only a very few’ – ‘lead in the pipes’. And they achieved this feat by periodically escaping from the stifling prison of their bumptiously rationalistic philosophy, their anthropomorphic, authoritarian and non-experimental science, their all too articulate religion, into non-verbal, other than human worlds inhabited by their instincts, by the visionary fauna of their mind’s antipodes and, beyond and yet within all the rest, by the indwelling spirit.” A.Huxley. (‘retreat’ and ‘flight’ of religion into the ‘Citadel of Self’ or ‘Nuclear Self’ – visionary fauna of the mind’s antipodes.
The problem with elections in America – USA. 90% believe in God, and many of those, do have a religious fundamentalist, overwhelming and vehement premise that human life begins at conception and has some very special sanctification to not be in any way interfered with. You can either believe one way, or in, some degrees – towards – the opposite argument: if you can hold one at all in your particular community (90% factor), without being ostracised or worse. All the contenders in the election for the President of the USA have to be ‘pro-lifers’ and publicly state that this is so, to win, or even – start out on the presidential trail! The dangers and the psychology, could be outlined something like the paragraph below.
A cleric living and working among miners and who has worked at the coalface, stated on the ‘BBC World Service’ in an interview on the 26th of January 1984, "That the group solidarity was their ethic. They had little regard for the concept of individuality. That was why anyone who offended against the group solidarity was outlawed and despised and could legitimately be ill-treated." The most interesting part of Frazer’s experiences, concerns the almost unbridgeable gap between his background and education and that of the miners. He came to admire the quick fluent banter (evangelicalism), but was often frustrated that the miner’s conversation was observational (shallow), rather than analytical (deeper). So many conversations are, with sometimes, great annoyance and shallowness – day, today, trivia, so on… Sunday Times 1985. Article regarding – Kit Frazer ‘Toff Down Pit’. The Roman Stoic philosopher Seneca (2BC – 65AD) wrote, "Religion is recognised by the common people as true, by the wise as false, and by the rulers as useful," and said, "The time to live is now", something believed by all modern day humanists.
"Humankind’s deadliest weapon is language. He is susceptible to being hypnotised by slogans as he is to infectious diseases. And when there is an epidemic, the group mind takes over. The group-mind obeys its own rules, which are different from the rules of conduct of individuals. The individual is not a killer, but the group is and by identifying with it, the individual is transformed into a killer". Ref, from ‘Notes’ and ‘Power of the Sub-group’. Faith and Church Schools. (UK. Beckwith, religiosity and intelligence http://paganpedia.mind-n-magick.com/wiki/index.php?title=Religiosity_and_intelligence#Recent_studies ) Testing ‘harms school science’ http://newsvote.bbc.co.uk/1/hi/education/7629862.stm and just about everything and everybody – time for a teacher, student, parent and child strike – I think! The Government UK needs (frequently) to be told and quite firmly to "bog-off"! ‘Science is dull and hard’ http://news.bbc.co.uk/1/hi/education/4100936.stm take over and, ‘teach your teacher’ – ‘bog-off’ to exams – better to work for much better wages in Tesco’s until the World has sorted itself out, but it, and you, may have to go down the pan first or fry with Global Warming. ‘Too much Maths taught to tests’ http://news.bbc.co.uk/1/hi/education/7623436.stm
BBC TV Earth: The Climate Wars http://www.bbc.co.uk/programmes/b00djvq9 Dr Iain Stewart traces the history of climate change from its very beginning and examines just how the scientific community managed to get it so very wrong back in the Seventies.