martedì 22 aprile 2014

Tao Paradoxico-Philosophicus 17-19



    Un dieu donne le feu     
     Pour faire l'enfer;      
      Un diable, le miel     
       Pour faire le ciel.  
   



TRACTATUS PARADOXICO-PHILOSOPHICUS

17 Hierarchies: consider open organizations with two or more levels made of one or more observers.
17.1 For rule-following observers, the hierarchy follows a simple logic, a consequence of logical reasoning: a member who follows the rules expects promotion and praise; a member who does not, expects demotion or expulsion.
17.11 This simple logic, swiftly assimilated by rule-following members, implies for them that rules only flow (apply) from high to low so that self-reference (and paradoxes) cannot happen.
17.12 However, hierarchies must intersect with closed organizations to maintain their activity; for example, without the following loop hierarchies disintegrate:
17.2 “Rewards” (wealth, power, praise etc.), bestowed on those towards the top; “punishments” (enslavement, demotion or expulsion, etc.), bestowed on those towards the bottom; these latter, forced to close the loop that chains them, supply with their labor the “rewards” for those towards the top.
17.21 Other recurrent loops give hierarchies flexibility, but also remain unconceivable to rule-following members.
17.22 As hierarchies grow, these loops weaken and break; rigidity or disintegration result together with the silence of rule-pondering members.
17.3 Narrow goals, promotions decided from above and blind loyalties from below inevitably promote the most narrow-minded members towards the top.



18 Hierarchies in society: societies organize within a mixture of closed (non-hierarchical) and open (hierarchical) organizations.
18.1 Within hierarchies only few enjoy the product of the labor of the majority, who toils for survival and relentlessly loses hope of breaking the chains.
18.11 This and the breeding of rule-following observers within this majority ensure the survival, growth and propagation of hierarchies, an unhealthy recurrence that leads to a static stability difficult to disrupt.
18.12 Hierarchical societies replace their long-term goals with narrow short-term goals, similar to the “profits at all costs” of corporations, thus stimulating all their members to abandon their most cherished interests and place business above all.
18.13 In this context, human diversity of interests, curiosity, inventiveness, creativity, ingenuity, emotions, feelings, etc., decline to the point of extinction, so that something called “human” replaces human, with considerable loss.
18.2 Meanwhile, hierarchies take over one or more governments, dictate their own laws and logic, and make their actions (deemed always positive by propaganda and deception) accountable to none.
15.21 These observers develop a need to protect themselves from thinking, conversation, self-reference, paradoxes, uncertainty and unpredictability.
18.3 Without eliminating the hierarchies, every attempt at improving the life of humans has ended and will end in a failure.



19 Instruction: consider the members of a hierarchy “learning” to follow passively its rules.
19.1 Social relationships among rule-following observers need the predictability of observers with respect to each other.
19.11 Instruction makes observers predictable
19.2 Instruction reduces the number of possibilities (choices) available to observers, fostering the loss of meaning among observers and their environments.
19.21 For example, rule-following observers call “democratic” and “free” a nation ruled by corporations; “university” and “hospital” institutions run as corporations; “professors” and “physicians” those who neglect their declared vocation to participate as rule-following observers in corporate activities inside and outside their institutions; etc.
19.22 Meanwhile democracy, liberty, university, professors, physicians, etc., and their meanings, cease to exist for these observers and for those who follow them.
19.3 Instruction stimulates social knowledge, explanation, communication, logic, predictability, folly and illegitimate questions, questions to which the questioner already knows the answers.

Tractatus Paradoxico-Philosophicus

A Philosophical Approach to Education
Un Acercamiento Filosófico a la Educación
Une Approche Philosophique à l'Education
Eine Philosophische Annäherung an Bildung

Ricardo B. Uribe

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Tao Paradoxico-Philosophicus 14-16

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