(rev 4.1.1) Learning, Teaching and Schools {HRI 20060815-V4.1.1} - (Taken from 'Koos Nolst Trenite Anecdotes - Zero Tolerance for Evil Impulses - etc.')
Koos Nolst Trenite
15 August 2006
{HRI 20060815-V4.1.1}
(Version 4.1.1
on 29 Jun 2008)
'Pride only breeds quarrels,
but wisdom is found
in those who take advice.'
King Solomon
'
You live on Earth, remember? (see below)
Most people don't realize that - especially after they have been
"educated," as children,
educated not about life, educated not about people, but about
going to school and about sitting in a classroom and about
going home from the classroom, and
how to keep up this system in which your natural desire and
intense curiosity to learn,
is in most cases quite irreparably destroyed for the rest of
your life, the destruction already accomplished in primary
school, in most cases,
or else they finish it off in high school:
"Do not be curious or interested,
UNLESS and UNTIL you are told to
- and then ONLY AS MUCH AS you are told to."
'
There are some sixty million most severely Criminal psychopaths alive
and on the loose, here, on Earth,
and you have to learn how to live with that
- which, in my experience and opinion, is not taught by
addressing children as "morons" who "know nothing, feel
nothing, perceive nothing and can remember nothing."
We did have a teacher - a kind man, at college,
Mr. Brommer was his name, if you want to know -
who said that to us.
He said that about pupils, when he observed it in them and
was annoyed about it - observing, that many pupils reacted
as morons who "know nothing, feel nothing, perceive
nothing, and remember nothing;" and he was annoyed that it
was being so, without that he could change it in his
pupils.
In his younger years, he had been the director of
the school.
What he FAILED to observe, was, that actually the whole
class - of some thirty pupils - and EACH class, was MADE
into that
BY the school itself:
All interest and curiosity was almost wholly destroyed in
almost all of the pupils in almost all of the subjects
taught.
'
Neither the teachers, nor the pupils, nor the parents,
understood anything about THAT being the case.
Instead, each child, each teacher and each parent had all
kind of "reasons" why things did indeed not go well at
all.
I was, you can imagine, the best of the class:
Curious, participating, interested, perfect memory
and perfect understanding, while the other pupils
were, well, being pupils, you know - sitting there
because they have to, and answering the minimum and
the worst they could still get away with.
I found it very strange, that they did not show
interest and joy and enthusiasm, but somehow 'did
what they were told.'
'
'
Thus one teacher, in all aspects an extremely ugly woman,
dressed as a tasteless, self-righteous and old woman would
dress, stiffly, having a mouth like a dried prune, and the
eyes of a joyful sadist, *(3)
and Energies to match those qualities,
emanating from between her legs, she
made it her task, to have my Beauty and my Intelligence
and Interest
in the subject she taught, in which I was by far the
best of the class, to have that
destroyed, at least to have it NOT shown by me in HER
classroom or in HER presence.
'Tut' van Eck was her name, for those who want
to know; teaching the Dutch language to the
pupils, was what she was paid for.
I did not know what struck me, you know: "I had to figure
out" how it OFFENDED her, to be very interested in the
subject she taught, AND the best of her class.
And (I did not know) what she at the same time
- which was a main part apparently,
of her strategy to prevent me from
looking at her soul - what she
started to emanate at me from between her
legs,
an Extreme Ugliness of sexuality - that, at
that time, I had no way of understanding
(of understanding, that anyone could or would
possibly WANT to create and project anything
like it, at anyone,
nor what it actually was, except that it was
Extreme Ugliness and intending to destroy
life)
already the concept, that "normal"
people intentionally create Ugliness,
and ENJOY to destroy life,
was a subject, that my parents - for
good reason - did not bring up or
discuss with their children,
good "reasons" for them, as it would
have all too easily opened our eyes to
seeing their own nature and intentions,
seeing which, had to be avoided and
prevented at all cost, or else had
to be distorted,
supposedly "to protect us from
experiencing Ugliness and evil:"
Criminal Minds have everything in
reverse.
They want to "protect" children by
hiding evil from them.
Translated in understandable language:
"DO NOT LOOK at the cars that might kill
you" - "JUST CROSS THE STREET."
'
All these things, the school did not teach about, and
would certainly not teach me or anyone about.
'
So after about a month
- while this very ugly woman teacher was working
very hard, to try and make me wholly unaware
of the very simple fact that would have
resolved everything, namely,
that she had no other intention than to bring me
PERSONALLY somehow down, and that she ENJOYED to
destroy people: *(3)
'Why would anybody want to bring ME down, I had
done nothing at all to her or to anyone, to
annoy, let alone to merit anything like that,'
was the "reasoning" that I was supposed to
use, to NOT SEE and instead to justify, for
me to find "normal," my having been made blind
to
(seeing it, as not caused at all by me,
but as simply being her desire and her
joy in being)
evil -
however, she, the ugly woman teacher, found out somehow,
that I refuse to mindlessly memorize things
- one might think, that she had heard that from
another teacher, where I ALSO was the best in the
class, his English class,
in which I was the best BECAUSE I refused to
memorize word lists, and instead I did read
English books,
I connected with my desire to understand
things, to the English language, in books
I liked to read,
which gave me an UNDERSTANDING of the words
and the ability to use these easily, also in the
translation examinations at school, of course.
'
I read books 'in my own time' -
the school teachers made school into 'not your
own time' but into "their time."
'
This other teacher, a very nice man - his name, if you
like to know, was Vermeulen - HE allowed me NOT to study
(NOT to memorize) the word lists, and to NOT have to be
checked out each week on the blunt memorizing of those
lists of disconnected, out-of-context and no-interest
words,
but to follow my DESIRE to assimilate and understand
the English language,
with the result, that I was the best of his English
class.
'
In any case, the woman,
if you like to call her that:
the 'dried-prune-lipped' vulva, whose nickname in
school was indeed 'Tut'
- ask any Dutch person some time, what that
rhymes with, or, you may yourself have a
shameless guess -
this 'woman' teacher 'clinched her deal,' she finalized
the task that she had set out to accomplish,
by demanding that I memorize a long and dull poem - after
finding out, that I refuse to mindlessly memorize things,
certainly including dull poems
- I like to be the master of my own mind, which, on
the other hand, ill-minded people will object to
and try to nullify, at any cost even -
and she was completing the job by demanding, each day that
we came to her class, that I stand in front of the class
to recite that whole poem,
while she was 'implicitly' not tolerating any
discussion about, let alone explanation of her
demand, nor any possibility and conditions of
non-compliance, *(3)
while she apparently saw her - very sick-minded -
"victory" near,
as I had neither desire nor intention to memorize
that whole poem.
Me thus "changed" from being the very best in class, from
being alive and highly interested in the subject she
taught,
now she considered that she could, and indeed she did give
me an 'insufficient' note.
'
And you can imagine, that that same school did not
teach me how to understand such intentions and
practices,
let alone how to complain about such things, and how
to defend myself against such intentions and against
similar actions,
in this case coming from a Criminally Minded
teacher,
who - being a Criminal Mind - has the
intention to destroy, to bring down,
in particular the best pupils.
'
'
'
While this school was "the best" - teaching 'the classic'
foundation of culture, with Latin and Greek, *(4)
we were NOT given Cicero's orations, to read, not the history
recorded by Livy (Titus Livius),
but the completely useless war ramblings of a sick,
very Criminal Mind:
'De Bello Gallico,' by Mr. Julius Ceasar himself.
'
We were NOT given Plato's discourses to read, not even Euclid's
Elements of Geometry, nor Pindar's beautiful poems,
but we had to start out with again a soldier, general
Xenophon, who led his troops through the mountains of what
is now called Turkey, to the beach of the Black Sea, to
exclaim (in ancient Greek, mind you) upon arriving there:
'Thalassa!' 'The Sea!'
After some years of abstinence of ancient Greek, we were then
allowed to read still not any of the interesting texts, in
class, but only
Homer, and not even the many translations of his tales,
which are well-known:
'Andra, moi ennepe Mousa ... ' - "Tell me, O Muse, of that
many-sided hero who traveled far and wide after he had
sacked the famous town of Troy."
'
'
'
I was deeply offended, and highly disappointed by that "best
school."
And it did not stop there, it was similar in all the other
subjects (classes) taught,
I will spare the school my talking about their "art"
classes or about their "music" classes, *(a)
subjects that can be taught VERY WELL, and to great joy,
or their "history" classes, *(b)
or their "sports" classes, *(c)
ALSO subjects that can be taught with intense interest and
to great joy, AND to enormous, life-long benefit.
*(a)(b)(c)
'
'
Yet the director of the school - you certainly want to know his
name too, Mr. A.B. Nederlof, he is called the 'rector' - was a
very nice and very kind man, with love for his pupils and for
people in general,
and for teaching especially Greek and Latin grammar, which
he did teach very well indeed (he wrote a Latin grammar).
The teachers - except for one, who has been mentioned - were not
evil, not stupid, not ugly, not unwilling.
The same applied to the pupils, except for the few usual
exceptions - two in my classes were very clearly Criminal
Minds, but, being intelligent, they finished the school
anyway.
'
The teachers did NOT go out and look where teaching WAS being
done:
No, 'they were a school, so "by definition, they were
teaching",' isn't it:
'School' (noun) - 'A place where teaching done,'
and
"They were the best school around, by social standards, so
BY DEFINITION 'they were teaching best'."
'
'
'
I had become thoroughly convinced, that - also at my
school -
my being curious and alive and intelligent, and my
really being interested, and desiring full under-
standing, and my also bringing that understanding
about in myself,
was not appreciated at all, was not desired or
appreciated in ANY pupil,
neither by any of the classmates, by the other
pupils,
nor by any of the teachers,
at this 'highest quality school.'
Yet the parents were somehow left in the
beautiful delusion, that exactly that,
was "naturally, expected of their children,"
and for which (being curious and wanting to
understand fully) they were, "of course,
validated and appreciated, in all classes
and by all teachers!"
But we had learned one thing, and that
was: To shut up, to not ask, to say as
little as possible, to a teacher.
This, so we learned without those words
being spoken, made and kept the teacher
happy.
'
Things had to be thought of as being "difficult to
learn and understand," and
"you had to study hard and do a lot of 'homework',"
"before you could even begin to grasp a
subject, let alone be good in it."
"And it was so difficult," that "some people could
not even grasp it at all, and had to leave school
prematurely:"
"They were 'not intelligent enough' for this -
for 'the most difficult' school for pupils to
go to," so I was told.
'
There is not anything at all taught in that
school, that is difficult:
Even 'the most stupid' person
- provided he or she is able to talk
about and is willing to discuss all
of the subjects taught -
can easily complete the classes, and
that, in half of the time (of the six
years) that the school now takes for it,
and
completing it WITHOUT doing any 'home
work' (without study at home).
'
That is, if one does simply understand, what
learning and teaching IS, *(1)(2)
which is NOT what current schools or any
'study courses' say "it is."
With Fine Particle Physics, that is
about the easiest thing to understand
and to describe, though.
'
'
It was MADE difficult:
This elevated the teachers above the pupils, and it elevated the
teachers above the parents, too,
and it was hiding the fact, and made it acceptable, "normal,"
that NONE of the teachers could teach,
nor did they know anything about the nature and functioning of
teaching itself,
other than intuitively, which however, as with my teacher
for English, was opposed to the methods, instructions and
text-books that all teachers had to use and follow by
order of the government officials in charge of schools
and compulsory "education."
'
There was one teacher, however, and, as you might ask for
his name, I will give it to you right now,
Mr. Doornik taught biology lessons to the first and second
year classes of the school,
and he largely contributed to the illusion in me,
and in the other first and second graders too, that
our curiosity and desire for learning and observing
and creating WAS wanted, WAS desired, and WAS HIGHLY
APPRECIATED:
He gave us things, plants mainly, which he brought for
each of us, to observe, and to make drawings of.
He gave each of us, what he jokingly called 'peer-tubes,'
(a pocket-size magnifying lens, to peer through) to see
the wondrous world of living things with, in much more
detail.
But there was something else, that also only HE did,
which again established more firmly the idea in my
mind (and in his mind too)
that the school actually was for learning:
'
This teacher actually placed the most eager and most
interested pupils IN THE FRONT OF THE CLASS.
And at the same time, he put those who refused to learn,
or who showed no own interest, IN THE BACK OF THE CLASS.
This kept perfect order and respect in his class,
because each pupil was respected as he or she
actually was,
and this brought about a calm, quiet atmosphere
ideal for teaching and learning.
The intelligent and faithful reader might
recognize the proper definition, and use, of
the term 'respect,' here, at work.
'
He did NOT treat all people as 'equal,' but, as they were
- as very different,
which is the only way, of course, to give them an
ACTUALLY equal (equal should mean) FAIR treatment,
and not an enforced, 'fake "equal":'
I treat a person as the person that he or she
is - the unique person - the soul,
and not as someone else, because that would,
to a sane person, be a big insult.
Rather than treating them as if they were "as
everyone should be, or is assumed to be,"
he was willing to treat pupils as they are:
He was RESPECTING them as they were.
'
This was his success in teaching, in having interested,
active pupils - those in the front rows:
These felt appreciated, and unhindered in their curiosity
and their desire to understand and examine things,
which was indeed great fun, enjoyable, and causing
pride and interest,
and the other ones, in the back rows, equally felt
respected, because their intention to make learning Ugly,
was ALSO recognized and ALSO given the appropriate
respect.
His pupils would not forget him, by the way - and
this is purely anecdotal - for his story about
'how the giraffe is actually a fictitious animal:'
"Santa Claus, the Stork, AND the Giraffe, 'do not
exist'," he claimed,
which I will explain to you at some time, if
no one else does come forward with it.
'
After the summer holiday ended, I learned to my dismay,
that the other teachers had gotten rid of him - I assumed,
he was not polished and smooth enough to "fit in,"
being slightly rude and lacking in Beauty,
not fitting in with those who "kindly" or smoothly
refuse to see or name evil where it is, and who
agree, to 'call it something else;'
not "fitting in" with those (the 'normal' teachers)
who had 'closed their eyes' - and who 'kept their
eyes closed' - whenever they looked at their pupils.
'
'
I repeat: Being curious and alive and intelligent, and really being
interested, and desiring full understanding, and also bringing that
understanding about,
was not at all appreciated, was not desired or appreciated in ANY
pupil,
neither by any of the classmates (the other pupils) themselves
in other pupils, nor by any of the teachers,
at this 'highest quality school.'
'
'
Well, feeling thoroughly betrayed, and certainly not
without reason, by the school and by my parents,
who "explained" it as "me being too young" - me
having skipped one class in primary school, I was
now "too young," which translated to me, then, as:
'too interested, too intelligent, having too
little agreement with making myself - AT A
SCHOOL - as stupid as I was expected to be,
and which all others obviously complied with,'
and as:
'me (being too young and naive and thus)
refusing to see, or to admit to myself (let
alone to tell others), that a supposedly
"normal" person (the Dutch language 'teacher')
would want to be evil to ME,'
and while I still was appreciated as the president
of the school's student association
- which was called 'Meden Agan' (old
Greek for 'Do Not Overdo It,' or 'In
Nothing Too Much') in case you want to
know the name of the association too -
the board of which had merely the function of
organizing the school parties, and
occasionally visiting other school-parties, to
represent our school there,
I spent the rest of my school-years mainly staring out of
the classroom windows,
at the seasons going by
(that is how you are using my abilities,
that is what you do, to nurture my love for people;
and there was
no Master Verrocchio around, far and wide, to teach,
and to nurture my talents;
and you can imagine, what you are doing to the
talents of others, to the curiosity of others for
learning, and to the love of others for people,
with such a school, with such compulsory "learning"
- meaning NOT LEARNING but - compulsory attendance)
'
but I spent the time AFTER school, and during holidays,
to 'raid' the local town library,
and to build my electronics circuits, at home,
and to take my motor bike apart, at home,
and to create a tiny chemical laboratory, at home,
and to build a sound system at home, and listen to music,
and to roam the countryside to study plants and birds,
and doing my sailing sport during summer and autumn,
even doing wood construction to make an old, small
boat usable again and my pride,
my 'first own sailing boat.'
'
'
Jokingly I might remark, that there were a few times,
though, that I did impose upon the school:
When I found out, by accident, that they had a well-equip-
ped physics laboratory stashed away behind doors usually
locked (with a real oscilloscope, an expensive treasure at
the time)
highly interesting equipment, which was meant only,
however, for the very ambitious teacher,
and then only for the purpose of occasionally
demonstrating some principle in physics, with it,
in front of the class.
I remember sneaking into that place, at times, during
lunch break, after I discovered it, and my clandestinely
handling the machinery for physical experiments,
till it was found out by the 'claviger amanuensis'
- Mr. Waarsink, you certainly like to know his name,
too -
whose task it was, to keep those machines away from
the pupils, and occasionally to prepare one (an
apparatus) for the physics class,
which allowed him to use the title of 'amanuensis,'
here meaning: 'assistant to the (physics and
chemistry) teachers.'
'Claviger' translates as 'key-bearer' - he was
the janitor for the school building.
'
'
Well, un-intentionally I have given you some more
anecdotes, here, which should connect to the subject of
teaching, and
to the consequences of NOT teaching or of pretending to
teach, at school, as was the case in my school time,
and which is still largely the case in all such schools
of general education, no matter what are the study methods
or the age-old slogans that are in use, about "learning
for life and not for the school," or "learning for the
job." *(2)
It has not changed much, which is why I am talking
about it to you.
In my next life time, I wouldn't mind going to an
actual school, you see,
where pupils are ALLOWED to learn, even in
kindergarten and primary school, and not
only that (not only ALLOWED to learn),
but also are NOT prevented from naturally
being as they are, alive and curious and
intelligent and inquisitive,
being much more so than their teachers.
Where pupils are not being forced to place
themselves BELOW the teachers
because the teachers have to claim and
enforce and maintain, that "they, the
teachers, know more."
Every person does, on SOME
subject, know vastly more than
you do - about his own life and
about his own emotions, for
instance, even if subconsciously
so.
'
There was one teacher, at primary school it
was, who had no problem whatsoever with being
"above or below" me: He was just and simply
being himself with me and accepted me for who
I am, without further knowing anything about
me - you might want to know his name, so I
give it to you here, Henk Kamphorst - and the
whole idea of 'being above or below me,' did
not enter in,
while some of the other teachers at
that primary school had huge problems
about being (wanting to be) seen by me
as 'them being senior' to me.
They wanted to feel, to have and
relish a feeling, that "they
know more than I do..."
But Henk, my favorite primary school teacher,
could drive a scooter, and I could not, me
being only ten years old or so,
but then again, I could (and did) sit on the
back seat, when he brought me to lunch at his
mother's, for instance.
Again, the whole idea of 'who is above
whom,' simply had no meaning or use.
'
And it may dawn on you, that the whole idea of "a
teacher is senior to his pupils," or "a professor
or instructor is senior to his students,"
is OPPOSED to the nature of teaching itself.
'
Instead, you DO know the correct concept of 'seniority,' because you
know about COACHING,
the subject of coaching someone:
TO FIND, KINDLE AND BRING OUT, ONE OR MORE PARTICULAR OR GENERAL
TALENTS OR ABILITIES OF SOMEONE,
which includes of course the very simple abilities kindled
at school.
But the only thing I learned at primary school, for
instance, was how to be as stupid as I was supposed
to be for a particular class.
However, the primary school teacher I mentioned by
name, Henk let me just be, and then he found, that I
better skip a class upwards, because there obviously
was no challenge for me, at all, in the material he
offered in his class:
I helped him, at lunch breaks, to correct the
written exercises of the other pupils.
'
'
True teaching assumes, that it is not unlikely, that the talent
coached (for instance your talent) is bigger than the talent of
the coach.
That tells you ONE aspect - and a major aspect at that -
of teaching. *(2)
Any teacher KNOWS (he can feel and he does feel) that it is his
purpose to bring out - to touch and to develop - the TALENTS of
his pupils.
And talent is guided, pulled forth, by curiosity,
and by joy
- the JOY of learning something, the JOY of acquiring
some understanding of something, and some ability to
do things, the JOY of etc. etc. etc. etc..
'
'
The whole idea (anything that is connected to the idea)
that "it is difficult," or, that "you have to do it, to
pass an exam," does not enter into it, at all.
"It is difficult to play the violin" IF you do not
really want to study playing it.
But if you really WANT to learn to play it, then the
whole concept of "it is difficult," has no meaning:
It is your JOY to learn it, so what has that to do
with anything - that "it is difficult."
"It is difficult to operate a computer" - well,
you tell that to a ten year old, and he or she
just laughs in your face! "What do you mean,
with 'it is difficult'!"
"You just do it, till you can do it!"
'
But at school, they tried to tell or force onto you, at
any opportunity they saw fit for it, that
"it is difficult" to study.
"Do your homework! This is a very difficult subject
- work hard!"
They even invented 'home work' assistance,
where the pupils must go AFTER their
compulsory school time, "to make sure they
do their home work."
'
I think now, that what they meant but could not express,
is, that THEY did not (and do not) know how to teach,
meaning,
that it was difficult FOR THEM, to be teaching, because
TEACHING IS LIKE COACHING THE TALENTS AND INTERESTS
OF OTHERS, OF THE PUPILS. (see 'Textnotes,' below)
'
For years, I used to have 'nightmares' which were dreams
about my appearing at school (at high school - college),
and in classes and in front of teachers,
WHILE I ALREADY HAD PASSED my final school exam (passed it
and finished the school),
so, why all their stressing to me 'how difficult,' or 'how
important for my future' the subjects were, and that 'I
must work hard,'
their ideas of 'difficult,' and of 'important' had
now become ridiculous in the extreme,
because in those 'nightmares,' I was returning to
school "as a pupil" AFTER completing the school,
much like Heinz Ruhmann did, as an actor,
in the German comedy 'Die Feuerzangen-bowle.'
Well, the faithful reader knows enough about me,
about my preceding life time, that is, in which I
had ALREADY received a perfect school education,
or you know enough about life itself, to figure out that
dream.
But of course, Criminal Minds do not want to have
THEIR previous life known to exist, so ALL PEOPLE
(all pupils) "have no previous education or
schooling."
'
Another point quite worth mentioning, is, for those who
are interested in teaching AS BY DEFINITION A JOYFUL
EXPERIENCE, that the night before the final exam,
the last and verbal part of the final school exam,
that you have to pass, in order to be able to go to
university,
I had a very nice party, there was plum wine, a swimming
pool in the garden, and nice girls, and I did not feel at
all like sleeping, but very happy instead;
and so I appeared at the exams, without having slept the
night before, but fully rested nonetheless.
Later I thought, it was maybe the plum wine, that
had wrought the miracle,
but the experiment could not be repeated with the
same result, thereby.
'
There are quite other factors at work:
Sleeping is basically the same as hypnotism.
*(cc)
About which more in another HRI. (Which, by
the way, has been published in the meantime.)
'
'
Any teacher KNOWS, that his purpose for being a teacher, is to bring
out, to touch and to develop the TALENTS of his pupils.
And talent is guided by curiosity, and by joy - the JOY of learning
something, the JOY of acquiring some understanding and some ability
to do things,
especially the ability to see, to feel, to know and to
understand and do things, that others of good will and
taste, would appreciate - in short
the JOY of life.
'
Koos Nolst Trenite "Cause Trinity"
human rights philosopher and poet
'Choose my instruction
rather than silver,
choose knowledge
rather than gold.'
King Solomon
________
See also:
'Note On Teaching History' of 22 Apr 2005, in
Section '(Note on teaching history)' *(2)
found in:
'Leonardo Da Vinci - About Aliens, Dimensions, Consciousness,
Time, And Earth's Past And Future'
{HRI 20040829-V3.4.3}
'
_________________
Note on the Title:
(*) 'Learning, Teaching and Schools' {HRI 20060815} (the HRI you
have in front of you now) is taken from:
'Anecdotes of Koos Nolst Trenite Opposing Crime - What Is 'Zero
Tolerance,' Definition - Mozart Effect to Prevent Crime'
{HRI 20060305-V3.0}
(soon to be issued)
'
_________
Textnotes:
(a) Someone who actually CAN teach music, is Mr. Burge - David Lucas
Burge - his courses are called 'Perfect Pitch' master classes,
and 'Relative Pitch' levels 1-5.
He teaches the very basics of music itself, and he teaches it
very well (he recorded his twenty or so years of skill, on audio
tapes or CD's).
And then, furthermore, it is of course interesting, always, what
the best performers feel and think about music, as for instance
in
'Violin Mastery - Talks with Master Violinists and Teachers - by
Frederic H. Martens'
to give you an example of actually teaching something about
music.
'
(b) History is brought about by INDIVIDUALS, and not "by countries,"
nor "by battles fought," etc.:
These countries, and any battles, ALL were led, moved, directed,
by INDIVIDUALS.
Criminal Minds do not want you to know that, and they
invent all kind of concepts, to replace and hide the
truth, that things are ALWAYS caused by INDIVIDUALS,
including, of course, by Criminal Minds, that you
- if you live in a free country - are taught about as
having been intensely evil INDIVIDUALS, in history.
Truth is DEFINED as 'that what happened, who caused it, and with
what intention.'
That also applies to history teaching, of course.
'
This gives you an opening to ACTUALLY studying history, as it,
history, does concern you very much.
Biographies or historic novels or documentaries, of a
period, area or activity that you are interested in, might
be very good starting points for studying history.
Making yourself aware of and thus FEELING the past, is of very
great value to you,
and you become of much greater value to others because now you
can UNDERSTAND others
- IF you want to experience the joy of life, of being intensely
alive, that is.
'The more you are aware of the past, the more you are in the
present, because the present is almost completely made up of
the past, and the future is almost completely carrying on from,
and determined by actions and decisions made also in the past -
mostly even in a very distant past, by others mostly too.'
Quote from: 'Living In The Present - Definition'
{HRI 20030102} (2 Jan 2003)
http://groups.google.com/group/alt.philosophy/msg/79b86c004f4c16ad
See also:
'The Second Mozart-Effect - Connecting To Your Own Past'
(3 Sept 2002 - Version 1.1)
http://groups.google.com/group/soc.culture.europe/msg/5b077edfe7634b7b
'
(bb) Section '(Note on teaching history)'
found in:
'Leonardo Da Vinci - About Aliens, Dimensions, Consciousness,
Time, And Earth's Past And Future'
{HRI 20040829-V3.4.3}
(29 August 2004 - Version 3.4.3 on 18 May 2006)
http://groups.google.com/group/misc.writing/msg/d986639cd9593ee1
'
(c) You might say, that Pilates - Joseph Pilates, who lived and
worked in the first half of the previous century - that knowing
and practicing his understanding of handling the body, might
very well be the basis of ANY sports teaching.
Sports can be (and should be done in such a way, that it will
be) an excellent way of getting more in command of your own and
your body's Life Energies, and to create more of your own
Energies and to let your body create more of its Life Energies:
(cc) AND to remove - from your body and from your soul - quite some
of the harmful and hypnotic Energies that anyone on Earth is
continuously bombarded with,
bombarded with not only to bring about sleep, and illness
and the like, but also, and in particular, inflicted
during the rather defenseless period of time spent
sleeping
- hence 'morning gymnastics,' 'morning shower,'
'morning coffee,' and 'groggy with sleep,'
'morning sickness,' 'needing more sleep,' etc..
'
_________
Footnotes:
(1) 'Learning And Reading - Leonardo Da Vinci and Galileo Galilei had
an excellent command of reading and writing'
{HRI 20040811}
(11 August 2004)
http://groups.google.com/group/alt.education/msg/a99e7ca6e050df1a
(2) Section '(Note on teaching history)' of 22 April 2005,
found in:
'Leonardo Da Vinci - About Aliens, Dimensions, Consciousness,
Time, And Earth's Past And Future'
{HRI 20040829-V3.4.3}
(29 August 2004 - Version 3.4.3 on 18 May 2006)
http://groups.google.com/group/misc.writing/msg/d986639cd9593ee1
(3) 'Normal Life Disaster From Not Understanding A Criminal Mind
(A True Story)'
{HRI 20040927-V2.7}
(27 Sept 2004 - Version 2.7 on 17 Oct 2004)
http://groups.google.com/group/sci.med/msg/893fea2afc715539
(4) 'The Nature Of Life As Seen From Earth, Introduction: Life Forms'
{HRI 20010829-pi1-V1.1}
(29 August 2001 - part issue 1 Version 1.1 on 8 Aug 2005)
http://groups.google.com/group/Fine-Particle-Physics/msg/ca03e63aa71603eb
'
____________
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Copyright 2006-2008 by Koos Nolst Trenite - human rights philosopher
and poet
This is 'learnware' - it may not be altered, and it is free for
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