Wisdom Living

Eduction in Wisdom Nucleus

What is it?

Introduction

Learning is not only an ability applicable to a single individual. We may say that the totality of life continuously learns. We may view the evolution of life as a learning process. Some organisms produced by genetic modification survive, and others perish. In other words, we can say that species learned how to adapt and developed.

However, the organisms placed higher on the evolution ladder are capable of learning within one lifetime, and whatever they learned is not automatically inherited by their successors. Homo Sapiens definitely belongs to that category. We learn virtually since the moment we are born and continue that until death or until our brain facilities deteriorate beyond normal.

However, the ability of Homo Sapiens to learn and consciously, in an organized form, pass whatever it learned to other members of society is unique. This organized form is called education. This continuity brings to mind the way when early on, the genetic evolution of life could be viewed as a process of learning. The way through which the society learns is one of the cornerstones in Wisdom society, realized in the form of wisdom education.

Eduction of young children

The role and attitude towards children and teenagers in a Wisdom nucleus are very different than it is in the modern stratified society. This does not require too much justification because, from our own experiences, we can see what is happening to children and teenagers: the degeneration of their mental capacities poisoned by media and culture of senseless, cheap toys which sometimes can be mentally and even physically harmful 

Let us begin with a suggestion of how it could be done within a nucleus. The attitude towards children is the key: they are not treated like silly little creatures, sometimes cute and sometimes not, bothering their parents, who, as soon as possible, are sent to a nursery or kindergarten. They are viewed and treated as a precious part of the society, which is taken care of by all other members:  teenagers and adults. This way, they receive input much richer and more diversified than they would get only from parents and nursery teachers.

Teaching children is one of the most crucial obligations and joys of members of the nucleus. Their natural curiosity is encouraged and assisted by working with them to find the answer. The human children, like youngs of all higher-order life forms, are prone to learn by observing and attempting to follow the activities of grown-up members of society. This propensity is noted, encouraged, and appreciated, even if the results of their actions are not too perfect.

The most important field of their education is twofold: nature and modern technology. In spite of the superficial contradiction, they can be seamlessly combined. For example,  the child may discover the intricacy of the eye of an insect using a simple microscope or high magnification photo camera.

The first intellectual technique children should learn reading and … typing on the tablet or laptop keyboard. Hand-writing could be taught later as a form of a drawing of symbols and calligraphy because it has no particular value during early childhood. Together with that, children could be taught how to draw, paint and make simple sculptures. It is not accidental because it is the way the paleolithic humans mastered the art.

A similar situation to handwriting applies to teach arithmetic. Having available innumerable apps providing ways how to multiply, divide, compute roots of numbers, what sense is there to torture children with memorizing a multiplication table or various arithmetical algorithms?

Taking care of young children and their education could be the domain of older members of the nucleus,  as it has been done in some native societies. They are usually more patient and prone to view life less seriously.

Later on, children, instead of being taught, could be prompted and guided to do lear by making discoveries. This approach could progressively lead from very simple to more abstract and complex results.

At every stage of their learning process, the children would be not only permitted but encouraged to cooperate and play.  It goes precisely against the grain of the current educational approach, which penalizes play and cooperation and forces competition. That is purposely done to prime them to become severe members of a stratified society where competition is a secret rule.

I do not feel qualified to propose a whole educational curriculum, the suggestions above are just snipped showing, that the way we currently teach children, inherited from the antiquity, is absurdly outdated and deprive them of the joy of learning.

 Education of older children

At the moment when a child becomes sufficiently mature to become capable, and also expresses the wish to fully participate in the social life of the nucleus, it has to learn the fundamental ideas of the Wisdom Society. At that point, its education becomes more focused around the area of interest in the role it wishes to take. To accomplish that, older members may guide the interested youth to sources of necessary knowledge on the internet and also teach how to use Google to find relevant information.

It does not preclude learning of ideas and skills which go beyond the chosen field. On the contrary, it seems to be natural and advantageous both to the individual and the community. Consequently,  it may be not only accommodated but encouraged.

The next element of the eduction would be learning of the basic wisdom practice individually and together with the rest of the members of the nucleus. One of their functions could be helping younger children on their path because being age-wise closer. Having some responsibilities would lead older children to participate in nucleus decision making. Their views based on fresher experiences of life may advance the community towards further progress.

Older children who enter the age of active sexuality should be informed of the biological, psychological, and social aspects of sexual relations. It can be done via interaction with grown-ups, and scientific and artistic means.

The continuous aspect of education

Education does not ever end. We learn until we die, even if we are fully aware of it. What we learn is a different story: something can become useful and other things to the contrary. In Wisdom Society, this phenomenon is systematized in the form of continuous education. In other words, in Wisdom society, education does not end, as it happens now in the present social order when after finishing one or another kind of school, we began to work to make money. Starting at the level of the nucleus, its members, if so wish,  can learn new ideas and skills. That learning becomes an integral part of their life, as important as the work necessary for the functioning of the nucleus.

Continuing education may begin even before the nucleus is formed when the future members learn new skills, that are necessary for the nucleus to generate income. They can keep it or change the subject to something entirely different.

The area which is expanding throughout the members’ lives is discovering the fascinating subtleties and depth of wisdom practice. It may take a variety of forms: individual or as a group.

At this point, it necessary to remind again that despite superficial similarities and its original inspiration,  the wisdom practice is entirely secular,  based on experience and neuroscience completely free from any religious contamination.

Concluding remarks

Education within the wisdom nucleus has many advantages but, at the same time, is not able to ultimately accomplish its goals, particularly for older children. First of all, the number of children in a nucleus is naturally limited, while many usually require larger groups.

The education restricted only to the nucleus becomes even more unsatisfactory. For example, older children, while learning many aspects of science, would need relatively sophisticated equipment, which would be severely underused in a single nucleus. For that and many other reasons, children need schools.

If a nucleus exists in isolation from a sufficient number of other ones, children will obtain additional education in the schools present in its neighbourhood, which may strengthen their mutual relations. It also will permit them to learn the drawbacks of stratification.

However,  if the number of nuclei permits to form a wisdom village, both young and older children may receive a complete education in schools established there. That would help them realize the natural and beneficial aspects of Wisdom Society.

P.S. The thumbnail used in the introductory video-talk is a magnified photo of the head of a spider

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