Psychopathological Mentation
How the educational goals and pedagogy of the West became a de facto and normalised system for emotionally and mentally training and indoctrinating serfs and slave masters!
Our civilisation has been largely shaped by the moral tension between the psychopaths in high places and the correctional perception of their behaviour by empaths, through laws, manners and mores fearfully evolved through witnessing the inevitable crimes and atrocities that naturally flow from the amoral decisions and actions of such leaders. We’ve suffered this situation for millennia even 100,000 s of years.
Ruling psychopaths create fear and division between individuals and groups in order to form a conflict/competitive based environment to solely benefit themselves and their cognitive skill set. They are ideally cognitively advantaged to prevail in simplistic conflict/competition based situations not being fettered by both conscience and empathy nor slowed down by any subsequent intent and effort required for caring about the long term and collateral effects of their actions on others.
The infantile (0 -4 years)cognitive skill set, ideally reflexive in adults and so built for battle and short term gain, is singularly mastered by psychopaths and primarily consists of the cognitive functions of fear based comparison, associative recall and mimicry or as we have come to see it: as ruthless greed, rote learning and monkey see monkey do. Such individuals, through gaining control of educational policy-making, have limited all institutional human learning largely to this handful of primitive mammalian limbic system cognitive functions. They have effectively over millennia forced humanity to deal intellectually underdeveloped with life in servitude as infants and animals.
If I assessed your cognitive functions as invoked by an I.Q. test I could see certain kinds of cognitive functions you had available! However if I assessed the cognitive functions you actually used in your everyday jobs, finances, relationships and so on -you would most likely utilise none of these assessed functions! Instead you would probably solely rely on infantilised cognition expressed through mimicry, memory and recall, simply adjusted and sophisticated by years of trial and error to appear competent! (note the root of that word!) Why is this so?
Well its because your thinking and therefor education was entrained and adapted in and for competitive environments being engendered by varying levels of survival fear. You therefor acquired what is effectively battlefield thinking as your primary cognitive skill set. You usually only use the higher functions in IQ tests and certain puzzles and games. Higher cognitive functions and the invocation of complex thinking arises via empathy from seeking mutually beneficial relationships in a peaceful environment and creatively considering complex cause and effect. It cannot arise from conflict/competitive situations. Current pedagogy aims to keep you in a mental silo, taking and following accredited instructions handed down indirectly by the ruling elite. Cogs in the machine!
Psychopaths cannot effectively deal with complexity, their mentation is incapable so in order to operate they must create competition, conflict and chaos to cognitively cope! Now look at the world! Is it the creative cognitive product of empaths seeking mutuality or is it the competitive, conflict based exploitative work of psychopaths? Competition, aka ritualised and poorly sanitised conflict, is the empath’s Kool-Aid and Kryptonite, it will make you instantly stupid in the same way that Pavlov’s dogs salivated at the sound of a bell. If you want to start to realise your evolutionary treasure of empathy then don’t ever compete! Contemplate that!
Pedagogy, even in much of university teaching today is still underpinned by rote-associative recall and is characterised by memorising recipes, formulae and scripts for exams then recalling them before they disappear down to the legendary 10% in a few weeks. Then another psychopathic invention is what may be known as the “Tower of Bibliographies” where any functionally acquired personal undertanding is exorcised from the mind by the quoting of the regurgitated knowledge of accredited sources validated by the establishment. In this way memorised knowledge from accredited sources becomes the currency of education. Knowledge can be bought, sold, stolen, copied, but Understanding acquired by an immersion relationship with the subject cannot be handled as a product nor lost nor traded.
Cognitive functionality should be mediated in infants and children with self awareness: - Thinking about thinking or metacognition, where the child is taught to observe and audit their own thinking processes. Then education becomes a process of mediating and allowing the child to explore the world in an environment of mutuality, autodidactically immersing themselves in the subject matter as much as practicable in order to acquire true understanding and creating an integrated grasp of reality.