Education
The fact is that all of us without exception are slaved by the Matrix from birth and childhood, although we consider ourselves free and independent. But is that really the case? Let’s think about what this freedom consists of.
Initially, we are deeply and firmly dependent on our parents, who are responsible for our upbringing and adaptation to the surrounding reality. That is, we can even acquire a certain emotional experience at this young age, but we cannot control it or fully understand it. And we certainly do not make any decisions on our own. Then come kindergarten, school, university. These are the so-called disciplinary spaces. There we are more free, simply because we gradually mature and can analyze what is happening around and inside us at a deeper level. However, again, all this is just an illusion of freedom. School, kindergarten, university – these are all links in one chain and a standard program of “brainwashing” for an immature and unformed mind that lasts for years, sometimes decades. Two natural questions arise: why is everything the same for everyone, and who said that it should be this way and not otherwise?
– 3 hypothetical categories: 1) excellent students 2) good students 3) students with poor grades. But does this grading mean that excellent students really have some abilities and talents, good students are ‘gray’ people who study only halfway or simply lazily show results, and students with poor grades are complete loosers and unable to do anything? Of course not! They simply reflect the pros or cons of the current education system, nothing more and nothing less.
And what does the mirror show? It shows the truth, not what someone wants or thinks.
– Unfortunately, no one has yet understood that there cannot be “winners” (in this case, excellent students) or “losers” (students with poor grades) when the education system itself is flawed and rotten. The students are puppets in it, being controlled by their teacher as they please. Or more precisely, as the Matrix and teacher’s personal beliefs allow him to.
– In my deep conviction, the education system should be based on the principles of freedom, equality between the teacher and the student, tracking and revealing the student’s hidden abilities and talents from the very beginning. A worthy education system should be able to answer the question of “Who is the student?” Moreover, it should ask itself questions, be flexible and modern, constantly changing.
– A good (close to ideal) education system should ultimately be a conductor of the student from the world of childhood into adulthood with minimal losses for the progressive, thoughtful community and vice versa – with the maximum possible losses for the Matrix. The individuality and uniqueness of each student must be considered, and their expressions should never be suppressed during the learning process. And many-many other things.
– Higher education institutions. One would think that young people should have even more freedom of expression here compared to school and, especially, kindergarten. However, paradoxically, as a person ages, they become increasingly “processed” by the flow of information that has been bombarding them since the early years of their life. Having been saturated with this mind-numbing material, they often find it difficult to distinguish truth from falsehood. The paradox here is that a person may think he is free, but in reality – he is a slave. This is the main danger and threat of the Matrix to individuals: constant masking, substitution of concepts, and the phenomenon of seeing white as black, and black as white.
– It is important to constantly think and analyse what is happening around us. To consider how it might affect us and how we can influence the processes taking place within the Matrix. We must live with “wide-open eyes”, filtering all the information that comes from outside through our inner filter. There is no other recipe to learn how to resist the System. Unfortunately, the principle of following a template, accepted rules, programs, and so on, is rooted in our blood, and doing something different and swimming against the current is not easy, nor is it within everyone’s capability.
– But that is what we must do; we cannot accept a role where we are just mannequins in a store window: they may look beautiful, dressed nicely, and prosperously, but they are still in a dependent position on store workers (the “agents” of the System), who can move the artificial people to other places or rework them as they please or simply discard them when they become unnecessary. Meanwhile the real and actual life is happening “outside the glass”.
– Each University, as a rule (regardless of location: former Soviet Union countries, America, or Europe), is a separate “universe,” operating in accordance with its internal laws and rules. To a large extent, each separate “world” is a miniaturized corrupt pyramid: a “pyramid” or a state within a state. And if something goes wrong or someone wants to change the established regulations that have been in place for years and decades, they will face the most severe and fierce resistance from all levels of this pyramid.
– One of the main principle of the Matrix sounds like this: “A young person is taught from childhood not to reflect and analyze but to follow a certain algorithm. It is difficult to find a genius in such a system. Its primary task is to educate new structural units to gain energy through specific knowledge and skills. During upbringing and maturation, a person’s consciousness is polished by traditions, holidays, behavior rules, and standard conclusions in the spirit of ‘If it is clear outside, then it is good. If it rains, then it is bad’” (quote from tainoznanie.com).
– Most people spoil this hackneyed, traditional triangle of “kindergarten-school-university” that accompanies them for a good third of their lives. I have seen this happen many times (including with myself) when many of my acquaintances would come there as “normal” people and then, after years, would change beyond recognition. This contrast was especially felt when you did not communicate with them for some time, and then, after years, you renewed contact and could compare how much the gap between the “friend of the past” and the “friend of the present” had increased (for the worse side).
– Students, put in the harsh conditions of the System “be like everyone else, otherwise you will be destroyed,” often begin to produce corresponding behavior patterns and test them in practice. The line from the famous hit of the British band Pink Floyd “We don’t need no education, we don’t need no thought control” is still relevant. Moreover, in our reality, it acquires a special, sacred meaning. This is no longer just a fragment of the composition’s text by a genius group, but a whole protest philosophy carrying in itself both negative ( “we hate school, teachers, everything related to it, and we will destroy everything that destroys us”) and positive messages (“we are fighting against the system, we will make it better, do not touch us and do not restrict our freedom”).
– But is everything as bad as it seems at first glance? There is now an interesting trend: many young people stop believing in the effectiveness of the current education system and try to find some courses that could provide them with specialized knowledge needed in their future profession or activity, in the shortest possible time (not for five, six, or more years). And the shortage of general educational information is successfully replenished by Wikipedia (a well-known internet encyclopedia) or artificial intelligence chat rooms (ChatGPT and its equivalents). This situation instills hope and gives an unambiguous hint that the change of generations is already in full swing and changes, one way or another, are inevitable. And this matter is already of the near future.
The Book of Your Life
“Stepping outside the System is not an open, destructive war. It is the creation of an underground, far-reaching network of free people united by a single noble goal.”