|Why are you here?|
For a long time, I've been more than a little critical of other people in my neighborhood. I regularly asked myself "why are they so dense?"
I couldn't see how my neighbors could be so darn smart that they could make great breakthroughs in science -- but at the same time so unwise. They persistently thought that humans were exempt from the laws of nature, they persistently designed charities and schools to "help" people that were in fact designed only to change or control them, they persistently argued for or against the existence of (G/g)od(dess)(e/s) solely on the grounds that the world had been either "fair" or "unfair."
Daniel Quinn gave me a way to understand it, that makes it possible for me to feel sorrow for those people, rather than feeling only bewildered. The notion that "they are living a different story" makes a great deal of sense. It explains why the Efe seem to "get it," and why so many people who have consciously rejected this civilization seem to "get it," while at the same moment the point is completely missed by "civilized people."
|Any other personal information/resources/advice/ideas to share?|
Of all tyrannies a tyranny exercised for the good of its victims may be the most oppressive. It may be better to live under robber barons than under omnipotent moral busybodies. The robber baron's cruelty may sometimes sleep, his cupidity may at some point be satiated; but those who torment us for our own good will torment us without end for they do so with the approval of their own conscience.
-- C.S. Lewis
Those who profess to favor freedom, and yet deprecate agitation, are men who want rain without thunder and lightning. They want the ocean without the roar of its many waters.
-- Frederick Douglass
A government system of education in Prussia is not inconsistent with the theory of Prussian society, for there all wisdom is supposed to be lodged in the government. But the thing is wholly inadmissible here . . . because, according to our theory, the people are supposed to be wiser than the government. Here, the people do not look to the government for light, for instruction, but the government looks to the people. The people give the law to the government. To entrust, then, the government with the power of determining the education which our children shall receive is entrusting our servant with the power to be our master. This fundamental difference between the two countries, we apprehend, has been overlooked by the board of education and its supporters.
-- Orestes Brownson