Theos-Talk Archives (June 2003 Message tt00225)

Monday, June 23, 2003

Re INDOCTRINATION and Freedom of Thought


Dear Friend:

I believe that there are other approaches to this problem:

Learning is a self-generated and voluntary effort to acquire
information.


Of course, in early childhood the process of adapting itself to a
new body, brain and environment poses on the growing, thirsting
attention of the child's consciousness the need for acquiring the
tools for communication with its parents, guardians, instructors
and environment; -- it is a full time affair.


As we grow up and realize some of the information acquired is
inaccurate, a sense of annoyance against those who have installed
distortions arises. Why did they waste our time and abuse our
trust?

Students who have read the history of various nations, or
reviewed events of national or political significance, realize
that information given was often non-objective and skewed.

This instills us with doubts and we begin to build the filters we
install mentally to secure accuracy and corroboration. These are
self-chosen.

Not everyone feels an anxiety to secure unbiased data. This
leads to the acceptance, without verification, of political,
national and religious "leaders, priests, authorities..." and
from those, sundry accounts, lore and so called verities.
Eventually such carelessness makes for pain and sorrow when
proved to be wrong.

If we neglect this process we may receive and accept
"authoritative" statements the exact value of which we have no
way to determine. We enter the great crowd of those who are
"true believers," and who may fight with dogged persistence for
their unsupportable opinions and views.

Here lies the danger of "leadership." and of claims to special
knowledge.

True knowledge is always free and invites, always, questioning
and verifying. On examination it can always be traced back to
prime principles and someone prime base. "Common sense" and
"openness" are the characteristics of true Knowledge and of
WISDOM. It is always universal, impersonal, just and true --
and it pays no respect to special interests, limited territorial
locations and claims.

This eliminates "indoctrination."

Our brief life is no measure of Cosmic time-scales, except by
analogy. Where can we seek analogies that are verifiable ?

1.	We know that "we" exist.

2.	We know that we are surrounded by an enormous sensitive
cocoon; and we call it the Universe, or Nature, or Deity, or
whatnot. Its characteristics are repetitive LAW and LAWS. In
mathematics, physics, chemistry, biology, psychology, philosophy,
astronomy, atomics, electronics, and in fact, in all departments
of Nature that can be researched, show this quality as a basis.
Facts have to be demonstrable.

3.	We also know that we have repetitive relationships with Nature
in many of its departments. In fact we depend on it for our
lives. Can we say we are "creatures" of Nature, or that it has
"indoctrinated us? Has it any special interest in us that we can
determine? Does it seek to keep us ignorant and "faithful blind
believers?"

If it had, where and how did we acquire the freedom to inquire --
as you demonstrate?

I believe we can apply this type of reasoning to any problem or
circumstance.

Each one grows in knowledge and ability according to his or her
own determination, perseverance and WILL. There is a single
criterion needed: Honesty and a desire to discover universal
TRUTH.

Now, considering this vast effort in which we all participate to
some extent, do we ask ourselves seriously, when life comes to an
end in this body of ours in "us," what happens to this accumulate
learning? Is it carried forward as: character, inclination,
talent, genius, persistence?

Theosophy posits reincarnation as a solution, and as an
actuality. In this regard, it looks on every life as a day spent
in the vast School of universal experience. Is this
unreasonable? The Spiritual Soul, the MIND seems to persist and
is as far as we know stable and on it are deposited all memories.
Are these revived and resuscitated?


But, I may be quite wrong in this, if so, let me know how and
where.

Best wishes,

Dallas

=======================




-----Original Message-----
From: Morten
Sent:	Monday, June 23, 2003 10:37 AM
To:	theos-talk@yahoogroups.com
Subject:	When is learning not Indoctrination ?

Hi all of you,

Here is a little something:

When is learning not Indoctrination ?

Indoctrination may be called 'the instilling of attitudes without
the saving grace of digesting them'. Indoctrination is not what
some people claim, that is to say the more rapid accomplishment
of something which ordinarily takes a culture many years to
achieve.

What makes a 'digested' system more acceptable than an
imposed one ?

Two things. First a greater time-scale and conditions of
freedom give an opportunity for rejection. Second, where there
is a time-scale measured in years - and where there is oppor-
tunity for dissent and discussion, there is room for
modification.
Inducing people to believe things - and the, usually, turning
around and saying that this belief, because it is belief, is
sacred or
even inevitable - is the hallmark of indoctrination.

Putting forward, and giving people information which
enables them to test these (including testing then against other
ideas) spells freedom and education, both of which are distorted
or abolished by indoctrination.

Two things prevent the foregoing being widely known at the
present
time: -

1. The discovery, certainly in the 'West' and modern world, is
recent. It will take time to percolate.

2. When the facts are presented, they are an embarrassment to
those who, examining their own attitudes, realise that,
in certain areas, they are themselves victims of
indoctrination.


from
M. Sufilight with peace and love...