As a result of his experiment he concluded that imitation was a real evil
that had to be broken before real rhetoric teaching could begin. This imitation
seemed to be an external compulsion. Little children didn't have it. It seemed
to come later on, possibly as a result of school itself. (ZAMM 192)
The student's biggest problem was a slave mentality which had been built
into him by years of carrot-and-whip grading, a mule mentality which said, 'If
you don't whip me, I won't work.' He didn't get whipped. He didn't work. And
the cart of civilization, which he supposedly was being trained to pull, was
just going to have to creak along a little sower without him.
This is a tragedy, however, only if you presume that the cart of
civilization, 'the system' is pulled by mules. This is a common, vocational,
'locations' point of view, but it's not the Church attitude.
The Church attitude is that civilization, or 'the system' of 'society' or
whatever you want to call it, is best served not by mules by by free men. The
purpose of abolishing grades and degrees is not to punish mules or to get rid
of them but to provide an environment in which that mule can turned into a free
man. (ZAMM 196)
So he would come back to our degreeless and gradeless school, but with a
difference. He'd no longer be a grade-motivated person. He'd be a
knowledge-motivatied person. He would need no external pushing to learn. His
push would come from inside. [Dharma!] He'd be a free man. He wouldn't need a
lot of discipline to shape him up. In fact, if the instructors assigned him
were slacking on the job he wold be likely to shape THEM up by asking rude
questions. He'd be there to learn something, would be paying to learn something
and they'd better come up with it. (ZAMM 197)
To the extent that one's behavior is controlled by static patterns of quality
it is without choice. But to the extent that one follows Dynamic Quality, which
is indefinable, one's behavior is free. (Lila 156)
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