Tag Archives: systems

Game Theory in Society: Playing Not To Lose

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Game Theory in Society: Playing Not To Lose

When you are 16 there is no fear whatsoever. As you get older you play in more important games and that is when you start thinking about what will happen if you win or lose. ~Wayne Rooney

Current educational systems within society work to divorce the child from his or her natural will, whether that is curiosity or wonder or innocence. An educational system structured on nurturing and nourishing these aspects of humanity work to reunite humans with their connection to nature, animals and their mammal-ness. To become again a human being, rather than a “cog in the wheel” or “gear in the machine” felt by many in current society, and what was beget by the likes of John B. Watson, Frederick Taylor, Ayn Rand and Edward Bernays.

Chess PawnThe educational system does not seem to be interested in providing paths inviting introspection or comprehension of theory of mind or even learning as a means to understanding. Education seems to have only a vested interest in preservation of funding, rote and memorization, grade fulfillment, bicameral thinking (linear grade promotion, success or failure, pass or fail, etc), homogeneous conditioning, etc. Frankly, this does not work and merely churns out workers, rather than evolving society/humanity as a whole. I mean, with current access of technology, shouldn’t this system be a lot farther along; instead, today’s educational system, for the most part, works against technology, rather than with it (however, this is slowly changing).

The educational system is but one part of the systematic deconstruction of human will, therefore, it becomes naturally normal humans will treat one another with impunity come what may and never change because such level of rudeness and offense is now hardwired into the human brain (socialization). Can this be changed? Even if an educational system built upon nourishing and nurturing, self-efficacy rather than self-esteem, ultimately, the change lies in the receiver of the tool (in the student), but that the instruments exist in the first place, that they are available to be utilized freely is an element of that change. In this way, the means to evolve can pass into legacy, can pass into the collective consciousness, if you will, available to any found wanting. Today’s child, even if he or she takes but a little from such teaching, may trigger a subtle reverberation within that causes him or her to behave differently in an otherwise routine circumstance. In this way, the “gene” can be inherited, and then improved in the next generation.

Playing Not To Lose

Fan FlourishToday’s systemic educational system supports and reinforces human suffering (for the supposed greater good, and that greater good is really the continued protection of what has become an extremely insecure society). You see, it is a form of game theory. We are playing not for profit, or even to win, but not to lose. Not to lose is a third option, that is to say, not an opposite of winning. But a third option, along with winning and losing. To play not to lose, is to risk the possibility of winning and to avoid any chance at all of losing. Applied to society, we have become comfortable in not losing anything, which seems like a better alternative. This is an illusion. To play not to lose would beget suffering, as one becomes so intent on making sure the status quo remains intact that any opportunity to change one’s station in life (however that may be) is discarded due to fear that one may lose everything one has “worked so hard,” up until now, to possess (which of course would be measured in the value placed in things, or the value placed in being allowed privilege of access to things, i.e., money. That is money as social institution, rather than a utility). This can make us bitter, and leads to suffering, fighting, and acts of violence, etc. How to stop this kind of behavior? How to end human suffering? At least, breed it out? Realization, or a precursor, the means to embark upon a journey to realization. Social systems (the forefront, to be honest, for human conditioning—conditioning not in the indoctrination sense, but in the sense of humanity, the natural state of human being-ness) would have to reflect that kind of philosophy.

[NOTE: This post originally appeared on NIKOtheOrb as “Education In An Insecure Society”]

*Image Credits (all work used with permission through CC license)–
“Chess Pawn” by Doug Wheller
“Fan Flourish” by Marcelo Duarte
“Dice” by Daniel Dionne

 

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Complex States At Being

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Emotions can be incredibly complex states of being/mind.

I just want to be happyPeople (particularly in this western culture) are afraid to experience emotion due to heavy amounts of socialization and conditioning, especially in school. You know, we’re taught to sit still, to be quiet, to “use our inside voices”, to line up, to avoid disorder and be orderly, to obey, to submit, to share. To share, but not to cooperate. There is a difference. Sharing does not necessarily imply or guarantee cooperation. In school, sharing is a behavioral technique; used as a means to control the behavior of a room full of pinging (that is, naturally rambunctious and curious-minded) short beings.

Let me tell you a story: a sad story about a little girl who cried.

cry, baby, cryTo get to City Island one can walk across a 2,800 foot long truss bridge, which was exactly what I was doing when I spotted a brief exchange between a little girl and her father. The little girl’s father, pushing another child in a stroller, told the little girl to look around as well as look at all the fish visible in the River below. The little girl was throwing bread over the side of the bridge to the fish, and seemed very happy.

Later, having crossed the bridge, I was sat under a pavilion and saw the little girl and her family again as they were passing by. The little girl tripped over a rise in the structure of the sidewalk and fell very hard. So hard that I winced when I heard the sound. She immediately bawled, as I’m sure that hurt her terribly. Probably terrified at the pain, you know, she ran to her father for solace. . . and he admonished her. He yelled at her as he brushed the dirt from her clothes, “You gotta watch where you’re walking. You can’t be looking around while you’re walking!” He seemed actually angry with her that she tripped, an accident on her part, no intent to spoil his day whatsoever. She only cried harder asking then for her mommy. At this, her father really became angry and shouted, “That’s it! You’re going back to the car you can’t act right!”

Did you see the contradiction?

Just moments ago, on the bridge he was telling her to LOOK around, then minutes later punished her for doing exactly that. These are the kinds of happenings that disturb me in the world. What did that do to the mind of that little girl? How could she possible understand that kind of contradicting information from such a trusted and authoritative figure as her father? What was the impact upon her consciousness? What did she just unconsciously learn? How did that affect her ego? Her sense of self in the world she knows and how will that affect her sense of self in subsequent years?

Which brings me back to emotions and the horrors some humans have undergone. That suffering. What I think not many humans grok is that suffering can be soft, horror is not always large, it can be very subtle. . . like entropy, changing and developing small vibrations over time that then result in the current personality/identity of that child in the form of an adult.

The Girl Who Cried WolfWhat happened to that little girl is a subtle terror, an event that will accompany who knows how many more and will shape her as a human being. It’s systematic, to get children all to sit still or to behave as one being so it could be easier (or more efficient) for the teacher to educate them. A good idea, sure, but in actuality what happens is that the children become standardized. The spark, the inspiration for creativity and innovation and imagination breaks down because the channels created have no room for them, no means to categorize something as unpredictable as a room full of children all having ideas simultaneously.

This is one way that fear of emotion is installed in the collective consciousness. That fear to really let go and be fully in the space. . .

“. . . and I’m free, free falling.” ~Tom Petty, ‘Free Falling’

*Image credits (used with permission through CC license)–
“I just want to be happy” by bravelittlebird
“cry, baby, cry” by Barbara Pellizzon
“The Girl Who Cried Wolf” by GaelForce Photography

A Look At The Abscence of Ego In The SchizoAffective Mind

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A Look At The Abscence of Ego In The SchizoAffective Mind

There is a point at which one becomes aware of deeper truths present in what one perceives as reality, and although scientific-management and the other social experiments exacted upon the world by those who seek to create come kind of rational human being, a superman from the nascent gene pool of human nature, attempted to insert in SchizoAffectives (although at birth it could not have been known that these particular individuals—true individuals and not the rugged individuals of whom Watts speaks—would resist this insertion by becoming SchizoAffective [or Autistic or even Schizophrenic]) this rational thinking process, the mechanism of the system, the SchizoAffective resisted, with his very life.

childhood-schizophrenia-symptomsWhen a human being is born, he has no inherent thinking process; he has only sensation and awareness of those sensations. He lives only in the Now, he has no extrinsic concept of time, he has no ability of mind to predict behavior. At infancy, the human being is at his most mindful: all mind and no thought. All awareness and the glimmers of consciousness from his first intake of oxygen (and perhaps before). Through systematized familial relationships (whether that familial relationship be biological or institutional or on the street is irrelevant, for the etymological origins of the term family stem from the word “familiar”. Family is that which one is most familiar. That which one encounters and engages every day) a process of thought begins to supplant or replace that natural mindfulness and awareness. In Western Culture, rather than raise the levels of consciousness begins to break them down, to disintegrate them. Not necessarily out of meanness or malice or even evil, but out of efficiency and necessity.

*aLiCe iN WoNdErLaNd-SynDroMe*To disintegrate the consciousness and narrow the awareness makes for easier rearing of a child in an already systematized culture and society. Thus begins the Social Game. Without knowing the effects of such play, the familial institutions begin to prepare the infant for a childhood of systemized living: schooling, social interactions (rather than friendships), social communication (the forming of consciousness and awareness and sensations into rational, logical, linear thought, and thought into rational, linear, logical language). A schizophrenic meanders in speech, seemingly illogical, lacking linear capacity, therefore difficult to follow or comprehend. One thing does not naturally lead to another. It takes a path untrodden through the wooded fabric of his still intact mindfulness, awareness, and consciousness. Like grasping Alice’s hand and wandering thought Wonderland for a spell, visiting bits and pieces of nonsense. Like looking at the first layer of a highly iterated fractal. The SchizoAffective mind works (not processes) like layers of fractal chaos. It tessellates. Only making any kind of sense when the full pattern of the fractal can be seen from a higher level of magnification. As such, systematized society and its rules are traumatic to the schizoid mind.

Samsara + NirvanaThe schizoid mind is not fragmented by years of systematic abuse (that is AB-use, used badly or wrongfully) despite his speech appearing so to systematized society. His depth of emotion remains wide along the spectrum, not divided into sad/happiness, anger/contentment, crying/laughter. It retains its seemingly inexplicable nonduality and laterality: Cry-laughing-anger-smiling-sorrow-contentment-pensivity-stillness, etc. In effect, a chaos of emotion and mental associations that is like a quantum code. Every iterant absorbs the previous and results in a new iteration, which then absorbs, and so forth. Iterations can be understood to mean manners of speech, sentence structure, sensation, awareness, of environment, empathy of others’ emotions, words and meanings of others in their environment, and so on. Although, not an algorithm naturally, the mind of a SchizoAffective (and schizophrenic) behaves like one, more like IBM’s Watson, or higher level AI. The schizoid mind learns in this manner as well. Thus, he is a difficult addition to the social consciousness. He does not fit. He becomes the discordant (and contrariwise, society appears discordant to the schizoid mind; the affect to the schizo of SchizoAffective). Quite plainly, the social game can and does drive the schizoid mind into madness; hence his defense mechanism of dissociation, or isolation, or hallucination, or paranoia, or delusions.

Schizophrenia bisThe schizoid mind experiences intrinsically the external world like a person on LSD. His experience is psychedelic always, his awareness is synesthetic, his empathy almost like telepathy. What then of the socially constructed ego? Why is the schizo without one? Even if he were born with an ego, he would discard it out of preservation for his consciousness. The ego does not fit into the schizoid mind’s psychedelic experience and perception of the world about him. He MUST rid his mind of the ego; else, he shall not survive the continual and constant onslaught of the social order. In other words, the riddance and absence of the ego is a self-defense mechanism in the schizo.

 

Daydreamer*Image Credits (all work used with permission through CC license)–
“*aLiCe iN WoNdErLaNd-SynDroMe*” by caroline barberis
“treatment-of-schizophrenia-01” by Life Mental Health
“childhood-schizophrenia-symptoms” by Life Mental Health
“Schizophrenia bis” by Gwendal Uguen
“Daydreamer” by H.Kopp Delaney
“Samsara + Nirvana” by H.Kopp Delaney