LUGNET News : ~1112/Philosophy/Pedantic/


Matt Hein / Philosophy / Pedantic /

ReAka Explaining Education

Short treatise

Education handguide for communities

Principles to education a society for full effect.

This is written as an extension to ReAka’s philosophy. For the most part, it is meant to explaining the education system advocated under ReAka’s philosophy, which stresses adaptibility, character education and culturing for all peoples. Respect for nature is a beacon of teaching.

What is this?

Mainly a guide on judging how society should be taught. These are the canons of ReAka’s justification.

1. Teach respect for nature in its entirety. 2. Distribute basic knowledge on a wide variety of skills. 3. Determine professional roles for students and allow apprentice/mentorships. 4. Teach character, ethics, common courtesy and tolerance. 5. Stress camaraderie in community.

[1.] Belief in nature. The Religious ‘bridge’ belief. Simple belief that god constitutes the laws of the physical universe, and its subphysical actions. Direct/ indirect and phenomenal fate play a substantial role on how events progress. ReAka claims god’s presence isn’t in an anthropomorphic/ spiritual/ authoritarian sense and that no man may speak in the name of god or as his agent. In essence, god serves as an arbitrary purpose and has no connection with man, except that god (or the system of laws in which constitute immediate nature) interact with man on a daily basis.

Natural forces include energy, which directs how certain areas may interact with man. Nature produces alluring energy, whist mechanization produces depressing energy. Nature, according the ReAka’s bridging religion theory, is the root of purity, though it also has fangs to bear and plays role in the circle of life. The purpose of this circle is to prevent stagnation. Checks and balances, which are part of the natural law, play a vital role in sustaining populations and keeping a freshness about the air. Spirits circulate over time through existence.

ReAka’s philosophy bridges with any other religion, which states god is nature. Nature is god over the world. Agents of nature, including its seasons can represent gods of their own, though they are empowered by transitional/ regional means and have no absolute prevelence. Such a school of thought may bridge with certain polytheistic religions which profess similar beliefs. What is known though, it that gods have absolutely zero form/ affiliation/ communication with man. Man cannot barter with gods, now may he request things of them. How to barter with nature? It is an absolute existence, impartial to the spoken word. Actions have reactions, but there are no rewards of prevelance. Also, anthropomorphization of any force/ reckoning cannot be done through ReAka’s philosophy.

ReAka is also adopted around a spiritual force, which asks man to make with that nature provides. Waste is not condoned, not is the abuse of nature or the tools nature has provided to man. Creating dams, marshes and clearing forests is a travesty of productivity and excess migration throws population counts off. This according to ReAka leads to an influx of depressing energy, which ultimately poisons a region and may be irrevocable for quite some time. Mechanization is a serious problem, and displayed by ReAka, massive cities and power plants should never be built. Energy collection should be done by convenient means, such as through wind/ water mills and heat siphons. Agriculture is far more valued than hunting, as this leads to static populations. Still, ReAka encourages a communal farming life based on philosophy and good character, over one based over waste, quickness, rancid atmosopere and discovery at the cost of others.

[2.] According to ReAka, these tenets should be observed in educating society.

Students should be taught in several ways, and in a variety of subjects so they can be cultured. Knowledge in more subjects makes it possible that people are less ignorant of obscure positions. During training, students will learn basic skills via their instructors, such as swimming, hunting, botany for foraging, medical care, fencing, numismatics, navigation, sketching, engineering basics, world philosophy/ religion, culture and ethics. These skills would comprise the basic structure in which students are taught, giving them vital experience to adapt to other positions, should they be vacated in terms of war or other catastrophy. Culturing also attributes respect to other people’s occupations and the intrinsic nature of them. These programs also serve to spark academic interest amongst potential students, so they can choose their career major(s) by an early age. Upon selection, they receive core training in the career of their choice, as well as adaptibility courses in other courses, which periodically increase knowledge of other fields/ trades.

If dissatisfied with the career of their choice, these adaptability courses prove to allow indecisive students to switch to other areas of study.

[3.] At an early age, students are also introduced to various mentors within society, who could be anything from professors to business leaders to public speakers or eminent personalities. These mentors assist in bolstering the ethics and character they have already developed from associating with their instructors and peers and real-world experience, which allows the students to adapt more quickly to the professional applications of their chosen career, and acquire potential connections. The amount of experience ensures that a community can be self-perpetuating in its line of professions, since one generation can pass its skills to a new generation of thinkers, whom can adapt to many situations.

In this case, culmination and modification of common knowledge is possible.

[4.] Character and ethics

Character based education stressed the importance of making no reservations about others and judging people based solely on the content of their character. According to ReAka, religions beliefs, heritage, background, etc are to play no role in judging a person, except for what they have to say and how they go about their life. If they are bigots, hypocrites, hateful, greedy, polluting or criminals, then they are to be judged poorly and completely ignored in society until they learn their ways, renounce their shortcomings and change for the better.

ReAka’s education concepts work to counteract criminality by imposing harsh punishments for such behaviour and stressing ethics in all situations. All members of society are to hold themselves to the highest degree of prestige possible, and never to cave into uncivil actions, which is deemed dishonorable. Situational ethics are banned by ReAka, who would cite them as a potential loophole to caving to uncivil actions. The only exception to this is war, in which certain acts may be carried out in self defense, and only in that manner. Scenario based training and explanations of proper action however, are a keystone to this training and are carried out by a community instructor who disperses this knowledge. Character/ morality studies are also dispersed by parent figures and peer community leaders, who lead by example, not word.

[5.] Camaraderie and common belief

Church attendance, in ReAka’s word, is not a moral necessity. Since his citizens may take a wide array of beliefs, assimilation is simply done through schooling and community training, which instills honor in character and protection of nature as areas of highest necessitation. Materialism is absolutely unnecessary, as everyone shares resources.

Festivals. These should be held peacefully and at the respect of nature. No efforts should be made to contact nature of pay tributes to it. The festival is simple an expression upon the people of pride in what they have accomplished over the year and to the sustenance of their community. Think of it as a large toast of accomplishments.

The advantages of natural farming/ harvesting create a teamwork based environment that allows societies to flourish without the adverse effects of poisoning that mechanixaed cities face. Under the natural rule which ReAka advocates, these farming communities will survive long after mechanical cities rust and crumble to the ground, then scatter away into the wind.

The common belief instilled by these five principles allows for societies to remain pure and renounced of subversion by machines. These seven principles are learned at an early age by students, who strongly identify with these issues.

1. Knowledge of overpopulation. Certain families know whether to reproduce while others do not. Everyone knows their limits and place, and the community acts in the same way a pack of wolves would. Everyone supports each other in times of crisis and knows each other on a first-name basis. Camaraderie is quite important in this respect.
2. Fear of loss of specialization. Mechanization removes the need for certain jobs, resulting in ignorance of the
3. Mechanization is causal to pollution, which is a devastating activity and ultimately harms nature. Nature is to be respected at all costs.
4. Mechanization also leads to a more sedentary way of living, since convenience caused by it leads to overindulgence by certain members of society. Also, those in control of the machines benefit over their neighbors who are displaced by them. Inequality leads to social ills, which ReAka abhors.
5. Injuries/ debilitation caused by the machines and their output leaves populations with disease or loss of their abilities to function. This also creates social ills.
6. Inhuman uniformity of machine’s product is artificial and a travesty of any natural thing.
7. Machines reap from nature more quickly than can be naturall replenished. Some machines create crude imitations of nature in hopes of moving product before it is naturally ready for harvest by means of chemical agents. These agents poison the ground and leak into lakes, thus poisoning wildlife. It also has an adverse effect on society.

Written as a compliment to ReAka’s philosophy.

Other links of interest

Primary content in this document is © Matt Hein. All other text, images, or trademarks in this document are the intellectual property of their respective owners.