RESISTANCE: HERMENEUTICS SUSPICION - PART TWO (EDUCATION)
This is the second part of ‘Hermeneutics of Suspicion’, translated from the German document of the same name. We gain insight into a world before Strix was born. All the seeds of what Strix and his friends suffered are hidden within this document; thought-patterning, State terrorism, the long-term effects of propaganda upon the citizens of the UK, the oppression of the Eternal Now, where nothing new appears, everything is given for life, except freedom.
2. Education (die Bildung)
The ‘thought-patterning’ or cognitive mapping plotted by our schools, universities and the media doesn’t encourage us to question accepted norms. We become trolls.
It’s time for conscious artists to shock the world so that it wakes up, not in time to view the grand apocalyptic conclusion, but in time to change course. (The Earth is more resilient than we think. In fact, it’s more resilient than the human life that continues to rape its resources).
There is a lesson here: how many extinction events have there been in Earth History? Five.
What happened to the dominant life-forms on the Earth at those times? They died.
What happened to the Earth? It changed, but it continued in perhaps a new form. A new climate brought about a new dominant life-form.
To stir us from our sleep we need a cultural shock, or as one writer put it, “rendering the neglected, ignored & abandoned blatantly, jarringly present.”
In the context of a school education this cannot be done. We instruct our pupils to mimic the artists of history, their styles and subject-matter. (Except for the nude studies of course, which may not go down well with parents!) There is no art historical context to this, no cultural-narrative formed to show that modern art was a product of resistance to the Academic norms of the day. ‘The Teaching of Art and the Cultural Dimension’ has all but been forgotten in our day and age.
Moving on to university education, for artist are interestingly enough for our times, seen as part of the professional classes, and are funded to create State sanctioned art. It’s all a part of the current Statecraft. This is the continuance of an Academy approach to artmaking. We then attend their previews and shows to see an art bereft of radical meaning, one which reinforces the status quo of a controlled society. They create propaganda for a meaningless life; life without freedom.
We must remedy this with our resistance and educate our children to think outside of the Empire, from the edge looking in and revealing the jarring presence of control, of the inequality and privilege of the master class, with their master-narrative enforced the invisible government.
Apathy is engineered by the aforementioned institutions and then we wonder why our ‘quality of life’ is falling. State Art is a generator of apathy. It’s often dumbfounding, not because it engages with mystery, but that it denies it. The oppressive Eternal Now is here, everything we need is given to us by the State...except the freedom to live without the State managing our reality.
Creative Commons: Yakov Guminer - ‘Arithmetic of a Counter Plan’ 1931.
The answer is not to rely on those institutions for our education, but cultivate our own mind.
As long as the internet remains free, the State’s attempt at thought-patterning will be subverted; then we can take our imagination wherever we want to go.
Educational terroir replaces terrorism. The vine is always rooted in the political climate. It may be challenged by various cultural climate changes, albeit administrative ones. However, it should always nurture, feed, the imagination.
A mind that conforms is not free. A mind that is free does not conform; but is transformed. Renewed mind, renewed Earth.
The 4 Horsemen
