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"Without doubt, therefore, there is a definite intention to teach young people upside-down methods of working with which they have to miss-earn their daily bread. That is to say, instead of moving forwards, they go backwards all the more rapidly in step with the improvements in the contrary methods of motion. For only thus can today's teaching principles flourish."

 

Viktor Schauberger

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If every college teacher taught his courses in the manner we have suggested, there would be no needs for a methods course. Every course would be a course in methods of learning and, therefore, in methods of teaching. For example, a "literature" course would be a course in the process of learning how to read. A history course would be a course in the process of learning how to do history. And so on. But this is the most farfetched possibility of all since college teachers, generally speaking, are more fixated on the Trivia game, than any group of teachers in the educational hierarchy. Thus we are left with the hope that, if methods courses could be redesigned to be model learning environments, the educational revolution might begin. In other words, it will begin as soon as there are enough young teachers who sufficiently despise the crippling environments they are employed to supervise to want to subvert them. The revolution will begin to be visible when such teachers take the following steps (many students who have been through the course we have described do not regard these as "impractical"): 1. Eliminate all conventional "tests" and "testing." 2. Eliminate all "courses." 3. Eliminate all "requirements." 4. Eliminate all full time administrators and administrations. 5. Eliminate all restrictions that confine learners to sitting still in boxes inside of boxes. ...the conditions we want to eliminate... happen to be the sources of the most common obstacles to learning. We have largely trapped ourselves in our schools into expending almost all of our energies and resources in the direction of preserving patterns and procedures that make no sense even in their own terms. They simply do not produce the results that are claimed as their justification in the first place — quite the contrary. If it is practical to persist in subsidizing at an ever-increasing social cost a system which condemns our youth to ten or 12 or 16 years of servitude in a totalitarian environment ostensibly for the purpose of training them to be fully functioning, self-renewing citizens of democracy, then we are vulnerable to whatever criticisms that can be leveled.

 

Neil Postman

 

I could hear the mild voice of my Companion pointing the moral of my vision, and stimulating me to aspire, and to teach others to aspire. He had been angered at first — he confessed — by my ambition to soar to Dimensions above the Third; but, since then, he had received fresh insight, and he was not too proud to acknowledge his error to a Pupil. Then he proceeded to initiate me into mysteries yet higher than those I had witnessed, shewing me how to construct Extra-Solids by the motion of Solids, and Double Extra-Solids by the motion of Extra-Solids, and all "strictly according to Analogy", all by methods so simple, so easy, as to be patent even to the Female Sex.

 

Edwin Abbot

 

... leaders who forbid their followers to use effective contraceptive methods ... express a preference for "natural" methods of population limitation, and a natural method is exactly what they are going to get. It is called starvation.

 

Richard Dawkins

 

The intellectual development of man, far from having get men away from war, has, rather, on the contrary, bring them to a refinment always more perfected in the art of killing. They even came to raise the methods of slaughter to the rank of "science"... We would not (On ne saurait", Fr.) imagine a more extraordinary moral blindness!

 

African Spir

 

It is clear from Gurdjieff's writings that hypnotism, mesmerism and various arcane methods of expanding consciousness must have played a large part in the studies of the Seekers of Truth. None of these processes, however, is to be thought of as having any bearing on what is called Black Magic, which, according to Gurdjieff, "has always one definite characteristic. It is the tendency to use people for some, even the best of aims, without their knowledge and understanding, either by producing in them faith and infatuation or by acting upon them through fear. There is, in fact, neither red, green nor yellow magic. There is "doing." Only "doing" is magic." Properly to realise the scale of what Gurdjieff meant by magic, one has to remember his continually repeated aphorism, "Only he who can be can do," and its corollary that, lacking this fundamental verb, nothing is "done," things simply "happen."

 

P. L. Travers