Tao Paradoxico-Philosophicus 14-16

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    Un dieu donne le feu     
     Pour faire l'enfer;      
      Un diable, le miel     
       Pour faire le ciel.      

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TRACTATUS PARADOXICO-PHILOSOPHICUS

14	Groups: consider observers interacting through their cognitive domains with other observers forming networks of observers and thereby creating organizations of different sizes and forms, such as open organizations, closed organizations or even organizationally closed unities, all made of observers.
14.01	These groups, originally undistinguished by their members, remain as such for most of their members.
14.1	Integration: members must follow the rules to define and maintain the group.
14.11	Disintegration: groups, whose members do not follow the rules, fall apart.
14.2	Logical observers adopt or reject the rules of the group through language, explanation and communication thus participating in trivial language-games and forms of life deprived of meaning and sense.
14.21	Paradoxical observers think and converse generating paradoxical contexts that lead to new meaningful and sensible language-games and forms of life.
14.22	Consequently, logical observers tend to make the group and its rules rigid and structured while paradoxical observers prefer to make them flexible and unstructured.
14.3	If the activities of the members surpass certain complexity, paradoxes may arise among the rules of their groups.

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15	Following rules: consider logical observers merely rejecting or adopting the few distinctions used as rules for their groups and those used to follow rules.
15.01	Since these observers only make distinctions as in following or not following rules, appropriate rewards or punishments can easily entice these and other observers into following rules and transform their groups into hierarchies.
15.02	These observers reinforce their following of rules through language, explanation and communication and with a hierarchical organization for their groups.
15.03	Paradoxical observers do not, and prefer to think and converse.
15.1	Since these rules constitute the essence of their hierarchies, logical observers often exaggerate their relevance and use them, for example, in “education”, with regrettable consequences.
15.2	Logical observers follow rules and pursue the goals of their hierarchies without regard for other observers, young observers included.
15.21	These observers develop a need to protect themselves from thinking, conversation, self-reference, paradoxes, uncertainty and unpredictability.
15.22	Therefore, they nourish a conspicuous ignorance about these “unconceivable” concepts.

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16	Pondering rules: consider paradoxical observers thinking and conversing about rules, thereby stimulating other observers to do the same.
16.01	These observers interact and make tentative distinctions as in following rules and not following rules.
16.02	These observers do not form hierarchies; they rather invent and participate in language-games with other rule-pondering observers.
16.1	Rule-following members protect their hierarchies from disintegration by maintaining the number of rule-pondering members as low as possible.
16.2	Rule-pondering observers, however, occasionally manage to join hierarchies of rule-following observers, attempting to make their members think and converse.
16.21	If partially successful, one or more members will leave the hierarchy and will contemplate thinking and conversing.
16.22	If successful beyond all expectations, the hierarchy will disintegrate.
16.23	If unsuccessful, the intruding observer risks an unpleasant expulsion such as would happen to a teacher caught educating his/her students.

Tractatus Paradoxico-Philosophicus

A Philosophical Approach to Education
Un Acercamiento Filosófico a la Educación
Une Approche Philosophique à l'Education
Eine Philosophische Annäherung an Bildung

Ricardo B. Uribe

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Tao Paradoxico-Philosophicus 11-13