Un dieu donne le feu
Pour faire l'enfer;
Un diable, le miel
Pour faire le ciel.
TRACTATUS PARADOXICO-PHILOSOPHICUS
| 17 | Hierarchies: consider open organizations with two or more levels made of one or more observers. |
| 17.1 | For rule-following observers, the hierarchy follows a simple logic, a consequence of logical reasoning: a member who follows the rules expects promotion and praise; a member who does not, expects demotion or expulsion. |
| 17.11 | This simple logic, swiftly assimilated by rule-following members, implies for them that rules only flow (apply) from high to low so that self-reference (and paradoxes) cannot happen. |
| 17.12 | However, hierarchies must intersect with closed organizations to maintain their activity; for example, without the following loop hierarchies disintegrate: |
| 17.2 | “Rewards” (wealth, power, praise etc.), bestowed on those towards the top; “punishments” (enslavement, demotion or expulsion, etc.), bestowed on those towards the bottom; these latter, forced to close the loop that chains them, supply with their labor the “rewards” for those towards the top. |
| 17.21 | Other recurrent loops give hierarchies flexibility, but also remain unconceivable to rule-following members. |
| 17.22 | As hierarchies grow, these loops weaken and break; rigidity or disintegration result together with the silence of rule-pondering members. |
| 17.3 | Narrow goals, promotions decided from above and blind loyalties from below inevitably promote the most narrow-minded members towards the top. |
| 18 | Hierarchies in society: societies organize within a mixture of closed (non-hierarchical) and open (hierarchical) organizations. |
| 18.1 | Within hierarchies only few enjoy the product of the labor of the majority, who toils for survival and relentlessly loses hope of breaking the chains. |
| 18.11 | This and the breeding of rule-following observers within this majority ensure the survival, growth and propagation of hierarchies, an unhealthy recurrence that leads to a static stability difficult to disrupt. |
| 18.12 | Hierarchical societies replace their long-term goals with narrow short-term goals, similar to the “profits at all costs” of corporations, thus stimulating all their members to abandon their most cherished interests and place business above all. |
| 18.13 | In this context, human diversity of interests, curiosity, inventiveness, creativity, ingenuity, emotions, feelings, etc., decline to the point of extinction, so that something called “human” replaces human, with considerable loss. |
| 18.2 | Meanwhile, hierarchies take over one or more governments, dictate their own laws and logic, and make their actions (deemed always positive by propaganda and deception) accountable to none. |
| 15.21 | These observers develop a need to protect themselves from thinking, conversation, self-reference, paradoxes, uncertainty and unpredictability. |
| 18.3 | Without eliminating the hierarchies, every attempt at improving the life of humans has ended and will end in a failure. |
| 19 | Instruction: consider the members of a hierarchy “learning” to follow passively its rules. |
| 19.1 | Social relationships among rule-following observers need the predictability of observers with respect to each other. |
| 19.11 | Instruction makes observers predictable |
| 19.2 | Instruction reduces the number of possibilities (choices) available to observers, fostering the loss of meaning among observers and their environments. |
| 19.21 | For example, rule-following observers call “democratic” and “free” a nation ruled by corporations; “university” and “hospital” institutions run as corporations; “professors” and “physicians” those who neglect their declared vocation to participate as rule-following observers in corporate activities inside and outside their institutions; etc. |
| 19.22 | Meanwhile democracy, liberty, university, professors, physicians, etc., and their meanings, cease to exist for these observers and for those who follow them. |
| 19.3 | Instruction stimulates social knowledge, explanation, communication, logic, predictability, folly and illegitimate questions, questions to which the questioner already knows the answers. |
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 14-16
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