Un dieu donne le feu
Pour faire l'enfer;
Un diable, le miel
Pour faire le ciel.
TRACTATUS PARADOXICO-PHILOSOPHICUS
| 20 | Education: consider observers attempting to develop thinking and conversation and thus making themselves unpredictable with respect to each other. |
| 20.01 | Education improves the ability to offer tentative distinctions and interactions, increasing the number of choices available to observers. |
| 20.02 | All the observers can pursue and achieve an education as long as they avoid competition, since it begins by excluding thinking and soon it omits conversation. |
| 20.1 | Observers may educate themselves and stimulate others to do likewise, as long as they understand uncertainty as welcomed and unavoidable. |
| 20.2 | A non-hierarchical society breeds rule-pondering observers thus stimulating the generation of dynamic stabilities and instabilities and avoiding the dehumanizing static or dynamic stabilities, a healthy recursion. |
| 20.21 | In this context, human diversity of interests, curiosity, inventiveness, creativity, ingenuity, emotions, feelings, etc., flourish unrestricted. |
| 20.3 | Education stimulates individual knowledge, thinking, conversation, paradoxes and logic, unpredictability, wisdom and legitimate questions, questions to which none of the concerned knows the answers. |
| 21 | Idleness: contemplate the art neither of following rules nor of not following rules and the art of following rules and not following rules. |
| 21.01 | Education contemplates idleness to stimulate thinking and conversation among observers, and to nourish their original uncertainty and unpredictability. |
| 21.1 | Paradoxical observers welcome idleness and education, offer tentative distinctions (logic) and interactions (paradoxes), and do not form hierarchies. |
| 21.2 | A hierarchy welcomes neither idleness nor education. |
| 21.3 | If observers ponder rules and attempt to think and converse they will find life difficult, if not impossible, within hierarchical societies. |
| 21.31 | These societies appear as prisons to observers in search of education and idleness. |
| 22 | “Reality”: consider a simple environment that, chosen (distinguished) by logical observers, excludes the observers. |
| 22.1 | From this point of view, “reality” should conform to some immutable pattern that will require neither more distinctions nor interactions nor choices. |
| 22.2 | However, every pattern adopted needs adjustments here and there to eliminate contradictions, to “solve” paradoxes, etc. |
| 22.3 | Since logical observers can neither adjust a pattern nor offer a new one, they attempt to induce or coerce reluctant paradoxical observers to do it. |
| 22.4 | Paradoxical observers either hide and isolate themselves or develop different avenues (e.g., philosophies, the arts, logics, mathematics, the sciences, etc.) to assuage the demands for a goal that they do not desire. |
| 22.5 | Invading hierarchies of logical observers under different guises make of these avenues instruments for instruction. |
| 22.6 | Many paradoxical observers surrender to these instruments and abandon their education, their curiosity, inventiveness, creativity, etc. |
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 17-19
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