Most Americans are familar from the education system, primary and secondary, with the form of morals which is "childish", appearing in the format of Aesop's Fables while never progressing into the them of "Adult", or pincipled, morality.
How then would the human individual approach the theme of Adult Morality? By taking seriously in the intellectual rationality of the mind, principles which or who have been deemed "more righteous". When in practical scientific experience, the principle becomes evident "beyond the shadow of all doubts", it is illuminated to the mind irrevocably. Whether or not such principle is ever capitulated in the form of aphorism, the principle gained shall ever direct the human soul to greater and more novel principles, impinging upon wisdom. There is a qualitative breach between the ideal of perfected aphorism and something that goes beyond the principle. There is a "parental" or supernal eternal universe reality "behind" or "at the core of " the truth of "Adult" principles, which may be too profound to ever speak.
In the early secondary education, therefore, a more robust interest must be given to pragmatic, or farmer-centered, philosophy. One could take for "childish" morals a pattern of animal behaviour, and polish from it some character-based virtue. However, one must be able to understand Adult Morals mathematically, or else there may be no virtue in the principle, and it behooves the human individual to search for virtue in another field. How is this possible?
The mathematical principle derived from Adult Morals reveals a greater depth in the secondary education for students than is currently available in any Urantian Educational Institution. At one point, Colleges preserved the ethics of Nations. In the post-internet era, the ability of the algorithm to control information, even to the reporting unto formerly great university library archives was subverted under the "recursive" nature of the new information hierarchy. Where then do the morals underlain in principles, both scientific and philosophical, still find credence?
The extrapolation and expansion of the awareness of morals within principles, or adult morals, must be an experimental goal of the secondary education system: ages 9-15 (students should push themselves to obtain a Diploma by the age of 15, given the internet's ability to accelerate study). This is done by a reprisal of education goals, re-appended to the Linnaean Strategem. Carlos Linnaeus was the modern inventor of the botanical taxonomical classification system. The underlaying evolutionary testimony of this system indicates a historical precedence within the progression of sentience within the minds of living plant and animal existence on our world.
How do I affirm that such a system is robust enough to apply in sociological aspects of self-understanding? By knowing that even the physical sciences are founded one upon the other. Physics and Chemistry are therefore very mathematical systems, while there are intervening levels of understanding impinging upon the qualitative understanding of human psychology. Organ function and animal behaviours are but two levels that support and enhance our understanding of psychology, just as Physics and Chemistry underlays the understanding of Microorganelle and Cellular Activities within living systems.
The Adult Moral must preserve all of the virtue from the childish lessons of fables. Parables and Fables pose as the core of morality during elementary education, whereas mathematical formula and experiencially-affirmed aphorism can become the intellectual basis of prudence or righteousness. How do we ensure that every child has the opportunity to negotiate their own individual understanding of what would qualify as "child" morals, and convert or coordinate such ideals with truth, such that accurate axiom could arise, such that each person would gain the ability to "invent" their own axioms and know experimentally how their axioms or the theoretical axioms offered to students by the teacher could be proven.
How then would the human individual approach the theme of Adult Morality? By taking seriously in the intellectual rationality of the mind, principles which or who have been deemed "more righteous". When in practical scientific experience, the principle becomes evident "beyond the shadow of all doubts", it is illuminated to the mind irrevocably. Whether or not such principle is ever capitulated in the form of aphorism, the principle gained shall ever direct the human soul to greater and more novel principles, impinging upon wisdom. There is a qualitative breach between the ideal of perfected aphorism and something that goes beyond the principle. There is a "parental" or supernal eternal universe reality "behind" or "at the core of " the truth of "Adult" principles, which may be too profound to ever speak.
In the early secondary education, therefore, a more robust interest must be given to pragmatic, or farmer-centered, philosophy. One could take for "childish" morals a pattern of animal behaviour, and polish from it some character-based virtue. However, one must be able to understand Adult Morals mathematically, or else there may be no virtue in the principle, and it behooves the human individual to search for virtue in another field. How is this possible?
The mathematical principle derived from Adult Morals reveals a greater depth in the secondary education for students than is currently available in any Urantian Educational Institution. At one point, Colleges preserved the ethics of Nations. In the post-internet era, the ability of the algorithm to control information, even to the reporting unto formerly great university library archives was subverted under the "recursive" nature of the new information hierarchy. Where then do the morals underlain in principles, both scientific and philosophical, still find credence?
The extrapolation and expansion of the awareness of morals within principles, or adult morals, must be an experimental goal of the secondary education system: ages 9-15 (students should push themselves to obtain a Diploma by the age of 15, given the internet's ability to accelerate study). This is done by a reprisal of education goals, re-appended to the Linnaean Strategem. Carlos Linnaeus was the modern inventor of the botanical taxonomical classification system. The underlaying evolutionary testimony of this system indicates a historical precedence within the progression of sentience within the minds of living plant and animal existence on our world.
How do I affirm that such a system is robust enough to apply in sociological aspects of self-understanding? By knowing that even the physical sciences are founded one upon the other. Physics and Chemistry are therefore very mathematical systems, while there are intervening levels of understanding impinging upon the qualitative understanding of human psychology. Organ function and animal behaviours are but two levels that support and enhance our understanding of psychology, just as Physics and Chemistry underlays the understanding of Microorganelle and Cellular Activities within living systems.
The Adult Moral must preserve all of the virtue from the childish lessons of fables. Parables and Fables pose as the core of morality during elementary education, whereas mathematical formula and experiencially-affirmed aphorism can become the intellectual basis of prudence or righteousness. How do we ensure that every child has the opportunity to negotiate their own individual understanding of what would qualify as "child" morals, and convert or coordinate such ideals with truth, such that accurate axiom could arise, such that each person would gain the ability to "invent" their own axioms and know experimentally how their axioms or the theoretical axioms offered to students by the teacher could be proven.
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