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exceptions  QUOTES

5 " Although I am still far from this kind of interior understanding of myself, with profound respect for its significance I have sought to preserve my individuality―worshipped the unknown God. With a premature anxiety I have tried to avoid coming in close contact with those things whose force of attraction might be too powerful for me. I have sought to appropriate much from them, studied their distinctive characteristics and meaning in human life, but at the same time guarded against coming, like the moth, too close to the flame. I have had little to win or to lose in association with the ordinary run of men, partly because what they do―so-called practical life―does not interest me much, partly because their coldness and indifference to the spiritual and deeper currents in man alienate me even more from them. With few exceptions my companions have had no special influence upon me. A life that has not arrived at clarity about itself must necessarily exhibit an uneven side-surface; confronted by certain facts [*Facta*] and their apparent disharmony, they simply halted there, for, as I see it, they did not have sufficient interest to seek a resolution in a higher harmony or to recognize the necessity of it. Their opinion of me was always one-sided, and I have vacillated between putting too much or too little weight on what they said. I have now withdrawn from their influence and the potential variations of my life's compass resulting from it. Thus I am again standing at the point where I must begin again in another way. I shall now calmly attempt to look at myself and begin to initiate inner action; for only thus will I be able, like a child calling itself " I" in its first consciously undertaken act, be able to call myself " I" in a profounder sense.But that takes stamina, and it is not possible to harvest immediately what one has sown. I will remember that philosopher's method of having his disciples keep silent for three years; then I dare say it will come. Just as one does not begin a feast at sunrise but at sundown, just so in the spiritual world one must first work forward for some time before the sun really shines for us and rises in all its glory; for although it is true as it says that God lets his sun shine upon the good and the evil and lets the rain fall on the just and the unjust, it is not so in the spiritual world. So let the die be cast―I am crossing the Rubicon! No doubt this road takes me into battle, but I will not renounce it. I will not lament the past―why lament? I will work energetically and not waste time in regrets, like the person stuck in a bog and first calculating how far he has sunk without recognizing that during the time he spends on that he is sinking still deeper. I will hurry along the path I have found and shout to everyone I meet: Do not look back as Lot's wife did, but remember that we are struggling up a hill." ―from_Journals_, (The Search for Personal Meaning) "

9 " Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered.

In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck.

Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students.

This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not.

The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits. "

Christopher Langan