OTHER SUPPORT ORGANIZATIONS -- A

Arthur M. Jackson

Copyright 2001, 2003, 2006

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II. OTHER SUPPORT ORGANIZATIONS

A. OVERVIEW:

1. ORGANIZATION TO ENHANCE THE QUALITY OF HUMAN LIFE (OEQHL)
2. NEW IDEAS, REVOLUTIONARY INSIGHTS, AND/OR UNIQUE ANSWERS INSTITUTE (NIRIUA-I)
3. THE SCHOOL
4. CHOICES ARE US (CAU)
5. EMERGENCY SERVICES CENTER (ESC)
6. CENTER FOR MASTERING LIVING (CFML)
7. A PLACE FOR KIDS
8. THE COMPUTER CONNECTION
9. THE RADIO LINK
10. CORPORATION FOR UNIVERSAL EMPLOYMENT (CUE)
11. CENTER FOR THE PRACTICAL APPLICATION OF WISDOM NEWS GROUP (CPAW-NG)
12. HEALTH CARE CLINIC
13. REGIONAL PLANNING AND COORDINATING INSTITUTIONS
14. ORGANIZATION FOR THE PROTECTION OF LABOR

B. DETAIL:

1. ORGANIZATION TO ENHANCE THE QUALITY OF HUMAN LIFE (OEQHL)[1]

An Organization to Enhance the Quality of Human Life (OEQHL) should be developed to function with a Center for the Practical Application of Wisdom. Its goal would be to make sure that the frontiers of scientific discovery are being pushed in all areas of science to ensure that knowledge and understanding are developing as rapidly as desirable. An Organization to Enhance the Quality of Human Life would be particularly focused to help persons achieve the Third, Second, and Ninth Way of Wisdom.[2] It would work to disseminate and teach the latest scientific thinking to as many persons as possible. It would also develop ways to put new information to work improving the quality of life. OEQHL (pronounced "equal") would also constantly review scientific Laws and theories as to adequacy, focusing attention on their weaknesses and strengths. It would develop tests by which to assess the validity of theories. Then if no researcher had the interest or resources to work on the problems raised by an Organization to Enhance the Quality of Human Life, it would establish its own ways to do this. The problem might be broken up and disseminated to local associations and organizations joined with an Organization to Enhance the Quality of Human Life. These could be groups established to allow everyone a chance to participate in new and useful research. The individual members of these local organizations would primarily be volunteers. They would work together as their time allowed to gather the data and do the research needed by an Organization to Enhance the Quality of Human Life. An OEQHL would assimilate, evaluate, and disseminate this data to assess its value. It would be through these local bodies that every individual would be able to achieve the Ninth Way of Wisdom (Work to increase knowledge and all creative and artistic endeavors. Adopt an inspiring life goal), and contribute to the advance of knowledge. OEQHL would have many projects waiting for someone with the desire and talents to work on them. Also, individuals with particular areas of interest or concern would be able to submit them to an Organization to Enhance the Quality of Human Life for assistance in exploring the areas involving those interests. All people ready to develop this part of their makeup would thus be able to fulfill the creative urge, and contribute to the advance of knowledge especially in areas where they might have a personal stake such as curing a disease, genetic defect, better material to use in their business, etc.

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See VOLUME II, Chapter 32, "Science for Everyone" [3] for an excellent model to incorporate into OEQHL.

2. NEW IDEAS, REVOLUTIONARY INSIGHTS, AND/OR UNIQUE ANSWERS INSTITUTE (NIRIUA-I)

"A revolutionary insight disconnected from the current consensus is unlikely to be published." [4] It is easy to understand why the foregoing statement relative to science journal publishing policy is the case. Most ideas with the foregoing characteristics turn out to be of little immediate value. Also, it's difficult to know what to do with such a thing. Because it is revolutionary much work is required to utilize it even if it is correct. But on the other hand the truly important ideas are revolutionary. Every currently accepted idea of true significance had to go through this barrier. All of them made it, or we wouldn't know about them today. But for every revolutionary insight that was able to reach the mainstream, probably 10 out of 100 got lost. They didn't get recorded anywhere. The discoverer lacked the skill, the clout, the contacts, the endurance, and the interest to put the idea out there in a way to get some kind of hearing. This represents an irreplaceable loss to humanity. Although most revolutionary ideas are discovered over and over so eventually they receive the recognition they deserve, some do not. These ideas are so unique and require such an unusual experience and/or powers of observation to be recognized that they are totally lost to humanity. But even if they are eventually rediscovered they were not available for use by all those in between the initial and successful rediscovery. This problem must be addressed by an Enlightened Community and solved in a favorable way, since an Enlightened Community is very much here and now, not pie in the sky by and by.

The foregoing proposes that society is permanently losing really important observations, ideas, and ponderings because we have not yet developed and established a way to harvest these unique contributions. The methods of current science journal publication, not to mention all the other fields of study, do not allow for use of space for such purposes. However, an Enlightened Community cannot afford to depend only on current practices for mining ideas since it will be knowledge and idea driven.

Therefore, a NIRIUA[5] Institute needs to be established. Its goal would be to provide a channel so anyone can get ideas into the society in such a way that they can be used in so far as they have merit. One reason this resource is so necessary is that it should be able to alert the community to problems not detectable by main-line thinking. Therefore, it is critical that the merit of the input not be measured by main-line thinkers. Otherwise, the most important ideas will be excluded, thereby, defeating a primary reason for the system.

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This Institute needs to function as part of the Knowledge Bank[6], which is the primary resource of the Computer Connection (See below.). It would work to be the source for all the world's current knowledge. It would make available an expert system that would help anyone to input her or his contribution. They would be guided by an expert system in working through the necessary steps to describe their thinking. This would increase the likelihood that ideas could be presented so as to make their merit obvious. Wise ideas would then be processed so as to get into the relevant part of public discussions. Some aspect of the internet would fit naturally into this process.

Participants in the New Ideas, Revolutionary Insights, and/or Unique Answers Institute would become a prized resource of an Enlightened Community. They would receive recognition, awards, rewards, and in all other ways be acknowledged for their value and worth. Only an Enlightened Community would be able to have the flexibility and be able to provide the channels of communication necessary to make such a process work. A NIRIUA Institute would ensure that not only the alpha males; i.e., the persons with loud voices, and sharp elbows -- a willingness to keep hammering on closed doors -- would be able to be heard.

Also, the New Ideas, Revolutionary Insights, and/or Unique Answers Institute would ensure that all areas where science impacts human life are kept under observation so that information is being used as well as circumstances permit. In addition, potential problem areas effecting human well-being would be a topic of continuous consideration and concern. This group would ensure that the importance of any observations made, or concerns expressed in the community could be monitored and properly assessed. This is an essential factor if we are to build a society congruent with the needs of Modern Humans and ensure the perpetuation of the species per the goal of Science of Ethics.

3. THE SCHOOL

Schools are another adjunct structure that Centers for the Practical Application of Wisdom should consider setting up soon after they are established. There is no way that any current society can set up the kind of schools necessary to produce Enlightened Persons. The primary goal of a Center for the Practical Application of Wisdom's schools would be to turn the student on to their full positive potential. These schools would provide, in so far as possible, all the resources to help students through the transition made possible by a Science of Ethics and a Center for the Practical Application of Wisdom: to work toward their own perfection and for the perfection of society. (Also see VOLUME II, Chapter 30, "Education in an Enlightened Community.")[7]

Good teaching and good education are key issues in an Enlightened Community. Congruency is essential to good teaching and good education. And congruency is the weakness of current society's worldview. The binding religion of U.S. society (Christianity) shows us one image of the world (miracles, souls, God, prayer, angels, heaven, hell, etc.) and science shows us another -- cause and effect, physical not mystical, mind not soul, atoms not God. This lack of congruency in society is the source of our chaos which undermines our wellbeing. Things will not get better until we reach a new congruency. And it is the goal of a Science of Ethics to provide the vision and plans to achieve that congruency. In this formulation meaning and ethics become part of a broadened vision of science. And, good teaching affects a person's every choice and how they interpret everything they encounter. It helps determine who a person is, and what they become. Teaching, experience, understanding are what make it possible to find and accept a congruent worldview. Only with superb teaching will any society be able to develop into an Enlightened Community made up of Enlightened Persons.

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However, at the same time a Center for the Practical Application of Wisdom should be concerned about improving in all ways possible the public school system and all private school systems. Our public educational system requires many changes if society is to move beyond the current chaos. Our present schools are based on the supernatural, as is all of society. They are designed to prepare a person for a brief bondage here on earth before going to a greater existence after death. Although, the foregoing is not widely recognized it is nevertheless clearly the case. This book presents the presupposition that supernatural concepts are products of our transition from ignorance (before the evolution of the language ability) toward knowledge (after the evolution of the language ability). Supernatural concepts came out of humanity's effort to symbolize the feelings and images that existed before words, thoughts, predictions could be shared with others and elaborated in our own brains. Most of them involve various aspects of our "belief in magic and the power of wishing" propensity. Supernatural thinking came out of our efforts to resolve the conflict between what we are and what we would like to be.

Before the evolution of symbolic communication "meaning of life" was our natural birthright as it is for the individuals of every other species evolved on this earth. After the evolution of the language ability we were able to ask the question, What is the meaning of life? At that point our history began. We set out on the journey that is discussed in more depth in Chapter One. This journey has taken us along the many paths pursued over the past 10-15,000 years. All of these experiences and the resulting accumulation of knowledge have now made it possible to see the light at the end of the tunnel.

At the end of the tunnel lies an Enlightened Community made up of Enlightened Persons. This is a new stability based on our language ability, our "wisdom" potential.

How can a Science of Ethics and a Center for the Practical Application of Wisdom help society discard the old ways and adopt the new? To do this we must decide upon another aim for education. The vision of this book is that education must first and foremost permit discovery of one's full selfhood, and at the same time develop one as a social being achieving congruency with all other human beings. Schools must also provide ways to nurture curiosity and creativity as well as mastery of the facts and ideas upon which to build a successful life.

A Center for the Practical Application of Wisdom's schools should have as their goal the understanding of how the meaning of their life is achieved by mastering basic skills, especially the skill to find the answers to the questions that excite them. This might be combined with a deep, universal educational background, and a solid scientific/philosophical/ethical foundation. The foregoing might be assisted by helping each student to find their inspiring life goal; i.e., an area where they have a consuming, overpowering curiosity, or interest. This life goal would than serve as a reservoir of enthusiasm to draw from in tackling other school coursework. In addition they would begin their participation in the effort to expand human knowledge/ aesthetic creations as encouraged by the Ninth Way of Wisdom (Work to increase knowledge and all creative and artistic endeavors. Adopt an inspiring life goal.).

This curiosity and interest should also help the student focus on where to direct their careers. After mastering the basic skills of learning then they could begin employment in an area utilizing their deep interest. They might then extend their education in various ways. In addition to regular college and university attendance, they might utilize correspondence courses, night courses, computer programmed learning courses, and other part-time attendance of regular school courses mixing learning and application.

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Another area of concern should focus on the bigger issues of preparing our young people to take their place in society as effective, responsible participants. This problem area has escaped consideration by current Western society. Also, those cultures that have developed writing have felt that they can ignore any genetic programming that exists within the individual and treat the youth in any way the culture desires without consideration of those inner forces effecting the youth. As a result puberty and possibly its deep meaning to the species is almost totally ignored -- although junior high schools were established as an effort to deal with some of these issues. For some thoughts on this issue of puberty and education see Chapter One. For other relevant educational concerns see VOLUME II, Chapter 30, "Education in an Enlightened Community."[7]

Through understanding and utilizing the previously mentioned considerations society should be able to provide alternatives to current educational approaches which cause individuals to be separated from their core needs by their schooling. The foregoing often develops the feeling in these students that they are removed from the mainstream of life and what they are doing is pointless. Educational institutions should be intimately connected and integrated with all other social institutions. In addition they should be in harmony with the natural development of the individual. Persons must be able to move as easily as possible within the framework of the community. If individuals have an aptitude for a certain subject, or area of study an opportunity should be opened for them to explore that ability rather than diverting them in a thousand different directions and placing hundreds of obstacles in their path. When workers come to the place in their career where more knowledge and training are needed, they must be encouraged and supported to obtain that education.

Even more important is the dissemination of education, "...[W]e cannot afford to let the mass of humanity be uneducated."[8] For to do so removes these individuals from the path toward becoming Enlightened Persons. So, instead of helping to create an Enlightened Community they become obstacles to make the process even more difficult. Every attempt that is made to advance society is halted by the ignorance of inadequately educated individuals. Customs press on the society from every side. Tradition keeps the society from refocusing and revitalizing its efforts. Irrationalities become deciding factors in many people's decisions. Only through life-long education and social support can the foregoing be prevented. This process must be of sufficient scope to allow persons to know themselves and to feel a real oneness with all their fellow humans. It must help them avoid destructive bonding to hypothetical agencies such as God, angels, the environment, all life, etc. Also, to organizations -- whether nations, religions, families, etc. -- that ask for total submission to questionable assumptions plus absolute loyalty and obedience.

At the present time individuals can be more successful and useful to themselves and society if they are specialists. Two things concerning the foregoing must be kept in mind, however: a). Individuals must have a broad enough general education to be aware of the important ideas of the Science of Ethics. b). Persons need not be stopped with one specialty. If they are interested in more than one thing and are willing to expend the energy to become specialized in more than one area, they should be encouraged to do so. The foregoing will surely be rewarding, not only to the individual but also to society. In an Enlightened Community no "expert" can be allowed to function only within their range of academic education and professional experience. They must be open to how the rest of knowledge impacts their field.

4. CHOICES ARE US (CAU)

Choices Are Us would be established to help individuals achieve the Fifth Way of Wisdom (Strive to make the best choices possible). This service would initially be set up to help the members of Wisdom Groups in their efforts to move toward Tenth Level membership at which time they would be recognized as Enlightened Persons.

CAU might provide workshops and classes with training in making decisions. These classes could teach the procedures that lead to making the best choices. Also, such classes might include teachers who have advanced skills and training in choice making as well as appropriate tools such as expert systems and supercomputers with access to vast storehouses of information available to help in making a particularly difficult choice.

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In addition each person's CTRES (Computer, Tutor, Recorder, and Expert Systems) could include a simpler "decision-making" expert system to help one grapple with the normal day-to-day problems. Perhaps it would only be when the requirements of a given choice exceeded the capacity of one's CTRES that they would be referred to Choices Are Us.

5. EMERGENCY SERVICES CENTER (ESC)

Emergency Services Centers must be set up as part of Centers for the Practical Application of Wisdom. These would be facilities open at all times; always ready to help anyone who comes. There would be procedures for extending aid to those requesting or needing it. Individuals would also be channeled by all those working to build an Enlightened Community, or others working with individuals who need help. Some of these might be people who work where individuals needing aid gather: taverns, churches, social service organizations, skid-rows, employment offices, houses of prostitution, pornography outlets, free food distribution sites, homeless shelters, etc.

Aid must start immediately when individuals make contact. This help must depend on the needs of the specific individual. In situations where the person is in a state where they might commit murder, or other violent or criminal[9] acts, suicide, etc. the highest level of support would be needed. Emergency Service Centers' services should include crisis lines, suicide prevention, soup kitchens[10], emergency housing, etc.

As our understanding of Modern Humans improves it becomes clear that each person needs continuing support. As we make the transition from existing ideas about the nature of human beings and the goals of society, we will encounter overwhelming problems. Persons improperly and inadequately educated and socialized will be difficult to help so that they can become Enlightened Persons. It is essential to establish groups to help individuals not able to participate productively in society. Providing food and meals would be an obvious first step. Shelter and jobs are clear next steps. But most important, persons must have their personal power liberated so they can use their abilities to help society in ways that provide them the resources necessary to live at their ideal level. The goal is to develop a community in which the person can be a contributing part and from this standpoint the possibilities are endless.

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