Lost in an echo long since uttered…in a place long since forgotten.
We have time to be; and pick out the hollowed reminisce of an echo.
Dreams come so quickly before leaving.
The mind seems to be at a miss to their origins;
only having time to remember glimpses of past experiences.
Playing those treasured moments back in a reel,
like a film which never ends.
The long to return to some distant dream;
to some distant corner of paradise… seems impossible.
The moments that haunt can never be replayed as they once were originally.
Those moments of revelation, that draw the mind to explain the mystery of the day,
are only realised in those passing lights.
Beauty is exaggerated; hurtful pains hit home to gripping moments.
Knees are dropped to engage for but-a-fraction, before entirely disappearing….
Why cannot the moment remain for longer?
Why must it flee with the recoiling of darkness?
Why must the dream end?
The dream of the world to be as it was,
(the dream for it to return to a state of innocence)
can be heart aching.
It is human desire to become a child once more;
echoing the longest of woes.
The human mind’s desire to be a child once more;
to be innocent, care-free, calm and secure.
The shift from childhood to adult can (and is) the most turbulent of mental storms.
For if winds be too much, those sails that carry across ocean waves…
lead to rocky shores….
And so was the woe of the dreamer.
Written By: Anthony Avice Du Buisson
It is now time to address human thinking; primarily that of its yearning for kingship. Human solidarity is at the heart of our species; we wish to be in unison with one another, despite our differences. A common alliance with our brothers and sisters from across lands is an idea – a dream – which is pervasive in cultures across the globe. Face it; we are better together than in solitude. Together we build empires; torn apart we destroy them. Unity is the means by which humanity expresses the best of itself. Humanity is a social species, and as a social species the structure of the future rests upon a basic underlying idea of human solidarity. However, despite this underlying yearning, we still manage to displace ourselves; we still manage to erect walls, limit immigration and confine ourselves to warring sub-divisions. The idea of global unity, a global human solidarity, has become a concept that is now loosely thrown about by humans; few really take it to heart. Time and cynicism have corrupted the idea of global unity; these things have moulded its outer structure to the point at which it is scarcely taken with any seriousness. It is portrayed, often at times as a “pipe-dream” a “lost cause”.
Our History is laced with men wanting to bring unity and prosperity, and when given support by the people these same men corrupt the idea with their yearnings for the primal instincts. It is a conflict between a yearning for human solidarity, and a yearning for dominance. Disgusting it is to witness such men who attach themselves to good intentions, squander them for the desires of such simple dominance over their fellow primate. Examples bare themselves throughout the decadent pages of history; red banners flow from the Bolsheviks; the cults of national-socialists come to mind – adorned with banners symbolising peace and nationalism to hide their true intentions. These groups intentions may have been good, but poisoned they were by their incipient need to be kings of their surroundings. Ideals seem to cloud their thinking. Problems arise when humans fight for unity as a principle, but never maintain the ideal once it is established. As Sun Tzu wrote in the Art of War, those who only plan for battle and never for the aftermath, or the replenishment of their troops, have been careless in their endeavours: “In the practical art of war, the best thing of all is to take the enemy’s country whole and intact; to shatter and destroy it is not so good.”(3:1.) By these men who squander the ideal of unity they encase it in a mere lifeless dream; no methods, no motivation to seek a better field vision, nor a respectable doctrine of the sorts. History is thus the story of humanity’s struggle between these two polar yearnings. The resolution between these opposites lay in humanism, specifically that of a “practical humanism”.
Humanism is a philosophy of human solidarity; it is a philosophy which wishes to impart humanity with a sense of itself in the cosmos. Humanism is a philosophy that departs from the need for an external, overarching and prevalent creator; it is a philosophy for humanity alone. We are born to this world and have but one life to live, how we live it will most certainly impact upon others; thus it is best for one to live in unison with their fellows than to be at war with them. To insure that our families, friends and those who we love, and those we coexist with, flourish as conscious creatures, humanism emphasises the need for unity. Practical humanism is the means by which one pursues this unity. It emphasises the need for reason, empathy and altruism when dealing with our fellow global citizens. By finding a commonality amongst us and seeking to build a brighter future based on that fact, and through the deploring of autocracy, totalitarianism – the mean by which humanity is caged – humanity can seek liberation from its hardships, and begin to aid itself.
Yet, there still remains a problem in this endeavour. How are we to achieve such an acknowledgement of our condition? Well, I have sought – in my endeavours – to provide a methodology. Indulge me for a few moments, while I explain this methodology. This methodology is the product of the postulations that have been made in response to problems that I have seen facing societal improvement; such as problems of social acceptance, class, human rights and the quality of life. These come as the result from my observations of history, as well the environment around me. In response to these problems I have come up with three ‘E’s, these are as follows:
Emancipation – that is to say to ‘free’ oneself from the shackles of ignorance or unknowing – is the primary focus of the individual; it is better to be unshackled than captive to one’s own ignorance. Education is the means by which we unshackle the chains of ignorance. Through the acquisition of knowledge we achieve the ability to improve, not only our lifestyle, but our resilience to fear; for fear is the product of ignorance. Education also gives rise to social awareness and the social acceptance of people’s rights, which in turn allows for progression; human progression comes as the result of liberty, and the bestowing of rights upon the individual. Education emancipates the mind from the shackles of ignorance, and empowers the individual towards enlightenment. Empowerment is the end result of this sequence; by giving strength to people through education, one has allowed for them to be self-reliant, self-aware and self-motivated. These things lead to a betterment of the human condition, as it allows individuals to be aware of the problems they face, and allow for them to seek out solutions to those problems. Empowerment leads to enlightenment, which is the final stage of human progression: the state at which humanity is aware of its condition in the cosmos.
As one can see by the aforementioned methodology, unity becomes possible through the acknowledgement of the human condition. If one adheres to practical humanism (the methodology I have expressed above) then one can achieve a better world; the tree of tomorrow’s world grows with the seeds that we plant today. Humanism seeks to plant such seeds, as it believes it is more than just ‘sufficient’ to do so; but that it is in fact a fundamental necessity. Remember that the future is built upon the ideals laid down in today’s world, and it is only when we plant the seeds of a better world today that we will receive one tomorrow. Furthermore, nothing can be said more vehemently than the advocacy of change to the social problems; the youth depend upon it. If we plant the seeds of destruction today, then we will reap the consequences tomorrow. It is for this reason and others that we should seek to better our world; to seek out love for its own sake, and to seek out unity for humanity’s sake. When we do these things we build a brighter world…and a brighter future.
Knowledge is Power.
Written By: Anthony Avice Du Buisson
A confident stand on the Limitations of a person’s capability to fully know about their existence is a defining step in the maturity of a human being; as to be self-aware of those limitations gives person grounds, not only to improve in their understanding, but also their perspective as well. Knowledge begins when enquiry begins; to ask leads to finding answers, by which one uses methodologies (ways of finding out the answers to questions they have) to systematically approach the problems they have. These methodologies are often Socratic and scientific in nature. Methods by which one finds answers grows one’s understanding, and further moves those limitations away; moving the boundaries of ignorance away from their position of knowledge. Though ignorance may still be looming just beyond one’s vision, and may still be there, the individual’s knowledge is in its best ability to counter it. However, to expand upon the boundaries of one’s knowledge they need to understand what opposes them: they need to take into account what ignorance is. Ignorance means, “lack of knowledge” or the “absence of knowledge”. Knowledge is defined as: The expansion of enlightenment, achieved through the process of learning and discovering, which seeks to allow or increase one’s ability of thought and understanding. Long winded in nature, it still gives one prominence to understand the nature of thought, and its enquiry.
Socrates was the first philosopher, who is best known for the development of the ‘ask and seek’ methodology now known as the Socratic Method. Socrates employed this method in response to the sophist leaders of the day – men, often in the high positions in the Greek government, who were trained in rhetorical tactics, such as persuasion and oration. Sophists were religious leaders – the ‘go-to-guys’ – the individuals that were the arbiters of knowledge. They were the individuals that Greek society trusted for leadership, knowledge and power. The Socratic Method was developed in response to these sophists; sophists who withheld knowledge from the general public. Socrates started with the acknowledgements of his un-knowingness – the acceptance of his own ignorance. He loved wisdom, and he sought to ‘question everything’, including that of authority.
The Socratic Method became popular in the 4th century [B.C.E] among the youth in Athens, who at that time had set lives, either becoming a soldier or a scholar; well females became wives and the cattle of the day. Socrates developed a following, which initially consisted of his pupils Plato and Xenophon, but grew slowly over the following two years; these followers became renowned future philosophers, who would go onto advance upon Socrates’ teachings. However, when the sophists got wind of Socrates’ following, in the high courts of the Greek government, their response was swift and brutal. The sophist leaders outlawed meetings and arrested Socrates. It was in 399 B.C.E, and under the captivity of the Greek authorities, that Socrates was placed on Trial; it was to be the greatest trial in Ancient Greek history.
Surrounded by his fellow pupils and before the Greek courts, Socrates laid witness to a barrage of accusations against him. In those days Greek courts were performance halls, where spectators would vote upon the guiltiness of the accused. Meletus, one of the accusers, had laid the charge of impiety and the corruption of the youth against Socrates. Socrates, having only sought to promote free-thinking, scepticism and wisdom fought valiantly against the charges laid against him. Socrates had only informed the people of Athens to think critically, and to question their authority figures, who he believed were leading the people of Athens down the path of destruction. Plato records the trial in his book, Apology. The result of the trial, though valiantly defended by Socrates, resulted in 56% of the jury voting against Socrates favour. Socrates was thus given two options: The first was to renounce his teachings and go into hiding; the second was the death Penalty. Socrates chose the latter of the two options.
The Greek Soldiers took Socrates before the Sophists; in a large imperial like manner, the guards thrust Socrates before the court room floor (Phaedo is a Platonic piece of work outlining all the occurrences that Plato witnessed). The sophists wished for Socrates to renounce his teachings before the court, and go off into exile in the outskirts of Athens as a disgrace. Socrates sought not to allow them to get the final word, and instead said before the court a long speech that highlighted the importance of learning and the future of the state. He said that he would rather “die” then give up what he thought to be right and Just. So the sophists allowed him the option to take his life…and he did. Socrates ate Conium, a flower that caused death upon digestion. Before the court and his followers, he gave up his life: the true sense of strength. After Socrates had given his life, the Greek government began to outlaw his teachings; they cast laws against gatherings and so forth.
The story of Socrates tells us as people the value of what it means to stand up against authority; it tells us as people what it means to die for what one knows to be right and just. Socrates example showed the sheer passion he had for everyone, as he wanted to show the value of wisdom, enquiry, and justice: true justice. He taught that when one expresses their ideas, they should be prepared to defend them; for true character is shown in those that can defend their ideas despite the opposition they are posed. Socrates embodied this to its bitter conclusion; He chose death when he could have had life. Socrates death is a statement to the power of human determination, and to the power of the human condition. Socrates death is also a warning for us to not be contempt in our knowledge; to seek out new-found knowledge through enquiry, all in the betterment of ourselves and the world we choose to live in.
Knowledge is Power
This letter I write to you now.
Written by: Anthony Avice Du Buisson