Case 3.3 Training the Philosophic DIA Artistic Dialect in the Living Reality
In memoriam of my grandfather and uncle, Bobo.
I sat at table with my grandfather and uncle, chatting with them. It is the afternoon and a nice summer day. Customary each conversation with my uncle begins about school. How is going there and the similar questions. I’m in my teens and I utilised this opportunity to fascinate my uncle and grandfather with “philosophising” my freshest knowledge of math. In fact, it was tried by me, to converse with them about some “troubles” of mine with the math. Namely, I tried to communicate it to my grandfather and uncle because it did not manage me to do it with the intellectuals, that the zero divided by zero is not only equal to the infinity but to the one (1) and zero (0), too. Firstly, I started to elaborate them why the 0 : 0 = ∞ (infinity). I did it in this way. “Look at the sky”, I said to them. Following my pointing out, they threw a look at the sky. “What do you see?” was my next question. “Nothing” (0), they answered in a voice. Reflexively, I gave a look at the sky, that is, to the Heaven, and also saw the sky without any cloud, that is, “nothing” (0). At the same instant, I was aware of the fact, how much time I needed to grasp this simple fact, because I always saw in Heaven, either the eternity DIA infinity (∞) or something (1).
Although, it was not the expected answer, I utilised this opportunity to agree with them, that the zero (0) divided (:) by a zero (0) might be also expressed in terms of the external impressions of this dialectical content as a zero (0). After that I tried to explain them that to the opinion of the teachers, 0 : 0 = ∞, that is, they would not agree with their answer. In short, my interpretation was presented in accordance with my way of the consideration of this dialectical content. In other words, when someone looks at the sky (Heaven), (s)he looks actually at the eternity DIA infinity, which stretches behind the sky arcade, and therefore in my opinion 0 : 0 = ∞. After that I tried to elaborate to them DIA the corresponding argumentation, why 0:0 might also be equal to the one (1). I said to them, it is as when someone imagines the evening star in the sky [space DIA time, which was, of course, empty at that very moment and place] and suddenly, after waiting long enough for it (the spending of time DIA space), this star appears in the sky. I am neither sure that it managed me to convince my grandfather and uncle with my thesis, nor with the teachers' mathematical statement that 0 : 0 = ∞. They only agreed with me that there is something in this. In those time DIA space, I knew nothing about the concept of the "birth" and occurring of ideas, respectively about the process of creation of knowledge. In fact, I subconsciously wanted to express to them DIA my impressions of it, a concept, respectively a very mysterious dialectical process of the transition, transformation and metamorphosis, from the "nothing" (0 - for a subjectivist / and greater than a point-puncture for a dialectician) to an idea and thought (something = 1 for a subjectivist and > 0 for a dialectician) and further to the (creating) knowledge DIA creativity (1 for a dialectician) and its materialisation (something = 1 for a materialist / rationalist / objectivist, and > 1 for a dialectician).
The Background Simulative Methodological Assumptions of the Dialectic Interactive Approach
The Ultimate DIA Probable Methodological Presumptions of the Dialectic Interactive Approach
If I finished my art of (artistic) philosophising at this moment and place, it would be a typical conversation of mine in that time DIA the belonging space. "Unfortunately", encouraged with the having so patient listeners, I continued further to elaborate the teachers' and scientific claim that each number divided by zero (0) is equal to the infinity (∞). Because my grandfather and uncle were not capable (in my very subjective opinion) to think abstractly, that is, in terms of the numbers, I tried to elaborate it in practical meaning of this notion by telling them, if 1 or 2 or 3, ...., apples were divided by zero, the result is always the infinity (∞) too. When I said it and repeated by arguing it even further, my grandfather and uncle, who are usually very calm persons, that is, avoid to discuss emotionally, said me something like this: "You want to convince us that three apples divided by 'their' zero would multiply themselves to fulfil this table. Nonsense! Is 'their' zero a magician or something similar?" After these and the alike sentences dedicated to the apples, my uncle uttered a new thought: "I saw many mushrooms in the forest this morning, and I know very well, if no one (0) pick them up in the meanwhile, I (1) will do it today on my way home". I remained without words after these and the similar arguments of my grandfather and uncle. I tried to explain them that this thesis, respectively this kind of zero is not mine but of the teachers and scientists. 'What they teach the children, it is a nonsense", said my uncle quietly.
Unfortunately, encouraged by the words of my uncle, at this moment occurred me a new 'great' idea! I said to them that the three apples divided by a zero might be the zero too. It is amazing how this thought was born in my head, but probably I wanted to meet their own idea that 0:0 = 0, that is, to make a compromise, by rewarding them in that way for their support. Because they starred at me, I elaborated it by the following statement: "If thou (1) have three (3) apples and wait for a time long enough, under the condition that no one (0) ate them (3), they (3) will rot out, that is, they will become a nothing / a zero (0): the apples vanished!" After this destructive thought of mine, but very 'scientific' one, my grandfather replied me very, very gently: "Why would thou (1) allow the three (3) apples to rot out (0), when thou (1) can eat them (3) alone (1), if thou (1) do not want to share ('divide') them (3: the gaps between the three of us) with thy uncle and me (+2 = 3)". After this argumentation of my grandfather, I was on the edge to dissolve in tears. I shamed because I loved my grandfather and uncle very much. I tried to find a way to apologise myself for these very sinful thoughts.
I confessed to them that for me the math was a very difficult subject, particularly, when I had started to attend the elementary school. In those days 1 + 1 was very seldom equal two (2), 2 + 2 = 4, 3 + 3 = 6, and so on. Furthermore, in those time DIA space, respectively during these "days of troubles' for me, no one apart from my grandfather found for necessary to explain me that these rules are valid in the school. I utilised this opportunity to remind my grandfather that he revealed me the golden rule against the process of objectisation: "When you are in the school, speak it what they want to hear there. But the school does not last the whole day. After the school (at home) you are free to speak and think what you want". When they were aware of it, what they did to me, both of them tried to find a way to comfort me. Of course, in such a three DIA two-way dialectical approach, there were no difficulties to meet us again in an imaginative point in the time DIA space, mediated by the truth, trust and love of His, that is so peculiar for warm family relationships.
However, I never forgot these wonderful lectures taught by my grandfather and uncle. In fact, my grandfather wanted to say me, when you share a company with wolves, do not forget to howl with them. Yes, wauu, wauuu, wauuuu …. Still today, after so many years, I remember this advice. This case study shows that it is very easy to be an intellectual (genius) among intellectuals (geniuses), who share the same view on the world, because they were taught in the akin (educational) institutions for the objectisation, that is, they were trained (tamed) to think in the similar way. Or uttered in terms of a computer, they all run on the akin operating systems, equipped with the similar (implanted) BIOS, chips and the similar accessories during the (creative) orientation in the (recti)linear TIME AND SPACE. But try to get the status of a genius (intellectual) among the men-of-the-street. I mean, to be achieved it without the use of various forms of power and force. This story demonstrates the power of a healthy commonsense and particularly, the (highly) developed spiritual abilities and capabilities, whose cultivation has been almost completely neglected in this MODERN TIME AND SPACE. In other words, the importance of the UPBRINGING AND EDIFICATION of future generations has been neglected in terms of the overemphasising the role of education.
By going methodologically behind of this dialectical content, it is clear that the ideologists of this latest natiocratic order, in fact, continue with the carrying out their modern-pagan ideas. In other words, to be substituted the role of the priests DIA Holy Books, as a consisting part of the trendy secular policy, the role of the (grand)parents of a traditional family [they also had opportunity to hear something from the Holy Books and Scriptures from their own (grand)parents], by the highly INDOCTRINATED and educated employees [teaching staff, social workers, .... various "take carers and guardians"]. Or said it in another way, apart from being drilled "to do the right thing", these professional staff being paid, either by the tax-payers' money or by the (semi)private sources, HAS TO DO WHATEVER their supervisors think it is right for the new generations: There is not enough space for love here, except of the well-known phrase, "I love my JOB, .... (money)". Apart from the ideological incentives, it should not be neglected the various economical and political incentives. For example, they are in position to recruit more people DIA the forming new (and newer) kind of clients "for the milking money", directly or indirectly (by increasing the tax rates in these purposes). In either case, the result of this is the need for additional financial resources, that for the most people means longer overtime work (more crime too, if you so will) to be covered these new requirements, but at the expense of spending even less time DIA the suitable space (spirit, mind, matter) with their children. Thus, for the most children of the latest generations, may sound strange or old-fashioned, if you so will, my relation with the grandfather, uncle, aunts, .... because many of them never succeeded to develop so close relation to their (own) parents. All this previously said significantly contributes to further, accelerated vulgarisation of the simple(st) mind. READ, "Dialectic Triad of the Bringing Up, Edification and Education of New Generations"
In either case, the described scene regarding the "waiting for the apples to rot out (0)" has been getting in the importance in the modern economy, in a global one particularly. Although I, as a puber(-adolescent), had more years of the school than my grandfather and uncle had together (if any), as well as, there were already developed my dialectical (mathematical) views, related to the "waiting" for the appearance [various stages of the dialectical development in terms of transition DIA transformation] of a star [or of an "apple" to be ripe --> both are the positive way of thinking], for the apples to be rotten [negative way of thought, but immediately corrected by my master-teachers], it was not enough. In other words, the depth of their HEALTHY COMMONSENSE and the spiritual insight in the (coming) time DIA the corresponding space, significantly surpassed my educational capabilities and the dialectical ones as well, if you so will. Or said it in another way, although in those time DIA the belonging space, I was perhaps a GOOD mathematician (and a manager, businessman too, if you so will), I got a lecture of upbringing for the entire life from my grandfather and uncle. In other words, by following this wrong (evil) way, I will never become a GOOD person: Human(e) being.
Hope, you were able to understand even better the previously described efforts of the modern natiocratic ideologists, to separate the new generations from their (grand)parents [by neglecting role of the (broader) family]. As an example, just imagine, seen from an economical perspective, how the simple "rotting of the unsold apples" (99999... : 0 = 0), in a global economy, SIGNIFICANTLY contributes to the increasing world prices, because of the reduced supply by means of the artificially made short delivery on the world market. However, the latest trend of various ways of the selling apples, just in purpose of their rotting out, is even more profitable (99999... : 0 > 0), because this latest kind of the "useful and ideal" (vulgar) clients is perhaps ready to buy again a new contingent of the "apples", and so on. Especially, this trend is visible during various (public) celebrations. For example, just watch the table full of the bought "apples" in front of the members of natiocratic elite, but most of them do not eat it. And so on, this kind of the negative dialectical math continues from a "party" to the another one.
Hope, you've got also a glimpse of this very complex topic of the dialectical (qualitative) math, as well as of a DIFFERENT APPROACH to the solving various challenges and problems in the living reality, compared to the static DIA dynamic (quantitative) math. For example, in the area of economics, where the static DIA dynamic math considers the topic of the demand and supply in quantitative sense (mob DIA group way of thinking), in terms of THE GENERALISATION AND UNIFORMISATION of this (dialectical) content under consideration, the dialectical math reconsiders it from the viewpoint of the qualitative (individual and SUBJECTIVE AS WELL) decision making. Here it is important to be emphasised, as it the previously described case of mine shows and proves, seen from a perspective of THE DISTINGUISHING GOOD from evil, the (very subjective) meaning of the notion-"qualitative" will not to be mathematically expressed each time (DIA the belonging space) in terms of the true DIA the authentic meaning of the notion - good: Various implementations of the dialectical math in negative (wrong and evil) terms, or simply it was manifested in (very) subjective terms of the meaning this notion.
Dialectical Creative Framework for Orientation in the Eternity of Times DIA Infinity of Spaces
As an example, although the logic of the mathematical (quantitative) interrelation between the demand and supply speaks in terms of a waiting for the right (appropriate) time DIA the right space in order to be bought something, it is not always (easily, cheaply, .... gratis) feasible (achievable) in the living reality. For example, during the winter [captured within a concrete space in time], a WAITING for season of the riping "apples" [time in space], is not always realisable. In particular in the case, if from this kind of the "apples" is produced bread: to hunger, to die or what? Or simply, someone of you is "dying" from the longing for having (POSSESSING) a particular piece of the fashionable clothing, shoes, handbags, and the like. As a consequence of this particular and very strong desire to be satisfied both her / his inner and external wants and needs, the logic of the demand and supply is of the second, third, .... level of importance. Or it is not of any significance at all for her / him during these very inner and external moments and places. The similar is valid for an alternative scenario in time DIA situation in the space, that is, for the MOVING THY PHYSICAL PRESENCE there, where the "apples" are ripe (right) now by (INTER)CHANGING the current space in time DIA the suitable time in space.
The author of this project study received the master degree in (international) business economics (and management and IT, as well), studying at different institutions for objectisation, as well as in different political and cultural systems (Ex-Yugoslavia and Denmark). READ the core of my master's thesis: "Netmodal Management Process" Thereby, it was followed the minimum of the prior outlined "golden" NATIOCRATIC rule. Regardless of this, the lectures of upbringing taught by the members of my (broad) family, being deeply imprinted DIA impressions of this and alike scenes in my inner DIA inmost being, have always played a very important role during the period of acting as the creator of knowledge. In other words, I had much better complementary teachers. Just reconsider the complexity of the previously narrated dialectical (school) content. At which university could be learnt something like it? Or uttered it in another way, in front of your eyes, by attempting to re-enlighten your minds, were brought out on the light of day the various modern (actual) manifestations of 'the waiting in secret of darkness for the victims to be caught in the devised obscured schemes': David - Psalm-10:2-11. In other words, it was drawn your attention on the implementation of this most simple dialectical (dynamical) math in negative purposes, seen from the standpoint of the society (world) as a whole. Where they (managers DIA politicians, ....) had learnt these (obscured) capabilities? In either case, neither the 'stepmother' (state), nor the 'owners' of various group's entities [large companies - stepmother's (secret?) 'lovers', universities - stepmother's advisers, .....], nor their (grand)parents wanted to invest any efforts, neither PREVENTIVELY "TO CORRECT" their evil-minded '(grand)children' nor to punish them. On the contrary, they do all to make silent and "dumb" each rebellious and disobedient voice, as well as they by rule also REWARD each other for their evil-minded behaviour. READ, "The Concept of the (Recti)linear Universe: Happenings in the (Recti)linear Space and Time"
In the natiocratic educational systems, in which I had opportunity to study DIA the living, acting and creating there, in the field of creating knowledge there is no big (visible) difference. In other words, this most important area of human creative activity, is strictly controlled by various government agencies, that is, it is strictly “supervised”, what is knowledge, which kind of knowledge should be created, as well as about what the created knowledge is. Instead of the growing knowledge creation, respectively its creators, they are still trying to find a way, either to destroy, to misuse, to control, to kill creativeness, creators of knowledge, the knowledge self, or to steal it from each other, by using the newest knowledge and results of technological development. An important contribution to this (unwelcome?) tendency gives also the modern approach to the education and formation of new generations, which not only destroys the (inborn) spiritual possibilities but the sharpness of the (healthy) common sense too. This is one of the many reasons, why the pace of creating knowledge and technological progress so slow is. A proof of this thesis is this project study itself. From this reason, as well as from many years of experience DIA CREATIVE STRUGGLE, I still think that a human being as the humane being / (wo)man should not become a wolf. There is a big difference and a gap placed between them. Unfortunately, many (monkey) creatures did not even manage to retain the proud status of a wolf but instead of that they chose the life of “worms”, or even worse, the life of vultures, of leeches, of parasites, of usurers and the similar species.
READ the Next Part of the Dialectic Interactive Approach:
- The Concept of the Simple(st) Mind in the Living Reality: The Training the Philosophic DIA Artistic Dialect