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The value of learning was elevated to a high
level in humanism, but unfortunately the emphasis fell on book
learning. Humanism carries the belief that unlimited power
to learn is inborn to the human species, but the humanist ideal
of learning is skewed away from all that can be learned by communion
with other, non-human species. This is a primary flaw
Human capacity to learn and adapt was rapidly
directed toward scientific achievement, and so the Renaissance
ideal of evolving humanity, vague and ill-defined
in the first place, was apidly co-opted to schemes of innovation
and technological advance. The notion of unlimited material progress
— i.e., scientific advance resulting in total mastery of
nature and the universal improvement of living conditions, and
culminating in a utopian society conceived and managed
by a technocratic elite — was introduced late in the Enlightenment,
around 1775, by which time the moral and visionary spirit of
almost entirely defunct.
In my comments on reconstructing the Fallen Goddess Scenario, I explain how I intentionally select material compatible with the Pagan (i.e., pre-Christian and non-Christian) message the Gnostics. This method could be applied in any area of scholarship and research, but it works particularly well with the Gnostic materials because they are so skanty and incoherent. No single text presents a full picture of the Gnostic creation myth. Nor does any single document from the Coptic codices present a consistent statement of Gnostic views. Pro- and anti-Christian statements can occur in the same text. To build a platform of anti-Christian views, I select from numerous texts the passages compatible with that outlook. I do so, however, in a completely transparent manner, admitting what I'm doing.
Scholars also use the lego method on the extremely difficult and obscure material of the Coptic Gnostic literature. Unlike myself, however, they do not have, or do not admit to having, a specific intention to reconstruct a particular outlook or scenario. Thus they do not put together particular lego pieces to make an animal or a tree. Rather, they are content to sort through the lego pieces and arrange them in piles. Then they label the piles, using such complicated rubrics as "a Jewish-Christian post-resurrection discourse in a Gnosticizing milieu," and write long treatises on what the labels mean.
lie: according to Voltaire, History
is the lie commonly agreed upon. According to Picasso, Art
is a lie that points to the truth. Might history them be
a lie that points to the truth? Or does it merely point to the
One might formulate a rule: any belief you
hold that you cannot play with may be delusional.
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