Search

The Road to Freedom - by Mattrick Holbert

Preface "We have it in our power to begin the world over again."~​ ​Thomas Paine, Common Sense I​t has been said as common sense that Government, at its best, is a necessary evil; its structures are built on the ruins of paradise as a necessity to limit human wickedness and vice. The inability of mankind to self-govern is the central problem of the human condition, but when government is corrupted, the resulting wickedness is greater than if there hadn’t been government at all. For too long it has been accepted that the inability of self-government is a given, and that government is inherently necessary, irrespective of human progress, or of its own corruption. In contrast, society has existed long before government, but has always been limited by the constraints of human ignorance. The convergence of society with government has created greater and greater organized systems of human intent until empire and civilizations emerged, solving certain problems of human ineptitude, and creating others. It seems today that the problems of civilization, as well as its solutions, have themselves converged until now we have both a necessity and the capability of transcending the whole mess of government by way of self-governance. Just as technologies, in the form of chemical and material forms, have evolved with civilization, so too our information and education methods have evolved. Self-governance, self-education, and self-economy are the key to reducing government to its proper place: as a minimal tool of virtuous society, rather than as a weapon of the wicked for wicked ends against society, ​if it is to exist at all​. The domination of government over the people, as if they were without government, is the world's ultimate evil. Society, governing itself by the mutual sentiments of self education and self economy (particularly by principles of liberal arts and permaculture) is the ultimate good, not only for humanity but for the world and the environment. Western civilization, while having the best of intent—to bring the so-called backwards world into civilization—has brought poverty and pollution with progress. The failure of western civilization to solve the st​ problems of its own making impel us to restart civilization at the dawn of the 21​ century (through a new education paradigm). However, what we cannot allow is the old set to re-imagine the world for us (for example: The World Economic Forum in Davos Switzerland and the so-called “great reset”). The world they wish to imagine cannot help bringing with it the same kinds of counter problems to the solutions they provide as the previous civilization did innumerable times (India, China, Japan, and the native peoples of the Americas, the environmental crisis, global terrorism, and global viral infections caused by global economic activity). Aristocrats and oligarchs, aided by their intellectuals and academic theorists, have been plotting the course of humanity since the British empire began doing so with the East India Company, and it has always been this distant and impractical approach that has resulted in greater discord for the general population of the world. The top down approach, hierarchical in nature, but far from meritocratic, has always resulted in more problems than it claims to solve. The content of this article is intended to convince the reader that a great reset is indeed necessary, but from the people themselves as initiates in a new education paradigm, and not from Davos and the technocratic set of elitists who claim ownership of our collective future by surreptitiously planning it without election or prescribed consent. The problem of human ineptitude is going to be solved by individuals raising themselves to the level of maturity and self-governance, through self education, not by the governments of the world becoming totally dominant over our lives, behaviors, motivations, etc. The solution to inequity is to abandon the paradigm that instituted ineptitude for profitability and progress (the school system), and to institute a new common standard of human conduct and culture (IVIUM). The answer to these problems is not more tyranny through technology, but to finally allow for human freedom on a large scale through methods that will be described in the body of this text (self-education and permaculture).

IVIUM, the way of ways, the road to freedom: ● UNIVIUM (Sensorimotor) Music, Art & Linguistics (Aesthetics) ● BIVIUM (Phantasmic Emotional) Concept lexicon (Vision) Art (Expression) ● *TRIVIUM* Ego (Concrete Operational) Ingestion (Grammar) Digestion (Logic) Expression (Rhetoric) ● *QUADRIVIUM* Other (Formal Operational) Number (Math) Number in Space (Geometry) Number in Time (Music) Number in Space and Time (Astronomy) ● PENTIVIUM (Ego & Other) (Post-Formal Op.) Purification (Therapy) Consolidation (Study) Exertion (Application) Balance (Union) Play (Causation/Flow)


IVIUM. Introduction [Via is Latin for road or way. Trivium is a word that means "where three roads meet." Therefore, IVIUM is "the way," "the road," or "the path". The IVIUM as we define it is a paradigm of self education, starting at the Pentivium and Hexivium, and resulting in the Univium, Bivium, Trivium, and Quadrivium for society once the transition to self governance and self education has been secured through the Hexivium. We begin this text with the univium only for rhetorical purposes.] I​vium is the way: t​he way of lovingkindness, virtue, and freedom; the way of truth, the way of courage, the way of greatness and of wisdom; the way of beauty and of goodness is the way of bringing out the best in each human that cares enough to be guided by its course. From birth until death, each stage of this process acts as the foundation for the next, ever-present and interactive. As one passes from one stage to the next, the previous stage is carried into the next, using what they have learned to broaden their horizon, much like ripples in a pond. Education, to educe, drawing out the potential of, is the greatest purpose of human evolution. To educate oneself, then, is the greatest responsibility that one can have over their own life. Allowing education to become a responsibility of the state, and further reducing its purpose to a mere driver of economic progress, was western civilization's greatest mistake th​ committed during the 20​ century, portrayed and propagandized as its greatest success. Lowering the standard of educational purpose is the antithesis of civilizations' progress. Progress comes about when individuals educate themselves freely, not when they become subject to a program developed by non-elected think tanks headed by academic minded pawns, commissioned by oligarchs and aristocrats. Clinging to what is or has always been, is and has always been the reaction of feeble minds and absent imagination. The way to improve our world is exemplified in the thinking of Nikola Tesla, Albert Einstein, and Carl Jung, not their predecessors or competitors. The reason their intellect was so revolutionary and seemingly inexplicable has to do with esoteric realizations derived from thinking beyond the norm, tradition, or the filtered programming of civilization. It was Einstein who said “we cant solve our problems with the same thinking that created them,” and this holds true with the public school system, its resulting population of programmed thinkers, and the resulting problems arising from feeble minds and absent imaginations caused by a faulty education paradigm. To be clear, the school system is not a failure because it serves its purpose perfectly according to what those who created it desire from it: to produce a product, one which serves the ends of profit and production, not human innovation and inspiration. If increasing profit share is the overall goal of education, however, it has failed humanity first on principles alone, regardless of how successful it is to the purposes of economic growth in a practical sense. Economic growth through practices of teaching and learning that resemble factory work, when the world is in an information age, is not only backwards, it's crippling and self destructive. This kind of practice, regardless of how entrenched people are, and indoctrinated to it, has resulted in the steady decline of intelligence generation by generation that has ever occurred post renaissance. Indeed, what we need today is a new renaissance, but one which takes the classical liberal arts and expands them to include the entire lifespan—from birth until death. The subject of this text will be to delve into what education would look like if we were to take it seriously, rather than using education as a mechanism of economic progress, or really as a means of controlling the population.

Univium T​he importance of aesthetics cannot be understated. Fundamental to healthy brain development, the first interactions with the world are based on the surrounding environment. Aesthetics account for a great deal of the human experience. When we think about the importance of beauty on the mind, and how that interaction between the environment and the brain impacts the character of the human experience, the importance of cultivating art (in all of its forms) in order to improve the human environment becomes apparent as fundamental and universal. The first of seven converging roads, univium is a word to describe the path of creating a better environment for developing and growing a better mind. The healthier and more stimulating the environment, the better the brain and mind raised within that environment is likely to be. The common sense of needing a beautiful environment is not so common in progressive paradigms predicated on personal perception over practical pedantry. In other words, people want to think that what they like is what is good for their brain, and that’s both true and not true. What they like has been ingrained into them over their lifetime due to cultural forces like taste: what you are allowed to consume aesthetically will determine your preferences, but not what beauty actually is. Further, the need for universal standards to set a basic, common understanding of the principles of beauty is necessary for the youth, but not for those who graduate from the pentivium, as we will explain later. People also think that having standards for beauty is harmful to human happiness, and they are both wrong in their assumption, and harming human development with their resulting actions. With this assumption in mind, the modern cities were crafted, thinking only of the need for practicality, and nothing of beauty. The minds who designed the cities were cold and intellectual, having no consideration for the rough surfaces that compose the complex landscape of their own flesh and the divine image of the natural world. Beauty is a symptom of complexity, functionality, and excellence. Classical music, fractal geometry, classical geometry, astronomy, art works of various periods and from various perspectives, all have one thing in common: beauty. It can be said that beauty is in the eye of the beholder, and so it is a relative thing, not something that can ever be universal. However, while this is true for the mature mind, it is not necessarily true for those who need first principles taught to them, as the basic concepts must be internalized first in order for them to fly away freely from them. Without the basics, how can they hope to create new and more personalized aesthetics for themselves? The human brain can be stimulated by beauty as defined above, causing neural pathways to be established that result in greater intelligence. That being said, neural plasticity (the constantly developing brain) is not a new concept, but it is still an unfamiliar one to many people. The truth is, the human brain can constantly evolve depending upon how it is stimulated; it is not fixed after a certain age, instead it is capable of rewiring and changing to adapt to whatever environment, situations, or set of stimuli it encounters. It is doubtful humanity would have survived for as long as it has without this property, as harsh and as complex as life on earth can be. Environmentally, establishing surroundings that are conducive to neural plasticity is up to the parents to create for their children, but when the child becomes old enough, their own mental arousal becomes a personal responsibility. That being said, a standard of aesthetics in this way must always be thought of as a necessity if we are to be healthy and happy human beings from birth until death. The creation of a stimulating and broadening aesthetic is the responsibility of the adults in our society, such that the children being raised in their care are affected, stimulating their mental and physical growth into intelligent, inspired individuals. The ancient societies used aesthetic principles to build their cities, and had their own interpretations of what was best—usually according to their sense of adoration to the gods. What we have done in modernity is create cities according to the needs of corporations, and have thus sacrificed the aesthetic principles for cost effectiveness. Grey square shapes dominate the cities, rather than the organic geometry and stimulating patterns of nature. Outcomes of these structures can be seen in the hostility, poverty, and general discontent of the population; to try and abate this problem there is a constant attempt to bring color and art into the drab city by graffiti, sculptures, street performers, advertisements, etc. If there weren’t a drive to have a more aesthetic environment, these practices would not exist as a way to combat the dullness of the city landscape. So it is just as important that children be the focus of the aesthetic drive as it is for the sanity of the adults dwelling within the human environment. The purpose of describing this necessity is to make clear that it is present from birth until death; it is a needed component of the education and maintained sanity and happiness of every human being living in a society. Without aesthetic beauty and proper stimulation, the human mind becomes dull and passive; without intense feelings, the constant evolution needed for a full and fulfilling life cannot develop, and humanity becomes a slave to the impulses programmed into it by its government propaganda, and freedom becomes difficult if not impossible. The goal of this chapter has not been to determine for the reader, or society, what the aesthetic of the univium is to be, but rather to give an outline and a basic introduction to the reasoning behind the need for aesthetics culturally, both for the newly born and for the adult, aging mind. However, we can determine that beauty must play a central role (characterized by complexity, functionality, and excellence) in the framework of society and cultures. Much of the ancient world was already doing this before modernity, and perhaps going forward will require us to look back at these cultures for inspiration. To give an example of beauty as defined above: classical music is beautiful when it is complex enough to be challenging to comprehend, yet so excellent as to make us wonder, and to feel moved inwardly and outwardly. The function, then, is to cause reverence, even adoration for the whole of humanity and ultimately the universe by listening to it. This specific version of beauty is not for everyone, but many people have a particular classical song that resonates with them. The power of such music, as opposed to popular music of today, is to create a continuum of such divine inspiration as to temporarily transcend the senses from human to divine. The value of transcendence is that it is both therapeutic and purifying, having the potential of causing people to care about the world in a way that they hadn't before. Caring in this way is the generating principle that makes any evolution of human potential both possible and probable. In other words, we need beauty to evolve, not as a species but as players of life.

Bivium T​he need for a lexicon of concepts, like we have for words, is especially obvious when we realize that the language of today is deteriorating, or as many believe, evolving faster than the language is capable of measuring. What may be happening is a combination of the two, and for that reason it is necessary to both reaffirm the importance of terms and their meanings, as well as concepts and their reasoning. It will not be the purpose of this chapter to create the lexicon of concepts, as we prescribe, but rather to define the purpose and reasoning behind the need for such a lexicon, and give a framework for developing it for future generations. First, it must be understood that this lexicon will be elementary, just as the dictionary is both for the early student and for the aged. The necessity of this lexicon to be accessible to all ages, and informative for all stages, cannot be understated: just as the dictionary is used by both fools and sages, so too the bivium must be universally applicable for understanding concepts. The bivium, however, is not meant to be an in depth or encyclopedic exploration of concepts, but rather as an expedient course, capable of expanding the mind of the young, and refreshing the mind of the old. The younger that one is introduced to the bivium the better, but it should have the ability to broaden the mind of whoever comes into contact with it regardless. Moreover, once the concepts of the bivium are common knowledge through ubiquitous exposure, the communication of these concepts (albeit hampered) will be inevitable throughout the population. Because the bivium is not a lexicon of terms, language is not the main focus, thus a simulacrum will suffice. The simulation, being for the purpose of informing a universal audience, must be appealing and informative to all stages of development. It is not necessary to appeal to the audience, but rather to simply and matter-of-factly explain the nature of our reality through simple imagery.

A list of concepts to be contained within the bivium are as follows:

Dimension Platonic Solids

Polyhedron

Irregular shapes

Fractals

Electricity

Turbulence

Convection Flow Fusion Newtonian mechanics Atomic Structure Astronomy Light/ Color Energy/Circuits States of Matter Code/Computing Physiology Biology Evolution Geology

The purpose of the above list is to give a sense of the scope of this lexicon of concepts. To explore these concepts without pedantry is the challenge of future educators, parents, and perhaps entertainers, but not the purpose of this discourse. Our goal here is to simply lay the groundwork for the development of this lexicon, the principles and the reasoning thereof, as well as the appropriate methodology with which to do so. As we lack the resources of a society, as well as the expertise in simulations to compile and create the representation of these concepts, so we leave such a task to those who do. Moreover, it ​cannot​ be the responsibility of one person to create this entire bivium. Instead it must be the challenge and responsibility of an entire population to develop and maintain it within their own culture. Just as the dictionary is formed out of the naturally occurring evolution of language, so too the bivium must be compiled in an emergent fashion with the current understanding of reality as it evolves, rather than as a fixed set of concepts in a lifeless form. As the bivium and its lexicon of concepts are delved into, so too the early learner, that is the child as young as three years old, can begin to express their understanding of these concepts through art of their own creation. In the context of lifelong learning, the road to freedom starts, truthfully with self expression and play. Without play and self expression any and all methods of teaching are tedious at best. For that reason, the aesthetic of the univium, carried over into the pedantry of the bivium and later stages must be afferent to joyful stimulation, to beauty (complexity, excellency, and functionality). So the bivium should be considered both a lexicon of concepts, and a stage of development. This stage of development, though relative to the natural intelligence of the children passing through it, should be considered as a foundational process beginning at the age of three, or when a child is capable of communicating. The education surrounding this stage should not be focused on the concepts enclosed in the matter-of-fact information of the bivium, but rather within the play expressed as they are exposed to it. The bivium, like the trivium, is a measuring post of a child’s ability to draw conclusions from the truth as it is exposed to them. Just as the univium is a means to an end, so too the bivium is the foundational primer for both accumulation and expression of knowledge, and acts as the basic framework for the integration of self within the broader reality. Said simply: the bivium is a feedback loop of concepts and creativity, of intelligence and emotion. Facial expression and understanding emotion is something that children are particularly wired for, given that the human animal is inherently a social creature. For this reason both academic and social interaction are vital to the continuous engagement of the young in their own education. Learning is not a dead, stagnant process, but a living one characterized by the activity of engagement. Play, expression, and imagination are the central aspects of the bivium stage regarding the youth, all of which cannot be told or simulated, but must be personally lived. Thus, the bivium is composed of two aspects, both the lexicon of concepts, and the lived experience of personal expression. Aided by, and resembling the previous stage regarding aesthetics, the bivium sets the stage for the remaining stages, encompassing them all.

Trivium T​he value of effective communication to a free and just society cannot be understated. However, when a government is designed to replace the people’s sovereignty, judging them unfit to rule themselves, two separate societies are formed: those who are expert in communication and judgment through grammar, logic, and rhetoric (i.e. the Trivium) and those who are not. For this reason the Trivium, originating from Aristotle, and applied during the medieval period, resulted in what we now know as the renaissance. The classical liberal arts of the Trivium (grammar, logic, and rhetoric) are still being taught, mind you, but not to your children or mine in public school, but rather to those children who come from privilege. The aristocracy of our society, and their progeny are educated in the classical liberal arts, either in elementary school or in college. Either way, what this constitutes is a break away society: liberated aristocrats with the power of knowledge provided to them by privilege, and the passive public, indoctrinated by a system of chimes and single file lines. Yes, you will learn grammar, but not logic and rhetoric, thus keeping you and your children in the dark. The Trivium is a classical education method, and makes up the first three parts of the classical liberal arts (​grammar​, ​logic​, ​rhetoric) ​as we have stated​.​ This process lays the foundation for the proper understanding of the world by coming to terms through grammar. The value of reading, particularly, is that one can gain experience from others, without having to go through the events that brought that experience for themselves. Through reading, a person can live vicariously, and learn expediently in hours what took years and perhaps lifetimes to accumulate for others. The reason the Trivium is and has always been such an effective education method, is because of not being composed of a lot of fluff, or unnecessary information. All it does is lay the groundwork for someone to simply educate themselves by reading, analyzing what they have read through principles of logic, and giving them the basic tools of communicating to others what they have come to know through rhetoric. That being said, it is not our purpose here to delve deeply into, and reinvent or recreate the trivium, but rather to reference it, and shed light on its necessity in our time. The power of the trivium, to liberate the mind and bring about a light from within, capable of discerning and understanding, once liberated, is as powerful a force as any government, but for the direction of freedom through self government, instead of enslavement through inevitable tyranny. Ask yourself, why were the classical liberal arts phased out, replaced by schools designed to mimic the conditions of factory work? Further, why are we still using this method of teaching and indoctrinating our children, when factory work has largely been phased out by globalization? It makes sense for those developing nations, but not for the developed world. As obsolete as the current model is, it is no wonder why the world is in such a dire state as it is today. The current education paradigm has existed for longer than 100 years. The result has been double edged at best, and intolerable at worst, as literacy has seemed to improve statistically, but evidently not in substance. People can read, but barely, and those who can would rather read fiction over non-fiction, while others simply choose other media to entertain themselves such as video and audio books. In other words, reading is not thought of as a means to liberate, but to entertain even in the best cases. Further, our education paradigm has given learning and the process of educating oneself a stale and tired impression upon those who pass through it. School, as a practice, has led to the breakdown of curiosity and lifelong learning. When a student graduates from school, they feel their education and their learning has completed. For this reason, despite being given the keys to unending knowledge through literacy, the average person slinks into the perilous position of foolishness through stagnation, rendering them wards of the state, rather than sovereigns of their own destiny. The Trivium itself may be ancient, but the principle by which it liberates the mind—and lays the foundation for autodidact learning, is as alive today as it was in medieval times. Our present school system may be what is current, and a product of modernity, but that does not lend it merit inherently. The problem of creating a better education paradigm is an elephant in the room, which we ignore at our own peril. Those of us who know of the Trivium believe it to be the greatest means of liberating the mind that there has ever been, and by merit of its fruits, not by the merit of those who concocted it, or their credentials. This concludes this chapter on the Trivium. For further reading, there are numerous outlets, both online and in print, which one can reference for further education regarding the Trivium. However, below are the two best that the author has found useful:

[Online] TriviumEducation.com (Jan Irvin) [Book] The Trivium: The Liberal Arts of Logic, Grammar, and Rhetoric (Sister Miriam Joseph


Quadrivium [Again, rather than attempting to reinvent or remake the quadrivium, this chapter will be about explaining why it is necessary for these liberal arts to be reinstated, and become the cultural focus of our collective and individual education. By peering into the multiverse, by recognizing the mind of god, we become connected to the greater mind, and the god within us.] U​nderstanding the universe in an in depth way may seem like a far too difficult task for the average person today. Our lives are suppressed with the worries of money and debts to the systems that oppress us and suppress our greater potential with fear and an artificial sense of lack. That being the case, the importance of learning the quadrivium: math, geometry, music, and astronomy, may seem like a pipe dream, or some stale academic notion. However, one component that may be missing from the quadrivium on the surface, is the hermetic principles, the first of which is mentalism: that the universe is mental. With this in mind, we are not necessarily learning the subjects of the quadrivium in order to perform math more effectively, but rather to understand the nature of reality in relation to our own felt experience as human beings in greater context with the universe. We are a product of math, geometry, music, and astronomy. To understand our place in the universe, we only need to look within when thinking of these concepts, and internalize them to understand that we are avatars, living representations of the first actor behind every mask. Without this underlying understanding, any attempt to learn about the universe is futile. If all you are is a soulless creature, produced by random accidents of clumping matter, liberation from government control is impossible (because all you are is a lump of clay to be molded by governors). Those who wish to be liberated can only ever do so by knowledge, and knowledge of the universe inherently brings deeper knowledge of self. The more we learn about the universe the more mysterious it becomes, the more mysterious the universe becomes, the more astounding our own existence becomes; the more astounding our existence becomes the less appealing the domination of governments—run by oligarchs, aristocrats, and criminals—becomes. This is why the liberal arts, and not the current school curriculum, is capable of liberating humanity from the shackles of ignorance and mental slavery. Self mastery is the process of learning beyond the signs and symbols of universal knowledge, into the character and mental activity of a self-actualized individual. Where the quadrivium is the lesson of the universe outside, so too we must learn about the universe within. Every integration of greater knowledge will contribute to deeper stages of understanding and broader stages of consciousness regarding the self and its relation to the universe. The process of broadening the mind through exploring the concepts of the quadrivium, given the greater understanding of our universe that we possess today, as opposed to medieval times, as well as the esoteric, spiritual concepts of the hermetic principles, gives us the keys to the kingdom within and without. The potential to restore the human from a wage slave to a sovereign exists always, and never before has it been more feasible than now. Moreover, an appreciation of these elements in our personal life gives our children a better chance to be stimulated by math, geometry, music and astronomy through us as parent initiates. The aesthetics we choose will be stimulating for them in ways unprecedented, and a compounding effect shall occur in our world as the univium is developed generation by generation through the lens of the quadrivium. In this way, personal development at multiple scales and interrelated stages will occur. The intended effect will be that a feedback loop occurs in an afferent way from all stages back to the univium, an aesthetic flowing from the love of truth and knowledge into the next generation, thus compounding that process for every generation that follows. As the feedback loop is complexified, the better and more excellent this process will become, increasing its functionality by every generation. What we have witnessed with the dawn of the school age is the opposite of what we describe above: every generation becomes less inspired, less intelligent, less complex, less excellent, and less functional. The universities have not helped to liberate the mind, but have brought all too many into the illusion of insignificant differentiation as their personal identification, losing sight of the unifying truth that we are all made in the image and likeness of the All, and that the deepest part of me is the deepest part of you. Nor has teaching to tests set by the federal curriculum liberated the minds of younger students; all this has done is limit the purpose of teachers to glorified babysitters for the parents who are slaves to the state and its corporations that lobby it to create better federalized testing. The feedback loop of modern education is a negative one, which represents the shadow of a truly liberating and enlightening education. Freedom does not come from the powers that be, nor from any institution, but from the accumulation and application of knowledge leading to self mastery and ultimately to individual sovereignty. In the chapter below we will describe a process of self emancipation, which represents the author's personal contribution to the art of liberation, the road to freedom.

Pentivium “The ability to observe without evaluating is the highest form of intelligence.” ~ Jiddu Krishanmurti In this chapter, unlike the previous two regarding the trivium and quadrivium, we will go into greater depth regarding the Pentivium. Since this process was an invention of the author, we can speak with more authority and in more detail than the trivium and quadrivium, and because this is not a subject which has had books written about it, or history behind its efficacy, it stands to reason that an in depth description of the process is necessary. Please also note that this is not as simple as a mere aesthetic, or a lexicon for the purpose of broader expression, the univium and bivium were given less focus than we will devote to this chapter because they are ideas that practitioners of the Pentivium must develop for themselves and for future generations. We believe this subject to be of the utmost importance to the authenticity of this overall document, and that it brings together the elements of the previous stages in such a way as to integrate and amplify their impact.

I. Purification M​etacognition, thinking and reflecting upon our own thinking, is a sign of intelligence, openness, and awareness. If we are to practice the pentivium, metacognition is essential. The first stage of the pentivium is ​Purification. ​What we mean by purification in the context of education, particularly for the first practitioners of this process, is to properly unlearn and reexamine what we have learned through the cultural framework that we have been raised through: i.e. to unschool ourselves. If we are going to be our own educators, first we must destroy the voice of the teacher, a spokesperson for the state and its authority over our lives, our minds, and our imaginations. We must purify ourselves of the cultural influences that dictate our cognition, our thinking, and our taste. In this sense, purification is the first step towards creating our own culture, separate from the prescribed apathy of the school paradigm and modern media. By burning the textbook that we have internalized, as well as the attributed authority associated with that book, we may become the teachers of ourselves without restraint or reservation. To fear the fundamental right of educating ourselves is to fear the very thing that liberation is made of: the love of truth over the love of safety under authority. Purification from the known, from the prescribed knowledge of cultural conditioning is the first step on the road to freedom. If we are ever to self govern, first we must become free from the mental shackles of cultural indoctrination. This includes the state house as much as it includes the supposed houses of god. To be awake, first we must let go of the dream; to be free, first we must burn down the structures that bind us. Both the structures of government and the dreams we cling to are internal first, mental first, and then manifest themselves in the world around us. Through meditation we strengthen our ability to observe without evaluating what is observed. In this way we can begin to dissolve the lifelong programming we have no doubt experienced. However, for many meditation is not an easy, or even acceptable task. Therefore, as an expedient, the use of plant based medicine may be applicable for this purpose under certain controlled circumstances. If meditation is already being practiced, the use of plant based medicine such as psilocybin/psilocin mushrooms will only amplify the overall outcome of metacognition—hence their previous illegality mandated by authoritarian governments prevalent in western civilization. When the author says certain controlled circumstances, the intended meaning is simply to imply the need for guided meditative process: sounds that bring stability, visual aids that promote inward mental focus, as well as perhaps the use of isolation tanks and other methods that simply draw the focus from the outside world to the world within. As a practical means of cultural deprogramming, meditation, as well as medicinal therapy have value, and their application in a responsible, respectful way have the potential to purify the mind to a point of philosophical tabula rasa or a mentally “cleansed slate.” Of course, the clean slate we are going after here is not total, and cannot hope to be like that of an infant: we will still have language, and much of the programmed concepts which plague our conscious mind will still be present.

However, through meditation and metacognition we can better observe those programmed thoughts without judgment, and process them as if they are no longer familiar. Gradually, we may begin breaking the habitual thinking associated with them, and thus processes their negative effects out of our regular mental state, which we would never do otherwise because we are just living our lives on autopilot as a matter of course and mental health. That being the case for most of us, it was the modern sage Jiddu Krishamurti who said “it is no measure of health to be well adjusted to a profoundly sick society,” and for that reason the active process of purification from the known is a constant and integral process to the Pentivium, the road to self-government, and in time absolute freedom for the whole of humanity. Today more than ever, the need for purification from the influence of not only media and government, but social media and the technologies that convey them must be actively pursued for the mental freedom and social, cultural rebirth that is so desperately needed in our time. Put down the phone and spend time in the moment. This moment is where everything is happening, and it is by disconnecting us from this moment that the technocrats are capable of rendering us no better than the walking dead. The truth is we are being turned into gradually less and less thinking, less and less feeling, less and less caring beings until eventually we are no better than the robots they hope to replace us with. Speaking of caring, the primary point of purifying ourselves is to unlock our sense of caring, which is suppressed by fear, hatred, and lies. CARE is the generative principle of the entire process to traversing the road to freedom and self mastery. Without giving a damn, none of the following stages of this process would be possible, because no effort would be made, attended to, or desired. What we desire, what we care about, is what we attract into our reality. When we recognize the hopeless condition that the tech giants profit from, and start to put down the phones, move away from the televisions, and start building a new culture in their stead, we will be defying the will of our enemy by caring about more than what they represent and profit from. Be naive at your own peril; the big tech firms are not interested in human betterment at the top levels, but seek to engineer society to be more easily controlled, and would have us enslaved to our own lower impulses, guided not by wisdom and truth, but by basic animal instincts that are easy to control, monitor, and regulate. The tech conglomerates, the governments, and the religious organizations have our attention so intensely because we lack inspiration. Our systems of government and media have ensured our lack of inspiration and intelligence; they push us into being pawns in their game, rather than original characters capable of self governance and independent thought. They don’t want us to be free, for this would bring down the comfortable conditions they rest upon, feeding off of our productivity like the sycophants that they are. To dissolve the bondage that these massive corporations and their technological, informational landscape create, we must first recognize that we were evolved out of star dust to be more than mere clay for them to manipulate and mold to their will. We are imbued with the essence of the divine by way of awareness and mind, and so have the innate creative forces within, regardless of our ability to recognize it or not, and regardless of our willingness to admit it or not. However, because we have not been exposed to the mystery, and awe inspiring knowledge of the preceding stages leading up to the pentivium, we lack the lost hermetic principle of CARE (what we care about day to day, is what we create and attract through practical, repetitive processes). For this reason, the act of purification is vital to the process of developing the necessary awe and wonder that, without the liberal arts, is lacking in our bland and uninspired culture. Purification is unnecessary in an already purified cultural setting, and would seem second nature to those living in the future society where this is commonplace. Nonetheless, purification and a constant apprehension of reality is perhaps the most significant stage in the pentivium, and acts integrally between the following stages.

2. Accumulation "A mind that is habitual is insensitive, a mind that is functioning within the groove of a particular action is dull, unpliable, whereas awareness demands constant pliability, alertness." ~Jiddu Krishnamurti O​nce we have committed to actively pursuing the process of purification (and learned the principle of CARE through the apprehension of the greatest truth: that we are all one in the mind of God, and thus co-creators of our own reality through constant attention as actors through mental processes) it is possible for us to begin the next stage of the pentivium: the acquisition of knowledge. However, unlike the school paradigm we cannot resort to some other person for our sense of knowledge, even if their message is to think for yourself. The truth is, the acquisition of knowledge is not easy, just as purification is not easy. The difficulty of acquiring knowledge on our own, and really distancing ourselves from the distractions of modernity, is the challenge of our time, just as peace and chastity and was the challenge of the previous generation. To fail this test means to fail to become original characters, and hand our children over to the powers of the state without reservation. What the author is trying to convey through saying this is that in order for us to be truly free, and players of our own game, instead of played upon by unseen and unknown worldly forces, we must first care enough not to simply rest our minds into apathy and mindless entertainments, or accepting things as they are. Learning should be a lifelong process, just as it was before school was introduced, and historically the anomalous experiment we call school has resulted in a significant reduction in the popular pursuit of knowledge through general literacy. Though the halls of academia have restricted the access to their more functional, rare, and complex forms of knowledge, the knowledge we are seeking, particularly in the context of the first practitioners, is the acquisition of self-knowledge. Thus we bypass much of the red tape and restriction of access that college and so called higher learning have come to represent. To know yourself is perhaps a more difficult, but a far less costly process overall. Nonetheless, self knowledge takes as much care as the process of working towards a degree in whatever subject, perhaps more since it cannot come about through the pressure of governments, culture or family, but must be derived from within you. Self determination in the process of accumulating knowledge, be it of yourself or of your reality is a high ideal, and one which is not suggested lightly. For those of us with jobs that demand much of our concentration, and children that absorb much of our psychological energy, the prospect of purifying ourselves from our culture and learning new knowledge would seem like demanding water into wine, a miracle of sorts. Moreover, the author does not mean to suggest that we all become hermits and relegate ourselves to the acquisition of knowledge to the exclusion of all of life’s more simple and perhaps basic pleasures. However, because our culture has been hijacked over generations, the time for sloughing off responsibility has run its course, and it is time for the majority of us living under tyranny to take our lives back from the oligarchs and the aristocrats; it is time for us to create our own culture, a culture imbued with the power of knowledge. It is time for us to entertain ourselves with the process of replacing the old systems, and do so with the active participation in the present moment instead of movies, social media, or video games. All too many of us are privileged, and take for granted the powers of a culture in which knowledge and personal sacrifice is not as necessary as money. The love of power and money, indeed, has superseded the love of knowledge and truth. Those of us who have not had the luxury of being born into money have a greater appreciation for the love of and power that comes from the acquisition of deeper knowledge—be it through reading or through personal experience. The process of accumulating knowledge, particularly from the hermetic tradition, serves as a means of understanding who we are and how we can directly affect our reality. By becoming our own philosopher, and returning to a point of curiosity about the nature of reality, each action taken in the pursuit of self knowledge is a step towards greater personal freedom. Because the natural laws of non aggression and personal sovereignty bring us all closer to a status of independence, the necessity for interdependence becomes that much greater. Only by applying the knowledge of who we are can we hope to truly become the creators we were born to be. Each of us is justly a king according to Natural law, but because each of us is a king, this insight only leaves us back to square one as absolutely equal. Equality renders each of us incapable of ruling one another under any circumstances, however, and necessitates a total reformation of the world order. Either humanity must abandon the state of nature and form a government out of distrust, or it must trust that through self determination humanity will emancipate itself from ignorance and create order from chaos. The fact that humans have created incredibly complex structures for the establishment and perpetuation of government from the top down, suggests that freedom is possible in such a way that humanity becomes, from the ground up, a single organism bent on preserving its own survival absent government, but through society and culture instead. It is through in-fighting that the illusion of government is maintained, and it is this illusion which perpetuates the lie of government as a benevolent care giver, as opposed to a check on the evils of wicked people. All that government is is a supplement for the failure to self govern. Essentially the government is ourselves, but not out of democracy, but out of our own failure to be masters of our own destiny. To self govern, all that is required is the knowledge of self, which can only be acquired when we are open, and cleansed of the insidious propaganda that the government and its lobby are committed to. For this reason, truth is a poison to the kingdom of lies. As a matter of course, the need for a culture that is rooted in the earth, as opposed to technology, war, and fear of our fellow human beings, is critical for mental health, as well as moral sanity. Economic concerns regarding food security are serious and require greater care than simply resorting to technology to create food on an assembly line. It is not the intent here to suggest that technology needs to be altogether abandoned, but rather that it should not be our primary focus regarding economic concerns generally, but especially regarding food security. When it comes to accumulating knowledge, and the priorities of what that should entail, technology should be present, but not the first priority, because whatever technology we create will never be as complex or as beautiful as life. Plants and animals are capable of creating systems that make our technology look comical by comparison. Were we to devote our time to caring about creating permaculture, not only would our issues of food insecurity be solved, but our preoccupation with technology would seem as pointless as it is. Fresh, clean and healthy food promotes the health and excellence of the brain and body. By studying how we can create natural systems of self sustaining food production, we can bypass much of the unnecessary problems of modernity and centralized food production. Indeed, the author would suggest that, whatever self knowledge we acquire is hollow without some knowledge of the natural world and how it reaches synthesis. Permaculture is the subject of natural systems and how a person can create a naturally sustained system using those principles of case and effect, as well as correspondence. Indeed it is through permaculture that waste is virtually eliminated from the food cycle, and food production becomes a natural, organic process, without money or profit from its production as a concern. The creation of a self reliant economy of food production is the first step in liberating ourselves from the constraints set upon us by the centralized food manufacturers. When natural food production is established, the need for transporting food, processing it, and preserving it becomes unnecessary. Further, if cities are re-imagined to include the permacultural landscape, the idea of food deserts and food scarcity can be more effectively dealt with. The problem is cities are run and operated by financial instead of practical concerns. Indeed, this call to studying permaculture in order to start on the path of self-economizing is no joke, but stands as a measure of personal responsibility for our own health and happiness: if each of us is taking care of the land and of the environment, it in turn will take care of us. But when we allow the care of the environment to be left up to experts and their corporate handlers, we leave our life in the hands of our enemy. The poor and hungry of the world are not starving because they are lazy, but because of the ineptitude of our leaders. Permaculture is a solution to the problem of both poverty and of starvation; connecting to the earth is a solution to both mental enslavement and depression as a matter of course. Connecting to nature brings us closer to the connection within ourselves as expressions of nature. Technology is an expression of our minds in an artificial attempt to go beyond nature, to transcend nature, and in a sense to shun nature, but despite this both aspects of our environment are both necessary and good, the trick will be creating a world in balance with both, harnessing the power of natural systems as well as artificial ones to best impact the biosphere. It is my hope that this tangent has at the least brought the concept of permaculture into the scope of consideration, as it is an unfamiliar idea and I encourage the reader to look into it at the very least because if enough of us become about it, it is likely to lift our imaginations towards building something better than the standard life we live today, and would ensure that food becomes much less of a hard problem than it is today. As a first act of accumulation, I give to you the hermetic principles in the hopes that you will act upon them [please note that I have expanded them from the traditional 7 to the esoteric 13]:

1) Mentalism: the universe is mental, reality is the thought-form and representation of a greater mind. Consciousness is fundamental, linking and likening us to the creator.


2) Correspondence: As above, so below: we are avatars, connected to the creator through fractal self similarity. As within, so without: who we are on the inside will reflect our experiences on the outside.


3) Vibration: The universe is in constant motion; everything moves. Mind is the central mover, and by willing the mind to vibrate differently, the universe will respond in correspondence.


4) Polarity: Opposites are degrees of the same spectrum. Emotions are a matter of vibration, and changing our mental state is a matter of simply adjusting that vibration on the spectrum.


5) Rhythm: What goes up must come down; all things vibrate between positive and negative, and it is through the application of the previous principles that we determine how hard we go from one to the other poles.


6) Cause and Effect: You reap what you sow. What you put into the world is what you get out of it. This is the truth regarding agriculture as much as it is spiritually true for you morally and socially. Act or be acted upon.


7) Gender: everything has distinctive properties that fall into the category of either masculine or feminine according to the law of polarity. The brain has two hemispheres associated with either gender traits, and so even within each of us is the spectrum of gender lltraits to varying degrees.


8) CARE: What you care for and attend to, what you align yourself to through vibration, in correspondence of mind, and cause and effect becomes what you manifest. The true law of attraction. You are directly responsible for your reality: each of us and all of us are directly responsible. What you do is what you attract. Be ignorant and bring ignorance into the world, be wise and bring wisdom into the world.


9) Disclosure: God, the greater mind, wants to have a relationship with you, and through certain avatars, aligns itself with the microcosm in order to give insight into how we can have a direct relationship with the ALL. Each of us can have a direct relationship with god if we attune to that frequency through meditation, prayer, etc.


10) Evolution: just as children are born to grow and better themselves under our care, so too all of God's creation is evolving and becoming better according to their CARE, and the laws of cause and effect, vibration, and correspondence. Through disclosure, we are given greater insight into what that evolution is determined to be , and how best we can evolve according to god's plan.

11) Transcendence: The single cell organism evolving into a multicellular organism, the individual into a society, and many societies into a global society, all represent the principle of transcendence. Through correspondence, all life, microscopic, scopic, or macroscopic are determined to evolve to a transcendent goal of integration after a period of differentiation.

12) Self-similarity: a characteristic of fractal processes in which the whole can be found in each of its parts. Holon is a term to describe a compositional whole that is also a part of yet another composition. Everything is a holon.

13) Unity: oneness with the ALL is both inevitable and inescapable. We fear unity at the sacrifice of self, but only by facing our fear of unity with the greater mind can we ever truly live and love as enlightened beings. Embracing death is the key to life.

The overall importance of these principles is that we are responsible for our reality, each of us individually and all of us collectively determine the ride we are on, and that of our children's children through ancestry and parentage. This is both an incredible opportunity if we stand up to the challenge, and a potential curse if we are content to falling into apathy and complacency within our lower impulses. By acting on what we learn from the implications of these principles, we may become masters of our destiny, but if we ignore them we simply continue as usual and suffer more deeply as is the law. To study and apply the knowledge of the wise people throughout history we may become wise, and with love and wisdom we will possess truth, and in that unity with the ALL mind, we become embodiments of truth, capable of governing ourselves as initiates in the great work of evolution.

3.​ Act​ualization E​ach of us is born a blank slate, and that is both the blessing and the curse for humankind. For our ancestors it seemed an irredeemable curse, and to combat this, they created religion, and out of religion they created government. For without the philosophical and moral dictates of religion, wickedness and vice would not exist. Of course they would still exist, but there would be no definitive means of judging them as evils, and moral relativism would prevail as is becoming the case today as it was before the fall of previous civilizations. However, even as government was instituted to aid in ecclesiastical madness through courts and through worldly judgement, religion was instituted, originally for humanity to master its destiny. But ultimately, religious institutions functioned merely to gain power and control over their flock and act as a sycophantic system of ritualistic abuse. Nonetheless, this blank slate that humans are born with can act as the greatest blessing for future generations if we take this mess of human existence seriously for once in our miserable lives. Were we to create an environment for learning, an aesthetic and a life within that aesthetic that is worth living, we have the potential to emancipate those who have yet to be born, and introduce them to a world that we can truly call free. If we are ever to master our destiny, knowledge of how is not enough, we must act upon that knowledge, and apply what we learn. ​Actualization​ is the third stage of the pentivium process. Actually doing what we know to be true is not as easy as it sounds. We are, as a matter of natural consequences, far more inclined to act out our basic, animal nature, as opposed to our higher, divine nature. Moreover, because of the blank slate we are born with, inherently we are driven towards the easy way, the way of the impulses as opposed to the way of enlightenment. It is the human spirit that has always been so indomitable, so irascible that not even god could tear it asunder, not with flood or fire. The only thing that can wreck humanity is itself. Similarly, the only thing that can save humanity is human love and wisdom, for there rests the truth, and the truth sets us free (to be self governing). To actually act, as opposed to merely standing by and watching as the world becomes more of a mess is a traditionally religious sentiment, and it is the highest nobility. To be genuinely loving towards others, instead of fearful or hateful, puts love into the world whether we see it or not. This is the law of correspondence at work; that is to say whatever we experience inwardly is simultaneous outwardly, not in time but in affinity. To not act, to not learn, to not purify, and to not seek thy self in the deepest sense is to miss the point of existence: to grow from being a baby into being like the very universe which spawned you out of the primordial essences. To ponder our existence, however, as we have said, is not enough. Actions need to be taken, mistakes made, in order to reach perfection within, and thus be fully capable of governing ourselves. All too much of human society and culture, and I do mean on a global scale, is caught up in worldly pleasures and the satisfaction of the senses in this lifetime. This, however, leaves little in a practical sense, to our progeny, or children. What this would be like is if we were to plan our lives as if we were going to commit suicide right after our child is born. Yes, we have escaped responsibility and karma, just as we have escaped virtue and dharma (right action), but we have left our children to starve and die as a result.

4. Balance Finding balance in life can be difficult. The most challenging things are often the most worthwhile. Nothing that comes easy is fulfilling, and this is for a good reason: only those who choose to evolve will, and this is the trial and error of the universe. The cream rises to the top. Not everyone will want to evolve, and that is their choice, but those who wish to evolve in life will, given the help of those operating under the greater mind through disclosure. By balancing purification, acquiring knowledge, and applying that knowledge, we become the better version of ourselves, we become something more than a mere pawn for governments, organized religion, or corporations. This knowledge has been occulted for as long as it has because of this dynamic of power through imposed ignorance. Nevertheless, it is our birthright to be sovereign, and to own our lives completely through self mastery. Indeed, self mastery and self government are one and the same. Becoming masters of our destiny requires us to find balance in the first three stages of this process. Balance, in and of itself, is a challenge that each and every one of us must strive to achieve. If we achieve balance the rewards are innumerable and easily recognizable, whereas if we fail to achieve balance, or ignore the need for it altogether, we inevitably fall into the discord of the world as it currently exists. Look at the world today, does it seem like it's balanced? Does humanity seem in harmony, either with itself or with nature on the whole? Of course not, and while the need for balance has never been greater than it is right now, the world is drunk from greed and ignorance. It is through seeking balance and caring enough to actively create a balance of technology and nature, science and spirituality, that we can reach a vibration and rhythm that is attuned to our highest good. Today balance is not within each of us; we are overly focused on material gains in the world of the senses, but we have lost the invisible essences of life, love, and appreciation. The law of evolution is countered through polarity by the law of retardation. If we stop exercising we lose muscle, if we stop learning, we lose mental acuity, if we stop actively participating in government, it becomes corrupted, and brings society into a state like that before the government; when religion loses sight of the esoteric principles, and its followers become sheep, the religion itself becomes a tool of control, and society suffers through darkness and frivolity. If you never give, you will never receive. Thus a balance must be struck between giving and receiving in order for humanity to govern itself properly, be it through meritocracy or through democracy. The classic criticism of democracy has always been an inherent ignorance and animism of the public, that, being so prevalent, makes the proposition seem preposterous. But once the conditions of a balance are met in the individuals of a society, not only are they entitled to call themselves sovereign, they are entitled and obligated to emancipate their fellow beings.

5. Play "The real you is not a puppet which life pushes around, the real deep down you is the whole universe. You are something the whole universe is doing in the same sense that a wave is something the whole ocean is doing" ~Alan Watts. T​he final stage in the process of the Pentivium is play. The notion of play is as fundamental to the development of the early infant mind as it is to the sustenance and evolution of the original character produced by active, balanced participation in the realm of existence. When we are young play is all we want to do, but our culture, hijacked as it is, is rooted in the notion that Jobs, and devoting our lives to accumulating possessions is the purpose of life and the meaning of existence. This is the lie we are fed through education and entertainment as they currently exist. To be a player of life means to be in control of your own destiny, and not living out the script of someone else's worldly creation. To work and toil your whole life, instead of creating your own adventure out of life, is a tragedy that only the deadened of soul can deny. Living without playing is hardly life, but slavery to a master with no name. The arts are a testament to the inherent need to play; sports have historically been important, both for the actor and the observer for reasons of fulfillment. Play may be the ultimate purpose of life, not in the sense of simply goofing off, but rather to act as living incarnations and perfect representations of the player of all avatars. To live as a player of life, rather than being programmed, your soul is removed from the avatar so that you are a mere pawn; you are not in control of yourself, let alone your own life. By taking control of your emotions, your actions, and your role in society and culture, you become a player of life as opposed to a pawn. That is the polarity of opposites in this case: in the extreme you are either a pawn or a self mastered player. If you are either unsure if you are a pawn, or offended by the notion, more than likely that means you are a pawn. If you are reading this book, and taking what is said seriously, more than likely you are on the road to sovereignty as a player of life. Either way, what is important is that we recognize the redeemable quality of each and every human life, and act towards creating a world full of players instead of pawns. The more players there are in this world the better. The attempt to suppress the human spirit by reducing the lot of them is a symptom of fear. In the early esoteric Christian tradition, this was the meaning of being saved: having a direct connection to the word and will of a greater mind called god, and acting in accord with that relationship. In a sense, what we are saying here is nothing new. And to be sure, we are not suggesting that our work is absolutely original. But the hope here is that, by laying out a formal map, the road to freedom can be more easily followed. In the end, such a map as this will make the journey far more accessible for the whole of humanity, rather than occulted for the select few (rendering the rest of us in discord). All people deserve to be free, and happy to enjoy the gifts of this world as players of their own destiny. Only then can slavery truly be abolished in the hearts and minds of people. This concludes the pentivium. To summarize, from purification we cleanse the mental palet, and begin to accumulate knowledge of the deeper self behind the mask; by applying the knowledge of the sacred teachings throughout time we may learn to accord with the forces beyond us, and master our destiny through balancing the three preceding stages, thus becoming players of life's game instead of merely pawns.

Hexivium (World Centric) (Vision Logic):

Strategy (Configuration) Organization (Formation) Education (Actualization) Synergy (Mastermind) Dissemination (Communication)

Manifestation (Transcendence) (Early Psychic)

The Hexivium is a method of world-centric transformation, in congruence with the Pentivium. In our times, it is a physical, mental, and spiritual matter of human life to be subjected to the powers and wills of sycophants and parasites, elites and psychopaths; to protect ourselves (and yourself) from this kind of criminality and tyranny, not only mental fortitude, but action is necessary. The Hexivium is an action plan for world liberation. We use the word “world liberation” because this concept is world-centric, meaning that if any part of the world is still oppressed, the ultimate goal of this system has not been manifest. The point being, not to achieve perfection—recognizing that true perfection is impossible—but rather, in spite of this truth, pursuing perfection (i.e. world liberation and individual sovereignty) anyway. A transformation of alchemical proportions requires us to embrace post-conventional perspectives, and recognize the powers that be for the criminals that they are. Recognizing that they are not stupid, we must become aware and smarter (both as individuals and as an aggregate) than the status quo. Further, rather than fighting them, and playing their game, the methods of transformation must be to create a more perfect order, which makes the old model obsolete. By first strategizing with other players of life (practitioners of the Pentivium who have achieved balance), original characters that have been liberated from the mental shackles of modern culture and society have a unique capacity for causing change and doing so in a flow state; such that, doing so at the expense of social approval, conventional values, and preserving the passive peace is of no consequence to them. However, without strategy, as Gene Sharp contends in his book From Dictatorship to Democracy, the game of power and control is already lost before it is played. Rebellion worsens the situation, ignorance worsens the situation, and denial worsens the situation. The power and potential of the Pentivium, in regards to studying the economic, political, and cultural systems that have created the world in which we live, is the true value of this concept in our time. Having connections with like minded individuals, all exploring and sharing their understandings about the world in which they live, establish the conditions for a Mastermind Alliance (or Fellowship Cell as described by Csikszentmihalyi in The Evolving Self). It is when we become organized around the power of knowledge that we can actualize the Mastermind potential, as was conceptualized by Napoleon Hill, in his book Think and Grow Rich, where he defines the term as such: “The coordination of knowledge and effort of two or more people, who work toward a definite purpose, in the spirit of harmony." Through strategy and organization, the next inevitable step towards cultural evolution is education. By educating ourselves and the people inside as well as outside of the mastermind alliance, a group takes on the power of knowledge, and uses it for the greater good. Only by educating people about reality will they ever be empowered, and in effect liberated. However, simply educating people will never get them closer to freedom without synergy, wherein new members are brought in and connected into the strategic plan, and brought in to the mastermind group concept, preferably creating their own cells. By repeating this process, the participants are creating new networks, and in doing so create a platform for more potent dissemination into the public realm. Actions that can be taken at this point would be: reaching out to community organizations (such as churches, labor unions, and government officials), having proficient members run for political office, and creating media, entertainment, and organizing community events and attracting further community involvement. A powerful and effective method of bringing about synergy is education—establishing new education memes must constitute the greatest effort in the course of the Hexivium (e.g the univium and particularly the bivium). By establishing Pentivium academies, using old malls as the edifice, would be one of the biggest steps that such a community organization can make. Once a group has been successful in changing their local community, shedding light on systemic corruption, inadequacy, and obsolescence, the final stage is transcendence, or manifestation. By achieving renown for being movers and shakers, the Hexivium group has dismantled the pyramid-like power structure of the status quo through non-violent action; in the process, replacing it with a circular-shaped egalitarian structure in their community. By integrating the practices of the Pentivium into this process, we are also integrating the principle of flow into these activities. In the context of flow, the challenge of changing the world to be more harmonious and fulfilling for all human beings is not only fun, it is exhilarating, and a source of authentic ecstasy. In other words, not only can we change the world, but we can have fun while doing it! Therefore, let the spirit of liberty, which rose in the year 1776, be rekindled yet refined in the spirit of evolution only a quarter of a millennium later!

59 views0 comments
  • Facebook

Subscribe Form