Starve or be Eaten

Most of us Earthlings still depend on rule by less than 2% of our number. Such tiny oligarchic rule can work in certain times of abundance and calm. In most times it does not work very at all,  well except for the very small ruling class. Times of change or scarcity call for more participation. Even in times in times of abundance that 2%  oligarchy relies on the support of armed power to keep them where they are. That 2% takes wealth from most of us, to arm some of us, to keep the rest of us consuming and serving.

Few, even of the 2%, plan this arrangement. Of course, there are those who do. However, mostly it is the result of our being too lazy to educate ourselves, or organize ourselves to participate.

In times of want or great and rapid change 2% cannot rule. If they cannot rule well enough, they do not rule well enough. The middle does not hold and society moves towards chaos. Sometimes it rushes or falls to chaos.. You know what a governor is, right? It is the mechanism which keeps the engine from stalling or from speeding up in such a way as to causes it to fly apart.

I believe that we need and active 20% or more of us to govern ourselves well enough. To secure a practicing ruling group of 20% it is probably necessary for 50% of us to be well trained to govern.

What happens to kingdoms, empires, nations? Why do even our public schools still teach the lessons of history? Why have the ruling classes of  Persia, Rome, China, England, France, Japan taken such pains to use their best schools to teach their sons to rule? Why did the king secure the the best tutors to prepare his heir to rule. Institutions of higher learning in most nations, kingdoms, and empires were not used to teach workers, merchants, or servants. The purpose of those institutions was, and is, to teach rule and governance.

If you would be well governed, if you would have the good of our culture survive and thrive you will help your sons and daughters learn to rule and govern. Those who would rather not see much of the best of our technology and culture dead and buried or slowly withering have much to do. You can begin to teach children to identify and use the tools of governance in about the 2nd grade. You can help them to continue learning the skills of governance as long as those offspring of yours will let you. If they do not learn to cooperate to govern well they may find that thinks like medicine, health care, schooling, and shelter from the storm may be beyond the reach of their children. Much of the good things of life will be out of their reach. Rights and justice will not be their.

In the end, those who do not govern because they have not learned to govern will starve or be eaten.

There is lively satisfaction in self rule.

Of History

Here are a few words to suggest how I see history.


The word 'history' meant knowledge. It means that now, but its meaning has been greatly broadened. Then, as we know, knowledge is broad. A 'histor' was a learned man, a knower, a seer, a person of good wit. More recently we have called 'knowledge learned by inquiry,' history. Now we know history largely as a written account of ones inquiries. There are also those who know history as a historia, a history, a story. It could be fictitious, a partially true excuse, or a big lie.

I take the above into my understanding of history. Using history as a noun I take it to mean 'knowledge useful in the development of wisdom.' I usually expect it to be presented as a narrative. I also take 'history' as a synonym for 'the search for knowledge useful to me.' I use it as the name for the tool and method for finding that knowledge.

'To enquire' or 'to inquire' I use to mean 'to question.' 'To question' is the process of formulating questions and of finding answers. If you go to history without a question, you may be only entertained or diverted. To get an answer you must have a question, even if it be the question of another.

So, to me history is an activity, it is a doing.

Most dictionaries you may consult will 'say' something like 'history is a narrative of past events.' So, if I tell you how I made coffee this morning of how I got Susie to sleep with me last night, that's history. If you don't pay the money you owe, you might be history. You can learn from your history or from the history of another. A history may very well be an explanation of developments. Each historical narrative is an interpretation of happenings.

Speaking a bit of the history of history you may find it useful to realize that much history has been the work of rulers and philosophers. You might call a ruler a leader, and a philosopher a scientist. These are persons who have questions of power. They read and write history to extend and enhance their power. A teacher of history may be paid to help you to develop and enhance your power.

democracy

There is a lot to be said for democracy. I'll begin by saying a little of it.


I tend to think of democracy as a target and as a process.


Democracy means 'government by the people at large.' It means rule by the common people. Whoever 'the people' is, democracy is government and rule by all of them.
How might such a thing be done?


I don't know anyone who has seen such a government. Still, I like the idea and believe that it is a good thing to shoot for. I'm not talking about war. I'm just suggesting that it seems a decent way to direct ones civic activities. Directions in ones activities often proves useful.


A democracy does not necessarily call for majorities or votes. It is a government in which the supreme power is vested in the people and exercised by them directly. It may be carried out in a variety of ways.


Democracy is a way of doing things that keeps power with the people. For some it may be an ongoing process of democratization. For me, it is the measure of my government.

Random Blog

Power to the people – part 3 « Mindworks’ Weblog

Which of the people want to rule themselves?

How much are you willing to participate in govrning yourself?