The Wise Ry Guy

Ah

How to solve problems

my greatest concern in life

not really

im not that great of a person

but its something i care about

it’s something i consider to be more crucial and more noble than most things

everywhere i look

I see problems

for example

I haven’t been capitalizing my “I’s”

That’s more of a problem for the reader

i dont care that much

seeing problems everywhere is overwhelming

mm, not overwhelming

maybe a little

Its confusing

I’m not sure what to do about it

other than live my life in a way that doesn’t cause any problems

And perhaps if i hold myself to the highest standard i can conceive

and zealously pursue moral integrity

and pragmatic effectiveness

and do everything with the goal of, at the very least, not causing other problems,

maybe that automatically solves problems

or, again at the very least, puts me in a position to solve problems

 

ok

so

dont cause problems

And for the record before I continue

This is all through the lens of a young man

I have not the wisdom to solve the problems of the world

But I see problems

and perhaps

I am seeing also the problems with our methods of solution

I am searching for the problems that have not been addressed

Experience breeds wisdom and cynicism

But Youth

thoughtless youth folds and breaks under its passion and foolish romance

Though what follows immediately for thoughtless young people is a great crippling cynicism and a fake shrewdness

Tossed by the winds of ideas

Guided by what the world appears to be

So what is thoughtful Youth

A fresh perspective, perhaps

Thoughtful Youth reinvents

I’ve seen more Thoughtful Youth in old men than in people my age

So this is another quality I chase

and when I speak of solving problems

Know that it is a young man talking

 

Kant is quite the guy:

“Enlightenment is man’s emergence from his self-imposed nonage.

Nonage is the inability to use one’s own understanding without another’s guidance.

This nonage is self-imposed if its cause lies not in lack of understanding but in indecision and lack of courage to use one’s own mind without another’s guidance.

Dare to know! (Sapere aude.) “Have the courage to use your own understanding,” is therefore the motto of the enlightenment.”

 

Enlightenment.

Man’s most prolific revolution, perhaps

We have dared to know

And it has brought us a great many things

Now we must dare to think again

Cogito aude!

Because I am afraid that what follows a tradition of knowledge

is a tradition of complacency

Enlightenment is man’s emergence from his self-imposed nonage

The nonage yet survives

and each person must choose themselves to conquer it in their own hearts

We are not in an enlightened age

The cycle of stupidity restarts with every birth

We’re not getting there

We shall remain in the Age of Enlightenment

The wisdom of Kant (and many before him perhaps) shall always exist in the minds of a few

And I hope one day to conquer the nonage myself in my own heart and mind

But it seems when I cited a tradition of complacency

I did so not to imply the arrival of an enlightened age

But to gander at the idea that maybe the pre-Kantian scientific ignorance is less of a problem in the 21st century

I’m not sure that that’s right though

So what is the difference?

We now enjoy the fruits of the advancement of scientific thought

That’s something obvious that everyone understands

hmm

my neighbors are screaming

I truly don’t at all love my neighbors as myself

I love myself a whole lot more

I’m tabling this one for now

Perhaps another day I’ll understand a little more

 

Concerning One’s Impact:

To teach is to show how to navigate

how to learn

In a sense,

To teach is to accept what already exists within the student

To teach is to make do optimally

Some principles must be instilled at an early age

but upon the student’s arrival at or realization of personal autonomy,

“instilling” might not be the best strategy

I say this mainly as a result of the vanity of ideas

I’m finding myself becoming more and more fatalist

That is, the part of me which thinks, “it is what it is,” and “what happens happens”

is increasingly my primary part

And accordingly my opinion of teaching relegates it to the whim of the pupil’s individual journey

experience will always be the greatest teacher

and most pupils will start behind the select excellent few

and most pupils will move at a slower pace

God knows I have

To teach is to start in the same place as the pupil

and to move at the same pace

My momentum of thought has momentarily snapped unfortunately

hmm

moments

ly’s

felt chiasmic or something

probably something

If teaching resembles what I’ve conjected it to be

To impact this world in a way in which perhaps Kant succeeded in doing

To transform the personalities of women and men born after one’s death

Or even simply to transform one’s contemporary audience

To change people

To change the world

It is an incredible feat on its own

For that change also to be Good

Perhaps I am a fool

But that seems to be asking too much

So how can we solve problems when the rift between knower and hearer is so irreconcilable?

Random Impact

Many beliefs carry the scent of truth

if an individual of greatness were to rise up and reform

those who share with them the slightest sliver in their respective venn diagram will being along all that area in the circle which can only be associated with the great individual, the great reformer, the great teacher, on account of those random people themselves

and this is the way in which a revolutionary mind becomes an unwitting icon

A well meaning person a slave to the well meanings of others

Some start ahead

Most start behind

Global impact solves problems

Global impact does not solve problems

What happens happens

What is best eludes

The few and far between readers of this article might be comforted to know at this point that I argue for nothing

I am thinking

It is a brainstorm

Sorry to have wasted your time