A child
is the most one will leave behind at their eventual demise as a human being. This
is shown by the fact that one, parents provide the essentials of life for their
child, food, water. shelter, and clothing for that child. These essentials are
provided for the sole reason that parents of a child desire for that child to
survive and thrive.
If the
parents where not vested in that child’s survival the relationship between the
child and the parents would be different. Food, water and shelter are life, the
parents provide this.
That there
is a relationship between a child and parents is obvious, but it must not be
forgotten what the first law of everything, the first law of information says. A
law that is backed with scientific reality because if you can find something
that falls outside this law, you are a very special and unique person. This
scientific reality is that everything is in a relationship. The first law of
everything states that all relationships lead to a loss of freedom due to the
energy needed to maintain them.
The
loss of freedom due to energy needed is obvious enough when we see the parents use
energy and thus lose freedom by feeding, providing shelter, and clothing their
children. Note all these activities take time, signifying they need energy. On
the parent’s side of the relationship there is also another activity that must
be carried out to ensure the child’s survival. Parents must impart the
knowledge they know about survival to their offspring. They must pass on this
knowledge to ensure a child will survive, because one day that child will be an
adult and must get their own food, shelter and clothing and the extra accessories
of life like a television, fancier clothes, holidays.
Knowledge
is the most important resource that child will ever have, nothing can be done
without knowledge. The knowledge the parents impart to their child is about
they have been exposed to. It is about past relationships and locations that
the parents have been through and their present circumstances. A child’s first
view of the world is generally that of their parents and what their parents
expose them to.
When
one talks of the first law of everything there is the reality that there is a
loss of freedom. This loss of freedom is a scientific term. The word loss is usually
associated with negative connotations, loss of a loved one, loss of money, loss
of a job, loss is taken as the opposite of gain that is a good thing. Loss,
perhaps in the future a better word will be invented that describes a loss of
freedom.
True, a
loss of freedom truly implies lost freedom, but it need not be negative. Without
that loss of freedom, a relationship will not be possible. Humans are social
creatures and need to be in relationships, more importantly one is in a
relationship with their child, how can this be negative. A loss of freedom when
talking about relationships is not always a negative, here both the parent and
the child gain from the loss of freedom.
Not all
relationships are a gain for both parties even if both parties must lose energy
to maintain the relationship. Take the relationship between the slave and the
slaves master. In this relationship the slave has lost freedom in the literal
sense because the slave must do the masters beckoning. It must also be
acknowledged that the master too loses freedom. Those loss of freedom is bad
for the slave in terms of life, but they do get food, shelter and clothing from
the arrangement. The master’s loss freedom, time must be spent talking with the
slaves to see which slaves are best for showing off to guests, who does the best
of doing the masters bidding best. To see and manage the slaved takes time,
meaning energy is being used, the one who is the master could be doing
something else in another relationship.
As the
Master must spend time with the slave that means that they have lost freedom, this
loss of freedom is more beneficial however for the master than the slaves. What
is important is that both the master and the slave are in a relationship and
both lose freedom because relationships need energy to maintain them.
Thus,
when passing on knowledge to their
child, a slave, being in the location they are in, and the relationships they
are in will pass on that knowledge of being a slave to their child, and how
best to survive given the circumstances. A parent passes on knowledge to their
offspring that they are familiar with.
The
relationship far stronger than anything is the reality that the master provides
food, shelter, clothing, the basic needs of staying alive, of human survival
for the slaves Thus when the slave passes on knowledge to their child, the
reality that the master provides food, shelter and clothing if a slave is done
what is required of them and these can be withdrawn if the slave does not do
what is required of them.
The
slave child is taught that the relationship between them and the master in
principle is that their life’s are controlled by master and thus all their works
belong to master. If for example the master makes chairs, and the slave innovates
a new way to make a more comfortable chair, that idea belongs to master and
will be credited to master and master will reward them perhaps with some extra rations.
The
master too has lost freedom in the relationship as all relationships lead to a
lose of freedom due to the energy needed to maintain them. Though the master
distributes food to the slave, it is the slaves work that allow the master to
have food to distribute. The master’s shelter is cared for by slaves, the
masters clothing is due to the works of the slave. The master’s life would be
very different without slaves.
The
child of the master will as the child of the slave be taught the very basics of
life from their parents. They will understand that they run the slave’s life’s
and the slaves must produce work for them. They will understand that the slaves
provide food, shelter, and clothing and all the other extras and luxuries that are
from the works of the slaves.
The
child of the master will be taught how to control slaves and to make sure the
relationship between slave and master lasts for as long as possible, preferably
for ever from the masters viewpoint, and they will impart this knowledge of how
best they think is the way to keep ones slaves in place.
The master’s
child will be taught that all the works from the slaves are primarily for his
benefit in principle. If for example they own a chair making business and a
slave finds a way of making a more comfortable chair, that idea belongs to them
not the slave. If a slave finds an innovative way of making chairs, that idea
belongs to them not the slave. The harvest the slave plants and gathers belongs
to them, the slave is last to be considered in society, the master’s child is
taught how to maintain this relationship.
Both children
learn from their parents the way of the world and the best way to survive in
this world according to the relationships the parents understand. This knowledge
is given because parents want the child to be able to get their own food,
water, shelter and clothing, this knowledge is passed on because both the slave
and the master want their children to survive.
The parent’s
loss of freedom is clear, but what about the child’s loss of freedom? This
should also be obvious. Children at birth are fully dependent on their parents,
to a less degree until they can manage to get water, food, shelter and clothing
for themselves. Again, it is a loss of freedom when one looks at it
scientifically. Being dependent on the parents it is obvious a child must lose
a lot of energy in the relationship with the parents. This loss of freedom is
not a bad thing at all, they have time to adjust to society in a protected
environment.
As a
child is the most one will leave behind at death, all parents want the best for
their child. Another important factor in the relationship between parent and
child is the protection of that child to the best of their ability, given
circumstances. This protection of the child informs telling the child the rules
of society and their place in society. This message must be conveyed to the
child for the child’s safety. A slave child must quickly know their place. But
even then, a parent will not want slavery for their child, but would be merely
protecting that child by letting them know their place in society.
The
parents of the slave child want their child to be the best they can be, they
know that slavery is not. They plant the crop, harvest the crop, they wish
their child would be more. In a society like ancient Rome, slaves did vast
amount of duties, they worked in the mines, they counted masters money, they
worked in the docks, tutored the masters children, cooked the masters food, where
doctors to the masters children, prostitutes, the more skill a slave had the
more valuable they where.
Romans
where more practical about slavery, they understood that to be a slave was bad
luck, a physician is a profession that requires great skill, yet one might end
up as a slave. Being a slave thus one just had to accept their lot, nobody
wasted time in pretending it was about inferiority of the mind but inferiority
of arms. There was no pretense, arms are what kept people slaves. The master’s
child would be taught how to organize in case a resource like a slave wanted to
be free. There where slave riots because nobody wants to be a slave.
The
slave laborer and the slave accountant, or tutor all got the same reward
perhaps in different proportions, they got food, water, shelter, and clothing
from master. Their children would have to learn their skills belong to master,
their minds belong to master, master gets all the credit and in public master
will gain a lot of prestige from the knowledge of slaves. Nothing belongs to
the slave, even the slave’s body does not belong to the slave that is why
slaves where sold out by master for sexual favors, or even perform sexual acts
as entertainment for guests.
This is
the reality of slavery, the master’s child is taught to understand that nothing
belongs to the slave, not their bodies, not their minds, and the child will be
taught to use any technique, including death to keep this relationship.
Other
slave societies used techniques different from the Romans, whilst the Romans
accepted that a slave can have a great mind, but their lot is still slavery,
other slave societies convinced themselves either through religion, or race
that the slave has no humanity, it has an inferior mind, making slavery easier.
The master’s child will be taught to dehumanize the slave, the slave is subhuman.
They can never be like master because they are less human tending towards
beasts.
The
parents of the slave have to deal with this message and convey it to their
child. Consider themselves subhuman and would be lost without master. Very
different from Roman approach that considered it bad luck to be a slave, but
one could be civilized, and in some cases, like Greek slaves, they could
civilize the Roman.
The
master depends on the parents conveying the message that the slave child is
inferior to the master’s child, thus by nature all the advantages of life must
go to the master’s child as the slave child is inferior as a human being. The
slave has no need to read, so with all the deception in the relationship the
slave was not allowed to read, what harm would it do to let an inferior
subhuman read, it should be as amusing as watching a chimpanzee learn sign
language, or a parrot saying hello, hello, I lie to my self hello, things like
that.
As
knowledge is so valuable to survive, those claiming others as subhuman have to
deny knowledge can come from a subhuman, this needs to be implanted in their
child, for their youngster’s survival, remove any what is considered
competition. One can always see the pecking order in society, who has been
taught that knowledge is useless and the culture has spread in the group, the
system has taught them knowledge is meaningless for them and over generations
total disregard for knowledge and scientific thought, the thinking process. Confusing
principles with the source of the principle, when the master has always taken
the principle, never confusing it with the source, thus the knowledge of the
slave belonged to them. They are left ridiculing themselves as they degenerate
knowledge, as what a slave master would desire.
That a
slave was refused the right to learn how to read and write, and thus the slave’s
child, it was an admission by the master that they are human beings and all
human beings want better for themselves and their children. These tools must be
removed from access to the slave. The master conveys this message as essential
to their child, as important for their child’s survival in this zero-sum world.
The slave cannot be anything but subhuman. It is about how the child will have
access to food, water, shelter, clothing and the comforts around how they get
access to these essentials. Who has first claim to these essentials? Whose
child in the future has first claims to these essentials.
The
reality is everything is random, knowledge can come from anywhere, Rome
understood this and took the knowledge of the skilled slaves. Whites understood
this in the Atlantic slave trade and immediately warned of treason to give a
slave the ability to read and a gun. Everybody knows this.
The
right thing for a parent to do is to teach the child that everything is random,
knowledge, the tool that helps us identify and acquire food, shelter, and
clothing is a random phenomenon like everything else in the existence. Anybody
who says otherwise is a liar and is looking for a psychological tool to help
disguise what they are up to. Any deviation from this is somebody wanting first
claim to food, shelter and clothing, needing to justify a culture that gives
them first claim to the resources. Culture is a great deal about relationships
in society over superficial things. Superficial things and concepts are used to
justify a culture.
The
parent must then do what they can to make sure that child will have the best
knowledge available to them understanding that everything is random, human
relationships are random, the knowledge one has access to is random and the
relationship one has with that knowledge is how long was the relationship, how
much energy and time was spent investigating that particular discipline. When
the child has enough knowledge, they make the discipline theirs and have a
personal imprint. No 2 fighters fight the same even if they spent years doing the
same style of fighting taught by the same person because everything is random
and in randomness there is abundance even if just in variety. And in that variety,
we see the best for that moment. This is true with all disciplines; we don’t
know where the next piece of knowledge is coming from at this moment.
A child
knowing everything is random, even if they make choices that go bad, at least
they learnt from the most trustworthy source that everything is random, all
choices involve a risk. What is important is that the child must observe, if
the process seems not random what is causing this? Just to recognize social patterns,
like when one calls people protestors and another time rioters.
A child
should be aware that as humans, everybody wants it easy, their pockets will be
picked all the time even if they can do nothing about it. But the ideal is when
people accept it’s random and all that implies without one putting ones ego in
the way, ones expectations in the way of a random process. If somebody says it
should not be random, they must tell us why those who are getting this
protection have a claim to this protection from a random process more than the
next human being.
Bhekuzulu
Khumalo
If you like what you read, be generous if you can it will be appreciated
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