By Professor Dr. Tan Man-Ho
Contemporary education has surgically removed the master ‘I’s
of the students and has trained them to obey instructions more or
less slavishly-willingly, so that, as soon as they leave the body of
education and deliver themselves to the various organizations for
further extraction and exploitation or what is positively called
contributing to society,
they would repeat this same behavior and would not pose a danger to
the general hierarchy of the existing organizations.
Some sociocosmic masters would punish them seriously if they
upset this “harmonious order”.
In this crucial period, as I have already mentioned a number
of times, regarding this strange oskianic or educational
organization, I was assigned to a simple task there in one of these
bodies for ‘educating’ younger beings.
I noticed that there
occurred a peculiar oskianic perturbation in its general movement
and that is, there was no genuine harmonious inner organizational
motion due chiefly to the hierarchical obstructions and impractical
policies, rules and regulations.
Although, I was not recognized by
these three-centered beings with authority over the oskianic
vibration, nevertheless, there was not a single day when every
being-presence of myself as an oskianer in this organization would
miss the curiosity for the “Martians” authority for earth.
Here every being-oskianer was a special
vibration mentation, a ‘peculiar-oskianic-motor-reflexes-proceeding-within-it’
to be used to convert students into oskianic beings similar to
In this organization, as with others,
from higher to lower, a peculiar weekly vibration is encouraged, a
peculiar humming flow of ‘essence’ is instilled by the famous being-oskianer
into beings called students.
This humming flow was then
recognized as the nation-, state- and school-songs.
I did wonder why such a stopinder
song could not be implemented also for the family, the group and for
the individual himself.
These stopinder nation and state songs
were being sung
once a week, and peculiar enough, because the oskianic vibration
processing system knew very little about the feeling center and was
also quick enough to realize that these students only half-heartedly parroted these
songs mechanically without understanding or right feeling.
They did what the parrots do!
And as you listen to it, you would
be very worried about one thing, that is,
the peacock that is expected, the crow has
Each day these
beings were hypnotically chained to their chairs with a desk in
front for about 8 hours, so much that the moving center served
itself from the feeling center, that is, the first ‘shaft’ was
As every what was called oskianer,
in every period by their usual habit began their vibration (now
written work) the second ‘shafts’ or ‘reins’ connecting their psyche
bodies were also broken.
Even this was unfree and as a
result, we could see pathological phenomena, or strange utterances
by these ‘victims’ of education.
history, geography, religion, sciences, arts, civics and all other subjects are
objective being-psyche subjects.
It took me quite
some time to learn, to see and to understand these ‘subjects’ as
such but this time in a very different way.
I decided to make a study of the
specific logical formats of ‘motor-reflexes-proceeding-within-it’
that would happen later to
the thinking center of these students after the oskianic
What students are
required to do is to follow the path of motion in the narrow path
somewhat conscious but actually dream-like mechanical manner
of such motion evoked by reading through these being subjects.
There have been great historical
advances before in the culturing activity of these being subjects.
Most oskianers were conservative
followers and would stick to all these old useless garbage.
The authority was afraid of superior
knowledge, which was better and more realistic. It was afraid that
it would cultivate a group of rebel students. Thus, you see, they,
like the old feudal conservatisms, were frightened of many things
that might come from preaching, an old grandmother’s fear of the bad
influences of the future generation.
The superiority of a teacher over a
learner or the inferiority of a learner as compared to a teacher is
an accurate “illusions”,
and it remains to be so, so long as the true relationship between
them is unknown.
The negation of being-a-learner is
being-a-teacher just as the negation of being-a-teacher is
being-a-learner, and the resolution of one into the other in the
course of its progress is inevitable, since when the teaching spirit
enters into its own contradiction, the learning spirit replaces it.
And, when the learning spirit
clarifies itself, the teaching spirit arises.
A very important aspect of great morality
is the appreciation of self-control, and this self-control is
amongst the hardest thing to achieve.
A true self-controlled man must
not aim to be man no. 1, 2 or 3 but to be man no. 5, 6 or 7.
This teaching of Gurdjieff has
great significance to those who
wish to be.
The famous education trains the younger
generations how not to use their perceptive apparatus, how to
contemplate only with the images projected in the brain, and how to
It does not teach the students to
be masters of themselves.
This defect is evident in the
curriculum ‑ the good-for-nothing-out-of-date curriculum, which
would soon be revamped.
It is also reflected in the backwardness
man of the textbooks, the sacred text of “contemplation”
written by the blind
As regard to the famous
texts of our philistine scholars who constantly preach in the
educational institutions out-dated materials, full of unrealistic
notions, wiseacrings of perverted psyche, nothing venturing and
creative seems to appear with ease and encouragement.
This educational institution of ours,
alas, has educated one to function, under some forms of hypnotism, a
the text is the semantic truth for further semanticking.
This kind of education isolates
the mind from the real world.
The so-called great exposition of
literary thoughts with its massive production is often
meaningless literature useful for inner titillation of high style
They are great but in terms of
essence, I see none.
I was assigned to this strange place for
the meager income as an employed oskianer for transmitting various “Hasnamussian”
sciences given under very mysterious heading called mathematics and
integrated sciences and let me tell you that it was only recently
that science has been connected with a new subject is created by
just printing together materials from biology, chemistry and physics
together with laboratory work.
One would like to ask what really
has been integrated after all.
For the new word ‘integrated’
means, in the mind of the unsuspecting public, just the
juxtaposition of beings side by side.
The various institutionalized sciences
which young and adult beings alike have to feast have not yet played
the note of bringing the mind any nearer to truth.
Now, I would like you to watch
carefully what we called our educational system.
Walk around it and study it
objectively, and you will soon see the backwardness and danger
beneath these regimented sciences.
Not the idea but the power of the
oskianers is the source of worry for the students.
When these centers are in
disharmony, the rebellious students say:
The oskianers just don’t understand my
plight, not even the councilors.
They are all responsible for my
terrible inner state.
And the oppressed
minded student says about the oski-ano system:
The terror of the Hasnamusian oskianic
system lies in the insistence of a fixed set of so-called “syllabus”
to be implanted in the mind and to arrest the development of free of
thought in the service of the power-possessing glory.
Your education presence, the whole system of thinking from the
lowest to the highest, embodies many small buffered fragments as
building blocks of psyche.
Yet, you are an incomplete being,
an incomplete construction.
You may construct a ‘base but more
often than not it is artificial, superficial and unrealistic.
A sound system of knowledge can be obtained from the esoteric
Although one might be a university
graduate, one might not have in possession esoteric knowledge.
One might not have a magnetic
Man does not have a truly right
A majority of people carries along
in their psyche an eternal portion of doubt and confusion.
One performs all kinds of teaching rites but there is really no
great revolution or change has occurred for the sleepy minds.
You teach and teach and teach!
And everything still remains more
or less the same to the ordinary mind, which is hungry for something
Being-psymattergy bearing the name man teaches one another through
Teaching is a process of
manipulating psychic vibration that enable of inner transformation
in the learner.
It is the process of ‘eating’
psychic labor of the teacher.
If you ‘eat’ quality being psyche
hydrogens, you will ascend innerly.
But if you ‘eat’ the lower grade
ones, you could descend and degenerate like a dying dog.
Learning is eating.
Teaching is feeding.
(February 13, 1976)
My reflection on these
organizations for ‘educating being’ by these being-teachers runs
activities” of these beings of my acquaintance, which interest me,
and that revolved round certain “centers” such as the
being-teachers, the being-administrators, the students, physical
body of the educating machines, the equipment and support
Communication and coordination
within the organization, from my observation, was just “poor” and
systems did not function properly.
The reward system was just as bad
as all the other system.
The operating processes was
equally bad ‑ timetable clashing, discipline poor, oskianic
transfers not in the syllabus, etc.
oskianic vibration is a sick organizational being.
Evidence of good qualities is
There is no substantial evidence
and quality oskianic labor
books for the brain of the students
well-tune timetable that could tune harmoniously with the functional
needs of the student's body
non-privilege merit based system of evaluation and selection
well-balanced and a human salary scales that could increase
9. A<![endif]> gradual
improvement in the mentation, the feeling and the ‘doings’ of the
oskianers, despite training by higher oskianers
philosophy of paper chase becomes a trend
Another peculiar event that enters my reflection is the haunting
spirit of our teacher-student-and-examination tension triad.
Once having achieved this
“invaluable” certificate, three centered beings could show their
“horns” to press down the ego of one another.
The teacher-student dialectics
moves on in a spurious manner.
The contradiction or tension could
be softened if the psychological factors of human relationship are
As you shall see, these unreal man
always get caught in a suspicion, fear and hate position in their
own psyche that could polarize relationships.
I deduce that for him something
that I think is no good for parasites must be discarded, and
something that I think does not destroy parasites must be accepted.
What kind of a person is he if he thinks that the knowledge acquired
from a university is the only knowledge of value?
And having obtained that
certificate, like a peacock, shows his colors wherever he goes.
And whose eyes are fixed on money
and vanity that he might get.
Now don’t tell me that I’m not
watching you and you’re not watching me.
To see is to see through a being.
Now on this question of education of the feelings, we shall follow
the teachings of Gurdjieff.
Hitherto, our so-called students
are being-fed with foods rich in the fuels for processing by the
motor of the intellectual center.
Limited amount of feeling fuels is
available for the emoting process of the feeling center.
The force feeding under the cane
and shame pressure of formal education, so far as I know, is quite
poisonous and harmful to the inner harmony of the students. Here,
what we called formal oskianers or teachers can only provide low
grade hydrogen because of their past organizational preparatory
Our so-called students are
“trained” to see the world in the manner of the oskianic input.
Foods of various poor grades
abundantly found in ‘religion’, ‘history’, ‘civics’ and the like
being sold in these organs of education.
Nay more, informal foods without
headings, rules, moral values are also fed to these students.
The oskianic organ for processing raw psyche hydrogen grade H in the
body of these young three-brained beings into the higher grade ones
is created through sociocosmic mandate required of by parliamentary
This would be the fourth
sociocosmic dimension for the sociocosmic processing of the life of
The first dimension is his
individual life dimension, the second is his group life dimension
and the third is his family life dimension.
This fourth dimension is his
education life dimension, as a student in these oskianic organs.
Although the oskianic flow took
about 20 of their three-brained years or ¼ of their life span to
complete, many would flow out of this oskianic flow on their maiden
voyage and join the other organs positioned in various corners of
the body of the Great Sociocosmic Being.
These organs would extract their
life force for processing them into goods and services for the
consumption by all.
organs are not perfected during presence.
Now concerning this ill-fated
contemporary education model, wherein being must retain through
examination just those ‘evaluative’ records bearing the name
‘certificates’ by whatever means so as, because they were taught so,
to secure a higher position in the other functioning organs at a
later half of their life span.
And they must succeed in achieving
large-scale processing in these ill-fated organs these students are
packed like sardines, and are taught a bunch of good of rules and
moral sets so that they become useful willing ‘I’-less beings for
harvesting in these other neighboring organs and even at the service
of exploiting classes.
Such an educational system only
faces a serious pressure for change
by all factors.
The oskianic process did change
from time to time on its own perfection quest.
We shall now, not to plunge
into fantasy, speak of only the likely ways which these ill-fated
oskianic organs might be transformed for the harmonious development
of the Great Sociocosmic Being.
The contradictions resulting in disharmonies
amongst oskianers and students, both
subjective and objective wherein ‘educons’ cannot flow properly
due to abuse of authority, power, negative psychology and poor
knowledge, skill and commitment
amongst oskianers and administrators
wherein the system authoritatively controlled
poor and unbalanced allocation or
distribution of labor and work
coded lies and bluffs, harmful
body language transfers, brutal disciplining, high examination
pressure, favoritism, keeping “pets”, victimizing “enemies” and
and so much more that no words can describe
There is a
possibility that these fundamentally old model oskianic organs be
transformed or be replaced a superior model.
The school should serve humanity,
otherwise, it becomes dysfunctional or tools of exploitation.
The school should aim at
education, improving health and prepare individuals for serving and
influences also the educational administration by putting in people
into the organizational setup irrespective of what the type of
subject matter taught.
What these three-brained beings really need to strive is to station
their educational vanguards into the administration of the
beings still cultivating their feelings and thinking are the targets
for conversion or havatvernonization.
For the havatslam, formatory beings at the age of
about 12 years old were initiated into the cult through a mysterious
process called circumcision,
which is just a process of removing the skin of the most sexually
sensitive organ of the three-brained being’s body.
And these organs are none other than just the being-penis and
the being-vagina, which are also the sites of the gravity-center
vibration pleasure. In
this manner, the God, the Havatslam and the organs of great pleasure
are hermetically sealed in the ‘formatory apparatus’.
This period, our favorites called it the period of traumatic
awakening of pleasurable fear of organization and Great Nature.
The fear would then be crystallized in the Almighty and His
messengers, the holy spirited humans.
At the center lies the world of emotions of love, faith and
hope, which is again centered at fear.
Grammar, like any other excrescence of
mentation moves due to consciousness.
Consciousness is the driver behind the ever-changing thoughts
and ‘visible’ shapes of a language.
The thoughts must move along certain well-defined routes by
dictate or structure approved by the controlling dictator, the
formatory apparatus, when one is institutionalized.
Those who disobeyed because of creativeness ‘punished’ in the
name of ‘the bad ones’.
If you can see the hollowness of these oskianic dictators, you are
great. I think it will
be better and more progressive if harmful dictates are removed to
ease the tension in oskianic processing.
The sons and daughters of the bourgeois
and proletarians are unhappy about this state of affairs due to the
continuous interference of the true spirit of oski-ano.
Different power group strives to annihilate the oskianic
institution of others or to forbid it to grow in terms of more
quality subjects by accusing the bad egg before it is laid.
Each tries to abolish the educational system of the other in
order to be the ‘master’ of its own peculiar brand of education
under its control.
As an oskianer, I have been watching the
pupils in my own school for a long time and daily.
I, as you know, am peculiarly interested in their bobbin-kandelnosts.
What I have noticed is that a majority of them have all these
bobbin-kandelnosts mixed up in disharmony and their ‘shafts’ and
‘reins’ are either spoilt or broken.
This evil of contemporary education and highly unskillful
method of processing the raw being-oskiano at most contemporary
oskianic service factories by other three-centered oskianers has
created batches of disastrous individuals for the proper functioning
of society in the future.
Such oski-ano processing factories normally
keep their student beings “tied” to their chairs and desks,
notwithstanding the facts of human nature that the three bobbin-kandelnosts
must be quite well-looked after.
They are then required to listen to certain oskianic
emanation from beings called their “teachers” who are battling hard
unknowingly to win the battle of
passengerism in the body
of these students. In
most case these teachers do win and awarded a passenger seat in the
bobbin-kandelnosts of these students.
Now, it is whether this passenger is good or bad, and I can
tell you that most of them are mechanical and therefore bad, in my
This reflection of mine, I am certain is not
really untrue. After
years of observation and reasoning, I am convinced, by the reality
of the situation, that the oskianic processing factories or
‘schools’ have no mission to produce real ‘I’.
This peculiar land of
examination becomes really
an interesting ‘spot’ for carrying out the sports of examining the
heads of beings. And
most fail because of inner turmoil.
The heads are forbidden to really mentate in the manner of
that which is not in the syllabus and scheme of the dominating
class. In fact, some of
these beings who, after receiving doses of ‘opium’ that
their future lies in having
the paper qualification,
are often dishearten once they leave these oskianic organs.
Today, I see why situations can be so complicated.
In peaceful areas, a school could impart
undisturbed impulses to its pupils.
A smooth issuing of streamline conscious peaceful thoughts in
a conducive environment without any perturbation is possible.
If there is perturbation of the mind, the mind must learn to
shut itself off from it.
Definition wiseacring, definition
deducing, concept expanding and words playing ‑ this is a peculiar
property of these bourgeois type oskianers.
Contemporary education is as such that it
demands a very peaceful mind of a person not affected by ‘labors’
other than those that have something to do with education.
For the sons and daughters of the proletariat who live in
poverty, starvation and being the exploited group, they have no time
for this oskianic gift.
It is precisely this that contemporary education has been naturally
devised by man themselves to exploit this situation.
It is an economic fallout.
The child been unfree is therefore unable to develop freely
along the line laid by the education system.
They soon turn into school left outs, a natural and
unavoidable victim of the educational system.
Many notice this problem but none can do much.
The educationalists, headmasters and teachers prefer to
the undisturbed mind of the higher and middle classes, free from
economic and time constraints are able to follow the long course to
A “crystal” of labor called a “writing piece” depends on the inner
“numbers” tagged to the writer.
A writer whose emotional center
(2) is active only
“feels his way”, whose
intellectual center (3) is active
“reasons his way”, and whose
moving physical center (1) is active only
“provokes you to fight” to act
without reason and
A man of other
higher “numbers” may even be an “atheist” or whose “god” is entirely
different as conceive by a religious person of lower “number”.
Such enigma of religion has to be
existence of contemporary education is there, but the inner
structure, the subject matter, etc. depend greatly on the schools
which the education belong, where the educators are trained in the
ideologies of the educators.
Contemporary education may even
ruin the emergence of developed men, and this is precisely the case
of this evil contemporary educational system of ours.
The various “teachings” of our
contemporary education could not free itself from a victorious
controlling state and all victorious states must mandatory control
education and called it free at the same time in a mind positioning
strategic initiative exercise.
It must legitimize the favorable
texts that could boost the culture of the powerful beings in power.
That is to say, we have all the
subject matter taught in schools from standard one to the
university, duly selected only the “quality” ones or those superior
ones that becomes “acceptable” to the powerful ones.
Both with the aim of suppressing
subjects relating the unwelcome enemy culture and for ensuring the
belief of kundabuffer and idealism or theory which is upside-down or
silent topics and subjects that could not serve the interest of the
A group of scientists in power
over the state would be dutiful for more science subjects to be
introduced to the curriculum and the religious fanatics might even
make their religion compulsory for all the students.
What they called great men are
advertisements, like any other advertising of commodities.
This is misleading to the eyes of
trained under contemporary education are themselves mere higher
automatons their “sum total of correct mentions” are themselves
faulty, since their books are equally faulty or at least we say they
are short-sighted and incapable of reflecting reality correctly.
This embraces also the sciences,
low and high.
Because the writer themselves are
influenced by their incubating school.
Musulmen; Buddhism produces Buddhicmen ......
The peculiar subject matter
‘wiseacres’ in a peculiar way, as if constructed unrealistically.
In the course of great historical
transformation, when also one class replaces another, one form of
education in favor for another, from the lowest level to the
professorial level, from the roots of grass to the tip of the leaf,
supersede another form of educational system.
This is very
obvious in all countries there should be no doubt about it.
But here our gentlemen, thinks
there they are great under the incubation of ‘contemporary
education’ ‑ frightens the birds away, and ‘crow’ wherever they go.
Whoever deserves to be a man needs
no fear of being criticized.
Only he who has a small mind like
the philistine ‘grandmother’ is afraid of criticism.
We must see a
person what he really is not what he is ‘certified’ for.
A person may be a holder of honors
degree in social science, but he is equally one-sided.
This is not impossible.
A personal qualification,
nevertheless, can be used in our study of a person for it assists us
in the necessarily analysis of the activity which he has specialized
and even the operations of his psyche, his inner nature.
The contemporary education does not train a person to be master of
his own self.
It threatens with the spiritual
cane and forcing the pupils to listen to masters, and as a result
their ‘I’s are not present at the time when they should have them.
education is entirely institutionalized.
Knowledge flow is conditioned by
sociocosmic forces and the individual cannot flourish creatively.
“Surgical” removal of master ‘I’
has converted the students into perfect horse-drawn hackney
In place of their ‘I’s, they take
their seats and enjoy the fruits of their labor.
Always avoid reading mechanically and
always read consciously.
This is an important point to
I am a lifelong
student from 3 universities - the universalities of my inner world,
the universalities of my outer world and the universalities of my
third world. A part of my life I have been processed by two
traditional universities and one university-without-walls both of
which are from the universalities of my outer world.