An instinctivist education

Education has always been a complicated matter with many inescapable issues rooted in the basic ignorance of human nature. Our unique knowledge of it allowed to come up with a definitive and total theory of education.
First we need to explicit a few methodological principles that as a matter of fact, we also always apply everywhere in this website, to determine what should be compared to what is. Our approach is definitely of the instinctivist kind, predicated on deducing the maximum racial potential from the disparate data of literature and real life.

Our instinctivist approach postulates that:

1. Any cognitive/personality traits displayed in any given population we deem species-wide capacities with only secondary genetic or individual causality, if and only if it:
   • shows up consistently within a racial stock (between the three major ones) enough not to be a statistical coincidence.
   • and can be considered totally positive, an unambiguous quality and not just a neutral idiosyncrasy
2. Such traits within a given pure genetic cluster may be thus be considered the norm for the distant raw Neanderthal forebears.

The rationale being, animal psychology stems directly from genetic programming, neatly adapted to its natural environment and bodily constitution (which includes the brain’s structures) for more time than we can fathom. Hence humans should not be any different: genetically similar humans diverging too much are the product of unnatural environments and diets, thwarting innate programming.

Ergo it is justified to look at the brightest most balanced examples of culturally-stereotypical personalities all along history regardless of their rarity in the grand picture, to deduce what non-degenerate ancestors were like at minima. The same principle applies for rare but certain instances of psychic abilities as just like personality, these depend on highly co-adapted gene complexes taking eons to emerge so can only be thought as potentials merely wasted by usually lacking the proper environment to manifest.

This epistemological aside out of the way, let us just dive straight in: How did the most successful civilizations raise their kids ?

A Few Points About Pedagogy

It is fashionable in spiritual circles, to consider that being certain of something makes you magically wrong regardless of the context, and looses inspiration, and that instead we should encourage children to take nothing for certain, rediscover and learn with them. This is a fallacy, that confuses efficient pedagogy, with epistemology, the ontology of knowledge.

True knowledge isn’t relative and up for debate, it is absolute, stemming from a transcendent source. It also stands to reason that some things need to be perceived as absolute for psychological reasons. A 7 years-old child isn’t meant to question what a 57 years-old man says, or we should wish to reconsider what kind of society creates such abysmally deficient adults.

To encourage this delusion is tantamount to child abuse. Below 10 children are hardwired to seek certain truths to absorb and build their global outlook on the world to become stable, independent persons. Teachers (all adults) should always know on average vastly more than fledglings.

Metasexual love opens the mind for a superfast overriding of egotic hesitations while the unfettered fusing of the teacher’s and student’s mind to share both worldly and extrasensory knowledge. Fragile young people if exposed too soon to a world of uncertainties, will develop symptoms of schizophrenia. While a lot of what we are taught at any give age is objectively crap and researchers commonly employ an authoritative language disparaging of any alternative fringe point of view (**despite the vast majority of their articles being either disproved, forgotten or superseded in a few years with few persons having read them) it is misguided and wrong to confuse the eager desire to make sense (which should be nurtured at all cost !) with what amounts to basic distrust of authority and elders (and leaders), that leftists strive to instill in kids, unless they got in power of course…

The understandable impossibility to immediately grasp the motive behind each and every detail or convention from the get-go, is no reason to reject them immediately and that attitude should not be nurtured. Obviously not every detail has to be presented with an air of religious certitude either but children should be convinced that fundamentally that a correct understanding of anything is much more likely to mirror the teacher’s position, than to a brand new different one. Truth should be seen as coming from adults.

The notion of personal choice is overrated. Choice without prior knowledge is meaningless and leads to both individual failure and social chaos… both striking as today’s norm.

The rule should instead align with specializing students according to necessities, economic or scientific, within a reasonable range of estimated compatibility. A partial caste system isn’t ruled out with children strongly encouraged to learn specific vocation from their parents and so forth, mating within this trade (hopefully, their own family) throughout their bloodline in hope of maintaining and improving an inborn talent for said profession. Naturally strong love ties between generations more often than not pushes children to gleefully take after their parents or immediate role models.

If someone wishes strongly for a specialization not fitting with quotas and social necessities established by committees of experts in the central government (in a truly collectivist fashion !) and/or his natural dispositions determined through comprehensive neuropsychological analysis and more importantly, visionary means, then he should be required to pass extensive testing, to ensure adequate motivation as well as discourage people from wasting themselves in an ill-chosen preference (while also avoiding the emergence of cultural stigmas developing around certain professions).

Needless to say unexpected genius for any area (music, painting, particle physics, whatever) developing ahead of schedule regards to expectations or age shouldn’t be ignored, but heartily supervised.

Outline of Topics

The bedrock of education between 6 and 10 should be skills building characters and last a lifetime. Nothing should be learned to then be forgotten quickly after as in customary today: This centuries-old conception of culture as what is left after forgetting everything is utterly wrong, resulting in an egregious as well as systematic waste of time and attention span of all children up to and including the university level: we should remember everything forever.

Primary school (6 to 10) should be dedicated to extreme psychophysical mastery including meditation and thorough martial training, bare-handed and armed all the same, survival skills, the basis of genetics as it relates to races and an in-depth understanding of functional biology (how bodies work).

In the latter years of this primary cycle, the basics of technical science should be introduced. Geology, biology, practical chemistry and mechanics. The most important scholarly discipline, should be math and logic: mathematics should be the foundation of a strong clear mind, not unlike Dune’s Mentats:

Unlike computers, however, Mentats are not only human calculators, since in addition to immense mathematical skills, Mentats also possessed the exceptional cognitive abilities of memory and perception. Thus, Mentats were able to gather large amounts of data and devise concise analyses in a process that went far beyond logical deduction: Mentats cultivate a supralogical mind without preconception or prejudice, one that can extract the essential patterns or logic of data and deliver, with varying degrees of certainty, useful conclusions.

Dreams drive Aryan Übermensch forward, besides, who knows what lies ahead ?

Mathematics is first and foremost the acultural, direct honing of the brain’s core analytical skill of symbolic manipulation, most strongly exemplified by varied forms of algebra, many of which would be completely revamped, as unsurprisingly the weaker minds of this last century led to weaker, hazy erroneous math formalisms even in their fundamental outlines¹.

Geometry also develops the capacity for spatial-temporal representation inherited from our tree-dwelling ancestors and put to good use in classical physics. Along with an habit of extrasensory perception higher geometry will open the mind to a native understanding of higher dimensions and quantum realities, otherwise impossible to approach intuitively. We surmise that it might become extremely important in the centuries to come, if we are to continue understanding the cosmos.

Forms of art (various musical instruments, drawing, singing, plastic arts) should also be touched upon in primary school, as a means of self-expression/self-exploration, without specific emphasis on any.

Survival skills should cover:

The correct use of different levels of technology, from none to modern computers (up to elementary programming skills), in an exhaustive range of natural environments from life-threatening to mild, from scorching deserts to jungles and arctic forests.

The intuitive understanding of ecological relationships and the naturalist knowledge to recognize and use the flora and fauna as well as hunt it.

About Physical Conditioning

One could ask what kind of sport is still compatible with a diet which allegedly, would give everyone a ripped strong and flexible body along with outstanding reflexes from the get-go.

I wish to create a arrangement of solid bars, a 3D environment to mimic trees, with more regularity to get a sense of 3D navigation, and train natural movements like gym but less contrived, more organic and generalist.
Areas should be designed with ropes, like those child games in parks, to hang out as on trees. Important places where one lives should all be linked by layout of horizontal ropes, to move between them with our arms like chimps, to grow similarly powerful arms and back muscles.

The purpose for such sports must be the maximization of all abilities our genetic can muster but has been left to rot except in a select few individuals, because of an unnatural diet and lifestyle far, far from mirroring a primeval environment where the original selective pressure that made us us would still apply. In other words, on every level we lack the stimuli to push our body and brain to develop.

While simply living in trees again like bonobos and discarding any technology would work like a charm in a few generations, for many reasons it’s not viable nor desirable. Instead, self-imposed artificial - through pleasurable - hardships provide required stimuli, hence the jungle-mimicking parkour. Along with maximum articulatory amplitude, suppleness, the fastest nervous conduction speed (amping up reflexes as well as thinking speed), and perfect muscular proportion, density and the strongest bones, articulations and tendons, all which improve with training.

[As we saw](instincto#Physical perks) the whole conception of nutrition and bodybuilding is wrong: Wild animals simply grow the requisite proportion and mass ordered by their genetics and the experience of their environment, and keep it that way without training.Experience isn’t intended as a constant forcing, but only as an information, a trigger to activate the DNA program doing the work with barely any stress involved.

Yet this training, to even harder levels than normal people can (thanks to our higher regenerative and resting speed) enables later comers such as myself and you readers, to get that superhuman chimpanzee body. Beyond musculature it most of all develop reflexes coordination and what one could call the human spirit.

Though it will be the object of much future practical and theoretical research, a complete training must feature prominently these activities: ice and rock climbing, Ultra runs in multiple environments, swimming. It is not about becoming the world’s best (though on might expect records to pop up down the line) but about getting familiar with the extreme limits of your body, naked (figuratively and literally) in wild nature, and overcoming them. Running for hundreds of kilometers in the most unforgiving, uncaring environments figures among our genetic qualities, it literally defined humanity compared to apes, maybe moreso than brain size. Only by getting intimate with life and death repetitively can one truly knows oneself. The enormous physiological stress gets you to a point where the mind shuts down, another older mind taking over, knowing survival until the end. We must prepare our body for the worst that awaits our race in the future.

Along with running, climbing is the most ancient practice representing the most the fight between nature and man, with no help, no group, hardly any preparation. Only your body strength and grit, the survival instinct. Solo climbing in particular, without any assistance nor gloves, develops forearms and fingers strength to a surreal degree, as well as callosities making the body (forced to cope with rocks) extremely hard. Climbing (like ultra-running) develops endurance like nothing else, while selecting for the leanest yet proportionally strongest body type.

Those are true superhumans, adapted to nature in its rawest. We don’t need to lift cars, but a body which takes us far, quickly, without ever tiring. Neanderthals did not hibernate either, so forget about fat.

Swimming is promising, though we definitely are no fish: there are (deadly) jellyfish, some sharks, the heightened risk of hypothermia (more so than an much lower temperature on land), the possibility of drowning…
Yet there is also the tantalizing possibility for both men and women to swim for hours in extraordinarily harsh unforgiving waters already a dangerous challenge for trained men, or cross entire seas like the Mediterranean, to the point of losing several kilograms of fat and muscles from the sheer energy expenditure makes the sea something of an ultimate frontier for the human spirit.

Interestingly women do not seem so disadvantaged in long distance swimming or endurance tests in general.
Such recordmen or women are truly fit to be called superhumans, yet they were not born anything special:

In 2002, Martin Strel swam the entire Mississippi River (3,885 kilometers (2,414 mi)) in 68 days.
In 2003, he swam the Argentine Paraná River (3,998 kilometers (2,484 mi)).
On 10 June 2004, Martin started swimming down the Yangtze River (4,003 kilometers (2,487 mi), the longest river in Asia, the third longest in the world) in China.
He reached Shanghai in 40 days on 30 July 2004, one day before planned.
Strel swam the Amazon River, commencing on 1 February 2007, finishing 66 days later on April 7, 2007. This was a record-breaking distance of 5,268 kilometers (3,273 mi), longer than the width of the Atlantic Ocean.
Instead of giving undue celebrity to drug-addict jesters (singers and actors) and corrupt politicians, we should worship such people who singlehandedly redefined what humans were capable of.

We need a martial science, not martial arts. To learn a way to move, strike and react, taking full use of our nervous system: The Greek pankraton was complete and deadly, more so than any contemporary form.

I advocate not for learning fighting techniques, but for improving our instincts and reaction time, bypassing the need for conscious thinking, through a reliance on skeletal muscular memory and programmable reflexes. Extensive shooting training must occur, with weapons thought as an extension of the body and mind.

The application of extrasensory abilities to combat seems extremely promising. Interactive visions unlock spontaneously within a metasexually fertile (raw) context, as a very diminutive version of something not too dissimilar to Gash Bell’s Answer Talker ability, Heroes’ Intuitive Aptitude or Paul Atreides’s prescience. Pre-determined sequences of movements would then trigger nearly instantaneously, needing only a slight visual correction if any. Self-movement. Ultimately even limited prescience of one’s surrounding would make someone invincible, knowing where and when bullets arrive.

We observed that children born and growing up in a such a free context for protracted amount of time (especially during the formative years of childhood) may develop these visions as a continuous stream of information superimposing on consciousness, in effect a bona fide third eye. Practical applications are virtually limitless, so in retrospect the above seems a reasonable a projection for the foreseeable future, while possibly paling in comparison to ancient Neanderthals’ gifts.

In the future, standardized regimens melding both normal psychophysical conditioning and extrasensory perception will arise, to maximize reaction times, reflex accuracy, articulatory amplitudes ( some noteworthy attempts do exist whose potency I can attest of) or other indicators using the latest non-invasive scientific measurements, to gain absolute control of one’s body. Also, standardization will be required in order to measure the progress of our breeding program.

• The mostly absent theory of real numbers
• A Socratic look at logical weaknesses in modern pure mathematics