Baby mercifully asleep again.
Another biggish post, again referencing "Ishmael" and "The Continuum Concept", this time weaving in Rudolf Steiner.
In part nine of Chapter twelve of Daniel Quinn's "Ishmael" (
http://www.ishmael.com/ ), Ishmael (the Socrates-like teacher) tells his student that his task (in order to save the world) is to spread Ishmael's teachings as far and wide and he can. His student is a bit skeptical, but willing. He asks Ishmael a question, however, and effectively receives a (good, beneficial) question for an answer:
"One thing I know people will say to me is 'Are you suggesting we go back to being hunter-gatherers?'"
"That of course is an inane idea," Ishmael said. "The Leaver life-style isn't about hunting and gathering, it's about letting the rest of the community live--and agriculturalists can do that as well as hunter-gatherers." He paused and shook his head. "What I've been at pains to give you is a new paradigm of human history. The Leaver life is not an antiquated thing that is 'back there' somewhere. Your task is not to reach back but to reach forward."
"But to what? We can't just walk away from our civilization the way the Hohokam [Leaver tribe who abandoned their whole way of life and went towards a new one because the old one was not in harmony with the surrounding world] did.
“That’s certainly true. The Hohokam had another way of life waiting for them, but you must be inventive—if it’s worthwhile to you. If you care to survive.” He gave me a dull stare. “You’re [the Takers] an inventive people, aren’t you? You pride yourselves on that, don’t you?”
“Yes.”
“Then invent.”
* * *
When I first read "Ishmael" around 1997, I wanted badly to have a good answer to that flat "invent". I had none. A complete blank.
Now I do. It’s not completely elaborated yet (I’m still on babyhood/childhood), but it is solid, clear (if multifaceted, but an answer must be so if it is to properly respond to such a huge question), and proven.
My answer links with my previous long post in that it agrees that, given that state of the world today, there is little chance of avoiding some kind of very big reckoning very soon. In Linda Hogan’s “Solar Storms” (a very, very beautiful book that intimately, poetically, and magically explores Leaver culture from the point of view of a troubled teen estranged from her Native American relatives who goes back to them and (re)learns her own culture as an outsider), the main character says something to the effect of “If ever there were a disaster, I’d want to be near her—she can make anything out of anything,” of her mostly silent aunt Bush, who lives almost completely self-sustained on an island in a lake.
This little comment illustrates what the Takers (much of what we call “civilization”) must learn from the Leavers before the reckoning happens. The Takers must humble themselves to those that can help save what is good before being forced to become humble, simply being killed off by their own excesses.
How? We can look to Jean Liedloff (“The Continuum Concept”) and Rudolf Steiner (founder of the Waldorf-Steiner school system, the [modern, it did exist before, but not in so many words] concept of biodynamic agriculture, and philosopher) show us two instructive and effective ways out of the Taker culture’s degeneracy. Liedloff shows us how to take care of babies in such a way that they will not be emotionally traumatized at a very young age (a widespread plague in the Taker culture, resulting in adult depression/alienation). Steiner shows a way to build up character and “soul” strength in children—and, as many successful and happy Waldorf-Steiner graduates will testify, it works.
The downside is that Waldorf education, depending on the presence of one single teacher (for all subjects) per class for much of the grammar school years, can go awry if the teacher's way of being (personality, specific teaching method, mood, etc.) does not mesh with one or more of his/her student's ways of being.
However, this seems a small price to pay--it's not so hard to switch teachers, after all--for a truly progressive education that has the power to change--save(?)-- the world. Look at regular grammar school. Among the children, it's all about survival of the fittest (or rather the vainglorification of the most popular), and the most sensitive (I was one--developed a very hard shell to withstand it, but it took me until my teens to really be able to defend myself) get trampled, emotionally and (fortunately not in my case) physically.
Liedloff, too, shows us ways out of the mess our ancestors created. She practices therapy in California to right the psychological deficits amassed in babyhood, and there are many intentional communities that have been formed around ideas from "The Continuum Concept", such as babywearing, non-child centered parenting (the child is not the center of attention and is therefore in his/her rightful place at the sidelines of life, learning the ropes as it were, not internalizing the erroneous and damaging notion that he/she is the center of the universe), and nonviolence. The people that live in these communities currently have testified (on the Continuum Concept forum/listerv, see the Continuum Concept website for more information)
http://www.continuum-concept.org/forum/index.html about their good (if sometimes difficult--takes a while to undo unhealthy internalized living patterns) experiences therein, especially for their children.
The discussion I've seen about and from these communities seems to mesh well with what I was talking about in my earlier big post, meaning what peaceful, thoughtful people can do in the face of the imminent degeneration of Taker culture is to create enclaves and protect them. It's more than unlikely--I'd say that it's impossible, but let's keep an open mind-- that everything can be saved/beneficially transformed from current Taker culture, but if enclaves like the Waldorf schools and the Continuum Concept intentional communities can be kept and nourished, then there is indeed bright hope for the future beyond the apocalyse.