CHAPTER 4

HOW TO BEGIN: FOUNDATIONS
OVERCOMING THE LOWER PASSIONS
IMPEDIMENTS TO ETHICAL GROWTH
EDUCATIONAL ETHICS
ECONOMIC ETHICS
SEXUAL ETHICS
THE ETHICS OF DEATH
DEATH AS A CREATIVE ACT
BEGINNING AN ETHICAL REPUBLIC
BEWARE OF FALSE PROPHETS
THERE ARE ALTERNATIVES

APPENDIX PRACTICAL APPLICATIONS OF EDUCATIONAL ETHICS
GLOSSARY SPECIFIC DEFINITIONS OF TERMS USED IN ALL TEXTS
REFERENCES NUMBERED REFERENCES AND BIBLIOGRAPHY 1-600
AUTHOR ABOUT THE AUTHOR AND HIS FAMILY

POLITICAL ETHICS: CHAPTER FOUR: HOW TO BEGIN

Our Ethical Foundations

The first thing for people to understand, if they wish to become citizens of any Ethical State, is that an Ethical State is so unlikely to ever occur by any action of Government within an existing democracy, that it is not worthwhile even considering the possibility. The best we can hope for is that, within the freest democracies, the Ethical State can operate as an educational foundation that seems harmless to the politicians and the bureaucrats.

All democratic majorities are ethically corrupt. They will not give up what they believe is their entitlement to the fruits of the labor of those who are more creative and/or productive than themselves. Once Majority Rule is established, the democracy is on a one-way street toward ever more socialism, and ever more unethical Government. Socialism is any system of Government that claims that its major responsibility is to confiscate the fruits of the labor of its most creative minority, and redistribute them to its least creative majority, in the form of services or subsidies, i.e. Government Bureaucracy.

Democratic corruption occurs as follows: first a majority of the electorate becomes convinced that decisions reached by majorities are always ethically superior to those reached by minorities; second that the least creative majority has a right to share part of the wealth created by the most creative minority; and third that the least creative majority has a right to be supported and nurtured, forever, by the most creative minority. Most democracies are now entering the third, and irreversibly corrupt, phase of democratic corruption. It rarely takes more than two hundred years for Majority Rule to reach irreversible corruption. This has been the case for Greece, Rome, the United States of America, France, Great Britain, and many other democracies.

Therefore, an Ethical State will not come to be through Majority Rule. That is why the Libertarian Party in the United States is out of touch with reality. However, imposing an Ethical State on anyone by force is unethical, and self-defeating. Unethical means can never create ethical ends. We can, ethically, create an Ethical State only for ourselves, and those who join us voluntarily in its self-government, which is the only true democracy, solely through one hundred percent consensus. It is still barely possible to do this within the freest democracies. The rest have reached irreversible entropy, along with every other Government in the world.

Therefore, the Ethical State begins with ourselves. We cannot teach what we do not know, nor can we lead where we do not go. Our first obligation in life is to ourselves. We cannot love others, if we do not know how to love ourselves. The most loving thing we can do for ourselves, as well as for our children, is to live in the freest country we can find.

We love ourselves by following our natural inborn ethics, and becoming as ethical, and creative, as possible. This is very difficult, but not impossible, if we do not have ethical love and guidance from our parents. It is the primary obligation of our parents to love, nurture, and educate us.

The most important thing parents ever teach their children is how to understand and live up to the fundamental ethical values with which we are all born. It is the tragedy of modern life that almost all parents are incapable of doing this. That is why there are so few Espritals in the world. That is why the world is in moral decay and the Geistlich (see Glossary) continue to perpetuate themselves, in ever increasing numbers. Ethics are best taught by example, particularly example from parents, teachers, and neighbors.

However, we cannot continue to blame others for our lack of ethics, or our lack of creativity. We are all born with the potential to become full Espritals, (see Glossary) the Geistigen. If we had the bad fortune to have parents who are Geistlich, we should have compassion for them, love them, and never forget that they loved, nurtured, and educated us as best they could. If they failed us, we still owe them love, respect, and honor for the rest of our life. Otherwise, we shall never learn to love.

Next to our parents, and the bad example of our peers and our teachers, what most damages our natural inborn ethics are our animal instincts. These are the instincts with which we are all born. They evolved through natural selection. They co-exist with our purely human, moral nature, which comes exclusively from God. This is what God breathed into Adam, who evolved from matter; this is how God gave humanity a purely human soul (neshama) in the metaphor of the Garden of Eden (377, 378). According to Judaism we also share an animal soul (nefesh) with subhuman animals. These are our animal instincts, our lower passions.

Our animal nature is the result of over four billion years of evolution. Our Ethical Nature began only about five million years ago, with the first systematically creative hominids. Our Moral Nature began, perhaps, 6,000 years ago with the first moral human, who in the Biblical metaphor is called "Adam" (377, 378). God breathed the Neshama into him.

As Maslow first observed (237, 238), if we do not adequately satisfy our animal desires when we are young, we may never adequately develop our innate ethical nature and become moral or as Maslow, mistakenly called moral beings, "self-actualizing." We do not have to be moral or even ethical to be self-actualizing, e.g. Hitler was self-actualizing(117).

Next to maximizing the creativity of our children, it is our foremost ethical duty and priority, to 1) help our spouse become moral, 2) help ourselves become moral, 3) help our best friends become moral, and 4) help all of our other good friends become moral. We cannot help those who are not our good friends and those who do not share the Evolutionary Ethic with us. We shall never be moral if we have never helped another human being become moral at the same time (115).

Morality begins when we have a conscious understanding of our own ethics. It does not mean that we are fully moral beings, and that our ethics are perfect. For a finite being, ethics will always be greater than minus one, but less than plus one, i.e. -1<E<1 for all finite beings. But C = IE always holds for all ethical beings. But, for those who know some mathematics, remember that C is a vector, I is a matrix, and E is a vector, as well as a random variable. We shall never fully understand all the elements in these vectors and matrix, and how they interact. Therefore, C= IE is, at best, an approximation.

Ethics shall never be equal to one for us, although we can grow, asymptotically, forever in Ethics, Intelligence, and Creativity. Solely the process that is God is totally ethical where E = 1; as a consequence, solely God is infinitely creative.

By implication, solely a totally moral being is infinitely intelligent. This is what limits the power of evil. All things, other than the process that is God, are finite. God is not a "thing," but our bodies are. Solely our souls, which are infinite parts of an infinitely greater order of infinity, which is God, are in themselves infinite and eternal.

We live on, and are immortal, solely through the creativity we engender in others. Our souls, but not our egos, live on in the infinite process that is God. God is truth. God is infinite truth. Truth is information that does not require a volume in space, matter and time. This is the reality of Quantum Space (33, 34).

A finite being shall always have a finite intelligence with imperfect ethics. Do not expect your friends, or your neighbors, or even your best friends, or any Esprital, to have the ethics or the intelligence of God. We shall all remain flawed so long as we have imperfect ethics, but our creativity can evolve forever toward infinity, taking us ever closer to God. We never reach perfection. Morality is in the journey, not in the stages of the trip. The universe itself, as we know it, is but one stage in the trip. That is why we do not live in a perfect universe.

The critical threshold of morality for an Ethical State, when ethical evolution becomes irreversible, seems to be the moment when every citizen of the Ethical State is willing to die before diminishing anyone's creativity, including his or her own. This is ethical maturity, when everyone has become an Esprital. This is what can make evolution irreversible and keep us from surrendering to evil through our own fear. This is the beginning of the Moral Society. It may be that none of us have ever reached that degree of ethical development.

I believe that Moses, Socrates, Buddha, Confucius, Jesus, Spinoza, and Teilhard de Chardin almost certainly reached the threshold. But perhaps many others, such as Zarathustra, Thales, Pythagoras, the Hebrew Prophets, the Christian Saints, Hypatia, Mohamed, Hildegard von Bingen, Moses Maimonides, Mahatma Gandhi, Rosa Luxemburg, Dieter Bonhoeffer, Albert Schweitzer, Andrei Sakharov, Mother Tersesa, and Alexander Solzhenitsyn, may have also been Espritals and reached this irreversible degree of ethical maturity.

Others who were highly ethical and creative, but perhaps not quite yet Espritals, were Thomas Jefferson, some of the other Founding Fathers, J.S. Bach, Goethe, Beethoven, Bertrand Russell, Albert Einstein, Constantin Brunner, Madame Curie, Henri Lurié, Barbara McClintock, and Buckminster Fuller. We can learn from all ethical persons. We should not reject the friendship, or the ethics, of those whom we regard as less than perfect in their ethics.

Henri Lurié was not perfect in his ethics, but he was the most committed man I ever met; he was dedicated totally to ethical principles. Buckminster Fuller, the inventor of the Geodesic Dome and many other inventions and discoveries based on icosohedral structures, was a loving teacher of all humanity, and a great empowerer of the individual. He seems to have been equally committed to ethical principles during the last two thirds of his life, although he took many wrong turns early in life.

Overcoming The Lower Passions

The lower passions are the animal instincts and emotions with which we are all born. They are what Spinoza also called "The Appetites." Maslow called them "the lower needs."

Our first passion is simply not to be in pain. We cannot develop ethically if we are in constant pain.

Our second passion is to not be in need of sustenance. We cannot develop ethically if we are in constant hunger or thirst.

Our third passion is to not be in danger and to feel safe. We cannot develop ethically if we are in constant danger. This is our passion for safety. We never feel safe if we are in pain, lack sustenance, and have no shelter. The mere thought that we may lack these essentials may trigger a feeling of danger, and fill us with an uncontrollable passion for safety. This is fear through the belief that we cannot create what we most need.

Our fourth passion is to feel loved. If we feel unloved, particularly by our parents, we may not develop ethically. And remember that love is the desire to and the act of increasing someone's creativity, without ever decreasing creativity for anyone. It is not the desire to or the act to make anyone happy. This is a false love.

If we feel unloved, we will develop a passion for false love and never mature ethically. A false love exists when we value anyone's happiness, including our own, more than creativity, including our own.

It is the responsibility of our parents, and ourselves as parents, to make sure that children are secure in their basic passions when they are young, or we will have failed as parents, and our children shall not develop as ethical adults, become moral, and reach their full creative potential.

The highest passion we will develop, when we are still quite young, is the passion to learn. If our parents do not share this higher, non-animal passion with us, we may never develop it and never become moral adults. However, if we find the love of other good role models, while we are still young, and learn the passion for learning from them, before the world and our own lower passions have destroyed our ethics, we may still become moral, even if our parents were no more than marginally ethical, and loved us minimally when we were young.

Although the passion for learning is inborn and is part of our ethical nature, it is a late evolutionary programming of our brain, and this higher passion is quite fragile. It is intimately tied to our ethics. People will often replace it with a passion for safety, food, false love, or sensual pleasure. All of these lower passions are good, and essential for our survival as a species, but if they are not eventually given collectively a lower priority than our passion for learning, we shall destroy ourselves as a species.

If we follow our innate ethics, we will eventually learn that the true meaning of love is to value the creativity of another as much as we value our own creativity. Then our love will have become a higher passion. We must learn to value creativity more than safety, food, false love, sensual pleasure, and life itself. This can be done.

If it could not be done, Socrates would not have drunk the hemlock, Jesus would not have died on the cross, Spinoza would not have allowed himself to be excommunicated from the Jewish community and to be turned into a pariah for the rest of his life, and for long after his death, nor would Rosa Luxemburg have been killed mistakenly fighting for socialism, and Sakharov and Solzhenitzsyn would not have taken an ethical stance alone, against the entire Soviet System..

When our passion for creativity is greater than all of our other passions combined, then we will truly know the meaning of love. And we will learn to love everyone, including ourselves and our enemies, for their creativity rather than for their happiness.

Once we learn to love ethically, and realize that this has nothing to do with anyone's happiness, but that true love, which lasts forever, is concerned solely with the creativity of ourselves first, then of our spouse, then of our children, then of our best friends, then of our good friends, then of all other friends. Once we learn how to truly love, we are empowered forever and shall never again be motivated by fear and the lower passions. We shall guide our life, and take all of our actions, solely on the basis of ethics.

Fear is the passion that results from believing that we cannot satisfy our basic needs for safety, sustenance, shelter, love, sensual pleasure, and knowledge. Fear is a false belief. This false belief seems to force us to do things that we know, in our most innermost being, are unethical. Therefore, we become drug users, sybarites, sexual addicts, criminals, liars, cheaters, greedy hoarders, jealous lovers, philistines, bureaucrats, politicians, and frauds.

The worst frauds are those who seek to convince their peers that they are intellectually superior, in order to feel secure, and to receive, admiration from others, which is an illusion of love. They become destructive to the ethics and intelligence of others, and never do anything creative in their lives again, while destroying the creativity of those more ethical, but less intellectually mature, than themselves. I have found that these kinds of frauds make up most, but not all, of the faculty in most of the universities. Other frauds, if they are a little less clever and less ethical, may become politicians, bureaucrats, predatory capitalists, unscrupulous lawyers, and other kinds of human parasites. These frauds may occasionally even believe that they are ethical, when they have never done anything creative in their lives since childhood.

Therefore, our obligations, as ethical children, are to educate first ourselves until we can understand the true meaning of ethics. Second, we focus on our own ethical development, if we do not yet have children. Once we have children, their creativity must always come before ours. Therefore, there is a natural hierarchy in our intellectual and ethical development; the latter are always correlated. We cannot grow in ethics without growing in intelligence, but we can grow in intelligence without growing in ethics. The universities, courtrooms, and board rooms of the world are filled with people who have grown in intelligence, without growing in ethics.

If we recognize the true meaning of our inborn ethics, nothing can stop us in our moral development, neither torture nor threats of death. If this were not true, we would not have had in the 20th century people like Albert Schweitzer, Rosa Luxemburg, Mahatma Gandhi, Dieter Bonhoeffer, Bertrand Russell, Teilhard de Chardin, Chaim Weizman, Martin Buber, Mother Teresa, Alexander Solzhenitsyn, and Andrei Sakharov. Why do we not have more people like these?

The Impediments To Ethical Growth

We wish to maximize creativity to the best of our ability in order to grow in ethics, and become maximally creative human beings, but there is a natural hierarchy that we must follow until we have children of our own. This hierarchy is developed as follows:

1. Our parents provide us with at least the minimal amount of safety, nurturing, love, and ethical example to make us clearly ethical, and simultaneously to have some passion for learning, and not be neurotically insecure.

2. We educate ourselves, as best we can, within the existing school system.

3. The school system, mostly by luck, is not so destructive that we lose our ethics, and all joy in learning. It is the responsibility of parents to choose the least destructive schools that will most contribute to the creativity of their children, but this choice is rarely clear.

4. We begin to read, study, and experiment on our own, outside the regular school system.

5. We begin to develop an interest in the opposite sex, which is healthy and ethical, but distracting from our primary obligations while we are still young.

6. We begin to try to be ever more self-sufficient, and we get an after-school job.

7. We begin to have conflicts among our passions for learning, sex, and autonomy.

8. At this point we need to develop new ethical guidelines about how to deal with the ethical problems we are encountering in school, relationships with the opposite sex, and our desire to be autonomous.

Guidelines For Educational Ethics

Our highest ethical priority when we are young is to continue to educate ourselves and grow in ethics. The type of education that is optimal, in terms of maximizing our creativity, is that proposed in the Lifetime Curriculum given in the Appendix of this book, but this type of education is not available at any price anywhere in the world. It is up to our parents and ourselves to obtain this type of education within the regular educational system. This is very difficult.

At the same time that our passion for learning is growing, our passion for sex is taking up more and more of our time and interferes with our studies. Our parents, society, the educational bureaucracy, and our own passion for autonomy is pressuring us to specialize so that we may become employable as soon as possible. The best we can do, it seems, is to go into a secure well-paid profession. The demands of the profession on our studies, and our working time, are such that we can no longer even approach the educational levels of the Lifetime Curriculum. Therefore, in order to survive, we stop being creative, and we regurgitate exactly what we were taught, get good grades, and become acceptable to the profession. Our ethics and our creativity are being destroyed by the educational system.

We cannot solve our ethical dilemma in education unless we simultaneously solve the ethical questions posed by our sexual passions, and our passion for autonomy. An outline of educational ethics is given in the Appendix, and in Chapter 6 of CREATIVE TRANSFORMATION (115).

Economic Ethics

It is good for children to want to be autonomous and economically self-sufficient, without having to depend on their parents. However, if it is at all possible, it is best for young persons to concentrate on their studies, and to remain dependent on their parents until they can continue to educate themselves optimally on their own. This should happen before the age of thirty, which will leave most persons over half of their lifetime to return to the world all that has been given to them. For the most brilliant children, it can happen before the age of eighteen, through scholarships, fellowships, and/or part time work in a field related to their main educational interests (See Appendix).

However it happens that young adults become economically self-sufficient, while continuing to educate themselves, they should always bear in mind the following principles of ethical economics:

1. It is, at best, marginally ethical to be an employee or to have employees.

2. It is optimal in ethical economics solely to have partners and to work with those partners.

3. A partner is someone who shares the risks as well as the profits with other partners, although they do not have to share them equally; an independent contractor is more a partner than an employee.

4. An employee is someone who neither shares the risks nor the profits with the employer, but is promised a salary.

5. An employee is a temporary slave who exploits the employer, by working as little as possible for the most possible recompense, and is in turn exploited by the employer, who tries to extract as much work as possible from the employee, while paying as little as possible in salary and benefits. It is clear that not all employees and employers are equally exploitive.

6. Every form of exploitation is unethical, whether we are an exploiter, or an exploitee.

7. We should always begin the practice of economic ethics within the first economic paradigm, which follows:

The First Economic Paradigm

We invest our time in earning the maximum disposable income possible, while assuring that nothing we do to earn our income ever imposes undeserved harm on anyone, and is always in its-self a creative, ethical act.

8. We can earn a good living for ourselves and our families within the First Economic Paradigm, but for any person who is growing in ethics it will eventually lead to great frustration, because we soon discover that those ethical activities which earn the highest income for us, are also the least creative activities that we can imagine. This leads us logically and inevitably to the Second Economic Paradigm.

9. The Second Economic Paradigm.

(WARNING! NEVER FOLLOW THIS PARADIGM!)

In this paradigm we try to maximize creativity for ourselves and others, under the constraints that whatever acts we do in this paradigm, (a) never impose any undeserved harm on anyone, (b) are always as creative as possible, and ( c ) produce sufficient resources to support ourselves, and provide the necessary security and educational opportunities for our family to become maximally creative.

This all sounds very logical, and more ethical, than the First Economic Paradigm, but it is not true. I know this from having worked with this paradigm for over fifteen years. If we follow this paradigm, we will not maximize our family's creativity, nor anyone else's. Furthermore, we will, eventually, always be on the brink of bankruptcy, no matter how rich we were when we started. If we have not provided adequate security and educational opportunities for our family, they will be ethically damaged. We can provide those opportunities, and security, for them, solely within the First Economic Paradigm.

10. Stay in the First Economic Paradigm until you have provided all the security and educational opportunity your family will ever need. Then go on with your ethical development.

11. After achieving the goals of the previous step, within the First Economic Paradigm, and avoiding the Second Economic Paradigm, leap to the Third Economic Paradigm, which follows:

The Third Economic Paradigm

We do our best to utilize the resources in-hand, and solely those resources, to maximize creativity, according to the dictates of our conscience alone, while ignoring all economic risk, or gain, and making sure that we never impose undeserved harm on anyone. This includes not risking the resources that are essential for our family's security. We never count on any resources that we do not already have in-hand, even if they are promised to us by the most reliable people and sources we know. Remember, the most valuable resource we have is our own life. We use and risk solely those resources which are not essential to maintain our own life, and the well being of our family.

This paradigm works perfectly, once we have fulfilled our ethical obligations to our family. I know, because I have been working with this paradigm, exclusively, for the last ten years. It never fails. Use it, and you will maximize creativity for yourself and others, if, and only if, you have first fulfilled your ethical obligations to your family, otherwise you will fail. Nothing must ever come before the maximization of the creativity of your family, including your own survival. A more detailed discussion of the Third Economic Paradigm, without naming it as such, is given in Chapter Seven of my previous book (115).

12. Once we have passed through the Third Economic Paradigm, so that we have full confidence in it, we are ready to enter the Fourth Economic Paradigm, which follows:

The Fourth Economic Paradigm

We take all the experience and confidence that we have in the Third Economic Paradigm, as well as all of its ethical principles, and do our best to create an Ethical State before we die. If we believe that we know how best to do this, we do it, and do not just talk about it. An Ethical State is the best legacy that we can leave our children. If we do not have confidence in our own ability, or we believe that someone else has a better strategy, then we become a citizen of their Ethical State, until we can create a better one of our own.

If you understand and follow the economic ethical principles above, you should become economically secure by the time you are thirty, if not much sooner. Economic security comes from having reached a minimum level of practical creativity, not from being independently wealthy. It is at this time that you can ethically begin a family, and then fulfill your obligations to them, before leaving the First Economic Paradigm and leaping to the Third Economic Paradigm, while avoiding a fall into The Second Economic Paradigm, which can easily trap us. It trapped me for fifteen years, and it took me another five years to get out of it entirely and learn to work solely in the Third and Fourth Economic Paradigms.

A more detailed discussion of Economic Ethics within the Third Economic Paradigm, is given in Chapter 7 of CREATIVE TRANSFORMATION (115). However, it is best to stay in the First Economic Paradigm until you have provided adequate security for your family. Once you understand the Evolutionary Ethic and commit to its principles, it will become increasingly difficult to function in the First Economic Paradigm.

However, what most interferes with our ethical duty to educate ourselves, at least while we are young, is not so much our economic needs, or passion for autonomy, but our sexual passions, which can easily trap us in an unwise marriage to someone who is not our Complement, and does not love us ethically. We can avoid this trap by understanding and following Sexual Ethics.

Sexual Ethics

Sexual Ethics follow very simply and directly from the Evolutionary Ethic. However, popular mass culture, which has become hedonistic, and our own emotions make it very difficult to understand sexual ethics. In my previous book, I thought that sexual ethics were so simple that I left them as an exercise to the reader, with a few hints. I will now go a little deeper into sexual ethics, but these conclusions may not be obvious to the reader. I may have to write an entire book on sexual ethics some day to make their derivation from the Evolutionary Ethic clear. Do not worry if they go against your emotions and desires. Follow your own conscience, but remember that your conscience may be driven by fear or lust, and that the more primitive parts of your brain are fooling the more advanced (ethical) part of your brain when this occurs.

Our sexual passions are natural and programmed into the limbic system of the brain by at least 200 million years of evolution. These passions can easily overcome our ethical needs and judgments, if we do not have a good system of ethics to guide us, one which does not conflict with our biology and our true sense of right and wrong. Jewish sexual ethics are much closer to this type of guide than are Christian sexual ethics.

Christian sexual ethics do not come from the teachings of Jesus, but primarily from the teachings of Saint Paul and the bureaucracy that succeeded him. Jesus always claimed to be nothing other than a Jew, and that his teachings were solely for other Jews. I come to fulfill the law and not to change it. I shall not change a single letter nor jot in the law.... Do not throw pearls before swine. The latter comment of Jesus was in reference to whether his teachings were for non-Jews. All the early Christians had to convert to Judaism before they could become Christians. Saint Paul changed all this by saying that baptized Christians were circumcised in the spirit.

Saint Paul was a high ranking Jew, a Jewish aristocrat and a member of the Sanhedrin. I believe, along with a few Biblical scholars, that he was a latent homosexual (176).

Male homosexuality was a capital offense among the Jews of this time. Killing a man for engaging in homosexual acts seems unethical to me, but this was Jewish law. As Jesus, then Spinoza first noted, not all Jewish laws, as currently practiced, nor the Torah itself were consistent with the true system of ethics taught by Moses (412).

I believe that the true ethical teachings of Moses are best expressed in Genesis and Exodus. Leviticus, Numbers, and Deuteronomy, seem to me, to represent a corruption of the ethics of Moses, produced by the Hebrew priests as they began to acquire ever more temporal power. There are no existing copies of the Torah produced before hundreds of years after the destruction of the First Temple in the sixth century BC. Solely the priests had access to the original Torah at this earlier time. Spinoza first made the coherent argument that the original Torah must have been much shorter than the one we now have.

Therefore, a person in Saint Paul's position could not even think about coming out of the closet, and becoming a practicing homosexual. The only feasible alternative for an ethical, Jewish homosexual was to be celibate. Homosexuality is a congenital condition, not an ethical choice (117). We should have love and compassion for homosexuals, not the fear and contempt taught by some religious fundamentalists.

This situation produced an anti-sexual neurosis in Saint Paul, which manifested itself in claiming that celibacy was the highest moral state for any human being. This is completely contrary to Jewish law and the Evolutionary Ethic, which claim that the married state is the highest moral state for both men and women. As the Bible tells us, You shall leave your father and mother, and cleave unto your spouse, and you shall become as one flesh.

Homosexuality was probably originally disparaged by the early Jews because it inhibited the natural increase of the Jewish people, which have always been a very small minority among the nations of the world as are even more so the Espritals. Furthermore, this minority was always on the verge of extinction. It also might be that homosexual culture, somehow, decreases the Evolutionary Ethic within a society. The Evolutionary Ethic gives highest ethical priority to children and families. These are values largely absent in most homosexuals. I have never met nor heard of a homosexual who was an Esprital, but there are many ethical homosexuals, which precludes the persecution of homosexuals.

In order to give full vent to his neurosis, as well as his considerable ethics and intelligence, Saint Paul built Christianity in his own image, and created a basically anti-sexual religion, which sees any form of sexual activity outside of marriage, and many a form within marriage, as an immoral act, and holds that the most ethical life that one can lead is the celibate life. In the words of Saint Paul, It is better to marry, than to burn with lust. This is, of course, contrary to biology, Judaism, Evolutionary Ethics, and good sense.

The most ethical life that anyone can lead is the most ethical life that everyone should lead. If everyone were celibate, then the human species would become extinct. The extinction of humanity is not an ethical act. Therefore, Christian sexual ethics are false, from the point of view of Kant's Categorical Imperative.

The Catholic Church, in demanding that all its clergy be celibate, is behaving unethically. This unethical behavior has been used primarily as a form of control over the clergy, so that they will not give first ethical priority to their families, as they should. This will lead to an ever greater concentration of ethical homosexuals and other sexual deviants among the Catholic clergy, which will make the Church ever more out of touch with other Christians. But the almost universal Christian ethic that all sexual activity outside of marriage is a sin is also a false ethic. We need to be guided by the Evolutionary Ethic, which never leads to its own contradiction.

Our sexual passions are among the strongest, and most natural, good passions that we will ever have; it is very difficult not to be dominated by them when we are still young and have not yet developed a love for learning that is greater than our sexual passions. For some, this conflict begins to diminish after the age of about twenty-five, when the sex drive apparently begins to very slowly diminish, for most men. For most women the sex drive does not seem to diminish until about the age of forty or so. For those who will grow ethically all their life and perhaps become Espritals, the Evolutionary Ethic is well established in their mind by the time they are twenty-five, although they may not be consciously aware of it. More important than a diminishing sex drive is the development of sound sexual ethics to put in its place.

Therefore, the first thing to understand in true sexual ethics is that sexual desires are natural and good, but that not all sexual behavior is good under all circumstances. The most important ethical consideration regarding sexual behavior is that we not produce any children until we are prepared to assume full responsibility for their welfare, and put the welfare of our children ahead of our own. We are usually not prepared to do this until we are well educated, ethically mature and economically secure. However, the most important aspect of ethical maturity is that we have learned how to love.

If we do not love our spouse and our spouse does not love us in return, we have not provided an adequate family for our children. The greatest love of an ethically mature person is love for children yet unborn, particularly one's own children. Until we are ethically mature, we are not fit to be parents, no matter how intellectually mature and economically secure we have become. We can neither learn to love nor become ethically mature through reason alone. We need to be open to both the mystical paradigm and the scientific paradigm.

Ultimate goals, such as the Evolutionary Ethic, have no basis in logic. They are ends in themselves, not means to an end. We will never choose the Evolutionary Ethic as an ultimate goal if we are closed to mysticism. True ethics come from God. This communication with God is a mystical experience, which people who are totally closed to the mystical paradigm will never have. True love is also a mystical experience, which also comes from God; the experience of true love is even more profound than the Evolutionary Ethic. Anti-mystical people will never have it.

Although both ethics and love can be understood and explained at a purely intellectual level, they cannot be taught without love. They must be taught by personal loving example, or we will never learn them. The teachings of Moses gave us the ethical basis for creating an ethical society, but it is the teachings, and example, of Jesus that taught us the meaning of true love. That is why Christianity has been much more effective in communicating Jewish Ethics to the world than has been Judaism itself, although Christianity has been contaminated by the mistaken teachings of Saint Paul, and few Christians live up to the teachings of Jesus.

God is truth, but God is also love. True, or ethical, love is based on giving at least as high a priority to the creativity of another as we give to our own creativity. This shall always seem irrational to someone who has not learned to love and is anti-mystical. In our families, we must love our children and our spouse more than ourselves, or we shall have a dysfunctional family based on false love. A false love for our spouse is based in the notion, "I will marry you, and love you, so long as you make me happy. When you no longer make me happy, I will leave you, and if necessary destroy our family, because nothing in the world is more important than my happiness."

So long as we seek sexual partners on the basis of their ability to make us happy, rather than on the basis of who will be the best possible parent to our yet unborn children, we are still ethically immature, and should have no children. We should have no sexual relations with a partner whom we do not love ethically, and who does not love us ethically in return; we owe it to ourselves, and to our unborn children.

We know that we are ethically immature so long as we have not learned to love ethically and seek sexual partners primarily for the pleasure they bring us, rather for the love we give them. If we love someone, we will never knowingly do anything to harm them, even if they desire it. If we have a sexual relationship with someone whom we do not love, we will almost certainly eventually harm them in some way, particularly if we have children with them. The highest manifestation of our love for another is to wish to have children with them, if, and only if, they wish to have children with us, and we are both sufficiently mature ethically, intellectually, and economically to have children, and both of us will give their creativity the highest priority in our life. Next to this our happiness is trivial.

Therefore, sexual ethics takes more than intellectual maturity and an ethical nature. It takes these things together with the capacity to love. The capacity to love truly and deeply takes an openness to mysticism. We will never learn to love without the example of someone who has loved us. What we learn from this example is what cannot be learned from books or in school. We learn to have empathy, compassion, patience, and trust, based not on reason, but on love. Without this kind of a capacity to love, we shall never understand nor follow the sexual ethics that come from the Evolutionary Ethic.

Sexual ethics as herein developed are intended primarily for young heterosexuals, although in great part they also apply to homosexuals The entire concept of the Ethical State is optimized for heterosexuals who are committed to the Evolutionary Ethic and what is best for their children. It is not intended to always accommodate to the needs of homosexuals or anyone who is not committed to the Evolutionary Ethic. Those who cannot fit into the Ethical State, should form their own societies and not seek citizenship in the Ethical State, although they shall all be tolerated within the Ethical State, so long as they obey its laws. No one who has not yet learned to love shall ever understand well the Evolutionary Ethic, or the sexual ethics that follow. Still, this leads us to the following summary of true sexual ethics that maximize creativity; I hope that it is of some use to you.

1. Have no children until you are ethically mature, well educated, and sufficiently economically secure to support a family, entirely by yourself; this applies equally to both men and women; the most important gift we give our children is an ethical home, with an ethical mother and an ethical father; it is unethical, and irresponsible, to have children unless we can provide all these things for them.

2. Never have sexual relations with any person unless you love the person.

3. The minimum amount of love that should exist between people who have sexual relations is that they love the other at least as much as they love themselves.

4. If you cannot commit to eventually giving first priority to the creativity of your sexual partners, over your own, then you do not have enough love for them to have sexual relationships with them. A spouse is a sexual partner whom you love more than your self.

5. If you would never have a sexual relationship that would lead to a child exactly like your partner, you do not have enough love for them to have sexual relations, even if you believe that your sexual relations will never lead to children, because of age, health, or birth control. Remember, it is unethical to be certain.

6. If neither of you can jointly give all your children's creativity first priority over your own, then you do not love each other sufficiently to have children or sexual relations together, even if you believe that you can never have children together, and that you are using the most fool-proof method of birth control in the world.

7. You should avoid all coital activity, but not, necessarily, all sexual activity, until you are sufficiently educated, ethically developed, and economically secure to care adequately for any children you might have. Until that time arrives, practice solely safe sex, or better still remain celibate.

8. If it is biologically or psychologically impossible to control your sexual desires from interfering with your education, then make sure they are limited to sexual activity that will not lead to children, i.e. practice solely safe-sex, but recognize that you can easily lose control and end up with children, whom you must then give first priority in life for the rest of their lives, thereby possibly failing to develop full creative potential for yourself, your spouse, and your children.

9. Never use abortion as a form of birth control; accidental pregnancies should be handled by adoption, never abortion, unless the life or health of the mother is threatened.

10. Abortion solely for convenience is almost always an unethical act, but it is a private act that should always be at the discretion of a woman and her doctor. It is her body, not the fetus', much less some fundamentalist busybody's. It is up to the man to choose a sexual partner who will not abort his children, and who will be a good mother to them; this is his ethical obligation.

11. Women who engage in any kind of coital activity will almost always eventually become pregnant, if their health and age are adequate, no matter what form of birth control is used. A couple I have heard of, where the divorced woman had a tubal ligation to make sure she had no more children, and the divorced man she had recently married had a vasectomy to make sure that he had no more children, much to their amazement had a baby boy within a year of their marriage. They named him Houdini.

12. Be very careful not to contract or spread any of the sexually transmitted diseases, which are now ubiquitous. It is an unethical act to contract, or spread, any sexually transmitted disease. We are ethically responsible for making sure this does not happen, which means we must never surrender to casual sexual passion. If we cannot control our sexual passions before marriage, we must practice solely safe-sex with those we love enough to gladly marry; we must not be promiscuous.

13. Sexual activity without adequate precautions and love between the participants can be very harmful emotionally, spiritually, and physically to our partners and ourselves; any such harm is an unethical act.

14. Whatever your gender, sexual orientation, or age, do your best to be celibate until you find a person of the opposite sex, who is truly your Complement.

15. Always seek out as many Complements as you can find for the rest of your life, but try to keep your relationships platonic, until you are both ready to commit to each other and to your children first.

16. Solely marry and commit exclusively to someone who is your Complement if there is mutual sexual attraction between you. After this you must do your best to assure that the love between you and all your other Complements is purely platonic, and is in no way sexually based.

17. Never try to make a mate or a spouse out of someone you are not attracted to sexually; keep him or her exclusively as a platonic Complement. Sexual attraction is a way nature tells us that we are genetically compatible with another, although sexual attraction can occur without ethical compatibility, and the latter is what is most important.

18. Never engage in any sexual activity which seems wrong to you, particularly if you do not like it, or if it has any significant potential for inflicting harm on anyone, including yourself.

19. These ethical guidelines are intended primarily for young heterosexuals, but they also apply in great part to other persons.

20. Ethically committed heterosexual monogamy is the most creative form of sexuality, but other types of sexuality are not necessarily unethical; they may, however, border on the trivial, if they have no purpose beyond mutually desirable pleasure. Sex without ever any possibility of reproduction, may at best be trivial and at worst destructive. Happiness that does not affect creativity is the definition of triviality. Trivial behavior always increases entropy in the short run, and decreases creativity in the long run.

Polygamy may seem ethically optimal for some people, but it is almost always harmful to our children and spouse. If we love our spouse and children ethically, we will have a monogamous relationship with our spouse, no matter what the creative opportunities are for having sexual relationships with other very willing, attractive, and maybe even uniformly superior partners. The commitment of love that we make to a spouse for their sake, and for the sake of our children, is to be monogamous, no matter what the temptations. Our first ethical obligation is not to inflict harm on anyone, ever, for any reason. We do not leave our spouse, unless he or she is irreversibly destructive to us or our children.

Every polygamous society in the world seems uniformly inferior in its collective creativity to every monogamous society. The greater the social, economic, and political equality between men and women, the more creative will be the society, and our primary ethical obligation is to maximize creativity, not to have many meaningful pleasant sexual experiences, even if they are more creative than the one we have with our spouse. Our ethical obligations are first to our children, then to our spouse, then to ourselves, then to the rest of the world. We cannot ethically maximize creativity for ourselves and others, while decreasing creativity for our spouse and children. Unethical means can never produce ethical ends.

Hopefully, these ethical guidelines, although not logically derived here in detail from the Evolutionary Ethic, are sufficient for avoiding the traps of unethical sexual relationships and premature marriage, which can easily destroy our creative potential for the rest of our life. It is our responsibility as ethical beings to be guided by ethics in everything we do, and not by our animal passions. When we reach this degree of ethical maturity, we can begin an Ethical Republic. However, not all citizens of an Ethical State need be this ethically mature. The sexual passions are very difficult to supersede. We should be patient, loving, and compassionate with those who cannot overcome them. Let he who is without sin, cast the first stone. However, there is one last lower passion that we must overcome in order to reach our full ethical development, as well as our maximum creative potential. This passion is our fear of death.

The Ethics of Death

Fortunately, when we are young, we have little fear or thought of death, that is why the young make the best soldiers. The main fear of the young is the fear of pain, and secondarily of permanent damage to their bodies. But eventually all these fears come together in the passion for life, and a fear of death.

Fear is based upon the belief that we cannot create. We must learn not to fear death, and know that our major ethical responsibility in life is not to stay alive, but to never decrease the creativity of anyone, including our own. At the same time, we inevitably come to the logical conclusion that we cannot create once we die, and that we eventually all die. Therefore, our creativity ends with our life.

The major focus of almost all organized religion is to counter this fear with a fantasy, for which there is no objective proof at all. The belief that the ego is a part of the soul, and that the soul, as the immortal part of us, lives on and continues to be creative, either in heaven or in a new reincarnated body, is wishful thinking induced by fear. It is completely contrary to all scientific evidence, and it is unnecessary.

These beliefs in continued creativity of the soul or the ego after death, are I believe, false beliefs. However, false or true, they are irrelevant to our ethical obligations, which are (1) never to decrease anyone's creativity, including our own, (2) to maximize creativity while we are alive, (3) to go on living so long as we are creative, and (4) to die when we are no longer creative. That is how we maximize creativity in general.

When our creativity has sunk to the level where we can no longer create the resources that we need to stay alive, then the only creative act left for us to do is to die, and not to be a parasite on those who love us and may choose to adopt us as their dependent. We should certainly not expect those who do not even know us to tax themselves to keep us alive as an uncreative parasite. However, this does not mean that the essence of what we are dies with our body.

We are immortal in our souls, which live forever in the creativity that we have engendered in others during our life, and through our creations perhaps long after our deaths. We are also immortal in that every creative act that we ever do becomes an eternal part of the infinite mind of God, i.e. part of quantum space, the implicate order (33, 34, 410-412). But our ego is a product of our body, and it dies with our body.

Therefore, part of our ethical development is to overcome our attachment to ego and the consequent fear of death, and replace them entirely with the highest passion, which is to maximize the creativity of the universe. If we are not willing to die before decreasing the creativity of our neighbor, or ourselves, then we are not yet moral. If we are not yet an Esprital, then our contributions to the creation of an Ethical State may not be as great as those of an Esprital, but they will not be irrelevant. We can always help those we recognize as Espritals, as best we can, in creating the Ethical State. One does not have to be a Esprital to be a citizen of the Ethical State, merely understanding and doing one's best to live up to the Evolutionary Ethic is enough.

If we have become Espritals, we are ethical warriors, and follow the code of a warrior, which is never to surrender. Part of our ethical obligation in life is never to surrender to evil, allowing another to control or destroy our creativity. This must be resisted to the death. But most of us are not there yet, and enough pain, and/or threats of death, can force us to surrender to evil, which turns us into a destructive force in the Universe. All we can do is the best we can, and try to adopt the ethics, courage, and warrior's code of an Esprital, and that is enough to create an Ethical State.

Espritals never see themselves as Espritals; they are too well aware of their own imperfections. But they recognize other Espritals, and do their best to love them and serve them by diffusing their ethical message and their wisdom. However, sometimes the followers of Espritals forget that they were flawed humans, and turn them into mythical, imagined paragons of virtue. This happened to Moses, whose fundamentalist followers believe had the entire Torah dictated to him directly by God, letter by letter. It also happened to Zoroaster, Buddha, Confucius, Lao-Tse, Socrates, and Jesus. The latter was turned into the literal, biological son of God, who was resurrected from the dead and rose directly into heaven, by his followers. The teachings of Mohammed, who was turned into the last and greatest of all the prophets of God, who also rose directly into heaven, were also distorted by his followers. It has happened to many others who have become anointed as saints and prophets.

This would have happened to Spinoza, had he not been so reviled by virtually all the Jews and Christians of the world, and had he not written his greatest thoughts, and left them for us exactly as he had them, and not as his followers would have distorted them. The distortions of Spinoza's teaching did, in fact, occur, and led to the teachings of Jefferson (most ethical), Hegel, Marx and Lenin (least ethical), but most of their followers did not know that they were following a distortion of the teachings of Spinoza.

Spinoza is my Rabbi, and I am his devoted follower, according to my own interpretations of his teachings. He was also the Rabbi of Constantin Brunner and Henri Lurié. Henri accepted Constantin Brunner as the greatest Esprital he ever knew. And I accept Henri as the greatest Esprital I have ever known, and he had many, many ethical flaws, as did Constantin Brunner.

Although I encountered Teilhard de Chardin. in person, shortly before he died, I never knew him except through his books. He is the Rabbi who first raised my ethical level so that I was willing to greatly risk my life, but not yet quite die, for ethical principle. It was the love and the implicit evolutionary ethics in Teilhard's writings that so moved me, not his greatness as a scientist. Teilhard de Chardin was a Jesuit priest.

Today Moses, Jesus, Spinoza, and Teilhard are jointly my Rabbis, and I have done my best to bring all their ethical teachings together in my books, and to teach and disseminate the common ethical message that they all brought to the world. This common message is something worth dying for.

Judaism says we should do anything to stay alive, short of idolatry, murder, and engaging in destructive sexual practices. I go a little further, and say we should die before decreasing anyone's creativity, including our own. Once we accept this Ethical State for our own mind, we shall never again fear death, torture, or surrendering to our own fear. It is a liberating experience that comes from simply understanding, and following, the imperatives of the Evolutionary Ethic.

It is unethical ever to nurture a parasite. A human who is never able again to create at least as many resources than he or she will consume has become a parasite, and should accept death gladly, without expecting or wanting anyone to nurture him or her. However, this is sometimes difficult for those who love us, who will often try to keep us alive, even after we have become parasites. If those who love us nurture us after we have become parasites, they are diminishing their creativity, as well as the collective creativity of humanity, and doing us no favor. However, it is highly ethical to comfort, and in every possible way communicate love to dying friends and all those we love. Communicating love to those we love is among the most creative things we can do, for enhancing our own creativity.

We shall all become parasites if we live long enough. Fortunately, many of us die before becoming parasites. I would rather die than become a parasite. And I ask all those who love me to allow me to die when I can no longer nurture and/or care for myself.

I recognize that suicide is unethical if it has no purpose but to end suffering. However, I respect everyone's right to commit suicide, with or without anyone's help. But no one ever has the right, except in necessary self-defense, to end the life of another without his or her clear consent, before impartial witnesses, solely to end their suffering. Suicide, as with any form of self-harm, is, at worst, a private unethical act.

I shall finish this section by reproducing a copy of my own living will, which I left for my family in case I become incapacitated and can no longer make decisions concerning my medical treatment.

The Living Will of John David Garcia

I wish to live as comfortably and simply as possible so long as I remain creative. My major creativity is in writing and teaching. If I become so ill that it is no longer likely that I will ever be able to write or teach again, then I wish to die as soon as possible.

While I was in Mexico in December, 1999, I became incapacitated for a period of four days. If I ever ecome incapacitated again, so that I cannot make decisions for myself, I do not wish any heroic or invasive medical procedures to be used to keep me alive, unless there is a good chance that I will fully recover my creativity. Therefore, unless I am likely to recover my creativity, I do not wish any life support, surgery, invasive procedures, or anything to prolong my life performed on me.

If I am ever in a condition where I am not likely to recover my creativity, I wish to be allowed to die as quickly, painlessly, and peacefully as possible. I give full authority to my wife, Bernice, and/or my daughter, Karen, because she is a physician, to act for me in these conditions, with my other daughters, Miriam, Jackie, and Laura, in that order, acting individually in their place, if Bernice and/or Karen are unable to assume this responsibility.

Witnessed and Testified to on February 13, 2000 by,

John David Garcia Witnesses

Death As A Creative Act

Death is essential to life. Without death there can be no evolution by natural selection, since then higher life forms could never replace the less evolved life forms. It is inevitable that as we grow older, we eventually begin to decline in creativity, until our life costs more in the creative efforts of others to maintain than what our total creative output will be for the rest of our life. At this point the most creative thing we can do is die and allow someone else to take our place in the ongoing experiment that is evolution.

The sole value and meaning of our life is the creativity that we engender in others. Each human life is an experiment in evolution. It will have been a successful experiment, if we leave the biosphere a little more creative than we found it. If we have had a good life, someone will be able to build on the reflection of our soul that we left behind, and help humanity take one more step along the road that leads to the Ethical State, the Moral Society, and ever closer to union in God. Solely moral beings achieve true union with God, solely they can continue to grow in creativity forever. Solely morality, can engender immortality.

There can be no evolution by natural selection without death. Only highly ethical moral beings can continue to evolve forever, and contribute to the Evolution of the Universe, without having to die. Until then, we have an ethical obligation to die and make room for another experiment in evolution.
Dying is the last creative act of our life, we need not fear it.

Therefore, we learn to ignore death, and focus on maximizing creativity without any expectation of reward or fear of punishment, knowing that we are contributing to the creativity of the universe by dying, and that we have done the best we can. That is all we can expect from life, knowing that we did the best we could, that we refused to surrender to evil, that our creativity has come to an end, and that it is time to die. Our soul will continue to live forever in the creativity that we have engendered in others. This seems to me to be the only heaven there is. We should expect no other reward, nor fear any punishment. Even if there were a hell, in which I do not believe, all other suffering is trivial, if we can no longer create. At this time we should welcome oblivion, and the final annihilation of our ego. It is the end of pain.

If we succeed as a species in creating a Moral Society, then our descendants may become sufficiently moral to grow in creativity forever, without having to die, but we are not there yet. Our death is the last gift we leave for our children, and all our future descendants, as well as all the descendants of those we love. It's not such a bad deal. In any case, it is the only deal that God offers us. The rest is a fantasy engendered by those who fear death.

How to Begin an Ethical Republic

An Ethical State begins with ourselves, and must evolve into an Ethical Republic over time. The first

thing that must be clear in your own mind, before you begin an Ethical Republic, is what its constitution should be. I have given you one example in the previous chapter. I gave another inadequate, and I now know impossible, example in my first book (116). But you should write your own constitution if you find mine inadequate. When you have written what seems to you, according to your own conscience alone, the best constitution you can think of, then you can begin creating an Ethical Government, but not yet a republic, by creating an Octet for yourself.

Do not consider political expediency at all. Do what is most ethical, and creative, not what will sell politically. (This was Saint Paul's ethical mistake. He distorted the teachings of Jesus so that they were more salable to the Greco-Roman world.} Every ethical compromise you ever make for political expediency will fail, and lead to the destruction of what you are trying to create. This is also what happened to Jefferson and the Founding Fathers. They should have been prepared to lose the Revolution and hanged, before compromising on the issue of slavery.

Stand alone all your life if you must. But always seek citizens for the Ethical Republic you are trying to create, listening to their feedback, but not compromising on what you believe is ethically necessary. If you cannot create, for yourself, a single Ethical Octet with four men and four women, you will never be able to create an Ethical Republic.

Compromise is not what is needed. What is needed is a totally ethical political structure, and a totally ethical political plan and strategy, no matter how politically infeasible it may seem within the current political realities in which you live. Listen to others, they can help you correct your errors, but be guided solely by your own conscience alone. Unethical means can never produce ethical ends.

Therefore, your first task is to develop enough ethically and intellectually to create an Octet. I have been trying to create an Ethical State for thirty years. I have created over a thousand Octets in several countries over the last twenty years. Almost all of them were failed experiments, which gradually taught me what not to do, and to understand the fragility of people's ethics, and how they can easily sink into fear, particularly into the fear of not being loved, the fear of being an outcast among their social and religious community, the economic fear of not having the bare essentials of security, the fear of being persecuted by the current political system under which they live, and finally the fear of death, which leads them to accept the comforting lies of the popular religions.

SEE teaches a one week intensive seminar in Eugene, Portland and San Francisco on how to overcome all fear and begin to lead a maximally ethical life, in such a way that anyone who understands these things can create an Ethical State on their own. There is no charge for this seminar, but participants pay their own expenses and the out-of-pocket costs that they impose on SEE by taking the seminar (See www.see.org).

This seminar also teaches the participants one set of techniques and strategies for creating Octets and beginning an Ethical Government. There may be other, much better ways of doing this. I do not know them. Hopefully you can improve on what I have learned.

Those who take the seminar and understand well the Evolutionary Ethic may become citizens of the Ethical Republic that is starting in Eugene, under the sponsorship of SEE, or they may take what they have learned and do it on their own. For those who wish to continue studying with SEE, there is an apprenticeship program that leads to full citizenship in the SEE based Ethical State.

The most important thing to learn is how to work in Octets by unanimous consensus. The particular form of Creative Synergy which I call "Autopoiesis" appears to be very effective for achieving creative consensus, but it needs further experimentation under more highly controlled conditions (115). Anyone who can come up with a more ethical and creative technique for achieving creative consensus within Ethical Octets is ethically obligated to do so and then communicate it to others.

A strategy for creating Ethical Octets, for those who have taken my seminars, understand autopoiesis, and studied my books (115-117), follows in outline form:

1. Form as many Complementary Pairs as you can, investing a minimum of time in interacting with persons who do not share the Evolutionary Ethic with you.

2. Begin working in Octets, with your best Complement as soon as possible. Try never to have more men than women in the Octet, but it is alright to have more women than men, so long as the maximum number of persons does not exceed 10; and so long as there is at least one man in the Octet. A single Complementary Pair can also engage in autopoiesis (115). Meet at least once per month, but not more often than once per week. Be extremely scrupulous about keeping your commitments to one another within the Octet; come when you say you are going to come, and arrive on time or slightly early. Try never to be late; it decreases creativity for those on time; it is an unethical act.

3. Focus, at least, the first eight to ten autopoietic sessions on solving whatever personal problems are put forth by each member of the Octet, until each member of the Octet has posed his or her most pressing problem of the moment to the Octet at least once, and has confidence in the joint power of the Octet. All Octet transactions should be held in highest confidence, and never discussed outside the Octet without unanimous permission of the Octet. Constantly review and keep the Contract for Creative Transformation (115).

4. Call SEE whenever you meet as an Octet if you have any questions about the process, but first brainstorm all problems classically without autopoiesis before addressing them autopoietically. Record and transcribe the brainstorming, autopoietic, and consensus sessions on how to solve each problem; make a book out of them. Remember that everything is done by 100% consensus, including giving a classical interpretation to the autopoiesis.

5. Study CREATIVE TRANSFORMATION (115) and ...POLITICAL ETHICS individually and collectively until you all reach consensus on what everything in the books mean. I recommend reading the books in sequence, out loud, within the Octet, each person reading one paragraph at a time, and then discussing jointly the meaning of that paragraph, in light of everything that has preceded in your studies of the books, and everything else you know, or think you know. Correct whatever errors you find, and expect to find them.

The only time we know that we know is when our alleged knowledge enables us to predict and control something new in objective reality without diminishing anyone's ability to predict and control anything else. Remember, you can always call SEE, as an Octet, at any time to ask any question. SEE never charges for any of its services.

6. When you have all finished studying CREATIVE TRANSFORMATION and ...POLITICAL ETHICS, and you have all had at least one brain storming session and one autopoietic session on a pressing problem of your own, then you can continue this First Phase of autopoiesis, which is called "the Social Phase," until, by consensus, you are all satisfied, and also by consensus go on to the Second Phase, which is called "the Common Interest Phase."

In the Second Phase you all choose by unanimous consensus a project which is an end in itself for all of you, and can readily be implemented by all of you with the resources you have on hand. The project must be solely, and entirely, in the Third or Fourth Economic Paradigm. The resources should primarily be your own creative labor and minimal material resources, which should be equally burdened on each person. No one should ever receive resources, subsidies, or charity of any kind, including loans, from anyone else in the Octet, but all should try to equalize their contributions to those of the greatest contributor. In Phase 2 try to avoid material contributions. All may trade equitably among each other, by consensus, for their time and resources, but I recommend avoiding all commercial transactions among yourselves, until you have become an Economic Octet.

7. When you have all by consensus finished the project of common interest, you may all decide, again by consensus, to go to Phase 3 or to stay in Phase 2 for one or more projects of common interest until everybody is ready to go on to Phase 3. Good, ongoing Phase 2 projects would be to develop the curriculum and educational ideas leading to the Lifetime Curriculum (See Appendix), one level at a time, to meet the needs of your children or of yourselves within the environment in which you live.

Remember that all important decisions of the Octet affecting the whole Octet are always made by 100% consensus; never let the need for expediency impede your working by 100% consensus. No one should ever be forced to go against his or her conscience.

8. Phase 3 is called "the Economic Octet," where you begin investing, in an equitable way, your time and resources in projects that might require more than creative talent, and may consume considerable resources. All Phase 3 projects should be done solely within the Third or the Fourth Economic Paradigms. Use the First Economic Paradigm solely to fulfill your obligations to yourself and your family. Never enter into any economic project or any paradigm with persons who do not share the Evolutionary Ethic with you. If necessary stay in the First Paradigm entirely by yourself until you find ethical partners, who are qualified to participate with you in an economic Octet.

It is possible to work simultaneously in the First, Third, and Fourth Economic Paradigms. But be sure to avoid the Second Economic Paradigm. Balance your activities so that you are providing adequate security for your family until you are ready to move to the higher paradigms. BE EXTREMELY CAREFUL TO AVOID THE SECOND ECONOMIC PARADIGM.

In the Economic Octet, you share any profits from economic projects in proportion to the value of your investment in time and resources, all agreed to by 100% consensus before the project is begun. Yet you should expect no profit, nor consider any material risk, in the Third or Fourth Economic Paradigm projects, but simply do what you all agree is the most creative thing you can do with the resources you have at hand. The sole risk, which must always be considered, is not to inflict undeserved harm on anyone, including yourselves.

Also have a plan so that anyone who wishes may withdraw from the project, at will, and have an equitable distribution of the resources he or she invested, and the profits, if any, made in the project. This formula should also be agreed to before the project begins. Put all your agreements in writing, and make sure you all agree in advance on what each agreement means. Write and keep your consensus agreements by yourselves, without involving lawyers or the courts. You may use SEE, neutral Octets or the Magistrates to resolve disputes or disagreements; avoid the systems of injustice typified by the courts of the host countries.

Remember always that these are Third and Fourth Paradigm activities, where you consider neither economic risks nor profits, but solely choose, by 100% consensus, to do maximally creative projects where you have on hand all the resources, human and material, to finish the project. But you may still engage, individually and collectively, in First Paradigm activities, where your objective is to maximize your income under the ethical constraints of solely engaging in at least minimally creative activities, and totally excluding unethical, destructive activities. Keep completely separate the activities of the different paradigms, or you may easily fall into the Second Economic Paradigm.

It is best to separate your First Paradigm activities from your higher paradigm activities as much as possible, and to do no First Paradigm activities with your Octet. You can count on SEE's help, at no charge to you, in separating the various paradigm activities, as well as in keeping you from falling into the Second Paradigm, which is easy to do when considering material risk and/or profit in any way.

9. The most important higher paradigm activity is to become as fully self-sufficient as soon as possible in every aspect of existence in this order of priority: a) education, b) economics, c) food, d) clothing and housing, e) research and development, f) every form of manufacturing for which your Octet is a major consumer, g) energy and transportation, h) health, i) defense, and j) everything else. SEE will help you in this, on equitable partner terms, when you are ready to enter Phase 3. SEE sponsors projects in self-sufficient living, as well as the educational projects given in the appendix. Also go to the Buckminster Fuller Institute at www.bfi.org, and visit TRANET in Rangely, Maine.

The best laboratory for maximizing creativity for any Octet is to become totally self-sufficient. You should expect to invest several years of your life in the Creative Transformation process, before you are ready to begin Phase 3. Remember you can count on SEE's help at each step along the way, but SEE will give different kinds of help in each phase. SEE will always give you the help that SEE believes you need at each step. This help is given according to the capabilities of SEE, in the hope that it will make you a maximally creative, self-sufficient Economic Octet working entirely in the higher paradigms. AVOID THE SECOND PARADIGM.

All Octets may begin as a Suboctet with a single Complementary Pair and may at first include individual members who are not yet in a Complementary Pair. Complementary Pairs or other gender balanced subgroups from the Octet can form new First Phase Octets to incorporate new persons into the Octet after the new candidates have understood CREATIVE TRANSFORMATION and ...POLITICAL ETHICS, and made the Contract for Creative Transformation, quantum and classical, among themselves (115).

REMEMBER, try never to have more men than women in the Octet or Suboctet at any time, but make sure that they are not all of the same gender, while never incorporating more men than women.

SEE's creative investment in your Creative Transformation is at SEE's risk. Your risk is solely your personal time. The least that you will profit is to learn that SEE was wrong. SEE will profit, solely, if at least one of you becomes a full Phase 3 Octet member in the Third or Fourth Paradigm, is never again in the First Paradigm, and avoids falling into the Second Paradigm where one tries to maximize creativity while constraining risks and assuring minimum profits for one's activity. SEE's profit will have been to create a partner who is a citizen of the Ethical State, and who maximizes the creativity of the Universe. In this way we shall create one another, thereby creating an Ethical State, and a Moral Society.

10. You are welcome to do the best you can alone, but try to take advantage of SEE's experience by seeking advice about projects, paradigms, and other problems your Octet may encounter. Remember, this advice is free, but it is never given unless it is solicited.

Observations And Suggestions: Beware of False Prophets

All the persons likely to read this book are probably ethical persons of high creative potential, or they would not have gotten this far. However, you must all generalize in areas outside of your specialties. But never forget to seek more depth in every area while generalizing. A start in this is to read and understand my earlier books, particularly PSYCHOFRAUD AND ETHICAL THERAPY, which is my simplest book (117).

It may be that we are all vulnerable to psychofraud while we are intellectually and ethically immature, because of an ignorance of scientific method and its rigorous applications to every aspect of human existence, which requires a good knowledge of probability and statistics. Remember, science does not create new knowledge; it merely tells us whether any information is possibly true or probably false. In order to be maximally creative, we must be scientific and generalized in our mysticism, as well as mystical and generalized in our science; alone both paradigms are entropic.

The purest science, which I recommend to all of you, is to study the equivalent of getting at least a bachelor's degree in Physics. The mathematics learned in this process is necessary and a good start, but it is not sufficient in the long run, if you wish to master the Lifetime Curriculum (See Appendix).

Learn to be skeptical, including of what I say. In any case, do the best you can in this direction, even if you might not finish studying the equivalent of a bachelor's in physics during the rest of your life. If you cannot handle physics, try chemistry and other physical sciences first, and if you cannot handle those, try biology, but keep coming back to the physical sciences the rest of your life, if necessary, until you have the equivalent of at least a bachelor's in physics. You can then go on with the rest of the Lifetime Curriculum, as best you can. Getting any degree in the social sciences is mostly a waste of time. I know, I have one of my degrees in Psychology. One survey course in each of the social sciences is enough, until you learn to read and study these things on your own.

It is difficult, but not impossible, to learn mathematics and natural science on your own. Focus on Physics, Chemistry, Biology, and Mathematics in your formal studies, until you are sufficiently mature to tackle the Lifetime Curriculum on your own. We learn a subject best by teaching it, and by using the knowledge to develop practical technology in the business world. SEE can help you.

Remember, the objective increase in creativity is the sole criterion for good, and the objective diminishing of creativity is the sole criterion for evil. This is the only irreversible decision that I have made, and will continue with so long as I live.

There are certain unethical behavioral characteristics which we should all be sensitive to. We go into a purely ethical exchange mode, with no scientific, technical, or otherwise objective information given whenever we perceive them in anyone, including me; I am not immune. Beware of false prophets. These characteristics are as follows:

1. Beware of people who are method oriented rather than goal oriented. If we have no ethical goals, our methods can at best achieve solely trivial ends, can at worst destroy, but can never create. Solely combined ethical methods and goals work. Those who tell you otherwise are false prophets.

2. Beware of people who constantly repeat the same solution to every single problem, and who believe that they have found a method that solves all problems; these people may be destructive. They are false prophets.

3. Never accept notions or do things which violate your innate sense of ethics, your sense of right and wrong, your conscience. If you do, you will fail in creating an Ethical State, at even the Octet level. You may be following false prophets.

The only hypothesis that seems feasible, in this context, is that the moral structure of the Universe is such that good will always triumph over evil in the end, because evil will always destroy itself. However, evil can also destroy much that is good before it destroys itself, e.g. Hitler, Stalin and Pol Pot. The worst evil is the evil which masquerades as ethical principle, e.g. Naziism and Communism.

Humanity can destroy itself by surrendering to evil, i.e. its own fear, and yet other parts of the Universe can continue to evolve into the Moral Society.

However, becoming a negative example to the Universe is not what maximizes creativity. Our ethical responsibility is to evolve forever, by maximizing creativity to the very last breath of our life, thereby paving the way for our descendants. Each destructive act by a human being diminishes the probability that humanity will ever be part of the Cosmic Moral Society. Only morality can engender immortality.

4. Remember that all paradigms are, at best, incomplete, and at worst false. Never surrender your conscience to another, no matter how persuasive the arguments or rigorous the "scientific" evidence contrary to your conscience. Always do what your conscience tells you is right; never do what seems wrong; then verify scientifically that you took a good alternative.

Weak ethics can mask our fear as conscience, and lead us to accept falsehood as truth. We do not have to believe anything. We should be guided solely by goals, never by methods alone. We can always improve our methods. We cannot improve on the Evolutionary Ethic. Every other ethic will lead to its own contradiction.

5. Many paradigms are popular because they are both original and good. However, usually what is good is not original, and what is original is not good in popular paradigms. What is best in all modern paradigms is what often comes from the implicate-order, holographic model of David Bohm (32-35). Many new paradigms incorporate this model as a form of mysticism, and that is what makes many people believe that they have a lot in common with the Evolutionary Ethic, when in fact there is no shared ethical base.

However, the essence of what I say is in my original concept that C = IE. It is more important to become maximally ethical than to become maximally intelligent, because creativity is negative when ethics are negative. This would be true even if David Bohm were totally wrong. What is most popularly attractive in false models, although it is abhorrent to me, and probably impossible, because of the ethical structure of the Universe, is that one may obtain a maximum potential of power without ethical commitment or development. The Satanic myths are metaphors for this model. Belief that anything that leads to maximum power is what is good will always be a false paradigm.

When the model of maximum potential is essentially one of maximizing intelligence by maximizing the amount of true information at our disposal, without considering ethics, then this is a false paradigm. It is the foundation of the Academic Bureaucracy. Increasing intelligence without increasing ethics is suicidal. Remember, Ethics are always more important than Intelligence. Never get trapped by the notion of power without ethics. If you do, you will have surrendered to evil, the dark side of the Force; at best you will be an Academic Bureaucrat, at worst you will be a Politician.

6. Our ability to receive and utilize negative feedback is an essential indicator of our ethical development. Persons who are closed to negative feedback are always false prophets.

Recall that it is unethical to be certain about any cause and effect relationship. We can be certain solely about the existence of our thoughts and perceptions, never their causes. Ultimate goals have no basis in logic. We can only be certain about an ultimate goal as a thought or a choice that is not a means to any other end, solely if it does not lead to its own contradiction, as has been the case for all forms of Majority Rule and Socialism.

However, there seem to be only two ultimate goals, creativity and happiness. Solely the goal to maximize creativity does not lead to its own contradiction. This is the only criterion of optimization by which the social sciences and their techniques can be ethically evaluated and compared.

7. Recall that in order to be maximally creative we must be completely scientific in our mysticism as well as completely mystical in our science. Placebos can make us happy and cure any disease, but they cannot increase creativity. For example see PSYCHOFRAUD AND ETHICAL THERAPY (117).

8. Finally there is something wrong with a person who cannot even imagine an alternative to his or her paradigm at the metaphorical level. This is true of all religious fundamentalists, and of their modern counterparts, such as the Marxists, socialists, cultists, existentialists, hedonists, and other ideologues. These persons will always be false prophets and probably unethical. But we never judge anyone as unethical. We merely try to avoid systematically destructive people and give them a minimum of our time. The best way to avoid all destructive people is to be as self-sufficient as possible.

We avoid bureaucrats and politicians by never cooperating with them within the limits of the law. We have an ethical duty to live in the nation which has the fewest unethical laws and politicians. All existing nations are far from perfect in this respect, but some are much worse than others. We do the best we can.

We use creativity as the sole criterion by which we evaluate all social science. Increases or decreases in creativity must be evaluated scientifically. If we have decreased a single person's creativity, then we have done an unethical act, which damages that person, his or her descendants, and many of the people with whom they interact. We should always avoid such acts. This is impossible, to the best of my knowledge, without the full use of scientific method, which is based on experimental validations of what a paradigm predicts.

Remember that to decrease any particular set of symptoms of any disease is not a creative act unless the person was ethical to begin with. We begin by maximizing ethics, not intelligence. We can never know with certainty who is ethical or unethical, and we must treat everyone as if they were ethical, but limit our information exchange solely to ethical information until we know that a person is not systematically destructive in his or her behavior. We judge acts, not people.

The crucial thing is not to substitute one set of symptoms for another, such as by turning a socially unacceptable psychopath into a socially acceptable bureaucratic parasite. That is not Creative Transformation, which is all I have taught you. Ask yourselves, " what have I or my teacher done to discover scientific laws, invent machines, create great works of art, or help others do these things." If you answer "nothing" then you have solely learned, or taught, psychofraud and nothing else.

Creativity is its own reward; we need do nothing other than maximize creativity in order to have on hand all the resources necessary for continuing to maximize creativity. Beware of anyone who needs someone else to provide the resources so that he or she may maximize creativity. If we are creative, the least we can do is to be creative with what we have at hand, and not depend on others to nurture us or our projects.

Everything I have said or written may be error. Only the ultimate goal and choice of maximizing creativity, the Evolutionary Ethic, cannot be error, because it is an ultimate end beyond logic, which leads to no contradictions, as do other ultimate goals. Clarify your ultimate goals and concentrate on achieving them without ever being married to any method or paradigm, my own, or anyone else's. It is ethical to doubt; be skeptical; avoid certainty; avoid false prophets.

There Are Alternatives

SEE invites all people who share the Evolutionary Ethic to come and visit us, with your families, for one week at a time to study Creative Transformation. If it ever seems that we can work together within the Fourth Paradigm, you can be partners with SEE, if you wish it. But first try to understand CREATIVE TRANSFORMATION and ...POLITICAL ETHICS on your own. SEE is only a phone call away.

SEE will help you create an Ethical State, if that is what you want, and if you accept the Evolutionary Ethic as the basis by which you will guide your life. The essence of what I have to say is now on-line, and is summarized in my last two books. You can take almost all the information that we have on-line, copy it, and use it, at no cost, so long as you keep each essay and book together in its entirety, or very clearly indicate from where the information came if you use it selectively. If you have understood well CREATIVE TRANSFORMATION and ...POLITICAL ETHICS, then you do not need me or SEE in any way. You can do it all on your own. But we are always available, God willing.

If SEE's educational strategy is not for you, but you still wish a better understanding of the Evolutionary Ethic, you can come and study with SEE, and then go out on your own and use your own strategy.

If you decide to work with SEE, then you can expect to go through the following steps:

1. Study with SEE until you understand the Evolutionary Ethic, and the SEE based Constitution for an Ethical Republic, well enough to become a citizen of the Ethical State.

2. SEE will train you to work as a teacher within the SEE schools, or selectively help you start your own business in the First Economic Paradigm, if that is where you feel most comfortable and can best fulfill your obligations to your family (see Appendix).

3. All teachers and Octets within the Ethical State will contribute to the creation of a full educational system for implementing the Lifetime Curriculum (see Appendix).

4. The entire system will be managed by an infrastructure designed to evolve into a sovereign Ethical Republic (see previous chapter).

5. The emphasis, at first, will be on recruiting and training teachers.

6. Then we will start a nursery school adding a grade year by year, until the full curriculum is available to all citizens of the Ethical State, their dependents, and any other ethical persons.

7. The lower levels of the Government of this embryonic Ethical State will all either be teachers or help pay for teachers with the taxes paid by the people they represent, which legally are charitable contributions.

8. The intermediate, or Magistrate, level of Government will be school principals, headmasters, and department heads, or will manage, and financially support, these functions for the Ethical State, as well as building and maintaining school buildings and other physical resources necessary for the SEE school system.

9. SEE is currently a not-for-profit educational foundation, which will be totally incorporated as part of the Ethical State. This will enable the citizens of the Ethical State to concentrate their wealth in the form of educational opportunities for themselves, their families, and all their future descendants, instead of having it squandered, or worse, by the bureaucratic governments, local, state, and federal, of the United States.

10. The Congressional Level Octets will be the managers and department heads of the higher level schools within the Ethical State, financing their activities, and choosing the best possible teachers for the schools.

11. The Senatorial Level Octets will be the deans of the university level schools, as well as partners with citizens who are entrepreneurs, and who prefer to contribute to the Ethical State through its Free Enterprise System, working mostly within the First Economic Paradigm. All net profits in excess of 50% in all such enterprises shall go entirely to the educational system of the Ethical State.

12. The Executive Octet will engage in similar activities in conjunction with the Senate and the President. They will form the Board of Education for the Ethical State. They will jointly be the board of directors of the Credit Union, which will evolve into the Central Bank of the sovereign Ethical State, which will help protect the wealth of citizens of the Ethical State from the machinations of the Federal Reserve Board, Government Bureaucracy, the Politicians, and Corporate Monopolies.

13. The President will be the equivalent of the Superintendent for Ethical Education and/or a University President within the Ethical State, and will coordinate all educational, security, preventive medicine, and economic activities, under the close supervision and cooperation of the Executive Octet and the Senate.

14. In addition to their educational activities, the higher level Octets shall invest in First Paradigm Ventures, for the benefit of the Educational System, as well as disseminating information on preventive medicine and family security. The higher level Octets shall also engage in lobbying, and in the defense of all the citizens of the Ethical State against criminals and abuse by agents of the governments of the host country, all according to the laws of the host country.

SEE exists solely to help people better understand the Evolutionary Ethic, and evolve into the Ethical State, when they believe they need this help. SEE will form the basis for one kind of Ethical Republic. There may be an infinity of better alternatives, if you can think of them. I cannot. But, if I ever do, I will do my best to put them on-line and keep them there. I hope to hear from you. I would like to be a good friend to you.

Hopefully, after I die, www.see.org will be kept on line for many years. You may contact SEE there and study with SEE to become a citizen of the Ethical State. I wish you well.

APPENDIX

Proposed Program of Education for Citizens of the Ethical State
(From a Draft Brochure For a SEE Nursery School in California)

The School of Experimental Ecology (SEE) was founded and incorporated as a school in Oregon in 1981 by John David Garcia. SEE's sole goal from the start was to discover what environmental factors--physical, biological, and psychosocial--would help children and adults maximize their creativity. It was this ecology with which SEE experimented.

The concept of "creativity," as used by SEE, refers to any act which increases truth in any way for at least one person, including oneself, without decreasing truth for any person, including oneself.

"Truth" is any information that increases our intelligence or ethics without decreasing anyone else's intelligence or ethics.

"Intelligence" is our ability to predict and control our total environment -- physical, biological, and psychosocial.

"Ethics" are the set of rules that we follow to make sure that we use our intelligence to best maximize intelligence, including our own, and not to diminish anyone's intelligence, including our own.

Intuitively, creativity is the process by which we discover scientific laws, invent machines, produce works of art, and nurture and teach others and ourselves to do these same things. The most creative thing we ever do for ourselves is to help maximize the creativity of another.

These notions of creativity lead to the following summary of what is ethical:

(1) Any act that increases anyone's creativity without decreasing anyone else's creativity is an ethical act, or it is an example of a person behaving ethically at that time. This is the meaning of "good."

(2) Any act that decreases any person's creativity in any way is an unethical act, or is an example of a person behaving unethically at that time. This is the meaning of "evil."

These notions of creativity and ethics lead to a natural, scientific ethics that are in complete harmony with Judaeo-Christian ethics in general and modern science in particular. We call this system of ethics "The Evolutionary Ethic" because it grows naturally and logically out of the scientific facts that are known about the process of evolution, about which we still have a lot to learn. The Evolutionary Ethic states:

We should do our best to maximize creativity without ever decreasing anyone's creativity.

The Evolutionary Ethic can be used scientifically and rationally to optimize any social science or process. This is particularly true about how best to educate our children and ourselves.

Traditional educational systems, throughout the world, emphasize learning to regurgitate information exactly as it was given to us. This requires intelligence, but not ethics. These same systems seem to destroy imagination and creativity in children. Almost all children enter primary school still highly imaginative and creative, but they usually leave high school devoid of imagination and creativity. Something in the traditional educational process destroys the children's imagination and creativity.

After many years of working with these concepts and doing experiments with thousands of persons of all ages SEE has come to the following conclusions:

Creativity (C) is produced by an interaction of Intelligence (I) and Ethics (E). This interaction may intuitively be expressed, in its simplest form, by the equation C = IE.

In trying to maximize anyone's creativity, it is more important to maximize their ethics than their intelligence, because, although Intelligence (I) is always positive, Ethics (E) can be negative, thereby giving us negative Creativity (C). Negative Creativity is what we call "destructiveness." Negative Creativity is intelligence used to diminish another's intelligence and/or ethics. Positive Creativity always increases another's intelligence and/or ethics, without diminishing anyone's intelligence or ethics..

Traditional schools do not diminish intelligence. Rather they diminish, and eventually destroy, ethics by punishing creative behavior, and rewarding repetitive, non-creative behavior. This teaches the student to value happiness more than creativity, and that happiness can be maximized by conforming to authority and never displaying any independent or imaginative thinking, since the latter usually leads to some form of punishment.

SEE has developed an educational program that not only maximizes creativity while strengthening the child's ethics, but enables the child to acquire all the traditional educational information many times faster and more coherently. This is done by teaching the child through a process of rediscovery, where all subjects are taught in the same order and context as the human race learned these things.

Instead of merely regurgitating information, the child is encouraged to use its imagination, and its own creativity, to reinvent the accumulated knowledge of humanity, in the same order and context as humanity invented and discovered this same information. This takes patience and creativity on the part of the teacher. Traditional methods of teacher training seem to destroy creativity for both the teachers and their subsequent students. Therefore SEE does things in new ways, never before tried.

Children at SEE are never punished in any way, or forced to do what they do not wish to do. Instead they are given ever growing creative opportunities specifically tailored to their individual abilities and inclinations. These opportunities are both the intrinsic rewards for their creative actions, as well as more attractive, interesting alternatives to their destructive actions.

They are encouraged, but never forced, to cooperate with other students by learning from them and teaching them. The students can learn on their own, work with others, or just play. The teachers merely present them with opportunities to be maximally creative, and then help them realize those opportunities. No form of coercion is ever used on the students, but they are constantly given ever greater opportunities to become maximally creative at their own pace, and in their own way.

The sole form of discipline required of the child at SEE is not to be destructive to him or herself, or to the other students and teachers. This is done by reasoning with the child in the most loving way possible, giving creative alternatives to destructive behavior, and by consultation with the child together with his or her parents. Parents of students at SEE must be involved in the educational process of their children.

If the child cannot desist in its destructive behavior, it will be suspended from SEE for a period appropriate to the situation. If after being readmitted to SEE, the child persists in destructive behavior, it may be expelled. SEE recognizes that it has failed with any child that it must expel for the welfare of the other students, and the child itself. All children are inherently creative.

SEE has learned that almost everybody learns best in small groups of eight cooperative students who voluntarily choose to work together. These groups are optimized if they are half males and half females who have voluntarily chosen to work and study together. We call these small groups "Octets," and encourage, but never force, students to form Octets of their choosing.

Because of the optimal student grouping in Octets, SEE expects, on the average for older students, at least one teacher for every eight students. For the American nursery school students, SEE has planned at least one-full time teacher for every six full-time students. SEE has an appropriate number of teachers for the part-time students.

All SEE teachers are partners with SEE, engage in profit sharing, and earn an average income over twice as high as the average California nursery school teacher. SEE teachers are chosen primarily on the basis of their ethics, creativity, love and kindness toward children, and a thorough understanding of SEE's philosophy and goals, which is also required of all parents.

SEE will provide written materials and free seminars for parents to help them understand what SEE is, what it is trying to do, and why it does what it does. Parents should become thoroughly and intensely involved with SEE in determining what is the best way to educate their children. The SEE teachers will make whatever time is necessary to interact with the parents of the SEE students.

A brief description of SEE's educational philosophy follows.

SEE'S EDUCATIONAL PHILOSOPHY

We can transform ourselves so that we are ethical, totally loving, devoid of fear, and totally creative in all our acts. But that is not enough to maximize creativity. We must also maximize our intelligence, because C = IE. We have two impediments to maximizing intelligence. The first is our own fear, which inhibits our ability to learn and forces us to specialize. The second is negative ethics, and their consequent fear and destructiveness, in others.

All creative persons, if they do not always treat all destructive persons with love, are susceptible to the destructiveness of others. If we increase the intelligence of unethical persons, we merely increase their ability to destroy. Even ethical persons, if they are too intelligent and not yet highly ethical, are occasionally destructive; their destructive acts may lead to imposing serious harm on others. Young children and ethical adults are the only persons who are always more creative in their behavior than they are destructive. Creativity is best maximized with young children.

To maximize creativity, an educational system must take into account the relationship between ethics and intelligence. At the same time it must not inhibit the flow of information to ethical persons. A technique for accomplishing all these objectives is to create an educational system based on love, in which an increase in ethics is inextricably interwoven with an increase in intelligence.

Education in secular schools is inevitably separated from any ethical considerations. In seeking solely to maximize intelligence, they minimize creativity, by specialization and the destruction of ethics through conditioning by fear.

Religious schools often corrupt their ethical teachings with dogma and compulsive ritual based on fear, thereby alienating those who are scientifically and creatively oriented. As a result, religious schools tend to produce few scientists and the least creative psychosocial specialists.

In order for an educational system to maximize creativity, as opposed to merely increasing intelligence, it must have the following characteristics:

1. It must be based entirely on the Evolutionary Ethic.

2. It must emphasize the growth in ethics and love along with the growth in intelligence, and give preference to the former over the latter when and if conflicts arise.

3. It must in no way use fear to condition the student.

4. It must encourage love and cooperativeness, rather than competitiveness, among students.

5. It must at all times provide the opportunity, not the obligation, for the student to generalize in all fields of knowledge, including the arts, rather than specializing in a single field. Conversely, a student must always be free to specialize by choice while being told the consequences of that action.

6. It must provide objective feedback to the students about how well they are learning without in any way having this feedback serve as reward or punishment. Solely the act of learning is a reward. The sole punishment is not learning. The objective results are necessary solely to avoid self?delusion. The students should learn to find at least as much joy in discovering their mistakes as in discovering their successes.

7. Creative independence of the students should be encouraged and never criticized before the fact, even when it seems obvious that the students' ideas will be wrong. We learn by our mistakes, using objective feedback, which should be given solely after the students have tried their innovative ideas, under close supervision so that they do not hurt themselves or others. In this way students are encouraged to recreate the knowledge they acquire, and to use their creativity. They are taught solely what they can create.

8. There should be no educational time constraints whatever on the students; they should move at the pace which is most satisfying to them. Slow students should be free to move at their pace without feeling rushed. Fast students should be free to move at their pace without feeling bogged down by others.

Many of these objectives will be accomplished simultaneously by organizing the students into voluntary, cooperative Octets of four males and four females, who learn as a group and decide by consensus what they should focus on next. Students should join the Octet whose pace and inclination for learning is most compatible with their own. Students may change Octets any time they cannot reach consensus in their Octet, or if they find a better Octet for themselves.

Students who wish to work individually, or in other?sized groups, should also be able to do so and should be encouraged to change their organizational structure to whatever structure is most creative for them. It may be that the available Octets are not optimal for all students at all times during their lives. Students should have an opportunity, not an obligation, to work and study in voluntary, cooperative Octets. The prediction is that those who choose to work in these Octets will maximize their ethics, their creativity, and their intelligence; if not, our educational methods can be changed.

Given this background, we now focus on the curriculum and the educational organization which maximize creativity. It is our intention to eventually make this curriculum and educational organization available to the maximum number of persons, regardless of their economic means, by offering work-study scholarships to all parents and their older children.

Outline Of a Lifetime Curriculum

Physical Biological
Avg. Level Avg. Age Physical Theory Physical Practice Biological Theory Biological Practice
1.00 3..00 Cause and effect The lever The human body Body care
1.25 3.25 Clubs and poles Modifying trees and branches Animal bodies; small domestic animals How to care for a pet
1.50 3.50 Different stones and their properties Using stones Edible plants and their properties Gathering edible plants and mushrooms
1.75 3.75 Shaping stone Building simple stone tools Edible animals and fish Hunting and fishing
2.00 4.00 Shaping wood with stone Using stone tools to modifu poles and clubs Food preparation and preservation Cleaning and preparing small game and fish using bone, wood, and stone
2.25 4.25 Handling fire Use of stone and wood to control fire, use of fire to harden spear points Advanced food preparation Cooking vegetables, fish, and meat on open fires
2.50 4.50 Advanced fire handling and control combining wood and stone tools, theory and design Hafted axes and choppers are made; stone fire carriers, simple weaving and knotting of vines and leather Elementary tanning and use of bone, vines, and vegetable fiber Skinning animals and fish, preserving leather, advanced cooking. preparing vines and vegetable fiber
2.75 4.75 The bow and fire-making Making bows and starting fires Advanced food preparation; advanced tanning and bone work Advanced cooking; clothes from animal hides; use of sinew and thongs; hunting with dogs
3.00 5.00 The use of clay and the bow and arrow; design of simple rafts Making and baking clay pots on an open fire; making and using simple bows and arrows Advanced food preparation including drying, smoking, & curing; health care Cooking, drying, and smoking with clay pots; preparing and using medicinal herbs and poultices
3.25 5.25 Advanced paleolithic stone work of knives and axes; advanced bow making; advanced clay work without wheel; large rafts Making stone tools to make other stone tools; making advanced bows and arrows; bellows and advanced pottery; building a large raft as a group project Gathering seeds and planting edible plants; basic first aid Gardening; preparing soil and cultivation; practice of first aid
3.50 5.50 Neolithic tools; construction of shelters; advanced counting; how to make a small dugout canoe and paddle Construction of simple neolithic tools; the use of tally marks and stored pebbles; building a small dugout canoe and paddle The biological need for shelter; building of lean-tos and simple teepees; clothes for extreme cold; simple agriculture Construction of lean-tos and teepees; more advanced gardening; making bone needles and a parka
3.75 5.75 How to construct advanced neolithic tools and work stone and wood; more advanced counting and Arabic numbers to 10; how to build a large dugout canoe Building advanced neolithic tools; working wood, simple carpentry, building semi-permanent structures; advanced tallying systems; building a large dugout canoe How to make boots and moccasins from leather and plant fiber; how to know when to plant and when to harvest; taking care of goats and sheep Construction of complete wardrobes of leather, plant, and animal fiber; more advanced gardening and animal husbandry
Psychosocial Integration
Avg. Level Avg. Age Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice
1.00 3.00 How to communicate Exchange of information Ethics of personal obligation Free-form drawing and painting, simple songs
1.25 3.25 Clubs and poles Repeat same message from different source Truth and lying, paleolithic stories Free-form drawing and painting, paleolithic stories, drums
1.50 3.50 Games of information Teams for sending and receiving messages Advantages of cooperating vs competing; paleolithic stories Songs, dancing, drawing, painting, telling stories
1.75 3.75 Making pictures for information communication Drawing picture stories Obligations of making oneself understood Free-form art, stick-figure drawing for stories
2.00 4.00 Advanced picture stories Making up stories with pictures Ethics of separating fact from fiction; paleolithic stories Wood carving and free-form painting; paleolithic stories created and drawn
2.25 4.25 Picture symbols which stand for complex events Team communications games and "charades" using picture symbols The difference between a symbol and the thing it symbolizes; paleolithic stories Charcoal drawing on bark and stone; universal religious symbols; creating stories
2.50 4.50 Advanced picture symbols and counting Making up stories by stringing together picture symbols which everyone can understand Creation myths of paleolithic people Making up creation myths and testing them
2.75 4.75 Rebus writing combined with picture writing Making up stories with rebus and picture writing Advanced creation myths of Native Americans and some religious beliefs, symbols Native American art and what it expresses; free-form art for what students value
3.00 5.00 The notion of an alphabet and sound symbols Stringing sound symbols together to make a word The religions of native Americans and the evolutionary ethic Percussion instruments, music, carving, dance, and art to express religious feelings
3.25 5.25 Reading advanced paleolithic stories with evolutionary ethical theme Writing simple stories and accounts using alphabet, rebus writing, or pictures as desired The importance of separating truth from fiction in our writing to avoid misleading others Late paleolithic art and religion; student's expression of his own feelings about them
3.50 5.50 Reading stories and history of early neolithic life with evolutionary ethics theme More writing of stories and accounts using alphabet, rebus writing, and pictures as desired Simple analysis of neolithic culture and religions in light of the evolutionary ethic Neolithic art and stone carving; clay figurines; self-expression of students
3.75 5.75 Reading more complex stories of neolithic life about religion and creativity in ancient Jericho and Mesopotamia More writing of stories and accounts using alphabet and rebus writing, but no pictures, show difficulty of communicating numerical concepts over 10 Analysis of why neolithic culture advanced so slowly before the beginning of Sumer; the energy that went into religious ritual & the corrupt priestly bureaucracy The flute and harp and the neolithic music possible for them; advanced neolithic art and religion; self-expression in all art media

Physical Biological
Avg. Level Avg. Age Physical Theory Physical Practice Biological Theory Biological Practice
4.00 6.00 The concept of the wheel; smelting metal from ore; making a simple calendar from astronomical observations; counting and use of Arabic numbers to 1,000 for calendar making, time-keeping, and other uses Making a potter's wheel and using it; making an advanced bellows driven by a pedaled wheel to heat a charcoal, earth, and clay oven; making a spinning wheel, a sundial, a simple loom Advanced gardening; the making of cloth from plant and animal fiber; advanced care and management of sheep and goats; gourmet cooking with spices and herbs using ovens; making more advanced permanent shelters of wood and stone Spinning fiber; simple weaving of cloth with no loom; wheat and corn cultivation; making bread with & without yeast; breeding sheep and goats with seasons; training dogs; constructing small stone and wood huts
4.25 6.25 More advanced metallurgy; the saw and how to use it; how to cast bronze tools, nails, the chisel, and metal hammer; advanced use of wheels; simple arithmetic; adding and subtraction with Arabic numbers; simple geometry Construction of wheeled push carts; construct bronze tools and show how inferior they are to steel tools; use steel tools in all construction; use pick and shovel and push cart to build small irrigation system and buildings; show how arithmetic and simple geometry help construct these projects Group design of large irrigated garden, suitable for self-sufficiency of 16 persons; advanced looms and weaving; advanced animal husbandry and selective breeding of sheep and goats; care of chickens and cattle Construct and plant garden; advanced cooking and preserving of food; fermentation to produce alcohol, distillation of alcohol with copper still
4.50 6.50 Advanced bronze-based metallurgy and smelting of other similar metals; identify related ores and other rocks; simple glass technology; building an oxcart from wood, leather, and bronze; simple multiplication with Arabic numbers; more simple geometry, right triangles, and the circle; advanced calendar-making & time-keeping; how to make a simple boat with sail and oars Smelt and cast advanced bronzes and similar metals; make and cast glass sheets; make mirrors of metal and glass; build an oxcart; show how arithmetic and geometry are useful; use detailed astronomical observations to make a better calendar, and show how arithmetic and geometry help; build a small sailing and rowing boat Show how to use a simple plow and fertilizer to prepare land; show how to make fertilizer from minerals and organic substances; show how to cross-pollinate and hybridize plants and trees; show how to use advanced fermentation techniques to produce wine and alcohol; discuss effects of alcohol as preservative and drug; storage and preservation of grain Advanced agriculture and gardening projects; make fertilizers, crossbreed and hybridize plants; grow grain and grapes; ferment to alcohol, distill alcohol, use alcohol as a fuel and preservative, use as disinfectant; cultivation of yeasts, and advanced baking
4.75 6.75 More advanced arithmetic and geometry, division of numbers, simple fractions; creation of more advanced sailing craft, the ideas behind a horse-drawn war chariot, the compound bow with metal-tipped arrows, how to construct the two-person war chariot and its relationship to the oxcart; the Babylonian abacus theory Show how arithmetic and geometry contribute to following technologies built by groups; build a more advanced sailing craft; build a war chariot using steel, wood, and leather; show how much more difficult it was with only bronze; build compound bow with bronze-tipped arrows; practice with bow until expert, and practice with war chariot Domestication and use of the horse as a biological machine, special care and breeding required by horse, horse behavior and anatomy, equipment for controlling horse and how to make it Horse training and use for farming and pulling chariots, speed comparisons, training horse for chariots and bareback riding

Psychosocial Integration
Avg. Level Avg. Age Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice
4.00 6.00 Reading stories in personal terms about the possible prehistory of the Sumerian people; vocabulary development and the practical use of grammar Write stories of fiction and personal activity using only alphabet; show how convenient it is to know when a sentence starts and ends, and how punctuation prevents misunderstanding The ethics of larger groups; how it is possible for several octets to cooperate if they have common rules and objectives; how ancient civilizations were slave-based and ruled by priestly bureaucracies Students construct rules and goals of cooperative behavior in order to build large-scale projects, buildings, irrigation systems to benefit hundreds of persons
4.25 6.25 Realistic but fictionalized history of the founding of Sumer and how Sumerians created their culture up to the time of the invention of writing; show how the religion and its ritual became overwhelmingly important, and how by controlling food the priests controlled people, warriors, and kings Write stories of fiction and personal activity; write essays on behavioral ethics; use proper punctuation for clarity of ideas and teach correct punctuation for students; have students ethically analyze in writing the history of Sumer and show what might be wrong The ethics of individual rights; show that taking rights away from individuals for a larger group damages the group it is supposed to help; show how creativity is important to progress and how liberty is important for creativity Students study Sumerian art and try to express their own feeling about Sumer in ceramic figurines similar to the Sumerians; stone sculpture project; reproduction of Sumerian relics and artifacts
4.50 6.50 Read a simple non-fictional history of Sumer, show their writing and accounting systems and note their defects; show how clay as prime resource led to cuneiform; endurance of clay records; read full accounts of Sumerian myths, including Garden of Eden; Gilgamesh, and Noah Write an analysis of Sumerians' history and their collapse; write an analysis of their myths and what they mean; write your own myths to communicate the same ideas as the Sumerian myths; write a creative story of your own choosing Ethical analysis of the rise and fall of Sumer, the ethical nature of the conquerors of Sumer, their strengths and weaknesses, the weakness of theocracy and hereditary aristocracy, why these entropic systems went on for so long Creative synthesis; high Sumerian art compared to art of conquerors; artistic group project to communicate the rise and fall of Sumer through music, painting, sculpture, and dance
4.75 6.75 Read a simple world history of the Ecumene from the fall of Sumer to 600 BC; show how little progress and creativity there was until then; show how Aryans spread Sumerian civilization to the entire old world and possibly to the Americas; read literary examples of each major culture Write an ethical analysis of each major culture and why they could not significantly improve on Sumerian civilization; write an analysis and interpretation of their literary works; write your own story to express what you feel about this period of history An ethical analysis of the Sumerian religion and those that followed; show how ethical vitality in primitive cultures can lead to conquest of more advanced civilizations; show how religions that seek reward for ethical behavior are destructive; show how it was necessary to invent morality The art forms of Babylon, Egypt, Crete, pre-Confucianist China, and India; make your own version of these art styles; improvise music on the instruments of these times; do a group art project on this period of history

Physical Biological
Avg. Level Avg. Age Physical Theory Physical Practice Biological Theory Biological Practice
5.00 7.00 The smelting of iron and simple steels, forging iron and blacksmithing; simple astronomy and navigation, advanced sailing ships that might have crossed the Atlantic; the iron forging necessary for controlling a horse in battle; pre-Greek geometry and arithmetic using Arabic numbers, advanced theory of the Babylonian abacus Smelt ore, forge from iron a complete set of tack for a horse, plus horseshoes; forge and make iron sword and spear; make large clay jars for storing grain, oils, and wine; begin one-year sailing ship construction project for group; show how geometry and arithmetic help in the above projects, build a Babylonian abacus Advanced study of equestrianship for war, shooting a compound bow while riding horseback, the use of the lance and the sword from horseback; mammalian reproduction in detail, nursing and care of young mammals; processing milk into cheese and yogurt Horse handling, training, and riding; grooming and care of horses, shodding and equipping the horse, the use of different bits, saddles, and stirrups; mammalian reproduction and breeding; comparisons of dogs, cats, sheep, goats, cows, and horses; cheese and yogurt from cow's milk; extract oil from fruits and nuts; make and store wine; optimal physical training of the human body
5.25 7.25 Continue with projects begun previous quarter Continue with projects begun previous quarter Continue with projects begun previous quarter Continue with projects begun previous quarter
5.50 7.50 Advanced metallurgy, casting bronze sculptures through lost wax process; making of hard steel alloys, nails, bolts, and screws; making advanced presses and catapults; fractions and decimals, empirical basis of Pythagorean Theorem, right triangles, circles, spheres, and parallelopipeds Continue work on sailing ship, do precision bronze castings; make knives using hard steel alloys; make nails, bolts, screws, presses, and catapults; show applications of mathematics and geometry to the above Human reproduction, comparative male and female anatomy, hormonal cycles, fertility cycles, puberty and emotions, lactation and nursing, care of infants, normal patterns of growth for young boys and girls Advanced breeding of animals and plants, extraction of fats and oils from vegetables, fruits, and seeds; extract animal fats from carcasses and meat; work in nursery caring for small children 1-2 years old
5.75 7.75 The geometry and mathematics of Pythagoras, several proofs of his theorem, the Pythagorean solids, the harmonics of vibrating strings and the physical basis of music; geometry applied to navigation, astronomy, building and surveying; the technology of glass, glass blowing Construct the Pythagorean solids, use several approaches to making dodecahedron and icosahedron; construct navigational computer, advanced abacus; construct glass bottles, mirrors, parabolic mirror; finish sailing ship Human health and the Greek medical tradition, Aesculapius and Hippocrates; a healthy mind in a healthy body; physical culture and optimal health; diet, exercise, and health Gardening and preparation of food for optimal health, an exercise plan for lifetime health, strength, and energy; construction of a glass still; care of young infants

Psychosocial Integration
Avg. Level Avg. Age Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice
5.00 7.00 The story of Zarathustra; how he changed the Persian people and how they went on to create the world's greatest empire until conquered by Alexander; the Zoroastrian religion and myths in detail Analysis of ancient Persian history and religion; write a story of how Persian history might have been different if the religion had been different Ethical analysis of Zoroastrian religion and ethical system, strengths and weaknesses, and how it was doomed to failure Ancient Persian art, architecture, music; analyze and reproduce style according to your own feeling about this culture; do a group project expressing ancient Persian civilization
5.25 7.25 The story of Confucius and his teachings and how they changed China; the books of Confucius are read, discussed, and compared to the philosophy of Lao Tse; the interaction of Taoism and Confucianism in Chinese history is discussed Written analysis of each of the books of Confucius and stories about Confucius; an analysis about Lao Tse; writing of imaginative stories about life in China; essay on how you personally feel about Confucius and Lao Tse Ethical analysis of Confucianism and Taoism as ethical systems, as ways to knowledge, and the civilization they produced; what was right and what was wrong and predictions Ancient Chinese art to Tang dynasty, analyze and reproduce style in sculpture, painting, and music; use Chinese style to express your feelings about classical Chinese culture in group art project
5.50 7.50 The story of Buddha and his teachings and how they changed India and the East; emphasize the basic ethical nature of Buddhism and its tolerant compassion toward others; show how Buddhists became psychosocial specialists and stopped innovating in the natural world; compare to Hinduism Write essays on the meaning of Hinduism and Buddhism and how they relate to you; how Buddhism and Hinduism relate to each other, how you would feel and act if you were suddenly put into a Buddhist or Hindu society; give evidence for and against reincarnation, what impact these societies have on the world, predictions Hinduism and Buddhism in light of the evolutionary ethic and the eight Ethical Principles; the historical impact and consequences of those religions; the ethics of the caste system; why Buddhism is more successful as an export; common Aryan origins of Hinduism, Buddhism and Zoroastrianism Experience directly Buddhist and Hindu meditation and its comparison to autopoiesis; Buddhist and Hindu art; draw mandalas of your own, sculpt in Buddhist and Hindu style, make up mandalas, learn to play Buddhist and Hindu music; perform dances, do art works expressing how you feel about Buddhism and/or Hinduism
5.75 7.75 Early Greek history to Thales; the Iliad and the Odyssey; the story of Thales and Pythagoras and how they laid part of the foundations of Western civilization; the rational and mystical as reflected in those two men; Thales and ethics; Pythagoras and religion Write an essay on the ethics of the characters in the Iliad and Odyssey, the ethics of the mythical characters and gods, the attitudes toward women and their role in Greece; make up a Greek-style myth of your own The warlike Aryan tradition and how it led to Greek culture, the obsession with domination and personal freedom, the oppressiveness of a slave-based culture, the extreme military specialization of Sparta; why a love of truth and intelligence is not enough if there is no love for others Geometric art using Pythagorean and Greek principles, composition of music using Pythagorean theory of harmonic scales; begin a sculpture project in the Greek style; Greek music and dances including those of Sparta

Physical Biological
Avg. Level Avg. Age Physical Theory Physical Practice Biological Theory Biological Practice
6.00 8.00 The geometry of Euclid using modern algebraic notation, introduction to algebra as it applies to geometry, use of geometry and vectors to sail against the wind; give many examples of the practical applications of geometry in many fields; the Atomic Theory of matter of Democritus; other Greek theories of water, earth, air, and fire Use geometry to calculate size of the earth, distance to the sun, size of the sun; use geometry to construct and use a large catapult; build a bridge by geometric design; work with glass making lenses and mirrors; begin design of ship that can sail against the wind; practice sailing the ship built last year Internal anatomy of vertebrates, fish, frog, rat, and pig; the true role of each organ and what Aristotle and Galen thought they were for; Greek theories of evolution compared to modern theory; point out how dangerous it is for authorities to be wrong; the value of doubt Dissection of fish, frog, rat, and pig; identification of all major organs and bones; practice in meat processing, packaging, and preservation without refrigeration; continue practice in caring for young infants in first year
6.25 8.25 Continue the previous work and continue with the geometry and science of Archimedes; use modern algebraic notation and point out how difficult the work of Archimedes was because of notation; theory of pullies and parabolic mirrors; show how abacus gives answers to the notational problem Construct a system of pulleys and a block and tackle; construct parabolic mirrors to collect solar energy by heating water, and work out schedule for how mirrors should be aligned as function of time of year and day; finish design of ship Detailed survey of Greco-Roman medicine and the modern versions of these beliefs; the complete guide to the use of herbs and medicines for curing and preventing illnesses; taxonomy of herbs; review Greco-Roman theories of biology Plant a garden of medicinal herbs, take field trips to collect medicinal herbs, prepare poultices and medicines as have been verified by time and modern usage
6.50 8.50 The works of Archimedes continued, the school of Alexandria, and the continuation of Greek mathematics, science, and technology; full development of algebra and trigonometry using modern notation; solid geometry and trigonometry, applications to navigation, the construction of lenses The design and construction of water pumps, the design and construction of steam turbines; practical lens making continued; begin modification of ship made in fifth year to sail against the wind; glass blowing continued Study of preventive medicine; germ theory of infection and how hygiene can prevent it (although Greeks had lenses, no one discovered germs for 2000 years), parasites and their life cycles, the danger of eating meat, the importance of cooking and cleanliness Use lenses to study small organisms, examine parasites in intestines of animals, show how maggots hatch from fly's eggs; basic entomology observed; use microscope to study basic parasitology
6.75 8.75 Continuation of the study of the science, technology, and mathematics of the School of Alexandria Continuation of the above; make crude telescope and microscopes The study of microscopic life; how lack of scientific method inhibited medical practice for 2000 years; how to prevent the spread of disease; viruses as submicroscopic organisms not to be discovered for 2000 years Study of amoebas and major human parasites; animals as sources of infection for humans; the parasitic worms

Psychosocial Integration
Avg. Level Avg. Age Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice
6.00 8.00 Greek history from Thales to the Roman conquest, the Dialogues of Plato, a survey of Aristotle, a survey of the Greek plays and the fables of Aesop, the ethical teaching of Socrates, the Macedonian interlude and Alexander Perform one play by Sophocles and one by Euripides; write a critique of Greek culture and why it failed; write a critique on Socrates' life and on whether Socrates should have drunk the hemlock; write an epic poem on Greece Ethical analysis of the teachings of Socrates, Plato, and Aristotle; show how the lack of love and the will to power forced Greece to destroy itself; consider that the great thinkers of Greece never had power nor were they free of tyrants except at first Write a play in the Greek style on Greek themes, critique one another's plays, finish sculpture in the Greek style, do a group art project on the meaning of Greece
6.25 8.25 Greco-Roman history from the start of Rome to the time of Jesus; analysis of the works of Lucretius; what the Romans had of their own and what they learned from the Greeks; Roman ethics and theories of government; how tyranny can always replace a Majority Rule by promising to take from the rich and give to the poor Learn Greek and Latin roots to English and scientific and technical terms, emphasis on nouns; the Greek alphabet, brief survey of Greek and Roman grammar and its complexity; show how English grammar is simpler, more practical; show how as vocabulary expands grammar can be simplified; write essay comparing Greek and Roman culture Sexual ethics and how the Greeks and Romans related to them; pleasure as an end in itself; the exploitation of women, exclusion of women from all important decision making, women as sexual objects, the absolute authority of the father; Roman law and evolutionary ethics, subservience to the state and ethical principles Design a domed and vaulted building made of wood and masonry, calculate stresses, and show the use of the arch and dome; play Roman music and practice sports, do a group art project on the meaning of Rome under Augustus
6.50 8.50 The history of the Jews; read all of the Old Testament, the ethical principles derivable from the Old Testament, the mixing of ethics, techniques, and ritual; the Jewish interaction with the Aryans after the Babylonian captivity, the resistance to Hellenization, the conquest by Rome, the Jewish bureaucracy, sampling of the Talmud Essay analyzing Old Testament as a historical account and as a myth; compare to Iliad and Odyssey; Jewish laws are analyzed in terms of their ethical value and their political implication; essay on Judaism as an ethical system Ethical analysis of the Old Testament, personal ethics, health implications of many of the Jewish laws; show how the means became the ends and how ritual destroys ethics; the destructiveness of becoming specialized in one's own religion Jewish abstract art in the form of the Menorah and the Star of David; paint an art work using Jewish symbols to express a Jewish theme without including the human form or animals; Jewish music and Passover songs
6.75 8.75 The New Testament and the life of Jesus, the ethical teaching of Jesus, Jesus as a Jewish reformer and rabbi, the deification of Jesus, the teachings of Jesus in relationship to the Greco-Roman religion, St. Paul and Christianity as a synthesis of Judaism, Jesus, and Greco-Roman religion and philosophy Write an essay on Jesus and the meaning of his life and death, essay on the criticisms of Jesus against traditions and the Jewish bureaucracy, essay on whether Jesus could have studied in India and/or Tibet, essay on Jesus' teaching and the school of Alexandria Ethical analysis of the New Testament, the high ethical content in the teachings of Jesus compared to their corruption by St. Paul, the mythification & deification of Jesus in the Roman tradition by those who did not know him, analysis of synoptic gospels showing how they were all derived from a simpler, common source Draw and paint art showing the unification of Judaism, the teachings of Jesus, and the Greco-Roman religion (Michelangelo's Sistine Chapel is best model); write a poem expressing this synthesis; do a group art project expressing the essence of Christianity

Physical Biological
Avg. Level Avg. Age Physical Theory Physical Practice Biological Theory Biological Practice
7.00 9.00 Consolidation of Greek mathematics and geometry using modern notation; practical chemistry in purifying common elements from their ores and making chemical compounds such as sulphuric acid, nitric acid, hydrochloric acid, aqua regia, and gun powder Use geometry and mathematics to design a cathedral using Roman arches, vaults, and buttresses; isolate elements from their ores; make acids and simple compounds, gun powder, and paints; make mortars and cements; continue modification of sailing ship Further study of microscopic life, protozoa, mites, worms, and other microorganisms that live on and in mammals; diseases they cause and symbiosis they provide Microscopic observation of microorganisms, classification in modern terms; observe sea plankton, sponges, and hydra, and observation of their life cycles
7.25 9.25 Mathematical modeling of nature through advanced algebra, geometry, and trigonometry; derive solutions to quadratic and cubic equations; advanced navigation, the compass and the theory of the sextant; advanced geometry, trigonometry of arches, domes and vaults Masonry work, making stone arches & vaults; begin construction of small wooden house with some masonry; continue to work with lenses and practical optics, make large reflecting telescope, make better microscope; make additional chemical compounds, acids and paints, dyes and cements; construction of an astrolabe; practical astronomy; finish modifications on sailing ship Animal systematics, invertebrate zoology, comparative organ systems, organ structure and function, cell theory of animal structures Laboratory dissection and study of the invertebrate phyla in an evolutionary context; detailed experimentation for function of organ systems and microhistology
7.50 9.50 Mathematical modeling of nature continued; quartic equations; heliocentric model of solar system compared to Ptolemaic; comparison of Viking ships as fast raiders to more seaworthy sailing ships; prepare for two-week ocean trip, theory of alchemy Continue work with wood and masonry in house; begin construction of accurate water and weighted clock; begin construction of astronomical telescope with instruments; alchemical preparation for isolating elements and making compounds; the alchemical symbols as archetypes Continue classification of invertebrates for all remaining major phyla, specifying organ functions and histology; show how all metazoa have same types of cells and all start as single cell, simple embryo egg Laboratory dissection and microscopic observation of major invertebrate phyla; tissue and embryology; transition species to vertebrates, tunicates, and amphioxus
7.75 9.75 Begin study of conics and analytical geometry; begin study of the dynamics of falling bodies and the pendulum; continue study of alchemy, showing how acceptance of wrong hypotheses impeded progress; consider measurements of time, temperature, and position Finish wooden house; using telescope and clocks, begin observations of movements of planets and earth relative to sun, and deduce Kepler's laws; take a two-week ocean trip; begin construction of sextant Continue classification of invertebrates; compare with anatomy of simpler vertebrates; study all organs and their physiology and function; identify cells common to vertebrates and invertebrates Microscopic observations and dissection of simple vertebrates and their organs; observation of simple embryology and comparison to invertebrate embryology; full dissection of shark

Psychosocial Integration
Avg. Level Avg. Age Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice
7.00 9.00 The Roman Empire and its interaction with Christianity, the Greco-Roman disdain for manual labor, the Christian disdain for the natural world, the Gnostic Christians, the stagnation and disintegration of the Roman Empire until the rise of Islam Write speculative essay on how Roman Empire might have endured and what the world would be like if it had; write speculative essay on how Christianity would have developed if the Gnostics had not been persecuted The ethical decay of Rome; Roman bureaucracy; how the Catholic bureaucracy established itself; Catholic intolerance of deviant views; persecution of heretics; inferiority complex about pagan knowledge; the destruction of Alexandrian library; Hypatia Finish design of cathedral; paint Christian symbols that express what is best in Christianity; sing Gregorian chants in Latin after studying translations; do an art project expressing the meaning of the Catholic church
7.25 9.25 The rise of Islam; read the Koran; early history of Arabia to 7th century; relationship of Islam to Zoroastrianism, Judaism, Christianity, and the surrounding cultures; the political vacuum in the Middle East Essay on why so many Jews rejected Islam; essay on why Islam was able to grow and expand so rapidly; essay on the ethical contradictions within Islam compared to Judaism and Christianity Islam as a closed system; how Islam induces fanaticism; its comparison to Christianity; why Christianity is more open in spite of church bureaucracy; Islam and creativity; the reason for Islam declining as Christianity rose Islamic abstract art; how lack of representational art diminishes creativity; draw abstract designs in the Islamic style; Islamic mandalas; paint representational art of Islam; compare to Persian and Mogul art forms
7.50 9.50 The great theologians, St. Augustine, St. Gregory, Averroes, Avicena, Maimonides, St. Anselm, Abelard; show their depth and breadth of vision; the weakness of having orthodoxy to defend; the Holy Roman Empire and its relationship to Islam, India, and China; Charlemagne and his successors Essays on the "proofs" of the existence of God and the ontological arguments; essay on the humanizing role of the Church while it bureaucratically decayed; essay on priestly celibacy and its implications; write your own ideas about God The dominance of ideology and bureaucracy over ethics and truth, the preservation and distortion of the teachings of Jesus, the fundamental power of the teachings of Jesus in spite of the negative elements Compare Byzantine with Western religious art and paint a synthesis of the two; paint a synthesis of Christian, Chinese, Hindu, and Muslim art of the period; begin study of the organ
7.75 9.75 St. Thomas Aquinas and the rise of the Holy Roman Empire; the feedback produced by the great schism; the decline of Byzantium relative to the newly emerging West; Roger Bacon and the rise of science; the apparent cultural superiority of Islam, India, China, and Byzantium Write essay on the theology of St. Thomas Aquinas, indicating the holes in his arguments; essay on Thomistic ethics; the schism analyzed in theological and bureaucratic terms, why schism was so important to Western progress The relationship of rational theology to mathematics; the church as an arbiter of power between barbarian states; the moral authority of the church in a world of brute force; the cathedral as the synthesis of Western technology, art, and religion Study and do detailed drawings of major cathedrals; plan to implement construction of cathedral design; begin construction on scale model in stone

Physical Biological
Avg. Level Avg. Age Physical Theory Physical Practice Biological Theory Biological Practice
8.00 10.00 Continue with study of analytical geometry; begin solid analytical geometry using Cartesian notation; study the design of clocks, thermometers, and astronomical instruments; a study of Kepler and his ideas about nature and the music of the spheres Continue with mini-cathedral building project; build full-fledged observatory with telescopes, but in spirit of Tycho Brahe make observations to deduce Kepler's laws; take two-week ocean voyage on sailing ship; discuss how Europe extended itself throughout the world in the 16th century Continue vertebrate comparative anatomy through higher mammals and relate to human anatomy; show how embryology of all vertebrates overlaps at stages; relate to Greek evolutionary theories Dissect and study vertebrate anatomy, tissues, and organs; go through modern systematics for all major mammalian orders; study embryology of related groups with microscope; the fetal pig and its full dissection
8.25 10.25 The early basis of the scientific revolution, Francis Bacon's Novum Organum, Boyle's studies, Galileo, the inventions of Leonardo da Vinci, the notion of experimental "proof"; finish analytical geometry and learn elementary calculus of variations, the concept of limit, and early concepts of calculus to explain Kepler's laws Continue observation project, build improved clocks, finish sextant, finish mini-cathedral, study map making and various forms of map projections; set up experiments to test Boyle's laws, simple gas laws, experiments to test circulation of the blood Human anatomy in detail; all organs, tissues and bones, gross structure of the brain; embryology using the fetal pig; use anatomical drawings of da Vinci and Vesalius, plus Gray's Anatomy; these integrated studies will last a year Dissect human cadavers, male and female; observe tissues, and relate to other mammals; show similarity of all organs for all mammals; note how different human brain is
8.50 10.50 The Newtonian synthesis; full study using modern notation of Principia Mathematica and the Opticks; derive Newton's laws from Kepler's observations; derive calculus from the need to mathematically describe the laws of motion and gravity Begin making windmill and waterwheel; predict the orbits of the planets using Newton's laws and a few astronomical observations; predict the eclipses of the sun by the moon at different spots of interest on the earth; repeat Newton's experiments showing that light is a system of particles, and that white light contains the spectrum Continue studies of human anatomy and embryology Continue anatomical dissection and microscopic studies; learn micro-techniques and make your own slides
8.75 10.75 Derive the calculus up to the use of simple differential equations; derive the formulas for optics and the creation of compound lenses; compare Newton's and Leibnitz' approach Continue work on windmill and waterwheel; build a Newtonian reflecting telescope; built a chromatically-corrected set of compound lenses for the telescope already constructed; make an improved microscope Continue studies of human anatomy Continue work of previous quarter

Psychosocial Integration
Avg. Level Avg. Age Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice
8.00 10.00 The rise of humanism leading to the Renaissance and the Reformation; the writings of Erasmus, Luther, and Calvin; the Council of Trent and the rise of the Jesuit order; Giordano Bruno, the philosophy of Descartes, and a review of his contemporaries Essay on the ethical implications of the Reformation; were the Protestants any less bureaucratic? mutual discussion of essays among the octets; essay on the ethical implications of the scientific method and the new philosophy The literary synthesis, Dante's Divina Comedia, Cervantes' Don Quixote, Marlowe's Dr. Faustus; the music of Monteverde and Palestrina; the art of Bosch, Leonardo da Vinci, and Michelangelo Write an epic poem about the Christian view of Hell; write a play about a modern Don Quixote; continue study of organ and harpsichord; compose and perform music in the style of Monteverde and Palestrina
8.25 10.25 Hobbes, Montaigne, and Spinoza; read Spinoza's Ethics without analyzing proofs and note how this is a huge leap over the philosophy of Descartes and is the first totally rational treatment of ethics in history Apply Spinoza's ethics to solving problems in practical ethics, politics, and religion; relate Spinoza's ethics to Christianity, Islam, and Judaism; apply Spinoza's model to formulating a model of the universe and evolution; write an essay on the meaning of Spinoza The literary synthesis continues; read critically Shakespeare's Romeo and Juliet, Othello, and Hamlet; study the music of Handel; study advanced musical theory and composition Continue study of organ and harpsichord; build a harpsichord as a group project; write a last act to Hamlet in which Hamlet lives; play the music of Handel
8.50 10.50 The philosophical contemporaries of Spinoza, Leibnitz, Locke, and Hume on improving the understanding; world history from 1000 AD to 1775 Essay on the hostility to Spinoza; an ethical analysis of the lives of Spinoza and Leibnitz; essay on why Europe embraced the scientific method and modern philosophy while the rest of the world did not Spinoza's ethics, Christianity, Judaism, and respect for human rights; the rise of democratic ideology; Islam becomes totally entropic; conservative belief systems in the rest of the world; European predation Group project to perform St. Matthew or St. John Passion of Bach; all learn to play the Musical Offering, the Art of the Fugue, in an octet; each octet does its own orchestration for the Art of the Fugue
8.75 10.75 Human rights and 18th century philosophy; Voltaire, Rousseau, Diderot, and the Encyclopedists; the American Revolution; the philosophy and writings of Thomas Jefferson, the social contract, and the Federalist Papers Essay on Rousseau and irrationalism; essay on the libertarian ideal and the democratic compromise; essay on the U.S. founding fathers allowing slavery to continue--was losing the revolution and hanging a better alternative? Write scenario on what would have happened if there had not been tolerance of slavery The artistic synthesis continues; further study of the Art of the Fugue and the music of Mozart; the pessimistic writings of Jonathan Swift, a tragic interpretation of the democratic experiment Compose and perform a conclusion to the Art of the Fugue; perform as a group project one Mozart opera of students' choice

Physical Biological
Avg. Level Avg. Age Physical Theory Physical Practice Biological Theory Biological Practice
9.00 11.00 Begin advanced calculus and partial differential equations; detailed study of the work of Lagrange and Euler, the calculus of variations from Newton to Lagrange, elementary probability theory from Pascal to Cauchy and LaPlace; applications in optics, astronomy, theory of heat Begin construction of simple steam engine, making from scratch, doing all machining of parts by treddle-driven lathes and water and windmill power; check the detailed mathematical models against astronomical observations Conclusion of the study of human anatomy and embryology Conclusion of dissections and microscopic observations; the general functioning of the human body has been observed
9.25 11.25 Continue work of previous quarter; detailed theory of steam engine, the work of Lavoisier, Priestley, and Dalton Continue above project, switching to electrical machinery; do early experiments in electricity by Gauss, Coulomb, Amp^ere, and Volta; the atomic model of chemistry and experiments Begin study of animal physiology and describe biochemistry through mid 19th century; repeat experiments of Helmholtz in biophysics Experiments in basic physiology showing how human body consumes oxygen and produces carbon dioxide; human body as a heat engine
9.50 11.50 Continue work in chemistry; the work of LaPlace and Carnot, the laws of thermodynamics, the experiments of Faraday; advanced studies in partial differential equations; wave mechanics in optics; begin study of the works of Gauss Continue chemistry experiments; finish work on steam engine; test efficiency using Carnot's concepts; begin repeating the experiments of Faraday and empirically derive the basic laws of electricity and magnetism, including Ohm's law Animal physiology and biochemistry continued; the work and life of Pasteur Experiments in animal physiology and biochemistry continued
9.75 11.75 Maxwell's work on the wave theory of light and the derivation of Maxwell's equations and their applications; continue study of Gauss' mathematics and physics Electromagnetic motors and generators, construction of batteries, transmission of electromagnetic waves, early work of Tesla, the telegraph and the wireless constructed A course in botany and plant physiology; begin experiments in plant genetics after Gregor Mendel Study and dissection of major plant species; field studies, microscopic dissection, plant breeding per Gregor Mendel

Psychosocial Integration
Avg. Level Avg. Age Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice
9.00 11.00 Detailed analysis of the American and French Revolutions; detailed analysis of the writings of Jefferson and his correspondence; comparisons between Jefferson, Washington, and Napoleon; how Napoleon betrayed the French Revolution in the pursuit of personal power; how the U.S. government betrayed the Libertarian ethic Write essays comparing the ethical course of the American and French Revolution; relate the ethics of Spinoza to these revolutions; relate to evolutionary ethics and show where they went wrong Artistic synthesis in the early work of Goethe and the music of Beethoven; ethical synthesis in the philosophy of Lessing, Goethe, and Moses Mendelssohn and their interpretations of Spinoza Reorchestrate and perform Beethoven's Grosse Fugue for octet; read Goethe's prophetic poetry; write a sequel to the Sorcerer's Apprentice
9.25 11.25 The philosophy of Kant, biography, The Critique of Pure Reason and The Critique of Practical Reason; compare to Spinoza; Kant's cosmology compared to LaPlace; explain Catholic hostility Write essays on the scientific and ethical implications of Kant's philosophy; analyze in terms of the evolutionary ethic Artistic synthesis continued in the work of Goethe and Beethoven; Goethe's Sorcerer's Apprentice and pessimism, the romantic hope and self-delusion Produce as a group project Goethe's Faust and performance of Beethoven's Ninth Symphony for several octets
9.50 11.50 The philosophy of Hegel--how he could be so wrong and so influential; Hegel and the misinterpretation of Spinoza; Hegel's theory of history and ethics; Hegel as the father of Marxism and Naziism; de Tocqueville as a visionary and prophetic historian Essay explaining Hegel's influence through present times; a comparison of Spinoza and Hegel--how could Hegel so misunderstand Spinoza and deceive himself and others? Why was de Tocqueville so accurate in his predictions? The romantic poets, Byron, Shelley, and Wordsworth; the art of Watteau, Houdon, David, and Degas; the music of Berlioz and Liszt; Wagner as the musical equivalent of Hegel Write epic poetry on a hopeful future from a romantic perspective; do a musical satire on a Wagner opera; paint a heroic romantic painting
9.75 11.75 A history of the world from 1775 to 1910; development of major ideas and philosophies, with particular attention to USA, Britain, France, Germany, Japan, and Russia; basic economics from Adam Smith to Marx and Engels An essay explaining the Newtonian model and its influence on the intellectual history of the world; why Islam, India, and China were so far behind, why Japan was able to catch up An ethical analysis of European and American imperialism; libertarian and socialistic ethics; the ethical turmoil of the age of liberty and social obligation; read War and Peace by Tolstoy; the paintings of Turner and the Impressionists Read and analyze Pushkin, Melville, Dickens, Hugo, Balzac, Dostoyevski, Tolstoy, George Eliot; study the music of Mahler and perform Das Lied von der Erde

Physical Biological
Avg. Level Avg. Age Physical Theory Physical Practice Biological Theory Biological Practice
10.00 12.00 Gauss' mathematics and physics continued; general thermodynamics, the work of Boltzman Clausius and Gibbs, Maxwell's demon, the inventions of Edison and Tesla; the work of Mendeleev and the beginning of organic chemistry; probability theory as understood by Gauss and Galton Construction of AC generators and regulators, simple radios, light bulbs, and recording devices; begin design and construction of simple internal combustion engine; experiments in organic chemistry and synthesis of organic compounds The life and work of Charles Darwin and Wallace, the evolution of evolutionary ideas, the theory of natural selection, and the three laws of thermodynamics; the work of Pasteur continued Each student gathers evidence for and against Darwinian evolution, taking into account basic genetic knowledge and probability
10.25 12.25 Non-Euclidean geometry and statistical mechanics; introduction to systematic probability theory and statistics; continue work in thermodynamics and organic chemistry; the work of W.R. Hamilton and Henri Poincare is studied Continue work of previous quarter; construct interferometers and repeat the Michelson/Morley experiments; repeat experiments of Planck to derive Planck's constant; develop and derive the special theory of relativity; begin construction of automobile; continue internal combustion engine project Neo-Darwinian theories of evolution and evolutionary genetics up to R.A. Fisher's The Genetical Theory of Evolution; explain disease and parasites in evolution Do genetic experiments with fruit flies and molds, giving evidence for and against neo-Darwinism, theories of evolution, bacteriology; systematic study and laboratory work
10.50 12.50 The physics of the 20th century, including the General Theory of Relativity up to the discovery of quantum mechanics, is presented as a year course in modern physics (with an advanced calculus prerequisite) as it might have been given at Harvard, Cambridge, or Gottingen in 1925; physical and organic chemistry, also a year survey course; finish study of Henri Poincare Continue work on automobile; repeat experiments leading up to Bohr atom; handmade basic tubes for radio and oscilloscope; construct a more advanced radio and oscilloscope using tubes; make photocells, synthesize organic compounds Introduction to cell biochemistry and advanced genetics; begin chromatography and electrophoresis for separating common biochemical constituents of mammals The chemical structure of the constituents of life; isolating nucleic acids and proteins, determining their properties through chemical and spectrographic analysis; create genetic mosaics
10.75 12.75 Continuation of previous quarter; relate physical chemistry and organic chemistry to biochemistry; theory of x-ray machines and electron microscopes Continuation of previous quarter; finish automobile; study of x-ray machines and electron microscopes; organic chemistry laboratory; motion pictures Continuation of previous quarter; introduction to x-ray crystallography and electron microscopy for the study of large molecules and viruses Continuation of previous quarter; use of x-ray crystallography to determine chemical structure; electron microscopy of viruses and large molecules

Psychosocial Integration
Avg. Level Avg. Age Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice
10.00 12.00 The theories of Marx and Engels in detail, Das Kapital and the Dialectics of Nature; the ideas of August LeComte and social science in general; the psychology of William James Critical essay on Marxism and dialectic materialism; what is wrong and what is right about theory, what is the scientific evidence for and against the theory; why is social science so full of nonsense? Ethical analysis of Marxist philosophy and ethics; how and why Marxism violates the evolutionary ethic; read The Brothers Karamazov by Dostoyevsky The music of Arnold Schoenberg, the plays of Frank Wedekind, the early paintings of Picasso and the Cubists; the opera Lulu by Alban Berg is performed
10.25 12.25 The philosophy of Nietzsche and Spencer; evolutionary ethics as propounded by Spencer; ethical Darwinism, an introduction to the life and ideas of Sigmund Freud, the rise of racist fascism in Europe Essay comparing the neo-Darwinian ethics with Marxism; the incipient Lamarckianism in Marxism compared to its ethics; essay on European racism and fascism growing out of social Darwinism Ethical analysis of neo-Darwinian philosophy and of social Darwinism; how and why social Darwinism and fascism violate the evolutionary ethic; Freud as a Newtonian psychologist looking for mechanistic explanations which may not exist; ethical implications of the unconscious The music of Richard Strauss, Ein Heldenleben, Also Sprach Zarathustra, and the opera Elektra; Man and Superman by G.B. Shaw is also performed
10.50 12.50 World history from 1910 to 1925; the basic writings of Lenin and a study of his life; World War I and the Russian Revolution, the world fear of communism, Leon Trotsky as an idealized communist; Freud's later works Essay on the origins and consequences of World War I; essay on the origins and consequences of communism in Russia; essay on how the brilliant, ethical Trotsky went wrong and helped create a Frankenstein An ethical analysis of how the Soviet Union betrayed its own revolution and turned into a monster; how the centralization of power makes corruption inevitable; read Darkness at Noon by Koestler and Animal Farm by Orwell The music of Prokofiev and Shostakovich; the films of Sergei Eisenstein, including Ivan the Terrible; perform the Shostakovich opera Lady Macbeth of Murmansk and Mussorgsky's Boris Gudenov
10.75 12.75 World history 1925 to 1939; the basic writings of Mussolini, Hitler, fascism, Stalin, and Soviet communism; a study of Hitler and Stalin as complementary personalities who changed history; early works of Pavlov and Jung Essay comparing the conflicting ideologies and economic factors leading to World War II; what could have been done to prevent World War II; why the United States was so immune to both communism and fascism An ethical anlysis of how capitalistic greed and the political cowardice and vindictiveness of the European democracies made World War II inevitable; Read Winds of War by Wouk The music of Stravinsky, the early art of Dali, the films of Chaplin, Bu_nuel, Lang, and Pabst, plus Academy Award winners; perform Hindemith's opera Mathis der Mahler and Brecht's Mahagonny

Physical Biological
Avg. Level Avg. Age Physical Theory Physical Practice Biological Theory Biological Practice
11.00 13.00 Continuation of previous quarter; begin to focus chemical studies on biochemical processes and molecules; theory of ultracentrifuges and mass spectrographs Continuation of previous quarter; begin construction of small airplane and learn to fly it; begin design and construct black & white television set; continue experiments in atomic and nuclear physics; study of ultracentrifuges and mass spectrographs Continuation of previous quarter; use of mass spectrograph and ultracentrifuge Continuation of previous quarter; use of advanced techniques to determine gross structure of RNA, DNA, and proteins
11.25 13.25 Continuation of previous quarter; begin an introduction to quantum mechanics and how it explained and enabled us to predict and control the facts that were causing paradoxes; study Pauling's work on the chemical bond Finish small airplane; complete construction of black & white TV set; begin practice flying airplane; experiment with microwaves; build simple radar transmitters and receivers Continue work of previous quarter; analysis of biochemical molecules and their reactions Continue work of previous quarter; experimental physiological chemistry
11.50 13.50 The formal study of quantum mechanics continued; work of Bohr, de Broglie, Schroedinger, Heisenberg, and Bohm; critical experiments analyzed; Von Neumann's formalization of quantum mechanics into operators in Hilbert space; the predictive power of quantum mechanics; advanced theory of probability and statistics Perform experiments to show that photons, electrons, and other quantum entities are both waves and particles; construct transistor, laser, and hologram; begin design and construction of color TV; begin design and construction of analog and digital computers Biochemical analysis of DNA and RNA; how their structure was derived and how heredity and biological information is encoded in these molecules; relate to Pauling's work on the chemical bond Biochemical isolation of DNA and RNA; preparing crystals for x-ray diffraction, determine their structure with exactitude; determine exact structure of insulin molecule
11.75 13.75 Continuation of previous works; Einstein's objections to quantum mechanics, including the EPRB paradox, and how these objections were resolved; quantum mechanics and chemistry Continuation of previous experiments and constructions; experiments in superfluidity and superconductivity as macro quantum events Molecular biology of the gene; how to read the genetic code; quantum processes in DNA Experiments in gene splicing and working with recombinant DNA in bacteria; genetically engineered bacteria to produce human interferon

Psychosocial Integration
Avg. Level Avg. Age Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice
11.00 13.00 World history 1939 to 1949; the later theories of C.G. Jung and I. Pavlov; the philosophy of existentialism Write essay on the role of the United States in World War II and how it erred in its ethical obligations and thereby lost the peace; write essay on what the world and the United States would be like if the United States and England had united to prevent other nations from acquiring nuclear weapons An ethical analysis of the factors leading to WWII and how democratic ideology is used to combat communism; the communist views of democratic capitalism, the democratic view of totalitarian communism; Read War and Remembrance by Wouk Nazi films of Leni Riefenstahl; a study of Citizen Kane; students write script, score, produce, and direct film of their own as group project using TV camera; study films of the Holocaust and World War II
11.25 13.25 The basic writings of Jean Paul Sartre, Camus and other modern existentialists; the philosophy of Teilhard de Chardin; an introduction to behaviorism starting with work of Watson Write essay and contrast the ethical consequences of existential pessimism with evolutionary optimism, analyzing the social implications of a society that produces both; do simple conditioning experiments with rats Ethical analysis of existentialism as the national philosophy of France and how that led to French defeat and collaboration in WWII; the creativity of the French The films of Jean Renoir, Cocteau, and Clement; the music of "Les Six"; the paintings of Matisse and late Picasso; make a film in the French style
11.50 13.50 The writings of B.F. Skinner on behaviorism; study of the school of behavior therapy; animal and human comparisons; compare to the psychotherapy schools spun off from Freud Conditioning experiments with rats, cats, and dogs; biofeedback experiments with humans; use of conditioning to break bad habits, compulsions, and phobias Ethical analysis of the implications of behaviorism; show how this is a classical model of a quantum process; show how ethics can overcome conditioning and how ethics can also be destroyed by conditioning Study of psychological films from Spellbound, 7th Veil, and The Cobweb to A Clockwork Orange and The Prisoner; as a group project make a B&W film satire of Walden II
11.75 13.75 A survey of 20th century philosophy after Bertrand Russell; start with G.E. Moore's writings on ethics; study Tractactus Logicus Philosophicus and Wittgenstein's Philosophical Investigations, Schlick's and Hare's work on ethics, Russell's analysis of matter and analysis of mind, Schroedinger's What Is Life?, The Vienna Circle, and Logical Positivism Write essay on the relationship between science and the school of rational analysis; write essay on how the academic study of ethics is becoming trivial and unscientific; how can ethics be made scientific, why has no one taken the lead of Spinoza and continued working toward a rational scientific ethics? Ethical implications of quantum mechanics for human behavior; relationship between determinism and free will; chance and necessity in evolution and human choice; read Chance and Necessity by Monod Study the paintings of Dali and other surrealists; study Dali's films with Bu_nuel and Bu_nuel's later films; make a film as group project on expressing surrealism and ethics

Physical Biological
Avg. Level Avg. Age Physical Theory Physical Practice Biological Theory Biological Practice
12.00 14.00 A one-year synthetic study in cosmology uniting field theory, particle physics, and the Big Bang theory; show the evolution of matter, space, and time from the instant of the Big Bang to the present; discuss alternative explanation such as the steady-state theory Astronomical observations of astrophysics, quasars, and possible black holes; the different types of galaxies are observed; the red shift and radio astronomy are studied and observed; results of experiments in high-energy particle physics are analyzed A year study of chemical evolution after Blum, Calvin, and Manfred Eigen; show possible deterministic origins for DNA and protein and how autopoiesis might start as a quantum process; relate information and entropy, information theory and thermodynamics Laboratory simulations of chemical evolution leading to protein and DNA through many different pathways; show how RNA encodes information to DNA
12.25 14.25 Continuation of previous quarter Continuation of previous quarter Continuation of previous quarter Continuation of previous quarter
12.50 14.50 Continuation of previous two quarters Continuation of previous two quarters Continuation of previous two quarters Continuation of previous two quarters
12.75 14.75 Continuation of previous three quarters; the latest cosmological models of Guth, Hawking, and Hoyle; their successors Continuation of previous three quarters; observation of possible primordial strings as indicated by large gravitational lenses Continuation of previous three quarters; trace a possible pathway to RNA, protein, DNA, cells Continuation of previous three quarters; try creating simple proteins that when combined with RNA produce DNA in autopoiesis with the protein

Psychosocial Integration
Avg. Level Avg. Age Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice
12.00 14.00 A survey of the leading theories of psychotherapy and humanistic and transpersonal psychology during the 20th century; show that they are transitory fads which almost never last and that they do not have a scientific base even though they produce millions of true believers An analysis and essay on psychofraud as a human phenomenon; why will persons resist scientific explanation to behavior? why are clearly untrue fads with no scientific basis so popular? an essay on the human potential movement The psychology of self-deception and its relationship to ethics; why is it possible to virtually eliminate self-deception from physical and biological science but not from social science? The art of self-deception and quantum vision, the drawings of M.C. Escher, self-reference based drawings and paintings; study of the films of Stanley Kubrick, particularly 2001 and A Clockwork Orange
12.25 14.25 A survey of late 20th century economics beginning with Keynes' General Theory, covering the ideas of Paul Samuelson and Milton Friedman; supply-side economics and non-zero sum games; the economics of creativity Essay on the inability of the leading economists to deal with creativity as the central factor in economic growth; the ethical obligations of the rich toward the poor The economic implications of evolutionary ethics; the ethical implications of genetic engineering and eternal life; is it ever wrong to share knowledge? is it ever right to impede the flow of knowledge? The music of Penderecki as a manifestation of 20th century entropy and ethical obligation; performance of Penderecki's Dies Irae and The Devils of Loudon and Requiem
12.50 14.50 A world history from 1950 to the present showing that no combination of socialism or capitalism is likely to work; show that Islam and all other societies alienated from western civilization are evolutionary deadends; the need for an alternative Write essay showing how in their structure and in their actions both socialism and capitalism repeatedly violate the evolutionary ethic; essay on an alternative political socio-economic system to both capitalism and/or socialism Art as a medium of protest; read Koestler, Pasternak, and Solzhenitsyn; read the latter's criticisms of the West; read the anticapitalistic writings from Clifford Odets to Arthur Miller's Death of a Salesman and The Crucible Study the films of Costas Gavras as indictments of both socialism and capitalism; Z, The Confession, State of Siege, Apocalypse Now, and The Godfather series; begin a TV film as a group project expressing hope in the midst of an entropic world order
12.75 14.75 An introduction to a general theory of evolution unifying ethics, evolutionary theory and science; show the place for mysticism in the scheme of things and how mysticism inadequately balanced by science always leads to self-delusion; develop a thermodynamic, information-theoretic model of evolution and creativity Write essay showing how to implement the general theory of evolution and the evolutionary ethic as an alternative socio-economic and political system on any scale in any country; take into account practical constraints; do a mathematical prediction of possible futures for evolution and creativity Study the recent writings of ethical Christians within and without the Catholic church; see how Christianity and Judaism are evolving a more humanistic ethic more in harmony with the evolutionary ethic; relate to other major religions Finish the film; write an essay on how persons who practice the evolutionary ethic can best communicate with adherents of each of the major religions, using art and common ethical values

Physical Biological
Avg. Level Avg. Age Physical Theory Physical Practice Biological Theory Biological Practice
13.00 15.00 Seminar on cosmology covering latest findings, theories, and alternative ideas, usually will cover the most important findings and breakthroughs of the last year; unify field theory, quantum mechanics, particle physics, and astronomy Observations and computer simulations of cosmological models; derivation of original models Seminar on genetic engineering and recombinant DNA; latest findings, ideas and theories Experiments in engineering new life forms and correcting genetic defects in mammals
13.25 15.25 Seminar on chemical evolution leading to living cells; latest findings, theories, and ideas; how can autopoiesis be induced at the precellular level? Experimental attempts to recreate the chemical evolution that led to the first cells in the laboratory; any form of chemical autopoiesis will be evaluated Seminar on brain physiology and function; how the brain contributes to our intelligence and our mind; the brain as a classical device and the brain as a quantum device are emphasized Experiments in understanding and enhancing brain function; life-style and the brain; EEG and brain physiology during autopoiesis
13.50 15.50 Seminar on the latest findings and discoveries in solid-state electronic devices, memory chips, microprocessors, pico-circuits, etc.; discuss performance, manufacturing techniques, and areas for new research; solid-state physics and chemistry appropriate to these devices Laboratory and experiments on how to create micro- and pico-circuits; developing the crystals and modifying them; design and construction of advanced computers Seminar on human health; how to prevent and cure diseases; focus on viral infections, degenerative diseases, and the aging process Laboratory and clinic on preventive medicine and health maintenance for maximization of creativity
13.75 15.75 Seminar on latest discoveries in macro quantum physics, lasers, holography, super-conductivity; developments of other important technologies like quantum computers, artificial intelligence, and any technological breakthrough in any field; also, extensions of EPR and nonlocal interactions Laboratory and experiments with important new technologies and processes covered in or related to the accompanying seminar; quantum technologies and advanced energy systems are experimentally treated Seminar on the latest findings in biological evolutionary theory, particularly scientifically plausible deviations from orthodox Darwinian paleontology, genetic distance, and other findings relevant to evolutionary biology Laboratory and field studies in paleontology, evolutionary genetics, and computer modelings of the evolutionary process, particularly relating to rates of evolution, punctuated equilibrium, and quantum evolutionary processes in evolution

Psychosocial Integration
Avg. Level Avg. Age Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice
13.00 15.00 Seminars in evolutionary ethics and the general theory of evolution as an integrating theory in the social sciences; correct theory where it seems wrong and extend where it seems right; test the theory entirely by its ability to predict Use the general theory of evolution to integrate the social sciences and other sciences when possible into a unified whole using mathematical models and emphasizing information theory and thermodynamics Seminar on the latest developments in art which express a synthesis of ethics, humanities, and technology Experimental creation of films, study of original films and their techniques; other techniques that integrate ethics, humanities, art, and technology
13.25 15.25 Seminar on human creativity and how to maximize it; show relationship between ethics and intelligence and how to maximize their interactions; study the interaction of ethics, science, technology, mysticism, and human organization; show both negative and positive findings Experiments in how to maximize creativity for different persons in different environments; test the limits of what can be done for persons driven by fear who have not been able to make a commitment to the evolutionary ethic; test to see what can be done environmentally to maximize intelligence for those who are committed Seminars on musical theory and composition; development of notation and expressive media for dance and opera; discuss latest work with high ethical content Original composition of music, dance, and opera; performances of new works and interactions with latest technologies
13.50 15.50 Seminar on the economics of creativity and how best to organize the creative economic output of individuals; compare to other work in economics and the latest findings in these fields; test and improve the theory of creative transformation, octet formation, and autopoiesis Laboratories in alternative forms of human organization for maximizing economically relevant creativity; kinds and numbers of persons and how best to communicate and assure creative feedback; are there creative alternatives to self-screening and selection into octets? Seminars on the latest developments in the plastic arts, drawing, painting, sculpture, carving, ceramics; new forms, styles, and techniques are discussed; emphasis is on art with an ethical content Workshops in the plastic arts; individual and group projects in any combination of plastic arts
13.75 15.75 Seminar on the prediction of historical and social events using the general theory of evolution and other techniques that made correct predictions in the past Laboratory on how to organize octets into larger systems without losing creative output; how to delegate power within systems of octets without producing corruption and a loss of liberty; experimental techniques fo predicting social changes and the future

Details of the Proposed First Day of Nursery School at SEE
(Author's Note: I could not have written this outline of the first two days at the SEE school without the invaluable help of Gabriela and Salvador Espinosa, who founded and operated the first SEE primary level school in Mexico. SEE's major effort in the US has been to train teachers.)
During the first day of school, children will follow, as elected by the child, aspects of the following program according to their individual abilities and interests. The following program will be easy to follow by most mature five to six year olds. Younger children, over three years of age, will have the program individually tailored and adjusted to their own elections, interests, and abilities. Children under three or over seven are not accepted in this program.
7:00 AM- 8:00 AM: Parents leave their Children with at least one of their smiling, loving home room teachers. Parents receive a receipt signed by one of the teachers. They return the receipt when they pick up the child or sign a form to this effect.
No one, except the parent, can pick-up the child without a signed letter from the parent authorizing them to pick-up the child. At least one of the home room teachers will be responsible for the child at all times, until the child is properly picked-up.

The child should have had a good breakfast before being dropped off. All the children will wear an identification badge or bracelet, provided each day by SEE, with the child's name, address, phone number, and parents' names and their alternate phone numbers.
After the child has been turned over to one of his home room teachers, the child engages in elective supervised play in a clean, orderly environment with colorful, happy illustrations on the walls. Soft music appropriate for young children is playing. In the center of the general purpose room there are cushions and quilts in a circle and materials for developing fine coordination, such as three dimensional puzzles, drawing materials, cutting and pasting materials, illustrated children's books, table games, mechanical toys and dolls. The children continue here until 8:00 AM.
Note: The first day of school is difficult for the younger children; it may be the first time that they are separated from their parents. These children usually cry a lot and they feel sad and afraid.
Teachers must be very patient, understanding, and loving toward these children, approaching them slowly and carefully and showing affection toward the child, if the child permits it. Children who reject this approach should be respected and allowed to cry. But the teacher must continue to slowly, and carefully, gain the trust of the child with great patience, comforting words and gestures, and much love, until the child allows him or herself to be treated with love and affection.
Children who continue to cry during the day can come the next days during the first part of the morning sessions or in the afternoons solely, thereby giving the child the necessary time to become integrated into the school. Parents may remain with the children until 8:00 AM, if they wish it, and the children need it. But it is better that parents allow the teachers to begin their work without the parents. In this way the children will learn to trust and feel safe with their teachers.
8:00 AM-8:30 AM: New soft music is put on or a soft bell is sounded. The children from each home room, which shall have, no more than twelve children, and at least one male and one female teacher, form a circle around their two or more teachers, after the teachers and students gather up all toys and materials to produce an orderly environment.

The teachers place a red candle in the center of the circle, and explain to the students that the red candle is to remind us about the lesson of the day, which is about the virtue of patience. "Wait your turn and respect others with patience." Thus we light the candle and relate several personal examples of how we, the teachers, wait our turn and show respect for others.
The children introduce themselves to each other giving their names, ages, details about their parents and siblings, tell each other about their family life, where they were born, what are their favorite toys and games, what their home is like, how they feel, what are their dreams and hopes, and what they would like to do in this new school.
When a child speaks everyone listens without interrupting; all wait their turn. We can use a bottle or a wooden object, which must be held in order for anyone to speak. When any child takes hold of this object, he or she is asked to repeat what the previous child just said.
The teachers explain to them important rules about how to treat each other and their teachers with respect, and why these rules are important for their creativity and security. The children are then shown the facilities, bathrooms, classrooms, workshops, play areas, etc. and the school limits, beyond which they should never stray. The home room, and other teachers, shall enforce these rules for all the children. Children who cannot, or will not, follow the rules will have to leave SEE, if counseling with the child and its parents by the home room teachers and the school counselor cannot remedy the situation, and help the child become more cooperative for its own welfare and safety as well as for the mutual welfare and safety of all the students at the school.
At the end of this session, we ask each child to take a small glass, with its name on it, put water into the glass, and then drink it. This is their first exercise of the "Brain Gym".
8:30 AM - 9:30 AM: The studies and all the activities of the day are integrated so that the child knows what it will be doing and why. Children who wish to follow a different path will be encouraged to do so. After consulting with the child, the home room teachers are obligated to accommodate the elections of each child and try to arrange the child's day so as to maximize the child's creativity, keeping the child in safety, and not imposing any activities on the child.

During this period the children are introduced to ethics and why we have an obligation to never do anything to harm anyone, including ourselves, why we should always try to do our best to increase our own creativity and the creativity of everyone with whom we interact. The concept of "creativity" is discussed with all the students, and they give their own opinions on the subject.
The child is introduced in very simple terms to what is creativity and what is harm. The concepts of harm and creativity are discussed by the teachers with all the children in each circle. The children are introduced to the concept of patience, and why we should always wait for our turn. They are taught how to show respect for each other, their teachers, their parents, their siblings, and everyone else.
These lessons are combined with free drawing, painting, and simple songs. The children are taught about the themes they will be studying during the day in physical, biological, psychosocial sciences, as well their integration through ethics, humanities and art. The themes of fire, water, air, earth, the human body, the school, the home, the family, our neighbors, positive and negative emotions, the sun, colors, ego, and ecology are all touched upon and integrated with the sciences, ethics, humanities, and art. This process will continue during all future days of study at SEE, except the discussions shall become more sophisticated and comprehensive.
The children sing the simple integrative song(s) they have learned. They go to the school garden or other nature area to gather twigs and sticks with which they will learn how to make simple pencils in a workshop with white and black sheets of papers, files with which to turn the twigs and sticks into pencils and styli, carbon, and powdered chalk with which they will write on the white and black papers respectively, after dipping their pencils in water.
After having discussions with the students about how to discover making pencils and drawing with the materials at hand, they will experiment with the materials and try drawing something related to what has been discussed. They will then gather the materials, clean their work areas, and recall the songs that they learned earlier. Finally they will put away their creations in their private cubby holes.
9:30 AM - 10:30 AM: The children will then go to the history section of the general purpose room. Here each child will tell its own personal history.

Videos and pictures of how children develop in their mother's womb and then grow into mature adults shall be given. Later in the year, the children will learn how to use computers and the Internet to learn on their own. The cultural and biological evolution of the human species shall be touched upon. The evolution of the family as the basic unit of evolution shall be briefly discussed. A short story about family life with grandparents, parents, and children shall be told and discussed. The concept of society as an extended family shall be discussed.
Questions and discussions with the students shall ensue about how they were born, and where; how they grew; where have they lived; with whom; what experiences and memories do they have of their own family life; when did they live these experiences? Materials will be provided to express these histories and personal experiences. They will express this as best they can, and the teachers will write a narration to accompany each individual expression.
The teachers will then explain the history of the lever and how the lever evolved from simple branches found in nature to all the complex tools of today. Videos and pictures will be shown and examples will be given with demonstrations of how we use the concept of the lever. Stories about the evolution of the lever will be told by the teachers.
The teachers will then ask the students, collectively and individually, questions about the importance of the lever and its history. The students will be given material to express this history.
10:30 AM - 11:00 AM: Snack Time. First the students wash their hands and are told about germs and why it is important to wash your hands before eating. They then take a snack break in which the students learn to prepare a healthy snack of fruit and fruit juice. The fruit juice maker will be noted as an example of the use of the lever. The students will be able to experiment with trying to extract fruit juice with and without the fruit juice maker, and see how important the lever is in this application.
The older students will learn to use dull metal knives to prepare the fruit. The younger students will work with play wooden knives. In addition to the fruit, the students will also be given whole grain crackers and nuts.

The students learn about the health benefits of different fruits. They learn about vitamin C in citrus fruits, and how fruits give us fiber and other nutrients which are important to good health.
The ethical obligation of maintaining good health will be discussed with the student. The ethical obligation of never decreasing anyone's health, including our own, is also discussed.
The students will be asked what kind of fruit and other food they most like, and what they would like to eat the next day. An effort will be made to give the students the food they most like, which is consistent with good nutrition and good health.
11:00 AM - 11:30 AM: Recess. Free play in playground or garden, with jungle-gym, sandbox, tires, toys that can be pulled and pushed, slides, swings and teeter-totters to illustrate the use of the lever.
11:30 AM - 12 Noon: Story time. Stories for the students, according to their interests, about the origin of the universe and the evolution of the elements in the stars; about the family; the seasons; the sun; prehistory and paleolithic events; fantasies illustrating the concepts of cause and effect; and science vignettes. After listening to the stories the students wash their hands and are told again why it is always important to wash their hands before eating. The ethics of cleanliness is discussed.
12 Noon - 12:30 PM: The students are served a prepared healthy lunch with salad, cereal, whole grain breads, vegetables, fruit, vegetable juice, and/water. Each student gets his toothbrush from his cubby hole and is encouraged to brush his teeth, with help, if necessary.
Biological Orientations Begin
12:30 PM - 1:00 PM: Play Centers. Make a circle and do a moment of silence and calm. Choose a place to be silent and calm in the circle or in the general purpose room. Pay attention to what can be heard outside, inside the school, inside the general purpose room, inside your own body. Exchange comments on what was heard - an airplane, a car, laughter, voices, your breathing, your own heart, your stomach grumbling, etc.

Each child shares with the rest what they would like to do in the play centers. The teachers take notes on what each child expresses, to help the children integrate their play with the lessons of the day, and show the child how their play contributes to or detracts from their creativity.
1:00 PM - 2:00 PM: Free play. They play at whatever they wish without interruptions, but under the close supervision of their teachers, who will keep notes on the activities of the students, and later use them for optimizing the student's individualized curriculum, such that the student's creativity shall be maximized. The teachers should never, unnecessarily interfere with the child's voluntary play. The only interruption which is permitted is that which is necessary to protect the safety of the student, or the other children. If the children are willing, and it seems appropriate, the teachers may participate in the play of the children. The following play centers will be available to the students.
Water Play: Body sensations within the cold or warm water; care with rapid changes when they are wet; no touching of electrical appliances or cables when the body is wet; care of not breathing in water while in the pool or other water facility; benefits of drinking a lot of water; benefits of bathing or showering every day.
Sandbox Play: Covering different parts of the body with sand; care of not getting sand in eyes, ears, nose, or mouth; making holes, tunnels and sand castles.
Outside Play: Use of the body with different movements; lying down, dragging the body, crawling, sitting, kneeling, walking, running, jumping, vaulting, dancing, and other movements; care with not falling or causing others to fall, as form of protecting our creativity and that of others.
Reading Center: Illustrated books and encyclopedias about the human body and its care.
House or Store Play: Nutrition for the body; cooking in the play kitchen; gathering nutritious food in the play store; what does my body need; what do I need to eat; resting in the play bedroom; why do we need to rest; cleaning the store, house, and bath rooms; washing food before eating; silence and the need for sleep; personal hygiene; care of our clothes.

Costumes and Make-up Play: Make-up for different parts of the face; importance of cleanliness and not getting make-up in the eyes or mouth; costumes for different parts of the body; cleaning face, teeth, ears, nose, etc.
2:00 PM - 2:30 PM: Meeting with other play and study groups. Each group has at least two students, but not more than twelve students. Cleaning and ordering the general purpose and dining rooms is done. Each group shares its experiences with the other groups. Discussion of discoveries, ideas, and insights.
2:30 PM - 3:00 PM: Snack break with healthy food. Raw vegetables, whole grain bread, vegetable juice, pure water - discussion while eating about the healthy way to eat, and our ethical obligation to maintain our health in order to become maximally creative.

3:00 PM - 4:00 PM: Rest time. On comfortable mattresses with quilted covers, the students take naps or remain quiet and calm, while listening to soft soothing music, cradle songs by the teachers, and are generally communicated love and affection by the teachers.
Students who cannot sleep or are restless can discuss the activities of the day among themselves or with their teachers, or go to see an appropriate children's film or video covering the concepts of cause and effect, body care, the lever, and other themes from the day. Speculations about changing the history of the world, and our own personal history. Discussions about patience, school, home life, body care, nutrition, simple songs, drawing, plastic arts, and the virtues of simple silence and rest.
4:00 PM - 5:00 PM Sports and Other Physical Activity. Cooperative Sports emphasizing cooperation between students rather than competition. Emphasis on personal improvement in whatever we do rather than being better than someone else. Activities are chosen by individual students. Activities include martial arts, nature walks, bicycle rides, team and individual sports such as basketball with light ball, softball, soccer, skating, gymnastics, swimming, relay races, etc.

5:00 PM - 5:30 PM: Plastic Arts. Various plastic arts tables are set up for drawing with pencils, thick crayons, and water colors and brushes. Also tables for cutting and pasting patterns, clay modeling, and other plastic arts. Children exchange art works as their parents come to pick them up.
5:30 PM - 6:30 PM Children who wish it continue to work on plastic art projects of their choosing or engage in supervised free play of their choosing, while waiting to be picked up by their parents. All children must be picked-up no later than 6:30 PM.
Parents are given home work and asked to give their children various photographs of their family to be brought to school the next day and used to relate their personal history. Children may also bring their personal tricycle or bicycle the next day.

THE SECOND DAY OF SCHOOL
7:00 AM - 8:00 AM: Children enter the all purpose room and find the same environment as on the first day. Their identification bracelets are put on their wrists or they may choose an identification badge that they may decorate as they wish with thick crayons. They engage in play of their choice until the beginning of the first period at 8:00 AM.
8:00 AM - 8:30 AM: With the music or bell of the previous day, the children sit in their morning circle, and the red candle, symbolizing patience, is lit. There is a collective discussion of how successful the children were in waiting their turn, and their complaints about the children who did not wait their turn. We discuss on how better to treat one another with patience and respect. The dynamics of the discussion circle are discussed.
Afterwards the children are asked to listen in silence to the music CALVERIA RUSTICANA of Pietro Mascagni. At the same time they will try to locate appropriate art work on the walls.

They will then try to imagine a story associated with the music and try to draw an appropriate artistic expression of that story. When they finish the expression of the story they will listen to the music once more. The next day they will discuss their art works and stories. Later in the week they will be told the story of the music of CALVERIA RUSTICANA, and eventually they will be shown the entire opera on video.
Note: This work serves to concentrate the attention of the students. More will be said of this later.
8:30 AM - 9:30 AM: We continue with the lessons in physical science of the previous day on cause and effect and the history and use of the lever. If the weather permits and the children are willing we go outside into the garden and begin making a compost pile for our organic garden, all the time illustrating the use of the lever.
The children put on gardening smocks and get, for their personal use, small shovels as well as larger shovels; potting soil; natural fertilizer; leaves; hay; green plants; kitchen waste; and water. If the garden is large, the compost pile may be made in bins or large wooden boxes.
The children will place in their compost piles first a layer of soil, then a layer of fertilizer, then the green vegetation, then they wet it all down with plenty of water. In placing the subsequent layers, they are asked to do it alternately with the shorter or the longer shovels, or with their hands. We ask them if they can tell the difference? How does the principle of the lever help us move the material for the compost pile?
Explain to the children how a shovel is an example of a simple lever, and how it helps us do heavy work. Ask the children to give other examples of levers and how they help us.
After wetting down the compost piles we cover them with dark plastic to keep in the heat. We tell the children about how important it is to keep turning over the compost piles at least once per week, and how useful it is to have a shovel with which to do this.

The children now wash their hands, brush their nails with soap and a proper nail brush, and when they are clean they form a new circle. The children are then told a story about cause and effect. Examples of these stories are:
a) A real story about the cause of impatience and not waiting your turn on the health and emotional well-being of other children, and how this decreases their creativity.
b) Or a story about how being patient and waiting your turn helps produce positive emotions in others and helps us produce harmony, good communication, gratitude, love and maximize both our creativity and that of others.
c) Stories about fantasies from Walt Disney or Hans Christian Anderson which involve cause and effect relationships, clearly showing the relationships of the causes to their effects.
d) Science fiction stories about space travel which involves cause and effect relationships.
We always try to emphasize that everything we do is a cause for an effect: everything we think,
feel, say, or do always has an effect on us, others, or the world at large. It is always important that we pay attention to what we are doing, saying, thinking, or feeling in order not to hurt others or yourself. Why we must be careful and treat others and ourselves with respect.
9:30 AM - 10:30 AM: Mathematics and Biology. We take the children to the mathematics center which has been prepared by the teachers to help the students observe, investigate, and/or play with the following concepts: the pink tower of Maria Montessori, the big and small of toy vehicles and dolls, plasticine of various colors, mathematical drawing books using thick crayons, posters of the human body of adults and children, images and photographs of the human body and of small and large objects, illustrated story books about the human body and small and large objects, puzzles and toys about the human body allowing comparisons between large and small objects, a large mirror.

The students have at least 15 minutes to explore freely all the previously mentioned materials. Then the teachers will invite the children to participate in several exercises to more fully understand the materials. For example: how to use the Montessori tower; how to order the toy vehicles and dolls by increasing size; make small and large spheres with the plasticine and order them by size, color, and geometry; seek out the largest and smallest objects in the classroom; imagine a small, a large, and a medium sized set of objects that are not here, draw the objects in your notebook with crayons; observe the posters and images of the human body then look at yourself in the mirror; which parts of your body are the largest, which are the smallest, which are the same size as other parts of your body; how are the different parts of the students' bodies becoming larger?

At the end of each time exercise each student will work on the three times of Maria Montessori:is this large, medium, or small, which is largest, smallest, or medium; point out the smallest, largest, and medium objects; which is this particular object?
The children then go to wash their hands and go on to their snack.
10:30 AM - 11:00 AM: Snack Time. The same as the snack process of the first day of school.
11:00 AM - 11:30 AM: Recess. The same as the day before, emphasizing the concepts of large and small during play, for example, look at how large you seem on the jungle gym, look at how small your smallest friend is, etc.
11:30 AM - 12 Noon: Story Time. The children wash their hands and come into the classroom. They find many stories about fantasies, space travel, voyages around the world, poetry, literature, fables, story books solely with illustration and no words, etc.
The children lie down or sit on the cushions and quilts where they can cover themselves, if they wish. Here they will read and observe the stories that are read to them.

The teachers come close to the students to ask them what they think the stories are about, and if they can repeat the story to the teacher. The teacher should allow the student to tell the story in his or her own way, without correcting the student. Later the teachers can tell the story as it actually is to the students, and ask the students: Which story do you like most, the one you told me or the one I told you? Tell the student that both stories are fine. Help the student feel secure in their imagination and their intuition.
12:00 Noon - 12:30 PM: Lunch. A healthy lunch as in the previous day after washing hands and going over the need for good hygiene in order to maintain good health, and become maximally creative in our own life, without ever decreasing the creativity of another.
Psychosocial Learning Centers
12:30 PM - 1:00 PM: Exercise of Silence. We are going to make a lot of noise with our hands by clapping, with our feet by stomping on the floor, with our voices by yelling, etc. When you hear the drum or the bell we must become absolutely silent. You should hear nothing but the silence.
The silent period should be longer than the noise period so that the children may relax and learn that silence can bring us interior peace. We then ask the students: What do you feel when there is a lot of noise? What do you feel when you listen to the silence? When do you feel best?
We then discuss with the students the concepts of planning and projection.
1:00 PM - 1:30 PM: Free, spontaneous play for the children as in the previous day, where the children are observed, but not interfered with, except for the sake of their safety.
1:30 PM - 2:30 PM: Key Experience, How to communicate, The exchange of information. The children form themselves into study groups of their choosing with at least two students, but not more than twelve students. If the children choose to change groups they give their reasons for doing so to the other students. We will eventually discuss with the students how well they learn in different groups of different sizes. The children then go to their personally and collectively chosen study centers. The study centers are as follows:

ART: drawing with crayons, chalk, thick pens, pencils, etc. to communicate an idea or a feeling to others; painting with small brushes and water colors; sculpting with clay, play dough, and plasticine; the children exchange their art works and discuss them with one another.
MUSIC: the children make music, as best they can, with play instruments at hand; or they choose a song to sing to communicate something important to others; they explain the meaning of their music or song to the rest of the students.
THEATER: They invent a play or skit using solely facial expressions and gestures but no words to communicate something important; others invent a play or skit using words and gestures; the plays and skits are presented to the other students and discussed among all the groups. This as well as the other activities may extend into the future week or weeks.
WATER: Communicating through the use of movements and sounds in water.
SAND: Communication with sand through sand structures.
PLAY HOUSE OR STORE: Communication at home or in the store playing father, mother, siblings, store keeper, customers, etc. How does television interrupt our ability to communicate? How do the telephone and the computer help and interfere with our communication? Communicate while playing store selling, buying, sorting, displaying, etc. How are communication and education related?
CONSTRUCTION: Use construction materials of the previous day such as wooden blocks, Leggos, Tinker Toys, etc. to build two play cities with various means of communication such as, bridges, roads, highways, radios, telephones, offices, businesses, and so on. Exchange ideas with other groups for bettering communication within your play city.
OUTSIDE PLAY OR BODY EXPRESSION: How do we communicate with our body without speaking. Do Charades. Experiment with new types of expressive movements. Try to understand and imitate the body movements of others.

READING CENTER: Communicating through stories and personal histories. Interchange information telling one another the stories we read with words or pictures.
COSTUMES AND MAKE-UP: The same as with the theater above, changing our appearance to reflect different personalities. How can we use these techniques to engage in two way communications? How does our appearance communicate how we feel?
2:30 PM - 3:00 PM: Snack Time. Healthy snacks of fruits, vegetables, whole grains, and nuts with a discussion of good nutrition and good health, as in the day before. How do we communicate to others the principles of good nutrition and good health?
3:00 PM - 4:00 PM: Rest and Sleep as in the previous day. In the videos and films for the children who do not wish to rest or are restless we emphasize the concepts of large, small and medium, spheres, and communication.
4:00 PM - 5:00 PM: Physical sports of the student's choosing as in the previous day, under close supervision so that the students do not hurt themselves or one another.
5:00 PM - 6:30 PM: The activities of the day are integrated by music and song while the parents come to pick up their children. All the children must be picked up no later than 6:30 PM.
These activities continue in the same spirit for the following weeks and years until the full Lifetime Curriculum, for the first three years, is covered for the nursery school children. If there is sufficient interest, and it is economically feasible, the following ten years of the Life Time Curriculum will be added, one year at a time, so that some children will be able to maximize their creativity, instead of having it destroyed in the traditional school systems which dominate the education of all children throughout the world. This is the main focus of SEE at this time.
This curriculum and educational philosophy is explained in detail in literature available from SEE, and in the free seminars available from SEE for interested parents and educators. Also go to our website at www.see.org

As of early 2001,
the sole SEE school established for very young children has been in Valle de Bravo, Mexico. It was established by Gabriela and Salvador Espinosa as an adjunct to a public rural school for very poor children. These children blossomed and became much more creative than all the other equally poor children in the many other comparable schools in the region.
SEE is currently focusing its time, energy and resources in training teachers for its educational programs. There is no charge for this training. Whenever the teachers are available, SEE will set-up a school, wherever there is enough interest from parents and students to make the school feasible.
SEE is currently focusing all its attention and training in the Eugene, Oregon area. A very small metropolitan region within a largely rural county. However, the University of Oregon is in Eugene, and many other colleges and universities are nearby, including Oregon State University in Corvallis.
Eugene also has most of the amenities of a large city including an opera house, and a Hilton Hotel. There is a major airport served by United, Alaska, Horizon and other airlines. Portland is 100 miles away.
Consider moving to Eugene, and working with SEE, in the best interests of your family.
A Note to Persons Who Have Read The Ethical State: An Essay On Political Ethics
Our Ethical State is structured, for people who choose to become citizens of the Ethical State in affiliation with SEE. It is not necessary to work with SEE to be a citizen of the Ethical State, but it is necessary to be a citizen, to work with SEE on a mutually committed, permanent basis. This is what SEE is doing now. We would like to hear from anyone who has a better idea of how to create an Ethical State. Write to johndavid@see.org.

GLOSSARY
Aberrant Pertaining to actions or things which deviate from what is considered normal and proper by the person(s) applying the term.
Amoral Lacking Morality. Only sub?human beings are amoral. To be amoral is to be unaware of the Game of Life at both the unconscious and conscious levels. Amoral beings are only pieces, never players, in the Game of Life. An amoral species is doomed to extinction. Only a moral species can continue to evolve without mutating physically.
Art A process which uses entertainment to expand creativity. This is usually done symbolically through unconscious stimulation of the mind. Art is similar in its social function to dreaming. Art reflects the creativity of a culture.
Asymptotically In a manner wherein something is always getting closer to something else but never reaches it. Our ethical evolution is an asymptotic process by which we become ever more ethical and moral, but our ethics are never equal to one, and we are never totally moral.
Autopoiesis The process within living cells by which protein catalyzes the reproduction of DNA while DNA catalyzes or creates the reproduction of proteins. Neither can create itself by itself, but together both can create each other. This term was first coined by Francisco J. Varela and Humberto R. Maturana in 1974. Its meaning is broadened in the theory of Creative Transformation to include any creative exchange of complementary information such that a new epiphenomenon arises. DNA and Protein exchange chemical information, and are complements.
Bacteria The set of all free?living cells without a well?defined nucleus; the DNA may be diffused throughout the cytoplasm (Monera).
Behavior Divided into subjective and objective behavior. Subjective behavior is action observable only by the person behaving, e.g., thinking. Objective behavior is action observable by more than one person, e.g., speaking.

Behaviorism A system of psychology and psychotherapy which states that all models of behavior must be based entirely on measurable objective criteria. Behaviorism has been effective in predicting and controlling simple animal and human behavior. It has not been shown to increase creativity in any way. Conditioning desirable human behavior through external rewards and punishments can destroy the creativity of anyone.
Belief A state of mind in which someone is certain that something is true. In science there are no beliefs but only probabilities of certain relationships holding under certain circumstances. In science there is never certainty. Only ideologies propound certainties about nature.
Biomass The total mass of all living creatures which inhabit a specific environment at any given instant. The percentage of the total biomass taken up by a given species is a measure of the biological success of that species in that environment at that instant.
Biosphere The envelope of life which surrounds the Earth. It includes all life forms on water, land, or in the air. According to Teilhard de Chardin, the biosphere is the precursor to the Noosphere. The Biosphere includes the biomass of the Earth.
Bureaucracy An organization which destroys truth by seeking to destroy all means of detecting its errors and shortcomings. A bureaucracy operates without utilizing feedback and self?correction. Whatever its de jure purposes, a bureaucracy's de facto purpose is limited to enhancing the security of its members. Bureaucracies control their members by convincing them that they are uncreative and can only survive as parasites. A bureaucracy is always threatened by anyone's creativity. All bureaucracies ultimately wish to destroy all creativity and live in a totally classical world. Their first step is to force everyone to ask permission of the bureaucracy in order to do anything creative in the bureaucracy's de jure area of authority and responsibility.

Certainty A state of mind in which no doubt exists about one or more cause?and?effect relationships. It is unethical to be certain about anything except the existence of our own thoughts and perceptions, which are not cause?and?effect relationships. The need for certainty may be the fatal flaw in human nature. Through Creative Transformation, humanity can learn to cope with the insecurity of uncertainty. One cannot learn when one is certain.
Chaos Total disorder. Where nothing has meaning or purpose and all is random. The lowest level of awareness and creativity. A patternless nothingness. A state of maximum entropy. It is postulated that the Quantum Field always brings order out of chaos in our universe. This is the creativity of God.
Child A transitory being bridging the gap between amorality and morality. Children are always ethical for at least a while. When children become unethical, they may become immoral adults. Immoral adults can only have power by controlling children. Children are pliable and can just as easily become moral or immoral adults. An unethical society turns most of its children into immoral adults. An immoral society turns all of its children into immoral adults. The converse is true for moral and ethical societies. Humans have been children for most of their existence. Homo sapiens seems to be the first species of human with the capacity to produce ethical adults. Ethical adults are moral beings who are aware and have intelligence about their true ethics. "Child" as here used is an ethical descriptor and not a chronological indicator. "Young child" is used to describe "children" in the more conventional sense. Young children are almost always "children" in the ethical sense. The converse is not necessarily true, .i.e. not all biological adults are ethical adults.

Civilization The culture of civilized people. A civilized people may be defined as a group of persons tied together by a common ethical code, who systematically predict and control their collective ability to predict and control. The essential difference between civilized and uncivilized people is that among the uncivilized persons there is no systematic group effort to create machines for the benefit of the group as a whole. Such machines may require several persons to operate and perhaps may not be used for several months or even several years after construction is begun on them. It is this notion of long?range planning and concern for the creativity of future generations which distinguishes the civilized person from the barbarian, who typically never has any vision beyond tomorrow, or the savage who lives entirely in the present. The longer into the future the planning is projected, the more civilized is the society. Therefore, a civilization never comes into being, or survives, unless it is guided by a cooperative group of persons who have a vision of and concern for the generations yet unborn. This vision of the future is always tied to an ethical code.
Communism A socialist system with a rigid, unscientific, bureaucratic foundation derived from Marxist and Leninist ideology. It propounds the materialistic ethic. The de facto ethic is to maximize the power of the Communist Party and its leaders. Glasnost and Perestroika were tolerated by some of the communist bureaucracies only because it was argued by some that these reforms were essential to reverse the obvious decay in communist society. Marx was merely a well?intentioned propounder of a false ideology. Lenin and Stalin were the implementers of one of the most evil tyrannies in history.
Complementary Pair Two people of the opposite sex who love each other, at least, as much as themselves, and help one another in their creative and ethical development so that at least one of them will eventually love the other more than him or herself, forever. That person will have become a moral adult.
Connectors Channels through which Information flows from one component of intelligence to another. In our bodies Connectors are represented by nerves and hormones.
Conscience Our inner sense of right and wrong, truth and falsehood, which unconsciously guides us through our intuition. Our conscience is apparently always correct, and never fools us. We apparently only fool ourselves by substituting fear for conscience, and equating the two. Our conscience is produced by the interaction of our brain with the infinite?enfolded truth of quantum reality.
Conscious Pertaining to that state of mind in which we can predict and control our own thoughts and perceptions. The conscious mind is the set of all our predictable and controllable thoughts and perceptions. Solely ethical beings can become fully conscious. See Unconscious.
Conservative A person who is intolerant of innovation. This characteristic exists on a continuum, with adamant opposition to any innovation at one extreme and complete tolerance for any innovation at the other. See Liberal.

Control The deliberate, causal formation of a predicted set of events. Control is essential to intelligence. Without control an entity is deprived of feedback, and becomes incapable of correct prediction. Control is ethically neutral. It may be used creatively or destructively.
Cosmic Force The collective operation of all natural laws. The cosmic force has two major components - evolution and entropy. All is an effect of the cosmic force. Some call the Cosmic Force "God."
Cosmic Moral Society The Moral Society which results from the joining of two or more distinct Moral Societies with independent origins on different planets.
Creation The deliberate organization of energy, matter, life and/or mind into new patterns which increase intelligence. The patterns may only be new to the creator; they are not necessarily original. Creation is the joint result of intelligence and ethics. All ethical persons are to some degree creative. Moral persons are extremely creative; they are the ones who create new, coherent models of the universe and engender new societies. Immoral persons can never create; they only destroy.
Creativity The ability to organize the total environment??physical, biological and psychosocial??into new patterns which increase truth for at least one person, while not decreasing truth for any person. Creativity is a direct function of intelligence and ethics: C = IE,
where:
C = Creativity in quanta of new knowledge generated per unit time. It ranges from infinity to negative infinity.
I = Intelligence in quanta of old knowledge controlled per unit time. It ranges from zero to infinity.
E = Ethics, a dimensionless quantity between ?1 and +1 representing the fraction of our total energy spent decreasing truth (negative) or increasing truth (positive).

This equation is an approximation. C is a vector, I is a matrix, and E is a vector. Each component in each vector and each matrix is infinitely complex, and may never be fully understood by any finite being.
Critical Mass The point at which the density and quantity of a substance is such that completely new effects take place. For example, a critical mass of ethical persons (4 men and 4 women) is necessary to create an Ethical State. A critical mass of moral persons is sufficient to engender a Moral Society and make evolution irreversible. It seems that the critical mass of moral adults necessary to create an embryonic Moral Society is equal to 131,072 or twice four raised to the eighth power. This is the minimum number of persons necessary to create the Government for a full Ethical Republic.
Culture The total sum of extra?genetic information possessed by a people or by a civilization.
Cyborg (Cybernetic Organism) An entity which incorporates a machine as an integral part of its structure. May be pictured as a robot with a person inside it who completely controls the robot and uses it to amplify and simulate his individual powers. Humanity is becoming a Cyborg.
Death The state of maximum entropy for life. It is the state where the intelligence produced by life sinks to the level of matter. The preponderance of scientific evidence indicates that for all life forms death represents the total extinction of the ego. More generally "death" is a decomposition of a system into its components, e.g., a molecule into atoms, an atom into elementary particles, or a society into disorganized individuals. Death is essential to evolution by natural selection.
Decency The refusal to deliberately enhance one's welfare at the expense of another person's welfare. Decent persons are ethical if, and only if, they interpret "welfare" as synonymous with creativity. Decent persons are unethical if, and only if, they interpret "welfare" as synonymous with happiness. Decent unethical persons increase entropy by destroying negative feedback for themselves and others. Indecent persons are always unethical, and increase entropy by destroying other persons' creativity as well as their own as a means of increasing their own happiness.
Decline (Decay) A process by which the total collective creativity continuously decreases, while the entropy increases until the capacity to evolve disappears.

Democracy A system of representative government in which the representatives are chosen by majorities in free elections. Elections are assumed to be free if and only if all persons are guaranteed personal freedom. It is assumed, ideologically, that freedom is a necessary and sufficient condition for progress. All democracies eventually are controlled by unethical demogogues who tell the masses the lies they wish to hear. A democracy is an oxymoron for any ethical government.
Democratic Ethic The belief that the greatest good is that which makes for the greatest welfare for the greatest number; the rights of large majorities are absolute over small minorities. This is a false ethic.
DNA (Deoxyribonucleic acid) A complex polymeric organic molecule in the form of a double helix. DNA molecules carry all the information for structuring all known life forns. All the information for structuring the body of a human being is contained in the DNA molecules of a single cell. The DNA molecules are the blueprint from which all life can be structured. DNA is built on templates of RNA, although information transfer appears to normally go the other way.
Destruction The diminution of creativity by decreasing truth. This may be done by generating false information or degrading true information. Unethical persons destroy more than they create. Children may create or destroy. The more intelligent an unethical person is, the greater will be his or her capacity to destroy. Destruction is negative creativity.
Destructiveness The disorganization of the total environment into patterns which decrease the ability of any or all ethical persons to predict and control their total environment??physical, biological and psychosocial. Negative creativity. The decrease in ethics, truth, or creativity for any person.
Direct Perception The clear realization of a pattern in nature, analogous to the perception of our own thoughts. Illusions of certainty are sometimes mistaken for Direct Perception. Direct Perception is valid only insofar as it enables us to predict and control in the objective world. Direct Perception is usually considered a mystical experience by the perceiver. All mystical experience is transformed into self-deception, unless our direct perception is combined with scientific method.

Disease Any condition of an organism acquired through heredity or environment which decreases its intelligence, i.e., ability to predict its total environment -- physical, biological and/or psychosocial.
Ecosphere The region around a star in which it is possible for a planet with liquid water to exist. The sun's ecosphere extends from just inside the orbit of Earth to just outside the orbit of Mars.
Education Any process which increases the creativity of those exposed to it, or any process which increases any organism's ability to predict and control by increasing or altering the information content of the organism without damaging ethics. In modern society, many alleged forms of "education" are destructive because they destroy ethics, although they may increase intelligence. External rewards and punishments in the educational process can destroy ethics.
Effectors Those components of intelligence which generate events in the total environment. Within the body, Effectors are represented by our bones, muscles and connective tissues in general. Effectors directly alter the environment.
Ego That part of us that takes its identity from our memory and experience. The ego is driven by fear and the desire to be happy -- as opposed to the soul, which is driven by love and the desire to maximize creativity. The ego dies with our body; the soul lives on in the creativity we engender in others. See Soul.
Emotion A pre?programmed pattern of behavior which is primarily instinctual, i.e., genetic, in origin. All emotions, except love, are becoming increasingly destructive, i.e., they serve only to decrease creativity in biological adults instead of to expand it. All emotions are useful for survival in a primitive, Darwinian environment when there is little knowledge at hand. This applies to most children in the world as of 2000. Love is always a constructive emotion because it catalyzes the creative transfer of information, thereby inducing a higher order autopoiesis. When we substitute fear for creative action we become ever less creative. All emotions are combinations and permutations of love and fear.
Entertainment Any process which increases the happiness of some persons without necessarily increasing the creativity of any person. Entertainment which increases creativity is called "Art."

Entropy A condition of chaos as well as a force which increases the chaos in the universe. The entropic force drives mind toward matter and matter toward chaotic energy. Entropy manifests itself in mind by decreased intelligence and/or ethics. In humanity, entropy is measured by the amount of illusionary information and by the effectiveness of the mechanisms for limiting feedback. Entropy feeds upon itself and is negatively correlated with creativity. Creativity is sometimes called "negentropy." The evil in the universe is limited by the laws of entropy. This leads evil to always, eventually, destroy itself, and its message, although sometimes this may take a very long time. Evolution and Entropy are complementary pairs.
Epiphenomenon A phenomenon which arises as a not?readily predictable effect of many complex underlying phenomena. An epiphenomenon can in turn affect the effects which caused it. For example, life is an epiphenomenon of the infinite tangled hierarchy of protein creating DNA as DNA creates protein. Life in turn affects both protein and DNA. Similarly, consciousness is an epiphenomenon of the infinite tangled hierarchy of the brain modifying its field effect, the mind, as the mind modifies the brain, and both becoming increasingly receptive to the infinite, true information in the implicate order through the potential of the quantum field.
Esprital A word coined by Henri Lurié to mean true spirituality which is ethically based.
Ethical (Good) Behavior is ethical if, and only if, it is a strategy in the Game of Life. Therefore, only behavior which increases creativity is ethical. Persons are ethical if, and only if, they are increasing creativity. In other words, persons are ethical if, and only if, they play the Game of Life more often than they play the Game of Pleasure. To be ethical is to create. Ethical behavior is, therefore, synonymous with creativity; it is the highest form of intelligence. Only humanity has clearly and systematically exhibited ethical behavior, because only humanity has increased creativity as a species. Almost all other species only increase intelligence by mutating into new species. Virtually all human beings are ethical during their early childhood. Persons only become unethical by being subjected to the pressures of an unethical society, which manipulates and controls them through fear, and random entropy. The other higher primates, cetaceans, and elephants also have ethical elements in their behavior, but they do not seem to systematically create.

Ethical Intelligence The ability to predict and control the total environment creatively.
Ethical Principles Logically derived principles that follow directly from the evolutionary ethic. ("We should do our best to maximize creativity, without ever decreasing anyone's creativity.") The evolutionary ethic cannot be in logical error since it is an ultimate goal, not a means to any other end. The derived ethical principles may be in logical error; we should follow them only if they lead to no ethical contradictions according to the dictates of our conscience and objective evidence. These principles lead to other intuitively proper maxims of conduct such as the Ten Commandments and other Biblical imperatives, Buddha's Eight?Fold Way, the Sermon on the Mount, and the American Bill of Rights. The eight ethical principles follow: 1. Only actions or persons which increase creativity are ethical. 2. Any action or person which decreases anyone's creativity is unethical. 3. Unethical means can never achieve ethical ends. 4. Means which are not ends are never ethical. 5. It is unethical to tolerate destructiveness. 6. It is unethical to be certain. 7. It is ethical to doubt. 8. Inaction is unethical.
Ethics Rules of optimal behavior. It may be shown logically that behavior is optimal if, and only if, it is a strategy in the Game of Life. The rules of the Game of Life are, therefore, the Ethics of Life, and are the only true ethics. All other forms of behavior are unethical or trivial. Ethics occurs in life when an entity has intelligence about its own intelligence, and it can predict and control its own ability to predict and control. Ethics are the highest form of intelligence. Morality is the highest form of ethics. See Good and Morality.
Evil (Unethical) Any action or thing which decreases creativity for anyone, including itself..

Evolution A condition of intelligence as well as a force which pulls everything in the universe toward greater intelligence and complexity. Evolution is the complementary pair of entropy. The evolutionary force pulls matter toward life, life toward mind, and mind toward ever greater intelligence. A level of evolution is measured by its degree of intelligence. The greater the intelligence of a being, the higher it is on the evolutionary scale. Evolution is a law of nature, and not a coherent plan. Evolution has a direction of ever greater intelligence, and certain properties; however, it is basically a random process because it always coexists with entropy, and uses entropy to correct the random errors. The higher a being is on the evolutionary scale, the less subject it is to entropy, if it behaves ethically. Therefore, evolution catalyzes and derandomizes itself through intellectual development in general, and ethics in particular. See Entropy.
Evolutionary Ethic "We should do our best to maximize creativity, without ever decreasing anyone's creativity, including our own."
Evolutionary Pressure The propensity of natural selection to favor some mutations over others because of the current environmental opportunities that exist for those mutations. This has nothing to do with an outside directed force, conscious or otherwise. "Evolutionary Opportunities" would be a synonym for, "the biological response to environmental opportunities which favor certain types of mutations." The "pressure" pulls the species toward these opportunities. It does not push them forward. The pressure can be seen as a pull from the future.
Extended Family Any family not an immediate family. See Family and Immediate Family.
Falsehood Information that decreases our ability to predict and/or control any part of the total environment when we believe it, or have been conditioned to accept it.
Family A group of beings tied together by mutual love. See Extended Family and Immediate Family.
Fear A function of the belief that we cannot create. Fear originates as an emotional pre?programming of the R?complex, that predisposes us to fight or flee in the face of danger. See Emotion.
Feedback The perception of the consequences of our actions. Positive feedback refers to perception of our successes, i.e., when the relevant part of the environment was in fact predicted and controlled. Negative feedback refers to the perception of our mistakes, i.e., to attempts at prediction and control which failed.

Freedom (Liberty) A state in which we can do and say as we please, so long as we do not in the process interfere with the right of another person to do and say as he or she pleases. When there is a conflict, a compromise can be reached which maximizes creativity for both persons. In general, free persons can do as they please so long as they do not impose undeserved harm on others. Freedom gives us the right to destroy our own creativity, but never the right to destroy anyone else's creativity, without their consent. Freedom is a necessary, but not a sufficient condition for ethical evolution.
Game A set of rules of how to behave in order to win a specified stake. The stake may be symbolic or tangible. A game has no purpose beyond itself. All persons play games either consciously or unconsciously. Every game is either a variation on the Game of Life, or a variation on the Game of Pleasure. For any given person, the same game may be a variation on the Game of Life at one time and a variation on the Game of Pleasure at another time.
Game of Life A game in which the stakes are ever?expanding creativity. The Game of Life is the pivotal point between good and evil, life and death. The Game of Life is the basis of all evolution. To play the Game of Life is to increase creativity. To deliberately play the Game of Life is to increase creativity as best we can for the rest of our life.
Game of Pleasure A game which serves solely to increase happiness, never creativity. Persons who play the Game of Pleasure are the major source of entropy for the human race. Players of the Game of Pleasure make themselves and others increasingly unethical until they become immoral. All players of the Game of Pleasure unconsciously long for death.
Geistig A German word used by Constantin Brunner to mean "Ethically Spiritual."
Geistlich A German word used by Constantin Brunner to mean "Superstitious"or "Falsely Spiritual."

Generalist A person who is aware of the total environment - physical, biological, and psychosocial - in approximately equal degrees. Generalists have tried to learn, in approximately equal amounts, all of human knowledge. They attempt to maintain sphericity (116) by not developing great depth in one area while still ignorant of another area. It is possible for a generalist to have more depth in all areas than a specialist has in only one area. We generalize by learning what we know least. We specialize by learning more about what we know most, increasingly ignoring what we know least.
See Specialist
Genotype The genetic make?up of an organism which interacts with the external environment to produce the overt phenotype.
Good (Ethical) Any action or thing which increases creativity, for at least one person without decreasing creativity for any person..
Great That which significantly affects the creativity of others. This applies to art, science, or persons. Greatness implies extremely important social morality, or immorality.
Guru A teacher whom we revere and trust to the point of surrendering our conscience to him or her, thereby letting the guru determine for us what is right or wrong. This is destructive for both the guru and the disciple. We should always follow the dictates of our own conscience alone and not abdicate our conscience to anyone, nor allow anyone to abdicate his or her conscience to us. However, we should always listen to ethical criticism of our behavior, and check it out scientifically.
Happiness The state of mind which results from being in the process of fulfilling our desires. The intensity of happiness is directly proportional to the strength of our desires and the rate at which we fulfill them. In the absence of desire there is neither happiness nor unhappiness; the more ethical a person is, the more that person's happiness comes from maximizing creativity. Happiness and creativity are not mutually exclusive; neither are they synonymous.

Health The physical and mental condition conducive to predicting and controlling the total environment. Whatever diminishes our ability to predict and control the total environment diminishes our health. When this occurs through physiological change, such as a broken leg, then it is our physical health that is diminished. When this occurs through a change in the information content of mind, then it is mental health that has been diminished, and we say that the person is neurotic. When there is a combination of deleterious physiological and information changes in the nervous system, the person may become psychotic. The best objective indicator of health is creativity. Unethical persons are neither healthy nor creative.
Hedonism A sense of values which gives the highest value to pleasure and happiness. Hedonism represents the pursuit of happiness to the exclusion of creativity. A hedonist seeks to maximize happiness above all else. The pursuit of happiness without creativity leads solely to death.
Heritability A statistical notion based on the theory of analysis of variance. It is expressed by a number between zero and one. A heritability of zero indicates that the phenotypic differences between statistically differentiable groups are not due to genotypic differences, but are solely determined by the environment of the organism. A heritability of one indicates that the environmental differences between the groups in question produce no significant differences with respect to a specified trait; all differences concerning the trait are assumed to be due to genetic differences.
Homo moralensis Moral Man. The latest development in Homo sapiens represented by persons who deliberately play the Game of Life. The successor to Teilhard de Chardin's Homo progressivus. All Homo moralensis are living in an Ethical State.
Homo progressivus Progressive man. A term used by Teilhard de Chardin to connote persons who perceive and value human progress and have faith in mankind's future. The successor to Homo sapiens. Persons capable of entering the Ethical State, with the potential to become moral adults.
Homo sapiens The species of humans which has been dominant for about 50,000 years. Cro? Magnon was a Homo sapiens; Neanderthal was not. The two species could probably interbreed, as can lions and tigers.
Ideology An interdependent set of ideological beliefs. An ideological belief is a belief in a cause and effect relationship which is not based on scientific evidence. All superstitions are ideological beliefs. All religions are ideologies. Marxism and most of what is called "social science" are ideologies. Ideologies are not necessarily wrong, merely unscientific.

Ignorance A lack of important true information within the nervous system of an organism.
Illusionary Information Information which has no basis in reality. It can occur by imagining a model of cause and effect relationships which cannot be substantiated scientifically. Most illusionary information results from accepting the imagined model of someone else as true, when it is in fact false. Skepticism is the best defense against illusionary information. Systematic, creative skepticism is the basis of the scientific method. It is unethical to be certain. It is ethical to doubt.
Imagination That component of intelligence which generates Information independently of the Sensors. Imagined events are used to complete the pattern of sensed events so that there are no inconsistencies. The Effectors test the validity of the completed pattern by generating new events until all the sensed events are consistent. This is how creativity grows. Imagination has never been localized as have other components of intelligence. It seems to be associated with the neocortex in general, and the frontal lobes in particular. The more ethical a person is, the more imaginative he or she seems to be. It may be that Imagination is produced in part by the moral field of the Cosmic Moral Society, and that receptivity to this field depends on ethics. The moral field and the quantum field may be synonymous.
Immediate (Nuclear) Family A family limited to our parents, children, spouse, and siblings. See Family and Extended Family.
Immoral A person is immoral if and only if he deliberately declines the challenge of the Game of Life and consciously chooses to play the Game of Pleasure. Immoral persons consciously reject the Evolutionary Ethic, and consciously choose to play the Game of Pleasure, as often as possible. Persons become immoral by becoming increasingly unethical until all their actions are strategies in the Game of Pleasure. Immoral persons choose to never play the Game of Life again; they have irreversible entropy. Persons are made immoral by an unethical society. Only highly intelligent persons can become immoral. Most unethical persons are children, not immoral adults.

Immoral Community That group of persons who seek power without creativity. When these persons are decent, they seek to make others happy. When they are indecent, they seek only to make themselves happy. The Immoral Community is represented by the "Establishment" in every country. The Immoral Community serves solely to increase the total entropy of the human race.
Important Significantly affecting creativity, either positively or negatively. "Unimportant" is synonymous with "trivial."
Industry Any organization which serves to produce any goods and services other than artistic entertainment and ethical education.
Information The symbolic representation of events and their relationships. Information is an essential component in the structure of intelligence. An entity devoid of all Information would have no intelligence. All the Information in our bodies, except instinct, is produced by the Sensors or by the Imagination. Instinct is produced by the biological Information we inherit through our genes.
Innovation The production of any new information or behavior. If it is creative it is an invention; if not, it is a trivial or deleterious innovation. Humanity has the capacity to produce more creative than non?creative innovations. All other existing species seem to produce creative and non?creative innovations equally.
Intelligence The ability to predict and control the total environment??physical, biological, and psychosocial. Intelligence is a structure with discrete components, namely, Will, Memory, Logic, Imagination, Sensors, Effectors, Connectors, and Information. Each of the components is essential to Intelligence. All the components, except for Information, seem to have a largely hereditary basis.
The components themselves are infinitely complex, and are tied to the implicate order of the quantum field; they are infinite parts of the infinite process which is God.

Invention The creation of a new machine, new information, or new behavior which decreases the entropy of the biosphere. A new machine or behavior which increases entropy is called a deleterious innovation, not an invention. An innovation must increase the net creativity of the universe to be a true invention. Not all innovation is creative. For example, Hitler was highly innovative, but not very creative.
Investigator Any person who systematically seeks new knowledge on any subject(s).
Joy A condition of extreme happiness. Joy is happiness without anxiety; it is a happiness which we have no fear of ever losing. It seems that solely the deliberate expansion of creativity for ourselves and others produces true joy.
Knowledge A critical mass of true information which enables us to predict and control something. Our knowledge is a function of our innate intelligence and our environment. The geometry of our knowledge (i.e., a spherical or an ellipsoidal surface) is dependent on ethics; the depth (volume of the ellipsoid) depends on our intelligence. True information becomes knowledge solely when it is a component of intelligence. Knowledge comes from creativity.
Leftist A person with a belief that behavior is determined primarily by environment and not heredity. This belief exists on a continuum. The extreme leftist believes that heredity plays no role in shaping behavior, and that environment is all important. The extreme rightist believes the opposite. See Rightist.
Liberal A person tolerant of innovation. This characteristic exists on a continuum with the extreme conservative??intolerant of all innovations??at one extreme and the extreme liberal??tolerant of all innovations??at the other. In modern American society, socialists are mistakenly called "liberals", but they are often conservative socialists. (See Conservative)
Liberty See Freedom.

Life That effect of matter which produces an intelligence of non?self and causes intelligence to expand and grow, until it produces intelligence about intelligence. At this juncture, mind begins to develop rapidly until it ceases to be an effect of life, and becomes an effect of itself. Living creatures all have the capacity to make choices. The more intelligent they are, the more choices they have. The more ethical the mind, the more it becomes an effect of itself, ever less dependent on space, time, matter, or life. The mind of God does not depend on life. Matter cannot make choices. Its behavior is entirely predetermined, although not precisely predictable, because of the Uncertainty Principle. See Mind.
Logic That component of intelligence which determines when different quanta of information and/or knowledge are inconsistent. Logic is a filter which tells the Will which events are inconsistent, in order that new events may be generated until all events are consistent. All events are consistent if, and only if, a person is infinitely intelligent. Therefore, all events are never consistent. A person who sees inconsistent events as consistent is either psychotic, ideological, or both. Logic appears to be a function of parts of the neocortex, although other levels in the brain seem to have their own logic..
Love A type of behavior, as well as to an emotion. As an emotion it is a preprogrammed state of mind which predisposes us to behave in such a way as to enhance the welfare of another, even at the cost of our own welfare. When welfare is seen as synonymous with happiness, then the love is perverse and unethical. When welfare is seen as synonymous with creativity, then the love is natural and ethical. Ethical love is the only antidote to fear. No one can ever lose anything of value by loving or being loved ethically. Ethical or true love is the desire to increase, and the act of increasing, the creativity of another.
Machine An invented device which converts one form of energy into another. Language, clothing, computers, houses, tools, and organizations are examples of machines. The machine is an essential component in human evolution. Since the advent of Homo sapiens, human evolution has depended almost entirely on the development of ever better machines and our increase in ethics.
Materialistic Ethic "That which makes for the greatest material security for the greatest number is the greatest good." From each according to his ability, to each according to his need.

Measure Zero A concept from set theory which says, very loosely speaking, that a point set has measure zero if there exists a finite or a countably infinite set of open or closed intervals of length l or smaller that cover all the points in the set, and the total length L of the sum of these intervals. Therefore, all finite or countably infinite subsets have measure zero because we can multiply the preceding sum by any arbitrarily small positive number to get a sum of intervals that is arbitrarily small. There are also non?countably infinite sets of measure zero, such as the mathematically well?known Cantor Set.
A measure zero for a set means that it almost never occurs relative to its complement. Therefore a synonym for "measure zero" would be "almost never."
Trivia is a set of measure zero, because in the long run almost all acts either increase or decrease creativity. An act which never decreases anyone's knowledge, but imparts zero knowledge forever, will decrease creativity by wasting the energy and time of those committing the act. Therefore, trivia is at best a set of measure zero in the short run and an empty set in the long run.
Memory That component of intelligence which stores Information in retrievable addressable units. The address is determined in part by the nature of the Information and its relationship to other Information. In our bodies, Memory seems to be a process by which molecules are altered in the brain by sensed or imagined information, and the brain is thereby physiologically altered. It may be that memory is holographic, so that all the information of the brain is stored in each brain cell (280).
Metazoa Multicellular animals as opposed to Protozoa, which are unicellular. Sponges, insects, fish, and humans are all metazoa.
Military Any organization which serves to impose the will of any authority by force. This force is ethical when it is used for defense, and unethical when it is used for aggression.

Mind The set of all our thoughts and perceptions. Insofar as thoughts and perceptions are predictable and controllable, the mind is conscious. Insofar as thoughts and perceptions are unpredictable and uncontrollable, the mind is unconscious. We know with certainty only the existence of our own minds. We infer from the behavior of other organisms, and our own behavior and mind, that other organisms have minds similar to our own insofar as they behave similarly to us. From this inference we can develop a mind model of behavior which can objectively be shown to enable us to predict and control behavior. The mind model is analogous to the model of gravity. We cannot perceive directly the existence of gravity, but it is a model which enables us to predict and control. Gravity is an effect of mass as mind is an effect of the brain. Gravity affects mass just as mind affects the brain. Any mind may be an interactive effect of a living body and the Quantum Field.
Minimax Strategy A plan for minimizing our risks by obtaining the best of the worst in a game. In the Game of Life the worst is entropy; therefore, in this case, the minimax strategy is also the uniformly optimal strategy which maximizes our creativity while minimizing our entropy. In the Game of Pleasure the worst is unhappiness, and the best of the worst is extinction. Death is, therefore, the minimax strategy in the Game of Pleasure. Following the rules of the Game of Life is a uniformly optimal strategy in both the Game of Life and the Game of Pleasure. Following exclusively minimax strategies leads to death; this is a strategy followed solely by those who are driven by fear. See Uniformly Optimal Strategy.
Moral Having the quality of actions which either increase objective truth or are trivial. Persons become moral if, and only if, they see the maximal expansion of creativity as the only purpose of life, and are indifferent to anyone's happiness, including their own. Persons become moral solely after their intelligence is sufficiently great that they can predict and control their own ethics. Persons become moral when their ethics have reached the point that they will die before they knowingly perform an unethical act. This does not mean that they are ethically perfect. The more intelligent moral persons are, the more creative they will be. Moral persons never knowingly behave unethically again after becoming moral. Moral persons are devoid of fear. They always behave lovingly toward all persons, including their worst enemies. No human being appears to have ever been highly moral. We approach morality asymptotically by becoming increasingly ethical and intelligent. See Ethical and Morality.

Moral Community That group of persons who are primarily concerned with expanding creativity. The Moral Community includes artists, scientists, and technologists. A technologist is anyone concerned with producing goods and services which increase creativity. Physicians, farmers, teachers, laborers, and mechanics are all examples of technologists. The Moral Community represents the true workers of the world, who are exploited by the Immoral Community.
Morality The ethical and intellectual development, apparently unique to Homo Sapiens, which leads to intelligence about our ethics, i.e. the ability to predict and control our own ethics, and to grow in ethics, even when our environment is not conducive to this growth. See Ethics.
Moral Sense The genetically determined program, apparently unique to the human species, which makes humans value creativity above happiness. The Moral Sense is easily perverted into self?righteousness and intolerance by unethical persons who believe they have found ultimate, absolute truth, when in fact they have only found self?deception.
Moral Society A System of Autopoietic Octets all of whom work together by unanimous consensus to maximize creativity for themselves and the universe without ever decreasing anyone's creativity. The next stage in the evolution of humanity after creating an Ethical State with critical mass. An angel is a metaphor for a Moral Society, i.e. a stage of evolution higher than humanity closer to God.
Music The purest art. It is devoid of conscious meaning and operates entirely at the unconscious level to communicate the creativity of a culture by patterns of abstract sounds which are perceived as beautiful.
Mystical Paradigm 1. There is at least one greater intelligence than humanity's collective intelligence somewhere in the universe. 2. The universe is neither random, chaotic, nor absurd, but has an ethical-moral structure to it, determined, at least in part, by a greater intelligence than ours. 3. It is possible for humanity to communicate with this greater intelligence of ethical-moral order. 4. The more ethically we behave the greater will be this communication.

Mysticism Any systematic attempt to obtain truth through direct perception, independently of scientific evidence and processes. Mystical truth is always of subjective origin. When mystical insights are supported by scientific evidence, then mystical truth becomes objective. There is no conflict between mysticism and science, as long as mystical insights are not held to represent a higher reality than objective truth. It is in the nature of mysticism that its specialized adherents tend to substitute subjective truth for objective truth, and in the process become practitioners of psychofraud. All the major religions and traditional ethical and psychotherapeutic systems seem to have a mystical basis. Creative Transformation uses mysticism in conjunction with science. What all mystics have in common is a belief in a higher source of moral order and greater knowledge than humanity in the universe, and that humanity can communicate with this source through ethical behavior. This belief is the Mystical Paradigm.
Nature?Nurture Problem The problem of determining whether differences between groups or individuals are due to heredity (nature) or environment (nurture). Both always seem to operate in all complex human behavior. Intelligence seems to be determined more by heredity than environment for most persons in modern, reasonably free societies. The more modern, and the more free, the society, the more intelligence, and ethics, will both be determined primarily by heredity. At this time, ethics seems to be destroyed in most persons by the deleterious environments of family, school, work, and Government. All children seem to be ethical when they are young.
Neuroses Learned patterns of behavior which decrease a person's ability to predict and control his or her total environment. Uncontrollable emotionalism is not necessarily neurotic unless it has been caused by some learned experience; e.g., persons who are filled with hate for some particular ethnic group are neurotic, because it is necessary to learn to hate a whole ethnic group, and this behavior decreases creative intelligence. Because neurotic behavior is learned behavior, it is susceptible to modification by all types of psychofraud, as well as Creative Transformation and other learning experiences.
Noospace The abstract space of mind where each dimension represents an orthogonal area of knowledge. For convenience, noospace may be seen in three dimensions??the physical, biological, and psychosocial. In reality, noospace probably has infinitely many orthogonal dimensions. Only by relating each dimension of noospace to all other dimensions can creativity be maximized. Knowledge can be specialized, up to a point, but creativity is holistic.

Noosphere (no'?os?fer) n. [Gr. noos, mind, and sphaira, a body whose surface always has all its points equidistant from a single point], the envelope of collective human mind which surrounds the Earth. A word first used by Pierre Teilhard de Chardin to describe some aspects of the Moral Society. See Biosphere.
Nucleons Protons and neutrons. All atoms have a nucleus of at least one proton and zero or more neutrons. Protons and electrons are complementary pairs in their charges, cross sections, masses and otherr atomic properties. A neutron represents a fusion of a single complementary pair of protons and electrons.
Optimal The extremal (maximum or minimum) of an effect in a desired direction. Something is optimal when it is the best there is and there is nothing better. Optimality is not necessarily a unique property. In a game there may be many optimal strategies. When persons behave optimally, it means that they have done the best they could. It does not mean that someone else might not have done better.
Organization A group of persons tied together by a set of commonly accepted objectives and rules. All organizations have the propensity for being turned into bureaucracies if they are deprived of feedback. All bureaucracies are organizations, but not all organizations are bureaucracies. A family is an organization tied together by mutual love. Organizations are turned into bureaucracies solely through fear and a lack of ethics.
Orthogonal At right angles. When events or actions are orthogonal, then each can occur without necessarily affecting the other. However, orthogonal events are not necessarily independent.
Parasite Any entity which produces pollution and consumes resources without in any way contributing to anyone's creativity. In general a parasite has higher entropy than its ancestors and can survive solely at the expense of an entity that has lower entropy. Humans can be parasites.
Perception That property of mind which integrates sensed information into a meaningful whole so that knowledge results.

Personal Morality The deliberate desire to increase one's own personal creativity. It is synonymous with the concept of "Self-Love." Personal morality must coexist with social morality or it will atrophy. Without social morality personal morality may become perverted into a desire solely for personal power. All ethical persons have both components of morality, but not necessarily in equal amounts. See Social Morality.
Personal Power Control over the environment used solely as a means of producing personal security, without necessarily increasing creativity.
Personality A subset of Will which determines what will be predicted and controlled, and the resolve to do so.
Perverse Having the quality of seeking to increase happiness in such a way that creativity is not increased. A pervert is any person who systematically seeks to increase his or her own happiness without increasing anyone's creativity, including his or her own.
Phenotype The external appearance of an organism, its morphology and overt behavior. See Genotype.
Phylum A group of life forms characterized by unique properties which make them distinct from all other life forms. For example, arthropods are characterized by jointed legs and a chitinous exoskeleton; chordates by the notochord; ethical beings, including humans, by intelligence about their own intelligence; and moral beings by intelligence about their own ethics.
Power The ability to control the environment, not necessarily creatively.

Prediction and Control The essential property of intelligent organisms by which events are foreseen and made to comply with the organism's needs and desires. The ability to predict cannot exist independently of the ability to control and vice?versa. Humanity could predict astronomical events long before it could control them (as in the case of artificial satellites); it could not have predicted any astronomical events if it could not have controlled its observational procedures by controlling its own biological Sensors (eyes, ears, etc.) and its created amplifiers of those Sensors, such as clocks, calendars and telescopes. Any event which is controlled, is, by definition, predicted. Therefore, control is a higher property of intelligence than prediction, although each property is essential to the other.
Prediction Imagining an event correctly before it is directly perceived. Prediction is essential to creativity. Without the ability to predict, an entity could not see the patterns which tie its perceptions together; it would have neither a past nor a future, but would exist solely in the present in a state of continuous destruction, as predicted by the 2nd Law of Thermodynamics.
Probability The degree of confidence that a person has that a cause and effect relationship is true. Zero probability states that the person is certain that the relationship is false. A probability of one states that the person is certain that the relationship is true. Ethical persons always place a probability greater than zero but less than one on the validity of all cause? and?effect relationships in nature. We can be sure of our own thoughts and perceptions, but not of all their causes.
Progress The process of ever?expanding creativity within the universe. The progress of the human race is indicated by humanity's increasing ability to predict and control the total environment. This progress is least evident in the psychosocial environment, but even here it occurs. Only immorality can stop human progress.
Psychofraud An ideology about human behavior. Any model which purports to predict and control human behavior, and cannot be scientifically verified is psychofraud. Examples of psychofraud are found in religions, political ideologies, the social sciences, and many forms of psychotherapy.
Psychosis Compulsive destructive behavior. An extreme form of neurosis which involves organic factors. These predispose the psychotic to acquire information which grossly distorts reality. Unlike neuroses, psychoses cannot be cured unless basic organic factors have also been corrected. Some forms of psychotic behavior are, at least partially, corrected with vitamins and drugs.

Psychotherapy A process for replacing false information, which decreases a person's ability to predict and control the total environment, with true information which increases the ability to predict and control the total environment. Psychotherapy is a special type of education; it does not necessarily include the use of drugs or surgery, although these techniques can also change behavior and possibly even increase creativity. The best criterion for the success of psychotherapy is an increase in the net creativity of the person. Most of the treatments called "psychotherapy" seem to consist mainly of psychofraud.
Programming The encoding of information into a system. Human beings are totally programmed by their heredity, their environment, and their choices.
Quantum Field An information?carrying field which permeates the universe and follows the patterns of Schroedinger's equation. The field modulates the transfer of information between our universe and the implicate order. The field is "nonlocal" and operates outside of our time and space. The receptivity of any object to the Quantum Field is proportional to its degree of evolution. The more generalized, intelligent, and ethical the object, the more information it will integrate through the Quantum Field. Evolution is a process for producing ever more intelligent quantum objects that increasingly derandomize the quantum field, in direct proportion to their ethics.
Quantum Object An object whose mass is sufficiently small that it will be significantly affected by the quantum field. Larger objects can only be affected by the quantum field if a critical mass of the smaller objects constituting the larger objects have coherence between them, e.g., lasers, superconductors, microchips, the human brain, and an autopoietic octet. The more evolved a massive quantum object with internal coherence, the more creatively it integrates from information from the quantum field.
Quantum Reality A reality which exists outside of our time and space, and which is linked to it through our consciousness. Quantum Reality has within it infinite, enfolded truth (the implicate order), which, through our consciousness and in other ways, affects the reality of our own time and space (the explicate order). See the work of David Bohm.

Racism A belief that the future behavior of a person can be inferred from the a priori expected behavioral characteristics of the racial group to which the person belongs. Racism neglects to allow for widespread individual differences within races. Science indicates that there is a wide overlap in the behavior of all races; therefore, racism is a false, unethical belief.
Random Lacking predictability with certainty. Any process of which we have incomplete information is random. Nature can only be exactly predicted when we possess all knowledge, i.e., when we are totally aware of everything. For this reason, nature will always seem random to any finite being. However, the accuracy, precision and extent of our predictions and control can increase asymptotically, albeit not smoothly, toward perfection within quantum limits. The randomness is within ourselves, not necessarily within the external universe. The Cosmic Force will always seem to some degree random to any finite being, because entropy and evolution coexist in infinite extension, and we can never have complete knowledge of either process. The randomness of the quantum world is due to hidden variables, which are hidden because of our own fear and lack of ethics. Solely morality can surmount the Uncertainty Principle, by liberating our Imagination and opening our mind to the infinite truth of the implicate order. The Uncertainty Principle is part of the Cosmic Quarantine.
Rational Logical self-consistency; without internal contradictions. In the real world things are only relatively rational, since almost every model and person has some internal contradictions, although they may not be apparent. This results mainly from a lack of scientific knowledge, not necessarily poor logic. Newton's model of the universe was more rational than that of Aristotle but less rational than that of Einstein, although all these models were highly rational in relationship to the more popular models of their day. Solely moral, scientific mystics can be totally rational.
Real Time A term from process control technology, applied when information is obtained, processed, and acted upon almost as soon as it is available, i.e. almost simultaneously. As the delay times in obtaining essential information lengthen, the process ceases to be "real time."

Reality That which we can predict and control or which we can know that we can neither predict nor control. Our thoughts and perceptions are always real but not the models we create about what causes our thoughts and perceptions. Solely models which enable us to predict and control are true. A belief in reality increases our creativity.
Relevant Anything which expands creativity is relevant. That which best serves to integrate and expand the totality of knowledge is the most relevant. Relevance implies something that is both important and ethical.
Religion Any ideology which (1) seeks to explain the basic causes and purposes of the universe and (2) stresses means for predicting and controlling our thoughts and perceptions beyond the limits of our lives. In religion, the most important truths are assumed to be known, and new truths are accepted solely insofar as they support the basic assumptions. Religions are an ethical attempt to create a coherent model of the universe and humanity's relationship to it. Religions become evil solely when they are closed systems which do not accept information contradicting the basic ideology. It is the Moral Sense which continuously causes us to seek the one true religion. It is the immoral sense (fear) which makes us believe we have found it.
Rightist A person with the belief that human behavior is determined more by heredity than by environment. The characteristic exists on a continuum with the extreme rightist believing that all behavior is determined entirely by heredity, and that environment has no effect whatsoever on behavior. The extreme leftist believes that all different behavior is determined entirely by environment. See Leftist, Liberal, Conservative.
Robot A machine which is self?directed and can predict and control its environment, but has no creativity or capacity for ethical choice.
RNA (ribonucleic acid) A constituent of all living cells and viruses. It has the capacity to store information. DNA can be built on templates of RNA. RNA can carry information between DNA molecules.

Sanity That property of mind which permits it to cope rationally with problems, and to see things as they objectively exist.
Science A method for increasing truth which is based on the principle that all hypotheses and theories are to be held in doubt until proven tentatively true by controlled experimentation. Hypotheses and theories are held to be tenatively true solely so long as they make correct predictions. Those hypotheses and theories which make the most accurate and consistently correct predictions are the "truest." In science solely that which works is true. Truth is always tentative and incomplete. The main function of science is to help us distinguish between true and false ideas.
Scientific Generalist See Generalist.
Scientific Illiterate A person who has little or no scientific knowledge, i.e., knowledge obtained through the scientific method. In general, a person who has no systematic knowledge of mathematics, physical science, or biology is a scientific illiterate. In general, scientific illiterates are victims and practitioners of psychofraud. Specialized scientists tend to succumb to ideology in those parts of the environment about which they have little or no scientific knowledge. Since there is so little scientific knowledge of the psychosocial environment, this is the major area of ideology and psychofraud. All persons tend to create the illusion that they can predict and control their total environment. Therefore they fill their minds with psychofraud and ideology, when they are not scientific generalists. Scientifically illiterate mystics as well as scientists who do not apply scientific method to their mystical beliefs are filled with self?delusion.
Security A state of mind in which persons believe they have, or can readily obtain, all they need, and have no fear of losing what they already have. External security, as well as external insecurity, are always illusions. The only true security comes from within, through creativity and the sole desire to expand creativity.

Selfless Having the quality wherein personal security and happiness are seen as secondary to a higher purpose. The sole purpose which seems to have the potential for producing selflessness is the pursuit of creativity as an end in itself. We can become selfless, solely by taking our identity from our soul rather than our ego, solely by valuing our creative acts more than our happy experiences.
Sensors That component of intelligence through which some of the events in the total environment are represented symbolically by Information which is stored in the Memory. In the body, Sensors are visual, auditory, olfactory, kinesthetic, etc.
Sexism An ideology analogous to racism, which ascribes behavioral characteristics to a person solely on the basis of sex. The scientific evidence implies that, although the genetic potential for various types of behavior may not be identically distributed in each sex, the full gamut of human behavior, other than the reproductive functions, probably exists within each sex. The best way to avoid both racism and sexism is to accept each person solely on the basis of individual merit and to avoid a priori judgments. Sexism is unethical.
Social Morality The deliberate desire to help increase the creativity of others. Social morality must co?exist with personal morality, or it will become perverted into immoral decency, whereby the person seeks to increase solely the happiness of others. All moral persons have both components of morality, though not necessarily to the same degree. See Personal Morality.
Social Science Any of the numerous attempts to develop scientific models of human behavior, e.g., economics, psychology, and sociology. In fact, most "social science" models are psychofrauds which have never been objectively shown to predict or control human behavior, although some of these models, such as Marxism and Fascism, are temporarily faddish in the academic community.
Socialism A socio?political system in which every person is forcibly held responsible for the welfare of every other person. This is a de jure, theoretical concept of Socialistic Government. In all de facto socialist states up to the present, the main function of Government has been to concentrate as much power as possible in the hands of the governing class, by claiming that it is fulfilling the theoretical goals of socialism.

The Ethical State may appear to be a voluntary socialistic system for each octet, but it does not have the goal of redistributing wealth, even at the theoretical level, as do most of the existing systems which call themselves "socialistic." Socialism through force is always unethical. In all current socialistic systems, "welfare" is considered synonymous with "happiness." In the Ethical State, "welfare" is synonymous with "creativity."
It seems that socialism, of any kind, will not work practically or ethically for groups larger than an octet. Forced socialism, as occurs in democracies and Communist states, is unethical. Solely libertarianism is politically ethical. In democracies, socialism occurs when it is assumed by a majority of the voters that the main function of "good" government is to confiscate the fruits of the labor of the most creative minority of citizens, and then to redistribute them to the least creative majority of citizens. It is almost universally believed that wealth should be redistributed on the basis of need. Ethically, no person's need gives them a right to any part of another person's life, liberty, property, or privacy.
An ethical person may voluntarily invest equitably in another person's creativity, thereby helping that person help him or herself. But alms in any form are always unethical, since they lead to parasitism and the destruction of creativity for the recipient of these alms. Forced charity by Government coercion, as occurs in all democratic and socialistic countries, is the most destructive form of giving alms. It eventually destroys all creativity, and even the vestiges of altruism.
Soul That part of us which takes its identity from our creative actions, and is driven solely by love and our desire to maximize creativity. The soul is our true self, which must merge and become one with our ego if we are to be creatively transformed. Unlike the ego, which dies with our body, the soul is immortal, and lives on in the creativity we engender in others. See Ego.

Specialist A person who has developed depth of knowledge in one area at the cost of being ignorant in other areas. The specialist differs from the generalist not because of what he knows, but because of what he or she does not know. It is possible for a specialist to be more intelligent and have more knowledge in every area than a generalist. When a generalist and a specialist are of comparable intelligence, the generalist is always more creative. It is possible for a generalist to be more creative than a specialist in the specialist's own field, even when the latter is much more intelligent than the former. If a generalist is represented by a sphere and a specialist by an ellipsoid, then their total knowledge, which is a product of their intelligence, is represented by their surface area. Their creativity is a product of both their intelligence and their ethics and is represented by their volume. A sphere or hypersphere has maximum volume for a given surface area for any figure of fixed dimensionality.
Speciation The process by which a new generalized phylum starting with a single species fans out into the biosphere by having suceeding generations adapt until they can fit into one, and only one, ecological niche. Each adaptation represents a new species which is forever separated from its former brothers.
Spirituality Belief in a reality beyond that knowable through the senses and their amplifiers. Spirituality is of two types: false and true. True spirituality is based on ethics and the Mystical Paradigm. False spirituality is based on superstition, and has little or no ethical basis.
Superstition Other people's religious beliefs. False spirituality based on ritual and false beliefs. Beliefs are false when they in no way increase the believer's ability to predict and/or control anything in the objective world, and in fact decrease this ability.
Symbiosis A process by which two different processes or life forms combine in such a way that their joint entropy is decreased or their collective intelligence is increased, so that the joint whole is greater than the sum of its parts.
Symbol Something that stands for something else, and in the process encodes information. Letters in an alphabet are manufactured symbols of sounds. Sequences of RNA are non?manufactured, natural symbols that encode information for synthesizing proteins. Everything that exists encodes information within its structure. A machine is its own symbol, a specific manifestation of information for manufacturing more copies of itself.

Tachyons Hypothesized subatomic particles which always travel at speeds in excess of the speed of light. Tachyons accelerate by losing energy until they are traveling at infinite speeds, when they have zero energy. Although the existence of tachyons seems theoretically feasible, they have not as yet been experimentally detected. Tachyons were originally postulated independently by Gerald Feinberg, Isaac Asimov, and Soviet Scientists.
Technology A scientific process for designing, building, and/or operating machines; the application of science to control of the environment.
Total Environment All that can be perceived or conceived. The total environment may be divided for convenience into (1) the physical, which includes all of matter and energy; (2) the biological, which includes all life forms; and (3) the psychosocial, which includes all activities of the mind and the behavior of life forms. These divisions are only a convenience which should vanish with time. Ultimately, it should be shown that matter, life, and mind are all interrelated phenomena produced by a single cosmic force. In recent years, the apparent discontinuities between life and matter have been disappearing. Eventually all psychosocial phenomena should be understood in the same manner.
Trivial Having the property of neither increasing or decreasing creativity. Trivial activity will increase entropy. In the long run, trivial activity may decrease creativity indirectly by increasing entropy to the point where creativity is no longer possible. Trivia is a set of measure zero. Almost all actions are either creative or destructive. See Measure Zero.
Truth Information about a cause and effect relationship which increases one's ability to predict and control the environment when one believes it. All models of cause and effect relationships involve error. Therefore truth is a goal which is approached asymptotically as Information grows. Whoever pursues truth will get ever closer to it. Only an entity who has infinite intelligence knows absolute truth. Even apparently tautological statements may involve semantic errors. See Falsehood.

Tunneling A quantum-mechanical process by which a quantum object can penetrate an energy barrier whose repulsive energy is greater than that carried by the quantum object. This is due to the probabilistic nature of quantum events, by which it is theoretically possible, i.e., has a probability greater than zero, for a quantum object to be on the other side of a barrier which it cannot, according to classical theory, penetrate.
Unconscious (noun) The source of unpredictable and uncontrollable thoughts and perceptions. The imagination seems to work primarily at the unconscious level. See Conscious.
Unethical (Evil) Exhibiting behavior which decreases at least one persons's creativity. All unethical behavior is a strategy in the Game of Pleasure. A person is unethical when he or she plays the Game Of Pleasure more often than he or she plays the Game of Life. Unethical behavior always increases entropy.
Unethical Society A society with most of its members unethical, and structured to decrease creativity. Every nation is an unethical society, or an incipient unethical society. Societies become unethical through bureaucracy, ideology, fear, and unethical Government.
Uniformly Optimal Strategy A plan for minimizing our risks while simultaneously maximizing expected gains. Following the rules of the Game of Life is a uniformly optimal strategy in both the Game of Pleasure and the Game of Life. See Minimax.
Will That component of intelligence which directs the flow of Information to the other components. Will is a vector quantity with a direction and a magnitude. The direction represents what type of information will be processed; the magnitude represents the means and resolve to process the information. The Imagination and the Effectors generate events which provide a critical mass of true Information at which point knowledge exists. Under the direction of the Ethical Will, all the components of intelligence operate to expand creativity continuously. Under direction of our animal (pre?ethical) Will, all the components of intelligence operate to increase happiness, with no concern for creativity. Pre-ethical Will in our bodies appears to be an effect of the three most primitive brains and may be unrelated to the neo?cortex. Our Ethical Will seems to be entirely a product of the neo?cortex, particularly the frontal lobes. The Ethical Will operates at the conscious and unconscious levels to program the Will in the evolutionary direction of ever expanding generalized intelligence.

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389. Shuey, A.M. Testing Negro Intelligence. 2nd ed. New York: Social Science Press, 1966.
390. Simons, Elwyn L. Primate Evolution: Introduction to Man's Place in Nature. New York: Macmillan Co., 1972.
391. Simpson, George Gaylord. The Major Features of Evolution. New York: Simon & Schuster, 1953.
392. Simpson, George Gaylord. The Meaning of Evolution. New York: Bantam Books, 1971.
393. Singer, Charles. From Magic to Science. New York: Dover Publications, 1958.
394. Skinner, B.F. Beyond Freedom and Dignity. New York: Bantam Books, 1971.
395. Skutch, Alexander F. Life Ascending. Austin: University of Texas Press, 1985.
396. Wilder?Smith, A.E. Man's Origin, Man's Destiny: A Critical Survey of the Principles of Evolution and Christianity. Wheaton, IL: Harold Shaw Publishers, 1968.
397. Smith, C.V.M. Molecular Biology. Cambridge, MA: M.I.T. Press, 1968.
398. Smith, C.V.M. The Brain. Chicago: University of Chicago Press, 1963.
399. Smith, Howard M. Principles of Holography. New York: Wiley Interscience, 1969.
400. Smith, Nicolas M., Jr. A Calculus for Ethics: A Theory of the Structure of Value. Baltimore: The Johns Hopkins University Press, 1962.

401. Smythies, J.R. Brain Mechanisms and Behavior. New York: Academic Press, 1970.
402. Snow, C.P. The Two Cultures: and A Second Look. New York: The American Library, 1964.
403. Solomon, Herbert., ed. Mathematical Thinking in the Measurement of Behavior. Glencoe, IL: The Free Press, 1960.
404. Solzhenitsyn, Alexander. August 1914. New York: Farrar, Straus and Giroux, 1972.
405. Solzhenitsyn, Alexander. The Gulag Archipelago. (3 vols.) New York: Harper & Row, 1974, 1975, & 1978.
406. Sorbig, Otto Thomas. Evolution and Systematics. New York: Macmillan, 1966.
407. Speer, Albert. Inside the Third Reich. New York: The Macmillan Co., 1969.
408. Spencer, Herbert. The Data of Ethics. New York: Caldwell, 1970.
409. Spengler, Oswald. The Decline of the West. New York: The Modern Library, 1962.
410. Spinoza, Baruch de. L'Ethique. Translated from Latin into French by Henri Lurié. Paris, France: Editions du Rocher, 1974.
411. Spinoza, Baruch de (translation from Latin into English by Henri Lurié). Ethics. P.O. Box 10851, Eugene, OR 97440: SEE, 1993.
412. Spinoza, Baruch de. Works of Spinoza. 2 vols. Translated by R.H.M. Elwes. New York: Dover, 1955.
413. Stanley, John. The International Trade in Arms. London: Institute for Strategic Studies, 1972.
414. Stapp, H.P. "Mind, Matter, and Quantum Mechanics." Foundations of Physics, Vol. 12, 1982, pp. 363?398.
415. Stebbins, G.L. and Ayala, F.J. "The evolution of Darwinism." Scientific American, 253, 1, July 1985.
416. Steinmetz, Charles Proteus. Four Lectures on Relativity and Space. New York: Dover Publications, 1967.
417. Steinmetz, Charles Proteus. Lectures on Electrical Engineering. New York: Dover Publications, 1971.
418. Stern, Curt. Principles of Human Genetics. San Francisco: W.H. Freeman and Co., 1958.
419. Stevenson, Charles L. Ethics and Language. New Haven: Yale University Press, 1962.
420. Struve, Otto. The Universe. Cambridge, MA: M.I.T. Press, 1970.

421. Sullivan, Walter. We Are Not Alone. New York: The New American Library, 1964.
422. Suthers, Roderick A. and Gallant, Roy A. Biology: The Behavioral View. Lexington, MA: Xerox College Publishing, 1973.
423. Tamplin, A.R. and Goffman, J.W. Population Control Through Nuclear Pollution. Chicago: Nelson?Hall Co., 1970.
424. Tanner, J.M. and Taylor, G.R. Growth. New York: Time?Life, 1969.
425. Tattersall, Ian. Man's Ancestors: An Introduction to Primate and Human Evolution. London: John Murray, 1970.
426. Tax, Sol, ed. Evolution After Darwin. 3 vols. Chicago: The University of Chicago Centennial, 1960.
427. Taylor, A.E. Elements of Metaphysics. Great Britain: Methuen & Co., 1961.
428. Taylor, R.J. The Origin of the Chemical Elements. London: Wyckenham Publications, 1972.
429. Taylor, Richard. Metaphysics. New Jersey: Prentice?Hall, 1963.
430. Teilhard de Chardin, Pierre. Activation of Energy. New York: Harcourt Brace Jovanovich, 1971.
431. Teilhard de Chardin, Pierre. Building the Earth. New York: Avon Books, 1969.
432. Teilhard de Chardin, Pierre. Letters from a Traveller. New York: Harper & Row, 1962.
433. Teilhard de Chardin, Pierre. Man's Place in Nature. New York: Harper & Row, 1966.
434. Teilhard de Chardin, Pierre. The Appearance of Man. New York: Harper & Row, 1965.
435. Teilhard de Chardin, Pierre. The Divine Milieu. New York: Harper & Row, 1965.
436. Teilhard de Chardin, Pierre. The Future of Man. New York: Harper & Row, 1969.
437. Teilhard de Chardin, Pierre. Man and His Meaning. New York: The New American Library, 1967.
438. Teilhard de Chardin, Pierre. The Phenomenon of Man. New York: Harper & Row, 1965.
439. Teilhard de Chardin, Pierre. The Vision of the Past. New York: Harper & Row, 1966.
440. Terman, L.M., ed. "Scientists and Non?scientists in a Group of 800 Gifted Men." Psychological Monographs General & Applied, Vol. 68, No. 7, pp. 1?44.

441. Terman, L.M., ed. Genetic Studies of Genius Vol. 1: Mental and Physical Traits of a Thousand Gifted Children, 1925. Vol. 2: The Early Mental Traits of Three Hundred Geniuses. California: Stanford University Press, 1926.
442. Terzia, Y. and Bilson, E. Cosmology and Astrophysics. Ithaca, NY: Cornell University Press, 1982.
443. Thompson, W.C. A Bibliography of Literature Relating to the Assassination of President John F. Kennedy. San Antonio, TX: W.C. Thompson & Sons, 1971.
444. Tiger, Lionel and Fox, Robin. The Imperial Animal. New York: Holt, Rinehart & Winston, 1971.
445. Tobias, Phillip V. The Brain in Human Evolution. New York: Columbia University Press, 1971.
446. Tocqueville, Alexis de. Democracy In America. Garden City: Anchor Books 1969
447. Toffler, Alvin. The Third Wave. New York: William Morrow, 1980.
448. Toynbee, Arnold J. A Study of History. New York: Oxford University Press, 1972.
449. Trippet, Frank. The First Horsemen. New York: Time?Life Books, 1974.
450. Trotsky, L. A History of the Russian Revolution. Ann Arbor: University of Michigan Press, 1967.
451. Truman, Harry. 1945: Year of Decisions. New York: The New American Library, 1965.
452. Truman, Harry. 1946?1952: Years of Trial and Hope. New York: The New American Library, 1965.
453. Trump, David H. Skorbe: Excavations Carried Out On Behalf of the National Museum of Malta, 1961?63. London: Oxford University Press, 1966.
454. United States Congress. Measuring the Nation's Wealth. Developed by Wealth Inventory Planning Study, George Washington University, and presented by the Conference of Research in Income and Wealth to the Subcommittee on Economic Statistics of the Joint Economic Committee, Congress of the U.S., 88th Congress, 2nd Session. Dec., 1964. U.S. Government Printing Office, Washington, D.C., 1964.
455. United States Department of Commerce, Bureau of the Census, Technical Paper 17. Trends in the Income of Families and Persons in the United States??1947?1964. Mary F. Henson, Population Division.
456. United States Department of Health, Education and Welfare. Mental Health Program Reports??3. N.I.M.H. Chevy Chase, MD: January 1969.
457. United States Library of Congress, Science Policy Research Division. Genetic Engineering: Evolution of a Technological Issue. U.S. Government Printing Office, Washington, DC: 1972.

458. United States National Institute of General Medical Sciences. Prospects for Designed Genetic Change. A Transcript Report from the National Advisory General Medical Sciences, NIH. Bethesda, MD.
459. United States Statistical Abstracts, 1974, 1984, 1994.
460. Valenstein, Eliot S. Brain Control. New York: John Wiley & Sons, 1973.
461. Van Lawick?Goodall, Jane. In the Shadow of Man. Boston: Houghton Mifflin, 1971.
462. Varela, F.G.; Maturana, H.R.; and Uribe, R. "Autopoiesis: The organization of living systems." Biosystems, Vol. 5, 1974.
463. Von Bonin, Gerhardt. The Evolution of the Human Brain. Chicago: University of Chicago Press, 1963.
464. Von Mises, Richard. Positivism: A Study in Human Understanding. New York: Dover Publications, 1951.
465. Wallbank, T.W. and Taylor, A.M. Civilization: Past and Present. Chicago: Scott, Foresman and Co., 1949.
466. Warren, E., et al. U.S. President's Commission on the Assassination of President Kennedy. 26 vols. Washington, DC: U.S. Government Printing Office, 1964.
467. Watson, James D. Molecular Biology of the Gene. New York: W.A. Benjamin, 1965, and future editions.
468. Watson, James D. The Double Helix. New York: The New American Library, 1969.
469. Weinreich, Max. Hitler's Professors. New York: Yiddish Scientific Institute, 1946.
470. Weiss, Paul. The God We Seek. Carbondale: Southern Illinois University Press, 1964.
471. Weizmann, Chaim. Trial and Error. New York: Schocken Books, 1949.
472. Wells, H.G. The Outline of History. 2 vols. New York: Garden City Books, 1961.
473. White, Edmund. The First Men. New York: Time?Life Books, 1973.
474. White, Theodore H. The Making of the President 1960. New York: Atheneum Publishers, 1961.
475. White, Theodore H. The Making of the President 1968. New York: Atheneum Publishers, 1969.
476. White, Theodore H. The Making of the President 1972. New York: Atheneum Publishers, 1973.
477. Whitehead, Alfred North. Dialogues of Alfred North Whitehead. New York: Macmillan Co., 1954.

478. Whitehead, Alfred North. Adventures of Ideas. New York: Macmillan Co., 1967.
479. Whitehead, Alfred North. Modes of Thought. New York: Macmillan Co., 1968.
480. Whitehead, Alfred North. Process and Reality. Macmillan Co., 1969.
481. Whitehead, Alfred North. Science and the Modern World. New York: Macmillan Co., 1969.
482. Whyte, Lancelot Law. The Next Development in Man. New York: The New American Library, 1961.
483. Wiener, Norbert. Cybernetics. Cambridge, MA: M.I.T. Press, 1961.
484. Wiener, Norbert. God & Golem, Inc. Cambridge, MA: M.I.T. Press, 1964.
485. Wiener, Norbert. I Am A Mathematician. Cambridge, MA: M.I.T. Press, 1970.
486. Wiener, Norbert; Siegel, Armand; Rankin, Bayard; Martin, William. Differential Space, Quantum Systems and Prediction. Cambridge, MA: M.I.T. Press, 1966.
487. Wigner, Eugene P. Symmetries and Reflections. Bloomington: Indiana University Press, 1967.
488. Wilber, Ken., ed. Quantum Questions. Boulder, CO: Shambhala, 1984.
489. Wilber, Ken and Ferguson, Marilyn. The Holographic Paradigm. Boulder, CO: Shambhala, 1982.
490. Wilf, Alexander and Merlin, S. The Ascent of Man. New York: Thomas Yoseloff, 1964.
491. Wilson, Carl L. and Loomis, Walter E. Botany. New York: Holt, Rinehart and Winston, 1967.
492. Weinberg, Steven. The First Three Minutes. New York: Basic Books, 1977.
493. Wilson, John Rowan and the editors of Time?Life Books. The Mind. New York: Time?Life Books, 1969.
494. Wisdom, John. Problems of Mind and Matter. London: Cambridge University Press, 1963.
495. Wise, David. The Politics of Lying. New York: Random House, 1973.
496. Wittgenstein, Ludwig. Philosophical Investigations. New York: Macmillan Co., 1969.
497. Wittgenstein, Ludwig. Remarks on the Foundations of Mathematics. Edited by G.H. von Wright, et al. Oxford: Basil Blackwell, 1967.
498. Wittgenstein, Ludwig. Tractatus Logico?Philosophicus. London: Routledge & Kegan Paul, 1966.

499. Wittgenstein, Ludwig. Zettel. Edited by G.E.M. Anscombe and G.H. von Wright. Oxford: Basil Blackwell, 1967.
500. Wolf, Fred Alan. Star Wave. New York: Macmillan Publishing Company, 1984.
501. Wolf, Fred Alan. Taking the Quantum Leap. San Francisco: Harper & Row, 1981.
502. Wolfe, Bertram D. Marxism: 100 Years in the Life of a Doctrine. New York: Dell Publishing Co., Inc., 1965.
503. Wolfe, Bertram D. Three Men Who Made a Revolution: Lenin, Trotsky, and Stalin: A Biographical History. New York: Dial Press, 1961.
504. York, Herbert. Race to Oblivion. New York: Simon & Schuster, 1970.
505. Young, J.Z. An Introduction to the Study of Man. New York: Oxford University Press, 1974.
506. Zukav, Gary. The Dancing Wu Li Masters. New York: William Morrow, 1979.
507. The Bhagavad Gita. Trans. by Prabhavananda, S. and Isherwood, C. New York: The New American Library, 1955.
508. The Bible (King James Version). Philadelphia: John C. Winston, 1948.
509. The Koran. London: Penguin Books, 1979.
510. A Course in Miracles. Tiburon, CA: Foundation For Inner Peace, 1982.

Selected References on Organized Crime
511. Clark, Ramsey. Crime in America: Observations on its Nature, Causes, Preventions and Control. New York: Simon and Schuster, 1971.
512. Conklin, John E. The Crime Establishment. Englewood Cliffs, NJ: Prentice?Hall, 1973.
513. Cook, F.J. The Secret Rulers. New York: Duell, Sloan and Pierce, 1960.
514. Cressey, Donald Ray. Organized Crime and Criminal Organizations. Cambridge, MA: W. Heffer & Sons, 1971.
515. Cressey, Donald Ray. Theft of a Nation. New York: Harper & Row, 1969.
516. Davis, John H. Mafia Kingfish: Carlos Marcello and the Assassination of John F. Kennedy. New York: Signet, 1989.
517. Demaris, Ovid. The Last Mafioso: The Treacherous World of Jimmy "The Weasel" Frattiano. New York: Bantam, 1981.

518. Dorman, Michael. Payoff: The Role of Organized Crime in American Politics. New York: McKay, 1972.
519. Kwitney, J. Vicious Circles, New York: N.W. Norton, 1979.
520. "The Mafia." Time, May 16, 1977, pp. 32?42.
521. Moldea, D.E. Dark Victory: Ronald Reagan, MCA, and the Mob. Baltimore: Penguin, 1987.
522. Messick, Hank. The Silent Syndicate. New York: Macmillan, 1976.
523. Mesick, Hank and Goldblatt, Bert. The Mobs and the Mafia. New York: Thomas Y. Crowell, 1972.
524. Mollenhoff, Clark R. Strike Force: Organized Crime and the Government. Englewood Cliffs, NJ: Prentice?Hall, 1972.
525. Moore, William Howard. The Kefauver Committee and the Politics of Crime. Columbia, MO: University of Missouri Press, 1974.
526. Reid, Ed. The Anatomy of Organized Crime in America. Chicago: Regnery, 1969.

Selected References on Mental, Brain, and Behavioral Differences Between Males and Females
527. Buffery, A.W.H. and Gray, J.A. "Sex differences in the development of spatial and linguistic skills." In C. Ounsted & D.C. Taylor (eds.), Gender Differences: Their Ontogeny and Significance. London: Churchill Livingstone, 1972.
528. Burstein, B.; Bank, L.; and Jarvid, L.F. "Sex difference in cognitive functioning: Evidence, determinants, implications." Human Development, 23, 289?313, 1980.
529. Davidoff, J.B. "Hemispheric differences in dot detection." Cortex, 13, 434?444, 1977.
530. de Lacoste?Utamsing, C. and Holloway, R.L. "Sexual dimorphism in the human corpus callosum." Science, 216, 1431?1432, 1982.
531. de Lacoste, M.C.; Holloway, R.L.; and Woodward, D.J. "Sex differences in the fetal human corpus callosum." Human Neurobiology, 5, 93?96, 1986.
532. Diamond, Marian, C. "Sex differences in the human brain." Research completed in 1988, U.C. Berkeley.
533. Diamond, Marian C. "Sex differences in the rat forebrain." Brain Research Reviews, 12, 235?240, 1987.
534. Doerner, G. "Hormones and sexual differentiation of the brain." In Ciba Foundation Symposium, 62, Sex, Hormones, and Behaviour. Amsterdam: Elsevier, 1979.

535. Doerner, G.; Rohde, W.; Stahl, F.; Krell, L.; and Marius, W. "A neuroendocrine predisposition for homosexuality in men." Archives of Sexual Behavior, 4, 1?8.
536. Fairweather, H. "Sex differences in cognition." Cognition, 4, 231?280, 1976.
537. Fairweather, H. "Sex differences." In J.G. Beaumont (ed.), Divided Visual Field Studies of Cerebral Organization. London: Academic Press, 1982.
538. Harris, L.J. "Sex differences in the growth and use of language." In E. Donelson & J. Gullahorn (eds.), Woman: A Psychological Perspective. pp. 79?94. New York: Wiley, 1977.
539. Harris, L.J. "Sex differences in spatial ability: possible environmental, genetic and neurological factors." In M. Kinsbourne (ed.), Asymmetrical Function of the Brain. pp. 405?522. Cambridge: Cambridge University Press, 1978.
540. Hines, M. "Prenatal diethylstilbestrol (DES) exposure, human sexually dimorphic behavior and cerebral lateralization." (Doctoral dissertation, University of California, Los Angeles) Dissertation Abstracts International, 42, 423B (University Microfilms No. 81?13858), 1981.
541. Hines, M. "Prenatal gonadal hormones and sex differences in human behavior." Psychological Bulletin, 92, 56?80, 1982.
542. Hines, M. and Shipley, C. "Prenatal exposure to diethylstilbestrol (DES) and the development of sexually dimorphic cognitive abilities and cerebral lateralization." Developmental Psychology, 20 81?94, 1984.
543. Holloway, R.L. and de Lacoste, M.C. "Sexual dimorphism in the human corpus callosum: An extension and replication study." Human Neurobiology, 5 87?91, 1986.
544. Maccoby, E.E. and Jacklin, C.N. The Psychology of Sex Differences. Stanford: Stanford University Press, 1974.
545. Manosevitz, M. Behavioral Genetics. New York: Appleton, Century, Crofts, 1969.
546. Masica, D.N., Money, J., Ehrhardt, A.A., and Lewis, V.G. "IQ, fetal sex hormones and cognitive patterns: Studies in the testicular feminizing syndrome of androgen insensitivity." Johns Hopkins Medical Journal, 123, 105?114, 1969.
547. McGee, M.G. "Human spatial abilities: Psychometric studies and environmental, genetic, hormonal, and neurological influences." Psychological Bulletin, 86, 889?918, 1979.
548. McGlone, J. "Sex differences in human brain asymmetry: A critical survey." The Behavioral and Brain Sciences, 3, 215?263, 1980.
549. Sanders, G. and Ross?Field, L. "Sexual orientation, cognitive abilities and cerebral asymmetry: A review and a hypothesis tested." Italian Journal of Zoology, 20, 459?470, 1986.

550. Sanders, Geoff and Ross?Field, Lynda. "Neuropsychological development of cognitive abilities: A new research strategy and evidence for a sexual orientation model." International Journal of Neurosciences, Vol. 36, pp. 1?36, 1987.
551. Sarich, Vincent. "Class notes and readings for a course in human differences, University of California, Anthropology 108." Berkeley: Kinko's Professor Publishing, Co., 1987.
552. Short, R.V. "Sexual differentiation of the brain of the sheep: Effects of prenatal implantation of androgen." Ciba Foundation Symposium, 62, Sex, Hormones and Behaviour. pp. 257?269, 1979.
553. Thompson, E.G.; Mann, I.T.; Harris, L.J. "Relationships among cognitive complexity, sex and spatial task performance in college students." British Journal of Psychology, 72, 249?256, 1981.
554. Waber, D.P. "Cognitive abilities and sex?related variations in the maturation of cerebral cortical functions. In M.A. Wittig and A.C. Petersen (eds.), Sex?Related Differences in Cognitive Functioning: Developmental Issues. New York: Academic Press, 1979.
555. Waber, D.P. "Cognitive abilities and sex?related variations in the maturation of cerebral cortical functions. In M.A. Wittig and A.C. Petersen (eds.), Sex?Related Differences in Cognitive Functioning: Developmental Issues. New York: Academic Press, 1979.

Selected References on the Contributions of Some Highly Creative Women And Feminists
556. Alic, Margaret. Hypatia's Heritage: A History of Women in Science From Antiquity Through the 19th Century. Boston: Beacon Press, 1986.
557. Arendt, Hannah. The Origins of Totalitarianism. New York: Harcourt, Brace, Jovanovich, 1968.
558. Beard, Mary. Woman As a Force in History. New York: MacMillan/Collier Books, 1971.
559. Beauvoir, Simone de. The Second Sex. New York: Knopf, 1953.
560. Bleier, Ruth. Science and Gender. Elmsford, NY: Pergamon Press, 1984.913.
561. Boulding, Elise. The Underside of History. Boulder, CO: Westview Press, 1976.
562. Clark, Mary E. Ariadne's Thread: In Search of a Green Future. New York: St. Martin's Press, 1988.
563. Eisler, Riane. The Chalice and the Blade: Our History, Our Future. Cambridge, MA: Harper & Row, 1988.
564. Fedigan, Linda Marie. Primate Paradigms: Sex Roles and Social Bonds. Montreal: Eden Press, 1982.
565. Ferguson, Marilyn. The Aquarian Conspiracy: Personal and Social Transformation in the 1980's. Los Angeles: Tarcher, 1980.

566. Fisher, Elizabeth. Woman's Creation: Sexual Evolution and the Shaping of Society. Garden City, NY: Doubleday, 1979.
567. French, Marilyn. Beyond Power: On Women, Men and Morals. New York: Ballentine Books, 1985.
568. Friedl, Ernestine. Women and Men: An Anthropoligist's View. New York: Holt, Rinehart, & Winston, 1975.
569. Gilman, Charlotte Perkins. Herland. New York: Pantheon, 1979.
570. Gimbutas, Marija. Goddesses and Gods of Old Europe. Berkeley: University of California Press, 1982.
571. Gimbutas, Marija. The Language of the Goddess. New York: Harper & Row, 1989.
572. Gray, Elizabeth Dodson. Why the Green Nigger?: Re?Mything Genesis. Wellesley, MA: Roundtable Press, 1979.
573. Gray, Elizabeth Dodson. Patriarchy As a Conceptual Trap. Wellesley, MA: Roundtable Press, 1982.
574. Henderson, Hazel. The Politics of the Solar Age: The Alternative to Economics. Indianapolis, IN: Knowledge Systems, Inc., 1988.
575. Henderson, Hazel. Creating Alternative Futures: the End of Economics. Indianapolis, IN: Knowledge Systems, Inc., 1978.
576. Hoos, Ida R. Systems Analysis in Public Policy: A Critique. Berkeley: University of California Press, 1983.
577. Keller, Evelyn Fox. A Feeling for the Organism: The Life and Work of Barbara McClintock. San Francisco: W.H. Freeman, 1983.
578. Keller, Evelyn Fox. Reflections on Gender and Science. New Haven: Yale University Press, 1985.
579. Lappe, Frances Moore. Aid As Obstacle: 20 Questions on Foreign Aid and the Hungry. San Francisco: Institute for Food and Development, 1980.
580. Lappe, Frances Moore. Rediscovering American Values. New York: Ballentine Books, 1989.
581. Lerner, Gerda. The Majority Finds Its Past: Placing Women in History. New York: Oxford University Press, 1979.
582. Margulis, Lynn. Environmental Evolution: Effects of the Origin and Evolution of Life on Planet Earth. Cambridge: MIT Press, 2000

583. Margulis, Lynn. Global Ecology: Toward A Science of the Biosphere. Boston: Academic Press, 1989
584. Margulis, Lynn and Sagan, Dorion. Four Billion Years of Evolution From our Microbial Ancestors. Berkeley: University of California Press, 1997
585. Morgan, Elaine. The Descent of Woman. New York: Stein and Day, 1972.
586. Morgan, Robin. The Anatomy of Freedom: Feminist Physics and Global Politics. Garden City, NY: Doubleday, 1982.
587. Reed, Evelyn. Woman's Evolution: From Matriarchy Clan to Patriarchial Family. New York: Pathfinder Press, 1975.
588. Reiter, Rayna R., Ed. Toward an Anthropology of Women. New York: Monthly Review Press, 1975.
589. Rowbotham, Sheila. Women, Resistance, and Revolution: A History of Women and Revolution in the Modern World. New York: Random House, 1974.
590. Rowbotham, Sheila. Woman's Consciousness, Man's World. New York: Penguin, 1973.
591. Sherfey, Mary Jane, M.D. The Nature and Evolution of Female Sexuality. New York: Vintage Books, 1973.
592. Spender, Dale. Feminist Theorists: Three Centuries of Key Women Thinkers. New York: Pantheon, 1983.
593. Spretnak, Charlene. The Spiritual Dimension of Green Politics. Santa Fe, NM: Bear & Company, 1986.
594. Spretnak, Charlene. The Politics of Women's Spirituality. New York: Doubleday/Anchor, 1982.
595. Stone, Merlin. When God Was a Woman. New York: Harcourt, Brace, Jovanovich, 1976.
596. Ward, Barbara. Progress for a Small Planet. New York: Norton, 1979.
597. Ward, Barbara. The Home of Man. New York: Norton, 1976.
598. Weber, Renee. Dialogues With Scientists and Sages. New York: Routledge & Kegan Paul, 1986.
599. Weil, Simone. Lectures on Philosophy. Cambridge: Cambridge University Press, 1978.
600. Weil, Simone. Oppression and Liberty. Amherst: University of Massachusets Press, 1973.

BRIEF RESUME-BIOGRAPHY ABOUT THE AUTHOR AND HIS FAMILY
JOHN DAVID GARCIA, CONSULTANT AND TEACHER, B.A.: Biology, Chemistry, Psychology; M.A.: Applied Mathematics and Statistics; All Degrees from University of California, Berkeley; Additional Graduate Work in Mathematics and Physics Universities of Chicago, Johns Hopkins, Delaware, and American University; Skills: Mathematical Modeling, Mathematical Simulations and Design of Experiments in Engineering, Biomedicine, and All Social Sciences, Mathematical and Dynamic Programming, Statistical and Mathematical Optimization, Stochastic Processes, Statistical, Numerical and Functional Analysis, Game and Information Theory, Scientific Writing, Teacher of Applied Mathematics and Evolutionary Ethics.
ACCOMPLISHMENTS: Inventor of the Electronic Signature Lock, and other Biometric Techniques for Data, Computer, Funds Transfer, and Access Security under NSF Sponsorship and Grants; Inventor of Demand Activated Road Transit System for Computer Dispatching of Group Riding Taxis; Developed All Mathematical Models, Computer Simulations, And Related Hardware. Inventor of Electronic Automated Vehicle Locator Extensively Used in Cities and Harbors. Many Other Inventions and Innovations. Past Founder, President, And Chairman Teknekron Corporation, Billion Dollar Per Year Private Engineering, Research & Development Firm In Berkeley, California, which as of 2001 had created spinoffs with Sales of about $100,000,000,000 in Fields of Biomedicine, Automated Control, Energy Systems, and Computers; all stock sold to employees in 1970. Languages in order of fluency: English, Spanish, French, Portuguese, Italian, German, and Mandarin Chinese.
AUTHOR Of Four Books, One Hundred Monographs, a Treatise on the Mathematical Foundations for a General Theory of Evolution and Ethics (in progress), and Twelve Patents. Designed and Taught University Courses, in English and Spanish, on Integrated Sciences Unifying Physical, Biological, and Social Sciences through a Generalized Theory of Evolution and Ethics; Developed Evolutionary Systems of Education for maximizing the Creativity of Nursery Age Children through Adulthood in Latin America and the USA..
SECURITY CLEARANCES: Top Secret, Q, and Cryptographic. Inactive, but renewable.

MILITARY SERVICE: Scientific and Professional Personnel in U.S. Army, Drafted Two Years. Designed Computer and Mathematical Simulations for Chemical, Biological, and Radiological Warfare. As Civilian Did Initial Mathematical Modeling and Design for Strategic Defense Initiative. Did Mathematical Modeling and Computer Simulations for Defense Department for Weapon Systems Evaluation Group on Nuclear Weapons and Anti-Missile Missiles; Electronic Intelligence Analysis.
FAMILY: Born in San Francisco, California to Jose T. Garcia Haro and Esperanza Phelan Rulfo, both poorly educated Immigrants of Spanish Jewish Origin on their Mother's Side from Mexico, on March 25, 1935. Married since July 8, 1959 to Bernice Posman, (BA Art and History, California State University, Stay at Home Mother until 1983, Artist, Teacher, Administrator1983-1994 at California Supreme Court), born in Warsaw, Poland to poorly educated Orthodox Jewish parents with the name Bluma Branka Poziomczyck, on September 23, 1936; came to the USA in 1947 from Germany with her parents and brother. They were all Holocaust survivors, having been refugees in the Soviet Union in WW II, where her sister died of starvation while fleeing Arch Angel, after the German invasion.
Children: Miriam Louise Garcia, (B.A. in English Literature, Carleton College, Mother, Artist, Writer, Director, Producer of Educational Videos), born on July 20, 1960 in San Francisco, California.
Karen Belinda Garcia, (B.S. in Biology, M.D. University of California, Berkeley and Davis; Mother, Practicing Physician in Obstetrics and Gynecology) born on July 6,1964 in San Francisco, California.
Elizabeth Jacqueline Garcia, (B.S. in Biology, M.S. in Ecology, University of California, Davis; Mother, Wild Life Ecologist), born on January 30, 1967 in Washington, D.C.
Laura Rachel Garcia, (BA in Electronic Journalism, University of California, Berkeley; Mother, TV Newscaster, Ecological Lobbyist, Writer, Producer, Director, Presenter of Educational Videos), born on January 31, 1970 in Washington, D.C.
All children are married to professional men of comparable education; and have collectively born nine grandchildren (as of 2001) to Bernice and John David Garcia, who since 1988 has gotten his mail at P.O. Box 10851, Eugene, Oregon 97440, since 1993, also at www.see.org and johndavid@see.org.