The Case for Education

Japanese depiction of the
Amida Triad (法隆寺献納)(𑖞𑖸𑖀𑖦𑖰𑖟𑖝𑖿𑖨𑖰𑖀𑖟𑖿)

The Case for Education |
Sunday – May 3, 2026

Education is always a contentious subject, partly because most people actually have a very strange conception of what education ought to be, read "Notes on Education", but also because most people fail to understand how to apply education, or really how not to apply education. After all, education is rather useful, at least within the context of some system; the problem with modernity is, of course, that the system itself makes no good use of education. See, education tends to become and more narrow and granular as you ascend toward higher and higher material pursuits, you may call this complexity, but the inverse is of course true for metaphysical and sacred knowledge: the world becomes more and more complete as you ascend above the material, which means that modern education is really the very opposite of true knowledge, really doubtfulness is a useful term here, because after all profane science is very seldom capable of assertion in the extremes, and after all it is the extremes that keep pushing the horizon of knowledge, and preferably most profane science would be better suited for a closed and "perfect" system, a truly qualified system in the material sense, really a kind of completeness of the corporeal modality, where the world can be described and quantified in whatever manner is best suited at the moment, read "The End of History". Of course, this world—largely based on the conceptions of Euclidean geometry, a kind of solidified and homogeneous cosmos, call it space-time—lends itself ever closer to the conceptions of this complete homogeneity where potential is frozen in time, or rather where time has been compressed into one single moment or one single space, and where the techniques of some kind of quantum superposition have to be applied to understand anything, read "Disintegration". In other words: to be qualified in the material sense means on one hand to master the reign of quantity, but on the other hand to know nothing and to fall short of even the slightest truth, the smallest particle, the first building stone so to speak, and this contradiction or intellectual gap between the living and the dead, the sacred and the material, the essential and the substantive is only growing vaster and vaster, accelerating, and while it may seem that this material civilization should go on uninterrupted for eons to come, humanity will reach a point when the pace of this ever growing gap will simply reach far beyond human capacity in its current state, truly a "dark age", and this is when the illusion of "progress" will shatter, finally. It is of course, this pace of material progression towards the substantive and solidified and away from the human and the primordial that is the magnum opus of sacred science, as if this very degenerated science is perfected to solve the very problems that have been unleashed upon the Earth by the people still promoting the disturbed vision of a closed system yet too ignorant to master anything beyond their immediate modality, anything beyond their individual. After all, what is the cause, the source, of the great problems facing man today, if not himself, read "Global Warming!"? So, in a sense you could call the absolute insanity of the modern world a kind of closed system akin to a completed circuit. Yes the world is grounded, but what about the heavens? Should the point of education be to achieve further individuation and further division on Earth, "success" as most moderns conceive of it, or should the point of education be true mastery of both Heaven and Earth? When the student is truly ready, as the old adage goes, the master disappears; the student disappears into anonymity, sacred anonymity – into the heavens. This is, or used to be, the point of education, sacred education: to master the masterful, the sacred, and the beautiful; and in this mastery each man, depending on his ability, was enabled to reach the heavens, quite literally, and to go beyond the profane, the seemingly "ordinary" in life; today, on the other hand, men are "educated fools". Well, can this even be conceived, in all seriousness, as education, or should it perhaps be considered something entirely new under the Sun, a kind of anti-education?

    If the principles of education is to raise man above the "ordinary", again to enable each man, depending on his particular modality, to seek knowledge for the sake of reaching Heaven, then education is something positively good, indeed something quite necessary, and on this point the humanists are right in asserting the righteousness in an educated population, or rather the righteousness in seeking to educate as many men as possible, but their methods of egalitarian uniformity fall short of this, and really the difference between religious (exoteric) proselytizing and humanist ideological indoctrination is narrower yet, to the point of indiscernible. The language of "rights", something particular to one tradition, is taken as an absolute truth, a prerequisite for the "ordinary life" of the masses, which means that education can only have one object, or is rather only allowed to have one object: the perpetuation of everything that is ordinary, that is to say everything that is shrinking into that one moment of super-positioned space into one unknowable unit in time at the edge of the knowable world, the lower limit of manifestation – the ideological utopia. Perfection indeed, but perfection of what? Has profane education truly taught man anything, when the axioms of free inquiry and uncertainty are held as the "holy grail" of a true scientific doctrine, the standard of knowledge? Again, what would the substance of this knowledge even be? Sure, most modern men would indeed fail to point to something substantive in their knowledge of the world, but they would also be tempted to point towards the achievements of this profane doctrine, read "Modern Warfare", but achievements cannot be held to scrutiny in isolation; the fact is that education should serve as an integral part of life, not as another gadget, another quirk, another data point, another individual attribute, or indeed another "preference". Without integral education life is not complete, and this incomplete life makes men ignorant and stupid but above all unqualified. Yes, the purpose of education is true qualification, but true education has very little to do with education in the modern and profane sense. Indeed, seek education, but beware of all the charlatans.

Reginald Drax – May 3, 2026.