| m-link"> | | | | his New World Order types than I share with |
| The Club of Rome: | | | | bleeding heart naïve do-gooders who seek |
| Eugenics is a lot like all the other arrows in the quiver | | | | something they have not fully examined. I think |
| of the social engineer. Francis Fukayama’s | | | | helping babies exist and take food from the mouths |
| book The End of History and The Last Man is a | | | | of others in India was not a godly or good thing, for |
| powerful reminder of how much absolute | | | | example. The Club of Rome and I share a great deal |
| religions’ are mere tool for the elite, and I | | | | in terms of how we view the opportunities and |
| think everyone should read what he bluntly states. In | | | | problems that our leaders must address. Here is a |
| order to design or engineer a quality environment we | | | | good point they make. |
| must have ethics or principles that allow decisions to | | | | Systems of education are less and less adapted |
| be made that benefit all life on earth rather than a | | | | to the new issues, to the new emerging global |
| few elites who operate to benefit their cronies and | | | | society we are presently involved in. New priorities |
| share a little with their paladins in some Physiocratic | | | | force us to redefine the role of education, which |
| trickle down’ approach to the governance | | | | should be conceived as a permanent learning process. |
| and resources or opportunities that humanity has the | | | | Transmission of knowledge is no longer sufficient, and |
| duty to fulfill according to some over-riding purpose. | | | | new objectives such as developing one's own |
| That purpose might be divine but it must make | | | | potential and creativity, or the capacity of adaptation |
| sense and be commonly apprehended or shared. I | | | | to change are becoming essential in a rapidly changing |
| happen to think there is an intelligence and collective | | | | world. |
| conscious design. I also think we are part of this | | | | The Club of Rome considers that education is both |
| design and can make mincemeat or a thorough | | | | part of the global problematique and also an essential |
| botchery of it. We are individually responsible for | | | | tool to become an effective actor in control of one's |
| being like gods as Jesus (John 10:34) and all so many | | | | own life and within society. If there are "Limits to |
| adepts have made eloquently apparent. We are part | | | | Growth", there are "No Limits to Learning" (titles of |
| of God and should help she/he/it achieve what is | | | | two Reports to the Club of Rome). (1) |
| RIGHT. | | | | Their recommendations to limit population growth can |
| Is that an elitist attitude? Maybe it is at some point, | | | | be seen from many points of view but their |
| because I am not one who caters to the destruction | | | | prognostications of doom and gloom have not |
| of the human gene pool or one who thinks anyone | | | | considered various technologies which continue to |
| deserves a free ride at the heart of it. That is not to | | | | make it possible that the outcomes their reports |
| suggest that I think everyone should not be enabled | | | | have predicted will occur. In fact there are |
| and encouraged far more than has been done in the | | | | technologies I think they are not even aware of if |
| WASP world of history in the last two millennia and | | | | you go by what they say on their web site. |
| more. I probably share more with Thomas Paine and | | | | |