The basic moral principle

Modern society has lost sight of the only moral principle of any importance, so that the individual citizen is basically unprotected against unlimited oppression.

Since the ignored principle is never enunciated, it is difficult to express one's horror at what already goes on, and at even worse developments that might go on. If someone says, 'People ought to be heavily taxed in order to pay for state-administered medicine and education', I am shocked and horrified, but inhibited from replying, 'People ought to be taxed as little as possible, and certainly not at all to provide funding for organised crime.'

Usually I do not reply in this way, because I realise that prolonged explanation would be necessary. In reality, at least as much explanation should be required to make plausible the idea that individuals should be taxed to provide for greater oppression of individuals by the collective, but one realises that a high proportion of the population has learnt to proceed smoothly to this conclusion without examination, or even recognition, of the underlying assumptions being made.

If I say that people should be taxed as little as possible and least of all to finance collectively organised oppression, this depends on the basic moral principle that society should interfere as little as possible with the individual's freedom to evaluate for himself the various factors which affect his existential situation, and to react to it as effectively as his resources permit.

The basic moral principle applies between individuals as well, and everyone should respect the right of others to evaluate for themselves the weighting to be placed on the factors which enter into any given situation, since in reality the existential situation is one of total uncertainty.

However, it is only socially appointed agents of the collective, such as doctors, teachers, social workers etc, who are invested with legally conferred powers to impose their valuations on others, and who should be deprived of these (immoral) powers.

In fact, in the presence of the modern ideology, the deplorable practice has arisen of taking into account only factors which appear obvious to a large number of people, and assuming that any others should be ignored.

In place of the basic moral principle enunciated above, an alternative one is implicitly assumed. This is apparently an idea to the effect that what is ethical consists of what the majority of people agree to regard as ethical. Dissenting individuals can and should be forced to submit to the views accepted by the majority of people in their society.

As people are subjected to continuous indoctrination in modern society, from the educational system which increasingly regards indoctrination as a primary objective, and from the continuous stream of propaganda being put out by such media as television and newspapers, it is not surprising that nearly universal tendencies to prefer currently fashionable ways of evaluating things are to be observed.

We may suppose that similar unanimities of evaluation were usually found in primitive tribal societies, but a member of modern society under the influence of the prevailing ideology would regard some of the practices of primitive societies as immoral.

This does not present itself to the modern mind as a problem, since there is an implicit belief that the human race has recently arrived at the best possible way of evaluating things, and the way it thinks now is unquestionably right.

On the basic moral principle that the freedom of the individual to form his own evaluations is supremely important, even if in practice the majority of people will adopt the valuations suggested by the ideology which prevails in the culture of their place and time, the functions of society acting on a collective basis should be as limited as possible. As Herbert Spencer suggests, they should be limited to what is necessary to protect the liberty of individuals from encroachment by other individuals.

Basic moral principle, short form:
It is immoral to impose your interpretations and evaluations on anyone else.

Drinks party

Copy of a letter

Thank you for coming to our drinks party. As you said, it was a funny time of day, but this arose because we usually do such things in the function room at the Mitre, which is being refurbished. The rooms at Infinite Ideas which we hired instead are very suitable rooms, but unfortunately not available for evening times.

Just to amplify some things I said at the party. You seemed to find it difficult to understand what I meant by being ‘squeezed out’ without a single usable qualification at the end of the ruined ‘education’. Actually, I refer to that as being ‘thrown out’, and what I refer to as being ‘squeezed to death’ came later, and is still going on.

The reason I use the terminology in this way is that people like to assume or imply that I am a ‘drop-out’, and that I turned my back on normal careers voluntarily. Actually I was thrown out of an academic career very much against my will, and knew that I could not make a career or even earn money in any other way. I could not get any support for attempting in any way to get back into a university career, even moral support or the barest recognition of the fact that that was what I was trying to do.

And if you speak of my being thrown out (into the wilderness, onto the dungheap) as being squeezed out, that might seem to imply that the squeeze was a one-off thing. Actually the attempt to squeeze me to death was applied as soon as I set up my incipient academic institution in Oxford, within which I hoped to be able to do research with which to reclaim a position in the academic world. I lived more or less literally under siege and have done so ever since.

You asked what 'centralisation' was. It is a lot easier, of course, to say what decentralisation is, which prevents centralisation from arising. All modern psychology (which includes psychology of religion) is about decentralisation. It is promoted by people who are themselves decentralised, so it is not even a realistic account of how unrealistic psychology works.

I have put on my blogspot some comments on the film Sleuth which provides very clear illustrations of people being forced into decentralised positions. Under threat from other people, they have no attention free to consider their own internal psychological criteria or to become aware of the fact that they are in a shocking existential situation which they do not know anything about.

I don’t use words like 'supernatural' or 'transcendent', but I do use the word 'inconceivable' to apply to the qualitatively different mental contents of a higher level. That, however, is not present in any sort of pre-higher level centralised psychology.

Some notes about pain

Copy of a letter

Since I was talking to you about your latest experience at the dentist I thought I should write it down so there is a record of it. I have said it a lot before but not written about it much.

You have to aim through the experience as a reaction against finiteness, so that in effect you are putting your drive into making it happen rather than trying to minimise your awareness of it. Any recoil, trying to get away from it, is actually your worst enemy as the conflict caused by that is what makes a sensation painful, in the sense of hurting.

Doing it is actually, I think, centralising and I think this is why a technique so potentially useful remains unknown. Centralisation provides a point of psychological ricochet; if you perceive that finiteness is intolerable, you get the drive of the animal that turns at bay and fights for its life against hopeless odds. This is an exceedingly strong drive; by the time I did the thing with the teeth, I called it the drive to infinity because clearly no conceivable goal could satisfy it. I did not yet have any idea that there might be an inconceivable goal at which it might arrive.

Anyway, what preceded my getting the thing about pain right was that I had been having a long series of dental appointments doing fillings, the result of my having had so bad a time at Somerville that quarrelling and arguing with my parents, and them shouting me down and asserting the social line, had prevented my mother paying any attention to making appointments for me, and she tended to give me very bad sweets which she liked herself (she had had false teeth for a long time herself).

I had a fairly highly evolved sort of centralisation and I experimented with ways of viewing the pain as abstract sensation, which worked moderately well but clearly had a breakdown point so that I knew I would not be able to apply them to the impending extractions.

I had a solution to most things by then and I found it quite intolerable that my consciousness could be invaded by things to which I could not be reconciled. So I set about trying to make my subconscious forthcome, which led to the despair of finiteness, as I call it, which was really breaking through the final resistance to getting a higher level. But I was not on a higher level yet, and I thought I had failed in getting a solution to pain.

There was a final session of fillings before the extractions and I was using my fairly adequate methods when the dentist suddenly stuck his drill on a nerve. Quite likely he had left the worst filling to last. This presented itself as absolutely intolerable, my system broke down completely, this was just impossible. But quite unpremeditatedly I reacted with a spurt of absolute anger at this intolerable sensation, a sort of, ‘Go on, damn you’, and the sensation became quite neutral.

I realised at once that I had got the solution to pain after all, and that the impending extractions would be a great opportunity to try it out.

Probably the despair of finiteness had provided me with a more absolute sort of centralisation which made the ricochet from intolerable sensation to a head-on drive against it possible.

Even if you are not centralised enough for that to happen, anger is a much better attitude to cultivate than fear or emotional recoil from the situation. Anger and drive are on your side, timidity and apprehension are not, although apprehension may precede anger.

As you know, the extractions worked perfectly and there was no sense of a breakdown point in the system. It seemed as if the pain automatically set up an adequately strong feedback reaction to neutralise it.

One should not lose sight of the fact that although this all seems, and was, very dramatic, the sort of centralisation that made it possible did not arise until I had, in the operative sense, rejected society or other people as a source of significance (which I had done when I was 19, about eighteen months earlier). This, as should always be emphasised, has nothing to do with giving up on having a drive to get out of society all that it should provide in the way of status and opportunity (Professorship, hotel environment, research departments to run, recognition and saleability for one’s books). However difficult society makes it to get any of these things out of it.

Aphorism of the month (June)

The true object of aggression is the unknowability of existence.

Peddling propaganda

Yesterday's report on British education from the independent think-tank Civitas represents a dispatch from the battlefield describing a national catastrophe. It is no surprise that pupils learn so little, say its authors, because so much curriculum time has been hijacked for the peddling of propaganda about racism, gender awareness, environmentalism and suchlike.

The High Master of St Paul's, an outstanding independent school, warns of the "terrifying absence of proper science" in the new GCSE syllabus, which is all that a modern generation of 16-year-olds is deemed capable of learning -and all, indeed, that their teachers are thought capable of teaching. ... During a recent training day for English A-level teachers, a senior examiner asserted that it is necessary to "batter out of students" the idea that there is any "correct" way of speaking English. ...

In the adult world, the gulf between educated and uneducated people is widening relentlessly. As unskilled jobs are outsourced to Asia, the future grows ever bleaker for children of any nationality who lack meaningful qualifications. Yet not only are pupils learning less than they did a generation ago, the educational establishment is also committed to principles, entrenched behind a great wire entanglement of demented ideals, which ensure that things will get worse. ...

University lecturers today demand a boycott of Israel because it oppresses the Palestinians. Yet these same ringmasters of intolerance preside over an educational system close to collapse not for lack of cash, but for lack of sanity. ... The educationalists have committed a form of child abuse all the more pernicious because, though tried and convicted on the evidence of their actions, they will never face a court. Until they can be defeated and expelled from authority and influence over British schools, our children will never begin to learn the things which are indispensable to membership of an educated society. (from ‘Education today is a form of child abuse’ by Max Hastings, Daily Mail, 12 June 2007)

The ‘educational’ system is doing exactly what it is intended to do, destroying the lives of those with above average IQs who might contribute to the advancement of science, culture or individualistic ideals.

There is no point in criticising the state educational system for its failure to impart knowledge or skills. It is reducing the freedom of the more functional and moralised sections of the population by heavy taxation and ensuring that it disgorges a largely unemployable and criminal population to make the position of the former ‘middle’ and ‘upper’ classes still worse, since they will find it almost impossible to employ them as servants in capacities in which they might have been able to operate satisfactorily, while their property and persons are at ever-increasing risk from vandalism and mugging.

It is a complete fallacy to suppose that modern society has less need for ‘unskilled’ workers than in earlier centuries. Little of what was taught in old-fashioned schools was of much relevance to most of their pupils in their adult careers.

It is not that people now need special forms of expertise in order to be employable; this idea has been around for over a century and its real motivation was, and is, to deprive those with high IQs of ancillary support staff within their households. The objective is to provide people with pretentious ‘qualifications’ to that they will consider it beneath them to do anything that is actually useful for anybody else.

They are, of course, heavily indoctrinated with egalitarian and anti-individualistic ideology, which is all that the educational system is really there to impart.

There is no solution but the abolition of state education and of compulsory education altogether.

Sally Clark: a reminder

Sally Clark, the mother who was wrongly jailed for killing her two sons, has died. Her family said in a statement she was found dead at her home Friday morning. The cause of the 42-year-old's death has not been revealed. But relatives said she never recovered from the appalling miscarriage of justice she suffered.

Mrs Clark, was a solicitor from Wilmslow, Cheshire, when she was convicted of smothering 12-week-old Christopher in 1996 and eight-week-old Harry a year later, on the evidence of paediatrician Professor Sir Roy Meadow. He told a court the odds against two cot deaths in the same family were 73million to one. ...

Her three years and three months in jail - she was given two life sentences at Chester Crown Court in October 1999 - saw her reviled and abused as the worst kind of criminal, although many inmates became convinced of her innocence. Her husband Stephen never accepted her guilt and fought tirelessly to clear her. At one point the couple's third son, now eight, was taken into care.

Mrs Clark died in the home at Hatfield Peverel, near Chelmsford, Essex,which her husband bought while she was in a local jail. Her family said they did not know what caused her death but added: 'She never fully recovered from the effects of this appalling miscarriage of justice. 'Sally, a qualified solicitor, was a loving and talented wife, mother, daughter and friend. She will be greatly missed by all who knew her.' Family friend Penny Mellor said: 'It is the most appalling tragedy heaped on other tragedies.’ (Daily Mail, 17 March 2007)

Clearly Sally Clark had an above-average IQ and would have been perceived as privileged, successful and middle-class, which made her a suitable target for hostility.

The principle of ‘innocent until proved guilty’ has been abandoned in modern society. Now you are likely to be considered guilty until proved innocent, or until judged to be innocent by a jury which will consider you thus only if there is what they believe to be convincing evidence for some alternative explanation of the ‘crime’. What is regarded as 'convincing' includes the opinions of doctors, that is, people appointed by society to have the power to make decisions on behalf of other people about things which concern them. Sally Clark was eventually acquitted, so it is possible to say she was innocent, but how many more are convicted and imprisoned on equally unsatisfactory grounds?

A civilised society might be defined as one in which the individual has a clearly defined territory within which he is free to evaluate his priorities for himself, and be free from interference so long as he does not break clearly defined laws of interaction with other individuals and their territories. We are not living in a civilised society. It is now possible for people living in perfectly respectable ways to find that they have quite inadvertently, as a result of some accident, come under suspicion of criminal acts and may be convicted.

Melanie Phillips on the UCU boycott

Anyone not yet convinced that Britain has somehow turned against its own most fundamental values, not to say departed altogether from reality, should look at the decision by the University and College Union (UCU) to urge a boycott of academic institutions in Israel.

This deplorable move destroys the most sacred role of a university - to act as the guardian of free speech and inquiry in order that knowledge, opinion and truth can flourish and grow. (From ‘A deplorable decision which shows that Britain’s academic elite has taken leave of its senses’ by Melanie Phillips, Daily Mail, 4 June 2007.)

It is ridiculous to think of a university as having a ‘sacred role’. It is as ridiculous as saying that a doctor becomes a trustworthy person because she is given immoral power over other people by the oppressive socialist society in which we live.

Academics get into their positions by being appointed by other academics, and their prime motivation is to reinforce and promote the modern ideology, which includes the dogmatic belief that academics are experts and authorities on what is true, and on the right way of thinking, and that a person holding an academic appointment is qualitatively different from, and better than, someone who does not. Individuals who might express points of view which do not support or appear immediately to reinforce the modern belief system are viciously and slanderously opposed and suppressed.

Some early photos

In a recent post commenting on India Knight's false dichotomy between "intellectual stimulation" and "social life" I mentioned that I have photographs of myself "playing with children at the seaside who may have been twice my age and were certainly twice my size."

Here they are.



I am on the left in the one above.



Here I am on the right. The twin brother of the boy on the left is in the background.

Modern ideology and A Little Princess

The system of interpretations and evaluations that forms the modern anti-individualistic ideology is now apparently universally understood and applied, so it may be difficult to realise that it is a quite recent development.

I was shocked by it when I first started to encounter it at 13 or 14. There was really no hint of it in what I had read up to that time. ‘Socialist’ writers such as H G Wells and Bernard Shaw took a pretty detached view of the goings-on of human society and suggestions that it might be nice if all people lived in larger, cleaner houses, or lived in a cleaner, healthier and more aesthetic way, did not draw attention to the erosion of liberty that would be necessary even to attempt to bring this about.

My ideas of human society were based primarily on books written in Victorian or Edwardian times, with a bit of influence from such things as cynical Aesop’s Fables. I always took note of ideas about motivation and reflected upon them.

Consider, for example, A Little Princess by Frances Hodgson Burnett. The message of this book, to me at any rate, was that no one will do anything for anyone unless they are paid with money for doing so. In the story, Sara is left by her father at a select boarding-school. She is a parlour boarder and treated as a show pupil by the headmistress, who nevertheless resents her cleverness and self-possession, until her father dies and she is left penniless. Then she is made to sleep in an attic, where a scullery-maid also sleeps, and to work for her keep as a drudge and errand runner in all weathers, and assistant teacher of elementary French.

It is only if you have a parent who will pay for things for you that you have them, and what you have will be in accordance with how much the parent has to spend. Otherwise you will be reduced to the state of the servant girls and beggars in the streets.

Of course, people other than parents may give other people things; when Sara was well off she used to buy items of food for one of the scullery maids, and when she is poor she gives some buns to a starving beggar girl. This attracts the attention of the lady who runs the bun-shop, and she (the lady) takes in the beggar girl and feeds and clothes her from then on — in effect, adopts her, but without having to account for what she is doing to any agents of the collective.

In those days there was no compulsory education and adoption was a matter for individuals to undertake if they chose with no need to seek permission.

That was the way the world was; the way people treated you depended entirely on whether you could pay for what you wanted, or needed.

Eventually Sara is found and rescued by a wealthy friend of her father’s, who has been looking for her. While he is looking for her he is made aware of how many children are living in poverty. He is sorry for them, and harrowed to think that Sara may be in a similar state, but his friend tells him that his resources are limited. He could not provide for all the destitute children, but must concentrate on finding and helping Sara, whose father was his friend.

In the world as depicted in the books that I read there was no disapproval of ambition. The respectable bourgeois worked hard and rose in the world if he could; his children lived in well-built houses with a few servants and might have Mary Poppins as a nanny.

My father had been a very poor boy, and the great efforts he had made to rise in the world had not got him very far; he was headmaster of a primary school at the London docks. My parents were respectable but still very far from rich. Nevertheless, their efforts had resulted in their being able to give their child a better start in life than they had had themselves; they had delayed having me until they had saved enough money to be sure that they would be able to pay for a professional training for me.

When I came top of the grammar school scholarship exam at the age of ten, very soon after the 1945 Labour landslide election, egalitarian ideas were bubbling invisibly below the surface, but nothing I had read had prepared me for the idea that I should not want to take exams as fast and as hard as possible, and that I should be prevented from doing so because not everyone could. To take more exams than other people and at an earlier age was apparently viewed as reprehensible; it was an attempt to score off other people. Having social interactions with other people should be one’s sole aim in life. One should not want to do scientific research just because it was what one wanted to do and what would enable one to feel most alive. One should, apparently, only want to spend one’s life doing good to other people, in some shape or form, and interacting with them socially.

These ideas may not seem strange or surprising to a modern reader, but it was the first time I had encountered them and I found that they were being used to obstruct and hinder me.

By the time I was 13 my worldview was essentially formed; none of the books I had read had depicted, or appeared to advocate, an egalitarian society in the modern sense. Practically all societies of the past, as described, had contained some large households which provided a hotel environment for those living in them (sometimes even called ‘hotels’, at least in France and Italy), and it had never been regarded as reprehensible to attempt to rise in the world by any activities regarded as legal.

In retrospect, as a recipient of a grammar school scholarship, I was in the position of Sara in A Little Princess. With my fees not being paid by my father but by the state, I was exposed to the tender mercies of the local education authority and community generally, as Sara was exposed to those of Miss Minchin — who could no longer be bothered to provide her with a formal education, but allowed her to read the schoolbooks in the empty schoolroom when she had run her errands for the day. And she did this, not because she felt any concern for Sara’s need to rise in the world to a position that might suit her, but so that Sara might become useful to Miss Minchin as an inexpensive teacher when she was a few years older.

Similarly, my tormentors did not mind how seriously they blocked my attempts to establish my claim on the sort of university career I needed to have; my acquisition of skills and qualifications was reduced to a snail’s pace, but I was allowed to proceed with heavily handicapped supervised ‘courses’ which might eventually lead to my being useful, not to myself, but to society, in a lowly capacity as a teacher of maths.

Then I was thrown out into a society where all my efforts to recover from a bad position and regain an academic career of a suitable kind were blocked by the continued advance of the modern ideology, according to which, as I found, it is criminal to go on trying to get a career that society has shown it does not want one to have.

Bright student found dead

Edward Field, 20, was missing for ten days before police found his body. His family and friends had searched for the chemistry student at Bristol University and used Internet networking sites to try to find him.
...

Mr Field, whose family live in New Malden, Surrey, is understood to have been worried about his end of term exams, although a spokesman for Bristol University described him as ‘exceptionally’ clever.

Last night a close friend said: ‘Ed was a really bright boy with everything to live for. ‘Exam stress may have played a part in what happened but there are a lot of different pressures in student life and it is impossible to know.’ (from ‘Student worried over exams found hanged in woods’, Daily Mail, 29 May 2007)

Being ‘exceptionally clever’ is certainly no reason why an undergraduate should not be stressed about a university exam. He may have needed to do exceptionally well in order to proceed to the sort of exceptional and rarely obtainable career which he needed to have.

Those who are not exceptionally clever are much more likely to feel that, whatever their exam results, they will be able to get by in whatever sort of life is available to them in modern society.

It has been recognised by authorities other than me that the correlation of academic success with IQ breaks down at the highest levels of IQ. It is also recognised (but as far as I know only by me and other people here) that those with the highest IQs may have the greatest need for careers that can only be obtained by the highest academic success (and not necessarily even then).

It is also recognised (by me) that high IQ arouses hostility and it is easy for teachers and tutors to use their hostility in ways that are very effective in damaging a person’s prospects.

Why was this undergraduate, if really exceptional, at Bristol instead of Oxford or Cambridge, and taking his degree at so late an age? This suggests that his life may already have gone seriously wrong in the same way that mine did, although it is unlikely that he was so extreme a case.

He had been at Bedales public school, and we know that people from public schools are discriminated against. Perhaps that was why he was not at Oxford or Cambridge. And perhaps his tutors wanted to make him feel “challenged” (or, rather, undermined).

The fact that a “close friend” finds it “impossible to know” what he was stressed about is not particularly enlightening either way. My closest “friends” at Somerville had no insight whatever into my position when I was thrown out with a second-class degree. After that had happened their remarks were extremely misleading, if not positively slanderous.