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Reason is like a white cane of the blind

Explaining things is undoubtedly innate to modern man and therefore nearly all key issues of humanity are related to explaining one way or another. Maybe that is why various ethical and philosophical groups, non-profit organizations, churches and scientific communities have tried to monopolize it. We are already accustomed to the fact that the accuracy of scientific explanations is being constantly examined and, therefore, new results are periodically confronted with historical explanations. Even the old explanations do not disappear, but will instead multiply and give rise to new doctrines and new types of sciences. The human world has been created by explaining, and the major part of it is by nature either religious or scientific.

What then is explaining? Explaining in general requires skills to form concepts and use them in thinking and problem-solving, which in turn needs reason. The Latin word for reason is ratio, which means calculations, understanding, cause and justification. Reason is the most important of man’s mental instruments and with it he measures not only his own fellow species, but also the rest of nature. It goes without saying that reason is the crown of his uniqueness and the scale of his sophistication. Therefore, he tends to thinks that everything in nature is guided by common sense and purposes, although it has been alleged that man identifies only a tiny part of the universe through his logic tools. In philosophy, even the beautiful must meet the criteria for rationality after Aristotle defined the forms of beautiful with the consepts of order, symmetry and “determination” (taxis, symmetria, horismenon). Many people consider his views on the nature of reason quite accurate, although would disagree about the importance of rationality. Aristotle, for whom western society is, questionably, indebted to the rational worldview, didn’t ever challenged reason and its possibilities to solve human problems.

Memory is just a tool for reason

The human mental growth disorder described on this site reveals that our ability to track time and space as well as all kinds of relationships is the result of a comparison. This means that cognitive knowing is comparing our memories with the present state of things. Memory is the bank entrusted with the function of “reality” while we stay in the stage of growing up. Cognition is only able to take care of the simple comparison, which practically means eliminating options. All our cognitive knowledge is rationally processed, that is to say anything which cannot be compared is equal to “meaningless” or “nonsense” and we cannot “comprehend” them. The most real world then exists within our mind because external experiences have been blocked from us. When we look at the world, we only see things that are on our mind. We do not actually receive nature, even though our senses receive it. All our external sensory information has been modified. Our consciousness is always an outdated image of reality, and there is no “now moment” for it. (It is also twisted.) It has even been estimated that it takes about 80 milliseconds to “process” observations. This means it takes about 80 milliseconds to compare them with the image in our memory. What matters most is not the thousandths of a second, but the fact that we are not given the opportunity for direct observations. We always have a mysterious supervisor to control them. We can observe nature, but we really cannot experience it. We do not realize the difference until the growth mechanisms occasionally and without waring give way to mystical (or psychedelic) experiences that open our minds. 


What is knowledge? Pre-human knowledge versus human knowledge. Human knowledge is information about variations and concepts created upon comparison. Comparison creates relationships. Relationships are ”facts” with values. Values can be compared, whereas “things as such” cannot. Pre-human knowledge is experiential knowledge, i.e. “things as such”. The adult world seems chaotic and senseless from a juvenile’s point of view. Young people can also regard it “groundless”, “nonsensical”, “mindless”, “pointless”, or “irrational”. The tendency for comparison affects the immediate now-moment so that it cannot be experienced because of the 80 ms delay.

The function of reason is to eliminate alternatives

For us, knowing means simply noticing the difference or variation in things without any further experience. Because a child’s observation is only created for comparison, external reality is only a medium for it. This mechanism, the most important part of which is cognition, is to ensure that things observed have a prior equivalent in mind, and if they have not, they have no value or meaning for us. The juvenile mind, which is mainly a laboratory of attitudes and prejudices, is not intended to be a detector of reality or a producer of deeper knowledge. Actually, intuition, or gut feeling, signifies a desire to act as a real adult and observe things without the impact of trivializing cognition. The consciousness that underpins human dignity in western civilisations does not allow us to experience the world as such, but only shows what children need in order to survive. Consciousness offers a simplified world. It is a child’s interface to reality.

Donald Hoffman’s Multimodal user interface (MUI) theory is of a similar type. He argues that “perceptual experiences do not match or approximate properties of the objective world, but instead provide a simplified, species-specific user interface to that world”. In my hypothesis, this is initially a child-only feature.

In the psychological sense, cognition is the means by which nature covers the eyes of a child and prevents him from seeing reality as it is. Later, as we get tired of waiting for change and cognition has lost its original purpose, cognition tries to do something it practically cannot do, namely explain the world.

A person who only believes in rational phenomena, tends to identify irrationality with non-existence. He or she can claim short-sightedly that experiences that cannot be reasoned, simply do not exist. Unfortunately, reason is not intelligent and has no creativity. It cannot produce anything but the obvious. It is helpless without will or intuition. When making a purely rational choice, the best option equals the least bad option for it. It can only eliminate things.

Meaning equals differences

One can easily see, that reason is incapable of creative work; the only work it actually does is just eliminating. Reasoning shouldn’t thus produce anything that surprises us, because there is nothing in the conclusion of reasoning which would not have been already in its premises. Reason is mostly needed in critical situations when we are somehow in danger and should select the strategy of action. Strategies are actually for the emergency situations only, the same rules do not apply to life in general—unless we then see the whole life as such. Despite that, the essence of reason is, paradoxically, to destroy, not to uncover or reveal things in everyday life. Such converse is the result of the cooperation of reason and will: will makes man desperately find ways to feel himself needed and reason works for it by eliminating bad choices. Since the task of reason is only to rule out things and not really to look for or face the world, it—or the person through it—can not reach the world as such. And because a large part of human conscious activity takes place by “filtering” it through reason, this very large part remains further out of reach “as such” (in a philosophical and psychological sense of the phrase). That reality, which the reason abstracts apart from the world is, of course, sufficient for itself, but if a man at the same time trusts his instincts, he often discovers himself in paradoxical situations. It should be noted that these paradoxes can’t be eliminated, only the reason can be.

Man is undoubtedly a master on living his own way of life, but wouldn’t be like without the set of various accessories that support his cognition and mind. To modern human this means basically that in order to be able to perceive the world in a sensible way, his environment must be simplified, i.e., to make the perceptions fit the system of conceptions, that is, make them comprehensible to him. Each thing perceived must have its own and exact position in mind—a position which makes the thing meaningful—because it’s the human mind that keeps “the world” together, not the world itself.

We see a circle here because our minds simplify our observations.

This simplification of perception keeps people viable through, firstly, straightening the original observations, then, placing them in the system of conception, and finally, making them “understandable”. The task of reason is not a complex one: it is to identify and predict the state and changes of his environment through a couple of means: sorting, abstracting, separating and combining. As such, reason helps build us, at least, the sense of time and whereabouts, the self and morality. The role of reason is to protect human, but the way it does this, is, however, very mechanical and, compared to instincts, very slow. As reason categorizes the world, it converts the reality to a new and manageable entity apart from itself, a sort of substitute world. It simplifies the world at the expense of experientiality, i.e., it makes our experiences poorer. The very purpose of this is to enable us to survive even in challenging circumstances, and therefore reason supplies our mind with things that it only is able to process. Our rational mind accomplishes this by creating a kind of “grids” in the world, grids which help it manage perceptions.  “Causes” and “consequences”, which are just such “grids”, allow reason to give simple “values”, or meanings, to reality while it “filters” what it sees, or makes the world “graspable”. To us the valuing and simplifying appear as “understanding”.


Reason is a tool for children’s survival

The child does not need theoretical knowledge and cannot use it. The child does not store information, he uses everything. He learns to act by conditioning, by example, by imitating, and by following. All “knowledge” is self-evident to him, meaning he believes everything because he only learns by believing. (Believing haunts an adult as a relic of this!) The child takes everything for granted. Volition is an autopilot that guides learning. A prerequisite for learning is the existence of parents (they eliminate choice and responsibility). The parents are the ones he follows without questioning. Learning is possible naturally and quickly only by believing and trusting 100% of your family. It is confidence. Parents as a mechanism of mind have been created to act authorities in child’s mind. The child must have authority.

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