{Creative Education [continued]}[3rd August 1983]

[Redbook2:292-293][19830803:1230]{Creative Education [continued]}[3rd August 1983]

19830803.1230

[continued]

The underlying assumption here* is that knowledge and the information/structure of the Universe are 'simple' in the number of assumptions (not necessarily in their comprehensibility) at the fundamental level, and 'complex' in the number of assumptions (though possibly easier to grasp if one accepts the assumptions) at the applied or 'superficial' level.

School teaching (in my experience) starts {at} a level of relative complexity of assumptions, or superficiality, and proceeds to even more superficial** levels before returning to fundamental principles. This may bar many students before they reach their natural stage: students who, if they had started at the pure level, could have constructed their own (and understood others') levels of practice far more easily than they were able to when ordered to accept the assumptions without knowledge of purer principles.***

*[See last previous entry]

**(i.e. complex, presumably) <930117>

***I think it would be a mistake, here, to confuse 'creative' with 'artistic'.... <870812>

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