Saturday, August 31, 2013

The Girls (a story of revolution) 30



read the beginning here

30.

Israeli Knesset, Jerusalem, conference room

- The story begins with Israel and the Professor. Our spies brought me an essay the professor wrote, We're All Jew Except The Israelis. It was the time of the first social protests, the 2nd decade of the 21st century. Like many people I found myself thinking, nothing like this has happened before. But where did such a thought come from? What about the French Revolution? What about the Jews themselves?

- You have a rabbi's credential, we all know that...

- I went into the Professor's work. He argued in a paper "The Technology Of Good" that we as human beings had never tried to use technology to discover how we should live best. I wondered immediately if that was the answer. Our present revolutionary spirit was that attempt: not simple revolution to change the rules we live under for different, better rules. But for the first time, turn our technology to the problem of discovering what would be the best life for us.

And wasn't that what we Jews were from the beginning supposed to be doing? We were a chosen people, a people to be a machine to produce the right human character. We were god's technology. Would you like to explain this yourself, Professor?

- You're doing fine.

- Character can be seen as defined by what rules are followed, or seen as a tool for living. Character begins with rules. As our politicians picturesquely put it, we are apes making faces at each other, which are the beginnings of attack. Some apes have more discipline that others and aren't as afraid. The one's afraid become obedient. Here then are the basic human characters, unchanged from the beginning: the disciplined, and the obedient. These characters follow rules: be obedient, be disciplined and disciplining. Rules are relations between people.

The third basic human character is something much different. It uses the first two as its tool. The purpose the tool is used for is unchanged: to find security from fear. The people of the lower two characters are managed to produce objects, or a complex relation of activity, that expresses the safety of the organizer from fear. they build pyramids, do large scale farming. Call this third the Pharonic character.

Now the Jews come into the story. They were the revolution we see re-beginning in these days.

The pharaohs used technology of character to establish themselves in the same old, fear based, un-technological human relation with the other two classes.

The Jews were supposed, as a people, to be a machine to love god. Loving god, was code for the right life, the good life, the beautiful, loving, truthful life. Truthful life! Let's be honest. We Jews never made more than a beginning with it and God never stopped protesting.

So what does this look like? The human character as tool, as a technology of good?

I brought the professor over here to work it out. I tasked him with analyzing character into elements we could use to construct experiments. We wouldn't know what character as tool was until we could create it experimentally.

- Impossible.

- No, accomplished. If the un-technological, ritual based character was based on fear, the technological character is based on love. Ritual character aims at security from fear, hi-tech character aims to be able to love.

According to instruction, the professor came up with elements that could be experimented with in their various combinations: self, world, open, closed, action, rest.

The fear based, ritual character acted with no sense of self, managing the world of other people's desires and fears. The fear based character rested from action in the sense of himself as powerful symbolized in those relations established, but no sense of the world outside of that symbolized power.

The loved based, hi-tech character does the reverse: acts with attention to his own habits and skills, seeing the world in progress of change, open to remaking. And then rests with no sense of himself, in the sight of world defined and loved for what is seen in it.

- And you can you test that?

- Yes. More than test. We have applied the technology.

- Successfully?

- Yes. Now we'll go to the girls. It's their work. Get them on the screen, will you?