GLOBAL JEDI EDUCATION -13- (4b) The Jedi Curriculum K-12: How to Teach BIOLOGY, the LIFE SCIENCES or ORGANICS, in Schools (and Special Problems)

GLOBAL JEDI EDUCATION

GLOBAL JEDI EDUCATION -13- (4b) The Jedi Curriculum K-12: How to Teach BIOLOGY, the LIFE SCIENCES or ORGANICS, in Schools (and Special Problems)

“You must unlearn what you have learned.”

The Jedi Curriculum K-12: How to Teach BIOLOGY, the LIFE SCIENCES or ORGANICS, in Schools (and special problems)

• 332

1. It is to be taught within the Context of the WHOLE, as a Necessary STAGE of the Force’s realization into and as the Jedi Order.
2. Teach (a) The Concept of LIFE (as means/end in one) and (b) Life’s Structure as grasped by the Concept (U-P-I): Sensibility- Irritability-Reproduction/the GENUS, etc.

3. Explain the Necessity for “Man” and that the Human Body must exist in order for the Absolute I to realize itself, that is, Man’s BODY as (-) is the perfect complement of (+). Explain how the negation (the BODY) is preserved in the “negation of negation,” in the move to Spirit or Jedi (+) and (±), and results in the Jedi Subtle Body. Further, Nature’s forms transition from the Inorganic to the Organic with the result that Life, “Man” and Man’s BODY contains and embodies all lower stages and hence is in actuality the Microcosm of Nature, the Macrocosm.
4. Most importantly, “Man” or the “Human” Form/Organism is the TYPE (perfect-complete) from which all other lower organisms are to be understood. Hence (as many of your evolutionary biologists erroneously teach), it is incorrect to start in the reverse order with the least developed, complex organisms—diatoms, amoeba, paramecium (bacteria)—and on their basis (and structure) attempt to understand the higher, more complex organisms, and ultimately Man. The lower organisms are imperfect and mere anticipations of MAN, the perfect organism and ArcheType, and are found wanting in respect of certain functions and features belonging to “Man”— primarily Reason and Thought, as well as certain senses, respiratory, nervous, and other systems, hands, upright posture, plasticity of movement, etc.

• 333

Special Problems:

• Students transferring into Jedi-School from other schools will be underprepared for Jedi-Education. This can be solved by providing an Introduction/Jedi-orientation and “conversion course” that will correct errors of dark-side teaching e.g. in the sciences taught in the non-Jedi schools, etc—and an entrance examination will also be required.
• In the beginning there will be few or no Jedi Masters.This presents no problem—for all that is required are Teachers who are completely dedicated to Jedi Principles and Education, and who will continue their own Jedi-Education outside of school and among themselves.
• The TextBook Problem. No Official, Approved and contemporary “Jedi-Science text book” exists yet (other than those of the A-Team Jedi Philosophers, which need to be updated). The solution is that until Jedi-Science and Education Textbooks are written and printed the Jedi Teacher can “create” his own by drawing from his own knowledge of the subject (e.g. History) and from existing “non-Jedi” textbooks—which is what many of your Teachers today do anyway; i.e. they do not follow the textbook rigorously and use their own “handouts,” etc. Also the Teacher can use the same e.g., History textbook she has been using and just overlay and integrate it with a Jedi Holistic interpretation. The Basic Information is the same and useable. This is also true of Science Books—just add “Force-Truth” Principles and correct major errors (e.g. the widespread teaching that “atoms” or “matter” is absolute reality and what everything— including selves, persons, and consciousness—is made of, etc).