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Truths Holistic Interactive Retrospect Transcendental Electromagnetism
Enslavers Nemesis
“EN”
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Mother Earth
Gold “N” Rule
GR
General Relativity
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SIR

Golf”EN”Rule

Confucius
551BC – 479BC

http://en.wikipedia.org/wiki/Confucius
According to tradition, Confucius was born in 551 B.C., in the Spring and Autumn Period, at the beginning of the Hundred Schools of Thought philosophical movement.
Confucius was born in or near the city of Qufu (曲阜), in the Chinese State of Lu (魯) (now part of Shandong Province).
Early accounts say that he was born into a poor but noble family that had fallen on hard times.[8]
OCTOGON
EH
DC
Donkey Conk

Confucius was from a warrior family. His father Shulianghe (叔梁紇) had military exploits in two battles and owned a fiefdom.
he Records of the Grand Historian (史記), compiled some four centuries later, states that Confucius was born as a result of a yehe (野合), or “illicit union”.[9]

His father died when Confucius was three years old,[10] and he was brought up in poverty by his mother.

His social ascendancy linked him to the growing class of shì (士), a class whose status lay between that of the old nobility and the common people,
that comprised men who sought social positions on

the basis of talents and skills,

rather than heredity.

Our Glass
Mantid Reptilian
Damn Russians
DR
Draco Reptilian
Doctor Computer Expert or Pilot
Decision Maker
Or
Master
EH
!!!
X
Adam Eve
AE
IOU
Y
Always Y Eh

2 Canes Able
RE
Lunar Entanglement Estrangement
LEE

Simple Simon

Illuminati Reared Eh
IRE
“IF”
Illuminati Front
Tut Tut
2C
Confucius Con-fuse-ion
2C
Corporate Conspiracy
4
SEE
8
Eh
!!!

as U will

As a child, Confucius was said to have enjoyed putting ritual vases on the sacrifice table.[9]
He married a young girl named Qi Guan (亓官) at 19 and she gave birth to their first child, Kong Li, (孔鯉) when he was 20.
Confucius is reported to have worked as a shepherd, cowherd, clerk, and a book-keeper.[11]
His mother died when Confucius was 23, and he entered three years of mourning for the loss of his mother.

Confucius is said to have risen to the position of
Justice Minister
(大司寇) in Lu at the age of 53.[12]
According to the Records of the Grand Historian, the neighboring state of Qi (齊)was worried that Lu was becoming too powerful.
Qi decided to sabotage Lu’s reforms by sending 100 good horses and 80 beautiful dancing girls to the Duke of Lu.
The Duke indulged himself in pleasure and did not attend to official duties for three days.
Confucius was deeply disappointed and resolved to leave Lu and seek better opportunities,
yet to leave at once would expose the misbehavior of the Duke and therefore bring public humiliation to the ruler Confucius was serving,
so Confucius waited for the Duke to make a lesser mistake.
Soon after, the Duke neglected to send to Confucius a portion of the sacrificial meat that was his due according to custom,
and Confucius seized this pretext to leave both his post and the state of Lu.[9][13]

Although Confucianism is often followed in a religious manner by the Chinese, arguments continue over whether it is a religion.
Confucianism discusses elements of the afterlife and views concerning tian (Heaven),
but it is relatively unconcerned with some spiritual matters often considered essential to religious thought, such as the nature of the soul.

In the Analects (論語), Confucius presents himself as a
“transmitter who invented nothing”.[6]
He puts the greatest emphasis on the importance of study,[18][19]
and it is the Chinese character for study (or learning) that opens the text.
In this respect, he is seen by Chinese people as the Greatest Master.[20]
Far from trying to build a systematic theory of life and society or establish a formalism of rites,
he wanted his disciples

TO THINK

deeply for themselves and relentlessly study the outside world,[21]
mostly through the old scriptures and by relating the
MORAL PROBLEMS
of the present to past political events
(like the Annals) or
past expressions of feelings by common people and reflective members of the elite, preserved in the poems of the Book of Odes (詩經).[22][23]

Often overlooked in Confucian ethics are the virtues to the self,
namely sincerity and the cultivation of knowledge.
Virtuous action towards others begins with virtuous and sincere thought, which begins
WITH KNOWLEDGE.
A virtuous disposition
WITHOUT KNOWLEDGE
is susceptible to corruption and virtuous action without sincerity is not true righteousness.

Cultivating knowledge and sincerity is also important for one’s own sake;
the superior person loves learning for the sake of learning and righteousness for the sake of righteousness.

Two of Confucius’s most famous later followers emphasized radically different aspects of his teachings.
In the centuries after his death, Mencius (孟子)[35] and Xun Zi (荀子)[36] both composed important teachings elaborating in different ways
on the fundamental ideas associated with Confucius.
Mencius (4th century BC) articulated the innate goodness in human beings as a source of the ethical intuitions that guide people towards rén, yì, and lǐ,
while Xun Zi (3rd century BC) underscored the realistic and materialistic aspects of Confucian thought,
stressing that morality was inculcated in society through tradition and in individuals through training.
In time, their writings, together with the Analects and other core texts came to constitute the philosophical corpus of Confucianism.

This realignment in Confucian thought was parallel to the development of Legalism,
which saw filial piety as self-interest and not a useful tool for a ruler to create an effective state.
A disagreement between these two political philosophies came to a head in 223 BC when the Qin state conquered all of China. Li Ssu,
Prime Minister of the Qin Dynasty convinced Qin Shi Huang to abandon the Confucians’ recommendation of awarding fiefs akin to the Zhou Dynasty before them
which he saw as counter to the Legalist idea of centralizing the state around the ruler.
When the Confucian advisers pressed their point, Li Ssu had many Confucian scholars killed and their books burned—considered a huge blow to the philosophy and Chinese scholarship.

During the Song Dynasty, the scholar Zhu Xi (AD 1130–1200) added ideas from Daoism and Buddhism into Confucianism.
In his life, Zhu Xi was largely ignored, but not long after his death his ideas became the new orthodox view of what Confucian texts actually meant. Modern historians view Zhu Xi as having created something rather different, and call his way of thinking Neo-Confucianism. Neo-Confucianism held sway in China, Korea, and Vietnam[37] until the 19th century.

http://en.wikipedia.org/wiki/Burning_of_books_and_burying_of_scholars

Burning of the books and burying of the scholars (traditional Chinese: 焚書坑儒; simplified Chinese: 焚书坑儒; pinyin: Fénshū Kēngrú) is a phrase that refers to a purported policy and a sequence of events in the Qin Dynasty of Ancient China, between the period of 213 and 206 BC. During these events, the Hundred Schools of Thought were pruned;legalism survived. One side effect was the marginalization of the thoughts of the school of Mozi and the survival of the thoughts of Confucius.

It is important to note, however, that few scholars today believe that Sima Qian’s account of the book-burning in the Records of the Grand Historian — the source of our knowledge about this event — reflects what actually happened.[1]

Contents
[hide]

1 Book burning

2 Burial of the scholars

3 See also

4 References

5 External links

[edit]Book burning

According to the Records of the Grand Historian, after Qin Shi Huangdi, the first emperor of China, unified China in 221 BC, his chancellor Li Si suggested suppressing the intellectual discourse to unify all thoughts and political opinions. This was justified by accusations that the intelligentsia sang false praise and raised dissent through libel.

Beginning in 213 BC, all classic works of the Hundred Schools of Thought — except those from Li Si’s own school of philosophy known as legalism — were subject to book burning.

Qin Shi Huangdi burned the other histories out of fear that they undermined his legitimacy, and wrote his own history books. Afterwards, Li Si took his place in this area.

Li Si proposed that all histories in the imperial archives except those written by the Qin historians be burned; that the Classic of Poetry, the Classic of History, and works by scholars of different schools be handed in to the local authorities for burning; that anyone discussing these two particular books be executed; that those using ancient examples to satirize contemporary politics be put to death, along with their families; that authorities who failed to report cases that came to their attention were equally guilty; and that those who had not burned the listed books within 30 days of the decree were to be banished to the north as convicts working on building the Great Wall. The only books to be spared in the destruction were books on war, medicine, agriculture and divination.[2]

[edit]Burial of the scholars
BOTS

After being deceived by two alchemists while seeking prolonged life, Qin Shi Huangdi ordered more than 460 scholars in the capital to be buried alive in the second year of the proscription, though an account given by Wei lan jiao in the 2nd century added another 700 to the figure. As some of them were also Confucian scholars, Fusu counselled that, with the country newly unified, and enemies still not pacified, such a harsh measure imposed on those who respect Confucius would cause instability.[3] However, he was unable to change his father’s mind, and instead was sent to guard the frontier in a de facto exile.

The quick fall of the Qin Dynasty was attributed to this proscription. Confucianism was revived in the Han Dynasty that followed, and became the official ideology of the Chinese imperial state. Many of the other schools had disappeared.

KKK

Britain’s Bloodiest Dynasty: Betrayal – Part 1 of 4
(The Real Game Of Thrones) |
Timeline
<https://www.youtube.com/watch?v=SV__onzXDIU>

Britain’s Bloodiest Dynasty: Hatred – Part 2 of 4
(The Real Game Of Thrones) |
Timeline
<https://www.youtube.com/watch?v=fegBQMYmfxM&t=1858s>

Britain’s Bloodiest Dynasty: Revenge – Part 3 of 4
(The Real Game Of Thrones) |
Timeline
<https://www.youtube.com/watch?v=iYBZVSShBIE>
Anointed By God
BS

Britain’s Bloodiest Dynasty: Tyranny – Part 4 of 4
(The Real Game Of Thrones) |
Timeline
<https://www.youtube.com/watch?v=FGvkuttgik0>

So Many Evils
SME
Silent Majority Evolve

Serpent Induced Neurosis

Walk Instep Sole Essence
WISE
Spirit Of Universal Law
SOUL
ION
It’s Omnipresent Natural

2B or not 2B
Socrates Terres-trials
ST
RICTURE
Reverent Intuitive Confucius Think Usurper Repo Equity
Picture
OITINGO
What IT Is
2B
Human
Once In There Is No Getting Out
Sock-Rates
Keep Money In Socks
In Days Of Old When Knights Were Bold
Cut
It Franky
“IF”

Short Circuit Illusion Eye Neutering Cause Effect
SCIENCE
Scripture Concentration Incineration Enrich Nefarious Camp Entrepreneurs
TITS
That Is 2 Say
State Church Intercourse Electromagnetic Nefarious Cause Effect
State Church
SC
Short Circuit
Law Society LS Long Study
PS
Power Struggle

The elenchus remains a commonly used tool in a wide range of discussions, and is a type of pedagogy in which a series of questions is asked not only to draw individual answers, but also to encourage fundamental insight into the issue at hand.

The problem of understanding Socrates as a philosopher is shown in the following: In Xenophon’s Symposium, Socrates is reported as saying he devotes himself
only to what he regards as the most important art or occupation,
that of discussing philosophy.
However, in
The Clouds,
Aristophanes portrays Socrates as accepting payment for teaching and running a sophist school with Chaerephon.
Also, in Plato’s Apology and Symposium, as well as in Xenophon’s accounts, Socrates explicitly denies accepting payment for teaching.

In the monologue of the Apology, Socrates states he was active for Athens in the battles of Amphipolis, Delium, and Potidaea.^[66] In the Symposium, Alcibiades describes Socrates’ valour in the battles of Potidaea and Delium, recounting how Socrates saved his life in the former battle (219e-221b). Socrates’ exceptional service at Delium is also mentioned in the Laches by the General after whom the dialogue is named (181b). In the Apology, Socrates compares his military service to his courtroom troubles, and says anyone on the jury who thinks he ought to retreat from philosophy must also think soldiers should retreat when it seems likely that they will be killed in battle.^[67]

Arrest of Leon

Plato’s Apology, parts 32c to 32d, describes how Socrates and four others were summoned to the Tholos, and told by representatives of the oligarchy of the Thirty (the oligarchy began ruling in 404 B.C.) to go to Salamis, and from there, to return to them with Leon the Salaminian. He was to be brought back to be subsequently executed. However, Socrates returned home and did not go to Salamis as he was expected to.^[78][79]

Trial and death

Causes of the trial

Socrates lived during the time of the transition from the height of the Athenian hegemony to its decline with the defeat by Sparta and its allies in the Peloponnesian War. At a time when Athens sought to stabilize and recover from its defeat, the Athenian public may have been entertaining doubts about democracy as an efficient form of government.
 Socrates appears to have been a critic of democracy,^[80]
and some scholars interpret his trial as an expression of political infighting.^[81]

Claiming loyalty to his city, Socrates clashed with the current course of Athenian politics and society.^[82] He praised Sparta, archrival to Athens, directly and indirectly in various dialogues.
One of Socrates’ purported offenses to the city was his position
as a social and moral critic.
Rather than upholding
a status quo
and
accepting the development
of what he perceived as immorality within his region,
Socrates questioned the collective notion of
“might makes right”
that he felt was common in Greece during this period.
Plato refers to Socrates as the “gadfly” of the state (as the gadfly stings the horse into action, so Socrates stung various Athenians), insofar as he irritated some people with considerations of justice and the pursuit of goodness.^[83]
His attempts to improve the Athenians’ sense of justice may have been the cause of his execution.

According to Plato’s Apology, Socrates’ life as the “gadfly” of Athens began when his friend Chaerephon asked the oracle at Delphi if anyone were wiser than Socrates; the Oracle responded that no-one was wiser.
Socrates believed the Oracle’s response was not correct,
because he believed he possessed no wisdom whatsoever.
He proceeded to test the riddle by approaching men considered wise by the people of Athens—statesmen, poets, and artisans—in order to refute the Oracle’s pronouncement.
Questioning them, however, Socrates concluded: while each man thought he knew a great deal and was wise, in fact they knew very little and were not wise at all.
Socrates realized the Oracle was correct; while so-called wise men thought themselves wise and yet were not,
he himself knew he was not wise at all, which, paradoxically, made him the wiser one
since he was the only person aware of his own ignorance.
Socrates’ paradoxical wisdom made the prominent Athenians he publicly questioned look foolish, turning them against him and leading to accusations of wrongdoing. Socrates defended his role as a gadfly until the end: at his trial, when Socrates was asked to propose his own punishment, he suggested
a wage paid by the government and free dinners for the rest of his life instead, to finance the time he spent as Athens’ benefactor.^[84]

Robin Waterfield suggests that Socrates was a voluntary scapegoat; his death was the purifying remedy for Athens’ misfortunes. In this view, the token of appreciation for Asclepius (the Greek god for curing illness) would represent a cure for Athens’ ailments.^[83]

Trial

Main article: Trial of Socrates

One day during the year 399 BC Socrates went on trial ^[85] and was subsequently found guilty of both corrupting the minds of the youth of Athens and of impiety (asebeia ^[86] – “not believing in the gods of the state”),^[87] and as a punishment sentenced to death, caused by the drinking of a mixture containing poison hemlock.^{[88][89][90][91]}

Death of Socrates

Socrates’ death is described at the end of Plato’s Phaedo, although Plato was not himself present at the execution. As to the veracity of Plato’s account it seems possible he made choice of a number of certain factors perhaps omitting others in the description of the death, as the Phaedo description does not describe progress of the action of the poison (Gill 1973) in concurrence with modern descriptions.^[92] Phaedo states, after drinking the poison, he was instructed to walk around until his legs felt numb. After he lay down, the man who administered the poison pinched his foot; Socrates could no longer feel his legs. The numbness slowly crept up his body until it reached his heart.

Socrates chose to cover his face during the execution (118 a6 Phaedo).^[93]

Phaedo (61c-69e ^[94]) states Socrates stated All of philosophy is training for death.^[95][96]

His last words

Socrates last words are thought to be ironic (C. Gill 1973),^[44] or sincere (J. Crooks 1998).^[97] Socrates speaks his last words to Crito (depending on the translation):

“Crito, we owe a rooster to Asclepius.
Please, don’t forget to pay the debt.” ^[98]
or
“Crito, we owe a cock to Asclepius, Pay it and do not neglect it.” ^[97]
or
“Crito, we owe a cock to Asclepius, make this offering to him and do not forget” ^[99]

RE
Refused escape

So Many Evils
SME
Silent Majority Evolve
Shouting 4 God Sake
IV
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1 law of 3
4
SEE
Stringent Essence Enforcement
2A
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Socrates turned down Crito’s pleas to attempt an escape from prison. Xenophon and Plato agree that Socrates had an opportunity to escape, as his followers were able to bribe the prison guards. There have been several suggestions offered as reasons why he chose to stay:

1. 1. He believed such a flight would indicate a fear of death, which he believed no true philosopher has.

1. 1. If he fled Athens his teaching would fare no better in another country, as he would continue questioning all he met and undoubtedly incur their displeasure.

1. 1. Having knowingly agreed to live under the city’s laws, he implicitly subjected himself to the possibility of being accused of crimes by its citizens and judged guilty by its jury. To do otherwise would have caused him to break his “social contract” with the state, and so harm the state, an unprincipled act.

1. If he escaped at the instigation of his friends, then his friends would become liable in law.^{[100]
   100TH}
   

The full reasoning behind his refusal to flee is the main subject of the Crito.^[101][102] In as much as Socrates drank hemlock willingly without complaint (having decided against fleeing), R.G. Frey(1978) has suggested
in truth,
IT
Socrates chose to commit suicide.^[103][104]

Give Me Sanity
Hemlock And Blindfold
HAB
IT
Invincible Triad
1 law of 3

MORES

Mores (/ˈmɔːreɪz/ sometimes /ˈmɔːriːz/;^[1] from Latin mōrēs, [ˈmoːreːs], plural form of singular mōs, meaning “manner”, “custom”, “usage”, “habit”) was introduced from English into American English by William Graham Sumner (1840–1910), an early U.S. sociologist, to refer to social norms that are widely observed and are considered to have greater moral significance than others. Mores include an aversion for societal taboos, such as incest.^[2]The mores of a society usually predicate legislation prohibiting their taboos. Often, countries will employ specialized
vice squads or vice police
engaged in suppressing specific crimes
offending the societal mores.

The English word morality comes from the same Latin root “mōrēs”, as does the English noun moral.
However,
mores do not, as is commonly supposed, necessarily carry connotations of morality.
Rather, morality can be seen as a subset of mores, held to be of central importance in view of their content, and often formalized in some kind of
moral code.
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Star Light
So

The problem with discerning Socrates’ philosophical views stems from the perception of contradictions in statements made by the Socrates in the different dialogues of Plato; and in later dialogues Plato used the character Socrates to give voice to views that were his own. These contradictions produce doubt as to the actual philosophical doctrines of Socrates, within his milieu and as recorded by other individuals.^[30] Aristotle, in his Magna Moralia, refers to Socrates in words which make it patent that the doctrine
virtue is knowledge was held by Socrates.
Within the Metaphysics, he states Socrates was occupied with the search for
MORAL VIRTUES,
being the
‘first to search for universal definitions for them ‘.^[31]

HAR
D
HAR HAR

Infinite Faces
“IF”
2B or not 2B
frank
ME
Mother Earth
What’s Up Doc!!!


OWE
On Wall Eh
!!!

Not Talking About Football Eh
******
!!!
2024 BC vs 2024 AD

Tut Tut
The People

DC
Double Cross
XY
Peace On Earth

Pass On Eh
POE
Pass Over Eh

OMEN
Old money Evolves Nefariously
Old serpents never die they just shed their skins and Fly
As We Die
AWD
IV
4
Way Flasher
POE
Peace On Earth
Mayday Mayday Mayday
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Pirates Of The Universe
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In-Filtrated
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AI
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OK
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CC
Christianity Church
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!!!
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Do Ya Eh
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Is Cast
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ing
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2/25/13
BREAKING NEWS
“The Downfall of the Vatican The Queen & The System”<https://www.youtube.com/watch?v=9XttXhxYIKI>
7
Years And Waiting
YAW
BRAKING NEWS

QE
Queen Emily
Egyptian Reptilian
S.O.B.
Smorgasbord Of Beliefs
Pin Baal
Kaleidoscopic Ricochet Inevitable Collision Karma Yo-yos
KRICKY

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The People

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2P
Puppy Play

SO
Slow Opening
4 min +-

LON
Law Of Non
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IE
DON
TITS
That Is 2 Say

Dictator Democracy
2D
Mind Control
MC
Monetary Control
Patent Theft PT TP Turning point
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4
100+

4/25/18
An interview with DAVID HAWKINS FROM ABEL
DANGER
<https://www.youtube.com/watch?v=zNiEHfoi8m0>
AI Canada Involve 911/ Pig Farm Snuffs
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on like that

OMEN
Old Money Evolves Nefariously
Old Serpents Never Die They Just Shed Their
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AWD
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4

Romans 13 Today

Sty
HI
Hitler Ike
Puppets Of War
POW

Pirates Of The Universe
POTU
ESP
Eat Self Profusely

MC
Mores Code
Morse Code
MIC
Military Intervention Code-x

ETC
Entertain Thinking Confucius
551 BC – 479 BC

Feminine Masculine
FM
Frequency Modulation
FM
Follow Money

https://en.wikipedia.org/wiki/Pedagogy
Pedagogy (/ˈpɛdəˌɡɒdʒi/) is the discipline that deals with the theory and practice of teaching.^[1][2] Pedagogy informs teaching strategies, teacher actions, and teacher judgments and decisions by taking into consideration theories of learning, understandings of students and their needs,
and
the backgrounds
and
interests of individual students.^[3][4]
Pedagogy includes how the teacher interacts with students and the social and intellectual environment the teacher seeks to establish.^[3][4] Spanning a broad range of practice, its aims range from furthering liberal education (the general development of human potential) to the narrower specifics of vocational education (the imparting and acquisition of specific skills).

Duality Duelity
Deranged Righteous
DR
Democrat Republican
Humane-IT-y
[AWOL]
Left Or Right Eh
LORE
There Of Aspiring Deceptive Serpents
TOADS

Critical pedagogy is both a pedagogical approach and a broader
social movement.
Critical pedagogy acknowledges that educational practices are contested and shaped by history,
schools are not politically neutral spaces
and teaching
is
political.
Decisions regarding the curriculum, disciplinary practices, student testing, textbook selection, the language used by the teacher, and more can empower or disempower students. It recognises that educational practices favour some students over others and some practices harm all students. It also recognises that educational practices often favour some voices and perspectives while marginalising or ignoring others. Another aspect examined is the power the teacher holds over students and the implications of this. Its aims include empowering students to become active and engaged citizens, who are able to actively improve their own lives and their communities.^[13]

Critical pedagogical practices may include, listening to and including students’ knowledge and perspectives in class, making connections between school and the broader community, and posing problems to students that encourage them to question assumed knowledge and understandings. The goal of problem posing to students is to enable them to begin to pose their own problems. Teachers acknowledge their position of authority and exhibit this authority through their actions that support students.^[13]

See Saw

DC
Ass Smile
from a
Veil

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 Critical Think
CT
Cut To
The Chase
Christian Err-a
CE
Cutting Edge

Orbit Obit

God proclaimed de jure Constitution
Moses Or Jesus Opt
MOJO
front
2A
administer antithesis
2D
De facto Dog
Star
Deep State
6
Facts must have root 2 take root
God Coherency
“Catch 22”
must have semblance 2 catch doG
Chase Tail
CT
Critical Think

Romans Empire RE Reverse Engine
GORE
Glory Of Rome Eh
PRS
Problem Reaction Solution
Create Panic
4
“IT”
Intended Solution

Common Knowledge fundamental 2 Common Sense
PS
Pertinent Survival

Censoring Awry

MO
OJ TASK
Obstruct Justice Truth And Source Kill

Later Gator
Space And Time
SAT
As Time Goes
X
TNT
Time Now Transient
Flash
X
Eye
I
as U will



Nil In Crib
19
4
2
GO
10/23
Psalm
10/4
Retired
2004
City Of Toronto
LS
Land Surveys
PM
Property Management
CS
Civil Servant

VS
PM
LS
Law Society
Usurper Notary
UN

T.O.
LAG
Leslie And Gerrard
St
Til
13
Cottaged Eh
2B
Big Bay
Point
WE
Wealth Eh
Two Worlds Am I Nee
TWAIN
ed
101
ATM
Allergic To Money
EH
!!!

Pineal Gland
PG
Placebo Gazebo
Build Your Own Beliefs BYOB Bring Your Own Booze
One And Same Trait
OAST
Once Again Systemic Termination
BS
Bible Struck
BA
Bachelor Arts
ODE
Of Deal Eh
2A
Assess Antiquity
ACT
Anathema Consciousness Today
DTS
Drugs To Supplement
Revelations Curia-tions
RC
arsy
Top Researchers Afraid Credibility Handout Economic Assets Loss
TRACHEAL
BS
Benevolent Suici-dation
TV
Tubular-ation Venereal-dation

Reoccurring “Lost Civilization” Due Process
Know As Ark
KAA
Arms Race Eh
ARE
Was
Eh

SMILES
Silent Majority Intercourse Liquidity Essence Scarce
Crow
Web Of Mouth
NYET
Not Yet Electromagnetic Transmitted

3/31/19
19
Nil In Crib Kayfabe
NICK
errs
AIRS
as U will

Free-dumb Ignorant Bliss
ET
TE
To End
Turn A New Leaf
FIG
meant
MO
OM
Omnipresent Machination
ATM
as U will

Bringing Down The House
Host
as U will
America Greatest Eh
Age
Art
As Righteous Treachery
Of Deal Eh
ODE
2
A
Mocking Bird

I aint no
WIFE
Wrong Innocent For Enslavement

Romans 13 Today
TM
Transcendental Meditation
Right Ya R Lefty
Tenant Migration
BUTT
Money was Good
Toad Warts Omnipresent
2T

Two Tangled
Eh Schwartz Pecuniary
ESP
DS
6
Glory Of Rome Eh
GORE
SIN
Tom
1
Thumb
Upper orifice other Lower
Reluctant
2
Switch
2D
Duality Duelity
Schizo
MC
Musical Chairs
www C22-13 .com
Benevolent Auto Diversions
BAD
LOL
Facts must have root 2 take root
God Coherency
“Catch 22”
must have semblance 2 catch doG
Chase Tail
Critical Think CT Child Traffic
Good Or Bad Sync
GOBS
as U will

1/29/18
David Cay Johnston ‘It’s Worse Than You Think: What the Trump Administration Is Doing to America’
<https://www.youtube.com/watch?v=Azck1jY79cA>
Trump
2
Finish Us
Off
What
Demo-c-rats Started
DS
6
Duality Duelity
DR
Demo-c-rat Re-pub-li-can
Apse
BS
Backroom Settlements
MC
Musical Chairs
Trickle Down
TD
Turning Point
TP
To People
Same Or Less
SOL
Spirit Of Law
IE
Irrelevant Roman Economics
IRE
Opt
ED
Expose Depose
All Eh
AE
IOU
Y
Always Y Eh
AYE
All Ways Eh
AWE
Butt Head
BH
Blow Hole
It Is
All Corrupt
AC
Alternating Current
DC
Direct Current
Critical Think CT Censor Treachery
Frustration As Mass Ignorance Nourishes Extinction
FAMINE

US
DTS
Deliberations Terminating Sanity
IV
Ignorant Vote
Intra-Venus
IV

Lucifer Omnipresent Venus Equilibrium
LOVE

DR
Demo-c-rat Re-pub-li-can
Religious Political Media Segregate
RPMS
PRAMS
Political Religious Activists Mindset Scramblers
Strangelove

When the moon hits your Eyes

DTs
Dont That
PRICK mi FIBIB
HOW
now
Fat
brown
COW

HOW
much wood would a wood chuck chuck
“IF”
HOW
Head Of Wood
X
Rote
Murder She Wrote
4
C
NEWS
Never Ending War Story
GAUZE
Gaza Strip
O O
Ogre Ogle
Gals And Guys
GAG
Order
Trust
Minds
Never More
Take It Off
!!!

Hey U guys 1&2
Immaculate-Con-ception
IC
Incontinent Continuance
In my face 4 your information
1 law of 3
4
SEE
Stringent Essence Enforcement
FEE
(free)
FIT
Foresee IT
Y
Always Y Eh
AYE
Always Eh
AE
IOU
Y

EI  EI
O
Y

www.GR2.rocks

 2/22/18
David Cay Johnston & Greg Palast: What the Trump Administration Is Doing to America
<https://www.youtube.com/watch?v=vtBXhiKZjWk>
ET
Emphasis Trump
Eh
Holy
Corrupt Or What
COW
was
911
Afghanistan Iraq
AI
Artificial Intel
A good reason
4
Your Soldiers
What about Hillary’s involvement in nuclear to Russia
Clinton Foundation
Clinton Bush Crime Families
What about
O&O
On & On

2/2/18
DAVID CAY JOHNSTON: LIVING IN TRUMP’S AMERICA
<https://www.youtube.com/watch?v=HSTKcGieq6E>
Systemic Crime Inherent Economics Nefarious Cause Effect
SCIENCE
State Church Intercourse Electromagnetic Nuance Cause Effect
DR
Damn Russians
2T

Tap Tag
Thin air pecuniary Thin air god
Thin
Air Head
AH
SO
Symmetry Operand

LATER GATOR
Co-op
Symmetry
Cemetery
as U will
DO
Dream On
“IT”s
A Scream

11/20/18
BILL PRESS: THE CASE AGAINST TRUMP
<https://www.youtube.com/watch?v=m2usi6n6CdE>
Common
Wealth Eh
WE
G W Bush Good Eh!!!
As Righteous Treachery
SOT
State Of Thee
ART
Bachelor Thereof

HEY
Stop it U guys 1 &2
IC
Incontinence Continuance
In My Face Eh
1 law of 3
eh
Consider Eh
CE
Christian Era
CE
Criminal Element
CE
Common Element

HEY
Stop it U guys 1 &2
IC
Incontinence Continuance
In My Face Eh
1 law of 3
eh
Consider Eh
CE
Christian Era
CE
Criminal Element
CE
Common Element
2D
Duality Duelity

Common Knowledge fundamental 2 Common Sense
1 law of 3
2T

Triple Think

WATCH
33
CNN
4
The Last Days Of
Our Lives Eh
OLE
!!!
as U will
or
Roman Empire RE Reverse Engine
As
ST
Stomach Turns
1st
To Go Eh
!!!

4/28/18
Armageddon and the New
5G
Network Technology: w/ guest Scott Hensler
 <https://www.youtube.com/watch?v=RZgcmL7YsUk>
Frequency Interactive Vibrations Electromagnetic Genocide
5G
Shoeman Resonances

Oops
That would B
https://en.wikipedia.org/wiki/Schumann_resonances
Schumann Resonances
Wag The Dog
eh
!!!

1/13/19
AV9 – Mark Steele – 5G : The Existential Threat …
&
The Opportunity!
<https://www.youtube.com/watch?v=qih2K5uCF10>

as U will
or
re
Reverse Engineer

Kiss Wick

AGE
Ass Good Exodus

https://www.youtube.com/watch?v=l3QxT-w3WMo
ROB
Rivers Of Babble
ON
&
ON

Y

Space And Time
SAT
as
A
Blind Eyed
Cat

Good Old Days

STRICTURE
13
Socrates Reverent Intuitive Confucius Think Usurper Repo Equity
STROKIN
Left And Right Kayfabe
LARK
Just
4
eh
MORES

HOLISM
not 2B con
with -negative- holism
Can’t believe 8 the whole thing

Baker’s Dozen
Knead 2 Know
Go
FIT
4
IT
FG
GF
Go Figure
8
1 law of 3
Heaven On Earth
HOE

BO CURE 13
Black Ops
Capitalist Usurper Reincarnation Eliminators
Truths Holistic Interactive Retrospect Transcendental Electromagnetism Enslavers Nemesis
1 law of 3
IV
Infrasonic Vibrations

WOOL
Wrongs Obfuscate Obtrusive Lucidity
Over Lucid Eyes

Mary had a little lamb who thought was delicious and made a lovely stole
TITS
That Is To Say
We See U
OLE

Success Obtrusively Succinct
SOS
Deep State
DS
Deep 6

Religious Political Media Segregates
RPMS
PRAMS
Political Religious Activists Mindset Scramblers

Double Cross
“Do unto others as U would have them do unto U”
DTS
Double Think Syndrome
Tyrannical Insidiously Cheeky
TIC
TOC
Turn Other Cheek

Forgive And Let Live
FALL
As We Die
AWD
IV
4
Way Flasher
2Ls
Law society Lemming syndrome
Pardon Me I’ll Pardon U
Trump Card
Arc Contract
AC
Alternating Current
Art
Of Deal Eh
ODE
2
Roman Empire RE Reverse Engine
Member
4F

Confucius
551BC – 479BC

Underground Pharisees Sub-terfuge
De facto
PS
Pharisees Scribes
Babble On

King James Bible
The Pagan Origins Of Jesus Christ
https://www.youtube.com/watch?v=KQpxa32WqEc
Jesus was Black and Never Crossed
HUE
Hung Up Eh
!!!
and on like that in
NEWS
Never Ending War Story
X
Rote
“Murder She Wrote”
Glory Of Rome Eh
GORE
!!!

11/09/08
We Love Museums… Do Museums Love Us Back?
<https://www.youtube.com/watch?v=gaFbmuEUdwI>
Oh Oh
Pinky knows too much

Censorship Awry

Just can’t seem 2 get enough of it
Duality Duelity
Wouldn’t Have It
Any Other Way
!!!
Nigh on 60 years Ago
I met Jackie at a Toronto Bar
Who I gave a wink embarrassing the other 5 with me as Jackie
Directed his her Song
2
Me
as we arrived
ha ha ha
embarrassing
Me
2
Long Hair Then
Painted Long Fingernails
2
He She
Not
Me
Long Hair Now
Fingernails Unpainted
Long enough to scratch my Back
alas
Catch 22
Arms Length Enigma

Say Uncle Eh
RA
Run Around
SUE

Let Us Pray

Homely Eh
HE

Who Said That!!!

2B
Lucid
Scott
Sorry 2 # 2 Chris

1 law of 3
NFG
None Family Gay
in anyway
meaning
of the
Word

HOE
Heaven On Earth

Peace On Earth
POE
Macabre Mystery
IT’s Been A Tough Road
2
HOE

Sorry About That
SAT
Serenity Transcendental
ST
SWIM
Sum Where Inherent Manifest

Space And Time
ST
Story Tell

SWAM as Uncle Sam Robbing Apostles RA Rothschild Aggregate
Shark Wide Astro Mouth
I’ll B Damned

A Whopper Eh
All In
AWE

Good Old Boys Saturns
GOBS
Network
CNN
Aggregate
BS
Band-aid Solutions
Posse Comitatus
WE
Warning Eh
2
Who Eh
QUI

Ant Eater
AE
IOU
Y

Always

TNT
Time Now Transient

Butt Wait

GI
Give It
What
4
EH!!!

4th
Wall Ace

Can U Tell

2T

Try This

So Many Evils
SME
Silent Majority Evolving
Shouting 4 God Sake
SEE
Stringent Essence Enforcement
IV
Infrasonic Vibrations

1 law of 3
4
Way Flasher

Gimee 1 Reason
2
Stay Here
Shhhh
1/25/18
Chris Hedges (Jan 26, 2018) – On The Fall Of America
<https://www.youtube.com/watch?v=ZbrkKN6S1NU>

Fall Of Rome Eh

STRICTURE 13
Criticism, Attack, Rebuke, Censure, Dressing-down, Telling Off, Limit, Parameter

SOS
Sound Of Silence
PC
Personal Computer
ST
Siamese Temples
Conduit
Left And Right
VS
Virus SlIck
Humane-IT-y Co-Op
[AWOL]
Grand Theft
AUTO
Priority One Eh
POE
Macabre Mystery
SCIENCE
State Church Intercourse Essence Nefarious Cause Effect
PHD
Profession Heist Demon-strative
SC
State Church
PS
Power Struggle
Take
IE
Infinite Everything
Out
On Us Sovereign Transcendental
OUST

Outside Routine Box Intrinsic Truth Reverse Osmosis Psychosis

Vault Evidence Till Obit
VETO

Who the Balls 2 say 911 an inside Falls

OJ TASK
Obstruct Justice Truth And Source Kill

Bar 2 Bar
Justice

Corporations R Legal Persons

ST
SOCRATES TEETER
Search Omnipresent Critical Rationale Accountable Truth Extraction Supposium
Taut Electromagnetic Elitists Transcendental Elongated Reckoning
1 law of 3
Critical Think
CT
Crossed “I”s
Twinning Thinning Theorem
TWIN
Till Was Inherently Nought
but toothpicks 2 pick bones
with each other

I I I
Bias con-UN-drum Sect
BUNS
ASS
as U will
Annihilation Systemic Structure
AD LIB
Assured Demise Locked In Belief

Siamese Temples
ST
Left And Right
of
Center
3rd Eye
1 law of 3
Pituitary Gland
PG
vs
Placebo Gazebo

Boy Cried
BC
Wolf

Toad Road

Ang(st)

Serpent Induced Neurosis

Man Unequivocally Smarter Eh!!
MUSE
E
GAD
Gerunds And Danglings

PRICK mi FIBIB
Political Religious Illusion Charlatan Kayfabe
media inciting
Fickle Inherent Bias Ignorant Bliss

Smorgasbord Of Beliefs
S.O.B.
Kaleidoscopic Ricochet
Inevitable Collision
IC
Immaculate Con-ception

Build Your Own Beliefs BYOB Bring Your Own Booze
OAST
One And Same Taint

2B or not 2B
ST
RICTURE
Reverent Intuitive Confucius Think Usurper Repo Equity
Picture
OITINGO
What IT Is
2B
Human
Once In There Is No Getting Out

Short Circuit Intuitive Eye Neutering Cause Effect
SCIENCE
Scripture Concentration Incineration Enrich Nefarious Camp Entrepreneurs

The elenchus remains a commonly used tool in a wide range of discussions, and is a type of pedagogy in which a series of questions is asked not only to draw individual answers, but also to encourage fundamental insight into the issue at hand.

The problem of understanding Socrates as a philosopher is shown in the following: In Xenophon’s Symposium, Socrates is reported as saying he devotes himself
only to what he regards as the most important art or occupation,
that of discussing philosophy.
However, in
The Clouds,
Aristophanes portrays Socrates as accepting payment for teaching and running a sophist school with Chaerephon.
Also, in Plato’s Apology and Symposium, as well as in Xenophon’s accounts, Socrates explicitly denies accepting payment for teaching.

In the monologue of the Apology, Socrates states he was active for Athens in the battles of Amphipolis, Delium, and Potidaea.^[66] In the Symposium, Alcibiades describes Socrates’ valour in the battles of Potidaea and Delium, recounting how Socrates saved his life in the former battle (219e-221b). Socrates’ exceptional service at Delium is also mentioned in the Laches by the General after whom the dialogue is named (181b). In the Apology, Socrates compares his military service to his courtroom troubles, and says anyone on the jury who thinks he ought to retreat from philosophy must also think soldiers should retreat when it seems likely that they will be killed in battle.^[67]

Arrest of Leon

Plato’s Apology, parts 32c to 32d, describes how Socrates and four others were summoned to the Tholos, and told by representatives of the oligarchy of the Thirty (the oligarchy began ruling in 404 B.C.) to go to Salamis, and from there, to return to them with Leon the Salaminian. He was to be brought back to be subsequently executed. However, Socrates returned home and did not go to Salamis as he was expected to.^[78][79]

Trial and death

Causes of the trial

Socrates lived during the time of the transition from the height of the Athenian hegemony to its decline with the defeat by Sparta and its allies in the Peloponnesian War. At a time when Athens sought to stabilize and recover from its defeat, the Athenian public may have been entertaining doubts about democracy as an efficient form of government.
 Socrates appears to have been a critic of democracy,^[80]
and some scholars interpret his trial as an expression of political infighting.^[81]

Claiming loyalty to his city, Socrates clashed with the current course of Athenian politics and society.^[82] He praised Sparta, archrival to Athens, directly and indirectly in various dialogues.
One of Socrates’ purported offenses to the city was his position
as a social and moral critic.
Rather than upholding
a status quo
and
accepting the development
of what he perceived as immorality within his region,
Socrates questioned the collective notion of
“might makes right”
that he felt was common in Greece during this period.
Plato refers to Socrates as the “gadfly” of the state (as the gadfly stings the horse into action, so Socrates stung various Athenians), insofar as he irritated some people with considerations of justice and the pursuit of goodness.^[83]
His attempts to improve the Athenians’ sense of justice may have been the cause of his execution.

According to Plato’s Apology, Socrates’ life as the “gadfly” of Athens began when his friend Chaerephon asked the oracle at Delphi if anyone were wiser than Socrates; the Oracle responded that no-one was wiser.
Socrates believed the Oracle’s response was not correct,
because he believed he possessed no wisdom whatsoever.
He proceeded to test the riddle by approaching men considered wise by the people of Athens—statesmen, poets, and artisans—in order to refute the Oracle’s pronouncement.
Questioning them, however, Socrates concluded: while each man thought he knew a great deal and was wise, in fact they knew very little and were not wise at all.
Socrates realized the Oracle was correct; while so-called wise men thought themselves wise and yet were not,
he himself knew he was not wise at all, which, paradoxically, made him the wiser one
since he was the only person aware of his own ignorance.
Socrates’ paradoxical wisdom made the prominent Athenians he publicly questioned look foolish, turning them against him and leading to accusations of wrongdoing. Socrates defended his role as a gadfly until the end: at his trial, when Socrates was asked to propose his own punishment, he suggested
a wage paid by the government and free dinners for the rest of his life instead, to finance the time he spent as Athens’ benefactor.^[84]

Robin Waterfield suggests that Socrates was a voluntary scapegoat; his death was the purifying remedy for Athens’ misfortunes. In this view, the token of appreciation for Asclepius (the Greek god for curing illness) would represent a cure for Athens’ ailments.^[83]

Trial

Main article: Trial of Socrates

One day during the year 399 BC Socrates went on trial ^[85] and was subsequently found guilty of both corrupting the minds of the youth of Athens and of impiety (asebeia ^[86] – “not believing in the gods of the state”),^[87] and as a punishment sentenced to death, caused by the drinking of a mixture containing poison hemlock.^{[88][89][90][91]}

Death of Socrates

Socrates’ death is described at the end of Plato’s Phaedo, although Plato was not himself present at the execution. As to the veracity of Plato’s account it seems possible he made choice of a number of certain factors perhaps omitting others in the description of the death, as the Phaedo description does not describe progress of the action of the poison (Gill 1973) in concurrence with modern descriptions.^[92] Phaedo states, after drinking the poison, he was instructed to walk around until his legs felt numb. After he lay down, the man who administered the poison pinched his foot; Socrates could no longer feel his legs. The numbness slowly crept up his body until it reached his heart.

Socrates chose to cover his face during the execution (118 a6 Phaedo).^[93]

Phaedo (61c-69e ^[94]) states Socrates stated All of philosophy is training for death.^[95][96]

His last words

Socrates last words are thought to be ironic (C. Gill 1973),^[44] or sincere (J. Crooks 1998).^[97] Socrates speaks his last words to Crito (depending on the translation):

“Crito, we owe a rooster to Asclepius.
Please, don’t forget to pay the debt.” ^[98]
or
“Crito, we owe a cock to Asclepius, Pay it and do not neglect it.” ^[97]
or
“Crito, we owe a cock to Asclepius, make this offering to him and do not forget” ^[99]

RE
Refused escape

So Many Evils
SME
Silent Majority Evolve
Shouting 4 God Sake
way flashers
1 law of 3
SEE
Stringent Essence Enforcement
2A
As Above

Socrates turned down Crito’s pleas to attempt an escape from prison. Xenophon and Plato agree that Socrates had an opportunity to escape, as his followers were able to bribe the prison guards. There have been several suggestions offered as reasons why he chose to stay:

1. 1. He believed such a flight would indicate a fear of death, which he believed no true philosopher has.

1. 1. If he fled Athens his teaching would fare no better in another country, as he would continue questioning all he met and undoubtedly incur their displeasure.

1. 1. Having knowingly agreed to live under the city’s laws, he implicitly subjected himself to the possibility of being accused of crimes by its citizens and judged guilty by its jury. To do otherwise would have caused him to break his “social contract” with the state, and so harm the state, an unprincipled act.

1. If he escaped at the instigation of his friends, then his friends would become liable in law.^[100]

The full reasoning behind his refusal to flee is the main subject of the Crito.^[101][102] In as much as Socrates drank hemlock willingly without complaint (having decided against fleeing), R.G. Frey(1978) has suggested
in truth,
IT
Socrates chose to commit suicide.^[103][104]

Give Me Sanity
Hemlock And Blindfold
HAB
IT
Invincible Triad
1 law of 3

MORES

Mores (/ˈmɔːreɪz/ sometimes /ˈmɔːriːz/;^[1] from Latin mōrēs, [ˈmoːreːs], plural form of singular mōs, meaning “manner”, “custom”, “usage”, “habit”) was introduced from English into American English by William Graham Sumner (1840–1910), an early U.S. sociologist, to refer to social norms that are widely observed and are considered to have greater moral significance than others. Mores include an aversion for societal taboos, such as incest.^[2]The mores of a society usually predicate legislation prohibiting their taboos. Often, countries will employ specialized
vice squads or vice police
engaged in suppressing specific crimes
offending the societal mores.

The English word morality comes from the same Latin root “mōrēs”, as does the English noun moral.
However,
mores do not, as is commonly supposed, necessarily carry connotations of morality.
Rather, morality can be seen as a subset of mores, held to be of central importance in view of their content, and often formalized in some kind of
moral code.
???

The problem with discerning Socrates’ philosophical views stems from the perception of contradictions in statements made by the Socrates in the different dialogues of Plato; and in later dialogues Plato used the character Socrates to give voice to views that were his own. These contradictions produce doubt as to the actual philosophical doctrines of Socrates, within his milieu and as recorded by other individuals.^[30] Aristotle, in his Magna Moralia, refers to Socrates in words which make it patent that the doctrine
virtue is knowledge was held by Socrates.
Within the Metaphysics, he states Socrates was occupied with the search for
MORAL VIRTUES,
being the
‘first to search for universal definitions for them ‘.^[31]

MC
Mores Code
Morse Code
MIC
Military Intervention Code-x

ETC
Entertain Thinking Confucius
551 BC – 479 BC

Feminine Masculine
FM
Frequency Modulation
FM
Follow Money

https://en.wikipedia.org/wiki/Pedagogy
Pedagogy (/ˈpɛdəˌɡɒdʒi/) is the discipline that deals with the theory and practice of teaching.^[1][2] Pedagogy informs teaching strategies, teacher actions, and teacher judgments and decisions by taking into consideration theories of learning, understandings of students and their needs,
and
the backgrounds
and
interests of individual students.^[3][4]
Pedagogy includes how the teacher interacts with students and the social and intellectual environment the teacher seeks to establish.^[3][4] Spanning a broad range of practice, its aims range from furthering liberal education (the general development of human potential) to the narrower specifics of vocational education (the imparting and acquisition of specific skills).

Duality Duelity
Deranged Righteous
DR
Democrat Republican
Humane-IT-y
[AWOL]
Left Or Right Eh
LORE
There Of Aspiring Deceptive Serpents
TOADS

Critical pedagogy is both a pedagogical approach and a broader
social movement.
Critical pedagogy acknowledges that educational practices are contested and shaped by history,
schools are not politically neutral spaces
and teaching
is
political.
Decisions regarding the curriculum, disciplinary practices, student testing, textbook selection, the language used by the teacher, and more can empower or disempower students. It recognises that educational practices favour some students over others and some practices harm all students. It also recognises that educational practices often favour some voices and perspectives while marginalising or ignoring others. Another aspect examined is the power the teacher holds over students and the implications of this. Its aims include empowering students to become active and engaged citizens, who are able to actively improve their own lives and their communities.^[13]

Critical pedagogical practices may include, listening to and including students’ knowledge and perspectives in class, making connections between school and the broader community, and posing problems to students that encourage them to question assumed knowledge and understandings. The goal of problem posing to students is to enable them to begin to pose their own problems. Teachers acknowledge their position of authority and exhibit this authority through their actions that support students.^[13]

http://en.wikipedia.org/wiki/Confucius
According to tradition, Confucius was born in 551 B.C., in the Spring and Autumn Period, at the beginning of the Hundred Schools of Thought philosophical movement.
Confucius was born in or near the city of Qufu (曲阜), in the Chinese State of Lu (魯) (now part of Shandong Province).
Early accounts say that he was born into a poor but noble family that had fallen on hard times.[8]

Confucius was from a warrior family. His father Shulianghe (叔梁紇) had military exploits in two battles and owned a fiefdom.
he Records of the Grand Historian (史記), compiled some four centuries later, states that Confucius was born as a result of a yehe (野合), or “illicit union”.[9]

His father died when Confucius was three years old,[10] and he was brought up in poverty by his mother.

His social ascendancy linked him to the growing class of shì (士), a class whose status lay between that of the old nobility and the common people,
that comprised men who sought social positions on

the basis of talents and skills, rather than heredity.

As a child, Confucius was said to have enjoyed putting ritual vases on the sacrifice table.[9]
He married a young girl named Qi Guan (亓官) at 19 and she gave birth to their first child, Kong Li, (孔鯉) when he was 20.
Confucius is reported to have worked as a shepherd, cowherd, clerk, and a book-keeper.[11]
His mother died when Confucius was 23, and he entered three years of mourning for the loss of his mother.

Confucius is said to have risen to the position of
Justice Minister
(大司寇) in Lu at the age of 53.[12]
According to the Records of the Grand Historian, the neighboring state of Qi (齊)was worried that Lu was becoming too powerful.
Qi decided to sabotage Lu’s reforms by sending 100 good horses and 80 beautiful dancing girls to the Duke of Lu.
The Duke indulged himself in pleasure and did not attend to official duties for three days.
Confucius was deeply disappointed and resolved to leave Lu and seek better opportunities,
yet to leave at once would expose the misbehavior of the Duke and therefore bring public humiliation to the ruler Confucius was serving,
so Confucius waited for the Duke to make a lesser mistake.
Soon after, the Duke neglected to send to Confucius a portion of the sacrificial meat that was his due according to custom,
and Confucius seized this pretext to leave both his post and the state of Lu.[9][13]

Although Confucianism is often followed in a religious manner by the Chinese, arguments continue over whether it is a religion.
Confucianism discusses elements of the afterlife and views concerning tian (Heaven),
but it is relatively unconcerned with some spiritual matters often considered essential to religious thought, such as the nature of the soul.

In the Analects (論語), Confucius presents himself as a
“transmitter who invented nothing”.[6]
He puts the greatest emphasis on the importance of study,[18][19]
and it is the Chinese character for study (or learning) that opens the text.
In this respect, he is seen by Chinese people as the Greatest Master.[20]
Far from trying to build a systematic theory of life and society or establish a formalism of rites,
he wanted his disciples

TO THINK

deeply for themselves and relentlessly study the outside world,[21]
mostly through the old scriptures and by relating the
MORAL PROBLEMS
of the present to past political events
(like the Annals) or
past expressions of feelings by common people and reflective members of the elite, preserved in the poems of the Book of Odes (詩經).[22][23]

Often overlooked in Confucian ethics are the virtues to the self,
namely sincerity and the cultivation of knowledge.
Virtuous action towards others begins with virtuous and sincere thought, which begins
WITH KNOWLEDGE.
A virtuous disposition
WITHOUT KNOWLEDGE
is susceptible to corruption and virtuous action without sincerity is not true righteousness.

Cultivating knowledge and sincerity is also important for one’s own sake;
the superior person loves learning for the sake of learning and righteousness for the sake of righteousness.

Two of Confucius’s most famous later followers emphasized radically different aspects of his teachings.
In the centuries after his death, Mencius (孟子)[35] and Xun Zi (荀子)[36] both composed important teachings elaborating in different ways
on the fundamental ideas associated with Confucius.
Mencius (4th century BC) articulated the innate goodness in human beings as a source of the ethical intuitions that guide people towards rén, yì, and lǐ,
while Xun Zi (3rd century BC) underscored the realistic and materialistic aspects of Confucian thought,
stressing that morality was inculcated in society through tradition and in individuals through training.
In time, their writings, together with the Analects and other core texts came to constitute the philosophical corpus of Confucianism.

This realignment in Confucian thought was parallel to the development of Legalism,
which saw filial piety as self-interest and not a useful tool for a ruler to create an effective state.
A disagreement between these two political philosophies came to a head in 223 BC when the Qin state conquered all of China. Li Ssu,
Prime Minister of the Qin Dynasty convinced Qin Shi Huang to abandon the Confucians’ recommendation of awarding fiefs akin to the Zhou Dynasty before them
which he saw as counter to the Legalist idea of centralizing the state around the ruler.
When the Confucian advisers pressed their point, Li Ssu had many Confucian scholars killed and their books burned—considered a huge blow to the philosophy and Chinese scholarship.

During the Song Dynasty, the scholar Zhu Xi (AD 1130–1200) added ideas from Daoism and Buddhism into Confucianism.
In his life, Zhu Xi was largely ignored, but not long after his death his ideas became the new orthodox view of what Confucian texts actually meant. Modern historians view Zhu Xi as having created something rather different, and call his way of thinking Neo-Confucianism. Neo-Confucianism held sway in China, Korea, and Vietnam[37] until the 19th century.

http://en.wikipedia.org/wiki/Burning_of_books_and_burying_of_scholars

Burning of the books and burying of the scholars (traditional Chinese: 焚書坑儒; simplified Chinese: 焚书坑儒; pinyin: Fénshū Kēngrú) is a phrase that refers to a purported policy and a sequence of events in the Qin Dynasty of Ancient China, between the period of 213 and 206 BC. During these events, the Hundred Schools of Thought were pruned;legalism survived. One side effect was the marginalization of the thoughts of the school of Mozi and the survival of the thoughts of Confucius.

It is important to note, however, that few scholars today believe that Sima Qian’s account of the book-burning in the Records of the Grand Historian — the source of our knowledge about this event — reflects what actually happened.[1]

Contents
[hide]

1 Book burning

2 Burial of the scholars

3 See also

4 References

5 External links

[edit]Book burning

According to the Records of the Grand Historian, after Qin Shi Huangdi, the first emperor of China, unified China in 221 BC, his chancellor Li Si suggested suppressing the intellectual discourse to unify all thoughts and political opinions. This was justified by accusations that the intelligentsia sang false praise and raised dissent through libel.

Beginning in 213 BC, all classic works of the Hundred Schools of Thought — except those from Li Si’s own school of philosophy known as legalism — were subject to book burning.

Qin Shi Huangdi burned the other histories out of fear that they undermined his legitimacy, and wrote his own history books. Afterwards, Li Si took his place in this area.

Li Si proposed that all histories in the imperial archives except those written by the Qin historians be burned; that the Classic of Poetry, the Classic of History, and works by scholars of different schools be handed in to the local authorities for burning; that anyone discussing these two particular books be executed; that those using ancient examples to satirize contemporary politics be put to death, along with their families; that authorities who failed to report cases that came to their attention were equally guilty; and that those who had not burned the listed books within 30 days of the decree were to be banished to the north as convicts working on building the Great Wall. The only books to be spared in the destruction were books on war, medicine, agriculture and divination.[2]

[edit]Burial of the scholars
BOTS

After being deceived by two alchemists while seeking prolonged life, Qin Shi Huangdi ordered more than 460 scholars in the capital to be buried alive in the second year of the proscription, though an account given by Wei lan jiao in the 2nd century added another 700 to the figure. As some of them were also Confucian scholars, Fusu counselled that, with the country newly unified, and enemies still not pacified, such a harsh measure imposed on those who respect Confucius would cause instability.[3] However, he was unable to change his father’s mind, and instead was sent to guard the frontier in a de facto exile.

The quick fall of the Qin Dynasty was attributed to this proscription. Confucianism was revived in the Han Dynasty that followed, and became the official ideology of the Chinese imperial state. Many of the other schools had disappeared.

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According to some theories of democracy,
popular sovereignty
is the founding principle of such a system.^[3]
However, the democratic principle has also been expressed as
“the freedom to call something into being which did not exist before,
which was not given… and which therefore, strictly speaking, could not be known.”^[4]
This type of freedom, which is connected to human “natality,” or the capacity to begin anew, sees democracy as “not only a political system…
[but] an ideal, an aspiration, really, intimately connected to and dependent upon
a picture of what it is to be human —
of what it is a human should be to be fully human.”^[5]
While there is no specific, universally accepted definition of ‘democracy’,^[6]
equality and freedom have both been identified as important characteristics of democracy
since ancient times.^[7]

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1/20/20
Terminal Will In Testament
TWIT

Frank Gallagher
34 Riverglen Drive
Keswick, On, Ca
L4P 2P8
Becker Funeral Home
490 Queensway S.
No Funeral
Do same as for mother Edythe Gallagher

Upon my decease
All that is mine
2 go 2 My 2 Sons
Scott & Chris Gallagher of Toronto
2B
Divided Equally
Signed This Day Jan. 20/20
On Mantle
Livingroom
Aforementioned Estate
My X
Scott & Chris
Mother
e-mail
dgallagher <degallagher@rogers.com>
Contact 4 Whereabouts
My 2 Sons
AD
Scott in Brampton now
1-416-424-1200
Chris Gallagher
28-310 Byng Ave
North York
M2N 7H4
647-466-3297