20220213013735 📃 project for absolute living
Absolute Living: an adaptation of Hegel’s absolute knowing which integrates otherness and praxis into itself. #personal/reminders
It begins with mere living, proceeds to knowing, then moves back to living absolutely. Mere living is that which is done AS DONE, without any conscious thought. This is everything we do without explicitly thinking through it in its entirety. Knowing reflects on mere living and seeks the synchronic totality which functions for the sake of mere doing. Absolute living, then, is life self-consciously directed and oriented, so much as is possible.
It is a theory of self-construction and self-consideration which begins from the following necessary first premises:
- Otherness as an absolute fact
- Men are at bottom knowable barring their otherness.
- Otherness is the condition for the possibility of expanding that knowledge.
- Technology is the crystallization of knowledge for the sake of absolute living.
- Mental technology must guide individual living
- Social technology must guide social living
In these premises we aim to capture the history of all human thought with the addition of the suspicious discoveries made by Marx, Nietzsche, Freud, Derrida, Deleuze, Foucault, and Baudrillard, among many others.
With otherness or the eternal NOT or NO as the first premise and precondition for the human Same, knowledge, or the eternal IS or YES, the latter is never anything but a derivation of the former. In this way, presence always depends on absence as a matter of a priori necessity. Principles are therefore always themselves determinate negations, posits which come against something else rather than in their own selves. We take nothing as gospel, nor as solitary, save our first principles. All is interrelated and cannot but be understood as such. Therefore, when we posit the principles of technology, we will only do so on such terms.
Our most difficult task is aesthetic mediation, or the scientific transmission and education of our principles qua liberatory and therefore qua technical. For, if we deliver a bulk and mass of disconnected facts, we have no technology but mere knowing of a knowing-to-be-done. Thus, the design of curricula for the knowing must break open the definite “here” of schooling and instead liquidate it so that the “here” is only a nucleus for a perpetual movement. Thus, all moves must be predicted, negations as well as anticipations. The precious child must be free to guide his classmates into truth, and they must be circumscribed for wanting to mock him for his bookishness. The teacher must say ahead of time that such mocking is already a piece of the social technology, one which itself must be ordered towards the ends of good for all.
Further issues include: differences of memory, differences of judgement, and so forth. Indeed, to create this technology is to say ONLY what is automatically universal, language and the minimum laws of reason, and therefore to guide men therefrom into hyper-potential modes of intelligence. To WAKE THEM UP, perpetually and always.
This line appears after every note.