All human beings, no matter how smart or educated
or erudite, have an incredible capacity for self-deceit. It is
incredible because it is ingenious beyond the comprehension of thought
and our ego. We can generate immensely sophisticated rationales for
denying stewardship/change. It requires the wisdom born of compassion to
acknowledge and transcend this state.
Thus it is that our teachers may have enormous
expertise of how aspects of the universe(s) work and yet frame vital
information in ways that are in major denial of stewardship/change. Any
dissonance between their lifestyles and their sentience of what is
sustainable is invariably manifest and propagated in some way in the
texts they write and the lectures they give. The combination of the
prestige accorded the teacher and the institutional power of their
materials can form a formidable barrier to the student perceiving and
challenging their denial.
Here are some simple questions that can help
promote acceptance of change/stewardship.
A child of ten and a person of one hundred can ask them.
Be mindful that you are born into the state of
science equally as your teachers and experts are, as surely as you were
able to develop speech and read this page. They have no special
privilege over you with regards to enjoying a spirit of inquiry, honest,
trust, sharing and inclusiveness – these being the requisites for
anyone to enjoy the state of being, which is science.
Ask your questions in compassion, mindful that all
human beings have their deceits and flaws. If you do not understand the
answer, then say so. And allow the possibility that the problem may not
be with you but with your esteemed teacher.
You say warming (no temperature change) is the same
thing as warming-up (temperature change). How can this be?
Without global warming our planet would cool down
and become uninhabitable. Why do you say global warming is bad?
Why are there no winds in a greenhouse?
How is it that we can still breath in a greenhouse?
If energy is conserved, then how can human beings
possibly conserve it?
If energy cannot be created or destroyed, then how
is it possible that human beings save or waste it?
You say we have an energy problem. Could it be that
it is the way we use energy that is our problem?
What is the difference between a form of energy and
You say you are “just using a metaphor” to
explain this process/idea. How do you explain it without using “a
You say power is energy. How can the rate of work be
the rewards of being a conservator of the potential of our greatest
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