Standard of Value


con'text () n. : that which surrounds, and gives meaning to, something else (conceptualization creates the growing mental context which consist of more and larger concepts)

cau·sal'i·ty () n. : the principle of, or relationship between, cause and effect


     When we judge the height of a table, we do so in reference to a Standard of Measure.  To communicate this measure and relate it to others, we must establish an agreed upon Standard of Measure, to be used by all concerned.  I have a Dutch friend.  When I asked him his height, he replied, "183".  This was not in the realm of my immediate expectations.  The value was almost two and a half times the amount I would expect even when measured in inches.  There are 2.54 centimeters in an inch and I soon translated his reply to mean 72 inches or 6 feet.  The process here involves a Standard of Measure.  For values to be placed into an Instance of a Class or concept, those values must be measured against a Standard of Measure.  My friend used a centimeter as the standard by which he judged the value entered into the instance of his mind's concept of personal height.  When I asked for the value, it was communicated as "183".  The values stored in our mind depend upon our individual Standard of Value or Measure.  Our minds operate by judging objects in relation to a Standard Value.  All percepts explicitly rely on comparison to a Standard for evaluation.  All concepts rely on data created as we judge by comparison to a Standard.  Your mind is judging by Standards whether you are consciously aware of them or not.  What size pants do you wear ... 34x36?  What size dress should you buy?  How much garlic is added to a recipe?
     The behavior of the weather or animals, without brains which conceptualize, can not be judged in terms of "Good" and "Evil".  These behaviors occur according to their inherent nature.  We can measure rainfall, or determine that an animal's behavior may be dangerous.  These behaviors may be compared to varying Standards, but none may be compared to the Standard by which we judge human behavior.  "Good" and "Evil" are the antipodes on the "Standard of Value" by which human behavior is judged.
     Human survival depends upon the human mind.  Humans have not the teeth nor claws to hunt down food while living in the range of moment.  We must overcome our more primitive instincts, felt as emotions, and not react solely with regard to the present.  We must use our minds to create the tools of our survival.  We must act now in a manner which affects future events.  Our awareness is of causality.  We must judge a course of action or behavior.  What "Standard of Value" must our minds use to direct our behavior as human beings?  Behavior which is contrary to the purpose of human life or the building the context of the human mind, shall be considered "Evil".  Evil is inclusive in identity.  "Good" is exclusive in identity and consist of all that is not evil.  "Good" also implies a beneficiary or recipient of the behavior.  Completing this definition of the antipodes, allows the formation of a rational and objective "Standard of Value" by which to judge human behavior.  Needing a "Standard of Value" to ascertain the good and evil in each option, humans must judge a course of action; which will be seen as their behavior.  Only human behavior can be judged as Good or Evil.  As human beings, each of us has developed a "Standard of Value" that is currently used in decisions concerning our behavior.  Is that "Standard of Value" rational, supporting the purpose and context of the individual mind to which it belongs; or is it irrational?  There is a "Good" and there is an "Evil".  Discovering the nature of "Good" and "Evil" is important.  Each person must create a "Standard of Value" used to judge their behavior, and the behavior of others.  Your current behavior is a result of your "Standard of Value".  Is it rational?
     Value is an interesting concept.  We have all heard that "beauty is in the eye of the beholder", but what is being communicated?  Each of us have needs and desires.  A need is dictated by the purpose of human life.  A desire is not.  That, which is of great value to one, may be of little value to another.  Value depends upon the individual.  A man with an extensive collection of expensive automobiles will place little value on an inexpensive economy car.  A student with limited funds and no transportation will value the inexpensive economy car greatly.  Value then depends upon the individual.  Value is a measure of "Good" and implies a recipient, and will differ between the beneficiaries involved.  All trade among men depends upon differing values.  One man must value an item at a higher level than another, or there would never be a trade of goods or services.  When we discuss value or "Good", we must know the individual that is the beneficiary.  When two men trade, both are beneficiaries.  Each receives an item worth more than that given.
     All rational individuals value individual freedom.  All irrational individuals despise it.  For Mankind to associate in groups, without those associations devolving into slavery, the association must be based upon individual freedom as the highest and most valued principle.  Without individual freedom as the highest and most valued principle, any association of human beings will not be able to form a government that protects the individual's life and property.  Our lives consist of our time living here on Earth.  When an individual invests his time; he invests part of his life in trade for property.  An individual's property is simply the result of an individual investing his life.  An individual has the same right to property, as he does to life.  An individual's property is his life; and a direct expression of the standard used to control his behavior.  This does not mean that all wealthy individuals are "good", or that all poor individuals are "bad".  Stolen trophies have little value.  The mind is what separates humans from other animals.  The production of a human mind, coming from an investment of time and behavior, is intrinsic to the individual, and should rightly be considered as part of the individual.  An individual's life is their behavior and time.  Production requires an investment of the individual's life, and therefore, is part of the individual's person. When property is taken from an individual, through coercion, a portion of that individual's life has been stolen.  For men to associate in freedom, rather than slavery, requires only one common value or ethical standard.  Individual freedom is the root ethic that must be shared and protected among any association of men.  The only reason, for government, is the protection of individual freedom.  A freeman may survive an assault on their person or property, but there is no way to capture the fleeing assailant without violating the property and freedom of others.  The government must bear the responsibility to capture the violator and bring justice to bear.  Individuals which cannot live in accordance with the root value of individual freedom must be removed from the association of freemen.  An association of freemen must also protect itself from the governments of associations which have devolved into slavery.  Once again the government must bear the responsibility of this task.  The "gun of government" must never be used to coerce the person or property of a freeman.  The "gun of government" must be used only in the protection of freemen and their property.  The core ethic of individual freedom requires only one law.  The government is only necessary because certain individuals are unwilling or unable to abide by it.  Click here to view the One Law.
     Standards of value are not inherent biologically within an individual.  We are not born with standards in place.  For millennia, children have been taught all of their standards from their parents (e.g. weight, measure, volume).  Those children, with quick minds, built their mental context much more quickly than others.  They did so with relish, as they built their self-esteem.  Those with the resources available to them, applied and attended the universities; where they found like minds to speed them on the task of building their mental context.  Those without the resources would read everything that was available to them on the topics of their current interests.  The education of the young was not limited to the physical standards of value.  Intrinsic to their education was an ethical standard.  Such standards varied greatly, but most "Western" standards were very similar due mainly to the common genetics and ancestral traditions.  Cultures evolve as do organisms.  Cultures are dependent upon the genetic contents of the population.  All religions that develop or gain acceptance in a population, must conform initially to the ethical standard of the population.  Religions may then slowly transform those standards.  Religions are based upon the creation, process, and destruction of human life.  They deal mainly in the creation of an ethical standard which guides an individual to an acceptable death; relieving the trauma of death or freeing the mind to focus without harm from the knowledge of death.  The ethical standards taught to children were normally those standards associated with religion.  A child must learn an ethical standard, and must learn to control their behavior in accordance to that standard.  The mind cannot build a mental context and self-esteem, unless it is successful at controlling behavior in accordance with an accepted ethical standard.  An ethical standard is paramount in the building of mental context.  Adults, that have built extensive mental contexts, have the tools to understand, evaluate, and modify the ethical standards by which they guide their behavior.  Adults that have never been taught an ethical standard, cannot properly build a mental context extensive enough to understand the need for such a standard, much less create an ethical standard; alteration is not an option for a mind that is helpless in controlling behavior due to the lack of an ethical standard.  Such a mind is without direction or understanding of the basic nature of Mankind.  Such a mind is irrational, and denies the efficacy of any ethical standard which is presented.  Such a mind has forfeited its sole purpose, which is controlling human behavior.  Such a mind considers freedom to be nothing more than freedom from the responsibility of directing behavior.  Such a mind sees the world as "shades of grey," without direction or purpose in behavior, beyond the simple atavistic instincts which cause limited pleasure in a life of deep systemic agony.  Such minds see human beings as inherently evil, and the world as a "dog eat dog" world; where nothing is created but only stolen.  The rich are simply the best thieves, living at the expense of the poor that have been victimized.
     The purpose of education is the development of standards in the mind of a child.  The standards by which the child behaves, communicates, and views the world.  The standards by which a child can judge its behavior and the behavior of others.  The standards which allow the child to use its mind as intended by its nature.  Children are hungry for a standard of ethics.  Many children without an explicit education in an ethical standard, will intuit a loosely formed and vague set of acceptable behaviors from the behavior of others and the reactions of adults.  Most often, their minds will become irrational.  Most often, they lose their ability to conceptualize, and with that ability goes any hope of building self-esteem or joy in life.  In many instances, they become primitive savages, attempting to mimic rational behavior.  They are not concerned with reality and the universe about them; they are focused upon other people.  Deceitful little actors that have learned to manipulate and live off of others.  Most often these individuals consider themselves victims, blaming their failures upon others and denying their behavior as the source.  They are quick to fear and hate.  They are easily manipulated.  Every courtroom and legislative office in the United States is filled with these cretins, and those evil ones that use them.  The death of the United State's Constitution was due to the real evil.  The real evil are those born with a common birth defect.  The human brain's development is heavily dependent upon the chemical environment in which it is formed.  Certain vagaries in development can cause a human brain to form without the uniquely human instinct for its operation.  The result is a human being without a conscience.  They have no ability to build self-esteem and joy; nor are they afflicted by the misery which accompanies the denial of reality, through deceit and lying.  They were once referred to as "psychopaths," but a decade or so ago, the term "psychopath" was replaced by the term "sociopath."  Psychiatry seems to be nearing an understanding of the mind.  Today they call irrational individuals "pathological narcissists," and the sociopaths which control them are called "malignant narcissists."  The real evil depends upon irrational people that it can manipulate and control.  The real evil wants nothing more than power over others.  The less intelligent engage in murder, rape, and theft to express their power over others.  Those that escape such behavior are drawn to the professions of deceit.  "Snake Oil" salesmen, actors, journalists, and attorneys are practiced in the art of deception.  The more intelligent become attorneys, where the road to power over others begins.  If they are very good at deception, then success as an attorney will place them upon the judicial bench or into the political arena.  The worst among us are then placed in control of the government.  They have ruined our judicial system.  But as legislators, their reelection and power depends upon the steady supply of irrational minds.  The destruction of our youth is occurring  everyday in our public school system.  "We the people" would rise up in revolt, if the government were to take over the media.  We would shun the constant stream of deceitful propaganda.  Yet "We the people" hand the unformed minds of our children to the government.  The public schools are nothing more than mental concentration camps, and indoctrination centers, with a curriculum which destroys the ethical standards of our children, reducing them to irrational thought and behavior.  Rational individuals do not desire power over others.  Many irrational individuals do, but their conscience destroys them if they ever attain such power.  The real evil is created by the power mongering sociopath.  Our government is no longer limited by the Constitution; it is limited by 9 political appointees.  Our children are no longer taught knowledge.  On the contrary; they are taught a philosophy which denies the existence of knowledge.  They are taught to deny existence and reality.
     Without a standard by which to judge behavior, a human being cannot recognize, much less fulfill, their purpose in life.  Yes — there is a purpose to human life.  Human nature is a product of this purpose.  I have written this far, only to now realize how I must start this book.  The uniquely human instinct, the conscience, is the key to human nature.  It begins with the human need for truth.  A human being which behaves in concert with their purpose in life, will experience deep systemic happiness.  Those that behave contrary to their purpose will experience deep systemic misery.  That's it!  I have a secret.  I hold the key to happiness.  I know the purpose of human life.


I crack myself up.