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Dear Brothers and Sisters:  Gender and Its Responsibility

Thursday, June 28, 2007


A newborn child begins his cubist journey through Western society when he is placed in a cube called a nursery. The child leaves the hospital in another cube called a car, which brings him to another cube called a home, in which he will be brought to another cube called the baby’s room. Everything that the child does and sees occurs in a cube. His parents take him out in the family cube called a car and bring him to other cubes such as stores, offices, and restaurants. When he starts school he is picked up in a cube called the school bus that drops him off at a large cube called a school, where he goes into a smaller cube called the classroom. As he gets older he travels in other cubes such as subways and railroads to go to other cubes such as the movies, or to visit someone. All his learning takes place in a cube, and when he finishes school and seeks a job it might be in a big cube called an office building or a factory, where he might work in a little cube called a cubicle. If the child grew up in the city or even suburbia, he had very little exposure to life outside the cube. On those occasions when he spent time outside of the cube he probably couldn’t assimilate what he saw because his senses hadn’t been developed to respond to non-cube influences.

The cubist environment has a devastating effect on the functioning of those raised in it, and essentially conforms to the results of environmental tests done on cats to determine the effect of early environment on their sensory perception. Kittens in one group were raised in a room that only had vertical objects and vertical lines on the walls; kittens in the second group were raised in a room that only had horizontal objects and horizontal lines on the walls, and kittens in the third group were raised in a room with no objects and with walls painted a solid color. When let out of their rooms upon reaching adulthood the first group bumped into horizontal objects, the second group into vertical objects, and the third group bumped into everything because they could discern nothing. These tests explain why people who were born blind and had their sight restored cannot distinguish a circle from a square without holding it in their hands; they have not yet developed the visual ability to distinguish between the two shapes.

The effects of early environment upon cognitive ability became apparent in the ghetto area of Chicago during the civil rights movement of the 60’s where most first grade American born black children could not comprehend a story about a train trip to visit grandma who lived in a house by the lake. The children were considered to have low IQ’s until some thinking person made the observation that these children had never seen a lake, never ridden on the railroad, and grandma was someone who lived with them or did not exist. The first grade story book had no relevancy to the environment in which the children had been raised, as the circle and the square had no relevancy to the visual acuity of the blind man, and as the cats could not discern what they had not been exposed to as kittens.

The effect of early environment on ability to function in later environments is understood by behaviorists and sociologists, but there seems to be a complete lack of understanding about the difference between a natural and an un-natural environment, and for good reason. Behaviorists and sociologists along with their colleagues in other disciplines are cubists; they have been removed from what is natural and their thinking is conditioned by what they learned inside the cube.

Cubes do not occur in nature, nor do straight lines and flat surfaces, nor do single colors and monochromatic hues, nor do monotones. Forests have vegetation composed of all shades of green that grow on bushes or trees that have all shades of brown up to black, and have stones and rocks around them with a full spectrum of coloring. Light intensity continually varies due to the movement of the trees in the wind and the clouds in the sky, and the sounds of the forest come in various pitches and intensities. The forest floor has irregular shapes and densities. The forest is a pulsating, gender motivated, natural environment; God created it.

The environment of the cube differs completely form that of the forest. The cube is usually painted in one solid color, the fluorescent bulbs provide constant intensity lighting, the floor is flat and of one density; and the sounds whether coming form the air conditioner, fan, or radio tend to be of one pitch or of extreme dissonance. The cube is a static, genderless, unnatural environment-man created it.

Cubists know a lot about the workings of cars, planes, stereos, computers, cell phones, and videos; however, they do not know the name of the tree that brushes against the window of their cube, or the bird that sits in its branches. Cubists think they are smart, modern, and enlightened and view people who live outside of the cube as primitive and ignorant. They do no realize that those who dwell outside the cube live a more natural and spiritual life that keeps them healthier and happier.


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