This man is a genius!!!

Applying Fukuoka on a large-scale — 90,000 acres!!!

MANAGING WEEDS AS COVER CROPS

The trick to biological farming is knowing how to manage weeds.  “Manage” does NOT mean “kill”.

“Can Sunnhemp Outgrow Morning Glory?”

A brilliant text on Biological Farming!!!

August 26, 2017

Just purchased some land for The Virtue School (10+ acres in the mountains of NC).

1870 Zack’s Fork Rd
Lenoir, NC 28645

May Spirit (Allah, God, Buddha, … ) guide-bless the unfolding of this project…

Aho Mitakuye Oyasin…

Finding and Working with Ancestral Traditions

A post from druidgarden.wordpress.com: “What do we do with the fragments of ancestral knowledge? How might we use this to develop new traditions? This post explores family ancestral traditions, cultural traditions, and ancestors of the land for some possibilities.”

…

“[W]hen we think of ancestral traditions, they are those bits of language, behaviors, rituals, and culture that our ancestors have passed to us. The challenge I think that many of us face is that we are working with minor fragments of traditions, tiny bits and pieces that somehow survived and made it into the 21st century, into our hands. I choose the term survive very intentionally: in the last several centuries, with the rise of westernization, industrialization, and globalization, we’ve seen many cultural traditions, languages, and species disappear at an alarming rate. In fact, at present, over half of the 7000 languages in the world are ‘moribund’, that is, the remaining speakers are a few elders and the language hasn’t been passed on. These moribund languages hold incredible insights into how a particular culture thinks, sees the world, understands the human condition, interacts with nature, and more. And what these languages and cultural traditions have been replaced with is part of the predicament we are contending with in the present age.”

On this note…

Peru: Last female speaker of indigenous Amazonian language murdered

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Another post on a group of student activists at UC Berkeley (SEAL – Students for Engaged and Active Learning) trying to preserve “old” ways and methods of farming (vs Globalist farming methods and the privatization of public land – i.e., Corporate Land-grabs). “We currently have limited information about the people who once lived on this particular land [Ohlone], but we are interested in receiving more of this history, and working with descendants and other indigenous communities to use this land to revive and relearn ancestral traditions and cultures.”

A nice historical overview of the project: https://sealstudents.wordpress.com/an-abbreviated-history/

And a Virtual Tour…

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Something that  goes along with this…

I’d say rather that, what we generally refer to as, common sense (‘sensus communis’) is what we all “know” in general (or “sense communally”) on a rational level. At least that is the goal of Western education and the media – the result being that not many in the West can think “out-of-the-box” or “for themselves,” i.e., most everyone (commonly) believes “the facts of the universe” that have been spoonfed to them, unquestioningly, as “proven,” or they have to answer that way to get an “A” on an exam – rarely being aware that these “facts” are merely the contemporary form of theoretical understanding. One could even go so far as to say that the rational common sense referred to here is an elaborate, covert form of censorship – if not propaganda (more on this later).

There is another way of referring to common sense that is heavily downplayed in the West. It can be argued that we all know the truth (within), but the rational common sense, referred to above, has a tendency to destroy such “intuition” — or to belittle it as “irrational” or “mythical” or as “low on the evolutionary scale” (or “stupid” — e.g., believing that the sun rises and sets or that the moon is not constantly revolving). A problem that arises is that a lot of indigenous people refer to “common sense” as an inner knowledge of what is right and wrong and they have an elaborate unwritten, often mythical, traditional understanding of the universe which has been handed down by the ancestors. The goal of the Conquistadors seems to have been to erase this “knowledge.” Thus, one could say that mankind has been punished for having and using our common sense (intuition) — in order to make everyone rational (i.e., to never question the Official “Global” Authorities — i.e., to think correctly – democratically – to go along with the “majority” (in the West) – or else) – even though the West is definitely not the majority.

Thus, the Western World, it seems, has replaced (or has strived to replace) intuition with rationality as common sense. This is problematic in that even many people in the West have a hard time regurgitating this “knowledge” – not  only because such understanding is non-intuitive and often does not follow the common language structure reflected in our intuition (i.e., the sun does not rise and set), but also because it is not self-evident (i.e., we rely on the theories of so-called “scientists” to provide us with reality because they are the authority on such matters, even though it contradicts what we sense, feel and intuit with our own senses and “gut” feeling) … in process…

"When men die, they enter into history. When statues die, they enter into art. This botany of death is what we call Culture. That’s because the society of statues is mortal. One day, their faces of stone crumble and fall to earth. A civilization leaves behind itself these mutilated traces like the pebbles dropped by Tom Thumb. But history has devoured everything. An object dies when the living glance trained upon it disappears. And when we disappear, our objects will be confined to the place where we send “black” things: the Museum."

This is a statement from a 1953 film, “Les Statues Meurent Aussi” (Statues Also Die), by A. Renais & C. Marker: A nice film on the repression of African (“Black”) Art (along with “the African”) – the richness that has been lost with the “African” (“Natural”) way of life and history… We (Westernized Man) do not understand it and cannot even connect with it – it has no place in “our” history (the ideal of “Progress” that we have been programmed with) or “our” industrialized, digital, sedentary (“dead”) existence (only worried about finding work, paying the bills, staring at electronic devices and collecting “stuff”)… The “African” is identified with Darkness, Evil, Satan – those with African roots have been integrated into Western society (on an inferior level) and have lost all touch with their natural roots and forebears. Meanwhile, African “Art” is placed in a Museum – where “our” art goes, or on coffee tables to be used as ashtrays or trashcans or as a “chic” conversation-piece for dinner parties.

Renais and Marker make a plea for an appreciation for this Art, and at the same time, for this “Natural” side of ourselves to be recognized and realized – for the earthy-sacred-magical-irrational elements of ourselves to be “brought back to life” in today’s superficial, “cosmopolitan” society… to get out of the Museum (Mausoleum)...
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a beautiful expression of the impotence and futility of the current education system…. preparing students to fit in to a machine age — while expecting them to appreciate dead (museum) art…

Not surprising. This article ( In an age of robots, schools are teaching our children to be redundant) by George Monbiot claims that: “Our schools were designed to produce the workforce required by 19th-century factories.” However, today, a “regime of cramming and testing is crushing young people’s instinct to learn and destroying their future.” In addition, he claims that as teachers are leaving the workforce in droves: “A major recruitment crisis beckons, especially in crucial subjects such as physics and design and technology.” Such subjects, he says, are necessary “to equip children for the likely demands of the 21st century.” Interesting that he says nothing about art, music, philosophy(1) and play, no?(2)

What’s also interesting is that Monbiot asserts that “All teaching is social engineering.” Which is ok with him, as long as humans are programmed to go along with the plan – the design… put forth by… well, he doesn’t really say. But we (readers of The Guardian) are evidently supposed to believe that “we” (readers of the Guardian?) can “engineer our children out of the factory and into the real world” (my emphasis). Hmmm. If one didn’t know better one might assume that Monbiot advocates treating children as robots.

But alas,  no! “When they are allowed to apply their natural creativity and curiosity, children love learning. They learn to walk, to talk, to eat and to play spontaneously, by watching and experimenting.” Very nice, but how, one might ask, do schools come in here? Well, there “is no single system for teaching children well, but the best ones have this in common: they open up rich worlds that children can explore in their own ways, developing their interests with help rather than indoctrination” (my emphasis).

Monbiot then gives a list of schools that supposedly do this – prepare students to fit in to the system by “helping” them – not indoctrinating them. Yes, “we” need to “help” kids “develop their interests” – as long as they go along with the plan.  In other words, Monbiot wants more of what we see in the photo above – students occupied with modern technology –  and physics, of course.

Rembrandt? Wasn’t he on a pack of cigs?

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Footnotes

1. Aesthetics is originally a branch of Philosophy. As such, to stimulate interest and intellectual stimulation – along with aesthetic appreciation and analysis, perhaps, one could have approached the painting “Nightwatch” with excerpts from these two films – as a group presentation… to understand the possibilities of what one can do with “art” today…
   
   Meanwhile, students can also come to an understanding of how “social engineering” takes place in “education” (by discussing Monbiot’s article and the above photograph).
   
   “Rembrandt’s J’Accuse” (2008)
   http://www.imdb.com/title/tt1303889/plotsummary?ref_=tt_ov_pl
   — “[The director] Greenaway leads us through Rembrandt’s paintings into seventeenth-century Amsterdam. He paints a world that is democratic in principle, but is almost entirely ruled by twelve families. The notion exists of these regents as charitable and compassionate entities. However, reality was different.”
   — including a discussion of Émile Zola’s J’Accuse

   and

   “Nightwatching”(2007)
   http://www.imdb.com/title/tt0446750/?ref_=tt_rec_tt
   — whereby Rembrandt identifies a murderer in the painting and the intrigue, drama and controversy surrounding this.

2. Immanuel Kant spoke of the necessity of Art and Science going together. Art is everything we do; science is everything we know. But there are different “levels” of doing and knowing – the “lowest” level being what we know or do from a close-minded, egoistic, individualistic perspective, the “highest” level being what is most universalizeable, i.e., what all men would [ought to] do, or know, in a similar situation, in time. The lowest level of Art corresponds to the banal, unfulfilling “stuff” we (re)produce in labor, whereas the lowest echelon of science Kant would generally refer to as “stupidity” or “laziness” – relying on others to tell us what is true-false, right-wrong, i.e., riding on, what he refers to as, the “go-cart” of judgment. In other words, the highest goal – in order to realize who we are — our highest Nature — is to think (and act) according to laws that one gives oneself (“Sapere Aude”).
   
   Deeply intertwined with this goal-ideal is a differentiation between reproductive and productive imagination. It follows that reproductive imagination is merely analytically reproducing what has been “given” to us (in education or whatever). Productive imagination is obvious in Art and Science in the universal Aesthetic and Theoretical presentations of the “Masters” which lead all of mankind forward. The great Scientists utilize productive imagination to translate the transcendent Universe into temporal understanding via schema (schematic interpretations); however, the greatest Art (Fine Art) inspires us via genius – an atunement to Universal Spirit – from those who combine Science with Art.
   
   One should note, Kant claims that it is the Fine Artist which most leads mankind to realize our Universal goal: the Highest Good, whereby Science tends to bore us. However, the Highest Good in the World can only be realized when Art (what we do) and Science (what we know) come together and become One – that is to say, when we all begin to utilize-realize our potential via productive imagination (i.e., when we consciously create reality (self, society and world) for ourselves). This is the goal of The Virtue School…

Home: The Virtue School

If possible, The Virtue School will promote the production and use of Industrial Hemp.

!!!There will be a strict ABSOLUTE prohibition on alcohol and drug use (including Marijuana) on everyone who enters the property!!!
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The students will learn of and research as many practical uses of this wonder plant as possible:

• food and drink (it is one of the most nutritional and medicinal plants on Earth!)
• medical research
• oil for cooking and fuel
• clothing
• building materials
• rope
• wood replacement
• paper
• energy production
• mulch and soil enhancement

The students will work on research and development, and practical applications on the property – to be an exemplar and inspiration for Extremadura, Spain and the World!!!

Links:

• Hemp Facts
• History of Industrial Hemp in Spain – Part I
• History of Industrial Hemp in Spain – Part II
• Cáñamo industrial. Otro Mundo es posible
• Rediscover Hemp
• 50, 000 uses!!!
  

extraído de: Guía de Oportunidades de Negocio Verde en Extremadura

CAÑAMO INDUSTRIAL

El cáñamo es uno de los cultivos que mejor se adapta a las condiciones medioambientales por su alta resistencia, menor trabajo y mínimos costes. Se trata de un cultivo altamente beneficioso para el medioambiente puesto que mejora la estructura del suelo, ahoga las malas hierbas y no precisa de herbicidas ya que tiene una alta tolerancia a las plagas y las enfermedades.

A partir del cáñamo se fabrican más de 25.000 productos biodegradables como el papel, los sustitutivos del plástico, la biomasa, material de bio construcción, textil o alimentos altamente nutritivos como su semilla, el aceite de cáñamo, artesanía, cosméticos, infusiones, harinas proteicas…

Todos estos beneficios y utilidades, aunque conocidos desde hace siglos, son cada vez más difundidos y aceptados por la población, favoreciendo su interés y consumo, lo que le convierten en una oportunidad creciente de mercado. Especialmente se trata de una gran oportunidad si se tiene de antemano el cliente que te lo compra para su procesamiento industrial y para ello es aconsejable tener una planta cerca para ahorrar costes de desplazamientos y generar el mínimo impacto medio ambiental.

En Las Alpujarras se cultiva desde hace algunos años esta planta, donde además se celebran jornadas y encuentros entre agricultores para difundir los beneficios del cultivo del cáñamo y donde se habla de “las posibilidades que ofrecen cultivos alternativos para la difersificación de la economía de la comarca”, en palabras de José Luis Roscúa, responsable de la Cátedra Unesco de Desarrollo Sostenible y Medio Ambiente de la UGR para la diversificación de la economía en la comarca.

La diferencia entre el cáñamo y la marihuana está en el porcentaje de tetrahidrocannabinol (THC) que contiene, ya que por debajo del 0,4% no se considera marihuana. Juan Zurita, un referente en este sector aclara que “ninguna de las 4 hectáreas de cultivo de cáñamo industrial cuenta entre sus componentes con el THC” y en tono de humor afirma “el cáñamo no es marihuana, es marihuana. No clarifica, no coloca”.

El reto consiste en enfrentarse a los duros controles que amenazan contra la legalidad, como es el caso de este empresario que ha recibido varias denuncias que han terminado en confirmar que el cultivo del cáñamo no es un delito.

I’m in Spain right now (Extremadura). Went to talk to a government official in Mérida about my project (The Virtue School) and things are looking positive about getting started!!! Guess I’m gonna have to go through with this vision. Amazing…