problems are of two kinds; ones arising from the reactions to the thought out reality, and the others are simply facing the new for the first time. the thought out version of what is comes from the brains' store house, the memory that looks for the familiar occurrence in the past. but since, in nature nothing happens twice, all the brains can do is to recall an event somewhat similar. but as the memory cannot reproduce the past event into the present experiential state of being in it, it creates a description, which is thought. and a reaction to thought is also produced in thought. when being put in a new, heather to unknown event, there is the instantaneous response in which the memory cells of the brains are not required due to the unfamiliar grounds requiring the immediate response. it is how the eye lids close sensing the dust particles approaching the eyes without thinking that one has to close eyelids.

that is how there is no descartes in the non urban world, for the creatures do not have to follow the made to order urban way of life like him. in it the socio-economically well placed persons like descartes led so protected a life, that the only way they could experience the existence is in thinking: "i think, therefore i am." and the class conscious brains of the thinkers is to consider every person and creature that does not need to look for precedence in the constance, change, in order to exist to be inferior.

problems are the justification for having brains. and problems are nothing but the cognizance of the evolutionary nature of existence; or knowing that living is not a performance on stage. what one does on stage is all learnt, rehearsed, memorized and directed acting. and even the very acting is for the sake of carving out a socio-economic niche in the increasingly commercialized worth of one's chosen identity acquired from the school syllabus. acting is no different from any other profession, which, once enrolled in, shuts out the rest of the brains' faculties of discerning what harms it does even to oneself when not functioning wholesomely. a good actor is one who is able to activate only those brain cells of his that mobilize those limbs and organs called for by the script. 4th century sanskrit dramatist named bharat muni has written a book of the treaties of the theatrics, elaborating on the expressions of the human moods in a given state of being divided into 9 basic states of being, ranging from romance to fear, digust and equanimity. the western politicians have similarly employed techniques that turn on the applauding brain cells of the audience: plant the paid cheerleaders placed randomly in the audience. their role is to motivate the audience to behave like the idea of 'the monkey see, monkey do'. so do the scantily dressed shapely cheerleader girls and the salaried professional art and book critics thus manipulate the selective brain cells of the masses that are otherwise in a state of slumber.

it is in the nature of the teaching profession to impart what the teacher has known about his chosen field. and all a certified teacher has known is all book knowledge, much of which is unchecked and otherwise meaningless in the sense that it makes no difference in students' lives if they knew or did not know. whether the jupiter has six planets or none at all, or whether the chinese or the mesopotemian culture was the oldest has no bearing outside of the classroom. and yet, not knowing the prescribed answer would lower one's chances in the one up-man-ship.

just as the computer keyboard does not object to its keys being pressed randomly or in any linguistic pattern, the brains, too, do not refuse to function when given an input, whether useful or harmful to others and even to oneself. the conditioning through the familial patterns, the schooling, the advertizing industry and the laws of the state make use of this observation of the peoples' brains. and all these conditioning agencies are interconnected. so they, unawares, and otherwise purposefully overlook the adverse effects of each other's acts upon the people at large. and, too, their brains function in the same way as do a toddler's brains. just watch how mutilating small children's actions are with something they grab hold of, and unintentionally ruin it, and in the process may even hurt themselves. this is due to the evolutionary process of the growth, in which the stages of development are according to the immediate functions of the limbs and organs. and only that isolated segment of their brains related to that particular motion of limbs is actively engaged there. at that instance children cannot know what is good for them, but only learn to enable themselves to adapt to a thing or act as taught. that is potty training. execrating of the stool is within the range of involuntary motions. doing it in the potty is regulated by training the brains of infants. why so, it is beyond the children's grasp, so only where to do it is taught. even the parents themselves do it in the adult version of the potty, which is flush toilet.

a bright brains university professor flushes the toilet much the same as a mother of an infant dumps a diaper in the trash can without ever wondering about the effects of such an act. and in the increasingly commercially urbanized living it becomes next to impossible to wonder about the consequences of such disjointed acts, except in the ecology classroom. an entrepreneur businessman's brains activate only that segment of his brains that makes an adult potty look attractive even when there is no urge to use it. look at the bathroom fixtures in the upscale department stores for the rich. but just as the potty training of the infant progresses into enabling one to defend one's doctoral thesis on equally disjointed perception of something verbal, each and every thing a modern person is surrounded with is the product invented by a tiny segment of the brains of each and every person, perceived and manufactured in total isolation of one another.

now observe the upbringing differences between the two mothers of the same species, one free and another in captivity. the free mother's protective instincts would not let anyone near her baby, the captive mother would not see any harm in it. likewise, the baby of the free mother would be kept close to its mother, while the captive baby might even be entrusted to a stranger. the captive foals thus begin to unwittingly learn their first lessons in being broken by running beside their mothers who are actually being trained. the urbanized human parents thus enroll their children to preschool and kindergarten to become like father like son, like mother like daughter.

in the urban human life there is nothing evolutionary happening, only the improvisation of the setting. man has made machines that have taken him deep into the outer space, but only enwrapped in cocoon-like space suit. in order not to subject themselves to the unknown consequences, men of science are using other creatures to find out if what they have created would harm them, whether it is monkey in the outer space, or rabbits and mice and other creatures in psychologists' and pharmacologists' laboratories. nazis had used jews and others in the concentration camps as the human 'guinea pigs' to experiment on. so did the u.s. and australian governments use the aborigines to observe the effects of their experiments on humans. that is objective perception, which being devoid of the experiencing state of being create only thought about what being put in such condition would feel.

thus what those scientists did not know remains a mystery for them, generating speculations, which they call theories. it is a mystery only in the sense that, the musing natural to perception of the new then in the next instance becomes an urge to experience it. the modern urban culture developed by the industrial revolution has substituted this natural urge with he improvisation of the same known. scientists, who are seated like the modern day high priests by the commerce controlled state and private agencies, are reared and employed to use their brains in isolation. thus though the physicists point out, that what pervades in the cosmos are the same elements that constitute the human form, are very class oriented. consequently, in their theoretical perception of the elemental interdependence of all things and beings and acts the creatures labeled as guinea pigs are excluded. there, one finds no difference between the men acting as butchers in the slaughter house, or scientists dissecting the a creature or a commander in chief of a nation commanding an atrocious invasion of a foreign land. only parts of their brains that are trained to safeguard their learnt role playing are touched; the rest of their brains are untouched, like all the untouched keys of computer or piano or a string instrument. potentially all able to respond to the touch forming a profound insight in words or a resonance of spirit in sound.

the elemental similarity of brains being the same, it is not specialty of the biological nature that makes one a sage and another a ruthless killer. it is the way of life regulating the function of the biological body connected with only those segments of their brains perceiving only those actions deemed to be necessary for their acquired self-identity. the problem with the self-image created function of the brains is that it cannot happen without the acquired description, and acquisitions are made and valued only of the known.

if both sinbad, the sailor
and christopher columbus had stayed
the course
charted by the processional tour guides,
there would be no stories for you to read
and be lured to places you were guided
to imagine.

but columbus wasn't looking
for anything new.
he simply sought the short cut
to the known.
so anything unknown
he chanced stumbled upon,
he strived to change
into known forms;
so that those who came after him
would further reduce the whole new world
into a medieval european battleground
where people fought and killed each other
to keep each other from having
what can't be possessed.