This post is excerpted from Lightning Path Workbook Two: Healing. To get started on your journey of healing and connection, visit the main page.
In the last unit, we took a look at the problem of lying. There we learned about the pervasive problem and how this is an obstacle to authenticity, healing, and connection. As we noted, lying is not something that is evil or that makes us bad. Lying is not part of our character or something that is going to send us to burn in hell. Lying is something we do because it has been modelled to us, because it makes us safer, because it is often a survival necessity, because it helps us avoid the pain of guilt and shame, and because it is sanctioned by the media and our current societal system. Over the long run, all the lying we do to ourselves and others diminishes us and contributes to disconnection and dysfunction. As we noted at the close of the last unit, The System depends on dysfunctional and diminished human beings to function properly. The System requires diminished individuals (i.e, unhealthy and disconnected individuals) willing to work at awful, meaningless jobs and consume their life away, regardless of obvious consequences.
As we saw in the last unit, nowhere is the fact that the system requires diminished individuals more obvious than when considering modern consumerism. Marketers address human needs not to encourage satisfaction (for satisfaction would mean the reduction of consumption) but to manipulate and exploit for corporate profit. In this process, they subvert and suppress true satisfaction of needs, which is bad. As we will see in the next unit “N” is for needs, if you don’t properly meet your needs, you won’t grow and connect, and you might even become sick and depressed. This is not something you can argue. It is just common sense. Like any living organism, if you don’t fully meet your needs, you falter, grow up stunted, and eventually diminish and die.
If what we are saying here is causing you some consternation and indigestion, it should. We are talking about the systematic subversion of full human power and potential and the undermining of human health and connection for the purpose of venal accumulation. If this sounds unreasonable, paranoid, or otherwise off base to you, consider the modern education system. We have known for a long time that modern education systems are social class based. The type of education you get, and the type of human that comes out at the end of the twelve-year process, depends, in large measure, on the social class level of the school you attend.
An article by Jean Anyon entitled “Social Class and the Hidden Curriculum of Work” makes this quite clear.1 For this research article, Anyon visited and observed four different schools catering to four different social classes, the working-class, middle-class, professional-class, and executive-class. She found the teaching style and curriculum to be starkly different in each of these schools. For example, in the working-class schools, she found the education geared towards turning pupils into factory/cubicle workers. In working-class schools, education focuses on learning to follow the rules, engaging in rote “assembly line” style tasks, with “very little decision-making or choice.”2 The assumption of working-class education is that the students are off to factory jobs or retail jobs with minimal need for decision making ability and autonomy. This assumption is reflected in the basic training which teaches students to follow the rules and cave to authority.
By contrast, middle-class schools teach middle-class skills and shape students into middle-class workers. If you were born into a middle-class family, your education revolves around training you to do middle-class things in middle-class jobs. Instead of rote memorization, you are encouraged to get the right answer with “some figuring, some choice, some decision making, critical thinking” but only “…within the ‘context’ that is given.”3 In middle-class schools, you are not encouraged to be creative or to think outside the boxes provided by the curriculum. Instead, you are encouraged to fit in, follow along, and get things right. “As one teacher said, “Language arts is ‘simple grammar, what they need for everyday life.’ The language arts teacher says, ‘They should learn to speak properly, to write business letters and thank-you letters…”4
Things get much better for you the higher up you go in the class-based education system. Anyon speaks about what she calls affluent professional schools and executive elite schools. Affluent professional schools train the “creatives” and intellectuals of our society, the people who go on to produce money-making cultural (movies, news, arts and literature etc.) and scientific products. Affluent professional “…schooling is developing in these children skills necessary to become society’s successful artists, intellectuals, legal, scientific, and technical experts and other professionals.”5 Children in these schools are encouraged to be creative, to think for themselves, to solve problems, and to make decisions.
Finally, children in executive elite schools learn the skills they need to occupy society’s executive positions. In their upper-crust schools, they are taught self-control and to develop their own formulas, to strategize, and theorize. They do not have to respond to a bell and unlike children in the lower classes, their movements are not strictly monitored. As Anyon points out, “their schooling is helping them to develop the abilities necessary for ownership and control of physical capital and the means of production in society.”6 In other words, they are not being trained to be peons in factories or cubicles. They are being trained to take control, maintain control, and prop up the system.
Anyon’s article is quite old, but despite its age, the current education system is still very much class-based, so the basic ideas still apply even in today’s modern schools. Children are streamed into educational rubric’s designed to produce workers, middle managers, intellectuals and creatives, and executives, all as required by our modern systems of production and accumulation. By the end of your twelve years of schooling, you fit into one of these social class categories whether you realize it or not. There is always some room for social mobility, of course, at least in some societies, but that is limited. By and large, the class you are born into is the class you will remain.
The question that must arise at this point must be, what does all this have to do with healing and ideology? Based on what we’ve said in this chapter and the last chapter, at this point it should be obvious that The System is not geared towards actualizing your full human/spiritual potential. Rather, the system is geared towards fitting you like a cog into a machine, and then selling you things you often don’t need until you die. This fitting involves a socialization process that a) shapes your thinking and behaviour in a way suitable for the jobs you are streamed to fill, and b) makes you into a consumer regardless of any real concern for your human needs and the necessity of their satisfaction. The system based school systems disregard your full human potential in order to shape you into workers, managers, and executives. Marketers exploit your human needs and offer at best partial satisfaction. In this process, who you really are as a human and spiritual being, and whether or not you are happy and truly fulfilled, is totally irrelevant. All that matters is that you learn to fit in like a cog and consume.
Is this a good thing or bad thing? It is a mixed bag really. We should acknowledge that the System of accumulation, particular its capitalist variant, has created a powerful system of innovation and production that has brought incredible material wealth and scientific sophistication to the planet. If this system was run with an intent other than accumulation of labour7 and privilege for the few, it would certainly be capable of meeting all human needs and creating utopia on the planet.
On the other hand, in order to to create a powerful system of production and accumulation, in order to “fit you in” and make you eternal consumers, in order to ensure you are docile, compliant, and accepting of the status quo, the System subverts your full human potential and exploits and distorts your human needs. This subversion of your human potential is bad because it relies on a Toxic Socialization process which deliberately damages you and, over time, contributes to dysfunction, depression, and disconnection of all individuals. Also note, despite esoteric propaganda to the contrary, even the rich suffer subversion of their human and spiritual being. You can’t function as a “do what needs to be done” executive while retaining the compassion and connection that define your highest Self. Put another way, to make the kinds of decisions that make you rich and powerful, you have to constantly hurt other people, including your own family and children. As noted in Lightning Path Workbook Three, hurting others is an unaligned action that contributes to dysfunction and disconnection. Whether rich or poor, high or low, you need toxic societies and diminished humans to generate and accumulate wealth. Healthy societies with healthy and independent people don’t fit System requirements.
Also, we should note, it is not just the fact that The System amputates parts of your Self to function. As noted in Rocket Scientists Guide to Money and the Economy, a LP required reading, The System also creates, by its very nature, inequality. Inequality is not good since individual disconnection and dysfunction coupled with global inequality and the addictive properties of money lead inevitably, as pointed out in the article “How Money is Destroying the World,”8 to a host of ancillary social problems, like ill health (both emotional and physical), violence against self and others, criminal behaviour, military aggression, international theft (i.e. colonialism), poverty, ecological disaster, and sometimes even world-ending, nuclear war. True, The System has gotten us here. But at a certain point, I would say this point, if the human race wants to survive, The System is going to have to be replaced by something that emphasizes intrinsic human development and ecological well being and not privilege and private accumulation. This won’t mean we’ll be thrown back into a more primitive feudal age. That will happen if we don’t make the change. However, it does mean that if we want to move forward, we have to end accumulation (once again, if you haven‘t yet, be sure to read Rocket Scientists Guide to Money and the Economy) and turn our global focus to authentic healing and reconnection.
Getting rid of The System so that the human race doesn’t destroy itself, replacing our global priorities with healing and reconnection focus so we can all fully heal and connect, brings us back to the topic of ideology, because ideology is what creates and drives The System. If we want to change The System to something different, then number one, we have to change ideology, because ideology is what creates, maintains, and drives The System.9
To understand ideology and what it’s role in creating and maintaining The System is, the first thing we have to understand is what ideology is and where it comes from. Once you know the answer to the first two questions, then you can answer the question, how does ideology drive The System?
What is Ideology?
As for the question “what is ideology?”, www.dictionary.com defines ideology as “the body of doctrine, myth, belief, etc., that guides an individual, social movement, institution, class, or large group.” This is correct, but the definition could be simplified and clarified. The key to this simplification is to understand that the phrase “doctrine, myth, belief, etc.,” is just a fancy way of saying “ideas.” “Doctrines, myths, beliefs, etc.” are really just ideas. Therefore, an ideology is a collection of ideas that guide behaviour. As the definition says, these ideas guide our action. Thus, a simplified, but still wholly accurate, definition of ideology is this:
Ideology is a collection of ideas that guide action.
As a definition of ideology, this is good. It should be noted however that not all ideas and beliefs function as ideology, i.e., not all ideas guide us in a way that would make them ideology. For example, I (Mike) have a personal belief that as pets, cats are better than dogs, but this idea, even though it guides my actions, is hardly ideology. It is just my own personal opinion. For an idea to be part of an ideology, that ideology has to be “special” in some way. Special in what way? Later on in your LP study, we say that for an idea to function as ideology it has to be made “sacred” in some fashion,10 and that’s true. What makes an idea sacred? Basically, for an idea to be a sacred part of ideology, the idea has to be an idea that answers a Big Question.11 Big questions are the ultimate existential questions of our existence. Big questions are questions of identity, purpose, origin, and so on. Big questions include questions like, Who am I? Where did I come from? What is my purpose? and like that. If I ask the question “What is your purpose” and you answer “to be born into life and learn lessons,” that anwer is a sacred idea and part of an ideology that encourages certain actions and attitudes. What actions does this particular “sacred” idea encourage. We’ll get to that in a few moments. For now, understand that
- Sacred ideas are ideas that answer big questions.
- Ideology is composed of the sacred ideas and sacred ideas are ideas that answer big question.
If you put all your answers to all the big questions you ask together in a hat, if you put all your sacred ideas into a hat, that hat contains your ideology.
Moment of reflection: Take a few moments to think about your answers to these big questions: “Where did I come from? “What is my purpose?” “Why am I here?” Write your answers down in the margin and share your ideas with the group.
Sacred Ideas are Archetypes
In our view, the idea of “sacred” ideas is a bit of loaded term. We can understand what it means, but it carries too much baggage and too many unspecified connotations to be useful. If you use the word sacred, people will think it means different things. Therefore, on the LP we use a more neutral term to describe “sacred” ideas that answer big questions, and that term is “archetypes.” If you understand that archetypes are big ideas that answer big questions, and if you understand that the sum total of all the archetypes in your brain constitute your ideology, then you have a good understanding of what ideology is.
are big ideas that answer big questions.
Ideology is the sum total of all the archetypes in your brain
Where does Ideology Come From?
Now that you know what ideology and archetypes are, the next question we have to ask if we are to understand how ideologies guide our action and drive The System is, where do we learn these archetypes? That’s an easy question to answer. Archetypes come to us from other people. Our parents, teachers, and priests, for example, teach us archetypes. My mother, my grade school teachers in Catholic school, and the priests I listened to in Church all taught me Catholic style archetypes to the big questions of life. When I asked the question Who am I? they said “you are a reject from the Garden of Eden.” When I asked the question Where did I come from? they answered “God created you.” When I asked the question Why am I here?” they said, “you are here to prove yourself good, and to redeem yourself from sin.” When I asked the question, What is my purpose? they answered, “to obey and serve God.” Of course, it wasn’t just my mother, my grade school teachers, and the Catholic priests who taught me these archetypes. I also learned archetypes in children’s stories, Hollywood movies, TV comedies, music, and so on.
On the LP we call people who teach archetypes, whether they realize they are doing it or not, Agents of Consciousness12 because they are, through their teaching, determining the archetypal contents of your consciousness, and consequently how you think about and act in the world. When your mother teaches you that bad things happen because there is good and evil in the world, she is an agent of consciousnesses teaching you an archetype which determines how you see the world. When a priest teaches you that your Earth is a schoolhouse and you are here to learn lessons because you were rejected from the Garden of Eden for being bad, he is answering big questions (“Who am I,” “Why am I here,” “What is my purpose”), and you are learning archetypes from an agent of consciousness.
As you can see, you learn archetypes from agents of consciousness; but where do agents of consciousness get the archetypes they teach? From the same place as you. They get them from their teachers, their priests, their gurus, the stories they are told, and, like Carl Jung the famous psychologist said, the traditions that are “handed down.”13 Every new generation gets archetypes from the same place, from agents of consciousness who teach and reproduce these archetypes. Archetypes are transmitted and renewed anew with each new generation of humans.
I suppose the question now is, where did these archetypes originally come from? Even though we have been learning the same archetypes for generations and generations, surely these archetypes have an origin someplace. Some people will say these archetypes emerge from spiritual sources, emerging from God or some other high place up in the Fabric of Consciousness. Others, like Carl Jung, a psychologist who was into dreams, archetypes, and the “unconscious” mind, says that archetypes are “archaic remnants” biologically rooted in ancient instincts.14 For Dr. Jung, these “innate and inherited”15 instincts percolate up from our unconsciousness every new generation. Each new generation then finds ways to express these archetypes in its sacred stories. In the past, these archetypes have been expressed in fairy tales, in bible stories, and so on. In modern times, these archetypes are re-expressed in movies and modern forms of at.
So which explanation is true? Do archetypes have a spiritual origin or are they biological in nature. The answer to that is, it doesn’t matter at this point. We explore this question in more detail in LP Workbook Four, and in the Triumph of Spirit book series. For now, all we need to know is that whatever their origin, archetypes pass through human hands and human voices before they get to you. Put another way, unless you have some kind of dream or mystical experience where you learn new answers to big questions, you learn archetypes from somebody, a priest, a guru, a Hollywood movie producer, etc. When you go to a Marvel superhero movie, you learn archetypes and these archetypes come from the writers, producers, actors, and crew that make the Marvel movie.
So if archetypes come from human hands, where did they originally come from? For most of us, the answer to that is, priests in the ancient Persian and Egyptian empires. We can see this quite clearly if we trace the archetype of good versus evil. Remember, archetypes answer big questions, but they also guide action. How does the archetype of good versus evil guide action. As I point out in the article “Star Wars is a Religion which Primes us all for War,”16 the archetype encourages us towards conflict, even war. If you think the world is created/run by two opposing forces, and if you think these forces express in the people and realities around you, you will see and act out the conflict. If somebody does something that you define as bad, you will see this person as evil and you will act towards them as such. The action you take will depend on how deep the good versus evil archetype is buried, and certain other archetypes and ideas you have in your brain that guide your action towards those you see as evil. This might mean different things, like aggression, shunning, punishment, incarceration, even execution.
So, where does this idea of good versus evil come from? In an article entitled “From Zoroaster to Star Wars,”17 I point out that common archetypes of good versus evil can be traced all the way back to the activities of priests in the high courts of the ancient Sasanian/Persian Empire. As Iranian scholar Mary Boyce18 points out, the Sasanian high priests wrote down many of the common archetypes that we are familiar with today. Archetypes like good versus evil, cosmic struggle, heaven versus hell, judgment and punishment, and so on were all written down into the Zoroastrian “sacred” books, the Gathas as they are called, by these elite Sasanian courts by high priests of the Sasanian empire?
In our view, they didn’t do it because they were sharing spiritual truths. They did it, as I point out in the article “Star Wars is a Religion that Primes us all for War,”19 and in more scholarly detail in the article “From Zoroaster to Star Wars, Jesus to Marx,”20 to help control their populations and build up emerging civilization, in the interests of elite rulers.
How do the archetypes they provided do that?
It is quite simple really. If you are a ruling king, emperor, president, or whatever, and you want to organize your citizens into a unified (municipal or national) political body, if you want them to act as a group, if you want to use them to attack and take over a neighbouring city, or defend against an attacking competitor, just tell your population that the citizens of the other city are evil [communist / atheist / Christian / Muslim / inhuman / savage / evil hordes coming to eat your children, tell them “God the Good” wants you to punish and kill them, and send them off on some kind of holy [crusade / jihad / holy war], and voila, an instant imperialist force is created and ready to fight and die for “the cause,” which none of them really understand.
If you want to organize and control the citizenry, use archetypes which inform thinking and guide behaviour, to do that. It hardly seems controversial that ancient elite priests used archetypes for this purpose. It wasn’t all bad, of course. Despite the fact that archetypes can be used by bad people for bad purposes, archetypes arguably played a role in the construction and advance of civilization. Archetypes did, in fact, help citizens think of themselves as a unified political and economic body, and this helped with the development of civilization Nevertheless, we cannot overlook the fact that archetypes are powerful, powerful tools that can, and are, used for nefarious, even genocidal, purposes. We can see this is a fact historically21 and anybody paying even cursory attention to modern world politics, or who has even a basic idea of history, knows what we are saying here is true. Archetypes are used by politicians in all countries everywhere to whip up their masses so they can use them as weapons and send them off to war, either abroad or at home. You can see it happening in history and, if you are paying attention, you can see it happening today. With the advent of social media and modern forms of communication (e.g., smartphones) it is more obvious than ever.
At this point, the idea that archetypes come priests who used them to help build up ancient civilizations shouldn’t seem controversial. Arguable, maybe, that the story is as simple as presented here, but hardly controvertible. These archetypes were definitely written down by Sasanian priests and they definitely appear in Zoroastrian sacred books. Of course, they didn’t stay in those books. They wound their way into other “sacred” books as well. Nowadays you can find the Zoroastrian archetypal nodes in all Western monotheisms, like Judaism, Catholicism, and Islam etc. You can also find these archetypes in the children’s stories we tell our children and, as noted earlier, in Hollywood in movies like Star Wars,22 and in the unending spew coming from Marvel’s Zoroastrian superheroes and supervillains.
The Western Tarot as a Book of Archetypes
Interestingly, we can see the activities of elites actors as they manipulate and propagate versions of these ancient Sasanian archetypes if we examine the Western Tarot deck. For those readers unfamiliar, the Tarot is a deck of 78 picture cards broken down into two categories– twenty-two major cards and fifty-six minor cards. The major cards all have names like “The Chariot” or “Judgment” or “The Fool,” while the minor cards come in four “suits” (cups, swords, pentacles, and wands) with various “court” cards to go along with.
You can see an example of one of the major cards in the image of THE FOOL card, included below. If you want to see what minor arcana look like, visit Wikipedia. https://en.wikipedia.org/wiki/Minor_Arcana
What are the tarot cards? Why major and minor cards? Without going into too much detail here, let us say that the tarot cards, and in particular the major cards or major arcana as they are known by aficionados, are basically archetypes represented in visual and linguistic form. We call tarot cards archetype cards, because the card contains the expression of an archetype. The major cards are like chapters in the tarot book of archetypes. The tarot “book of archetypes” contains 22 chapters, 22 major arcana which, when taken together, constitute a book of archetypes that provides a student of the deck a complete collection of archetypal answers to various big questions.
It is true.
The tarot was designed to be studied and learned as if it is spiritual/archetypal wisdom, and lots of people use it that way. One popular tarot website informs us that the “seventy-eight Tarot cards, the archetype cards, teach us “what we need to learn and master to live an inspired life.”23
Pause for a moment and note how explicit Biddy is about the purpose and the sacred nature of the cards. She says the archetype cards teach us, not just any “normal” knowledge and facts, but “what we need to learn to live and inspired life.” Clearly, this individual sees the tarot as a collection of sacred archetypes designed to guide our behaviour.
You can see the truth of the fact that tarot cards are archetypes that teach us particular answers to big questions by considering the tarot Fool card. The Fool card answers the big question, “why am I here?” and “What is my purpose?” The answer provided by the Fool card is the typical archetypal answer found in all Western spiritual traditions, which is that you are a fool in school incarnated on this Earth to learn your lessons and grow. The Biddy tarot site reflects this archetype perfectly when speaking about the dog nipping at the fool’s feet. According to Biddy, the dog represents “loyalty and protection” and is there to encourage “him to charge forward and learn the lessons he came to learn. ”24
As you can see, if you ask the question Why am I here? and if you consult the tarot, you get a standard archetypal answer which most readers will be familiar with in one form or another. The “sacred” archetypal answer, which is the same you find elsewhere, for example in Zoroastrianism, Judaism, etc., is that you are a fool in school and you are incarnated on this Earth to learn your lessons so you can grow and prove yourself worthy. Earth is like your schoolhouse, and you are a child in that schoolhouse. According to people who propagate the tarot system, you are to learn this archetype so it can guide your behaviour.
If it is true that the tarot deck is a collection of archetypes, and obviously it is, a reasonable question at this point is, who created the tarot deck. That’s easy. As I point in my sociological case study, “The Sociology of Tarot,”25 a group of elite white men in Freemason lodges in Europe during the French and Industrial revolutions in Europe created the Tarot. As I point out in that article, these men took a pre-existing set of Italian picture cards and re-branded them as a “sacred book” by coming up with “deep” meanings for the cards, and by writing books about these “sacred” meaning. When complete, they used the cards to convey archetypes first to their members and, later on, to the masses. To make a long story short, they imprinted the cards basically with updated version of “sacred” archetypes they found percolating around in the Fertile Crescent during the dawning of Western civilization.
Why did they do that?
The complete analysis is provided in my article “A Sociology of Tarot” if you are interested,26 but in a nutshell, they did it to help lubricate the transition from Feudalism to Capitalism. They did it so that there would be a peaceful exchange of power from old landed nobility to new capitalist leaders. They also did it so they could preserve and ancient regime of accumulation by preserving archetypes that had been used by previous iterations of the regime. They did it by taking old archetypes they found in the ancient Persian and Egyptian empires and by updating those archetypes to reflect emerging political, economic, and scientific conditions of their time. They did it with the express purpose of providing a set of archetypes which could then be used, just like the ancient Zoroastrian archetypes, to teach each new generation ideas that would allow them to easily control the masses. They, the white male elites, wanted to teach, not because these ideas represent spiritual truths for the higher good, but because these ideas help them manage and control capitalist society by justifying and fitting you into the proper social class role that is needed to allow their agendas to be propagated.
At this point, things might seem a little strange for you. The notion that “sacred” ideas are merely archetypes that provide answers to big questions is straight forward and easy to accept, as is the notion that agents of consciousness teach us these archetypes. But the notion that a bunch of elite white men in Freemason lodges got together to create a “book of archetypes” designed to preserve elite power and help manage a system of accumulation seems a little conspiratorial, and it is. It is very conspiratorial. Nevertheless, it is true. These men got together and created a system of archetypal instruction that tarot scholars say is the
…most successful propaganda campaign ever launched: not by a very long way the most important, but the most completely successful. An entire false history, and false interpretation, of the Tarot pack was concocted by the occultists; and it is all but universally believed.” 27
To be clear, and to avoid falling into the JUDGMENT archetype (explained in a few moments), these folks didn’t do it because they were bad or evil people (though we won’t discount greed as a factor). They did it because they thought what they were doing was right. They did it because others, like the Catholic Church, the ancient Persian elites, had done it before them. They did it because it would help them manage and control “the masses” in a way that would contribute to progress.
We are going to explore the Tarot as a book of archetypes in a lot more detail in Lightning Path Workbook Four: Archetype Study28 and in other Triumph of Spirit Archetype System29 resources. When we get there we will learn about all the old energy archetypes of and explore a bunch of Lightning Path new energy archetypes created to help with understanding and removing old energy ideology. Since we are focused on healing in this workbook, it is time to bring this discussion of ideology back to healing.
Archetypes and healing
At this point, it would be reasonable to ask the question, what does all this stuff on ideology have to do with healing. The answer is simple. Old energy archetypes encourage us to act in ways that damage and disconnect us. To be blunt, these archetypes encourage violence towards each other, and this violence does serious damage which, if we want to heal and reconnect, we have to address and stop.
How do archetypes encourage violence? To answer that question, let us take a look at one common archetype you find within the old energy archetypal rubric, what we call the “judge and punish” archetype. This archetype basically says that if you are bad, you should be hurt (i.e. punished) in some way. If you are bad, then some cosmic wheel of karmic justice, or some fearful cosmic patriarch, or some satanic evil bad dude, punishes you in measure that you deserve.
This “judge and punish” archetype is represented quite clearly in the “Justice” card from the Freemason’s tarot deck. In this card, we see a figure holding the scales of justice in the left hand, and the sword of punishment in the right hand. This card indicates, as the author of the deck A. W. Waite states, a “moral principle which deals unto every man according to his works.” In other words, you get what you deserve, based on the actions you have taken. If you have been bad, “justice” deals with you accordingly. If you have been good, then you are rewarded.
You get the idea.
Of course, there is nothing wrong with justice, but as people are typically trained, “dealing unto every man according to his work” often means hurting the people who we think have done bad things. When somebody does something that we think is bad, this old energy judge and punish archetype encourages us to be violent towards them. If they are our children, we hit them, yell at them, shame them, etc. If they are adults, we incarcerate and harm, sometimes even execute, because the “judge and punish” archetype says we should. This is the way of the world, we are told. This is the karmic way of the cosmos. This is how God “himself” operates his kingdom.
At this point, the reader may balk at the notion that there are archetypes in our brain which encourage us towards violence; nevertheless, it is true. If you think about your parent’s actions, if you think about what the priests told you, if you watch any of the sickening procession of Hollywood Superhero movies where the good guys are always violently beating down the bad guys, you see this archetype writ large. My mother regularly harmed me when I was a “bad boy.” When I was old enough to question why, she always gave me some version of the judge and punish archetype. “You’ve been a bad boy, so you deserve it.” “Spare the rod and spoil the child,” she would say. Assault is good for you, so says the judge and punish archetype because you need to told and scolded. It’s simply part of the karmic/cosmic wheel of justice. And so on and so on…
And it wasn’t just my mother. Teachers, friends, even intimate partners repeatedly hurt me whenever they thought I was being “bad.” And of course, we (Gina and I) are hardly innocent in this regard. We both did it as well; that is, . we both engaged in forms of oppression and violence towards one another and eventually to our children. When one of us did something wrong, we lashed out with emotional and psychological violence, intent on providing “justice” to the other person. Tit for tat. An eye for an eye. Justice will be done. We both engaged in judgment and punishment of ourselves, to one another, and to others until we learned what damage it was doing to us and our children. It was only when we understood why were judging and punishing one another, i.e. because that is how we were both trained by agents of consciousness, that we were able to see the clearer picture, and stop the mutual harm.
If you think about your actions next time somebody does something that you don’t like or that hurts you, you will see that you do it to. It probably won’t be physical violence (although it might be, especially if it is your children, since many still think its OK to hit weak and defenceless children), it will probably be emotional or psychological violence. It can be name-calling, angry and hurtful words, subtle shaming and put-downs, or whatever, but chances are, you will do it. You will do it unconsciously and you may be quite vicious about it. You will do it not because you are bad person, but because that is what has been modelled to you, and that is what the archetypes in your brain, which were inserted when you were a child and too little to understand or know better, tell you is the right thing to do. Our tolerance to violence is thus normalized.
“Spare the rod and spoil the child,” right? Hurting others is a deterrent that makes the world a better place. That is what the old energy archetypes say, that is what we’ve all been taught, and that is what you will do.
Of course, by now you know that hurting children by spanking them or shaming them, and emotionally assaulting adults, is toxic socialization. Toxic socialization doesn’t make them better people, it harms them and makes them mentally and emotionally sick. There is a wealth of scientific evidence available to show the damage of Toxic Socialization. There is straightforward evidence that physical assault (i.e. spanking) harms children, i.e., lowers IQ,30 causes mental and emotional disturbances,31 etc.. And these studies say nothing of the damage caused by emotional and psychological assaults so common in our “modern” world. As for intimate relationships (husband, wife, partner, common law, same-sex, etc.), the single worst thing you can do to an intimate other is punch back every time they do something wrong. If they hurt you and you hurt them back, you are doing twice the damage, and encouraging them to hit back at you once again. If you do that, you will find yourself engaged in a slow-motion spiral of psychological and emotional destruction that will end your relationship and leave you nothing but an old, angry, bitter, and deplorable human being. If you want a healthy relationship, what you should be doing is respecting each others feelings and needs, and talking it out whenever something goes wrong. If you want total emotional destruction, judge and punish whenever you can.
At this point, a question must arise and that question is, if the judge and punish archetypes are not helpful at all, if they do so much damage, why create them in the first place, and why not say something about them before this? Well, we already know why they were created. They were created help manipulate and control the masses, not only by “guiding behaviour” but also by, as you will now understand, doing disconnecting damage to each other. When we harm each other, we damage and disconnect each other. For reasons we will not go into here,32 disconnected and damaged citizens are easier to manipulate and control.
As for why not say something before, all we have to say here is, people have. At least as far back as Jesus Christ who said “love your neighbour as yourself” and “turn the other cheek” teachers, philosophers, and others were encouraging humans to stop being so violent to each other. Of course, up until now, we haven’t been so good at “getting the message through.” That is, because, as you will now understand, we working against elite agents of consciousness who use Churches, printing presses, and now the Hollywood studios that they own and control, to disseminate their old energy archetypes. There is also, we have to say, a fair bit of psychological and spiritual ignorance when it comes to the point and purpose of archetypes. As you maybe can see at this point, it takes a lot of effort to identify, unwind, and explain the origin, nature, and purpose of our “sacred” archetypal stories. That sort of detective work has only been made possible in the last decade or so of our history. Even to get you to this point requires a ton of effort, and we haven’t even really begun to exam the archetypes in toto.33 As much as we’ve still got work to do regarding archetypes, at this point of your LP study, the following main points should be clear.
- As we have seen in Rocket Scientists Guide to Money and the Economy, there is a System of accumulation. This system requires various social classes (workers, managers, executives) to function. These social classes are intentionally created by a class-based socialization system that teaches and trains people differently depending on their social class level of the school.
- Part of our “class training” is archetype training. We learn archetypes created by elites because these archetypes guide our behaviour. On the one hand, these archetypes can be positive because they bring us together as citizens, but on the other hand, they can be used to manipulate and control us. They can even be used, as we’ve seen, to encourage us to do damage that diminishes us, disconnects us, and makes us easier to control.
At this point, it should be fairly clear what our position is. Violence is harmful and disconnecting; all forms of violence should stop because that violence serves only The System. If you want to move forward towards healing and connection, the first step is stopping all that violence so we can heal and reconnect. To stop the violence, you’ll need to examine your archetypes and you’ll need to remove old energy archetypes which encourage violence towards others, and replace them with archetypes that encourage a more nurturing, supportive orientation. To be clear, stop seeing “justice and punishment” archetypes as anything more than carefully veiled excuses for violence.
At this point, the way forward might seem relatively clear, and in a way it is. However, rooting out toxic old energy archetypes like “judgment and punishment” can be hard. It is not enough to simply admit they are there and then say, I don’t believe them anymore. You do not exist in a bubble, and neither do these archetypes. Archetypes which encourage violence, all old energy archetypes, are embedded in family and cultural traditions, and these traditions can be very hard to change. I don’t know about your traditions, but in our tradition, which is the Catholic tradition, violence is ideologically encouraged in many painfully overt and horribly subtle sorts of ways. Everything from traditions on how to potty and bed train your kids, to holiday traditions of emotional violence and threat34 (be a good boy, or else Santa won’t bring you a present), to traditions on how to treat your kids encourages socially sanctioned violent norms e.g. spankings, yelling, shaming, preferential treatment or neglect etc.
For your reference, we call the toxicity and violence that percolates down to us through our family and cultural traditions, Intergenerational Toxicity (IT)35 to emphasize the primary source of this toxicity, which is family and cultural traditions passed on from generation to generation. To be clear, toxic patterns of behaviour are passed down from generation to generation in our family and cultural traditions. It is these toxic traditions that encourage us to harm our kids and each other in ways that undermine our potential, disconnect us, and make us more suitable as workers and consumers. We harm each other because of traditions and ways of thinking about things that are passed down through the generations, in our traditions.
Intergenerational toxicity functions to facilitate harm directly, by bringing us ideas and archetypes which encourage interpersonal violence, but they facilitate harm indirectly as well, by normalizing the violence and by providing a powerful psychological, spiritual, or even scientific sounding excuses and justification for the violent acts we engage. Normalizing violence means making violence something natural and inevitable. When we say things like “that’s just the way humans are,” or “we are violent and aggressive apes,” or “we all have a “dark side inside,” or “that’s just the way we have always done it/it has always being,” we are providing intergenerational justification and excuse. The Catholic stipulation that if we “spare the rod” we will “spoil the child,” that is, if we don’t hit our children we will be “spoiling” them like so much rotten milk, is a stipulation passed in through the generations in our cultural and family traditions.
Toxicity embedded in our traditions is hard to deal with. Whether you are Italian, German, Bosnian, Chinese, or whatever, it is hard to argue against your traditions. Your traditions are what constitute your identity and if you reject those traditions, not only will it feel like you are rejecting your identity, but you might even be scolded, shamed, and even ostracized by the cultural cops in your family and society. Truth be told, it is easy to see and (relatively) easy to walk away from, the toxicity in fairy tale stories, tarot cards, and Hollywood movies, but it is a lot harder to see and reject when it is part of our familial or cultural traditions, and thus and part of our basic identity.
You can understand how intergenerational toxicity defends otherwise toxic environments, and why it is such a problem, if you imagine that you have been stuck in a room that is filthy, dirty, and heavily polluted, from birth. When you are very young, you cannot see the pollution in the room because it is your normal existence. You may be aware, but you don’t understand that what you are looking at is filth. It has always been there and consequently, you do not question its existence. And besides, your parent(s) don’t seem to be bothered by it at all. They don’t mention it, they don’t talk about it, and if you naively point it out, they just ignore you and point at something else to distract your attention from it. However, as you grow, you gradually become more aware of the pollution, and more aware of its impact on you. You begin to recognize that it is making you sick, and you begin to see your parent(s) in a new way. Despite the fact they seem oblivious to the pollution, nevertheless, as your brain develops and your eyes open, you begin to see the filth is impacting them as well, sometimes in horrible ways. The pollution has undermined their health and made them weak and sick. At some point, you just can’t take it anymore and you point out the mess to your parents, and what it is doing to them. What happens then?
At that point, you find out the power of intergenerational toxicity. Your parents will deny, dissemble, point to their traditions, say “We’ve always done it that way,” or whatever. They will say the pollution is good for you or that it builds strength and character. If violence is a tradition in your home, they might even lash out at you, physically, emotionally, and psychologically, in order to push you back down. If you press long enough, if you challenge them to change, they will tell you, if you don’t like it, get out of room. Of course, that threat will probably terrify you, especially if you are young. What might be outside the room?36 And what if you do try and leave? If you actually do try to exit toxic traditions, if you do try and exit the room, expect heavy heavy duty emotional manipulation, guilt, and shame trips as parents, emotional bullying, shunning, ridicule, or even worse, as other family members try everything they can try in order to manipulate you into closing your eyes to the pollution, and staying in the toxic soup.
Moment of reflection: Take a few moments to reflect on your family and cultural traditions. Do any of these traditions encourage violence against another? Are any of these traditions toxic in one way or another. Think about your answers to these questions for a few moments and write your answers down in the margin and share your ideas with the group at your next meeting.
Hopefully at this point you can see, toxic traditions, intergenerational toxicity, is a problem, because it damages us, disconnects us, and is hard to escape from.
It should also go without saying at this point, but an authentic healing and connection process begins with awakening to all the toxic dynamics and behaviors that exist not only in the world, but in our families as well, and stopping those dynamics, especially in our families, right now. Ongoing violence damages us and makes it much harder to connect with our Highest Self. There is no other way forward. The family that accepts toxicity and pollution, the family that defends toxicity and violence, the family that violently violates those who would challenge and try to change the toxic status quo, become the micro model for a system of seeing the world, and a way of treating others, that maintains and perpetuates sickness, disconnection, and the status quo. If you spend a few moments thinking about this, there is a lot a stake here.
The bottom line and moral of this story is, if you want to make progress on healing and reconnection, you have to stop with the violent behaviours. If you want to do that, you need to start with archetypes, ideologies, and your family and cultural traditions. In particular, you have to start in your family. You have to examine the archetypes in your family, you have to examine your traditional ways, and if these ways contain toxic ideas that encourage toxic behaviour, you may have to change or opt-out of, your traditional ways. Examine the ideologies that make you who you are. If they are conducive to healthy growth and development and do not justify any forms of violence, inequality, or oppression, keep them. If they do justify violence, inequality and oppression, find better ideologies that support love and connection.
- What does it mean to say the school system is social class based? What does this mean for the education you get and the kind of people it turns out? Reflect on your education? What social class (upper, middle, lower) where you trained for? Discuss with the group.
- What is an archetype? What is ideology? What does it mean to say archetypes are sacred ideas? Who teaches you archetypes and where do these archetypes come from? Why, in terms of healing and connection, are archetypes important. Go over your answers in group until you’ve feel you have it pinned down.
- What forms of Intergenerational Toxicity can you identify in your own family. Remember, IT is behaviour and ideology justified as part of the cultural and spiritual traditions your family adopts. Share with the group, or online in the forums.
1If you’re an LP student, you can read the full article here https://www.lightningpath.org/archetype-study/social-class-and-the-hidden-curriculum/
2Jean Anyon, “Social Class and the Hidden Curriculum of Work,” Journal of Education 162, no. 1 (1980).
4Anyon, “Social Class and the Hidden Curriculum of Work,” 77–78.
7Sosteric, Rocket Scientists’ Guide to Money and the Economy: Accumulation and Debt.
8Mike Sosteric, “How Money Is Destroying the World,” The Conversation, 2018.
9What we are witnessing all over the world is the ongoing ideological wars that pit one way of being against another. Because of technological advancements that have allowed more people access to information, the ability to control ideological systems that exploit and capitalize at the expense of all of us who inhabit our planet and it’s resources, is becoming harder to contain. As referenced before by the quote by Reverend Al Sharpton “You can’t heal what you don’t reveal” the issue we are now facing is that there are more and more people who are choosing to heal and it is through the healing process where the truths are being revealed. The assault on truth that we are witnessing all over the world, is direct result of those who do not want to share their power and wealth. Instead, their greed/addictions are so entrenched and ingrained, that they will go to extreme measures to suppress truth.
10Mike Sosteric, “The Triumph of Spirit Archetype System,” Lightning Path, 2019, https://www.lightningpath.org/archetype-study/the-triumph-of-spirit-archetype-system/.
13Carl Jung, Man and His Symbols (New York: Anchor Press Double Day, 1964).
16Sosteric, “Star Wars Is a Religion That Primes Us for War and Violence.”
17Sosteric, “From Zoroaster to Star Wars, Jesus to Marx: The Science and Technology of Mass Human Behaviour.” https://www.academia.edu/34504691
18Mary Boyce, Zoroastrians: Their Religious Beliefs and Practices (Routledge, 2001).
19Sosteric, “Star Wars Is a Religion That Primes Us for War and Violence.”
20Sosteric, “From Zoroaster to Star Wars, Jesus to Marx: The Science and Technology of Mass Human Behaviour.”
21The Nazis were big time user of archetypes to manipulate their citizens.
22Sosteric, “Star Wars Is a Religion That Primes Us for War and Violence.”
24Italics added. Biddy Tarot, “Fool Tarot Card Meanings,” 2017, https://www.biddytarot.com/tarot-card-meanings/major-arcana/fool/.
25Sosteric, “A Sociology of Tarot.”
27Ronald Decker, Thierry Depaulis, and Michael Dummett, A Wicked Pack of Cards: The Origins of the Occult Tarot (New York: St Martin’s Press, 1996), 27, https://amzn.to/2IZWeX4.
30See “Children Who are Spanked Have Lower IQs, New Research Finds” https://www.sciencedaily.com/releases/2009/09/090924231749.htm
31We recall watching a documentary on learning disabilities in where an immigrant child who on his first day of school in grade one, who had no command of the English language, was asked to spell his name on the chalkboard. When the child jotted down jibberish, the teacher responded by publicly shaming the child. That experience led to years of learning and psychological difficulties for this person. It was only when, as middle age adult, and after years of struggle and healing, was this person able to pin down where his self-hatred issues stemmed from. That teacher inflicted so much violence that caused this man to experience years of intellectual, psychological and relational trauma! Consider the ways in which that teacher would justify and lie to herself to protect her horrible abusive teaching tactics.
32We’ll look at how damage disconnects us in a future LP book tentatively entitled, The Triumph of Spirit Archetype System Master Key.
33The word in toto means “altogether,” totally.
34The Italian/Slavik Krampus tradition has to be the worst of the worst of the worst.