Shaukhanov  Arman  Alimhanovich

candidate of the pedagogical sciences,

assistant professor of Taraz state pedagogical institute

city Taraz, Republik of Kazakhstan

 

Essay

 

About possible influence of extraterrestrial intelligence on the formation of the moral and ethical standards, philosophical systems, philosophy of education throughout the history of the mankind. Part II.

 

In space twinkle the lights of the aliens,

Мигают в космосе пришельцев огни,

"Care" of the Earthmen – to remove the stumps of

«Забота» землян – выкорчёвывать пни

The remains of the nature, as you want, give back!

Остатков природы, как хочешь, верни!

The concept of peace – the war's blade.

Концепция мира – лезвие войны.

 

 (The first part of this article was published: Материалы IX международной научно-практической конференции «Эффективные инструменты современных наук». 27.04.2013 – 5.05.2013, Том 22, Педагогика, Praha, Publishing house, c.9-15).

 

In the first part of the article describes the possible influence of aliens to the formation of the philosophical and religious systems of mankind at ancient times. The second part of the article will continue reflections on this subject, and will be devoted to the possible influence on the philosophy of education of people, which can be characterized as the strategic direction collection of scientific knowledge and practical experience of our civilization. Is the philosophy of education mainspring of all the sciences of humanity? Let us examine this question in more detail.

As you know, the philosophy of education answers the question – Why to teach? That is, it answers or trying to answer the following questions – for what purpose or purposes for which necessary or desirable to acquire scientific knowledge and practical skills? In the name of what ideas and how far it is able to lead the people and / or lead it’s to nowhere? On what sacrifices and losses it agreed to achieve their dreams?

These questions puts before itself and people, in the first place, state, exactly it gives the answers and makes efforts or non-acts in permit puted problems. To a lesser extent, these questions are trying to answer the masses, mainly, their interests are narrow personal character.

There by, answerring this question, state puts it’s power a spirit and power, which is expressed not how much in money equivalent, how much in morally-psychological, ideological, scientifically-creative. In order to achieve the idea a state unites it’s enthusiasm with energy people, accumulates it’s potential and spends it’s only for decision problems, realization which capable to make idea in reality. Since they are used all available scientific knowledges, skills, skills and technological achievements, the philosophy of education appears in the role of the striking fist or locomotive, leading away for itself both people and state.

That is why the presence of a powerful state ideology and the ideology of the planetary or cosmic scale philosophy of education, without exaggeration, is transformed into a powerful driving force, serving as the cornerstone of all sciences. What this will be an ideology and on what or on whom it will be directed – already other question.

History of the mankind knows the ensemble of examples, when for achievement of some purposes, whether conquests of someone else lands, or, for survival in heavy conditions, in encirclement internal and external enemies, rulers of these countries obtained the greater successes, in fortification personal authorities also, only therefore that skilfully manipulated the consciousness of public mass, were capable to consolidate society, pointing to concrete enemy, afterwards destroying this enemy, finded a next.

But if enemies anymore not remained, their invent. Enemies were classified on different categories: political, class, race, religious, ethnic and etc. As a rule, with cessation of a fight with enemies, with reception enormous wealth, vigilance was blunted, a level of military training was falled, moral degeneration of the ruling classes, army increased, finally, approached the moment, when empire changed in colossus on clay legs and from small nock was overturned. Come to mind – Sparta, the Empire of Alexander the Great, Ancient Rome, The Crusades, uncountable religious wars, Nazi Germany, the Soviet Union, The Cold War between the USSR and the USA.

The range of educational philosophy begins from hard survival in heavy conditions not on life, but on death before expansionist ambitions in conditions of total superiority over the existing world, whether it is a planet, star system, galaxy or universe. As we move people into outer space and collision with hostile civilizations a principle of "searching for enemies" revived with unprecedented force, becoming an "Eternal Flame" as the main tool or weapon in the struggle for personal power over the Earth's civilization and the key to universal wealth, hiding in depths of endless space.

In fact, the war or the possibility of impending war with hostile alien races is able to justify any sort of "arms race", and hence the “space” budgetary costs as one or more of the leading superpowers, and the whole of humanity. There by, the spectrum of answers to question – “why to teach”, begins from – “to survive”, before “to save it's civilization or empire in existing borders (as this first comed to do in Roman Empire an emperor Adrian (century II AD) and constantly it’s increase ad infinitum”.

It is clear that the philosophy of education depends on many factors, but primarily on the internal and / or external security of the state, it is either compressed into a ball, or straightens out as a spring. Speaking about states and empires, it does not mean that the philosophy of education begins with the appearance of the state. In fact, the philosophy of education originated with the appearance of the first people on Earth, and only later it acquired scientific features. Even primitive genus and savage tribe had their own philosophy of education of the most primitive level, as were constantly under stress, the struggle for survival – that is food for the origin and development of the philosophy of education, as even then there was a process of primitive accumulation of knowledges, knowledges about nature, about person, about the gods, knowledges about a survival. Why to teach? To survive. To preserve and increase the wealth of a family, of the tribe, of the state, of the empire.

On the philosophy of education is influenced by many factors, but the main of them that:

• religious systems;
• philosophical systems;
• state ideological systems;
• a level of the culture;
• a level of the spiritual development;
• a level of the internal and / or external security of the state.

Below is a diagram which shows the components that influencing upon the philosophy of education as of any state, and the planet as a whole.

 

Drawing 1.

 

 

At the beginning of XX century, the famous Russian scientist Konstantin Tsiolkovsky in his numerous works on astronomy, astrophysics, cosmic philosophy admits the idea of ​​active intervention overdeveloped extraterrestrial civilizations in the affairs of less developed civilizations, which until that time occurs in an implicit, hidden form, which he called "the idea of ​​a hidden contact".

On his opinion, "the hidden contact" can have an educational character, which manifests itself in a delicate manner (space pedagogy). No offense to Konstantin Tsiolkovsky, but sometimes such a delicacy discourages many witnesses watching the sky in the most unusual events in different epochs of humanity.

On one of the engraving of XVII century depict the discs  that hovered over Nice in 1608, causing terror among the population. Similar pictures imprinted balloons over Nuremberg (Germany) in 1561, over Basel (Switzerland) in 1556. On numerous European medieval paintings are present the balls or disks that are either flying or hang above the ground, from some downwards comes the ray of the light. Very rarely, but in different parts of the Earth occur UFO air battles with each other. September 16, 1989 on the outskirts of Perm (the Russia) there was a fight between six silvery discs that were chasing for the seventh golden disc, they fired by rays, resulting a golden  disc fell into the swamp of taiga. Witnesses were hundreds of people; the event was widely reported in the press. In other cases, from flying machines nothing remain from influence of the powerful radiation.

The Possible purposes and reasons of the similar education are stated in the first part of given article. A big attention K.E.Tsiolkovsky spared exactly philosophical-sociological and naturally-scientific aspects of the study and existence of extraterrestrial intelligence, directly or indirectly showing it's activity in cosmos, considering contact with extraterrestrial civilizations ("fellowship with the brothers") as one of the most important goals of space exploration.

 Konstantin Tsiolkovsky was convinced that on countless planets and stars there is intelligent life that "habitable universe is absolute truth", "The universe and life is the same."

The Possible desire of aliens to inculcate in the Earthmen some the moral and ethical values, to make corresponding vector of a development supposes an approximate reproduction or duplication of behavioral motives, stereotypes, worldview, in the best sense of the characteristics typical of extraterrestrial intelligence. As it is spoken, the apple doesn't fall far from the tree. What ideas could be brought out of the space as a spiritual and intellectual food? It is possible that democracy and democratic values, originating from the slaveholding Greece, a thick fog shrouded with myths and legends, gods, titans and heroes. And who are they, if not distant alien worlds? What else? Tolerance, religious tolerance, humanism, a friendship among people, races, civilizations, including the space, waiting in the wings. When the hour strikes, the aliens would probably own religious system, and maybe there will be a few.

In future, with an access to deep space, people may find or discover alien forms of intelligent life. After weighing up all the pros and cons, is not excluded that humans will be able to declare their religious war, jihad or to organize The Crusade to the alien star system. After all this not bad ground for enrichment and renewing of depleted the resources.

This will largely depend from the level of religious systems and their influence on people's consciousness and social life. If, however, the influence of religious systems in the consciousness of the people to be insignificant, then in turn can be more powerful to put a cover for unseemly intentions, namely the eternal struggle against terrorism, which can also be transferred from the size of the planet Earth in the framework of an entire galaxy or universe.

Many futurists believe that in the future the religious systems will play a large role, than this exists at our days.  One possible reason for this lies in the further development of science and technology: the exploration and use of unknown sources of energy, opening different portals to another dimensions, universes, parallel worlds, what we now call "the afterlife" or "the other world" as well as discovery of the soul and carrying out with it a variety of manipulations. The Other possible reason consists in that that in future, in consequence of a powerful ecological catastrophe or nuclear war, mankind can be cast-off in cultural and technological development on several centuries or a millennium back. In such event, the filling the spiritual vacuum religious and philosophical system inevitable.

A Religion at all times was a good shield for achievement selfish ends and reliable means of manipulate the masses. And is there in all these bloody wars any sense? Religious wars and philosophy of education unite the similar questions: "Why to fight?" and "Why to teach?" The answer they have roughly the same: from "to survive" to "to spread it's hegemony as much as possible." As well as to fight, to learn, grinding away at one's books, you can always, because the road of knowledge is infinite, like the universe itself.

 (To be continued). The verse belongs to author of the essay.

A list of the used sources

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6.      Шадриков В.Д. Философия образования и образовательные политики. – М., 1993.

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8.      Шауханов А.А. Pedagogic as main engine all science or about 11 pillars of pedagogical science. //Білім – Образование. – Алматы,  2009. ТОО «Сигнет-Принт». № 3. – С. 100-103.

9.      Shaukhanov А.А. About possible influence of extraterrestrial intelligence on the formation of the moral and ethical standards, philosophical systems, philosophy of the education throughout the history of the mankind. Материалы IX международной научно-практической конференции «Эффективные инструменты современных наук». 27.04.2013 – 5.05.2013. Том 22, Педагогика, Praha, Publishing House “Education and Science” s.r.o., – С. 9-15.