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Zeitgeist: Addendum - Part Three - Page 10

Author: Edward L Winston
Added: August 16th, 2009

This is the 10 page of part three in my series of articles on Zeitgeist: Addendum. Please refer to the introduction if you were lead to this page.

[Jacque Fresco]
If people have access to the necessities of life, without servitude, debt, barter, trade, they behave very differently. You want all these things available without a price tag. Now then, you gotta have a price tag, what will motivate people, if man gets everything he wants he will just lay around in the sun'. This is the myth they perpetuate. People in our culture are trained to believe that the monetary system produces incentive, if they have access to things, why should they want to do anything. They will lose their incentive. That's what you're taught to support the monetary system.

[Roxanne Meadows]
When you take money out of the scenario, there would be different incentives, very different incentives.

[Jacque Fresco]
When people have access to the necessities of life, their incentives change. What about the moon and the stars? New incentives arise, if you make a painting that you enjoy, you will enjoy giving it to other people, not selling it.

I guess I'm a decent example of this. I don't get any money from this web site, the ads don't even pay for the hosting, but I do it because I enjoy it.


[Roxanne Meadows]
I think most of the education that I've seen today is essentially producing a person for a job, it's very specialized. They are not generalists, people don't know a lot about a lot different subjects. I don't think you could get people to go to war if they knew a lot about a lot of things. I think education is mostly rote and they're not taught how to solve problems. They're not given the tools, emotionally or within their own field, of how to do critical thinking. In a resource based economy the education would be very different.

I wouldn't give people so much credit; many don't seem to know much about one subject, much less many.

[Jacque Fresco]
Our societies major concern is mental development and to motivate each person to their highest potential. Because our philosophy is, the smarter people are the richer the world, because everybody becomes a contributor.

[Roxanne Meadows]
The smarter your kids are, the better my life will be, because they'll be contributing more constructively to the environment and to my life, because everything that we devise within a resource based economy, would be applied to society. There would be nothing to hold it back.

What about those that can't or don't contribute, for example mentally handicap or just lazy people, there will always be some, no matter what. Often people reply, about the mentally handicapped, that through various technologies these people can be "fixed" so to speak, but not in the foreseeable future and I think we want answers about now rather than someday.


[Jacque Fresco]
Patriotism, weapons, armies, navies, all that is a sign that we're not civilized yet. Kids will ask their parents, "Didn't you see the necessity of the machines? Dad, couldn't you see that war was inevitable when you produce scarcity? Isn't it obvious?" Of course, the kid will understand, that you were pinheads, raised merely to serve the established institutions. We're such an abominable, sick society, that we won't make the history books, they'll just say that large nations took land from smaller nations, used force and violence. You'll get history talked about as corrupt behavior all the way along, until the beginning of the civilized world, that's when all the nations worked together. World unification, working toward for common good for all human beings, and without anyone being subservient to anyone else. Without social stratification, whether it is technical elitism, or any other kind of elitism, eradicated from the face of the earth.

The state does nothing, because there is no state.

The system I advocate, a resource based global economy, is not perfect, it just a lot better than what we have. We can never achieve perfection.

Let's continue on to Part IV.

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