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Posts from the ‘Introduction’ Category

Fulfill Our Best Possibilities

The Mazeway Project is dedicated to freeing and empowering us to fulfill our best
possibilities, individually and collectively.

As individuals, the focus is on freeing and empowering us to direct our life’s journey from our own point of view, rather than thoughtlessly follow the prescriptions and proscriptions of prevailing institutions.

As societies, the focus is on determining what we can do about the wide range of serious
problems facing humankind, including but not limited to dysfunctional systems of
government, corruption, poverty, financial crises, war, terrorism, disease, environmental
degradation, inadequate healthcare programs and antiquated systems of education.

Obviously, there is something wrong at basic levels of the social process that is causing the
extraordinary range of serious and persistent problems. The problems confronting us are so
pervasive that it suggests the challenge we face is systemic; that is, system-wide. Therefore,
it may not matter how many well-intentioned initiatives there may be to treat the symptoms
of or help enhance any part of the system. The scope and seriousness of our problems will
continue until: (a) we discover the basic cause of humankind’s systemic condition, and (b)
we are able to resolve an overarching vision of what we can do about it.

Welcome to The Mazeway Project. My name is Anthony Parrotto. This initiative is based on
my book, NAVIGATING THE MAZEWAY: Fulfilling Our Best Possibilities As Individuals
and As a Society.

I define “the mazeway” as you, me, and everyone else, functioning within the social
process of this planet, situated in the riddle of the universe – a puzzle within a puzzle
within a puzzle. No maps or instruction manuals come with the puzzles. Instead, we
have been surrounded by many individuals and institutions that offer their perspective
about how the world works or ought to work, and how we should model our lives.
Unfortunately, those perspectives have largely failed their promise and have led to
humankind’s systemic condition.

It was with those observations in mind that I embarked on a mission dedicated to: (a)
discovering the basic cause of humankind’s systemic condition; (b) what we can do about it;
and (c) how we can fulfill our best possibilities as individuals, as societies, and as a species.

S U G G E S T E D  N E X T : The Search For The Cause

The Search For The Cause

During my effort to discover the basic cause of humankind’s systemic condition, the following observations stood out among
the rest:

 

 

  1. The most precious asset we possess as human beings is our consciousness. However, we are not informed or it is not emphasized that we are programmable beings whose orientation is shaped by programs encoded on our consciousness by prevailing institutions around which we happen to be situated – religions, governments, schools, etc. As such, an orientation is imposed on us, rather than consciously chosen by us.
  2. The programs advanced by prevailing institutions have not been sufficiently coherent, moral, and universal to orient humankind in a manner that inspires us to move forward together creatively, joyfully, and peacefully. Instead, the programs advanced have led and continue to lead to illusions, prejudices, self-limiting ideologies, and other forms of conceptual imprisonment that diminish us as individuals, separate us into warring camps, and perpetuate the endless cycle of misadventures, destruction, and despair that humankind endures.
  3. We are not encouraged to question the programs advanced by prevailing institutions. Instead, we are encouraged to be faithful to their programs and assume that humankind’s highly problematic existence is either unchangeable or caused by the faulty orientation of others, rather than consider the possibility that our own orientation may be faulty.

I believe the combination of these observations defines the crux of humankind’s systemic condition, which prompts the question: Do we possess the wherewithal to transcend illusions, prejudices, self-limiting ideologies, and other forms of conceptual imprisonment, and generate coherent, moral, and universal programs that will inspire us to move forward together creatively, joyfully, and peacefully? My answer would be yes, if we were educated in a manner that frees and empowers us to become aware of what is possible and what to demand of ourselves and of our institutions.

Unfortunately, due to the highly fragmented, industrial-age modeling of our systems of imparting knowledge, even after 16 or more years in school, very few of us become comprehensive, critical thinking, self-directed individuals. And because we are not encouraged to challenge the programs of prevailing institutions and the manner in which they are orchestrated, most of us remain imprisoned conceptually by illusions, prejudices, and self-limiting ideologies. Consequently, we develop too few leaders with wide-ranging vision and integrity, and we spawn a general population that moves on with their lives as fragmented, incidental cogs in one part or another of the mindless socio-economic machine of their time, largely unaware of the premises that fuel it and frustrated about how to adapt or improve it.

Given this condition, not enough of us have been or will become aware of what is possible and what to demand of ourselves and of our institutions. Such lack of awareness does not bode well for the future. Not only would we fail to fulfill our best possibilities, the chances are, like all the other major civilizations that came before us, we will become just another failed one that had taken root and flowered for centuries, but eventually decayed. It would not matter how extraordinary our society had been. And, considering our predicament, there is no guarantee that humankind will survive as a species.

S U G G E S T E D   N E X T: What We Can Do About It

What We Can Do About It

With the preceding observations and challenges in mind, I came to this conclusion. If we are to do better than those who came before us and fulfill our best possibilities as individuals, as societies, and as a species, we must add to systems of education processes dedicated to enlightening us to become (a) comprehensive, critical thinking, self-directed individuals, (b) free of illusions, prejudices, self-limiting ideologies, and other forms of conceptual imprisonment, and (c) oriented in a manner that is coherent, moral and universal. To show how this can be accomplished, I developed three illuminating processes/courses that are outlined here:

1. Map Your Life is a process that frees and empowers us to direct our life’s journey from our own point of view, rather than thoughtlessly follow the prescriptions and proscriptions of prevailing institutions. This journey of self-exploration enhances our understanding of our self as a unique individual, member of society, and as part of the larger world so that we can orchestrate a more authentic, productive, and satisfying life. The process is energized by a 16-point Life Map Template that helps us assemble our Life Map in an organized and purposeful manner.

2. Social Mapping builds upon the clarity we gained about our self through the life mapping process by encouraging us to assemble a map of our opinions about great issues of our time.  We are asked to write our thoughts and feelings about each of those issues and about any other issue we may wish to add to the list, knowing that we are free to modify what we have written at any time. The sum of our opinions becomes our Social Map. This process helps us understand the dynamics of the social process and, in turn, escape illusions, prejudices, self-limiting ideologies, and other forms of conceptual imprisonment.

3. MetaVisioning is an illuminating process that broadens our perspective further by encouraging us to resolve coherent, moral, and universal premises upon which to build a coherent, moral, and universal MetaVision of how humankind can move forward together creatively, joyfully, and peacefully. As an individual, we build upon our premises and opinions defined in the Life and Social Mapping processes by asking ourselves what they inspire us to envision regarding how humankind can direct its developmental journey forward more wisely. We summarize our premises, opinions, and what we envision within an open-ended essay, which becomes our personal “MetaMap.” And then, collectively, we work together toward reconciling and synthesizing the MetaMaps of the entire class into a coherent, moral, and universal MetaVision of how humankind can move forward together more wisely as communities, as societies, and as a species. This pursuit of clarity about our existence helps each of us to become liberated global citizens, rather than imprisoned conceptually within a provincial orientation where illusions, prejudices, and self-limiting ideologies prevail. 

Please Note: Within other segments of this website, you will find:

    • Fuller descriptions of the Map Your Life, Social Mapping, and MetaVisioning courses.
    • A syllabus for each of the three courses.
    • Databases of completed Life Maps, Social Maps, and MetaMaps.
    • More examples of feedback from students who have taken the mapping courses.
    • How The Mazeway Project will move forward.
    • How the project will extend its reach around the world by way of the Mazeway Network. 
    • Book Reviews 
    • Mazeway Glossary

 

S U G G E S T E D  N E X T :     Our Life Map