Lesson 15. Consequences for Education.

Lesson 15. Consequences for Education.

Before going into the specific consequences, it is necessary to recall that the Law of the Fulcrum is not an independent doctrine. It is an integral part of a system of thought consisting of three pillars that have been constructed throughout this entire work.

• The Mission of Virtuous Maitreya answers the question: What goal should humanity and civilization strive toward? It is the direction and ideal of development.
• Hồng Bàng Dịch explains the operating laws of the universe, life, and society. It is the cognitive foundation regarding nature and evolution.
• The Law of the Fulcrum points out the mechanism by which those laws can be applied in practice through correctly establishing the Fulcrum of each individual and each system.

These three parts form a unified tripod system. Purpose orients the laws. Laws indicate the method. And the Fulcrum is the mechanism that enables that method to be realized in life.

Therefore, the consequences presented in Part III should not be understood merely as separate applications of the Law of the Fulcrum, but as practical manifestations of the entire system of thought comprising these three pillars.

I. FROM THEORY TO PRACTICE.

After constructing the system of Axioms and Theorems of the Law of the Fulcrum, we can move on to a more important question: If those principles accurately reflect the operating laws of systems, how will they change the way humans build society?

This is precisely the content of Part III – The Consequences.

If Part I answers the foundational question of what a system is, and Part II explains how the system operates, then Part III will examine the transformations that can occur when those principles are applied to real life.

Fields such as education, management, economics, medicine, or social development, although very different in form, share one common point: they are systems created by humans to serve human development.

Therefore, if the Fulcrum is truly the decisive factor in the operation of every system, then correctly establishing the Fulcrum will change the way we design and operate those fields.

However, it must be emphasized that the consequences presented in this part are not isolated applications of the Law of the Fulcrum, but the practical deployment of a unified system of thought.

Throughout this entire work, the three pillars are always organically linked.

The Mission of Virtuous Maitreya answers the question: Where should humanity go? That is the goal and ideal of development. Hồng Bàng Dịch answers the question: According to what laws do the universe and life operate? That is the cognitive foundation regarding nature, society, and evolution. The Law of the Fulcrum answers the question: What must humans create in order to operate correctly according to those laws? That is the method for building systems that can self-balance, self-regulate, and self-develop.

These three pillars together form a unified tripod system. Purpose orients development. Laws indicate the path of development. The Fulcrum creates the mechanism so that this development becomes reality.

In the consequences presented from this lesson onward, these three aspects will always go hand in hand. Because a correct education not only needs a correct method, but also a correct goal and a correct understanding of the laws of human development.

That is why education has been chosen as the opening field for Part III. Not only because education is where each individual is formed, but also because every civilization is built from the people that that education creates. To change the future of a nation, one must first change the educational philosophy of that nation.

II. THE LIMITATIONS OF CURRENT EDUCATIONAL PHILOSOPHY.

Over the past century or more, the education of most countries has achieved very great accomplishments. The level of popular knowledge has been raised, scientific knowledge has been popularized, learning opportunities have been expanded, and the quality of human resources has increasingly improved.

These are undeniable achievements.

However, along with those achievements, many education systems are also facing increasingly clear paradoxes. People learn more but do not always understand themselves more. There is more information but not necessarily more discernment. Skills are higher but the ability to master oneself is not necessarily higher. Competitive capacity is stronger but psychological pressure, value crises, and feelings of disorientation are also becoming increasingly common.

These phenomena show that the problem no longer lies mainly in the quantity of knowledge transmitted, but in the foundational philosophy of education.

Most current education systems still focus on answering three questions:

• What to teach?

• How to teach?

• How to evaluate results?

These are all necessary questions.

But there is a more foundational question that is often not given due attention: What kind of human being is education helping to form?

If this question does not have a clear answer, then the entire curriculum, methods, and evaluation approaches risk only creating people with higher capabilities, but not necessarily with a more correct orientation.

From the perspective of the tripod system proposed in this work, the deep-rooted cause of this limitation can be seen.

If there is a lack of developmental purpose, education easily turns into a training process to meet the immediate needs of society. If there is a lack of understanding of the developmental laws of human beings, education easily imposes a common template on individuals who are inherently very different. If there is a lack of a Fulcrum, education can transmit a great deal of knowledge but fails to help learners build the ability to self-balance, self-regulate, and self-develop.

These three gaps correspond to the three pillars of the tripod system:

• The Mission of Virtuous Maitreya reminds us that education must first answer the question: For what purpose and to become what kind of person is a human being educated?

• Hồng Bàng Dịch reminds us that education must respect the natural developmental laws of human beings, knowing that each individual has their own foundation, developmental rhythm, and unique potential.

• The Law of the Fulcrum points out that the most important task of education is not to transmit as much knowledge as possible, but to help each person build an inner Fulcrum so they can self-learn, self-regulate, and continue to mature throughout life.

From this perspective, it can be said that the greatest challenge of education in the 21st century is no longer simply transmitting knowledge, but creating individuals with the ability to self-direct in an ever-changing world.

The deepest crisis of education today is not a knowledge crisis, but a Fulcrum crisis. When learners do not know what they are learning for, the more knowledge they have, the greater the disorientation can sometimes become.

III. EDUCATIONAL PHILOSOPHY BASED ON THE FULCRUM.

If knowledge is only a means, then education cannot take the transmission of knowledge as its ultimate goal. If capability is only a tool, then education cannot stop at training capabilities.

According to the Law of the Fulcrum, the highest task of education is to help each human being build an inner Fulcrum, because it is this Fulcrum that will determine how they use all the knowledge, capabilities, and power they acquire in life.

Therefore, an education based on the Fulcrum needs to be built on three levels of development:

The first level is learning to know. This is the traditional level of education, where learners absorb knowledge and skills to understand the world. This is a necessary condition, but not a sufficient one.

The second level is learning to do. Learners know how to apply knowledge to labor, creation, and solving problems in life. This is the stage of transforming knowledge into capability.

The third level is learning to become. This is the highest level of education. At this level, what is formed is no longer just a stock of knowledge or professional skills, but the character, fortitude, ability to self-regulate, and inner Fulcrum of each person.

When the Fulcrum is correctly established, learning will not end when one leaves school. People will continue to self-learn, self-correct, and self-develop throughout their lives. That is the highest goal of education.

Education is not the process of “filling” a head, but the process of “awakening” a Fulcrum. When the Fulcrum is awakened, knowledge will come on its own, capabilities will mature naturally, and character will perfect itself.

“An external Fulcrum only has value when it awakens the inner Fulcrum.”

IV. THE TEACHER NOT ONLY TRANSMITS KNOWLEDGE BUT ALSO CREATES THE FULCRUM.

In the traditional education model, the teacher is often seen as the one who transmits knowledge. The value of the teacher is measured by the amount of knowledge that can be passed on to students.

That conception has contributed to creating many generations of intellectuals and has made great contributions to the development of society.

However, in a world where knowledge can be accessed with just a phone or a computer connected to the Internet, that role is gradually changing.

What students lack is no longer primarily sources of information. What they lack more is the ability to select correct information, understand the true value of knowledge, and use knowledge for the right purpose.

In other words, what they need is not only a person who transmits knowledge, but also a person who helps form the Fulcrum.

According to the Law of the Fulcrum, the teacher is not the center of the learning process. The center of that process is the maturation of the learner. The teacher is like an external Fulcrum, helping to awaken the inner Fulcrum in each student.

When that happens, learning no longer depends entirely on the guidance of teachers. Learners will know how to ask questions themselves. Find solutions themselves. Correct their own mistakes. And continue learning throughout their lives.

That is the greatest success of education.

A good teacher is not the one with the most students dependent on them, but the one with the most students who no longer need to depend on them, because each person has found their own Fulcrum.

That is also the moment when the role of the teacher is elevated to a new level. Not only transmitting knowledge. Not only training skills. But contributing to forming human beings capable of self-educating.

A great teacher does not leave behind students who repeat their words. A great teacher leaves behind human beings who know how to discover truth through their own Fulcrum.

1.    The current state of education and the Fulcrum crisis.

2.    Educational philosophy based on the Fulcrum.

3.    The new role of the teacher.

4.    The role of the learner and the process of self-education.

5.    Consequences for the education of a nation and the future of a civilization.

That is a progression from individual → school → nation → civilization.

V. THE LEARNER NOT ONLY RECEIVES KNOWLEDGE BUT MUST KNOW HOW TO SELF-EDUCATE.

If the teacher is the external Fulcrum, then the learner must gradually build their own inner Fulcrum.

That is the natural developmental law of every sustainable education system.

No teacher can accompany a student throughout their entire life. No school can teach all the knowledge that the future will demand. No curriculum can prepare in advance for all the changes in the world.

The only thing that can accompany a person from childhood to the end of life is the ability to self-learn, self-regulate, and self-perfect.

That is also the manifestation of a formed inner Fulcrum.

According to the Law of the Fulcrum, the greatest success of education is not training people who always need to be guided, but training people with the ability to guide themselves.

At that point, learning is no longer a phase of youth. Learning becomes a way of living. Every experience is a lesson. Every failure is a teacher. Every success becomes motivation to continue perfecting oneself.

A person like that will never stop developing, because their Fulcrum no longer depends entirely on external circumstances.

That is the highest goal of education.

Education that ends at school is finite education. Education that continues within each person is infinite education.

From this perspective, it can be said that the learner is not the object of education. The learner must become the subject of the self-education process.

That is the most important maturation step that every education system must aim for.

A successful education is not measured by the number of graduates, but by the number of people who continue to mature after leaving school. When the ability to self-educate is awakened, education is no longer limited to the classroom but becomes the driving force for the development of an entire lifetime.

The Law of the Fulcrum can make a very clear contribution to modern educational philosophy. Because in our model:

• The Mission of Virtuous Maitreya determines that humans need to mature in order to serve evolution.

• Hồng Bàng Dịch shows that life is always in motion and changing, so learning cannot stop.

• The Law of the Fulcrum points out the mechanism for that process to occur: awakening the inner Fulcrum so that people can self-learn, self-regulate, and self-develop throughout life.

• The teacher is the external Fulcrum.
• The learner is the inner Fulcrum.
• Education is the process of transforming from the external Fulcrum to the inner Fulcrum.

VI. THE EDUCATION OF THE FUTURE IS EDUCATION THAT AWAKENS THE WHOLE PERSON.

If traditional education mainly aims at training professional capabilities, then the education of the future needs to aim at forming a whole person.

That person not only knows how to accumulate knowledge but also knows how to perceive themselves. Not only knows how to conquer the external world but also knows how to master the inner world. Not only knows how to compete but also knows how to harmonize. Not only knows how to develop individually but also knows how to harmonize with the community, with nature, and with the operating laws of the universe.

That is the shift from skill education to wisdom education.

According to the tripod system of this work, an education of the future needs to simultaneously carry out three tasks:

First, establish the developmental purpose of humanity. That is to build people with character, responsibility, and who know how to serve the common evolution of humanity.

Second, help learners understand the laws of nature, society, and themselves. When one understands the laws, people will know how to respect them instead of going against them.

Third, help each person create an inner Fulcrum. This is the condition so that all knowledge, all values, and all laws can be transformed into correct action.

Only when these three tasks are carried out simultaneously will education truly contribute to forming people with the ability to self-learn, self-regulate, self-develop, and know how to accompany the development of society.

That is not education for a profession. That is education for an entire lifetime.

Education of the 20th century mainly trained people to adapt to society. Education of the 21st century needs to train people to know how to adapt to laws. Only when living in accordance with laws can people create a sustainably developing society.

• The Mission of Virtuous Maitreya answers the question: What should a human being become? (Purpose and ideal.)
• Integration of Eastern and Western Multiculturalism answers the question: What is the actual operating structure of humans and the universe? (Cognitive foundation and methodology.)
• Hồng Bàng Dịch inherits and Vietnamizes those laws into a system of universal laws.
• The Law of the Fulcrum answers the final question: What must humans do to operate correctly according to those laws? (Action mechanism.)

In Professor Nguyễn Hoàng Phương’s educational strategy, there are three very great requirements:

• Understand oneself.

• Understand the laws of the universe.

• Know how to optimally handle the world.

But if one asks: How can a person truly achieve these three things? The Law of the Fulcrum is the answer.

Because:

• To understand oneself, one must have a cognitive Fulcrum.

• To understand laws, one must have a thinking Fulcrum.

• To optimally handle the world, one must have an action Fulcrum.

VII. EDUCATION DETERMINES THE FUTURE OF A CIVILIZATION.

Every civilization is built by the people that its education creates.

If education creates people who only know how to compete, society will develop according to the logic of competition. If education creates people who only know how to consume, the economy will operate according to the logic of consumption. If education creates people who only know how to conquer nature, sooner or later people will have to face the limits created by themselves.

But if education forms people who know how to live in accordance with laws, know how to respect balance, know how to self-regulate, and know how to harmonize with the community, then the entire social structure will gradually transform in that direction.

This shows that education not only determines the quality of human resources. Education determines the quality of a culture. It determines the governance method of a nation. And ultimately, it determines the developmental direction of an entire civilization.

According to the tripod system, that development is only truly sustainable when the three factors always go hand in hand: There is a correct purpose so that people know where they are going. There is correct awareness of the laws so that people know which path they must take. And there is a correct Fulcrum so that each individual and each organization has the ability to turn awareness into action.

These are three inseparable conditions. Lacking any one of them, development will lose balance.

When these three conditions are unified, education is no longer just preparation for the future. Education becomes the process of creating the future.

CONCLUSION.

A successful education does not only train people who know more. A successful education must train people who understand more deeply, live more correctly, and never stop perfecting themselves.

Knowledge helps people know. Intelligence helps people understand. Wisdom helps people live in accordance with laws.

But between knowing, understanding, and living correctly there is always a very large gap. That gap cannot be filled by more knowledge alone. That gap can only be overcome when people build a correct Fulcrum.

That is precisely the contribution of the Law of the Fulcrum.

The Law of the Fulcrum not only proposes a new educational method. What the Law of the Fulcrum aims for is a transformation mechanism: Transformation from knowledge to intelligence. From intelligence to wisdom. From the Small Self toward the Great Self. And from understanding laws to living in accordance with laws.

In that sense, the Fulcrum does not eliminate the Small Self. The Fulcrum helps the Small Self be guided by the Great Self. The Fulcrum becomes the bridge between awareness and action, between the individual person and the universal values that humanity strives toward.

Wisdom therefore is not knowing more laws than others. Wisdom is for oneself to become a harmonious part of the laws.

Evolution is also not going far from the origin. Evolution is that each developmental cycle brings people closer to their own true nature, but at a higher level of understanding, character, and action.

That is also the goal toward which the tripod system is directed.

The Mission of Virtuous Maitreya establishes the developmental ideal of humanity.

Integration of Eastern and Western Multiculturalism lays the ontological foundation and wisdom, helping people perceive themselves and the unity between humans and the universe.

Hồng Bàng Dịch explains the universal operating laws of nature, society, and humanity.

The Law of the Fulcrum provides the mechanism so that those ideals and laws are realized in life, through the process of transforming awareness into action and action into self-perfection.

The four works do not replace one another. They complement one another like four layers of the same system of thought:

• Ontology – What is a human being?

• Laws – How does the universe operate?

• Mechanism – How does a human live and act in accordance with the laws?

• Purpose – What does that development aim toward?

When these four layers are connected into one whole, education is no longer just the process of transmitting knowledge. Education becomes the process of awakening the inner Fulcrum in each person, so that each person has the ability to self-learn, self-regulate, self-transform, and continuously develop in harmony with themselves, with the community, with nature, and with the laws of the universe.

Therefore, building an education based on the Fulcrum is not only innovating an educational method. It is establishing a new Fulcrum for the development of an entire civilization.

To change a person, start with education. To change an education, start with the Fulcrum. To change the destiny of a civilization, start with an educational philosophy that connects ontology, laws, mechanism, and the developmental purpose of humanity.

Please continue following the next lesson: DEVELOPMENT AND EXPANSION OF THE LAW OF THE FULCRUM BY TEACHER PHẠM HÙNG SƠN. THE LAW OF THE FULCRUM – Axioms and Theorems of a Neutral System. PART III. CONSEQUENCES. Lesson 16. Consequences for Medicine.

Purpose. The role of self-healing ability.

Thank you for following. Warm regards. Điện Bà Tây Ninh.

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