Brandon Cortez

Final
Due 6/12/14
Section No. 2944
My Philosophy
The main basis for my philosophy stems from a pragmatic conception of reality such that
the most practical aspects of observable existence will be taken into account as real. This
pragmatic view of reality can take precedence after one has come to terms with the nihilistic
view that ones life is inherently meaningless. Without despairing of this notion, one can breathe
meaning into ones life because, although life has no meaning to the universe at large, ones
maintained existence is generally meaningful to oneself. One can then form a conception of
oneself as one wishes, but the fact remains that the world outside oneself does not yield willingly
to the impositions one attempts to force upon it. One cannot fruitfully will wine from water and
so must accept that there are certain restrictions that bind one to the perceptible world. From
arriving to this general principle, one can begin to infer which perceptions are most practical to
hold as real. This gives way to a pragmatic view of reality because one must take into account
the prevailing notions in society of what is and sort out which of these notions serves best for the
existential conception of oneself. This leads into the question of how one determines what is
real.
My epistemological view is mostly informed by an inter-subjectivity that one has to
constantly review to find the pragmatical application thereof. Science seems to be the easiest
observable practical tool available to humanity and, therefore, deserves a place in this
epistemological construction, although it need not be the sole tool in ones repertoire if one
deems it impractical. Generally, science is meant to have an inter-subjective aspect in it because
it depends on peer-reviews to acknowledge and test the conclusions of experiments and the like,
but not all science serves a practical purpose in ones daily life. However, there can be certain
fruits derived from the practical application of science as in the case of the nutrition. Soylent is a
food product that has been derived using modern scientific practical knowledge in order to
streamline the costs of daily food acquirement and still meet all individuals constant nutritional
needs. Its practical use is evident when considering that it is cheaper per meal and provides
fuller nourishment to the body than the average fast food product. The scientific intersubjectivity that fostered this food product is not the sole evidence that one must observe and
judge because there can also be testimonials of how the product affected others that can give one
an impression of how the product might affect oneself. Invariably, the option to try the product,
or any solution to a problem, is under ones discretion and for how long, which depends on what
seems most practical to ones situation and conditions.
The values aspect of my philosophy would seem to take a turn away from pragmatism in
that it relies predominantly on virtue ethics, but there can be a reconciliation between
pragmatism and virtue ethics when considering that I believe virtue ethics, along with sprinkles
of other vague ethical leanings, is the most practical kind of moral compass to latch onto. This
proves itself to me in that I can and should allow myself to attempt to distinguish between the
extremities of many virtues by reaching those extremities through experience and then
determining whether there is some kind of benefit to that position. If not, the practical aspect of
formulating any habit that lies in an extremity on either side of a virtue is not met and I should
therefore look for the middle ground or opposite extremity in an attempt to find a practical
position. Currently, I can find no virtue of which Id like to partake in the extreme positions.

The Self-Sustaining Manifesto

Education has failed all of us, not in fostering creativity as Sir Ken Robinson maintains,
but in fostering practical knowledge within us all so that we can attain the simplest form of life in
this society. I do not know how to repair a computer or television set, so I must relay that
practice to an individual that will charge me for the service. I do not know how to fix plumbing,
so I must relay that practice to an individual that will charge me for the service. I do not know
how to fix a car, so I must relay that practice to an individual that will charge me for the service.
I do not know how to make my own clothes, so I must relay that practice to an individual that
will charge me for the service. I do not know how to file taxes myself, so I must relay that
practice to an individual that will charge me for the service. I do not know how to garden plants
for either aesthetic pleasure, oxygen, or food, so I must relay these practices to a set of individual
that will charge me for each individual service. We hold these services to be pursuant to the
basic needs of all humans in our contemporary society. The knowledge of these services is
necessary to acquire the basic needs for each individual or community and is of the utmost
importance to foster in a society with grievances such as ours.
In light of grievances such as hunger, poverty, violence, lack of resources, etc. we
demand that large reforms take place at once in our educational system. The only thing the
educational system should promote are two things: self-sustainability and the individual.
Self-sustainability remains a value that is prima facie to all other values. It is the basis
for all other values, for individualism cannot exist unless the individual is self-sustaining.
Otherwise, the individualism fostered would be hollow and meaningless, without appreciation
for the process that is inherent in creating a conception of oneself. The notion that our existence
precedes our essence attests to this formulation of individualism. We cannot create an individual
essence before we actualize our existence and meet its basic needs. A hungry child cannot
conceive of a self beyond its own hunger. Therefore, self-sustainability should be the
overarching theme of education. An education curriculum based on self-sustainability should
include, but no be limited to, gardening, cooking, plumbing, car/bike repair, basic language,
basic math, taxes, clothes production and maintenance, electrical maintenance, and have the most
emphasis on being a constantly learning individual. All other subjects are supplementary to
these basic educative principles.
An individualism can follow after all these educational goals have been met because they
have fostered the growth of an ever learning individual that can motivate itself to learn that
which is intriguing to itself. Having its basic needs met, the individual can begin to formulate its
own individual self because it is aware of the arduous path it took to arrive at the juncture where
it can educate itself as it pleases.
Furthermore, it is our held belief that all states and governments should recognize all
accredited schools and their degrees from all other states and governments. It is immensely
disrespectful that one should take a quarter of a lifetime studying only to be confined to one area
of expertise and even more disrespectful that this single area of expertise can only be adequately
practiced in one area. We also believe that it is the governments duty to see that all individuals
have an equality of outcome, that is, that all individuals receive the same benefits after having
concluded similar education.
Without these reformations taking place in society, we move that all students, from
kindergarten up to the highest possible learning facilities, should boycott and not participate in
any form of formal education. We should begin our own education facilities so that we may
pursue these best educative goals and increase our ability to survive and truly accomplish an
individualism that is fruitful.