III. Man and the World

Let us first take imagining. Imagining is certainly shaped by ordinary science and by what is increasingly being taken from this ordinary science and applied to child-rearing and is therefore so important for the whole development of human destiny, including for practical life, because it is intended to permeate the child. Imagining is not shaped by ordinary science. It is not so very long ago, a few centuries, that this has been the case in the most eminent way, which is why people do not notice it today. But it will not be long before what I am saying now can be observed in an almost comprehensive way. Scientific concepts, as they are taught today to the youngest people, to children, can be absorbed throughout one's entire life without becoming different in terms of one's imagination through absorbing so many concepts in the sense of today's science. One remains the same. Not only that, but it cannot be denied that one becomes more and more limited, even in intellectual terms, through the ordinary scientific concepts that are increasingly becoming part of general education. The mind, in so far as it is a thinking one, loses the flexibility to adapt to living conditions that are much more complicated than what a person can absorb through ordinary knowledge.