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Nongrowth and Devolution

Updated on April 28, 2016

These three grow, these three evolve, the person. One of these three is home. Home that represents the parents. One of these three is school. School that represents the teachers. One of these three is environment. Environment that represents the masses. Home, school, and environment, together, represent growth, together, represent evolution. However, the growth that home, school, and environment represent, is nongrowth. The evolution that home, school, and environment represent, is devolution.

Home represents the parents. The parents that rear the child, the person. Home signifies rearing. Rearing that the child, the person, undergoes. However, the parents, truly, are stagnant parents. Rearing, truly, is stagnation. Stagnation is what the child, the person, truly undergoes. Stagnation is what home truly signifies.

School represents the teachers. The teachers that instruct the student, the person. School signifies instruction. Instruction that the student, the person, undergoes. However, the teachers, truly, are manipulative teachers. Instruction, truly, is manipulation. Manipulation is what the student, the person, truly undergoes. Manipulation is what school truly signifies.

Environment represents the masses. The masses that identify the individual, the person. Environment signifies identification. Identification that the individual, the person, undergoes. However, the masses, truly, are degrading masses. Identification, truly, is degradation. Degradation is what the individual, the person, truly undergoes. Degradation is what environment truly signifies.

This is the system of nongrowth. The system that is mistaken for the system of growth. The system of nongrowth that results from the people’s frailty. This is the system of devolution. The system that is mistaken for the system of evolution. The system of devolution that results from the people’s impurity. Frailty and impurity, both, people – the parents, the teachers, the masses – possess.

People pretentiously disposses themselves of their frailty, and of their impurity. Resultantly, their frailty and their impurity, worsen. They pretend that their frailty is their potency, that their impurity is their rightness. They create the system of nongrowth and of devolution, wherein succumbing to frailty and to impurity is the norm, wherein they are the potent and the right. The parents deem stagnation as rearing. The teachers deem manipulation as instruction. The masses deem degradation as identification. People deem nongrowth as growth, devolution as evolution.

People, their frailty begets nongrowth. People, their impurity begets devolution.

Nongrowth and Devolution

Ae Clane

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