Three Spirits
Nov 2, 2025
New institutions for the spirits of man
There are three sides of the human spirit that modern man has lost: Childhood, Supersoldier, and Spiral. In each part, I explain the relevant spirit and how to foster it in man.
Part I: I explain a Childhood and introduce a new primary education prioritizing exploration, play, and maximal true learning.
Part II: I explain a Supersoldier and introduce a four-month institution as a military bootcamp for coming-of-age and national unity for all men.
Part III: I explain a Spiral and introduce a framework for maximal growth and self-determination in university and after in one’s prime directive and life.
Part I: Boys
The knowledge of the heart is in no book and is not to be found in the mouth of any teacher, but grows out of you like the green seed from the dark earth
Childhood spirit embodies magic, love, care, security, exploration, love of the world and fellow man, friends, and brotherhood. It will be fostered by the new childhood education system and childhood culture.
Boys are meant to read adventure stories, explore the wilderness with their friends, experience danger and conflict and build forts, then come back to their homes and their dinner and family and comfort surrounds them. They are meant to learn about those who came before them, and to imagine and create new worlds.
The boys of the neighborhood must play together, outside in the neighborhood and nearby nature. This is an error with the way our neighborhoods are constructed: they also need areas of interest, and they need to be slightly more dense, and with more variance. There must be interesting, dangerous aspects of nature near boys, fascinating objects with "higher significance": “The well”, “the mysterious tunnel”, “the neighbor’s dog”, etc.
As they grow, they are introduced to more things and start their new education. This is not the old, poorly-designed, worker-optimized form of education most know, but instead a new, better form that consists of teaching classes and open classes.
Teaching Classes
The common core that all boys must know are transferred by the “lecture” classes. These cover only those topics deemed essential as base knowledge for all, and are finished by eighth grade.
The curriculum progresses way faster than the modern curriculum. They finish senior year high school topics by eighth grade. This is because it is possible and desirable. These courses build across time. Students have access to the entire future topics up to eighth grade and can decide to move faster (though they likely will be occupied enough).
They consist of 5 core subjects:
1. Theory of knowledge: How do we learn, and how do we know truth? This is taught at the beginning of each year as a reminder and is a principle in classes. Everything builds on this; it is the most important subject. Students are encouraged to question everything taught in school.
2. Formal Reasoning: arithmetic, algebra, geometry, linear algebra, calculus. Math progresses, and at each point, it is clear how topics build upon each other, and why and how each topic was discovered. Why do we structure mathematics this way and not another way? Show why these systems are useful.
3. World History: Initially, stories of the greats and societies. Then, chronologically, from the dawn of man. Philosophies of each time and major event are explained. Naturally, slight focus is given to US history and explaining the project of the United States to students. All students read the US law canon, including founding documents like the Constitution and Declaration of Independence, Central acts, and key supreme court trials. All the while, counterfactuals for all laws are discussed, and open debate is encouraged.
4. Natural Science: Physics (forces, electricity and magnetism, relativity, quantum), Chemistry (elements, reactions), Biology (advanced cell + evolution + human physiology + empirical personal health). Bio builds on Chemistry builds on Physics, but the order is basic physics, then all of Chemistry, then all of Biology, then the rest of Physics.
5. Operations of the Complex World: probability, computability, information theory, game theory, and networks. These are less traditional but are critical intuitive frameworks for understanding the world as we know it in imperfect knowledge. They are taught early so as to be intuitively ingrained in the way children think (which is closer to the true world).
In these courses, there are no tests or evaluation criteria. Students simply attend because they want to learn, and can leave if they so choose. “Incentive” comes from “open classes”., in which they spend the majority of their school time applying the base knowledge from the above teachings.
Open Classes
Open classes are the “true” source of education.
1. Reading and Writing: students pick a book, read it, write what they think, optionally present to others, and repeat. Students can read any book, however heretical or “easy” or mature. They can choose to or not to present their writing. Students are taught basic foundational principles of writing but no “rules”: aim for clarity, let creativity flow, let the words stand on their own, think from your reader’s perspective, etc. Any book in the library is open to be read, and time is given during class if students have finished their book to replace it, and more importantly for all students to sit in silence and read.
2. Creation: each quarter, students choose a creation they want to bring from their imagination into reality. It can be art, engineering, a mix of the two, really, it can be anything. They are encouraged to borrow from experience in and out of school, and this class emphasizes expression of oneself, one’s desire to create, and improving one’s skills. Alternating, one project is to present to students and teachers, the next project is presented to no one (optionally, one’s family and students can, of course, informally show anyone they want). This is important to foster independence from the approval of others. If a student drifts in a contrarian direction that doesn’t lend itself to presentations, they need not present.
3. New knowledge: what is an area you’re curious about? In the first half, go deep in that area and push to the frontier. In the second half, what’s something you doubt is true? What’s something missing? What doesn’t make sense in this area? Justify why, then investigate this missing piece of the puzzle on the frontier, propose how to solve it, then engage in the process of solving it. Students can get help from a mentor here in the areas they choose to focus in.
4. Formality: this class is for the true learning of mathematics via proofs (what people know as competitive mathematics). Students also give presentations of narratives about subfields/topics/applications of mathematics they choose, and explain why it matters. All students must complete all proofs. This is the only class where there are exams, all students must pass the exams to move on, and can retake a previously failed test until they pass (these successive tests have variation, and after a failed test, teachers work with students to round out their weak points and solidify their problem-solving intuitions), but there are no grades.
5. Unstructured time: this is unstructured time to be in school with friends, students can go anywhere and do anything with friends. They can be in nature and play with their class and other classes, in the middle of the day. This time is also often used to transport children to local interesting attractions and entities, where novel unstructured time is given. This includes museums, farms, nature, and class visits to students’ parents’ jobs, among any other creative options.
6. Athletics: at first, kids try all forms of sport, yes all known forms of sport in America, with high school leagues. Then, based on aptitude and interest, they choose and train with their team for that sport. Naturally, this may also be pursued independently, outside of school.
In open classes, the “incentive” is the finished product and process itself! This is a critical principle to instill; it is the principle that instills magic in students. These structures encourage open play, exploration, wonder, and love of the world. It’s important that there’s no evaluation criteria and that motivation is intrinsic (except just making them do something, giving them a drive as a help)
Prime Education
After students finish 8th grade and complete their graduation ceremony, they enter high school.
Most continues similarly, the main difference being that students must choose three verticals of interest and are forced to do either internships or collaborative frontier projects in all three of those verticals. This acts as an additional “incentive” for them to spend more time in their verticals. They choose/apply for mentors within the companies. They may alternatively choose to collaborate with other students to build something on the frontier. Likely, these verticals will be related to a creation or multiple creations they’ve done already, and they should be qualified for these internships. As they progress between internships, the next verticals they choose can, of course, change. These are three months long and occur in the summer.
In creation class, students are now also encouraged to post what they create online and to show the world their creations, via YouTube or X or any other medium they see fit. This lets them start building their own public figure early.
Additionally, the following core and elective courses are added. Open classes continue, and the previous “teaching classes” are replaced. Students now structure their courses as they wish, in a university style.
There are only 3 required courses:
1. Philosophy: eastern and western, present ideas in spiral dynamics order (build up from 0 assumptions), which should also kind of be time order (no political philosophy)
2. Real analysis: students are taken through the derivation of the number system, functions, and function operations
3. Advanced Psychology: including Jung, Girard, Buddha, Advaita
There are many electives. Each elective focuses on a world-relevant, advanced, specific domain of study which would typically be an upper-level elite university course:
1. Mechanisms of Leverage
2. Macroeconomic history (multicausal and multieffectual)
3. Art history
4. Discrete mathematics, data structures, and algorithms
5. Distributed systems
6. Modern Deep learning
7. Discourse on current events (politics + geopolitics)
8. Each of Bacteriology/zoology/botany (study of other creatures)
9. Modern Aerospace
10. Modern Energy Systems
11. Statistical mechanics
12. Modern Robotics
13. Abstract algebra
14. Topology
15. Differential geometry
16. Custom courses designed by teachers and older students
Finishing Prime Education, the children have explored and integrated their childhood spirit. They apply to universities, earn acceptance to elite universities, finish senior year working on a capstone creation, graduate from high school, and are in the dawn of a new era.
Part II: Men
Uncommon amongst uncommon men
Supersoldier spirit embodies discipline, responsibility, excellence, endurance, meaning, purpose, drive, heroism, spirit, union, and brotherhood. It will be fostered throughout childhood in sports, and primarily in the Man’s Nation institution.
At this point, all boys have cultivated their magic, love of the world, independence, and exploration. Now that they will become men, they must undergo the rituals of manhood.
All men must go through military initiation bootcamp. They must have hardness ingrained in them. But this process must not eliminate, dilute, or diminish their childhood wonder and joy. It must be grown alongside that and integrated with that.
This initiation, formally, is called Man’ Nation. It is after high school, after they’ve developed the methods of gathering knowledge and divining frameworks of the world. It is (on average) in the boys’ 18th years. It is in the summer between high school and university, the sunset of childhood and the dawn of manhood.
This bootcamp helps integrate the society, from elite citydwellers to the most gruff of countryfolk to the regular suburban to the intellectual explorer, all these boys are brothers of a nation and must know they are so. They must bond with their platoon, and become the best of friends with some. These platoons act as superconnections, bringing together disparate parts of the social graph, solidifying even far ties. Boys will know friends of boys, a boy’s platoon mate will have been original friends with that boy’s original friend’s platoon mate. In the middle of the camp, they will go on break and live in each other’s houses, and their families will host the other together, they will live as each other. They also do one-day collaborations and friendly competitions with allied countries, getting to know their world brothers of other nations, going through the same process of turning into men. They understand that all people of all nations are their real people; they know it to be so. They are encouraged to understand lives which are not their own, and to hold love for all members of their world.
In this way, the social graph of the nation will be strongly connected: a critical aspect of a united nation. The city boy will know the country boy, the nerd boy the jock boy, the immigrant boy the generational boy. They will go through toughness, and become tough together; they will experience the sunset of their boyhood and the sunrise of their manhoods as a nation.
This boot camp acts as a manhood ritual for the boys of the nation. It initiates them from boyhood into manhood, at which point they assume responsibility for the welfare of their fellow citizens. They have a solid and concrete dividing line of assumption of responsibility, after which they enter the productive full world. These rituals develop over time and are experienced by all men of the nation, and require just a touch of danger with a touch of spiritualism and higher consciousness. They also have dedicated time for meditation and introspection. To form the critical lifelong habit.
Man’s Nation has multiple locations which can be rank chosen, and all take place in beautiful natural settings, so boys can come to enjoy the breadth and beauty of their nation’s land. They feel tied to the land and eager to protect its beauty.
Man’s Nation also emphasizes healthy habits and lifestyle discipline. It teaches balanced and hollistic long-term and performance nutrition, physical activity (both cardio and lifting), healthy competition like circle fights, and perhaps also playing a sport of your choice with mates. The boys must be able both to run far and to lift heavy.
It also offers platforms for political debate and discussions about the state of the union. No agendas are put forth, rather the boys discuss issues they see in their communities and form threads of solutions, then debate these solutions. They understand the problems each other face in their early lives, which are downstream of all other problems. They reflect on the state of the world and ways to impress their youthful newness onto the established state of the world
The boys also come up with a central drive. What is one change you want to make in the world? Use your discipline and will to make this change in your future. Elders emphasize that each man is encouraged not to be a soldier, but a super soldier. An elite man, uncommon among even the best of the best. This does not happen overnight; rather, it happens with unwavering, enduring will channeled into reality. But the boys, the men, must know that any goal they set is achievable, because they are infinite. They repeat: The mind of man can lift anything.
This turns disunited, disparate collections of boys into a strong, diverse, intelligent, united nation of men. It turns free boys into free men. Free to not be slaves to themselves or any external influence. Free to love all beings as themselves. Free to explore all corners of the earth and not be trapped in their childhood ways. Free to know their brothers in the nation. Free to grow into intelligent, independent, prosperous citizens of the nation.
Now, they have explored and integrated their supersoldier spirit. They go to their homes, and have some family time. Then, when their university starts, they go to university to enjoy their time as men, balancing exploration and contribution to the world.
Part III: Beings
Freedom and self-determination
The Spiral embodies growth, change, balancing opposites, discerning truth, independence and unity, freedom and responsibility, desire and peace, will and love. It will be fostered by self-determination in university, devoted pursuit, and one’s life.
In this hypothetical scenario, I could choose to construct the university system from the ground up. However, elite institutions have long histories of excellence and connections which cannot be manually constructed. Instead of changing the system, I will offer advice for what students should do within the system.
Is university worth it? Yes, for socialization, independence, concentrated academic talent, and fostering of the elite. In university, students experience living alone and get an exploration/adjustment period before joining the rest of the world. And in an elite university, they meet fellows who go on to be greats and gain access to a pinnacle alumni network.
In my system, other than the above, university is in many ways a continuation of high school. They still choose courses, but now they focus on a very specific area and track-dependent which they selected at the end of high school, informed by their creations, vertical internships, and courses. Of course, now students also live on campus, and there are larger-scale parties and 24/7 socializing!
In my advice, people should study an engineering discipline and should aim to take one-fourth regular courses (lectures/tests/class projects), one-half math and humanities classes, and one-fourth building courses (open project courses that let you build whatever you want/research courses). Students should continue to build on the side, meet people, post what they build online, and engage in activities they enjoy. In summers, they are encouraged to continue to explore different subapplications of their areas, through a combination of internships and self or collaborative building. They are encouraged not to stay at companies they join across summers.
I also recommend taking one semester with no plans, living in a talent-dense city, reflecting, and prioritizing free exploration and maximum growth with no constraints. This is a core step in separating from the mimetic structures of their surrounding environments thus far, and understanding what they truly want to want. This rests on the constant cycle of growth, change, and evaluation of what quest one wants to pursue next, and in the long term.
Work is not work, work is devoted pursuit. It is a project that comes from the desire to create and to make the world in one’s image. A project worth investing many years and lots of time into. It can be done alone, but is often done even better with others and by using the advantages of an organization. Students are encouraged to spend a lot of time deciding what they want, but also to be in a position to or have the option to achieve marks of success to prove themselves to others.
In their senior year, they can have a thesis about their thoughts on the world, choose a topic, and write their first manifesto. They also do a senior capstone as a showcase of their creative culmination thus far.
Then they graduate from school and experience infinite freedom, the full form of this framework. They have started their journey integrating their third spirit, the Spiral. They have the discernment to live and flourish, contribute back to the world in a unique way, and go on their heroic quest of a lifetime. They have integrated their spirits. Now, they are elite beings with love of the world, maturity, unity, and independence. All men are elites of the new age.