every country on the globe; a totally unacceptable level of persecu-
tion, abuse and lack of human rights; the pursuit of mindless, hedo-
nistic and materialistic activities; and above all a lack of
compassion or respect for fellow human beings of whatever origin,
and for the animal and plant kingdoms. These are not moral obser-
vations of humankind, but part of a detached view of why we are
violating the health of Nature or the planetary biosphere.
In Chapter Two, you may remember, when we discussed how all
material objects are composed of atoms and particles in constant
motion, it becomes possible to understand that everything is
energy. There are different kinds of energy; thoughts and feelings
are energy. Energy has qualities as well as frequency. Energies and
actions of differing qualities affect each other favourably or
adversely. For example, the crucial ingredients of the human being's
gift of free will are intention and commitment. The quality of the
intention (self-important/greedy or loving/compassionate) affects
the quality of all our actions and their outcomes. Healing of any
kind or at any level is affected by the quality of the healer's energy.
In one's experience this becomes quite clear, yet apparently it is
beyond the ken of contemporary science. Viktor Schauberger was
amazed that this basic knowledge was not part of our education.
Viktor was attuned to the wider field of knowledge, and felt that
our educational system greatly contributes to our society's limited
worldview. He did not specifically write about this topic, but the fol-
lowing quote from a recent study very much sums up what he felt,
and helps us to understand where things have to change:
Our much-vaunted educational system specializes in instill-
ing the known. There is a token and often grossly insufficient
acknowledgment of the process of knowing. The knower is
the Cinderella of almost every educational system. Self-aware-
ness is actually obscured by conventional education, which
cultivates a mentality of splitting, separating and compart-
mentalizing. Knowledge is gained of separate disciplines
which are greatly divorced from the knower, isolated from
each other and cut off from their connection to life lived in
the world. As a result, by the time pupils leave school, if they
are lucky their minds may have been fairly well-honed, but
they are tuned to specialization and the particular, adept at
putting things in boxes with labels, rather than being open to- VICTOR SCHAUBERGER AND SOCIETY