Here is the description (my emphasis):
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Slavoj Zizek on the word "Imbecile." (Condensed from his book Less Than Nothing.)
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There are three levels of stupidity: you have idiots, imbeciles and morons:
IDIOT-IQ of 0-25 : I think that idiots are people who simply don’t get properly the symbolic dimension. Absolute naivete
MORON- IQ of 51-75 Morons are those who simply rely on the Big Other. Morons are the opposite of idiots. Morons are people who fully identify with the symbolic order
IMBECILE- IQ of 26-50: Imbeciles are the most interesting. There is a theory that becile in Roman is a stick that you need to walk with. So IMBECILE is the one without a stick to walk, and insofar as this stick that you need while walking or here talking thinking is the Big Other so it’s a very nice position (lacanian) you know there is no Big Other IM-BECILE no stick but you still know that you must somehow relate to it.
Which is more simple: Torture or Enhanced Interrogation Techniques.
Does a grasp of the "simple" lead, progress, to one seeking out the complex? Or is the complex denigrated for not being put simply. Laotse might have said it best: those who know don't speak; those who speak don't know. And here we are at "the rest" via Hamlet. (Did I do enough "Common Core" work there? And if so, did I muck it up with unclear or complex analogies? Likely.)
Perhaps a "jargon-free" Wikipedia devoid of the biases of "experts" would be interesting...but "simple"?
This column in The Guardian by George Monbiot crosses the Atlantic quite nicely. It also makes understanding the way we are being managed very simple.
A few decades earlier, the role of such schools was clear: they broke boys' attachment to their families and re-attached them to the institutions – the colonial service, the government, the armed forces – through which the British ruling class projected its power. Every year they released into the world a cadre of kamikazes, young men fanatically devoted to their caste and culture.
By the time I was eight those institutions had either collapsed (in the case of colonial service), fallen into other hands (government), or were no longer a primary means by which British power was asserted (the armed forces). Such schools remained good at breaking attachments, less good at creating themIt should be posted on Simple English Wikipedia post-haste (sorry!), I mean, more simply, as soon as possible, quickly, now.