One could contend it's an immutable law for existence how we experience it now, but that is with a perception shackled only with an understanding of a reality with all systems that keep it functioning in place. It's possible existence could never take another form, but that means there is some kind of universal limitation on how conscious beings could be created.

Ok so now let's get back into classroom metaphors. First, numerous times I have posited that each person could be within their own universe. This universe could split off from the "main" one every time a person is born and everyone can act exactly as they would otherwise, the only difference would be the main person's actions Now this person can be completely tested, as can all people, plus you still get the same "richness" since everything else is the same.

Though the fact that the supposition that if we're being tested we should have an even greater capacity for evil was taken to the extreme of, one should be able to wipe out all of humanity on a whim, without considering the already numerous times proposed Individual-focused realities, I'm not sure how much consideration this idea is being given.

Regardless, I would like to dig into your classroom analogy. It seems you consider dying to be going "out of the classroom". We live in a reality where billions have been aborted, millions of babies die prematurely or shortly after birth, and millions can be (and have been) vaporized in an instant using technology we already have. Is this materially different the "self-evidence" of counter-productivity to the "classroom"? Since you have considered death to be no longer being "in class" (by your own analogy), clearly the deaths of all these who have yet to live, or the vaporization of millions who had no idea what was coming should be considered a catastrophic failure. Again, by your own criteria. As an aside, the person who is wiping out a billion people with a thought may decide only to wipe out those over retirement age, surely given the dynamics of your classroom analogy that would actually be quite preferable to the situation in real life. They have all had the chance to learn. Yet you insist this is the most ideal form of reality that is possible out of all forms

One could contend it's an immutable law for existence how we experience it now, but that is with a perception shackled only with an understanding of a reality with all systems that keep it functioning in place. It's possible existence could never take another form, but that means there is some kind of universal limitation on how conscious beings could be created.

Ok so now we're back to classroom metaphors. First, numerous times I have posited that each person could be within their own universe. This universe could split off from the "main" one every time a person is born and everyone can act exactly as they would otherwise, the only difference would be the main person's actions Now this person can be completely tested, as can all people, plus you still get the same "richness" since everything else is the same.

Though the fact that the supposition that if we're being tested we should have an even greater capacity for evil was taken to the extreme of, one should be able to wipe out all of humanity on a whim, without considering the already numerous times proposed Individual-focused realities, I'm not sure how much consideration this idea is being given.

Regardless, I would like to dig into your classroom analogy. It seems you consider dying to be going "out of the classroom". We live in a reality where billions have been aborted, millions of babies die prematurely or shortly after birth, and millions can be (and have been) vaporized in an instant using technology we already have. Is this materially different the "self-evidence" of counter-productivity to the "classroom"? Since you have considered death to be no longer being "in class" (by your own analogy), clearly the deaths of all these who have yet to live, or the vaporization of millions who had no idea what was coming should be considered a catastrophic failure. Again, by your own criteria. As an aside, the person who is wiping out a billion people with a thought may decide only to wipe out those over retirement age, surely given the dynamics of your classroom analogy that would actually be quite preferable to the situation in real life. They have all had the chance to learn. Yet you insist this is the most ideal form of reality that is possible out of all forms

One could contend it's an immutable law for existence how we experience it now, but that is with a perception shackled only with an understanding of a reality with all systems that keep it functioning in place. It's possible existence could never take another form, but that means there is some kind of universal limitation on how conscious beings could be created.

Ok so now we're back to classroom metaphors. First, numerous times I have posited that each person could be within their own universe. This universe could split off from the "main" one every time a person is born and everyone can act exactly as they would otherwise, the only difference would be the main person's actions Now this person can be completely tested, as can all people, plus you still get the same "richness" since everything else is the same.

Though the fact that the supposition that if we're being tested we should have an even greater capacity for evil was taken to the extreme of, one should be able to wipe out all of humanity on a whim, without considering the already numerous times proposed Individual-focused realities, I'm dubious on the faith by which this is being engaged in.

Regardless, I would like to dig into your classroom analogy. It seems you consider dying to be going "out of the classroom". We live in a reality where billions have been aborted, millions of babies die prematurely or shortly after birth, and millions can be (and have been) vaporized in an instant using technology we already have. Is this materially different the "self-evidence" of counter-productivity to the "classroom"? Since you have considered death to be no longer being "in class" (by your own analogy), clearly the deaths of all these who have yet to live, or the vaporization of millions who had no idea what was coming should be considered a catastrophic failure. Again, by your own criteria. As an aside, the person who is wiping out a billion people with a thought may decide only to wipe out those over retirement age, surely given the dynamics of your classroom analogy that would actually be quite preferable to the situation in real life. They have all had the chance to learn. Yet you insist this is the most ideal form of reality that is possible out of all forms

One could contend it's an immutable law for existence how we experience it now, but that is with a perception shackled only with an understanding of a reality with all systems that keep it functioning in place. It's possible existence could never take another form, but that means there is some kind of universal limitation on how conscious beings could be created.

Ok so now we're back to classroom metaphors. First, numerous times I have posited that each person could be within their own universe. This universe could split off from the "main" one every time a person is born and everyone can act exactly as they would otherwise, the only difference would be the main person's actions Now this person can be completely tested, as can all people, plus you still get the same "richness" since everything else is the same.

Though the fact that the supposition that if we're being tested we should have an even greater capacity for evil was taken to the extreme of, one should be able to wipe out all of humanity on a whim, without considering the already numerous times proposed Individual-focused realities, I'm dubious on the faith by which this is being engaged in.

Regardless, I would like to dig into your classroom analogy. It seems you consider dying to be going "out of the classroom". We live in a reality where billions have been aborted, millions of babies die prematurely or shortly after birth, and millions can be (and have been) vaporized in an instant using technology we already have. Is this materially different the "self-evidence" of counter-productivity to the "classroom"? Since you have considered death to be no longer being "in class" (by your own analogy), clearly the deaths of all these who have yet to live, or the vaporization of millions who had no idea what was coming should be considered a catastrophic failure. Again, by your own criteria. As an aside, the person who is wiping out a billion people with a thought may decide only to wipe out those over retirement age, surely given the dynamics of your classroom analogy that would actually be quite preferable to the situation in real life. They have all had the chance to learn. Yet you insist this is the most ideal form of reality that is possible out of all forms