random access apologetic part 6

I think I'll stop rambling on about all this now. But first I have to consider a question.
What if everyone who was anybody was sporting a mullet, and this particular ‘do lasted a good long time, and by-and-by, little-by-little, more and more people began to cut the back of their hair to match the more respectable length of the “business in front” aspect of their ‘dos? What if all the mullet people thought that some serious illness had befallen all those whose hair on the back of their heads was breaking off? Eventually, the number of those who had gotten haircuts would be so great as to cause panic over the epidemic. Studies would be undertaken. Study the atmosphere, ground water, etc. We have to get to the bottom of this.
What if linear thinking brought us to a place where we were asking questions that could no longer be answered linearly. What if some weirdo thinker began to answer those questions, but the answers were so hard to understand, for most, they just had to be accepted, rather than understood.
What if these folks who accepted and memorized taught younger folks whose thought process would be formed by the very information they were being taught? What if the information that had been begrudgingly superimposed on the sequential thought paradigms of a generation, actually caused the younger students to understand things and perceive and process based on that same information. The thought processes that would be hard to grasp by one group, would be the very foundation of the thought process of a new generation.
What if this new generation began to think, observe, process, perceive and express themselves based on this new way of thinking?

Their boredom with sequential activity might label them as “easily distracted”. Their ability to accept things they can’t explain might label them as “disinterested”. Their lack of a need to explain things to accept them, might label them as “slackers.” Their disinterest in one-sided dissemination of information and a desire to ask questions might label them as “disrespectful”. Their refusal to understand the spiritual via the scientific method might label them as unspiritual.
The older generation might observe that this distracted, unfocussed, behavior was caused by some abnormality. It would be observed that an alarmingly increasing number of young people are exhibiting this behavior and no doubt, anxiety over its cause would ensue. Blame would be cast on any number of contributing factors, such as video games, which might not be recognized as an expression of these characteristics rather than a cause. Eventually, without an answer or cure, we’d treat these symptoms with chemicals, and eventually everyone would be using these chemicals to be treated for thinking in the way that interaction and understanding of their environment requires.
What if we all understood that a world with new information requires new methods of processing that information? What if we understood that the information itself is forming new processes in the young minds that store it? What if we capitalized on it in our teaching of the same information rather than trying to correct it and fit round pegs into linear holes?