Patrickmasonartist.com
Patrickmasonartist.com

Philosophy

Masonartist@rogers.com

613 836 4775

 

  • Philosophy : I paint, sculpt and work with stained glass to present visuals that entice the viewer to think.  Colour is portrayed as a symbolic as well as a scientific search for knowledge.  Much of my work in nature, and in particular in Algonquin park, relates to the awe of nature itself just as the seas present the imagery of individuals as relatively insignificant. When we use our abilities to wonder we can comprehend our eternity as particles of a star that for the most part allows us to exist without knowing.  Exist though, we do if only for a very short period of time.  I wish only that this very brief interlude of existence would encourage us to treat each other as in the golden rule rather than creating a universe of trying to attain more than others.  Such a brief interlude should entice the harmony and fullfillment of a cherished violin piece.  We surely all return to basic particles with the result that pain-free is also thought-free.  Perhaps that is why thinking is so difficult, the necessary energy to think most often renders us exhausted so we cling to hopeful ideas presented by indoctrinated power mongers of the past who lead their flocks of sheep down narrow paths of superstitions.  The power seekers leave swaths of vulgarity and pain that blight the mind and intellect.  Too weak are the onlookers to protect the sufferings of the masses too easily following the self-righteous.  Until all individuals are accorded the basic rights of free thought and equal treatment our impulses to think that we Know is again limited too often to age old superstitions and downright bigotries.  My political philosophy paintings tend to be symbolic presentations of the inequities in life especially of women. The right to think for oneself is clouded by indoctrinations so vast that they easily overwhelm the individual on their quest for survival. Free thought is most dangerous to instilled beliefs based upon male dominated values and wishes. Controlling the mind is the quest of the powerful in order to retain the status quo. Overcoming indoctrination is the quest of my searching for communicating through art.
    

 

 

Over Zealous 

Oil on masonite, 18" x 24".

Private collection.

This painting is a symbolic depiction of the plight of women. The background sun in brightest splendor depicts the access to knowledge and societal equality of Celtic women.

The Cornucopia of Plenty symbolizes knowledge and equality accorded to women during the times of Stonehenge, which offers a background for the modern works of Matisse, who accepts the nude body as ‘good’. The ‘Light’ reflected in the Celtic cross depicts an era of ‘Light’ and ‘Justice’ for women.

 

The crucified woman symbolizes the treatment of women by three modern religious organizations represented by the Host, Chalice, Bishop; Menorah, Ten Commandments; Mosque and Crescent. The female head is eliminated as her torso is seen as evil because of its ‘ innate’ sinful attraction to man. Her body is therefore the symbol to be crucified as her head is viewed by men to be non-existent. The Flowering Shamrock expresses the symbolic flowering of women’s minds in ancient times and then contrasts with the Trinity, in this case the three major religions depicted. Matisse’s dance incorporates the freedom of the woman’s body from the chains of man and allows the Cornucopia to begin to reappear as 20th century women begin to partake in the fruit of plenty: knowledge; justice and equality and her desirable body re-emerges to be a positive gift of life. The dance is reflected in the past ‘Light’ of ‘Stonehenge’ and creates an image of freedom in contrast to the insidious treatment of women represented in the killing by rope and fire of women referred to as witches or adulterers or temptresses. The vine of love will only entwine those able to freely express and accept total equality. The use of the term over-zealous to explain or even excuse the domination of women by men reduces the males to a life of slavery, a life that prevents half of humanity from fully enjoying the fruits of equality and the other half from their fruits of justice. We are further insulted by those who do not see a responsibility to denounce, at every opportunity, the evils perpetrated by the powerful and their organizations. The term, over-zealous, attempts to allow the concepts of inequality, injustice and prejudice to continue. Women have been crucified by those who only see the physical attraction and apply guilt to this attraction as if an evil creator has dealt humanity a vicious hand with all the wild cards given to men.

 

 

 

Parenting

“Parenting” 

 

 

Oil on Masonite, 18” x 24”. $2,400.00 Canadian.

 

The “Yellow” background symbolizes Philosophy. The Philosophy being presented presents a monumental change in education.

The Blue Lotus: This is the symbol of the victory of the spirit over the senses, of intelligence and wisdom, of knowledge.

The Owl: Symbol of learning and wisdom.

The Apple: A symbol of teaching and learning. I am including the meaning of the forbidden fruit. In the context of this art work it signifies the forbidden knowledge of “Parenting” by the controllers of knowledge and education.

The books, titled, symbolize the information being accepted as worthy of studying. The book on “Parenting” is encased in the colour purple for victory of this knowledge is above all so why isn’t it an educational staple? The gold binding symbolizes “Parenting Knowledge” is of highest value.

The note paper refers to Adlerian theory, one of many wise studies of the consequences associated with types of learning.

The butterfly depicts the successful maturing individual who becomes capable of independent living. The child metamorphosis’s into a vibrant adult.

The lamp symbolizes the “Lamp of Learning”. The light of knowledge guides the individual from the Platonic Cave to the real world.

Parenting symbols adorn the desk.

Each colour depicts its complement and symbolizes the knowledge of the understanding of the scientific understanding of sight.

This painting was created as a visual to accompany the artist’s philosophical belief that education must include parenting courses as per the following statement. The political leaders of Canada federally and provincially have been introduced to this information over the last three years. Here is the statement!

Greetings,

I want to address the educational system of indigenous Canadians, in fact all Canadians. As a teacher, parent, citizen, I have seen the consequences of the education system in Canada. I suggest that the education system is broken. In order to provide a better environment for the next generation I would like to address many issues. The press and social studies are rife with the consequences of poor parenting. Our penal system is wrought with over-crowding by remorseless youth. Todays’ youth, indulged at home and at school, see terrorism as a viable alternative to the establishment. Politicians outwardly spread falsehoods and waste billions of dollars from the ordinary citizen. In order to create a more peaceful society I would like to propose an educational idea.

I propose mandatory Parenting courses for every student from grade 3 to grade12

There are plenty of curriculum details to provide assistance for the next generation of parents. In these courses we can apply healthy parenting practices and although it will take another generation we would be helping our grandchildren.

Society is bombarded by controlling individuals who seek personal gain. As an example I have heard from political leaders, educational gurus, university researchers, psychologists, psychiatrists and many other so-called professionals that, “our most important job in life is to raise children to be free thinking, independent, self-regulating individuals.” These words are stated then the leaders immediately turn to self-serving, self-preserving acts that prove detrimental and destructive to our off-spring. We pamper our children and then refuse to accept the consequences of our ineptness and insecurities when the youth act in a destructive and violent manner to attain whatever they desire at their whim.

A typical example of horrendous parenting is the enormous increase in “mental issues” caused by poor parenting practices. Non-parenting is not a type of parenting but abuse to the child. Children in four-year-old kindergarten are now being observed for mental issues. In schools and at home we learn how to be successful, to win, and to avoid any hardship. We refuse to teach that losing, being un-successful, failing is part of life. We teach at home and in the educational system that if you whine you will get your own way. If one child has an allergy a whole school community is prevented from bringing even healthy foods into the school rather than teaching the child that they must avoid the product. Parents feel guilty for working hard and not being around their children and have refused to discipline their children in order to be the child’s best friend. This prevalent and extremely disconcerting practice of always enabling prevents children from accepting difficulties and overcoming obstacles. We are preventing our children from becoming independent. Parents have 20 and 30 year old children still at home because the children are incapable of striking out on their own. They have been pampered into believing that they need all that the parents have economically and that starting out at a lower economic level is too hard to bear.

The youth backed by their parents and the legal system act as if they deserve anything they want. Principals in the public education system allow students to skip many positive learning experiences like Remembrance Day Ceremonies. Universities are observing that they now have parents addressing their child’s professors in order to attain passing or higher grades.

Studies show that a human male’s brain is not fully developed until the individual is in their early 20’s. The legal system implies that youth therefore should not suffer logical consequences for their wrongdoings. We know right from wrong at age seven but planting seeds to prevent consequences is all the legal system seems to require. The human body is also not fully developed until the early 20’s yet we know what is good and what is wrong. We know that hurting our body is not constructive. Political leaders, directors of education, principals and teachers with their strong unions stood by when physical education classes became elective. The political leaders increased the number of graduates by refusing to have failures in order to look good at election time. We have taken mandatory Physical Education out of the schools and wonder today why so many youth are obese. The leaders are responsible and the system has just changed the names as those who created the problems live on healthy pensions. I realize that having parenting courses is a long term idea and politicians desire short term aspirin ideas but I believe that there is no longer a short term resolution for the bureaucracies involved.

 

 

Still Life With Vase #1 ($5,250.00 all three)

Tryptych

 

The triptych of three vases was created by the inspiration of a beautifully crafted vase filled with sunflowers and daisies.  The bouquet was given to the artist by friends Dr. Howard (Peter) Blackwood and Dorothy Hutt to help in the recovery from hip replacement surgery. The three paintings were completed March/April 2007.

 

Painting  “Still Life with Vase”  #1

 

 

Purple background signifies mystery, spirituality, nobility, authority and victory. The inclusion of a single entity suggests generation, creative power, unity, and enlightenment.  One also symbolizes the human figure and the self. (Vase and Moon).The symbolic meaning of three entities represents all aspects of creation. The underworld, earth heavens; birth, life and death; past, present and future; and/or the mind, body and spirit. (Gerber Daisies). The number five represents the human being. Five digits on hands and feet, four limbs and a head, five senses.  Five in Greek times represents five elements that make up a human; body, animal soul, psyche, intelligence and divine spirit.  Five represents divine proportion that creates architectural harmony. (Seeds - which themselves symbolizes regeneration and continuation.). Seven symbolizes heaven or divinity, and it unifies the macrocosm and microcosm and signifies perfect cosmic order.  Seven governs time and space.    (Sunflowers). The number eight represents re-birth and is an agent of universal order. (Tulips). The number nine symbolizes the powerful triplication of the three worlds and of the body, intellect and soul.  Nine also represents eternity, completion and incorruptibility.  (Daisies). Ten represents spiritual achievement and return to unity. (Stars). Oak (table) symbolizes the king of the forest, strength, masculinity, military glory and immortality. Waxing moon represents resurrection from death creation and fertility. Stars represent spiritual enlightenment, wisdom and human aspiration.

 

 

"Still Life With Vase #2", ($5,250.00 all three)

Painting  “Still Life with Vase”  #2

 

Yellow and gold background signifies the sun, light, royalty and masculinity. Yellow also symbolizes cheerful outgoing tendencies.

 

The inclusion of a single entity suggests generation, creative power, unity, and enlightenment.  One also symbolizes the human figure and the self.  (Vase, Iris, Moon and Dove)

 

The symbolic meaning of three entities represents all aspects of creation. The underworld, earth heavens; birth, life and death; past, present and future; and/or the mind, body and spirit. (Irises)

 

The number five represents the human being. Five digits on hands and feet, four limbs and a head, five senses.  Five in Greek times represents five elements that make up a human; body, animal soul, psyche, intelligence and divine spirit.  Five represents divine proportion that creates architectural harmony. (Seeds - which themselves symbolizes regeneration and continuation

 

The number eight represents re-birth and is an agent of universal order. (Dahlias, Statis)

 

The number nine symbolizes the powerful triplication of the three worlds and of the body, intellect and soul.  Nine also represents eternity, completion and incorruptibility.  (Mums)

 

Oak (table) symbolizes the king of the forest, strength, masculinity, military glory and immortality.

 

The full moon represents completeness and unity.

 

The Dove represents peace.

 

 

 

"Still Life With Vase #3", ($5,250.00 all three)

Painting  “Still Life with Vase”  #3

 

Blue and silver represents peace, and a cool unemotional head as well as water and air female and fertility.

 

The rainbow signifies the end of a storm and survival of bad weather, rough times. The rainbow also represents incorruptibility, strength and eternal life. The rainbow symbolizes the seven stoles of Isis as well as perfect cosmic order.

 

The inclusion of a single entity suggests generation, creative power, unity, and enlighten. One also symbolizes the human figure and the self. (Vase, Rainbow, Daffodil)

 

The inclusion of two entities signifies balance and passage of time.  The binary represents the two sexes. (Fishes)

 

The number five represents the human being. Five digits on hands and feet, four limbs and a head, five senses.  Five in Greek times represents five elements that make up a human; body, animal soul, psyche, intelligence and divine spirit.  Five represents divine proportion that creates architectural harmony. (Seeds - which themselves symbolizes regeneration and continuation

 

Seven symbolizes heaven or divinity, and it unifies the macrocosm and microcosm and signifies perfect cosmic order.  Seven governs time and space.  (Colours of the Rainbow)

 

Red roses represent love and passion.

 

The Daffodil represents springtime.

 

Fish symbolizes food and male and female.

 

Oak (table) symbolizes the king of the forest, strength, masculinity, military glory and immortality.

 

"The Normal Mind", Oil on Masonite, 18" x 24", $2,100.00

The Mind Series

 

"The Normal Mind" based on the research of Paul Thagard, in his seminal work, ‘The Brain and the Meaning of Life’.  When neurons fire electrically they emit human emotions represented by the bubbles of colour. The symbolic representative colour of depicted neurons in the normal mind is constituant to the all normal characteristics of human personality. The various bubbles symbolize the many characteristics of human emotions. These emotions are actual and further research will determine if in fact, like a gas, the emotions will have physical weight and substance.  By questioning how we think and store information scientists are unravelling the truths of the mind rather than confining our knowledge to age old story telling and forced indoctrination. Such studies promise to offer greater understanding of human emotions and how we can create a healthier individual in the future.

 

"The Empathetic Mind", Oil on Masonite, 18" x 24". $2,100.00.

 

 

"The Empathetic Mind" is from a series of paintings depicting the studies of Paul Thagard in his seminal work, ‘The Brain and the Meaning of Life’. The images buried in stylized neurons emphasize symbolic representations of empathy. When neurons fire electrically they emit human emotions represented by the bubbles of colour. The symbolic representative colour of empathy is pink and pale green and therefore there is a plethora of pink and pale green bubbles in the painting. The various other bubbles symbolize the other many characteristics of human emotions. The tear emanating in the figures’ eyes reflect the idea that when one has empathy with another they feel the same pain when one is inflicted with pain. Hands reach to comfort another and the stylized heart symbolizes love and friendship. These emotions are actual and further research will determine if in fact, like a gas, the emotions will have physical weight and substance.  By questioning how we think and store information scientists are unraveling the truths of the mind rather than confining our knowledge to age old story telling and forced indoctrination.

"The Angry Mind", Oil on Masonite, 18" x 24". $2,100.00.

"The Angry Mind" is from a series of paintings depicting the studies of Paul Thagard in his seminal work, ‘The Brain and the Meaning of Life’. The images buried in stylized neurons emphasize symbolic representations of anger. When neurons fire electrically they emit human emotions represented by the bubbles of colour. The symbolic representative colour of red and black bubbles depict anger therefore there is a plethora of red and black bubbles in the painting. The various other bubbles symbolize the other many characteristics of human emotions.  Futher symbolism occurs as angry faces are hidden in the background of neurons. These emotions are actual and further research will determine if in fact, like a gas, the emotions will have physical weight and substance.  By questioning how we think and store information scientists are unravelling the truths of the mind rather than confining our knowledge to age old story telling and forced indoctrination.

"The Arrogant,Selfish, Envious, Jealous Mind" 18' x 24", $2,100.00.

"The Arrogant, Selfish, Envious, Jealous Mind", is from a series of paintings depicting the studies of Paul Thagard in his seminal work, ‘The Brain and the Meaning of Life’. The image buried in stylized neurons emphasize symbolic representations of arrogance, selfishness, envy and jealousy. When neurons fire electrically they emit human emotions represented by the bubbles of colour. The symbolic representative colour of arrogant is purple, selfishness is brick red, enviousness is dirty green and jealousy is dark green. These coloured bubbles dominate in this visual presentation of these traits. The various other bubbles symbolize the other many characteristics of human emotions.  These emotions are actual and further research will determine if in fact, like a gas, the emotions will have physical weight and substance.  By questioning how we think and store information scientists are unravelling the truths of the mind rather than confining our knowledge to age old story telling and forced indoctrination.

‘CULTURE CAN NEVER JUSTIFY INEQUALITY EVIL’   

2011, Oil on Masonite, 96” x 48”.

$15,000.00

9/11 Memorial

http://en.wikipedia.org/wiki/September_11_attacks

Although confusing I am using the death toll from this above information.

The number of Gold Stars symbolizing the victims excludes the terrorists.

The background includes the original twin towers in New York City.

The replacement light beams symbolize the eternal resilient stamina of Americans especially New Yorkers.  This beam of light continues to entice reflection and thought on the 9/11 terrorist attack.

The purple indication of the replacement architecture symbolizes victory over evil. The good will rise on the embers of the evil as right elevates and the wrong remembered is erased but never forgotten.

The statement leaves no doubt to a philosophy of good over evil.  CULTURE CAN NEVER JUSTIFY INEQUALITY EVIL.

The painting intends to present the evil of indoctrination and how so very few can cause so much damage to the masses.  America welcomes all and they come in droves for a better life and a very few desire to impose their prejudices, inequalities, and ignorance that so many try to escape from in the first place.  

The lower portion highlights again with purple for victory, firefighters who helped their fellow individuals at the ultimate cost of life trying to save lives rather than destroying life. 

First responders symbol from the following web-site for 9/11 First responders symbols.

Twenty four Canadians fell on 9/11.  Twenty-four stars are intersected with a green streak symbolizing the Northern Lights. A tiny poppy also designates the fallen Canadians.

 

 

My Story of 9/11

 

I was in a classroom at Woodroffe High School in Ottawa, Canada, teaching a history lesson when I received a call from the school librarian Brent Taylor, that I should immediately see the news.  I went to a computer in time to see the second aircraft crash into the trade towers in New York City.  Being a teacher of politics I was immediately confronted with the tragedy unfolding and realized that this was an act of war.  A call to the office was made and Principal Katie Jarvis was summoned from a meeting outside the school.  A short time later Principal Katie Jarvis called and questioned me as to what I thought was happening.  After a brief conversation Principal Jarvis asked me to address all the students and staff in the Library and to take questions from the students.  The school was summoned to the library and all the students gathered while I quickly gathered my thoughts and introduced them to the 9/11 disastrous attack on the Trade Towers in New York.

On my way to the library I was confronted with some cheering from students who had already heard the news and were appearing to cheer the evil perpetrated on the innocents in New York City.  These were male students who attended Islamic readings in the school during the lunch time.  They were extremely callous and noisy when confronted and had obviously been well indoctrinated by their families, religion and places of birth.  I was absolutely disgusted with their behaviour.  They were in Canada seeking a better life! They came from Islamic states.

After all the students were assembled in the Library I informed the students of the attacks in New York City.  Many students became visibly shaken and asked questions.  The first questions were.  “Who would do this? Why? Are we in danger? What will America do?  I have always been trusted by my students because I insist on truth.  I told them that these were terrorists who hate freedom and were attacking a culture that believes in freedom.  I mentioned many different groups who oppose freedom.  I mentioned that all peoples who believe in the rights of women, people of different beliefs, sexual orientation, etc. were hated and could at anytime be attacked.  I mentioned Pearl Harbour and explained that this day was similar and was ominous and a war would probably occur.  Some female students addressed the smiles of their peers and brothers as they realized that those who cheered the 9/11 attacks were guilty of trying to continue the inequalities of their homelands.  The female students were far more aware of the consequences.  They still live the inequality in their own homes.  The female students from Islamic states were quick to share their views on going back to their countries of birth.  They would never want that former life of servitude. The boys use to talk about going back and having multiple wives.  Teenage boys become the men of the future. The library session lasted about an hour and the students were sent to their lunch.  During my afternoon classes, discussions continued about New York City with up-dates as they became available. When school ended I raced home to watch on the television the cheering from Lebanon and other middle-eastern regions which would be blacked out as night descended.

My emotions were enormous that day and continue to be constantly addressed.  As a teacher and an individual I watched in horror the ignorance of cultures descending into the basest of human potentialities.  I also saw the highest of human endeavours as individuals gave their lives trying to save others unknown to them. I saw the evil of indoctrinating people based on ignorant traditions and faulty thinking.  I witnessed an event that would change the freedoms of the freest societies in history.  I heard the attempt to justify mass murder based upon the ignorant indoctrinated beliefs of ancient unintelligible, misogynist doctrines. I saw the depths of despair that leads to total hatred, genocide. I witnessed the consequences of being politically correct rather than being honest.  I saw how, by not acting, the enslavement of others will continue in future generations. As an artist I am trying to confront the reality of 9/11 in order to prevent more such events. 

To the first responders: You have died for freedom, murdered by those enslaved and directed by ignorance.

Print Print | Sitemap
© Patrickmasonartist.com