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In the "waking up" teaching of The SuperHuman Operating System taught by Ken Wilber, et. al., four (or five) states of existence are taught:
- waking (gross body)
- dreaming (subtle body)
- deep sleep (formless causal/ground of being)
- Turiya ("the fourth")
- Turiyatita ("beyond the fourth")
There exists a little problem with this description. If these states are separate and distinct, how does individual consciousness make the transition from one to the other? Are there little bridges made of something else that connect the states? And what is it that makes the transition?
Allow me to de-dualize the description.
Let's start at deep sleep.
Ordinarily, we don't register deep sleep consciously. We are unconscious in deep sleep. Our attention no longer makes subject-object distinctions, but rests in its source; memory no longer records the content of experience, but rests, unformed, in its source; imagination no longer forms images, but rests in its source; intention no longer moves, but rests in its source. Identity formation no longer occurs, so there is neither experience nor experiencer.
Because that is all so, we have no recollection of the deep sleep state. We carry nothing from the deep sleep state into either the dream state or the waking state. So, we say, we were unconscious.
However, it is possible to get an intuition of the formless ground of being by approaching it from the waking state.
The procedure involves a progressive dissolution of the distractions of attention. Those distractions are like clouds that obscure the clear sky. As distractions settle, thoughts become fewer and farther between; images become fewer and farther between. In the space between thoughts and images, an ordinary, silent, imageless field is intuited. It is without content, without center, without size, and perfectly continuous with our existence or sense of being conscious. It is our own ground of being, our own nature.
It has, as its single property, a kind of scintillating radiance. "Scintillating" means, fizzy. It's like the white noise between radio stations or the "snow" on old-style television sets, between stations. Every point within that radiance comes into and goes out of existence faster than we can remember, and all points come into and go out of existence in an asynchronous fashion, so no form congeals within the formless field. It is "self" with no defined sense of self. Neutral. Faceless face. No subjectivity.
Within that field, forms may arise, gathering density. This is the beginning of dreaming, imagining. Those forms are made of the scintillating substance of the formless ("causal") field and are given apparent substance by the ability of attention to locate them by their persistence, by their activity, and by the direction of their changing. They are made of the formless field the way ocean waves are made of water molecules. The scintillations form locations of coherence. In fractal mathematics, it's called, "islands of order in a sea of chaos".
Dreaming exists in subjectivity. In terms of the AQAL matrix, we experience dreaming in the left-hand quadrants.
However, for every left-hand quadrant, there exists a right-hand quadrant; for every "inner" experience, there exists an "outer" experience that can be seen by others.
In dreaming, that "outer" experience can be measured with electronic instruments for brain activity (EEG) and muscular activity (EMG). The subtle body (left-hand quadrants) always has a correspondence in the gross body (right-hand quadrants).
Note that the waking state cannot be distinguished from the dreaming state; when dreaming, we are convinced we are awake -- the exception being when we have awakened within a dream and recognize we are dreaming! Then, the only difference between the dream state and the waking state is the content; more possibilities exist within the dream state. But the sense of consciousness in both is the same.
The waking state is made of the same "substance" as the dreaming state: it is the modification of the ground of being into coherent forms. The "causal" state, undergoing modification, is the dream state and is the waking state -- the way waves are the modification (or movements) of water. Waves of water are "something added" to the mere existence of water molecules, a higher level of organization. Waves are an "emergent" the way dreams and waking state experiences are emergents of The "causal" Ground of Being.
Thus, it is said, that Brahman (the "one true self") projects the Universe of all things and selves from "itself" and re-absorbs the Universe of all things and selves into "itself".
So much for the dualistic conceptualizations of "waking", "dreaming", and "deep sleep" -- or "gross", "subtle", and "causal".
With this way of conceptualizing, there exists no need for "little bridges" between states, nor need there exist "someone" who is transitioning between states. The "someone" is a modification of the "causal" substance; the self is "the imagined/remembered owner of memory". Feel that, for a moment.
When imagination is defeated by formlessness, when memory is defeated by formlessness, when attention can locate nothing in formlessness, when intention is at rest in formlessness, we say we have a tacit intuition of the Ground of Being of Reality.
That inclusive, tacit intuition, we call, Turiya. Turiya recognizes that gross, subtle, and causal are of one substance. Thus,
Whether a man dispassionately sees to the core
or passionately sees the surface,
core and surface are essentially the same --
words making them seem different
only to express appearance.
If words be needed,
"wonder" names them both.
From wonder into wonder
Witter Bynner translation
Turitytita is Turiya, beyond the attraction and distraction of conceptualization
and so, ordinary experience, non-dual, in the sense,
One more thing:
is both the subtle body (left-hand quadrants)
and the gross body (right-hand quadrants)
arising mysteriously in the formless causal field.
Note the correspondence with:
Put that in your pipe and smoke it.
The Creepy Crawly Cobra 2015 9 4
Clinical Somatic Education | a New Discipline in the Field of Health Care
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The 4 Way Twist
Clinical Somatic Education | a New Discipline in the Field of Health Care
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Clinical Somatic Education | a New Discipline in the Field of Health Care
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Liked on YouTube: I Have to Be at Least Equal to Prevailing Condition Where I am at Any Given Moment
ATTENTION MEMORY INTENTION IMAGINATION
Notice "high-functioning" human beings you may have known or know about. Notice that they have all four of these faculties -- ATTENTION, MEMORY, INTENTION, IMAGINATION -- operating at a high level. Wouldn't you like to be able to say, "I'm like that"?
Working with the TetraSeed Transformation procedures triggers, psychoactively, the integration of our native intelligences in a more highly intelligent way. De-focus from The Old and re-Focus in a new way. The procedures cause that De-focus / re-Focus process.
By means of procedures for exploring the TetraSeed, our un-illumined habits of mind and life become known to ourselves in a way that is otherwise fleeting and elusive, beyond reach. The TetraSeed Transformation procedures are powerful introspection techniques that go beyond mere self-knowledge -- to higher self-integration. "Integration" means "Higher Intelligence".
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So, she evolved a more gentle technique that involved the application of knuckles and an occasional elbow to extremely touchy places on the body of the client.
Muscle-Bound and Memory-Bound: Two Versions of the Same Pathology | a "Movement and Cognition" Perspective
This piece talks about what happens when memory dominates and runs the show -- which is almost always, in these times.
Movement and cognition are analogues of each other -- movement being the "outer appearance" and cognition being the "inner experience".
Because that is so, their structures are similar, analogous to each other's.
There is no experience of movement without cognition of movement. There is no experience of cognition without the experience of something moving -- if only attention, itself, moving. Cognition is the cognition of movement (change). The experience of movement is the cognition of movement. They are two ways of viewing the same thing.
Both have four aspects -- one of which is the function, Memory. Memory is the persistence of things, their continuation.
As with all functions, malfunction is possible. Some might call it, "pathology".
In this case, one possible pathology is to have memory habitually turned on, subconsciously, and subconsciously "running the show" (vs. turned on, consciously, and consciously being used to "run the show"). This "running the show" shows up as certain "arousal states". "Arousal states" are behaviors, learned attitudes, chronic moods, all being departures from rest. "Memory playback" is stuck in the "PLAY" position. In academics, this state is cultivated; ERASE MEMORY is virtually unknown.
Chronic departure from rest leads to two effects:
- chronic fatigue
- restriction of activity
It also leads to confusion, as the chronic activity, the "arousal state", stays active in the background, coloring and distorting our current involvement in life. It's like trying to play two pieces of music, at once, or to combine two recipes into one -- only that in the human, vastly more than two activity patterns chronically go on in the background. It's the basis of all prejudice.
Memory-boundness leads to, "mindlock", which is the relative inability to take in new information, to learn, to change behavior, or to follow instructions. It shows up as dogmatism or "hard opinionation", arrogance (unwillingness to listen), and inflexibility in the face of changing conditions. In academia, it shows up as academic conceit and a heirarchical pecking order that pervades both faculty and the student body.
Here's the analogy:
In Gym Culture, some individuals are called, "muscle-heads". In "Gym Culture" (Bodybuilding and Athletics), there exists a common condition:
also known as, "Mind-lock"
and "cognitive clogging"
Schools and universities, which generally have athletic programs -- and some of which have human movement laboratories -- represent themselves as institutions that expand human potential. Well, they do -- up to a point. The point it goes up to is the point at which their athletes become musclebound -- or at the point at which their existing muscle-boundness leads to injury. Muscle-boundness imposes a limit to how far they can go -- in performance, in endurance, in career.
Muscle-boundness is not well handled in athletics or in movement laboratories. They may measure it, but they don't have a very good means for handling it. In some quarters, the limitations and hazards of stretching are already recognized. They recognize that they need something else -- another approach -- but they don't know what. In this case, the approach they need is an approach to managing muscle/movement memory. In some quarters, they recognize that this is their situation.
They only need to incorporate the means, which has already been developed: somatic education, of which pandiculation is one activity employed to improve flexibility, coordination, and sensory awareness.
In general, educational institutions expand a person's capacity to remember things and to use what they remember; they get a person to expand the amount s/he memorizes and knows about and can talk about conversationally and eruditely (not necessarily in the popular vernacular), and put to use. (Richard P. Feynman and Carl Sagan became popular by translating their fields into the popular vernacular.)
Educational institutions may also be institutions of research, but research constrained by knowledge accepted as true and, consequently, constrained by the process of funding research. Thus, those constraints tend to reinforce memory-boundedness -- dogmatism and academic conceit -- despite the professed mood of the scientific method -- described as "skepticism" (a negative mood that furthers academic conceit, but which should really be "neutrality", which would foster open-mindedness).
Criteria for advancement up the scale-of-respect within such institutions becomes increasingly stringent as one goes "up the student scale" and one learns and remembers more and more -- until one has ones Ph.D. -- or several!
Then, one is privileged to take a full-on academic pounding from other Ph.D.s in the field who seek to maintain academic status through one-up-manship under the guise of "scientific inquiry". The scientific inquiry may be legitimate, but the scent of one-up-manship shows up in the academic setting. It is remarkable that this academic pounding, which might temper academic conceit, actually tends to reinforce it.
Those who remember less of what others remember enjoy a lower status than those who remember more. In many persons of higher academic status, a kind of attitude of smug superiority exists, in some, just beneath a veneer of fellowship, an attitude that becomes more pronounced the higher up one gets. Academic conceit sometimes shows up when authority is questioned by someone of lower academic status. Academic conceit is a symptom of mind-lock/conceptual clogging -- with its "memory-full" (storage full) incapacity to take in new information or a disinclination to change (to accept input from those of lesser ranking status in the academic hierarchy).
There are also those, in academia (and often, outside it), who are changemakers. They receive emergent insight and develop their abilities directly, and not as a product of the mainstream thinking that builds upon the Pyramid of Knowledge -- and use knowledge found in the Pyramid of Knowledge in service to emergent insights that have come to them and to the developments that follow. Consider Nicola Tesla, Charles Goodyear, Louis Pasteur, Albert Einstein, Ida P. Rolf, Richard P. Feynman, Thomas Hanna.
In rare cases, changemakers are a forces-of-nature that alter the foundation of the Pyramid of Knowledge, as Einstein altered the standing of classical Greek epistemology and atomism. This "altering" requires that they confront the full force of entrenched memory of those who enjoy higher status in the heirarchy, who regulate the amount of attention given to new findings. Consider Galileo and Lister, Moses and Jesus (Yeshua ben Judah, called, Jesus Christ).
To change is taxing, if not painful, and people don't like to be taxed by change or made uncomfortable by large changes that affect their status. The hardest thing is to get minds to change, particularly because they must change from within. Changemakers are heroes -- although not always (perhaps, rarely) lauded, as such.
Memory brings status, in academia. Changemakers are heroes because, everywhere, they confront an entrenched body of memory painstakingly acquired and stored as the bedrock of experience, the foundation of academic status. Changemakers are swimming upstream.
So, we have both the academic side and the athletic side, each with its form of "-boundness", each analogous to each other -- one a "-boundness" of movement and the other a "-boundness" of cognition.
Schools and universities, with their athletic programs, have the resources and wherewithal to become restrictive in both senses: They cultivate being muscle-bound and they cultivate Mind-lock (being memory-bound).
Attempts at Tempering '-boundedness'
- stretching ones muscles
- working out, some more
(practicing being musclebound)
- extra-disciplinary study
(stretching ones mind)
- further study in ones own field
(practicing narrowing ones mind)
Some extraordinary individuals (such as Richard P. Feynman and Thomas Hanna) had/have curiosity that leads them with enthusiasm to experience other disciplines. Their openness makes room for their imagination; they become less memory-bound and synthesize the knowledge of other fields with their own, generating new/emergent knowledge. This openness is called, "genius".
The other solution, further study in ones own field, reinforces memory-bound-ness, but brings temporary reassurance and possible increase of status because one is in ones own element.
The pair of approaches has something in common: they involve more experience. However, "more experience" may undo being memory-bound or reinforce it, depending on the disposition of the individual.
THE SNEAKY WRINKLE
An additional wrinkle has appeared in post-modern academic settings: deconstructivism. It's the "big guns" of academic conceit.
Deconstructivism is a stance that seeks to invalidate the authority of any discipline or system of knowledge by asserting that
- all knowledge is socially constructed and therefore arbitrary
- no viewpoint is superior to any other viewpoint
This stance avoids the possibility of "being controlled" by the implications of any form of knowledge. It is an adolescent state of mind in the mood of, "Don't tell me what to do (or think)!" It denies the superiority of any stance except its own. It is the formula for impuissant ineffectuality at the same time as its adherents are Mind-locked/Memory-bound in it! It is the special province of Ph.D.s and their post-graduate students -- a kind of academic conceit build upon cognitive clogging!
Of course, the sense of being controlled is directly proportional to the degree of adolescent resistance -- which pinpoints post-modern deconstructivism as a state of arrested development that protects the state of arrested development and which limits academic development -- and constrains new discoveries and their development.
In any cases, it's, again, a case of memory-boundness, with "status" being the attraction that keeps it all together as a mass of memory.
"Cognitive clogging" -- reducing everything to concepts and working with those concepts -- is one of the key pathologies of our time, leading to loss of the capacity for experiencing directly, without filtration by prejudicial knowledge.
Extra-disciplinary Study "stretches" ones mind. It exposes one to new possibilities outside ones own field by exposing oneself to other authorities.
Stretching and Extra-disciplinary Study are Analogous
Muscular Stretching forces one to go beyond ones usual range of motion, generally by opposing ones tendency to stay contracted (which resistance weight training cultivates).
Each is committed to the state they have been cultivating. They are committed to two forms of memory:
There's something to be said for Gym Culture. It does tend to develop human potential in a certain way -- such as it is.
Without a way to dissolve the grip of memory (but not necessarily ones understanding), neither approach works very well.
"Boundness" is Deliberate
Such persons may become concerned to "know themselves" or to become well-defined, well-recognized persons, to make something of themselves, to look good all the time. (an aside:) Whereas such "superior" individuals feel they have to "know who they are", become "professional" and look good, mediocre individuals -- sometimes their students -- become concerned simply that they look good.
Successful entrepreneurs and changemakers know better.
Their Solution is Their Problem
on somatic education exercises for
freedom from being muscle-bound
for being memory-bound
on The Gold Key Release
for freedom from being memory-bound
THE STRUCTURE OF YOUR MIND and EXPERIENCE OF LIFE
Feel the meaning of each face and vertex/point individually and slowly.
Click the image to learn more.