/tag/ideas

51 quotes tagged 'ideas'

The Book: On the Taboo Against Knowing Who You Are

Publisher: kindle import (0)

I believe,' said Tertullian of Christianity, 'because it is absurd.' People who think for themselves do not accept ideas on this kind of authority. They don't feel commanded to believe in miracles or strange doctrines as Abraham felt commanded by God to sacrifice his son Isaac. As T. George Harris put it: The social hierarchies of the past, where some boss above you always punished any error, conditioned men to feel a chain of harsh authority reaching all the way 'up there.' We don't feel this bond in today's egalitarian freedom. We don't even have, since Dr. Spock, many Jehovah-like fathers in the human family. So the average unconscious no longer learns to seek forgiveness from a wrathful God above. But, he continues— Our generation knows a cold hell, solitary confinement in this life, without a God to damn or save it. Until man figures out the trap and hunts... 'the Ultimate Ground of Being,' he has no reason at all for his existence. Empty, finite, he knows only that he will soon die. Since this life has no meaning, and he sees no future life, he is not really a person but a victim of self-extinction. (2) 'The Ultimate Ground of Being' is Paul Tillich's decontaminated term for 'God' and would also do for 'the Self of the world' as I put it in my story for children. But the secret which my story slips over to the child is that the Ultimate Ground of Being is you. Not, of course, the everyday you which the Ground is assuming, or 'pretending' to be, but that inmost Self which escapes inspection because it's always the inspector. This, then, is the taboo of taboos: you're IT! Yet in our culture this is the touchstone of insanity, the blackest of blasphemies, and the wildest of delusions. This, we believe, is the ultimate in megalomania—an inflation of the ego to complete absurdity.

The Society of the Spectacle

Author: Guy Debord

Publisher: kindle import (0)

The critical concept of “the spectacle” can also undoubtedly be turned into one more hollow formula of sociologico-political rhetoric used to explain and denounce everything in the abstract, thus serving to reinforce the spectacular system. It is obvious that ideas alone cannot lead beyond the existing spectacle; at most, they can only lead beyond existing ideas about the spectacle. To actually destroy the society of the spectacle, people must set a practical force into motion. A critical theory of the spectacle cannot be true unless it unites with the practical current of negation in society; and that negation, the resumption of revolutionary class struggle, can for its part only become conscious of itself by developing the critique of the spectacle, which is the theory of its real conditions—the concrete conditions of present-day oppression—and which also reveals its hidden potential. This theory does not expect miracles from the working class. It envisages the reformulation and fulfillment of proletarian demands as a long-term task. To make an artificial distinction between theoretical and practical struggle (for the formulation and communication of the type of theory envisaged here is already inconceivable without a rigorous practice), it is certain that the obscure and difficult path of critical theory must also be the fate of the practical movement acting on the scale of society.

The fact that anarchists have seen the goal of proletarian revolution as immediately present represents both the strength and the weakness of collectivist anarchist struggles (the only forms of anarchism that can be taken seriously—the pretensions of the individualist forms of anarchism have always been ludicrous). From the historical thought of modern class struggles collectivist anarchism retains only the conclusion, and its constant harping on this conclusion is accompanied by a deliberate indifference to any consideration of methods. Its critique of political struggle has thus remained abstract, while its commitment to economic struggle has been channeled toward the mirage of a definitive solution that will supposedly be achieved by a single blow on this terrain, on the day of the general strike or the insurrection. The anarchists have saddled themselves with fulfilling an ideal. Anarchism remains a merely ideological negation of the state and of class society—the very social conditions which in their turn foster separate ideologies. It is the ideology of pure freedom, an ideology that puts everything on the same level and loses any conception of the “historical evil” (the negation at work within history). This fusion of all partial demands into a single all-encompassing demand has given anarchism the merit of representing the rejection of existing conditions in the name of the whole of life rather than from the standpoint of some particular critical specialization; but the fact that this fusion has been envisaged only in the absolute, in accordance with individual whim and in advance of any practical actualization, has doomed anarchism to an all too obvious incoherence. Anarchism responds to each particular struggle by repeating and reapplying the same simple and all-embracing lesson, because this lesson has from the beginning been considered the be-all and end-all of the movement. This is reflected in Bakunin’s 1873 letter of resignation from the Jura Federation: “During the past nine years the International has developed more than enough ideas to save the world, if ideas alone could save it, and I challenge anyone to come up with a new one. It’s no longer the time for ideas, it’s time for actions.” This perspective undoubtedly retains proletarian historical thought’s recognition that ideas must be put into practice, but it abandons the historical terrain by assuming that the appropriate forms for this transition to practice have already been discovered and will never change.

The Sacred Mushroom and the Cross

Author: John M. Allegro

Publisher: Paperjacks (1971)

20-22

Quite simply, the reasoning of the early theologians seems to have been as follows: since rain makes the crops grow it must contain within it the seed of life. In human beings this is spermatozoa that is ejected from the penis at orgasm. Therefore it followed that rain is simply heavenly semen, the all-powerful creator, God. \r\nThe most forceful spurting of this 'seed' is accompanied by thunder and the shrieking wind. This is the 'voice' of God. Somewhere above the sky a mighty penis reaches an orgasm that shakes the heavens. The 'lips' of the penis-tip, the glans, open and the divine seed shoots forth and is borne by the wind to the earth. As saliva can be seen mixed with breath during forceful human speech, so the 'speaking' of the divine penis is accompanied by a powerful blast of wind, the holy, creative spirit, bearing the 'spittle' of semen. \r\nThis 'spittle' is the visible 'speech' of God; it is his 'Son' in New Testament terms, the 'Word' which 'was with God, and was God, and was in the beginning with God; through whom all things were made, and without him was not anything made that was made. In him was life ...' (John 1:1-4). In the words of the Psalmists: 'By the word of the Lord the heavens were made, and all their host by the breath of his mouth' (Ps 33:6); or, 'when you send forth your breath they are created, and the face of the earth is restored' (Ps 104:30). \r\nThis idea of the creative Word of God came to have a profound philosophical and religious importance and was, and still is, the subject of much metaphysical debate. But originally it was not an abstract notion; you could see the 'Word of God', feel it as rain on your face, see it seeping into the furrows of mother earth, the 'labia' of the womb of creation. Within burns an eternal fire which every now and then demonstrates its presence dramatically, by bursting to the surface in a volcano, or by heating spring water to boiling point where the earth's crust is thinnest. It was this uterine heat which made generation possible, and which later theologians identified with the place and means of eternal punishment. \r\nAlso beneath the earth's surface, lay a great ocean whose waters, like those of the seas around and above the firmament (Gen 1:7) were the primeval reservoirs of the god's spermatozoa, the Word. They were therefore 'seas of knowledge' as the Sumerians called them, and could be tapped by seekers of truth, whether they looked 'to the heavens or to the earth beneath' (Isa 51:6), that is, by means of astrology or necromancy, 'divination from the dead'. This notion that mortals could discover the secrets of the past, present, and future by somehow projecting themselves to the 'seventh heaven' or down into the underworld gave rise to much mythology and some curious magical practices. Since common observation showed that dead and decaying matter melted back into the earth, it was thought that the imperishable part of man, his 'soul' or spirit, the creative breath that gave him life in the womb, must either float off into the ether or return through the terrestrial vagina into the generative furnace. In either case he was more likely to have access to the fount of all wisdom than when his spirit was imprisoned in mortal flesh. \r\nSince it was given to few men to be able to visit heaven or hell and return to tell what they had seen and heard, there arose the ideas of 'messengers', or angels, those 'workers of miracles' as their name in Greek and Hebrew means. These demigods, or heroes, had access to both worlds and play an important part in ancient mythology. They could come from above in various guises or be conjured up from the ground, like the ghost of Samuel drawn to the surface by the witch of Endor for consultation by King Saul (I Sam 28). One important aspect of this idea of heavenly and subterranean founds of knowledge is that since plants and trees had their roots beneath the soil and derived their nourishment from the water above and beneath the earth, it was thought possible that some varieties of vegetation could give their mortal consumers access to this wisdom. Herein lies the philosophical justification for believing that hallucinatory drugs distilled from such plants imparted divine secrets, or 'prophecies'. \r\nSuch very special kinds of vegetation were, then, 'angels' and to know their names was to have power over them. A large part of magical folk-lore was devoted to maintaining this vital knowledge of the names of the angels. It was not sufficient simply to know what drug could be expected to have certain effects; it was important to be able to call upon its name at the very moment of plucking and eating it. Not only was its rape from the womb of mother earth thus safely accomplished, but its powers could be secured by the prophet for his 'revelations' without incurring the heavy penalties so often suffered by those misusing the drug plants.

xvi

In any study of the sources and development of a particular religion, ideas are the vital factor. History takes second place. Event time is relatively unimportant. This is not to underestimate the importance of political and sociological influences in the fashioning of a cult and its ideology; but the prime materials of the philosophy stem from a fundamental conception of the universe and the source of life.

The RICH Economy

Author: Robert Anton Wilson

Publisher: Ronin Publishing, Inc (1980)

If there is one proposition which currently wins the assent of nearly everybody, it is that we need more jobs. 'A cure for unemployment' is promised, or earnestly sought, by every Heavy Thinker from Jimmy Carter to the Communist Party USA, from Ronald Reagan to the head of the economics department at the local university, from the Birchers to the New Left. \r\n \r\nI would like to challenge that idea. I don't think there is, or ever again can be, a cure for unemployment. I propose that unemployment is not a disease, but the natural, healthy functioning of an advanced technological society. \r\n \r\nThe inevitable direction of any technology, and of any rational species such as Homo sap., is toward what Buckminster Fuller calls ephemeralization, or doing-more-with-less. For instance, a modern computer does more (handles more bits of information) with less hardware than the proto-computers of the late '40's and '50's. One worker with a modern teletype machine does more in an hour than a thousand medieval monks painstakingly copying scrolls for a century. Atomic fission does more with a cubic centimeter of matter than all the engineers of the 19th Century could do with a million tons, and fusion does even more. \r\n \r\n*Unemployment is not a disease; so it has no 'cure.'* \r\n \r\nThis tendency toward ephemeralization or doing more-with-less is based on two principal factors, viz: \r\n \r\nThe increment-of-association, a term coined by engineer C.H. Douglas, a meaning simply that when we combine our efforts we can do more than the sum of what each of us could do separately. Five people acting synergetically together can lift a small modern car, but if each of the five tries separately, the car will not budge. As society evolved from tiny bands, to larger tribes, to federations of tribes, to city-states, to nations, to multinational alliances, the increment-of-association increased exponentially. A stone-age hunting band could not build the Parthenon; a Renaissance city-state could not put Neil Armstrong on the Moon. When the increment-of-association increases, through larger social units, doing-more-with-less becomes increasingly possible. \r\n\r\nKnowledge itself is inherently self-augmenting. Every discovery 'suggests' further discoveries; every innovation provokes further innovations. This can be seen concretely, in the records of the U.S. Patent Office, where you will find more patents granted every year than were granted the year before, in a rising curve that seems to be headed toward infinity. If Inventor A can make a Whatsit out of 20 moving parts, Inventor B will come along and build a Whatsit out of 10 moving parts. If the technology of 1900 can get 100 ergs out of a Whatchamacallum, the technology of 1950 can get 1,000 ergs. Again, the tendency is always toward doing-more-with-less. \r\n \r\nUnemployment is directly caused by this technological capacity to do more-with-less. Thousands of monks were technologically unemployed by Gutenberg. Thousands of blacksmiths were technologically unemployed by Ford's Model T. Each device that does-more-with-less makes human labor that much less necessary. \r\n \r\nAristotle said that slavery could only be abolished when machines were built that could operate themselves. Working for wages, the modern equivalent of slavery -- very accurately called 'wage slavery' by social critics -- is in the process of being abolished by just such self-programming machines. In fact, Norbert Wiener, one of the creators of cybernetics, foresaw this as early as 1947 and warned that we would have massive unemployment once the computer revolution really got moving. \r\n \r\nIt is arguable, and I for one would argue, that the only reason Wiener's prediction has not totally been realized yet -- although we do have ever-increasing unemployment -- is that big unions, the corporations, and government have all tacitly agreed to slow down the pace of cybernation, to drag their feet and run the economy with the brakes on. This is because they all, still, regard unemployment as a 'disease' and cannot imagine a 'cure' for the nearly total unemployment that full cybernation will create. \r\n \r\nSuppose, for a moment, we challenge this Calvinistic mind-set. Let us regard wage-work -- as most people do, in fact, regard it -- as a curse, a drag, a nuisance, a barrier that stands between us and what we really want to do. In that case, your job is the disease, and unemployment is the cure. \r\n \r\n'But without working for wages we'll all starve to death!?! Won't we?' \r\n \r\nNot at all. Many farseeing social thinkers have suggested intelligent and plausible plans for adapting to a society of rising unemployment. Here are some examples. \r\n \r\nThe National Dividend. This was invented by engineer C. H. Douglas and has been revived with some modifications by poet Ezra Pound and designer Buckminster Fuller. The basic idea (although Douglas, Pound, and Fuller differ on the details) is that every citizen should be declared a shareholder in the nation, and should receive dividends on the Gross National Product for the year. Estimates differ as to how much this would be for each citizen, but at the current level of the GNP it is conservative to say that a share would be worth several times as much, per year, as a welfare recipient receives -- at least five times more. Critics complain that this would be inflationary. Supporters of the National Dividend reply that it would only be inflationary if the dividends distributed were more than the GNP; and they are proposing only to issue dividends equal to the GNP. \r\n\r\nThe Guaranteed Annual Income. This has been urged by economist Robert Theobald and others. The government would simply establish an income level above the poverty line and guarantee that no citizen would receive less; if your wages fall below that level, or you have no wages, the government makes up the difference. This plan would definitely cost the government less than the present welfare system, with all its bureaucratic red tape and redundancy: a point worth considering for those conservatives who are always complaining about the high cost of welfare. It would also spare the recipients the humiliation, degradation and dehumanization built into the present welfare system: a point for liberals to consider. A system that is less expensive than welfare and also less debasing to the poor, it seems to me, should not be objectionable to anybody but hardcore sadists. \r\n \r\nThe Negative Income Tax. This was first devised by Nobel economist Milton Friedman and is a less radical variation on the above ideas. The Negative Income Tax would establish a minimum income for every citizen; anyone whose income fell below that level would receive the amount necessary to bring them up to that standard. Friedman, who is sometimes called a conservative but prefers to title himself a libertarian, points out that this would cost 'the government' (i.e. the taxpayers) less than the present welfare system, like Theobald's Guaranteed Annual Income. It would also dispense with the last tinge of humiliation associated with government 'charity,' since when you cashed a check from IRS nobody (not even your banker) would know if it was supplementary income due to poverty or a refund due to overpayment of last year's taxes. \r\n \r\nThe RICH Economy. This was devised by inventor L. Wayne Benner (co-author with Timothy Leary of Terra II) in collaboration with the present author. It's a four-stage program to retool society for the cybernetic and space-age future we are rapidly entering. RICH means Rising Income through Cybernetic Homeostasis.\r\n \r\n*Stage I* is to recognize that cybernation and massive unemployment are inevitable and to encourage them. This can be done by offering a $100,000 reward to any worker who can design a machine that will replace him or her, and all others doing the same work. In other words, instead of being dragged into the cybernetic age kicking and screaming, we should charge ahead bravely, regarding the Toilless Society as the Utopian goal humanity has always sought. \r\n \r\n*Stage II* is to establish either the Negative Income Tax or the Guaranteed Annual Income, so that the massive unemployment caused by Stage I will not throw hordes of people into the degradation of the present welfare system.\r\n \r\n*Stage III* is to gradually, experimentally, raise the Guaranteed Annual Income to the level of the National Dividend suggested by Douglas, Bucky Fuller, and Ezra Pound, which would give every citizen the approximate living standard of the comfortable middle class. The reason for doing this gradually is to pacify those conservative economists who claim that the National Dividend is 'inflationary' or would be practically wrecking the banking business by lowering the interest rate to near-zero. It is our claim that this would not happen as long as the total dividends distributed to the populace equaled the Gross National Product. but since this is a revolutionary and controversial idea, it would be prudent, we allow, to approach it in slow steps, raising the minimum income perhaps 5 per cent per year for the first ten years. And, after the massive cybernation caused by Stage I has produced a glut of consumer goods, experimentally raise it further and faster toward the level of a true National Dividend. \r\n \r\n*Stage IV* is a massive investment in adult education, for two reasons.\r\n\r\nPeople can spend only so much time fucking, smoking dope, and watching TV; after a while they get bored. This is the main psychological objection to the workless society, and the answer to it is to educate people for functions more cerebral than fucking, smoking dope, watching TV, or the idiot jobs most are currently toiling at. \r\n \r\nThere are vast challenges and opportunities confronting us in the next three or four decades, of which the most notable are those highlighted in Tim Leary's SMI2LE slogan -- Space Migration, Intelligence Increase, Life Extension. Humanity is about to enter an entirely new evolutionary relationship to space, time, and consciousness. We will no longer be limited to one planet, to a brief, less-than-a-century lifespan, and to the stereotyped and robotic mental processes by which most people currently govern their lives. Everybody deserves the chance, if they want it, to participate in the evolutionary leap to what Leary calls 'more space, more time, and more intelligence to enjoy space and time.'\r\n \r\nWhat I am proposing, in brief, is that the Work Ethic (find a Master to employ you for wages, or live in squalid poverty) is obsolete. A Work Esthetic will have to arise to replace this old Stone Age syndrome of the slave, the peasant, the serf, the prole, the wage-worker -- the human labor-machine who is not fully a person but, as Marx said, ' a tool, an automaton.' Delivered from the role of things and robots, people will learn to become fully developed persons, in the sense of the Human Potential movement. They will not seek work out of economic necessity, but out of psychological necessity -- as an outlet for their creative potential.\r\n \r\n ('Creative potential' is not a panchreston. It refers to the inborn drive to play, to tinker, to explore, and to experiment, shown by every child before his or her mental processes are stunted by authoritarian education and operant-conditioned wage-robotry.)\r\n \r\nAs Bucky Fuller says, the first thought of people, once they are delivered from wage slavery, will be, 'What was it that I was so interested in as a youth, before I was told I had to earn a living?' The answer to that question, coming from millions and then billions of persons liberated from mechanical toil, will make the Renaissance look like a high school science fair or a Greenwich Village art show.

The Origins of Consciousness in the Breakdown of the Bicameral Mind

Author: Julian Jaynes

Publisher: University of Toronto Press (1978)

433

As individuals we are at the mercies of our own collective imperatives. We see over our everyday attentions, our gardens and politics, and children, into the forms of our culture darkly. And our culture is our history. In our attempts to communicate or to persuade or simply interest others, we are using and moving about through cultural models among whose differences we may select, but from whose totality we cannot escape. And it is in this sense of the forms of appeal, of begetting hope or interest or appreciation or praise for ourselves or for our ideas, that our communications are shaped into these historical patterns, these grooves of persuasion which are even in the act of communication an inherent part of what is communicated.

371

Previously unheard-of manifestations of hypnosis can be found by simply informing subjects beforehand that such manifestations are expected in hypnosis, that is, are a part of the collective cognitive imperative about the matter. For example, an introductory psychology class was casually told that under hypnosis a subject's dominant hand cannot be moved. This had never occurred in hypnosis in any era. It was a lie. Nevertheless, when members of the class at a later time were hypnotized, the majority, without any coaching or further suggestion, were unable to move their dominant hand. Out of such studies has come the notion of the 'demand characteristics' of the hypnotic situation, that the hypnotized subject exhibits the phenomena which he thinks the hypnotist expects.5 But that expresses it too personally. It is rather what he thinks hypnosis is. And such 'demand characteristics,' taken in this way, are of precisely the same nature as what I am calling the collective cognitive imperative. Another way of seeing the force of the collective imperative is to note its strengthening by crowds. Just as religious feeling and belief is enhanced by crowds in churches, or in oracles by the throngs that attended them, so hypnosis in theaters. It is well known that stage hypnotists with an audience packed to the 5 This is one of the important ideas in the history of hypnosis research. See the papers of Martin Orne, particularly, 'Nature of Hypnosis: Artifact and Essence,' Journal of Abnormal and Social Psychology, 1959, 58: 277-299; in this connection David Rosenhan's important and sobering, 'On the Social Psychology of Hypnosis Research' in J. E. Gordon, ed., Handbook of Clinical and Experimental Psychology. 386 Vestiges of the Bicameral Mind in the Modern World rafters, reinforcing the collective imperative or expectancy of hypnosis, can produce far more exotic hypnotic phenomena than are found in the isolation of laboratory or clinic.

It is not that the vague general ideas of psychological causation appear first and then the poet gives them concrete pictorial form by inventing gods. It is, as I shall show later in this essay, just the other way around. And when it is suggested that the inward feelings of power or inward monitions or losses of judgment are the germs out of which the divine machinery developed, I return that the truth is just the reverse, that the presence of voices which had to be obeyed were the absolute prerequisite to the conscious stage of mind in which it is the self that is responsible and can debate within itself, can order and direct, and that the creation of such a self is the product of culture. In a sense, we have become our own gods.

Does the door of your room open from the right or the left? Which is your second longest finger? At a stoplight, is it the red or the green that is on top? How many teeth do you see when brushing your teeth? What letters are associated with what numbers on a telephone dial? If you are in a familiar room, without turning around, write down all the items on the wall just behind you, and then look. I think you will be surprised how little you can retrospect in consciousness on the supposed images you have stored from so much previous attentive experience. If the familiar door suddenly opened the other way, if another finger suddenly grew longer, if the red light were differently placed, or you had an extra tooth, or the telephone were made differently, or a new window latch had been put on the window behind you, you would know it immediately, showing that you all along ‘ knew’, but not consciously so. Familiar to psychologists, this is the distinction between recognition and recall. What you can consciously recall is a thimbleful to the huge oceans of your actual knowledge. Experiments of this sort demonstrate that conscious memory is not a storing up of sensory images, as is sometimes thought. Only if you have at some time consciously noticed your finger lengths or your door, have at some time counted your teeth, though you have observed these things countless times, can you remember. Unless you have particularly noted what is on the wall or recently cleaned or painted it, you will be surprised at what you have left out. And introspect upon the matter. Did you not in each of these instances ask what must be there? Starting with ideas and reasoning, rather than with any image? Conscious retrospection is not the retrieval of images, but the retrieval of what you have been conscious of before, and the reworking of these elements into rational or plausible patterns.

199

Admonitory voices echoing kings, viziers, parents, etc., are unlikely to command individuals into acts of compromise. Even today, our ideas of nobility are largely residues of bicameral authority: it is not noble to whine, it is not noble to plead, it is not noble to beg, even though these postures are really the most moral of ways to settle differences. And hence the instability of the bicameral world, and the fact that during the bicameral era boundary relations would, I think, be more likely to end in all-out friendship or all-out hostility than anything between these extremes.

It is not that the vague general ideas of a psychological causation appear first and then the poet gives them concrete pictorial form by inventing gods. It is, as I shall show later in this essay, just the other way around. And when it is suggested that the inward feelings of power or inward monitions or losses of judgment are the germs out of which the divine machinery developed, I return that the truth is just the reverse, that the presence of voices which had to be obeyed were the absolute prerequisite to the conscious stage of mind in which it is the self that is responsible and can debate within itself, can order and direct, and that the creation of such a self is the product of culture. In a sense, we have become our own gods.

...In the first instance we should say that the person suffering a severe blow on the head loses both consciousness and what I am calling reactivity, and they are therefore different things.\n\n This distinction is also important in normal everday life. We are constantly reacting to things without being conscious of them at the time. Sitting against a tree, I am always reacting to the tree and to the ground and to my own posture, since if I wish to walk, I will quite unconsciously stand up from the ground to do so.\n\n Immersed in the ideas of this first chapter, I am rarely conscious even of where I am. In writing, I am reacting to a pencil in my hand since I hold on to it, and am reacting to my writing pad since I hold it on my knees, and to its lines since I write upon them, but I am only conscious of what I am trying to say and whther or not I am being clear to you.\n\n If a bird bursts up from the copse nearby and flies crying to the horizon, I may turn and watch it and hear it, and then turn back to this page without being conscious that I have done so.\n\n In other words, reactivity covers all stimuli my behavior takes account of in any way, while consciousness is something quite distinct and a far less ubiquitous phenomenon. We are conscious of what we are reacting to only from time to time. And whereas reactivity can be definded behaviorally and neuologically, consciousness at the present state of knowledge cannot.

Is this consciousness...this enormous influence of ideas, principles, beliefs over our lives and actions, really derivable from animal behavior? Alone of species, all alone! we try to understand ourselves and the world. We become rebels or patriots or martyrs on the basis of ideas. We build Chartres and computres, write poems and tensor equations, play chess and quartets, sail ships to other planets and listen in to other galaxies - what have these to do with rats in mazes or the threat displays of baboons? The continuity hypothesis of Darwin for the evolution of mind is a very suspicious totem of evolutionary mythology. The yearning for certainty which grails the scientist, the aching beauty which harasses the artist, the sweet thorn of justice which fierces the rebel from the eases of life, or the thrill of exultation with which we hear of true acts of that now difficult virtue of courage, of cheerful endurance of hopeless suffering - are these really derivable from matter? Or even continuous with the idiot hierarchies of speechless apes?\n\n The chasm is awesome. The emotional lives of men and of other mammals are indeed marvelously similar. But to focus upon the similarity unduly is to forget that such a chasm exists at all. The intellectual life of man, his culture and history and religion and science, is different from anything else we know of in the universe. That is fact. It is as if all life evolved to a certain point, and then in ourselves turned at a right angle and simply exploded in a different direction.

The Denial of Death

Author: Ernest Becker

Publisher: Free Press (1975)

318

The fusion of psychology and religion is thus not only logical, it is necessary if the religion is to work. There is no way of standing on one’s own center without outside support, only now this support is made to seem to come from the inside. The person is conditioned to function under his own control, from his own center, from the spiritual powers that well up within him. Actually, of course, the support comes from the transference certification by the guru that what the disciple is doing is true and good. Even reconditioning body-therapies like that of the once-noted F. M. Alexander today liberally sprinkle their therapy with ideas from Zen and cite their affinity to people like Gurdjieff. There seems no way to get the body to reintegrate without giving it some kind of magical sustaining power; at least, there is no better way to win full discipleship to a religion than by making it frankly religious.

295

When we are young we are often puzzled by the fact that each person we admire seems to have a different version of what life ought to be, what a good man is, how to live, and so on. If we are especially sensitive it seems more than puzzling, it is disheartening. What most people usually do is to follow one person’s ideas and then another’s, depending on who looms largest on one’s horizon at the time. The one with the deepest voice, the strongest appearance, the most authority and success, is usually the one who gets our momentary allegiance; and we try to pattern our ideals after him. But as life goes on we get a perspective on this, and all these different versions of truth become a little pathetic. Each person thinks that he has the formula for triumphing over life’s limitations and knows with authority what it means to be a man, and he usually tries to win a following for his particular patent. Today we know that people try so hard to win converts for their point of view because it is more than merely an outlook on life: it is an immortality formula. Not everyone, of course, has the authority of Kant speaking the words we have used in our epigraph to this chapter, but in matters of immortality everyone has the same self-righteous conviction.

158

As the highest ambition of the child is to obey the all-powerful parent, to believe in him, and to imitate him, what is more natural than an instant, imaginary return to childhood via the hypnotic trance? The explanation of the ease of hypnosis, said Ferenczi, is that “In our innermost soul we are still children, and we remain so throughout life.”11 And so, in one theoretical sweep Ferenczi could destroy the mystery of hypnosis by showing that the subject carries in himself the predisposition to it: … there is no such thing as a “hypnotising,” a “giving of ideas” in the sense of psychical incorporating of something quite foreign from without, but only procedures that are able to set going unconscious, pre-existing, auto-suggestive mechanisms… . According to this conception, the application of suggestion and hypnosis consists in the deliberate establishment of conditions under which the tendency to blind belief and uncritical obedience present in everyone, but usually kept repressed … may unconsciously be transferred to the person hypnotising or suggesting.12

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That great spirit, Ortega, has given us a particularly powerful phrasing of it. His statement reads almost exactly like Kierkegaard: The man with the clear head is the man who frees himself from those fantastic “ideas” [the characterological lie about reality] and looks life in the face, realizes that everything in it is problematic, and feels himself lost. And this is the simple truth—that to live is to feel oneself lost—he who accepts it has already begun to find himself, to be on firm ground. Instinctively, as do the shipwrecked, he will look round for something to which to cling, and that tragic, ruthless glance, absolutely sincere, because it is a question of his salvation, will cause him to bring order into the chaos of his life. These are the only genuine ideas; the ideas of the shipwrecked. All the rest is rhetoric, posturing, farce. He who does not really feel himself lost, is without remission; that is to say, he never finds himself, never comes up against his own reality.45

We called one’s life style a vital lie, and now we can understand better why we said it was vital: it is a necessary and basic dishonesty about oneself and one’s whole situation. This revelation is what the Freudian revolution in thought really ends up in and is the basic reason that we still strain against Freud. We don’t want to admit that we are fundamentally dishonest about reality, that we do not really control our own lives. We don’t want to admit that we do not stand alone, that we always rely on something that transcends us, some system of ideas and powers in which we are embedded and which support us. This power is not always obvious. It need not be overtly a god or openly a stronger person, but it can be the power of an all-absorbing activity, a passion, a dedication to a game, a way of life, that like a comfortable web keeps a person buoyed up and ignorant of himself, of the fact that he does not rest on his own center. All of us are driven to be supported in a self-forgetful way, ignorant of what energies we really draw on, of the kind of lie we have fashioned in order to live securely and serenely. Augustine was a master analyst of this, as were Kierkegaard, Scheler, and Tillich in our day. They saw that man could strut and boast all he wanted, but that he really drew his “courage to be” from a god, a string of sexual conquests, a Big Brother, a flag, the proletariat, and the fetish of money and the size of a bank balance. The defenses that form a person’s character support a grand illusion, and when we grasp this we can understand the full drivenness of man. He is driven away from himself, from self-knowledge, self-reflection. He is driven toward things that support the lie of his character, his automatic equanimity. But he is also drawn precisely toward those things that make him anxious, as a way of skirting them masterfully, testing himself against them, controlling them by defying them. As Kierkegaard taught us, anxiety lures us on, becomes the spur to much of our energetic activity: we flirt with our own growth, but also dishonestly. This explains much of the friction in our lives. We enter symbiotic relationships in order to get the security we need, in order to get relief from our anxieties, our aloneness and helplessness; but these relationships also bind us, they enslave us even further because they support the lie we have fashioned. So we strain against them in order to be more free. The irony is that we do this straining uncritically, in a struggle within our own armor, as it were; and so we increase our drivenness, the second-hand quality of our struggle for freedom. Even in our flirtations with anxiety we are unconscious of our motives. We seek stress, we push our own limits, but we do it with our screen against despair and not with despair itself. We do it with the stock market, with sports cars, with atomic missiles, with the success ladder in the corporation or the competition in the university. We do it in the prison of a dialogue with our own little family, by marrying against their wishes or choosing a way of life because they frown on it, and so on. Hence the complicated and second-hand quality of our entire drivenness. Even in our passions we are nursery children playing with toys that represent the real world. Even when these toys crash and cost us our lives or our sanity, we are cheated of the consolation that we were in the real world instead of the playpen of our fantasies. We still did not meet our doom on our own manly terms, in contest with objective reality. It is fateful and ironic how the lie we need in order to live dooms us to a life that is never really ours.

The Mind's I

Author: Douglas R. Hofstadter and Daniel C. Dennett

Publisher: Bantam Books (1982)

The Fourth Way

Author: P.D. Ouspensky

Publisher: Vintage (1971)

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You must understand that in our system—or in any system for that matter, whether it is acknowledged or not—there are three different languages, or three ways of thinking philosophical, theoretical and practical When I say 'this is theoretical' or 'this is philosophy' in answer to a question, it means that the language is wrong You cannot ask something in a philosophical way and expect a practical answer. An abstract question cannot have a concrete answer. You must understand that the difference in meaning between these words 'philosophical', 'theoretical' and 'practical' is quite contrary to the ordinary meaning attributed to them The philosophical is the easiest approach, the theoretical is more difficult and more useful, and the practical is the most difficult and most useful of all. There can be philosophical knowledge—very general ideas, there can be theoretical knowledge—when you calculate things, and there can be practical knowledge, when you can observe and make experiments In philosophical language you speak not so much about things as about possibilities, in other words, you do not speak about facts In theoretical language you speak about laws, and in practical language you speak about things on the same scale as yourself and everything around you, that is, about facts So it is really a difference of scale.

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One of the most important things in every kind of school is the idea of rules. If there are no rules, there is no school. Not even an imitation school can exist without rules. If it is an imitation school there will be imitation rules, but there must be some kind of rules. One definition of a school is that it is a certain number of people who accept and follow certain rules. Rules are not for convenience, they are not for comfort— they are for inconvenience and discomfort, and in that way they help self remembering. You must understand that all rules are for self-remembering, although they also have a purpose in themselves. If there are no rules and the importance of rules is not understood, there is no work. The important thing to realize about rules is that there is really only one rule, or it is better to say one principle—that one must not do anything unnecessary. Now try to understand that Why cannot we 'do' in the right sense? Because we do so many unnecessary things Every moment of our life we do hundreds of unnecessary things, and because of that we cannot 'do' and must first learn not to do anything unnecessary. First we must learn not to do unnecessary things in relation to the work, and later in connection with our own lives. It may take a long time, but this is the way to learn. You must do this, you must not do that; this is all specifications, but there is only one rule. Until you understand this fundamental rule, you have to try to follow other rules which are given. Rules are particularly important in connection with organization of groups, because, since people come without knowing one another and without knowing what it is all about, certain rules have to be imposed. For instance, one of the rules that applies to new people is that they should not talk to people outside about what they hear at lectures. People begin to realize the importance of this rule only when this form of talk turns against them, when their friends insist on their talking and they no longer want to talk. This rule is to help people not to lie, because when they speak about things they do not know, they naturally begin to lie. So if, after listening to one or two lectures, people begin to talk about what they have heard and express their opinions, they begin to lie. Most people are too impatient, they do not give themselves enough time, they come to conclusions too soon and so cannot help lying. But the chief reason for this rule is that it is a principle of school-work not to give ideas but to keep them from people, and to give them only on certain conditions which safeguard them from being distorted. Otherwise they will be distorted the next day; we have had enough experience of that. It is very important to prevent these ideas from deteriorating, because it may be said that a school is something where people and ideas do not die. In life both people and ideas die, not at once, but die slowly. Another reason for this rule is that it is a test, an exercise of will, an exercise of memory and understanding. You come here on certain conditions; the first condition is that you must not talk, and you must remember it. This helps enormously to self remember, because it goes against all ordinary habits. Your ordinary habit is to talk without discrimination. But in relation to these ideas you must discriminate

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You see, to put it more clearly, you enter the second line of work in this way: these groups have been going on for some time, and there were people and groups before you. One of the principles of school-work is that one can get instruction and advice not only from me but also from people who have been studying before you came, perhaps for many years. Their experience is very important for you, because, even if I wished it, I could not give you more time than is possible for me. Other people have to supplement what I can give you, and you, on your side, must learn how to use them, how to profit by their experience, how to get from them what they can give you. Experience shows that in order to get what it is possible to get from these ideas a certain organization is necessary, organization of groups of people not only for discussing things but also for working together, as, for instance, in the garden, in the house or on the farm, or doing some other work that can be organized and started. When people work together at anything for the sake of experience, they begin to see in themselves and in other people different things which they do not notice when they just discuss. Discussion is one thing and work is another. So in all schools there exist different kinds of organized work, and people can always find what will suit them without unnecessary sacrifices, because sacrifices are not expected. But you must think about it, you must realize that so far people have looked after you, talked to you, helped you. Now you have to learn to look after yourselves, and later you will have not only to look after yourselves but also after new people. This also will be part of your work.

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If we take school-work as an ascending octave, we know that in each octave there are two intervals or gaps, between mi and fa and between si and do. In order to pass through these gaps without changing the character or the line of the work it is necessary to know how to fill them. So if I want to guarantee the direction of the work in a straight line, I must work on three lines simultaneously. If I work only on one line, or on two lines, the direction will change. If I work on three lines, or three octaves, one line will help another to pass the interval by giving the necessary shock. It is very important to understand this. School-work uses many cosmic ideas, and three lines of work is a special arrangement to safeguard the right direction of the work and to make it successful. The first line is work on oneself: self-study, study of the system and trying to change at least the most mechanical manifestations. This is the most important line. The second line is work with other people. One cannot work by oneself; a certain friction, inconvenience and difficulty of working with other people creates the necessary shocks. The third line is work for the school, for the organization. This last line takes on different aspects for different people.

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There is an expression in the system, 'to create moon in oneself. Let us talk about what it may mean. It is a symbolical expression, and symbols in the form of diagrams or symbolical expressions are used for very definite purposes. A symbol expresses many ideas at once. If it meant only one idea, the answer would be simple; but a symbol is used to avoid long descriptions and to put many ideas into one sentence. How to decipher a diagram or symbolical expression? In order to decipher a symbol, it is necessary to know the order of ideas included in it. \r\n\r\nNow, if we ask what it may mean to create moon in oneself, we must first ask ourselves, what is the moon's function in relation to organic life? The moon balances organic life—all external movements are balanced by the moon. What will happen if this function of the moon disappears? Will it be beneficial to an individual man or the opposite? We must realize that all this refers to being. What are the features of our being? The chief feature of our being is that we are many. If we want to work on our being, make it correspond more to our aim, we must try to become one. But this is a very far aim. \r\n\r\nWhat does it mean to become one? The first step, which is still very far, is to create a permanent centre of gravity. This is what creating moon in oneself means. The moon is a permanent centre of gravity which balances our physical life, but in ourselves we do not have such a balance, so, when we create this balance or centre of gravity in ourselves we do not need the moon. But first we must decide what the absence of permanent 'I' means. We have been told about many features of this, but they must be established definitely by observation, and in order to come nearer to the idea of creating moon in oneself we must distinguish what is important and what is unimportant. Then we must begin to struggle against the features which prevent us becoming one. We must struggle with imagination, negative emotions and self-will. Before this struggle can be successful, we must realize that the worst possible kind of imagination, from the point of view of obtaining a centre of gravity, is the belief that one can do anything by oneself. After that, we must find the negative emotions which prevent us doing what is suggested in connection with the system. For it is necessary to realize that self-will can only be broken by doing what one is told. It cannot be broken by what one decides oneself, for then it will still be self-will. \r\n\r\nLet me repeat. Work on being is always struggle—against what you like doing or dislike doing. Say you like roller-skating and you are told to remember yourself. Then you must struggle against your desire to go roller-skating. What is there more innocent than roller-skating? But you must struggle against it all the same. Every day and every hour there are things we cannot do, but there are also things we can do. So we must look at a day and see what we can do but do not do. There can be no rule 'You must remember yourself'. If you are told to do or not to do something, and you do not try, it means you do not want anything, you do not want to work. You have sufficient knowledge. Now it is necessary to push work on being. We always try to escape from doing what is suggested.

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Self-will does not include everything you want. If you are hungry and want to eat, that is not self-will. Self-will means preferring to act by yourself and, in our case, not taking into consideration the work and the principles of the work. If my self-will is to swear, for instance, and I give it up because it is against the principles of the work, where is the desired result you speak of? Some of our desires may be well hidden. For instance, a man may want to criticize someone and he calls it sincerity. But the desire to criticize may be so strong that he would have to make a really big effort to stop it, and a man cannot make really big efforts by himself. I must repeat—in order to create will, man must co-ordinate his every action with ideas of the work; he must in every action ask himself: how will it look from the point of view of the work? Is it useful or harmful to me, or to the work? If he does not know, he can ask. If a man has been long in the work, there is practically not a single action that is not connected with the work; there are no independent actions in the sense that one can no longer act foolishly and without discrimination. One must think before one acts. This is the only method by which will can be created, and for this method school organization is necessary

266

There are only two things opposed to one another: work and self-will. Self-will wants to talk, for instance, and you must not talk about certain things, because if you do, you will only tell lies; there is a rule that you cannot speak about the ideas of the system to people outside before you know and understand them. A struggle ensues, and the result is according to which of the two conquers. In this way, from the very beginning, you meet with ideas of the work opposed to self-will. If you forget about the work, you are not working against self-will. The only way to struggle against self-will is to remember the work. It may be that at one moment the work does not enter at all, but at another moment it does enter, and in that moment you can understand what giving up self-will means. Ask yourself: Is it right from the point of view of the work or not? This is struggle against self-will. In an ordinary man will follows a zigzag line or goes in a circle, this is why it is necessary to subjugate will. This subjugation trains it so that afterwards it can follow a definite line. When it becomes strong enough, it is no longer necessary to limit it. So will cannot be left as it is at present, for now it runs in all directions. It has to be trained, and in order to train will one has to do many unpleasant things

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Q. What is self-will? And what is the difference between self-will and wilfulness? A. There is no particular difference. Both are manifestations of the same thing— generally, manifestations of resistance. It is will created and controlled by opposition. This will we have, but it does not come from us, it comes from the obstacle. Self-will is when, for instance, someone sees that a man does not know how to do a thing and offers to explain, but the man says, 'No, I will do it myself', 'I will decide it myself', 'I don't want to listen to anybody', and so on. Wilfulness is much the same only more general—it can be a kind of habit. It is mechanical will, generally based on wrong assumptions about oneself and one's experience. Self-will is self-assertion. If you compare self-will with a normal action there is always some opposition in it—you want to do something you should not do. It is very characteristic in work. In studying ideas you know that certain things you must avoid, but you want exactly those things. If you start with this in thinking about self-will you will find your own examples.

264

Nearly all other systems begin with aims at least ten thousand miles ahead which have no practical meaning; but this system begins in this room. That is the difference and that is what must be understood first of all. Again and again we must return to this question of what we want from the work. Do not use the terminology of the system but find what you yourself want. If you say you want to be conscious, that is all very good, but why? What do you want to get by being conscious? You must not think that you can answer this question immediately. It is very difficult. But you must keep coming back to it. And you must understand that before the time comes when you will be able to get what you want, you must know what it is. This is a very definite condition. You can never get anything until you can say, 'I want this'. Then perhaps you may get it or perhaps you may not; but you can never get it unless you know what it is. You can formulate it in your own way, and you must be sincere with yourself. Then you can ask yourself: 'Will the system be able to help me to get it?' If we remember our aim, think about it, find more and more reasons why we should work, our will will move in one direction and will get stronger. If we forget our aim, we get slack. I have spoken about the question of aim because I advise you to think about it, to revise what you have already thought about aim and think how you would define your aim now, after a study of these ideas. I would say that what a man can get, what can be promised him on condition that he works, is that after some time of work he will see himself. Other things that he may get, such as consciousness, unity, connection with higher centres, all come after this— and we do not know in what order they come. But we must remember one thing; until we get this— until we see ourselves—we cannot get anything else. Until we begin to work with this aim in view we cannot say that we have begun to work. So, after some time we must be able to formulate our immediate aim as being able to see oneself. Not even to know oneself (this comes later), but to see oneself. Man is afraid to see himself. But he can decide to take courage and see what he is

257

You must remember that when it was said that things happen to all people and that people cannot 'do' anything, that referred to ordinary conditions in ordinary life—what is called normal life. But in this work we are trying to get out of this 'normal' life, so we already must 'do'. Only we must first learn what we can 'do', because in our present conditions many things will continue to happen; but in certain things we can already have choice, we can show our preference, our will, as much as we can have will. So 'us' cannot be used in the same way as before. But you must understand that at first, the difference is not between 'doing' and 'not doing', but between trying to 'do' and trying to understand, and at present all your energy must be concentrated on trying to understand. What you can try to 'do' has been explained. We are trying to find things we can control in ourselves, and if we work on them, we will acquire control. This is all the 'doing' that is possible at the moment. \r\n\r\nQ. Is the full realization that we cannot 'do' anything already a long step on the way to 'doing'? \r\n\r\nA. Sometimes the step is too long, because every idea prolonged too far becomes its own opposite. So if you persuade yourself too seriously that you can do nothing, you will find that you really can do nothing. It is a question of relativity. As I said, not being able to 'do' refers to people without any possibility of school-work.

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Q. Are vast amounts of internal friction and discomfort always a necessary preliminary to new development? \r\n \r\nA. That depends on people. For some people more may be necessary, for some less. Again, it depends on what you want. If you just want to study, it is enough to see, but if you want to change something it is not enough to look at it. Looking at a thing will not change it. Work means friction, conflict between 'yes' and 'no', between the part that wishes to work and the part that does not wish to work. There are many parts of us that do not wish to work, so the moment you begin to work friction starts. If I decide to do something and a part of me does not wish to do it, I must insist as much as I am able, on carrying out my decision. But as soon as work stops, friction stops. \r\n \r\nQ. How can one create useful friction? \r\n \r\nA. You must start with some concrete idea. If you produce no resistance, everything happens. But if you have certain ideas, you can already resist identification and struggle with imagination, negative emotions and things like that. Try to find what really prevents you from being active in the work. It is necessary to be active in the work; one can get nothing by being passive. We forget the beginning, where and why we started, and most of the time we never think about aim, but only about small details. No details are of any use without aim. Self-remembering is of no use without remembering the aims of the work and your original fundamental aim. If these aims are not remembered emotionally, years may pass and one will remain in the same state. It is not enough to educate the mind; it is necessary to educate the will. We are never the same for two days in succession. On some days we shall be more successful, on others less. All we can do is to control what we can. We can never control more difficult things if we do not control the easy things. Every day and hour there are things that we could control and do not; so we cannot have new things to control. We are surrounded by neglected things. Chiefly, we do not control our thinking. We think in a vague way about what we want, but if we do not formulate what we want, nothing will happen. This is the first condition but there are many obstacles. Effort is our money. If we want something, we must pay with effort. According to the strength of effort and the time of effort—in the sense of whether it is the right time for effort or not—we obtain results. Effort needs knowledge, knowledge of the moments when effort is useful. It is necessary to learn by long practice how to produce and apply effort. The efforts we can make are efforts of self-observation and self remembering. When people ask about effort, they think about an effort of 'doing'. That would be lost effort or wrong effort, but effort of self-observation and self remembering is right effort because it can give right results. Self-remembering has an element of will in it. If it were just dreaming, 'I am, I am, I am', it would not be anything. You can invent many different ways of remembering yourselves, for self remembering is not an intellectual or abstract thing; it is moments of will. It is not thought; it is action. It means having increased control; otherwise of what use would it be? You can only control yourselves in moments of self-remembering. The mechanical control which is acquired by training and education—when one is taught how to behave in certain circumstances—is not real control.

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In the beginning, what is important is not the chief feature itself but what is produced by it, and that you can study in the form of attitudes. We do not know our attitudes because we have never thought about ourselves in the right way. We have too many imaginary ideas. What we must study now is all our points of view, habitual emotions, the way we think, what we invent. These are all results of chief feature or chief features, for there may be two or three features which are the most important, not necessarily only one. Think about false personality; this is quite sufficient for practical purposes. As a theory, false personality in most cases turns round one axle and that axle is chief feature. If a man has one big weakness, from one point of view it is an advantage, because if he can conquer this feature or weakness he can in one stride achieve many things. It is an advantage when things are concentrated, many things coming together at one point. Then efforts at this point produce better results than if one works at different points. But chief feature is not always definable. Sometimes you can put your finger on it, sometimes not; in one person you can see it, in another not. But false personality you can see.

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But first of all, as I said before, it is necessary to understand what self-remembering is, why it is better to self-remember, what effect it will produce, and so on. It needs thinking about. Besides, in trying to selfremember it is necessary to keep the connection with all the other ideas of the system. If one takes one thing and omits another thing—for instance, if one seriously works on self-remembering without knowing about the idea of the division of 'I's, so that one takes oneself as one (as a unity) from the beginning—then self-remembering will give wrong results and may even make development impossible. There are schools, for instance, or systems which, although they do not formulate it in this way, are actually based on false personality and on struggle against conscience. Such work must certainly produce wrong results. At first it will create a certain kind of strength, but it will make the development of higher consciousness an impossibility. False personality either destroys or distorts memory. Self-remembering is a thing that must be based on right function. At the same time as working on it you must work on the weakening of false personality. Several lines of work are suggested and explained from the beginning, and all must go together. You cannot just do one thing and not another. All are necessary for creating this right combination, but first must come the understanding of the struggle with false personality. Suppose one tries to remember oneself and does not wish to make efforts against false personality. Then all its features will come into play, saying, 'I dislike these people', 'I do not want this', 'I do not want that', and so on. Then it will not be work but quite the opposite. As I said, if one tries to work in this wrong way it may make one stronger than one was before, but in such a case the stronger one becomes, the less is the possibility of development. Fixing before development—that is the danger

161

Q. Could you explain a little more what you mean by buffers? A. Buffers are very difficult to describe or define. As I said, they are a kind of partitions in us that keep us from observing ourselves. You may have different emotional attitudes (they always refer to emotional attitudes) towards the same thing in the morning, at midday, and in the evening, without noticing it. Or in a certain set of circumstances you have one kind of opinions and in other circumstances another kind of opinions, and buffers are walls that stand between them. Generally each buffer is based on some kind of wrong assumption about oneself, one's capacities, one's powers, inclinations, knowledge, being, consciousness and so on. They differ from ordinary wrong ideas because they are permanent; in given circumstances one always feels and sees the same thing; and you must understand that in man 1, 2 and 3 nothing must be permanent. The only chance he has of changing is that there is nothing permanent in him. Opinions, prejudices, preconceived ideas are not buffers yet, but when they become very firm, and always the same, and always have the same trick of shutting things off from our sight, they become buffers. If people have some kind of constant wrong attitude, based on wrong information, wrong work of centres, negative emotion, if they always use the same kind of excuse, they prepare buffers. And when a buffer is established and becomes permanent, it stops all possible progress. If buffers continue to develop, they become fixed ideas, and that is already insanity, or the beginning of insanity. Buffers can be very different. For instance, I knew a man who had a very interesting buffer. Every time he did something wrong, he said that he did it on purpose, as an experiment. This is a very good example of a buffer. Another man had a buffer that he was never late; so, with this buffer firmly established he was always late but never noticed it, and if his attention was drawn to it, he was always astonished and said, 'How can I be late? I am never late!

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You hear something which has a right place in the system, and if you can put it where it belongs, you cannot forget it and it will remain there; but if you just remember what was said without putting it into its right place, it is quite useless. Each small thing you hear you must try to understand, and to understand means to find the place where it belongs among other ideas. You must have a general idea of the system and everything new must have its place in it— then you will not forget, and every new observation you make will find its place. It is as though you have a drawing without details and observation fills in the details. If you have no drawing, the observation is lost

139

Q. Can we have some rules or guidance to keep to in ordinary life conditions? A. Try to remember yourself, try not to identify. This will immediately produce an effect in ordinary life. What does life consist of? Negative emotions, identifying, considering, lying, sleep. The first point is: how to remember oneself, how to be more aware? And then you will find that negative emotions are one of the chief factors which make us unable to remember ourselves. So one thing cannot go without the other. You cannot struggle with negative emotions without remembering yourself more, and you cannot remember yourself more without struggling with negative emotions. If you remember these two things, you will understand everything better. Try to keep these two ideas, which are connected, in mind

The mechanical part of the intellectual centre has a special name. Sometimes it is spoken of as a separate centre, and in that case it is called the formatory centre or formatory apparatus. Most people use only this part; they never use the better parts of the intellectual centre. But ideas of this system or similar ideas cannot be understood by formatory apparatus at all. Formatory apparatus has very definite limitations. One of its peculiarities is that it compares only two things, as though in any particular line only two things existed. Then formatory centre likes thinking in extremes; for instance it either knows everything or it knows nothing. Another of its peculiarities is immediately to look for the opposite

it is a great sacrifice not to see the things we are accustomed to see. We are accustomed to think that we live in a more or less comfortable world. Certainly there are unpleasant things, such as wars and revolutions, but on the whole it is a comfortable and well-meaning world. It is most difficult to get rid of this idea of a well-meaning world. And then we must understand that we do not see things themselves at all. We see like in Plato's allegory of the cave only the reflections of things, so that what we see has lost all reality. We must realize how often we are governed and controlled not by the things themselves but by our ideas of things, our views of things, our picture of things. This is the most interesting thing. Try to think about it.

It is a great sacrifice not to see the things we are accustomed to see. We are accustomed to think that we live in a more or less comfortable world. Certainly there are unpleasant things, such as wars and revolutions, but on the whole it is a comfortable and well-meaning world. It is most difficult to get rid of this idea of a well-meaning world. And then we must understand that we do not see things themselves at all. We see like in Plato's allegory of the cave only the reflections of things, so that what we see has lost all reality. We must realize how often we are governed and controlled not by the things themselves but by our ideas of things, our views of things, our picture of things. This is the most interesting thing. Try to think about it.

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People do not make the existence of the school a personal concern, and it cannot be impersonal In many cases words stand in the way of understanding. People speak of first line, second line, third line, just repeating words— and cease to understand anything. They use these words too easily. It is necessary to have your own personal picture of these lines: first of yourself acquiring knowledge, new ideas, breaking down old prejudices, discarding old ideas which you have formulated in the past and which contradict one another, studying yourself, studying the system, attempting to remember yourself and many other things. You must think about what you want to get, what you want to know, what you want to be, how to change old habits of thinking, old habits of feeling. All that is first line. Then, when you are prepared enough and have made sufficient efforts for some time, you can put yourself in the conditions of organized work where you can study practically. On the second line the chief difficulty in the beginning is working not on your own initiative; because it depends not on yourself, but on arrangements made in the work. Many things enter into that you are told to do this or that, and you want to be free, you do not want to do it, you do not like it, or you do not like the people with whom you have to work. Even now, without knowing what you will have to do, you can visualize yourself in conditions of organized work which you enter without knowing anything about it, or very little. These are the difficulties of the second line, and your effort in relation to it begins with accepting things—because you may not like it; you may think you can do whatever you have to do better in your own way; you may not like the conditions, and so on. If you think first about your personal difficulties in relation to the second line, you may understand it better. In any case it is arranged according to a plan you do not know and aims you do not know. There are many more difficulties that come later, but this is how it begins. In the third line your own initiative comes in once more, if you have the possibility to do something not for yourself but for the work. And even if you can do nothing, it is useful to realize that you can do nothing. But then you must understand that if everybody came to the conclusion that they can do nothing, there would be no work. This is what I mean by making a personal picture, not just using the words: first line, second line, third line. Words mean nothing, particularly in this case. When you have a personal picture, you will not need those words. You will speak in a different language, in a different way. Every line in the work, like everything else in the world, goes by octaves, increasing, decreasing, passing intervals and so on. If you work on all three lines, when you come to an interval in your personal work, another line of work may be going well and will help you to pass the interval in your individual work. Or your individual work may be going well and so may help you to pass the interval in some other line. This is what I meant when I spoke about intervals in connection with different lines The one thing to understand in the work is that one cannot be free. Certainly freedom is an illusion, for we are not free anyway, we depend on people, on things, on everything. But we are accustomed to think that we are tree and like to think of ourselves as tree Yet at a certain moment we must give up this imaginary freedom. If we keep this 'freedom', we can have no chance of learning anything.

The Illuminatus! Trilogy

Author: Robert Shea and Robert Anton Wilson

Publisher: Fine Communications (1998)

The Origins and History of Consciousness

Author: Erich Neumann

Publisher: Princeton University Press (1954)

This Is It

Author: Alan Watts

Publisher: Vintage (1973)

The Book of Merlyn

Author: T.H. White

Publisher: Berkley (1978)

What the Buddha Taught

Author: Walpola Rahula

Publisher: Grove Press (1974)

What Do You Say After You Say Hello?

Author: Eric Berne

Publisher: Grove Press (1972)

Richard Schechner has made a careful and scholarly analysis of time patterns in the theater which also applies to the dramaturgy of real-life scripts. The two most important types he calls 'set time' and 'event time.' Set time runs by a clock or calendar. The action begins and ends at a certain moment, or a certain time is given for its performance, as with a football game. For script analysis, we can call this clock time (CT). In event time, the activity is to be completed, like a baseball game, no matter how long or short a time it takes by the clock. We will call this goal time (GT). There are also combinations of these. A boxing match can terminate either when all the rounds are completed, which takes a set time or clock time, or when there is a knockout, which is event time or goal time.\r\n \r\nSchechner's ideas are useful to the script analyst, particularly in dealing with 'Can' and 'Can't' scripts. A child doing homework can be given five different instructions. \r\n \r\n*Clock Time Can* \r\n* 'You need plenty of sleep, so you can stop at nine o'clock.' \r\n\r\n*Clock Time Can't* \r\n* 'You need plenty of sleep, so you can't work after nine o'clock.' \r\n \r\n*Goal Time Can\r\n 'Your homework is important, so you can stay up and finish it.' \r\n \r\n*Goal Time Can't\r\n Your homework is important, so you can't go to bed until you finish it.' \r\n \r\nThe two Cans may relieve him, and the two Cant's may irritate him, but none of them box him in. \r\n \r\n 'You have to finish your homework by nine o'clock so you can get to sleep.' \r\n \r\nHere Clock Time and Goal Time are combined, which is called a 'Hurryup.' It is evident that each of these instructions can have a different effect on his homework and on his sleep, and when he grows up, on his working habits and his sleeping habits.

To Have or to Be?

Author: Erich Fromm

Publisher: Continuum Impacts (2005)