Tag Archives: intellect

Unfolding Children’s Powers: Music and the Brain

Child-Playing-PianoTHE emergence of a new spiritual epoch may have dawned far back in the late 19th century driven by Theosophical principles.

New educational reforms encompassing spiritual development are evident in the formation of visionary new schools today, public and private sector, many of which embody the eternal principles championed by H. P. Blavatsky in The Key to Theosophy.

“In many countries, educational reforms are taking place to consider the changing needs of 21st century learners,” writes Canadian theosophist Kathleen Hall in The Theosophical Roots of Spiritual Education, noting how:

“The old factory model of education that was mainly concerned with churning out obedient workers no longer suits the needs of today’s world.”

The principles defined by Madame Blavatsky in The Key to Theosophy, raised the educational bar, both then and now .Children should above all be taught self-reliance,” she declared, “love for all men, altruism, mutual charity, and more than anything else, to think and reason for themselves.”

Adding: “We would reduce the purely mechanical work of the memory to an absolute minimum and devote the time to the development and training of the inner senses, faculties and latent capacities …

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The Reality of Illusion of Reality

SEEN as the dependable Gaia, our Mother Earth is a beautiful and bountiful haven for life in the cosmos.

But day to day living here represents a wide variety of experiences, not all of them necessarily compatible.

For example, artists, writers, poets, mathematicians, shamans, homeless persons, business people, storm chasers.

Each of them experiences our shared planet through their own unique lens.

Each hears, sees, tastes and feels based upon their particular worldview, and these unique affectations manifest in an infinitude of variations.

“Why is it that one person sees poetry in a cabbage or a pig with her little ones,” H. P. Blavatsky asks:

“while another will perceive in the loftiest things only their lowest and most material aspect.”

ζ

Some, she says, “will laugh at the ‘music of the spheres,’ and ridicule the most sublime conceptions and philosophies.”

Mme. Blavatsky’s contemporary, Margaret Wolfe Hungerford (née Hamilton), under the pseudonym ‘The Duchess,’ wrote many books. In Molly Bawn, 1878, she gave us the familiar phrase:

“Beauty is in the eye
of the beholder.”

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Mme. Blavatsky explained the inner significance of this phrase. Differences of perception, she says, “depend on the innate power of the mind to think on the higher or on the lower plane — with the astral or with the physical brain.

“Great intellectual powers are often no proof of, but are impediments to spiritual and right conceptions,” Blavatsky adds:

“…witness most of the great men of science. We must rather pity than blame them.”

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How and What Children Should be Taught

intelligentdesignTHE emergence of a new spiritual epoch may have dawned far back in the late 19th century driven by Theosophical principles.

New educational reforms encompassing spiritual development are evident in the formation of new schools today, many of which embody the eternal principles championed by H. P. Blavatsky in The Key to Theosophy.

“In many countries, educational reforms are taking place to consider the changing needs of 21st century learners,” writes Canadian theosophist Kathleen Hall in The Theosophical Roots of Spiritual Education, noting how:

“The old factory model of education that was mainly concerned with churning out obedient workers no longer suits the needs of today’s world.”

The principles defined by Madame Blavatsky in The Key to Theosophy, raised the educational bar, both then and now .Children should above all be taught self-reliance,” she declared, “love for all men, altruism, mutual charity, and more than anything else, to think and reason for themselves.”

Adding: “We would reduce the purely mechanical work of the memory to an absolute minimum and devote the time to the development and training of the inner senses, faculties and latent capacities …

meditation_dalai-lama

“Deal with each child as a unit and educate it so as to produce the most harmonious and equal unfoldment of its powers, in order that its special aptitudes should find their full natural development; Aim at creating free men and women, free intellectually, free morally, unprejudiced in all respects, and above all things, unselfish.” (Theosophy and Education).

“The object of modern education is to pass examinations, a system [adapted] not to develop right emulation, but to generate and breed jealousy, envy, hatred almost, in young people for one another, and thus train them for a life of ferocious selfishness and struggle for honours and emoluments instead of kindly feeling.”

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The Secret of Spiritual Power

Kwan-Yin (Chinese: 觀音, Guānyīn) is the female bodhisattva of compassion.

Kwan-Yin (Chinese: 觀音, Guānyīn) is the female Bodhisattva of compassion.

COMPASSION has been compared to the innocent act of helping someone you don’t know.

It cannot be compelled but without it, like Mother’s love, life could not go on.

It is a great power which is beyond human creation. Nor is it a dogma invented by religion, or merely an attribute of thinking or emotion.

It is rather a Universal Law, declares the ancient scripture Book of the Golden Precepts, and is above and beyond man made dogmas.

The phrase used to describe Universal Compassion found in this ancient scripture is “the Law of Laws,” and is the primary and most compellingly spiritual of its Precepts.

When exercised purely and impersonally this power lies beyond the partisan beliefs of either atheist or religionist, and always exhibits itself, as “The light of everlasting Right, and fitness of all things—the law of love eternal.”

The Kwan-Yin Pledge

“Never will I seek nor receive private, individual salvation; never will I enter into final peace alone; but forever and everywhere will I live and strive for the redemption of every creature throughout the world.”

This universal power is also described as a “shoreless universal essence.” This term also refers to a spiritual substance called in Sanskrit the Ākāśa: The subtle, supersensuous spiritual essence which pervades all space.”

Such is the understanding of modern students who study The Voice of the Silence, the ancient Golden Precepts as translated and arranged by H. P. Blavatsky.

lifes-extremes-believer-vs-atheist

Our higher mind or Higher Ego, says Blavatsky in her article Psychic and Noetic Action: “is part of the essence of the UNIVERSAL MIND, is unconditionally omniscient on its own plane, and only potentially so in our terrestrial sphere, as it has to act solely through its alter ego – the Personal Self.”

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Kids, Cows and Hens: a Common Core

kids_big-bookWHAT is the real object of modern education, Mme. Blavatsky asked: “to cultivate and develop the mind in the right direction.

“To teach the disinherited and hapless to carry with fortitude the burdens of life?

“To strengthen their will — to inculcate in them the love of one’s neighbour and the feeling of mutual interdependence and brotherhood —  and thus to train and form the character for practical life? Not a bit of it.”

“And yet, these are undeniably the objects of all true education,” she insisted. “No one denies it — all your educationalists admit it, and talk very big indeed on the subject. But what is the practical result of their action? Every young man and boy, nay, every one of the younger generation of schoolmasters will answer:

“‘The object of modern education is to pass examinations’ … and thus train them for a life of ferocious selfishness and struggle for honours and emoluments instead of kindly feeling.

“And what are these examinations — the terror of modern youth? They are simply a method of classification by which the results of your school teaching are tabulated. In other words, they form the practical application of the modern science method to the genus homo, qua intellection.

remote-control-child

“Now ‘science’ teaches that intellect is a result of the mechanical interaction of the brain-stuff — therefore it is only logical that modern education should be almost entirely mechanical — a sort of automatic machine for the fabrication of intellect by the ton.

“Very little experience of examinations is enough to show that the education they produce is simply a training of the physical memory, and, sooner or later,” Blavatsky warned, “all your schools will sink to this level. As to any real, sound cultivation of the thinking and reasoning power, it is simply impossible while everything has to be judged by the results as tested by competitive examinations.”

When Education Goes Wrong

Full Title: “When Education Goes Wrong: Taking Creativity and Play Out of Learning.” Dr. Nancy Carlsson-Paige, professor emerita of Lesley University, writes frequently about the impact of media and other social influences on children’s lives and development.

Apostles-Learning-Center

Education Gone Right

She is also co-founder of Defending the Early Years, a nonprofit project whose purpose is to encourage educators to speak out about current policies that are affecting the education of young children.

In this talk, Nancy speaks about how educational institutions, in their attempts to meet the bureaucratic limitations of “Race to the Top” and “No Child Left Behind” policies, have eliminated creative play from early childhood education — resulting in the loss of problem-solving and critical-thinking skills in later years.

Child’s Play?

“Again, school training is of the very greatest importance in forming character, especially in its moral bearing. Now, from first to last, your modern system is based on the so-called scientific revelations:

‘The struggle for existence’ and the ‘survival of the fittest.’ All through his early life, everyone has these driven into them by practical example and experience, as well as by direct teaching, till it is impossible to eradicate from his mind the idea that “self,” the lower, personal self, is the end-all, and be-all, of life.

“Here you get the great source of all the after-misery, crime, and heartless selfishness … which as said over and over again, is the curse of humanity, and the prolific parent of all the evils and crimes in this life; and it is your schools which are the hot-beds of such selfishness.

defending-the-early-years

“The energies generated by the brain molecules of its adherents are all concentrated on one point, and are, therefore, to some extent, an organized army of educated and speculative intellects of the minority of men, trained against the … masses doomed to be vampirised, lived and sat upon by their intellectually stronger brethren.

“Result: The direct outcome of this branch of education is an overflooding of the market with money-making machines, with heartless selfish men — animals — who have been most carefully trained to prey on their fellows and take advantage of the ignorance of their weaker brethren!”

The Story of an Egg | PBS Online Film Festival 2013

“Eggs, as well as the chickens they come from, are both healthful sources of protein but ONLY if raised the way nature intended… Unfortunately, as illustrated in the video below, today’s agricultural model of factory farming has complicated what used to be a simple affair.” (Mercola.com)

Caging Kids

“All this is owing to the perniciousness of a system which turns out goods to order, irrespective of the natural proclivities and talents of the youth. The poor little candidate for this progressive paradise of learning, comes almost straight from the nursery to the treadmill…

“Here he is immediately seized upon by the workmen of the materio-intellectual factory … so that if he have any natural genius it is rapidly squeezed out of him… He will attain only sufficient knowledge of his own particular nation to fit him with a steel armour of prejudice against all other peoples [.]

“A proper and sane system of education should produce the most vigorous and liberal mind, strictly trained in logical and accurate thought, and not in blind faith.”

Happy Cowz

 

Inner Sensibility

Children should above all be taught self-reliance, love for all men, altruism, mutual charity, and more than anything else, to think and reason for themselves. We would reduce the purely mechanical work of the memory to an absolute minimum, and devote the time to the development and training of the inner senses, faculties and latent capacities.

kidsplaying

“We would endeavour to deal with each child as a unit, and to educate it so as to produce the most harmonious and equal unfoldment of its powers, in order that its special aptitudes should find their full natural development.

“We should aim at creating free men and women, free intellectually, free morally, unprejudiced in all respects, and above all things, unselfish. And we believe that much if not all of this could be obtained by proper and truly theosophical education.

– H. P. Blavatsky
Edited excerpts from:
The Key to Theosophy, Section 13

Thinking with Your Heart

Mother_TeresaATHEISTS and agnostics are more driven by compassion to help others than are highly religious people, a new study finds.  (Live Science)

Indeed, compassion is not a religious dogma, or mere attribute of thinking or emotion, declares the Book of the Golden Precepts, an ancient spiritual scripture. 

It is a universal law not a dogma. True compassion is called “the Law of Laws.” When sincere it manifests as “the light of everlasting Right, and fitness of all things, the law of love eternal.”

This universal power is described as a “shoreless universal essence.” Such teachings are discovered by modern students who connect with The Voice of the Silence, the ancient Golden Precepts translated and arranged by H. P. Blavatsky.

Our higher mind or Higher Ego, says Blavatsky in her article Psychic and Noetic Action: “is part of the essence of the UNIVERSAL MIND, is unconditionally omniscient on its own plane, and only potentially so in our terrestrial sphere, as it has to act solely through its alter ego – the Personal Self.”

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Kangaroo Care

baby-in-pouchSCHOLARS and students of theoretical metaphysics tend to experience the world through squinting intellectual eyes as if blinded by a bright light..

They prefer the force of reason to hammer out truth, dismissing feelings and emotions as irrational and imperfect tools.

But as W. Q. Judge wrote in the Ocean of Theosophy, the intellect by itself is inherently “cold, heartless and selfish.”

This phenomenon is demonstrated by psychologist Mark Robert Waldman‘s research on the neurological correlates of compassion and spiritual practices, at the University of Pennsylvania. (More at the conclusion of this post, “Your Brain on God”.)

Everyday practical, evidence based intellectual data are processed through the brain, but do not appear to stimulate areas such as the pineal gland — an area recognized by occultists as the prime channel for spiritual impulses such as compassion and altruism.

Buried in the brain, the pineal gland, Blavatsky wrote, is nevertheless “the very key to the highest and divinest consciousness in man – his omniscient, spiritual and all embracing mind.”

rider_and_horse

“This seemingly useless appendage [pineal gland] is the pendulum which, once the clock-work of the inner man is wound up, carries the spiritual vision of the EGO to the highest planes of perception, where the horizon open before it becomes almost infinite.”

We are spiritual beings at core, but our behaviors on this physical plane — not unlike the relationship between a rider and her horse — are solely governed by how we have entrained our natures to perform seamlessly, as one mind, one heart. The inability to fully integrate these two demigods, leads unerringly to failure and disappointment.

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