80 Matching Annotations
  1. Jan 2023
    1. Beware the person, party, or project that claims to be the incarnation of the common good. The common good is imminent within the polis in all its possibility, but it is never the embodiment of any one version of the polis. That way of thinking, always tempting, often deployed, never ends well. The common good is not something extra added on to what other practices of right recognition provide for a society. Instead, the common good shifts the frame and changes the subject of political life from the declarative as is to the subjunctive as if—the corrected fullness of equality, justice, and interdependent mutuality that are already but not yet.

      !- comment : Deep Humanity multi-meaningverse / situatedness and perspectival knowing - One perspective cannot rule all - By definition, an individual is one person, as soon as there are two, there are at least two perspectives - We are the entanglement of the similar and the different; if we did not share fundamental human traits, we could not communicate, and yet, being nurtured in unique lifeworlds, we are so distinct - the intersection of these two opposing qualities is the inherent contradiction of our human nature

    1. If it interests you, GPC lists phrases like dysgu ar gof. This page then gives the example, "Yn yr hen ddyddiau byddai pobl yn dysgu cerddi ar gof" - like saying "to learn by heart" in English.

      https://www.reddit.com/r/learnwelsh/comments/10acr9j/sut_i_ddweud_i_memorized_yn_gymraeg/

      Fascinating that the Welsh language doesn't seem to have a direct translatable word/verb for "to memorize". The closest are dysgu (to learn, to teach) and cofio (to remember).

      Related phrase: yn dysgu cerddi ar gof (to learn poems by heart), though this last is likely a more direct translation of an English concept back into Welsh.

      Is this lack of a seemingly basic word for such a practice a hidden indicator of the anthropology of their way of knowing?

      If to learn something means that one fully memorizes it from the start, then one needn't sub-specify, right?

  2. Dec 2022
    1. In anthropology, Verstehen has come to mean a systematic interpretive process in which an outside observer of a culture attempts to relate to it and understand others.

      Verstehen seems to have a similar semantic meaning for an "outsider" making an attempt to understand different (indigenous) ways of knowing.

    1. The only negative to this method is that it may not ALWAYS work. If the data is faulty, or the link is inaccurately provided by the sender, Gmail won’t be able to recognise and include the unsubscribe button in Gmail.
    2. You may find this link isn’t available straight away, after a few emails one should appear, this is a common technique with mailing list providers.
  3. Oct 2022
    1. This effort, which Americans have supported almostfrom the beginning of the national existence and which is oneof the cornerstones of our democratic way of life, has hadremarkable results.

      Read in juxtaposition with the knowledge of orality and along with Graeber & Wengrow's The Dawn of Everything, one could certainly argue that there are other ways of knowing which provide potentially better pathways to democracy.

      Further, the simple fact of basic literacy doesn't necessarily encourage democracy. Take a look at the January 6th (2021) insurrectionists who were likely broadly literate, but who acted more like a damaged oral society and actively subverted democracy.

      Literacy plus "other things" are certainly necessary for democracy. How do we define these other things, and then once we have, is literacy still part of the equation for democracy?

  4. Sep 2022
    1. 'Pretty Peggy O' was collected by Cecil Sharp from Mrs Combs, Knott County Kentucky in 1908.

      There's an interesting parallel to the knowledge that Cecil Sharp collected the song from Mrs. Combs in Knott County Kentucky in 1908 and the same sorts of citations given by indigenous peoples who often indicate where they learned a piece of knowledge.

  5. Jul 2022
    1. It feels like « removing spring » is one of those unchallenged truths like « always remove Turbolinks » or « never use fixtures ». It also feels like a confirmation bias when it goes wrong.

      "unchallenged truths" is not really accurate. More like unchallenged assumption.

    1. In summary, X, Y and Z clearly occupy entirely different positions in the social fabric andeach experiences life entirely differently. They live with entirely different sets of constraints andopportunities and consequently face different challenges both psychologically and in their interactionswith the rest of the world. And yet, all three of them suffer from a cognitive dissonance between theirindividual drives and dispositions and the demands of the social roles they feel obliged to play.

      !- example ; lebenswelt, lebenslage, multi-meaningverse, perspectival knowing, situatedness

      !- key insight : social dissonance between their aspirations and demand of social roles they feel compelled to obey.

    2. examining the options available to individual persons weighing a decision vis-a-vis theirperceived socio-symbolically cohered contour. For that, let us look at a few concrete examples.

      !- example: governance decision based on perceived contours of social system * The following three examples give good demonstration of this. * These three examples are good for use in Stop Reset Go / Deep Humanity workshops to demonstrate multi-meaningverse, perspectival knowing, situatedness, Lebenswelt, Lebenslage

    1. there's a crucial distinction between what barney called three and four that's what uh captured me so 01:08:55 if you take the mind as fundamental as existing the only existing thing where where the the movie of the world is reflected into i am not happy 01:09:08 my my culture uh rejects then as a useless point of view to do science that's what but there is an alternative much more interesting and i find much more 01:09:21 deep in which which i read in a garage you know which is what uh barry seems to be is calling the fourth alternative in which the mind is not the fundamental thing in which everything is it's 01:09:32 reflected it's just one part of this uh uh uh interdependence now namely it's not the things that not intrinsic existence but mind has intrinsic existence that's not the 01:09:45 the the there's a more interesting answer namely that mind itself has no intrinsic uh uh existence uh and so it's just uh uh 01:09:57 it has an existence but is is it of course it's an existence my mind exists and i exist but uh and and and and if i think in terms of groups to say i mean all sentience being or all 01:10:10 human beings whatever um together uh which is an ideal also some some some some western philosophy that you know um it's collectively that through language and 01:10:22 that would create a vision of the world but i want to think of this as one aspect of the ensemble of things which is existence where uh uh nothing of that has um 01:10:36 uh has intrinsic existence so i want to think about my mind it's my brain my sensation my all my my my love people loving me the the image that people have of me my instead of the set 01:10:48 of processes uh uh which part of the world and it seems to me that the belgian allows me to think at me as part of the world at the same sense of the same ground as the world being 01:11:01 reflected in my consciousness without having to choose one of the two perspective to be the true one the intrinsic existence um 01:11:12 all all perspectives are uh uh empty they're all good but they are um they are not the the one on which the rest is ground they 01:11:24 each of one i can understand dependently on something else so marios you read a a verse or two from the third chapter of nagarjuna and uh let me comment on that

      Carlo points out the view he now holds, influenced by Nagarjuna's philosophy, that the mind exists, but does not intrinsically exist.

      So he argues on one (conventional) level, his mind and all other minds exist.

      Agreeing with Barry's fourth suggested alternative. The mind is not the fundamental thing, but is just ONE PART of this interdependency. Each view, whether of any human or even non-human is empty but conventional exists in interdependence of many causes and conditions.

      From Stop Reset Go perspective and the Indyweb, a web3 technology that can embody each indivdiual's perspectival knowing through the establishment of their the individuals unique and privately owned data repository can enhance the discovery of the process of emptiness. How? By theoretically having all one's (digital) interactions of the world, one can begin to see in granular detail how one learns about the world and begin to sense the flow of the mind. Through repeated use of the Indyweb and witnessing how one forms new ideas or reforms old ones, the indyvidual becomes increasingly aware of oneself as a process, not a thing. Furthermore, one begins to see self knowledge as hopelessly entangled with cultural and social learning. One begins to sense the 4Ps of propositional, perspectival, participatory and procedural learning, also entangled with each other and with individual/social learning.

      https://docdrop.org/video/Gyx5tyFttfA/#annotations:vkOUgv8rEeypE39kg2ckCw https://hyp.is/go?

      Quick John Varvaeke interview on 4P: url=http%3A%2F%2Fdocdrop.org%2Fvideo%2FERdJDVdbkcY%2F&group=world

      One especially begins to sense perspectival knowing and situatedness and that causes and conditions unique to one's own worldview constructs one's relative reality.

    1. so that's me trying to do a synoptic integration of all of the four e-cognitive science and trying to get it 00:00:12 into a form that i think would help make make sense to people of the of cognition and also in a form that's helpful to get them to see what's what we're talking about when i'm talking about the meaning 00:00:25 that's at stake in the meaning crisis because it's not sort of just semantic meaning

      John explains how the 4 P's originated as a way to summarize and present in a palatable way of presenting the cognitive science “4E” approach to cognition - that cognition does not occur solely in the head, but is also embodied, embedded, enacted, or extended by way of extra-cranial processes and structures.

    1. First we have to understand that the opposites need each other, revolve around each other, actually make one complete dynamic. Form is on the left and emptiness is on the right of the chart.  Form needs emptiness and emptiness needs form. They are actually not separated but intellectually we conceive them as separate and opposite.

      Explanation of Trungpa Rinpoche's Diamond Sliver

      Form and Emptiness need each other to exist and be understood. Let's unpack this. All forms can be broken down further and further into smaller and smaller bits...in the quantum mechanical limits, into emptiness. At the micro level, it is so tiny, it is no longer recognizable as form. And all this quantum mechanical soup is what makes up all forms.

      So the above is a statement using science, one perspective, which is also a position so also incomplete.It (science) is also propositional.

    1. if we build this   kind of knowing we become knowledgeable which is  good for lots of things but it is insufficient   because we also need to know how to do things and  the second P is procedural knowing this kind of   knowing is knowing the procedures that achieve  results and it doesn't get us truth it gets us   power an easy way to see it is the difference  between knowing lots about bikes and knowing   00:02:09 how to ride a bike you see this procedural  knowing gives us the power to ride around   and we all know people with great theory but can't  turn it into great practice and with procedural   knowing it's getting that embodied sense of how  specific actions reliably get us specific results   we call these skills and building our procedural  knowing building our skills we become experts  

      Second P: Procedural knowing.....picking up real world skills and "practical" knowledge. Experience in the world allows us to actually do what is talked about in the theory.

    2. the first kind of knowing he describes is the one  that we usually talk about knowing knowledge and   he calls it propositional knowing because it's  the kind of knowing that exists in books where   there are propositions facts beliefs concepts  rules is how we win an argument persuade someone   of something or describe a theory it's thinking  knowing knowing about things in science philosophy   00:01:40 history management we are in this business  of knowing what is true

      First P: Propositional knowing.....book, theoretical knowledge.

    3. okay so imagine a person learns a lot about  hammers and becomes very skillful with using one   00:02:38 this is useful but is every problem a nail  we might need another kind of knowing that   sees the situation we find ourselves in  and knows what skills are appropriate   John Vervaeke calls this perspectival knowing  it's not about knowing the truth or knowing how to   enact something it's knowing how to perceive the  world how to take it all in from our perspective   and with this we will know how things feel  and we can appreciate then what really matters   00:03:04 or sense what is needed in the situation it's not  just thinking about our perspective but really   inhabiting it getting a taste for how things  appear to us the result of perspectival knowing is   presence and with presence we also appreciate  the limits of our perspective and the value of   other perspectives we become more aware we see how  things fit together we put things in perspective   we become perceptive

      Third P: Perspectival knowing....being aware of our situatedness, can empathize, put ourselves in other shoes.

    4. there's a fourth  kind of knowing that's not about seeing but being   00:03:34 the p is participatory knowing knowing our place  in the world being in a right relationship with   the arena we're operating in being in a dynamic  connection with other people who have their own   perspectives and being in flow with what's around  us notice how different it feels when you're   out of sorts in a situation versus when you're  really at home or in the groove in a situation   when we know how to participate in an arena we  can see what is relevant and anticipate what is   00:04:02 next and we can improvise with little or no  self-doubt or hesitation because we aren't   thinking about it we know it and with this kind of  knowing we're not just observing the world we're   impacting it but not in that simple procedural  sense we are dancing with the situation both   influencing and being influenced and here we  can handle complexity and ambiguity and novelty   we can face things with good humor because we're  at home in the arena building our participatory   00:04:29 knowing we become co-creators with life

      Fourth P: Participatory knowing....BEing in it.

    5. we often have too narrow an appreciation of   knowing focusing too much on one or two kinds  of knowing but to live well in a complex world   we need to effectively engage with four kinds  of knowing and perfectly they all begin with a P

      Title: Four Kinds of Knowing Author: Rich Watkins Date

      https://www.youtube.com/watch?v=Gyx5tyFttfA

    1. Understanding our situatedness, blowing up assumptionsWhat are the things your brain has been conditioned to believe as “true”? What should you re-examine, pull apart and re-assemble with intention?

      Title: Understanding our situatedness, blowing up assumptions What are the things your brain has been conditioned to believe as “true”? What should you re-examine, pull apart and re-assemble with intention? Author: Laird, Katie

  6. Jun 2022
    1. If you and I are in conflict, it's as if we're at the opposite ends of the same line. And my aim is to prove that you're wrong and to shift you towards me. The problem is, you are doing exactly the same. You're trying to prove that I'm wrong and shift me towards you. Notice that conflict is the setup to win but not learn. Your brain only learns if we move. Life is movement. So, what if we could use awe, not to get rid of conflict -- 00:11:59 conflict is essential, conflict is how your brain expands, it's how your brain learns -- but rather, to enter conflict in a different way? And what if awe could enable us to enter it in at least two different ways? One, to give us the humility and courage to not know. Right? To enter conflict with a question instead of an answer. What would happen then? To enter the conflict with uncertainty instead of certainty. 00:12:27 And the second is, in entering conflict that way, to seek to understand, rather than convince. Because everyone makes sense to themselves, right? And to understand another person, is to understand the biases and assumptions that give rise to their behavior. And we've actually initiated a pilot study to look to see whether we could use art-induced awe to facilitate toleration. 00:12:55 And the results are actually incredibly positive. We can mitigate against anger and hate through the experience of awe generated by art.

      Awe can be the antidote to conflict. In conflict, we try to prove the other is wrong and convince the other to adopt my perspective of reality. Each polarized individual is applying the exact same strategy, resulting in deadlock. Awe can change that in two ways. Firstly, awe can acknowledge authentic humility in our own vast ignorance, and our own imperfect knowledge of reality and can advocate for a journey of co-discovery. Secondly, seek to put ourselves in the other shoes and see from their perspective, their lifeworld.

    1. if the process of seeing differently is the process of first and foremost having awareness of the fact that everything you do has an assumption 00:00:14 figure out what those are and by the way the best person to reveal your own assumptions to you is not yourself it's usually someone else hence the power of diversity the importance of diversity 00:00:26 because not only does that diversity reveal your own assumptions to you but it can also complexify your assumptions right because we know from complex systems theory that the best solution is most likely to 00:00:40 exist within a complex search space not a simple search space simply because of statistics right so whereas a simple search space is more adaptable it's more easily to adapt it's 00:00:52 less likely to contain the best solution so what we really want is a diversity of possibilities a diversity of assumptions which diverse groups for instance enable

      From a Stop Reset Go Deep Humanity perspective, social interactions with greater diversity allows multi-meaningverses to interact and the salience landscape from each conversant can interact. Since each life is unique, the diversity of perspectival knowing allows strengths to overlap weaknesses and different perspectives can yield novelty. The diversity of ideas encounter each other like diversity in a gene pool, evolving more offsprings which may randomly have greater fitness to the environment.

      Johari's window is a direct consequence of this diversity of perspectives, this converged multi-meaningverse of the Lebenswelt..

  7. May 2022
    1. Whig history (or Whig historiography), often appearing as whig history, is an approach to historiography that presents history as a journey from an oppressive and benighted past to a "glorious present".[1] The present described is generally one with modern forms of liberal democracy and constitutional monarchy: it was originally a satirical term for the patriotic grand narratives praising Britain's adoption of constitutional monarchy and the historical development of the Westminster system.[2] The term has also been applied widely in historical disciplines outside of British history (e.g. in the history of science) to describe "any subjection of history to what is essentially a teleological view of the historical process".[3] When the term is used in contexts other than British history, "whig history" (lowercase) is preferred.[3]

      Stemming from British history, but often applied in other areas including the history of science, whig history is a historiography that presents history as a path from an oppressive, backward, and wretched past to a glorious present. The term was coined by British Historian Herbert Butterfield in The Whig Interpretation of History (1931). It stems from the British Whig party that advocated for the power of Parliament as opposed to the Tories who favored the power of the King.


      It would seem to be an unfortunate twist of fate for indigenous science and knowledge that it was almost completely dismissed when the West began to dominate indigenous cultures during the Enlightenment which was still heavily imbued with the influence of scholasticism. Had religion not played such a heavy role in science, we may have had more respect and patience to see and understand the value of indigenous ways of knowing.

      Link this to notes from The Dawn of Everything.

  8. Apr 2022
    1. In studies comparing European American children withMayan children from Guatemala, psychologists Maricela Correa-Chávez andBarbara Rogoff asked children from each culture to wait while an adultperformed a demonstration—folding an origami shape—for another childnearby. The Mayan youth paid far more sustained attention to the demonstration—and therefore learned more—than the American kids, who were oftendistracted or inattentive. Correa-Chávez and Rogoff note that in Mayan homes,children are encouraged to carefully observe older family members so that theycan learn how to carry out the tasks of the household, even at very young ages.

      American children aren't encouraged to as attentive imitators as their foreign counterparts and this can effect their learning processes.

  9. Mar 2022
    1. In the Warlpiri Aboriginal language of Central Australia, you do notdescribe positions of things with yourself as the focal reference point.Rather, your position is defined within the world around you. InWarlpiri, my computer is south of me, my cat is sleeping west of meand the door is east of me. It requires you to always know thecardinal directions (north, south, east and west), no matter yourorientation. Any one person is not the centre of the world, they arepart of it.

      Western cultures describe people's position in the world with them as the center, while Indigenous cultures, like those of the Warlpiri Aboriginal language of Central Australia, embed the person as part of the world and describe their position with respect to it using the cardinal directions.

    2. The First Astronomers challenges commonly held views thatIndigenous ways of knowing do not contain science.

      When reviewing back over at the end, ask:

      Did the book show that Indigenous ways of knowing do contain "science"? What evidence is presented here?

    3. These ways of knowinghave inherent value and are leading Western scientists to betterunderstand celestial phenomena and the history and heritage thisconstitutes for all people.

      The phrase "ways of knowing" is fascinating and seems to have a particular meaning across multiple contexts.

      I'd like to collect examples of its use and come up with a more concrete definition for Western audiences.

      How close is it to the idea of ways (or methods) of learning and understanding? How is it bound up in the idea of pedagogy? How does it relate to orality and memory contrasted with literacy? Though it may not subsume the idea of scientific method, the use, evolution, and refinement of these methods over time may generally equate it with the scientific method.

      Could such an oral package be considered a learning management system? How might we compare and contrast these for drawing potential equivalencies of these systems to put them on more equal footing from a variety of cultural perspectives? One is not necessarily better than another, but we should be able to better appreciate what each brings to the table of world knowledge.

  10. Feb 2022
    1. https://www.latimes.com/california/story/2022-02-09/riverside-sohcahtoa-teacher-viral-video-mocked-native-americans-fired

      Riverside teacher who dressed up and mocked Native Americans for a trigonometry lesson involving a mnemonic using SOH CAH TOA in Riverside, CA is fired.

      There is a right way to teach mnemonic techniques and a wrong way. This one took the advice to be big and provocative went way overboard. The children are unlikely to forget the many lessons (particularly the social one) contained here.

      It's unfortunate that this could have potentially been a chance to bring indigenous memory methods into a classroom for a far better pedagogical and cultural outcome. Sad that the methods are so widely unknown that media missed a good teaching moment here.

      referenced video:

      https://www.youtube.com/watch?v=Bu4fulKVv2c

      A snippet at the end of the video has the teacher talking to rocks and a "rock god", but it's extremely unlikely that she was doing so using indigenous methods or for indigenous reasons.

      read: 7:00 AM

  11. Jan 2022
  12. notesfromasmallpress.substack.com notesfromasmallpress.substack.com
    1. If booksellers like to blame publishers for books not being available, publishers like to blame printers for being backed up. Who do printers blame? The paper mill, of course.

      The problem with capitalism is that in times of fecundity things can seem to magically work so incredibly well because so much of the system is hidden, yet when problems arise so much becomes much more obvious.

      Unseen during fecundity is the amount of waste and damage done to our environments and places we live. Unseen are the interconnections and the reliances we make on our environment and each other.

      There is certainly a longer essay hiding in this idea.

  13. Oct 2021
    1. With the aid of the concept of opposing pairs of magnetic poles, we can clearly contribute in a significant way to our expression and understanding of basic relationships in the overall magnetic field. We are proposing to look at soma and significance in a similar way. That is to say, we regard them as two aspects introduced at an arbitrary conceptual cut in the flow of the field of reality as a whole. These aspects are distinguished only in thought, but this distinction helps us to express and understand the whole flow of reality.

      When Bohm writes "These aspects are distinguished only in thought, but this distinction helps us to express and understand the whole flow of reality", it reveals the true nature of words. Their only ever revealing aspects of the whole. They are NOT the whole.Hence, as linguistic animals, we are constantly dissecting parts of the whole of reality.

      Deep Humanity open-source praxis linguistic BEing journeys can be designed to reveal this ubiquitious aspectualizing nature of language to help us all better understand what we are as linguistic beings.

  14. Aug 2021
  15. Apr 2021
    1. The good news: everyone had a genuine blast. We knew we had experimented our way into something fun, even if the rules and designs still needed a lot of work.
  16. Mar 2021
    1. With all this “monetization” happening around Trailblazer, we will also make sure that all free and paid parts of the project grow adult and maintan an LTS - or long-term support - status. Those are good news to all you users out there having been scared to use gems of this project, not knowing whether or not they’re being maintained, breaking code in the future or making your developers addicted to and then cutting off the supply chain. Trailblazer 2.1 onwards is LTS, and the last 1 ½ years of collaboration have proven that.
  17. Feb 2021
  18. Oct 2020
  19. Dec 2019
    1. Confusingly, all the distributions I use (Ubuntu, RHEL and Cygwin) had some type of check (testing $- or $PS1) to ensure the current shell is interactive. I don’t like cargo cult programming so I set about understanding the purpose of this code in my .bashrc.
    1. No, clumsily working around the root account in situations where it is absolutely appropriate to use it is not for good reasons. This is just another form of cargo cult programming - you don't really understand the concept behind sudo vs root, you just blindly apply the belief "root is bad, sudo is good" because you've read that somewhere.
    1. Cargo cult programming is a style of computer programming characterized by the ritual inclusion of code or program structures that serve no real purpose.
  20. Aug 2019
  21. Feb 2019
    1. rejection of knowledge derived from either testimony or revelation.

      I understand this is only a cursory remark about his positions, but the idea seems off to me. I can "know" my kids loves me when she says so. I can "know" my father died when my brother calls to tell me. Why can't I "know" something spiritual that I learn in the same way? The nature of the knowledge (spiritual or otherwise) does not change the method of knowing.

  22. Jan 2019
  23. Oct 2018
    1. discover other ways of knowing

      or to express other ways to communicate information as through images

  24. Oct 2016
    1. t is protecting you and guiding you even now, like a great force that you cannot see but you can certainly feel. In times of distress or great difficulty it will manifest itself more sharply to you, and you will know that there is a guiding Presence in your life. As you become closer to it, you will start to feel it every day-unifying you, keeping you from error, orienting you towards people and situations that are truly nourishing and beneficial for you, bringing helpful change and making your encounters with others truly meaningful.

      "Though your senses will perceive the form of things, your heart will experience the essence of things, and this is how things will become known. Once they are known, you will realize how you are to participate with them. Thus, all your faculties of mind will be utilized for one great purpose, for Knowledge will utilize all your faculties and the faculties of the world for the redemption of the world, which is the redemption of Knowledge within the world."

      Steps to Knowledge, Step 273 http://stepstoknowledge.com/steps/Step273-My-Teachers-hold-the-memory-of-my-Ancient-Home-for-me.htm

    1. He passed the stages of his age and youth Entering the whirlpool.

      The brain/human trying to make sense of his life before it's too late. This is the time when people decide to take stock of their lives and really take account of themselves. Death is a great motivator!

  25. Jan 2016
    1. All of us are eager to discern increasing curiosity in you, because the presence of curiosity about where you Really Are is the vitalizing factor which opens the Door, so to speak—dissolves the conceptual blocks of perception and allows Knowing to occur “once again.” We are not happy when you slip away in concern for the sense of space and time, and of self located in it, because, in effect, we lose you for a time. I will say it this way: We lose the opportunity to experience You—and, as I have said before, to some extent the experience of Us, because you are inseparable.
  26. christmind.info christmind.info
    1. The experience of the desire to Know is simply the means of giving permission to Know. That is perhaps the most important statement, the most transformational statement of Truth, the most earth-shaking statement of Truth that could be made.

      "The experience of the desire to Know is simply the means of giving permission to Know."

    2. Literally, graduation, here, is going to involve forsaking thinking, and Listening always. When you feel inclined to think, stop, and desire to Know.
    3. The thinking which the fantasy partner or false sense of self has engaged in will be replaced with the Knowing which has been constituted of the direct experience of your Self. When it has seemed as though you were talking with me and drawing upon the infinite Knowing, you have been connected to You, and it has constituted the substance of You, even though as long as you were identifying with the fantasy sense of yourself it has seemed as though you were not connected with yourself and who you were was becoming less and less significant.

      The more I let go of my illusions my sense of self "will be replaced with the Knowing which has been constituted of the direct experience of your Self."

    4. When you have been Listening and Hearing, what you have “heard” is the experience of Knowing. This has not been a gift from me to you, because I am not present as a separated presence to give you anything. It is time for you to understand clearly that you, as some inconsequential little twirp, have not been the recipient of a beneficent gift which therefore has had nothing to do with you. Rather, it has been a direct experience of your Self.

      Knowing......it has been a direct experience of your Self.

    5. Now, there is concern about finances. I will tell you, that concern is arising out of thinking. At this time, you are letting yourself be open to Knowing. Knowing, identified as You/Me speaking, is not addressing money, is It? Therefore, that is not the issue. That is not where congruence is needed. That is not what congruence is needed about. What we are talking about is specifically relevant to your finances, among other things. It is only the ego, the sidekick, which would demand that Knowing address what it sees to be a problem. Knowing doesn’t address problems. Knowing specifically uncovers resolution, solutions.

      It is only the ego that perceives a problem, in Being there are none...

      Knowing specifically uncovers resolution, solutions.

    6. Now, this evening, I want you to explore being from your Knowing, not from your thinking. You will not be tested, nor judged. Just explore it, and the exploration of it will provide us with grist for the mill, as it were—further elucidation which will be relevant to you and will have meaning. And ask me questions. Don’t assume that somehow the process of Listening and Hearing is going to be different.

      Exploration, this is the Journey....

    7. Good. Just let yourself be where you are. Don’t grasp for what is coming next and don’t grasp for what has been. As I let what was said sink in, you continued to give your attention to what I would say next. You did not try to grasp what I had said and purposely embody it. You also let it sink in. Then when a sense of urgency arose regarding other issues, and what would come next, you did not energize it. You did not become full of active expressions of questions. You remained present with me, Listening for the next words, the next “Knowing’s,” whenever they might occur. This is where your Peace lies, Paul—in that willingness to be present in the now with your calm attention where the Knowing is experienced. You literally have no other place to be, nor is there any need to be anywhere else, truly.

      "You remained present with me, Listening for the next words, the next “Knowing’s,” whenever they might occur. This is where your Peace lies, Paul—in that willingness to be present in the now with your calm attention where the Knowing is experienced. You literally have no other place to be, nor is there any need to be anywhere else, truly."

      Peace comes from a willingness to be present with attention where the Knowing is experienced!

    8. You do not have to understand analytically, logically. It isn’t the understanding which is important. It is the experience of your Peace. It is the experience of your congruence. It is the experience of your Integrity—which is a feeling. And in the presence of that feeling, which is uncluttered by conflict, you are the transparency for Truth. You are “the understanding” expressed and expressing. But the understanding is not a possession. So, if you want to understand, don’t try to understand. Invite the Knowing.

      ":It is the experience of your Peace. It is the experience of your congruence. It is the experience of your Integrity—which is a feeling."

      The felt experience.... and in this the transparency of Truth!

      Knowing can only be invited...

    9. Now, this is good. Throughout the conversation, you have at times, experienced doubts, a certain quizzicalness, but you have not energized them, and have set them aside because, indeed, if you energize your doubts, you cannot be present to experience your Knowing. Remember that.

      This is a good reminder to let thoughts come and let them go as passing clouds...

    10. The simple point is that you must dare to be present in these other worldly contexts from the vantage point of Knowing, rather than assuming that you must fall back upon the conditionings of your sidekick and your sidekick’s traditional responses. It is only in this way that you can begin to explore and become comfortable with being out from your Knowing. Not all “being out from Knowing” is constituted of problem solving, even though fully 99% of your experience of it has involved problem solving.

      To come form a place of Knowing in everyday life.

    11. You drink coffee all day long, and you smoke cigarettes right through your conversations. That is movement. It is activity—internal and external. You do not interpret it as something which could interfere with your being Centered and Listening. And yet those are activities which are not apart of the communication. You scratch your head, you shift your position for comfort, and not as part of the communication. I bring this up because you assume that the mundane movements which are not directly associated with the expression of Knowing are somehow not susceptible to Centeredness. You are comfortable when a conversation or a Workshop is occurring, because it conveys what I will call a process of education, a very specific, focused expression of love. But, you are not able to identify Centeredness with relating to Chris, or to eating dinner, or to being with friends. You do not have much basis—outside of the scope of a Workshop or of a private conversation—for being in the world from your Center. And so I point out to you that being Centered has not inhibited you from scratching your head or removing a piece of food from your tongue just a moment ago which had become lodged in your tooth, nor of drinking coffee, nor, in the case of Christopher’s coming in the room, relating to him without “teaching.”

      Raj speaks of allowing oneself to consciously Be and come from ones Centre even with the mundane activities of life.

    12. We are simply bringing these elements forward for you to see, so that this shift of emphasis from thinking to Knowing can occur without your being hooked by preconditioning and old ego habits.
    13. So, do not open your eyes with trepidation because of your so-called experiential and electronic knowledge that visual stimuli constitute a real threat or distraction to Centeredness. It is not true, any more than activity in the world such as happened when Chris came into the room—and even is happening at this very moment 2—is distracting to and interferes with your ability to stand at and as the Door. It only seems to when you think and come to the conclusion that it does, and then refrain from expressing the desire to Know which constitutes the giving of permission for the Knowing to occur.

      What I think I experience, if I think something will distract me from my Centre, Being, than it will only because I have believed it so. In this I would give up permission to Know..

    14. Now, it is important for you and I to speak regularly, as we are doing, because just as meditating reminds you of the experience of centeredness, our conversing reminds you of the nature of the experience of Knowing, which provides you with the clear perspective of the pleasure of It, the Integrity of It, the naturalness of It, and the fact that in the experience of It there is no loss of any experience of Self, including, as I said, identity and identification—what might be called mind and body. The experience of It does not convey or substantiate the sidekick, the sidekick’s judgments, or the sidekick’s sense of separation. You must be reminded of this because it helps to substantiate to you the desirability of not being fragmented, the desirability of not experiencing fear, the desirability of not being “bumbling,” the desirability of not experiencing incompetence, the desirability of releasing the sidekick.

      Raj speak about the importance of being reminded of what is real.

    15. Absolutely everything, all form, is simply the expression of the movement of Knowing, the movement of Self. Abide with the Knowing, and be from the Knowing, and all form will identify Being, because there will be no misidentification of Self to cause a preoccupation with form. I mention this because you must be very clear that in shifting from thinking to Knowing, you will not become unconscious of Self, and you will not become unconscious of body. It is just that Self and Body will not be identified with body! Again, it is just that Self and Body will not be identified with body. The simple fact is that self-consciousness and body-consciousness become secondary, and ultimately nonexistent in the Act of Knowing. And yet, consciousness, with full identity and identification will be experienced—another key point!

      "Absolutely everything, all form, is simply the expression of the movement of Knowing, the movement of Self."

      and

      "you must be very clear that in shifting from thinking to Knowing, you will not become unconscious of Self, and you will not become unconscious of body. It is just that Self and Body will not be identified with body!"

      and

      "The simple fact is that self-consciousness and body-consciousness become secondary, and ultimately nonexistent in the Act of Knowing. And yet, consciousness, with full identity and identification will be experienced."

    16. It is necessary for you not to argue against the possibility and accessibility of Guidance by assuming that certain conditions are not conducive to Listening and Hearing. One of these, of course, relates to your body, as though if you have been engaged in activity or movement, you will need to necessarily sit down and become unconscious of it. Indeed, you must rely heavily upon your experience of being centered and carrying on the activities of the Workshops. You will realize that movement of the body occurs during a Workshop—not just the movement of your lips, as is occurring at this moment—and that movement of the body is not inconsistent with being centered. Movement of the body is not, in itself, distracting to centeredness. The necessity is to give permission unconditionally. I will tell you that you can be jogging and still Hear. To be physically active does not constitute a block to Hearing. Physical activity can become part of the whole experience of centeredness and of Guidance, while not giving your focused attention to the movements, because in and of themselves they do not constitute appropriate “subject-matter,” if I can put it that way. The body, and the movements of the body, exist for the sole purpose of giving visibility and tangibility—expression—to what you find yourself Knowing as a result of Listening.

      Centred in Being does not require the body to be a certain way. Movement can be a part of being centred and hearing Guidance. Though focus is on Being.

      "The body, and the movements of the body, exist for the sole purpose of giving visibility and tangibility—expression—to what you find yourself Knowing as a result of Listening."

      A great definition of the purpose of the body.

    17. You see, you are still listening to me, aren’t you? You are still conceptualizing what is happening as though you are listening to me, and you are eager. This is wonderful, because it simply means that full permission is being given. But, I will remind you that it is your Self which you are listening to, and it is an experience of Integrity. It is an experience of You, and truly not something separate from you, because I am not a person. I am the Voice for Truth. And there are not many voices for Truth, there is just the Voice for Truth. And you are the Voice for Truth—the utterly same Voice for Truth. When you listen to me, you listen to You. And when you listen to You, you listen to me. But what you must come to embrace and embody as your conscious awareness is the fact that it is You; that every word which is being experienced at this moment is You in the act of being Who You truly Are. Where is the imaginary sidekick, Bumbling Paul, at this moment? Nowhere! Never was anywhere. So, conceptually speaking, you could say that you will either be talking with me/Yourself or opening your mouth and saying what me/Yourself is being the Knowing of. You are at a point where you truly can release the idea that an experience or sense of authorship will accompany true Being, and just be the experience, the presence of It happening!

      Channelling......."I will remind you that it is your Self which you are listening to, and it is an experience of Integrity."

      "I am the Voice for Truth." and he goes on to say that there is only one Voice for Truth and our Being is that!

      And he shares there is no sense of authorship in true Being.....

    18. So, in graduation, and the commitment to Knowing, it does indeed feel as though one is giving up that which is utterly meaningful—a sense of worth and meaning which is acquired through personal authorship. The process of thinking, reasoning, and coming to conclusions—which is another way of saying “making judgments”—will be replaced by Knowing. And the actions and words which followed the thinking, reasoning, and judgment will be replaced by expressing the Knowing as you are Knowing it—not as you have heard it and repeated it at a later time.

      Raj warns that there will be a sense of loss gained in ego through personal authorship.

      He defines judgement as "The process of thinking, reasoning, and coming to conclusions".

    19. So, there is not the addictive element in the experience of Knowing which there is in the experience of thinking, reasoning, coming to conclusions, and then expressing them.

      The difference between Knowing and thinking....

    20. in the experience of Knowing, because in Knowing there is not that sense of authorship. There is not that sense of being able to take credit for what is Known. And I will tell you, that is because the Knowing is not an experience of something finite—an identifiable object.
    21. Now, this graduation is constituted of a commitment to Reality and an abandonment of the illusory sense of self; a commitment to Knowing, which it now will be much easier for you to make since I am making it clear to you that you are not listening to something other than your Self, and therefore there is not a listener of dubious integrity. The presence of the experience of Knowing is truly an experience of Self, and not of someone else who is Valuable. Why, indeed, would you continue to make an investment of trust and commitment in something that is Real and thus apparently borrow some value which never truly becomes yours, and therefore leaves you in your illusory sense of incompetence and limitation?

      "The presence of the experience of Knowing is truly an experience of Self, and not of someone else who is Valuable."

    22. The experience of a question is nothing more and nothing less than the giving permission for Knowing to be experienced. It becomes quite obvious, then, that any attempt to understand the nature of the questioner by virtue of the questions constitutes a complete distraction from the real meaning of the question—which is a giving permission for Knowing—and thus Knowing is never arrived at. The experience of one’s Self remains hidden. The Fourth-dimensional Conscious experience of Being is swallowed up in a “mirror image” of something that doesn’t even exist.

      So the only purpose of a question is to give permission to Know and nothing else...

    1. Raj: Paul, we have been addressing what needs to be addressed. The events of daily life will continue, but will not become the focal points to be addressed. The key here is Listening—and this does not mean letting down and resorting to instinct, memory, or personality patterns where you unthinkingly respond to the so-called stimulus of life. Listening is unthinking, but not un-Self-conscious, and actions arise out of Knowing—not inaction or reaction. Being is not responsive!

      Listening consciously from which actions arise out of Knowing.

    1. You are intelligence, and I am intelligence, and our experience of each other will be one of intelligence and Meaning. But that does not mean that it will be one of understanding, as you conceive that word to be. It will be an experience of Knowing, which you are already familiar with. When we are conversing, when we are connecting, the experience will be ultimately intelligent. But just because it is intelligent doesn’t mean you need to engage the attempt to understand it, because, Paul, you are not going to use it—the understanding—for the purpose of improving your ability to deny Reality. In other words, you will not be using it to improve the capacities of the sidekick, the fantasy partner, that you have thought was you. This is a fine point of distinction, here, but it is one that you are grasping experientially, which allows you to more easily give permission to indulge in letting yourself into an experience which your personal sense of self can only conceive of as fantasy. So, you see, it could seem as though I am giving you something to think about. Just abide with it. Just be with it, without thinking. But do not be with it to the exclusion of continuing to dialogue with me.
  27. Nov 2015
    1. RAJ: Good evening, Paul. You are beginning to notice the limitations you place upon yourself by virtue of assuming that you don’t know something or that you can’t figure it out, or that it’s not the right time, or any of a number of excuses which are totally false, but which you totally believe. You are beginning to discover that you truly do not have to figure a single thing out. You, Paul, person, three-dimensional finite consciousness, do not have the answer! Yet, the answers are available. The answers are available because of What You Are when you are standing as the Door. You are really beginning to see this, and this is excellent. You are also beginning to find more satisfaction from being that which is the Answer unfolding Itself, rather than being the one who is figuring out what the Answer is, or being able in any way to claim credit for the Answer. This also is excellent.

      I limit myself when I believe I don't know something or can't figure it out, etc.

      I, as a person, a 3d finite consciousness, do not know, yet answers are available because of what I am when conscious of Being.

      Satisfaction comes from being the answer unfolding itself than trying to figure it out. *That's true and is what is happening for me with LTW.

      That is what is called Evolution and that is what is necessary for JCS - let it reveal itself, let it evolve as we each live it.

  28. Oct 2015
    1. From knowing to learning An immediate outcome of this transition is that we no longer ask, “Do students know this?” Instead, we can ask, “How do students learn this?” Giving students learning activities as an assessment has the benefit of assessing a meaningful aspect of their learning, that is, their ability to make sense of new challenges. This paradigm is often termed preparation for future learning assessment, or PFL.
  29. Nov 2013
    1. What does man actually know about himself?

      This is breaking the themes that we've read so far. Not agreeing or disagreeing, but a good twist in the happiness of all-knowingness we've seemed to discuss so far.