by George A. Boyd © 1999
Jnana Yoga activates the intuitional bridge between the ensouling entity
and the Self. It is the expression of the Wisdom aspect of your Soul.
It consists of a series of techniques to access your ensouling entity's
intuitive wisdom to provide guidance, understanding, and insight into
your Soul's essential nature.
The Seven Chords of Jnana Yoga
You use the chords of Jnana Yoga in your every day life when you consult
your Conscience to see if you are doing the right thing, or when you reflect
upon an idea using your Intellect. In the Mudrashram® Master Course
in Meditation, students learn to use the deeper aspects of Jnana Yoga
that will permit you to tap into your Soul's intuitive wisdom. These chords
of Jnana Yoga are shown below.
Chord |
Faculty |
Content |
1 |
Conscience |
An array of criteria or values to guide decision-making. |
2 |
Intellect |
Nested arrays of conceptual understanding, tying together
related facts as a concept, and linking concepts together to form
a knowledge system about a topic. |
3 |
Philosophy
Ontological Mapping |
A cognitive map of the spiritual realms founded upon
your education about metaphysical subjects and your own spiritual
evolution. This provides a model of the Nature of Ultimate Reality.
This is your worldview or cosmology in which you operate. |
4 |
Psychic Guidance |
Intuitive guidance for the present, insight into the
lived past, and direction for the future. |
5 |
Wisdom |
Reflective expansion of ideas, the comparison and
integration of pairs of opposites, and the process of intuitive
synthesis. |
6 |
Discernment |
Discriminative reflection upon the Nature of the Soul.
This reflection is upon (1) its qualities or virtues, (2) its abilities
or powers, (3) its attunement with the Seven Rays and the expression
of qualities of those Rays, (4) the alignment of seed atoms in its
vehicles, (5) its record of experiences in past incarnations, (6)
the multidimensional mirror of its progress on the spiritual Path,
and (7) Gnosis, the Soul's knowledge of itself beyond all coverings
and expressions. |
7 |
Remembrance |
Higher discriminative reflection, revealing the layers
of the Great Continuum of Consciousness that are yet unawakened
up to the next octave of spiritual evolution. It reveals your Soul
purpose, and the current track of spiritual evolution. [For example,
the Soul Spark beholds the Soul, and the Soul envisions the Monad
upon its spiritual horizon as the next step in spiritual evolution,
as its spiritual goal.] |
You are fully immersed in Chords One and Two by your culture. This
prepares you to assume expected adult roles in the society in which you
live.
Chord One comprises the Conscience, your internalized values and
standards. Your Conscience is formed both by input from external sources
such as your parents, friends, teachers, employers and clergy, and from
lessons you have learned in your life experience.
Chord Two consists of the intellectual knowledge you gain through
education. You acquire this knowledge by listening to lectures, audio
tapes, and videos, and committing the material to memory. You elaborate
upon your knowledge by thinking about the subject matter. You expand your
knowledge further by reading, studying and researching this subject matter.
As you enter the quest of Aspirant spirituality, you may construct and
deconstruct your worldview in Chord Three several times, as you are exposed
to different philosophical and cosmological conceptions and alternate
spiritual perspectives.
The task of Chord Three is to identify a worldview that fits with the
way you experience your inner world. These internalized statements of
your philosophy about the worldwhat is important, what is real,
who and what you arebecomes imbedded in Chord Three. In this Chord
you will ultimately build an ontological map that tells you what is your
true nature, where you are on your spiritual journey, what the Universe
or the Divine is like, and what is your spiritual purpose.
You explore Chords Four and Five in Mudrashram® Master Course in
Meditation using several techniques. Chord Four gives you practical guidance
for your life. Chord Five shows you how to reflect deeply upon abstract
spiritual ideas and to integrate them. It also teaches you how to dialog
with your Soul, and to listen to its wisdom.
You will also look at one aspect of Chord Six, by contemplating the expression
of your Soul's qualities through the Seven Rays. Chord Six meditations
activate the discriminative intelligence of your Soul, which has been
called the Illumined Mind or Buddhi. Gaining insight into the nature of
your ensouling entity is called viveka.
In the Mudrashram® Advanced Class in Meditation, you will learn more
about aspects of Chord Six and Chord Seven, as you extend your inner bridge
into the higher octaves of being. Ultimately, you will touch the highest
state of consciousness, Satchitananda.
In the monograph that follows, we will detail the first three chords
of Jnana Yoga. Additional information about the higher chords is available
in our classes.
The First Chord of Jnana
Yoga
The first chord of Jnana Yoga is the encounter with the Conscience. The
Conscience has seven levels, which are described as follows:
- Perceptual band- views behavior as it occurs, and notes the defenses
that arise around it. This band is non-judgmental, but gathers facts.
- Ethics band - the accretion of moral rules and values that guide behavior.
This band judges actions by whether they violate the moral rules or
deviate from accepted standards. It labels actions that appear on the
perceptual as right or wrong.
- Exhortation band - attempts to influence others to act and believe
in a certain way. Uses argument, comparison with ideal examples, shaming,
threats of punishment, and other means to try to change behavior.
- Decision making band - makes rules and laws to govern behavior, sets
standards, and specifies consequences if the rules are broken.
- Archetypal truths band - contains laws or rules enunciated by a god
or goddess. Many religious groups operate on the basis of revelations
received by their founders (purportedly from these gods or goddesses)
that specify rites and practices that must be carried out, ritual sacrifices
that must be performed, prayers that must be said, etc. These religious
groups believe that if the gods or goddesses are not appeased by faithful
execution of their demands, they may bring ruin to the individuals who
are not faithful, or even to the entire tribe or nation.
- Metaphysical law band - presents truths as universal laws, such as
the law of love, the law of prosperity, the law of karma, etc. If a
person does not act in accordance with the principles of these laws,
negative consequences occur.
- Prophetic band - utters the inspired word of God. Prophets of sundry
faiths receive revelation of the Divine Presence, and commandment from
this center at the core of the Conscience.
The Four Social Expressions of the Conscience
There are four social expressions of this band of the mind.
The first social expression is that of the psychotherapist, who
seeks to clarify the values and standards that delimit behavior and underpin
core beliefs. The psychotherapist may assist the client to modify those
values and standards when they are harmful to the client and others.
Psychotherapists work on the first two bands of the Conscience. The psychotherapist
attempts to maintain the perceptual objectivity afforded by the non-judgmental
first band of the Conscience. He or she may help the client explore the
implications of carrying out rules and standards in the client's ethical
band, and identify those that are unduly punitive or unreasonable. The
therapist may also help the client construct new, congruent values when
these are needed for healthy functioning.
The second social expression is that of the moral reformer, who
teaches values and standards, and holds people accountable for those values
and standards. The moral reformer makes the standard explicit, states
clearly what behavior is expected, and delivers consequences for breaking
the rules. The moral reformers in each society establish the rules, policies,
laws and procedural guidelines that govern the society's institutions
and system of jurisprudence. Lawmakers and judges act as moral reformers
within society. Parents act as moral reformers within the family.
The moral reformers utilize the third and fourth bands of the Conscience.
They exhort others to act according to certain rules. They make decisions
about the rules by which families, organization, and societies will be
governed.
The third social expression is that of the channel or psychic guide.
A channel is the mouthpiece of a spiritual teacher or other spiritual
entity on the higher Planes of the Superconscious mind. A psychic guide
is a teacher seen in meditation, who directs the meditator's attention
as it travels on the inner Planes. Channels and guides may bring forward
guidance or revelations purportedly from gods or goddesses, or other spiritual
entities.
Channels or guides reveal and give voice to the archetypal truths and
metaphysical laws of the Superconscious mind. They express band five and
six of the Conscience.
The fourth social expression is that of the prophet. A prophet
is overshadowed and directed by the inspiration of the Holy Spirit. The
Spirit of Prophecy that overshadows the prophet may
Declare the karmic sentence and describes the consequences of certain
actions for individuals, a group of people, or a nation
Speak on behalf of the Divine
Give the prophet a commandment to perform an action
Grant commission or holy office
Manifest the blissful Comforter [This three part blissful rhythm of
the AUM or AMEN the presence of the Divine within the Soul, Intuitive
truths and guidance for the prophet's own life and spiritual growth
arise from this blissful rhythm.]
Reveal the presence of God
Show the origin or future stages of the spiritual path.
A prophet is inspired from the core of the Conscience, from its inmost
seventh band.
Encountering the Conscience
In many people, the conscience operates outside of conscious awareness.
It appears as feelings of guilt, internalized shame, dread or fear of
punishment, or even premonitions of doom. The person experiencing these
pangs of conscience may not have a reason for these feelings, but they
nevertheless intrude obsessively from the subconscious. Subjectively,
this encounter with the conscience in its punitive role is distinctly
painful.
In its punitive role, the conscience acts as a brake upon actions that
do not meet its standards or values. The conscience demands or requires
that you
- Stop a behavior that is wrong
- Do a specific action that "should" be done
It may also attempt to change your attitudes or beliefs. It
- Labels you as a bad person for doing a wrong action, or for holding
an unacceptable attitude or belief
- Imputes shame on you for doing these wrong actions or having unacceptable
attitudes or beliefs
- Threatens you or warns of dire consequences if you fail to change
your behavior, beliefs or attitudes
- Withholds or denies objects you desire
- Withholds approval, affirmation or love
- Banishes or excommunicates, e.g., kicks you out of the house, the
organization, the neighborhood, or the church, and forbids you to return.
- Issues curses
You have been subjected to these sharp thorns of conscience at the hands
of parents, peers, teachers, employers and clergymen. Those who guided
you to adulthood have also wounded you. In some ways you may feel inadequate
or flawed as a person because of these ongoing critical and shaming messages.
One of the first tasks on the spiritual path is to begin to heal these
"wounds of the Soul." You begin to replace these messages that you are
not OK with inner affirmation and acceptance. Specific meditation techniques
that facilitate this inner healing process and help you develop greater
integrity are shown in the table below.
Name of technique |
Objective |
Description of technique |
Introspection (behavioral) |
Identify specific actions that deviate from a standard.
Re-choose to adhere to that standard. |
Identify a specific standard of morality, (e.g., humility).
Notice violations of this standard that you did during the day.
Decide to correct the behavior for future, similar situations. |
Introspection (cognitive) |
Identify attitudes and beliefs that deviate from a
standard. Construct new beliefs or attitudes. |
Identify specific attitudes or beliefs that violate
your inner standards of morality (e.g., prejudice against an ethnic
group). Notice the arguments that arise as to why the belief is
correct or why the attitude is justified. Give alternate information.
Show why this new information is true. Undermine the old information
by showing its suppositions are false. |
Introspection (emotional) |
Identify attitudes and beliefs that are held towards
self and others. Clear and release these resentments and other pent
up feelings. |
Process specific feelings that create
difficulty in your interpersonal relationships (e.g., resentment,
superiority, inadequacy, or jealousy). Ask the repetitive question,
"when did you feel [this emotion]?" Acknowledge the response. When
the issue has been fully explored to its origin, the attitude will
release. It then becomes possible to choose an alternate way of
relating to self or others. |
Values Clarification |
Seeks to identify congruent, authentic values and
beliefs |
Tease out the different "voices" of moral admonitions
you received from parents, siblings, peers and others. Identify
from who you learned the value. Notice if it resonates with your
inner core of truth (e.g., "mother told me that I must do [this
action], but does this really ring true for me?"). [To avoid
rationalizing inappropriate actions and beliefs, it is important
to examine standards carefully. This is discussed in the next section,
Scrutiny of Standards.] |
Healing of the heart |
Seeks to assuage the wounding, negative messages received
from others. |
Identify what hurts you. Identify the specific message
that was said that made you feel badly (e.g., "you are an evil boy/girl.").
Reformulate the message as behavioral, specific to the situation,
and explain why the other person might have been upset with you
(e.g., "when you drew on the wall, you made your mother have to
do extra work, when she was feeling pressured and overwhelmed already.").
Once you can understand what upset them, you can separate their
reaction from the painful words and images you took inside. You
can then let go of those words and impressions that hurt. |
Forgiveness |
Seeks to release rage and resentment over injustice
and cruelty done to you by your own actions and the actions of others. |
Notice who hurt you or harmed you. Notice what you
feel about them and what you wish for them. Allow the entire spectrum
of feelings to arise. Shift into the perspective of your spiritual
heart. Become willing to forgive your self or the other person.
Silently affirm: "What you did [describe] made me feel [describe].
It [explain how it impacted your life]. In spite of all that, I
forgive you." |
Love Attunement |
Seeks to replace feelings of inadequacy, unworthiness,
and being unloved with a sense of wholeness, and feeling loved and
valued. |
If you believe in God, reflect upon the unconditional
Love and Mercy of God. Invite that love into your heart by invoking
the Holy Spirit, asking it to let you feel God's love for you.
If you are not religious, you may wish to visualize
a brilliant, loving Light within you. Visualize that this Light
enters your present like a beam, and begins to scan backwards through
each of your experiences. As it reviews your whole life, listen
for its counsel and feel its forgiveness. |
Scrutiny of Standards
When conscience is perverted or suppressed, an individual becomes capable
of great evil. When you do this work of clearing your conscience, it is
important to realize your objective is not to rationalize and condone
the ego's inappropriate behavior and beliefs, but to hold it to legitimate
and appropriate rules or standards you have chosen.
To determine if an inner standard is appropriate, you may wish to examine
its impact on the different dimensions of your life and those around you.
Here's an example.
"If I adopt and practice this inner standard, what will be the consequences
for
?"
- My self
- My family and relatives
- My friends and neighbors
- The community in which I live
- The nation in which I live
- The international community of nations
- The planet and its kingdoms of life
- My spiritual essence
You may wish to examine your standard in the light of different criteria
to check that you are not deceiving yourself.
CRITERIA |
ASK |
Non Injury |
Does it cause suffering, injury, or pain that can be avoided? |
Joy |
Does it truly bring me real satisfaction and happiness? |
Results |
Is it the most efficient or effective standard that brings the
best results |
Integrity |
Is it the clearest representation of the truth, goodness and beauty
that I can express at this time? |
Scientific |
Is it accurate and most elegantly explains the data? |
Religious |
Is it a quality or virtue pleasing to God? Do the scriptures condone
it? |
Creative |
Is it the clearest and truest expression of my vision? |
Using these select criteria can help you avoid perverting or suppressing
your conscience.
The examination, reformation and refining of the conscience is an ongoing,
necessary task throughout your life.
- Children learn essential values expected from their society from parents,
teachers and clergymen.
- Adolescents begin the process of clarification of their values and
establishing an integral self-concept.
- Adults must solidify their values and transmit these values to their
children to socialize them.
- Older adults act as mentors and counselors to adults, adolescents
and children, drawing on their wealth of life experiences. They may
help others explore the meaning and implications of their beliefs.
They may invite and encourage others to make more wholesome and appropriate
choices for their values.
The spiritual seeker, too, must begin the process of building the bridge
to the illumined mind by reforming the conscience. While at first this
may take the form of adopting and attempting to live up to moral codes
such as the Ten Commandments, or Yama and Niyama of the yogi. Later, this
will be supplanted by the realization of innate Dharma, the inner sense
of true living.
Both the developmental tasks of personal life and the inner transformation
engendered by spiritual life, work on the conscience is necessary. By
using techniques like the ones above, the aspirant can navigate this first
chord of Jnana Yoga, and thereby bring the behavior of the ego largely
under control.
The Second Chord of Jnana
Yoga
Education seeks to awaken the intellect, the second chord of Jnana Yoga.
The intellect comprises four distinct functions:
Verbal-Written – the ability to read and comprehend written language.
The ability to communicate information and concepts through writing.
Kinesthetic-Intuitive – the ability to communicate non-verbally
through sign and symbol. The ability to understand spatial, mechanical,
organizational and interpersonal arrays and to perform analyses and decision
making in these domains.
Auditory-Speech – the ability to listen to spoken information
and derive meaning from it from one's native and other languages. The
ability to communicate information and concepts through speech.
Mathematical-Logical – the ability to reason and solve problems
using mathematics and logic.
The intellect operates on information through twelve meta-operations:
1. Input of data through the senses. This includes, for example
- observation of other's behavior and events taking place in the environment
- reading
- listening to music, conversation or lectures
- watching television, a movie, a computer screen, or a video/DVD
- viewing a play, dance, or other performance art
2. Identification of information relevant to current problems or goals.
This includes, for example, gathering information about products, collecting
facts on a subject you are studying in school.
3. Organization of information into categories. This uses spreadsheets,
lists, nested arrays of conceptual knowledge, or matrices to organize
data. It arranges conceptual knowledge by subject or content area. It
assigns order and priority to certain data points. It creates outlines
or linear to-do lists.
4. Definition of problems or goals. This formulates problems,
identifying their component parts. It defines goals as specific tasks
to be accomplished within a time frame.
5. Modeling or representation of data. This presents data as graphs,
charts, tables, 3-D images, statistical arrays, schematics, prototypes,
and other representations.
6. Active research to answer questions. This begins with the formulation
of a hypothesis. The researcher designs an experiment to test the hypothesis.
The hypothesis is tested by experiment.
7. Comparison and contrast between options or alternatives. This
contrasts theories or approaches, comparing their similarities and differences.
It evaluates the pros and cons of alternate options and decides on the
best option among those reviewed.
8. Summary of knowledge. This gathers information from a selected
subject or category, and synthesizes what is known about it. This gives
the ability to extrapolate the key ideas from conceptual data presented
through a variety of media.
9. Analysis of the interaction of variables. This explores how
different factors influence one another. It analyses multiple interacting
factors and entire complex systems.
10. Extrapolation. This uses trend-line analysis, calculus, mathematical
projections, and statistical analysis to predict the future behavior of
selected phenomena. This can include, for example, future projections
of what will take place with a physical object in motion, the behavior
of an organism in a particular environment, a target population, sales
of a business enterprise, or a complex system like the weather.
11. Using multiple methods of reasoning to solve a mystery. These
include
- Deductive or logical reasoning
- Analogical or inferential reasoning
- Inductive reasoning
- Dialectical reasoning
- Mandalic reasoning, e.g., correlation of correspondences to derive
meaning from symbols
- Anagramic or cryptological reasoning, e.g., unraveling coded language
12. Existential inquiry. This relates concepts to lived experience
to derive meaning.
The 52 Strata of Intellectual Operations
Level |
Mathematical- Logical |
Verbal-Written |
Auditory-Speech |
Kinesthetic-Intuitive |
1 |
Learning the numbers between 1 to 100. |
Recognizing the letters of the alphabet or pictograms
for everyday objects.
Writing letters, numbers or simple pictograms. |
Saying the letters and numbers, or pronouncing the
words for the pictograms. |
Counting with the fingers. |
2 |
Recognizing numbers between whole numbers |
Reading and spelling simple two to five letter words.
Writing two to five word sentences. |
Reading simple words aloud. Naming simple objects. |
Pointing to pictures of words when spoken aloud. |
3 |
Recognizing numbers that are equal to, greater than
or less than a number |
Learning the names of all objects in the classroom
or other room. Writing incorporates rudimentary environmental description. |
Speaking the names of environmental objects. |
Pointing to environmental objects when named. |
4 |
Identifying symbolic representations of numbers, e.g.,
five stars, or five ducks. |
Reading and spelling one's own name, the names of
friends, parents and relatives. Using people's names in simple stories. |
Saying people's names aloud. |
Pointing at self and others when named. |
5 |
Counting arrays of blocks or squares to arrive at
simple sums. |
Learning to read and spell simple action verbs. |
Saying sentences with action verbs incorporated. |
Demonstrating actions represented by verbs. |
6 |
Removing blocks or squares to arrive at simple remainders. |
Learning to read and spell object words. Discrimination
of subject object, subject acting on an object. |
Speaking simple sentences where a subject acts on
an object. |
Pointing out examples of a subject acting on an object,
or demonstrating acting on an object. |
7 |
Identifying zero. Doing calculations where the remainder
is zero. |
Learning pronouns to represent identity of persons
and objects. |
Saying sentences using pronouns to represent people
and objects. |
Intuitive experience of "I". Sense that I am this
body. |
8 |
Identity principle: Adding and subtracting zero does
not change the value. Learning operators "and" and 'or." |
Recognizing a series or actions on objects or by subjects,
e.g., "jumped and ran." |
Speaking a sentence with a series of actions. |
Demonstrating a series of actions one after the other. |
9 |
Recognizing whole numbers on a line going from zero
to infinity. The concept of infinity. |
Recognizing tenses, past, present and future. |
Speaking a sentence reflecting temporal orientation,
indicating the past, present and future. |
Identifying objects that belong to the past, the present
and the future. |
10 |
Representing time as seconds, minutes, hours, days,
months, years, and centuries. |
Reading about events that take place in a historical
time frame. Writing events using specific time references, such
as the day of the week, or a specific time. |
Speaking about an event occurring at a discrete time
and date. |
Reading time on a clock and finding a date on a calendar. |
11 |
Recognizing the four dimensions: line, plane or surface,
space or volume, and time. |
Describing location of objects in space and their
spatial relationships to one another. Describing how objects or
people transform over time. Use of prepositional phrases. |
Speaking a description of objects in space, about
their relationship to other objects, and how they change over time. |
Pointing at examples of a line, plane, volume, and
temporal change. |
12 |
Calculating using measurement of length, width, volume,
weight and time. |
Using exact measurements to describe locations in
space, and exact dates to refer to historical events. |
Speaking exact measurements that refer to discrete
locations in space. |
Using a measuring tape and weighing objects. |
13 |
Adding and subtracting more than one number using
the symbolic operators "+", "-", and "=". |
Describing a conversation with a dialog between two
people. |
Speaking a conversation, portraying both speakers'
statements. Formally stating a mathematical equation. |
Ability to personify a dialog between two people,
shifting back and forth between their perspectives. |
14 |
Set theory, identifying numbers that belong to a group. |
Identifying members of a group or category. Labeling
people as members of a group. |
Naming objects that belong to a group or category.
Using group identifiers in speech. |
Sorting objects into similar categories. |
15 |
Identifying objects that do not belong to a group.
Using inequalities "_", logical operators of and/or/not. |
Differentiating objects that belong to a group. Reading
and writing logical propositions that use "or", "and", or "not". |
Naming objects that belong to a category and labeling
the category, e.g., "robins are a type of bird. Birds are animals." |
Sorting objects into different categories. |
16 |
Using conditional expressions, "if" and "then." Using
exceptions, "but." |
Using the conditional tense, using but/if/then. |
Speaking in the conditional tense, e.g., "Mary might
go to the store if it doesn't rain." |
Separating out objects that do not belong in a group.
Recognizing the symbol that does not belong in an array |
17 |
Organizing values into cells or arrays. Demonstrating
different values are generated when different conditions are applied.
If x, then y, but if q, then r. |
Identifying alternatives and consequences of different
courses of action. Identifying different causes produce different
effects. |
Speaking about alternatives, and where different causes
produce different effects. |
Sorting objects into multiple bins or drawers based
on different criteria for each. |
18 |
Learning the multiplication tables. Using the formal
operator "X". |
Identifying multiple alternatives or choices in a
given situation. Describing the possibilities. |
Speaking about multiple possibilities or choices. |
Using graph paper or blocks, demonstrating proof of
multiplication products. |
19 |
Learning to divide, using the formal operator "÷". |
Identifying factors that make certain alternatives
or choices unrealistic or undoable. Using the imperative tense. |
Speaking about factors that make certain alternatives
or choices unworkable. |
Using graph paper or blocks, demonstrating proofs
of dividends and their remainders. |
20 |
Calculating squares, cubes and exponents. |
Describing changes in alternatives under different
conditions: how when one factor is changed, it alters the possibilities. |
Speaking about how different conditions make different
alternatives possible. |
Arranging blocks to show squares, cubes, and higher
exponents. Assembling an object. |
21 |
Calculating square roots and higher roots. |
Assessing the pros and cons of multiple alternatives. |
Speaking about the pros and cons of multiple alternatives. |
Assembling and disassembling an object. |
22 |
Adding, subtracting, multiplying and dividing fractions. |
Assessing the relative contribution of multiple factors
that make up a scenario. Describing the efforts of several people
to create a net result. |
Speaking about relative contributions of different
agents. |
To visualize a representational schematic of different
parts, as a blueprint, schematic, or exploded view. |
23 |
Adding, subtracting, multiplying and dividing decimals. |
Describing relative contributions by fractional or
decimal representations, "about ten percent of the effect was due
to x." |
Speaking about relative contributions of different
agents as fractions or percents of a whole. |
To construct a measured blueprint or schematic of
different parts, or a room. |
24 |
Recognizing the equivalence of different fractions
and decimals. Representing equalities as ratios. |
Recognizing metaphor and simile, how one object can
be likened to another. |
Speaking about metaphorical relationships, the analogies
between two objects or persons. |
To substitute similar parts for those that are missing.
To manufacture an identical part. |
25 |
Using ratios to solve problems. Solving for a missing
value. |
Describing how one set of analogies is like another. |
Speaking about analogous relationships between different
pairs of objects. |
Exchanging different objects of equal value. Exchanging
parts of equal size, shape and weight. |
26 |
Using a letter or symbol to represent a missing value.
Solving simple algebraic equations for operators "+", "-". "X",
and "÷". |
Using rhyming and rhythm to compose a simple poem. |
Speaking a poem aloud. |
Troubleshooting. Exchanging a variety of parts until
the right one is found. Identifying the correct tool for a task. |
27 |
Calculating with negative and positive numbers. |
Using point, counterpoint to contrast ideas in a poem.
Learning synonyms and antonyms. |
Expressing contrasting ideas. |
Mentally rotating a part to visualize it in three
dimensions. |
28 |
Calculating polynomials, radicals, imaginary numbers,
and quadratic equations. |
Creating an argument defending one point of view.
Demonstrate the ability to persuade and debate. |
Participating in a debate. Explaining why one's point
of view is correct and why it should be embraced, and why the other
view is flawed and should be rejected. |
Making a judgment about the quality of different parts
or products. Selecting the best one. |
29 |
Proving geometrical theorems and verifying geometrical
axioms |
Constructing an essay with title, theme, a main idea
in each sentence with supporting arguments or data, and a conclusion.
Ability to create and elaborate upon an outline. |
Presentation of a spoken report on a topic. |
Construction of a planning chart, showing when multiple
tasks will begin and end. Scheduling of multiple clients, or tasks. |
30 |
Solving trigonometric equations using trigonometric
functions. |
Ability to identify themes. Plots and stages in a
drama. Ability to construct a simple drama, play or fiction story. |
Ability to enact a part in a play, and to remember
lines of dialog for a drama. |
Ability to show others a work task by demonstration. |
31 |
Using the Cartesian coordinate system and solving
the problems of analytic geometry. |
Ability to put together a complex screenplay, specifying
elements of background, lighting, mood, description and interplay
of characters. |
Ability to enact parts of a play or to recite a poem
with full personification, emotion, color and mood. The ability
to tell a story. |
Ability to visualize all aspects of a work project,
coordinating the activities of several people. Ability to assume
the responsibilities of a supervisor. |
32 |
Calculation of probability: combinations, permutations,
mathematical series and geometrical series. Learning basic statistics. |
Putting together a research paper following scientific
or literary format, with proper references, bibliography and citations. |
Ability to present a research paper with graphics
and handouts. |
Ability to construct a bid or proposal for a job,
projecting costs and time. |
33 |
Solving statistical equations, and determining statistical
significance. |
Ability to discern similarity and variability across
groups and populations. To understand the findings of scientific
journals. To perform a simple experiment and write up the findings
of that experiment. |
Ability to present a complex research paper in professional
format, summarizing the findings. |
Ability to visualize and integrate all details of
a project. Ability to function as a manager. |
34 |
Solving calculus functions and differential equations. |
Ability to read for key ideas, to extract a summary
of a writer's ideas, to analyze and critique a writer's ideas. |
Ability to prepare a brief spoken synopsis of a writer's
ideas and critique them. |
Ability to solve problems that arise in the work task.
Developing a repertoire of contingency plans. |
35 |
Solving integral calculus equations. |
Ability to synthesize ideas to arrive at a clear understanding
of the writer's import. The ability to reflect on the meanings of
passage. |
The ability to capture the gist of another's communication,
to capture their meaning implicitly. The ability to empathize. |
Ability to recognize short cuts, time savers and more
efficient ways of carrying out a task to save time, energy and money. |
36 |
Solving equations of topology and non-Euclidean geometry. |
Ability to trace an idea or theme throughout history,
elaborating its transformations over time. |
Ability to elaborate on an idea, explaining its transformation
throughout time. |
Ability to draw upon experience to identify a solution
for a project. |
37 |
Ability to identify the essential operations of mathematics
and be able to explain them to others. |
Ability to utilize various semantic operators to glean
meaning from a written passage, such as evaluate, define, detail,
outline, critique, summarize, explain, identify the key factors,
compare/contrast, elaborate upon, show the implications of, speculate
upon, predict, etc. |
Ability to verbally communicate using semantic operators,
e.g., explaining a passage, evaluating it, defining its terms, etc. |
Ability to train another to supervise or manage a
project. |
38 |
To construct complex mathematical proofs using multiple
mathematical operations. |
To gain a detailed understanding of an entire academic
discipline after having examined major aspects of it. |
To give a discourse summarizing one's knowledge of
an academic discipline. |
Ability to run a business, taking care of all details
of accounting, management, marketing, controlling and production. |
39 |
To use matrix algebra and algorithms to solve equations
of multiple variables. |
To read the seminal authors for an academic discipline,
and interpret their ideas directly. |
To interview an individual to glean their ideas, experience,
values, and motivations. To be able to prepare a report or case
summary on this interview. |
To strategize the most effective methods to enable
a business to succeed in a competitive marketplace. |
40 |
To model real world events for different contingencies
and dimensions of inquiry simultaneously. Using multivariate statistical
analysis. |
To conduct actual research doing a literature study,
designing an experiment, testing a hypothesis, doing statistical
analysis to determine whether the research showed significant results. |
To present findings of a research study to colleagues.
Developing professional presentation skills. |
To analyze investment options to maximize return.
To analyze businesses to determine which one is the best one to
buy. |
41 |
To evaluate intricate decision trees, multiple simultaneous
events, and complex circuits using Boolean algebra. |
To assess multiple possible etiologies, to determine
the most probable cause or explanation for a behavior, syndrome
or illness. |
To present a case study and make a determination of
the causes, diagnosis, treatment and prognosis. |
To analyze multiple threads of data to identify trends.
To prepare complex projections of performance given multiple contingencies. |
42 |
To perform complex analyses of redundant and cybernetic
systems, modeling systems with mathematical formulae. |
To understand mutuality and interaction between multiple
elements in a complex system. To evaluate multiple events simultaneously
and arrive at an understanding of the dynamics of a system. |
To communicate to multiple levels of understanding
or perspectives so that each can understand the message. |
To perceive business, technology, economics, etc.,
as a system, and to evaluate how different factors effect that system. |
43 |
To evaluate different interventions mathematically,
performing complex what if analyses by adding and subtracting elements
from a complex mathematical model. |
To evaluate outcomes of different interventions in
a system. Assessing the impact of proposed changes and selecting
the optimum one. |
To give individualized teaching, coaching or communication,
modifying elements to aid in its comprehension. |
To model the impact of multiple contingencies on economics.
Business, technology, etc. to select the best intervention. |
44 |
To evaluate the simultaneous interaction of elements
from different systems and predict influence on discrete elements. |
The ability to understand complex theories, synthesizing
their information, noting similarities and differences between them.
Understanding the multi-factored context from which the theorist
proposed his or her theory. |
The ability to target instruction and homework tasks
to assist an individual master a difficult aspect of a subject matter.
The ability to speak therapeutically and communicate empathically. |
The ability to target areas of a business that need
improvement and to implement effective solutions. |
45 |
To select from multiple mathematical models to optimally
describe and organize complex data, resulting in the best predictor
of real world events. |
To be able to synthesize knowledge and theory to arrive
at a succinct formulation of relevant factors. To identify the best
strategies for intervention. To discern what additional questions
need to be answered. |
To be able to teach, coach or conduct therapy with
others. |
To be able to make strategic business decisions that
ensure the success and continued growth of an enterprise. |
46 |
To extrapolate from real world phenomena to create
a mathematical model. |
To arrive at a synthetic understanding of a problem
after analyzing data, perusing current knowledge, evaluating divergent
theories, and assessing the predictive value of those theories.
Formulating an integrated explanation that best accounts for the
problem and its solution. |
To be able to coach others to think more deeply and
reflect upon the meaning of a problem. To engage in Socratic dialog. |
To cognize essential rules or assumptions by which
complex systems operate. To utilize these rules or principles to
maximize gain, profit, or success. |
47 |
To apply mathematical theory to model complex phenomena
of the space time continuum such as black holes, quasars, gravitation,
etc. |
To differentially use different types of reasoningdeductive,
analogic, deductive, dialectical and mandalicto elucidate
a problem. |
To coach others in the use of the five types of reasoning. |
To look for exceptions in these assumptions to arrive
at explanations for anomalous events. Preparing contingencies for
these anomalous events. |
48 |
To apply mathematical theory to model complex phenomena
of quantum physics. |
To take the perspective of an author or theorist and
try to understand from his or her perspective. |
To gain deep rapport and understanding of another.
Establishing an I-Thou relationship. |
To think with the mind of a competitor or adversary
to try to predict his or her behavior. |
49 |
Modeling complex molecular events such as the explosion
of a hydrogen bomb, eruption of a volcano, molecular cascade in
biological enzyme systems, and global weather systems. |
Understanding the randomness of natural events. Observing
how the mind imposes order, structure, parameters, rules and operations
upon phenomena, formulates problems in a quest to understand nature.
The discovery of the limitations of human knowledge and perception. |
Communicating through metacommunication. Identifying
context, process, systemic interactions, assumptions and a priori
criteria in which communications occur. The discovery of how language
influences perception of reality. |
Identifying critical change points that create movement
in extended negotiations, permit the closing of important sales.
Insight into the decision making process. |
50 |
Applying mathematical models to describe edge phenomena,
when two or more systems interact. |
Reviewing and coordinating multiple models of reality.
Seeing how they are similar and how they contrast. |
Explaining phenomena from different explanatory systems,
e.g., from different academic disciplines. |
Using data from alternate theories to arrive at a
decision. |
51 |
Applying mathematical modeling to neural events, developing
computer and robotic simulations of human consciousness and behavior. |
Gaining a synthetic understanding of what is a human
being, researched from multiple perspectives. |
Ability to give a coherent statement of one's philosophy
or worldview. |
Formulating a mission statement for an enterprise.
Ability to manage an international corporation or government. |
52 |
Gaining a global understanding of mathematical processes.
The ability to lead others through the labyrinth of mathematical
operations and theory. |
Writing a dissertation, thesis, or book to summarize
their knowledge. |
Ability to teach others and lead them to a clear understanding
of their subject matter |
Being able to guide others to mastery of business |
union |
The experience of zero or pure being. |
Relating the meaning of theoretical knowledge to lived
experience: integration. |
The experience of wordless being, the fullness of
the moment beyond language. |
The experience of satisfaction, enjoyment of a job
well done. |
Mathematical-logical intellectual ability is highly valued in the physical
sciences such as chemistry and physics, and in applied technology fields
such as engineering and computer science.
Verbal-written intellectual ability confers the ability to think abstractly
and understand abstract concepts, and to write clearly and coherently.
It contributes to success in liberal arts and social sciences, and professional
careers in medicine, law, and teaching.
Auditory-speaking intellectual ability comprises the ability to communicate
ideas verbally to educate and influence others. This is crucial to the
careers of politicians, teachers, psychotherapists, and social workers.
Kinesthetic-intuitive ability is essential to the careers of skilled
craftsmen, military generals, managers, and leaders of business.
As a result of education and life experience, each of us have mastered
some part of these 52 strata for each of the four intellectual capabilities.
These capabilities may not function equally in us, however. For example,
you may be functioning on strata 37 in Mathematics-Logical Ability; 32
in Verbal-Written; 29 in Auditory-Speaking; 28 in Kinesthetic-Intuitive.
While these intellectual capabilities usually develop progressively,
because of selective training methods and requirements of family and career,
certain skills may be learned and not others.
How well we develop these capabilities is a function of
- The number of years we have spent in school or time we have spent
practicing our trade
- The amount of time we have spent studying specific topics
- The quality of our teachers and the learning materials available to
us
- The availability of linked experiences to make the learning more palpable
and interesting (e.g., field trips, internships, Internet exploration,
etc.)
- Our study habits and ability to learn new information
- Our innate intelligence (IQ) that we are able to actualize given our
life circumstances and environmental factors
- Our internal drive and motivation to master certain topics
Provided optimal conditions are met, we would expect that completion
of academic curriculum would result in the development of mastery of the
intellectual capabilities at the following levels:
Curriculum level |
Grade levels |
Intellectual Strata |
Elementary school |
Kindergarten, 1 to 6 |
21 |
Junior High |
7 and 8 |
26 |
High School |
9 to 12 |
29 |
Associates |
13 and 14 |
32 |
Bachelors |
15 and 16 |
38 |
Masters |
17 and 18 |
45 |
Doctors |
19 to 20 |
52 |
Development of the Intellect and the Spiritual Path
Intellectual mastery provides preparation for your chosen career. In
a deeper sense, it provides a foundation for the communication of philosophical,
religious and metaphysical truths when these bands of the Great Continuum
of Consciousness are opened within you. Education should therefore be
heartily embraced as one of the keys necessary for your preparation as
a disciple, and should not be considered a burden.
Keys for Successful Development of the Intellect
- Several key attitudes and practices lead to a successful educational
experience:
- Respect for your teachers and teaching materials.
- Respect for your fellow classmates by not being disruptive in the
classroom, and showing courtesy and politeness.
- Respect for your school environment by keeping it clean.
- Having humility, acknowledging your knowledge is limited, coupled
with a willingness to be taught.
- Having gratitude to parents, teachers and society for providing the
opportunity to receive an education.
- Practice of self-discipline to set aside sufficient time to master
current coursework and to prepare for examinations.
- Mastery of listening to key ideas and taking clear notes.
- Reading required materials supplemented by reading review notes.
- Deep process new material. Think about subject matter newly learned,
relate it to material already learned, and reflect upon its application
and relevance to your life and career.
- Concentrate your attention on the subject category to gain intuitive
grasp of your subject matter and to be optimally receptive to taking
in new information.
- Speak new words aloud and rehearse key ideas verbally to help you
memorize the material.
- Form study groups to help you master the material. Cooperate in classroom
learning projects.
- Learn strategies to take true/false, multiple choice, short answer,
essay and oral exams.
- Gain the ability to approach testing with confidence, skill and proficiency,
because success in testing has major impact on your future academic
selection process and in competing for a job in your career track.
- Review supplementary materials, track down bibliographic references,
and utilize other textbooks and learning media to expand your knowledge
of the subject matter.
Intellectual mastery is a necessary developmental task needed to optimally
function as an adult. Do not resist it or resent it because it is difficult.
Subjects that pose obstacles to your understanding, with proper explanation,
will become clear. Intellectual capabilities that are not easy to fathom,
with practice and coaching, will open to you.
Push yourself to expand and grow. Be willing to sacrifice some of your
time, effort, and energy to continually amplify your knowledge and to
master new subjects and skills. Education does not end with the attainment
of your diploma or degreeit is truly a lifelong pursuit. It is time,
effort, and energy well spent.
The Third Chord of Jnana
Yoga
The Third Chord of Jnana Yoga constructs a philosophy to guide decisions,
to understand the nature of the world revealed by the senses, and to give
language to the inner life shown by intuition. It is once removed from
direct spiritual experience. It imposes a veil of belief and meaning over
the metavision of the attentional principle, and the inner felt-sense
of the spirit.
It is different than the first two chords of Jnana Yoga.
Conscience speaks the language of precept, what a person should do; and
of injunction, what they must do. It guides behavior, checks the impulses
of the ego, seeks to bring order to family and society. Its keynote is
morality and justice.
Intellect organizes conceptual knowledge, inter-relates ideas, and formulates
theories. It tests, refines and expands knowledge using discrete operations
of reading, spelling, writing, spoken language, mathematics, logic, and
kinesthetic-intuitive representations. It forms the foundation by which
a person can work and perform the adult and parent roles in their society.
Its keynote is education and conceptual mastery.
Philosophy seeks to understand precepts and injunctions that have been
established, and to determine whether they are worthy of being embraced.
It examines knowledge gained by intellectual study to see which can be
verified as true. It sounds the depths of intuition to find that which
can be relied upon as abiding. Its keynotes are goodness, truth and beauty.
The chord of philosophy is activated after people have received moral
training by parents and by secular and religious organizations of society,
and has developed the intellectual tools to access and analyze knowledge.
The chord of philosophy first emerges as a period in which people question
everything that they have been told is correct behavior or taught in school.
Part and parcel of the challenges an adolescent faces in life is the
development of independent values, thought and identity. Not surprisingly,
it is typically during adolescence that this inner questioning begins.
Examples of questions that may arise include
- Who am I?
- Why am I alive?
- What is my purpose for being alive?
- What am I meant to do in this unique human life?
- What is the right thing to do [in this situation]?
- How do I make sense of [this behavior] that is not moral or just?
- What do I believe about [this issue]?
- What makes certain people excel, become leaders and accrue wealth
and power, while others do not?
- What creates authority and power in society? How is power over others
legitimized?
- What is the rationale for the precepts and rules taught to me by my
parents and institutions? Are these rules relevant and valid?
- If these rules are not relevant, what can I trust as a dictum to live
by?
- What does it mean to be good? What is authentic, genuine virtue? What
virtues do I choose to exemplify?
- Is there really a God? If so, how may I know God?
Ethics, which questions what is good, is the foundation of philosophy.
Upon this bedrock, the individual examines what can be reliably known
(epistemology), what is beautiful (aesthetics), and what is true or abiding
(metaphysics).
Philosophy is built upon inner inquiry, listening for an answer from
within. The answers received are more deeply probed, ever seeking a deeper
truth, a clearer understanding. All beliefs are tested, and subjected
to scrutiny, as the individual seeks to know what is authentic.
Exposure to philosophy may come from a variety of means. The individual
may study philosophy at school. He or she may begin to read about philosophical
ideas in books. He or she may begin to have discussions about philosophical
ideas with friends and classmates. All the while he or she is seeking
something that resonates with the touchstone of truth within.
As a result of this exposure to a variety of ideas and quest for meaning
and truth, the individual begins to construct a system of principles by
which he or she can live. Through this framework he or she discerns the
parameters of what can be known, what constitutes beauty and harmony,
and what is reliable in reason and intuition.
The individual discovers what he or she believes, as opposed to what
his or her parents and friends believe. The individual discerns how his
or her beliefs differ from others, the rationale for those beliefs, and
the touchstones upon which they are founded.
When this examination and winnowing process is completed, the individual
knows what values are genuine, knows the nature of self and the cosmology
in which he or she dwells. This realization grants a new maturity and
independence, a greater confidence and security, and gives the individual
greater confidence in his ability to think independently and seek truth.
The individual no longer has to rely upon what is advocated by others,
but has determined what is reliable, and what can be trusted.
Ultimately, the individual may be able to guide others through this questing
process to help them arrive at a resonant sense of inner truth and self-knowledge.
This is facilitated by the following seven methods:
Instilling doubt. "You have always been told this is true. How
do you know it is true?" "Just because your minister and parents believe
it's true doesn't mean it's true?" "What makes him an expert or authority?
What if he is wrong?" "You base your conclusion upon [this premise], what
about this [data that is not explained by it]?"
Encouraging independent thought. "What do you sense about this?"
What do you know about it?' How else could you explain this?"
Philosophical inquiry. [Contemplating an idea.] "What is love?"
"How do I know what love is?" "Is it just another name for sex?" "Is it
acts of caring and kindness?' Is it an essence that transcends human physiology
and behavior, or is it anchored in them?" If it does transcend them, what
is that essence?" Is it only a result of language, or does it have an
existence apart from the metaphors of language?"
Comparing and contrasting the ideas of different philosophers.
"Nietzsche believed [this], Aristotle [this] and Saint Augustine [this]
about the will." "How are these ideas different? How are they similar?"
"How are their worldviews different?"
Object contemplation. [Looking at an object in silence to see
what it evokes. For example, appreciating a work of art, or reflecting
upon a tableau of a man silhouetted by a street light. ]
Critical review and analysis. [This analyses the logic underlying
propositions of philosophy to see if they are sound. It subjects belief
to scrutiny to see if it is logical, it can be proven, or there are sufficient
facts to support holding it].
Dialectical reasoning. [This determines the pros and cons of each
issue, and finds a synthesis between them. This contrasts figure and ground,
and intuits the whole gestalt that they form.]
Philosophy is grounded upon the Abstract Mind Plane of the Planetary
Realm of the great Continuum of Consciousness. It builds a bridge from
the intellect of the Metaconscious mind to the Superconscious mind. It
mobilizes conscience, reason, intellect, and intuition in the process
of self-examination and in the construction of a coherent worldview, an
ontological map. It precipitates an inner revolution so that one may find
what is genuine and abiding.
Philosophy leads us to the inner door on the stairway of thought. But
beyond thought is the direct experience of the mystic way.
All higher chords of Jnana Yoga rely upon the direct experience of the
attentional principle, the immediate sensing of the spirit, and the penetrating
intuition of the Soul.
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