By
George A. Boyd © 2003
The seed atoms of the Conscious mind
anchor the energy of the Kundalini Shakti in the ground state of awareness,
in the body (physical seed atom), in the emotional field (emotional seed
atom), in the mental field (mental seed atom) and in the ego (egoic seed
atom).
When we carefully examine the seed
atoms of the Conscious mind, we find they have the following activities.
Seed Atom |
Functions |
Keynotes |
Ground state |
Awareness of environment; experience of corporeality;
connection with the Earth |
Embodiment |
Physical |
Anchoring the consciousness and the life force
of the Soul into the cells of the body; integrating the functioning
of the nervous system for reflex, movement, and sensation into the
integrating centers of ego, Self, and Soul; building the bridge
to other higher vehicles of the Soul |
Incarnation |
Emotional |
Reacting to the present situation; establishing
the bonds of love and connectedness with objects, plants, animals,
and other people; building the bridge of faith and devotion through
the spiritual worlds |
Loving Relatedness |
Mental |
Giving direct commands to the body to initiate
single actions; creating association between objects and ideas,
allowing understanding of analogies, parables, and metaphors; building
the bridge through the faculties of abstract analysis, including
deductive, inductive, dialectical, synthetic, and mandalic forms
of reasoning |
Intelligence |
Egoic |
Incorporating objects of desire, constructing
attitudes about and attachment bonds with objects and other people,
organizing schemas of possession, relatedness and identity; awareness
of defensive reactions and subliminal drives, working through the
challenges of developmental milestones and traumatic experiences;
expanding the range of potential identification, to include family,
group, community, nation, international, planetary, universe, and
archetypal forms of the Astral Planes. |
Ownership and Identification |
As the ensouling entity undergoes
spiritual evolution through Initiation, it concomitantly tunes up the
corresponding atoms within each vehicle of the Superconscious, Metaconscious,
Subconscious, and Conscious mind. Its effects on the mental seed atom
of the Conscious mind suggest that this process has the potential to increase
the functioning of intelligence.
Intelligence Quotient and Intelligence
We define intelligence as
an innate capacity of the mind to operate on the contents of the mental
field. For these operations to occur, the elements of this mental field
must be within the bounds of awareness, as the actions of intelligence
are under voluntary control only to the degree they are within the awakened
zone of consciousness. While mental activity takes place in unconscious
zone of the mind, these are not effectively useable by the faculty of
intelligence. As the mental seed atom is tuned up by Initiation, more
of the mental field is opened to the awakened zone of consciousness.
Intelligence Quotient is a
summary score of results on tests that purport to measure intelligence,
the ability of the mind to operate within this mental field. The premise
of these tests is that the ability to solve more problems with increasing
complexity suggests a higher degree of intelligence.
These tests have been criticized
that they are not strongly predictive of academic or career achievement,
and that they may be biased towards White middle class students [who may
be exposed to more of the material used in the test that those of other
groups]. Moreover, language difficulties [when English is not a student's
first language], illness or emotional upset on the day of testing, lack
of familiarity with testing strategies, or non-exposure to key concepts
and mental operations in classes are among the factors that may artificially
depress testing scores.
Despite these criticisms, these tests
do (1) introduce testing questions ranging from very simple to very complex,
and (2) sample a range of analytical, verbal and mathematical operational
skills. If a student was exposed to the operational skills and remembered
how to do them, we would expect that the student would answer the test
question correctly. Further, since the complexity of the material introduced
increases as a student progresses through the educational system, we would
expect that a student who has successfully mastered the curriculum of
more grades in school would answer more of the complex questions on the
test correctly.
This would suggest that exposure
to more analytical strategies and more years of education would correlate
with better performance on these tests and a higher intelligence quotient
on them. It is not clear from these trends, however, whether innate intelligence
permits the student to master the subject matter of these higher grades,
or whether more education simply lets the student know more of the correct
answers [or strategies to come up with the correct answers] so they do
better on the test.
Derived from intelligence testing
is a scale that measures the norm of the population as 100, and measures
standard deviance from that norm [reference 1]. Thus we have:

On this scale, most people's
scores (68.26%) would cluster within +1 and -1 standard deviations
from this norm; another 27.18% would cluster between ±1 and ±2 standard
deviations from this norm; but only 4.46% would cluster below -2 or
above +2 standard deviations from this norm. [reference 2]
Those that fall above +2 on this
scale have been labeled as bright, gifted, or even genius. Those that
fall below -2 on this scale have been labeled mentally retarded, developmentally
disabled, or learning disabled.
Performance on these tests
leads to different tracking in academic curricula with an aim to adapt
the subject matter of the student to his or her measured ability. Testing
professionals are careful, however, to take into account factors that
may introduce error into this measurement before deciding to provide special
tracking for the student; additional testing with other test instruments
may be required to validate the findings on intelligence tests.
An Intuitive Measure of Development
of the Mental Seed Atom
Testing professionals admit that
these objective tests measure only a portion of innate intelligence. But
if innate intelligence expresses through the mental seed atom, we may
be able to analyze the band of the mental field that has become conscious
through spiritual evolution through identifying where the mental seed
atom lies on the continuum of the mental field. This would give an intuitive
assessment of potential innate intelligence.
This potential for innate intelligence
can be said to fall into several intuitive categories. These are shown
in the table below.
Operation |
Zone of Operation |
Statistical deviance |
Ability to give commands to the body and do
rudimentary speech; no abstract mental functioning evident |
Behavioral command zone |
-3 |
Ability to recognize analogies and inferences.
Can solve simple, concrete problems. |
Analogical reasoning zone |
-2 |
Ability to use deductive reasoning to analyze
problems. |
Deductive reasoning zone |
-1 |
Ability to use inductive reasoning and a moderate
range of intellectual problem solving skills |
Inductive reasoning zone |
norm |
Ability to use dialectical reasoning to compare,
contrast and synthesize abstract concepts. Expanded range of intellectual
problem solving skills evident. |
Dialectic reasoning zone |
+1 |
Ability to use synthetic reasoning to capture
multiple perspectives in a unified, integrative viewpoint. Greatly
expanded range of intellectual and intuitive problem solving skills
evident. |
Synthetic reasoning zone |
+2 |
Ability to use mandalic reasoning to discern
the layers of the continuum of consciousness and to know the essence
of the Soul. Knowledge of symbolic and archetypal correspondences
for each dimension of consciousness. |
Mandalic reasoning zone |
+3 |
References
- Sattler, Jerome M. Assessment
of Children, 3rd Edition. San Diego, CA: Jerome M. Sattler, Publisher,
1992, page 17.
- Loc. cit.
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