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 and Accelerated Meditation Program, 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.
|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.|
|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 world—what is important, what is real, who and what you are—becomes 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 and the Accelerated Meditation Program 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 in these classes, 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 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 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.
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.
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|
|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.|
|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.|
|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.|
|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.|
|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."|
|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.
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.
|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 the 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.
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:
- Input of data through the senses. This includes, for example:
- observation of other's behavior and events taking place in the environment
- 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
- 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
- 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.
- 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.
- Modeling or representation of data. This presents data as graphs, charts, tables, 3-D images, statistical arrays, schematics, prototypes, and other representations.
- 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.
- 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.
- 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.
- Analysis of the interaction of variables. This explores how different factors influence one another. It analyses multiple interacting factors and entire complex systems.
- 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.
- 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
- Existential inquiry. This relates concepts to lived experience to derive meaning.
When we examine the strata of the intellect, we find there are 52 orders of intellectual operations. These are described in the table below.
|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 reasoning—deductive, analogic, deductive, dialectical and mandalic—to 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|
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.
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 degree—it is truly a lifelong pursuit. It is time, effort, and energy well spent.
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.