Towards Freedom – Caveat

If the seed, the germ of freedom starts to germinate in you, there may be a long way to go and that quest is beset with pitfalls. It is a noble quest and one that tests your mettle. Humanity is, perhaps, heading towards a new age where the forms and structures both current and of the past, are starting to quiver and fail. Against such a backdrop, for the right kind of individual, the times are more fertile in terms of this quest. With the individuating being less needful of organisations and churches, the genuinely new has yet to materialise. As such the role of devotion, mindless or otherwise, shall cease to dominate. The cult of the personality fades as the masses are educated and learn to think for themselves. The need to hand power over to some hero, guru or leader, is less strong. Nevertheless, belonging to a club, an organisation, a group, a party, a cult or a church, still has a strong draw. That idea of belonging, tribal as it may be, remains powerful.  If you are to hand your salvation over to a saviour, of whatever denomination, in all likelihood, you will be disappointed. Given so much power over, few can resist its temptation.

This is not to say that within organisations there is nothing of merit. Many have great value in their core teachings and a sense of community in their society. To swap one world version for a better one, is not bad. It is ultimately limiting. In this the provenance of lineage is often touted. The idea is that the teachings are pure. However, if genuine adherence to doctrine is maintained, it swiftly becomes out of date. A truth remains a truth, but it is best flavoured with an essence of the times and not laden with the vinegar of preservation. A teaching intended for an Indian body and psyche, may not transfer directly to a Dane or a Belgian. Flexibility, according to make-up and culture can enhance learning. Dogmatic worship of the past, can hinder. Be very wary of anyone, or any organisation, that asks you to hand your power over to them. Even if you seek the kudos and bragging rights of beings associated with some guru or other, use discernment. As I have suggested before a free being will not seek power over any other being. Handing your power over to a saviour does not make you free; paying for blessings and potions, cannot liberate you. There is only one reliable way, do it yourself.

One can cherry pick from a tradition, but this can, at least in the early stages, lead to confusion. Some immersion is needed to gain benefit. This is best done with the caveat of discernment. There are no short cuts, you will have to hanker down for the long run. As you traverse you will see that what appear to be major differences in ideology may simply be down to manner of communication and contextual setting. When you get to this stage cherry picking is much safer.

Along the way you will encounter your own prejudices and predilection. If you are by nature a space cadet, unless something is weird and far out, it will not attract you. If you perceive yourself a rational being with a scientific approach, you will seek out evidential proof from within the context of your world version. There must be proof. Unfortunately, not all things in the universe are subject to reductionist working. This may jar with how you think things ought to be. The trick is to be open minded and reserve judgement, yet not to be gullible and over easily led.

The glamour of ritual holds strong with many. It accentuates a sense of belonging and can create a near hypnotic state as mind is handed over to group mind. These experiences can be pleasant or otherwise. They do not represent freedom in its purest. Glamour can be found on all sides and as one develops it is easier to assume a premature omniscience, which exists not. The human Ego is one tricky son of a bitch and it will play game after game with you. In this respect taking most things with a pinch of salt, is helpful. Do not be overly cynical and negative because, guess what? That can be your omniscient Ego talking to you….

It is likely that you may be attracted to people who think in a roughly similar manner to you, this provides the coterie of group satisfaction. It generates a group consensus, to which temporary loyalty may be felt. It can lead to defence and an inward-looking mentality. History shows that when groups of beings, blinded by devotion, encounter others, war results. This group-think is by definition, limited and cannot be free. The parameter space of truth and reality cannot be fully explored whilst there is subscription to consensual world version. There is an added problem in that within all groups there is a tendency towards social politics and hierarchical position. With a sad inevitability this leads to intrigue and gossip. These are the antithesis of freedom and not the predilection of a free being. Should you start in earnest on the walk to freedom, sooner or later, you will experience the pointing finger and the stabbing tongue.    

Having made these caveats, and should you be determined or fated, then what are you waiting for?

The quest for freedom starts with an urge, proceeds via control over your own mind and talking, towards a greater objectivity. In being honest and real, you will start to listen to your heart. The concrete world version you started with will slowly dissolve as you open your mind. In the search beyond the façade for your authentic essence, you will develop an authenticity hitherto unsuspected. Thence a sense of equanimity and choice develops. No more will you be a slave to drama and soap opera. And without knowing it you will be imbued with both a centre of beingness and an ever-increasing understanding of freedom. You will be on your way to becoming a free being, a magical creature of the universe.

Controversy and Nit-picking Mind

Yesterday I was marginally surprised to hear of Carlos Castaneda’s birth date as being 1925. I had assumed that because he was an anthropology Ph.D. student he would have been in his twenties and not his forties when he wrote the books. The voice speaking to me in the books seemed younger. When I first read them, as a chemistry undergraduate, it seemed to me that the author was about my age.

Unless you have worked with the principle techniques, you have no idea what they do to you, so speculation from the context of orthodox psychology is simply that, speculation. The techniques aim at eradicating identity. Whereas mainstream psychology promotes some sense of identity and works at using a shoehorn to fit the “patient” back into mainstream society as it is held to be at the time or epoch of treatment. Behaviours currently socially acceptable were taboo and even illegal in our recent history, sodomy being but a simple example. Social acceptance is a time varying beast.

It is very easy to critique, nit-pick and find holes. I have examined several Ph.D. theses and it was pretty simple to find a few errors and points for questions and probing. I didn’t really go for it because the purpose was not to tear the students a new arsehole. The purpose was to convince myself they did the work and had a fair idea what it was all about. I did ask on a couple of occasions for a partial re-write because there were technical errors.

People can get famous criticising others and creating some controversy in which they garner fame as the person who proved the fraud. It is easy to criticise a dead man. No matter what my belief system is, the fact remains that I was a mainstream scientist at a top university for a number of years. I undertook physics and chemistry research for over twenty years and co-founded a high-power laser company.

Is it then controversial that I am talking about the New Age, the Toltec Teachings and the occult?

Have I lost my marbles?

Am I a few cards short of a full deck?

I guess it is up to you, the reader, to assess if I am whacko or sane.

One of the comments about Castaneda I read is that he plagiarised others, borrowed their words. If there is only one truth, there are only so many ways of expressing it. Is plagiarism always plagiarism or is there a paucity of available language? If you want to nit-pick, you can, anyone can.

Take for example an academic paper. How many of them start with things like, “In recent years there has been a lot of interest in…” or “Superconductivity was first observed in XXXX and since then there have been many studies….”

There are only so many ways to write an introduction to a science paper. Are we all then plagiarising others?

There was a big deal when Einstein was “proven” wrong about spooky action at a distance.

Why do people get off on “proving” someone wrong?

Do they go damp or get a boner from it?

People are weird…

Education in the New Age – Theory, Methods and Goals

Theory, Methods and Goals

By Alice Bailey and Djwhal Kuhl

All that I have to say here is still in the nature of introductory remarks. Please bear this in mind. I am anxious however, to lay a sound foundation for our future discussions on the building of the antahkarana, so that we can work intelligently, but not critically. It is essential that as we start our work it should be based on that which is today in existence. Nature works without any gaps, and this is so even when (from the standpoint of academic science) there is an apparent hiatus between facts and known species. In transitional periods some of the bridging forms have disappeared and the gap appears to be there. But it is not so in fact. We have not yet discovered all that is to be found in the world of phenomenal appearances. We are passing through one of the great natural transitional periods at this time. We are laying the foundation for the emergence of a new species of human being – a more highly evolved unit within the human family – hence much of our problem, and much of the present failure to meet the demands of the race, and to measure up to human need for development.

We have, in the world, a general theory as to education, and certain basic methods are universally employed. Countries vary greatly in the application of methods, and systems differ very considerably. All, however, teach these same fundamental things; they teach the youth of the country to read and write and to attain a fair measure of ability to deal with figures through instruction in elementary arithmetic. These three are curiously symbolic of the whole evolutionary unfoldment of the race.

Reading has to do with the clothing of ideas with form and is related to the first step in the creative process, wherein Deity, governed and impelled by an idea (embodying God’s purpose and plan), converted that idea into the desired substance and clothed it with the needed outer appearance. Writing symbolizes the method whereby the process is carried on, but it is of course far more personal in its implications. Reading is concerned essentially with the realization of a clothed idea of some kind, whereas writing is, curiously enough, concerned with the individual’s conscious self-relation to ideas, and his use of words in writing is the measure of the grasp he may have of these universal ideas. Arithmetic (and the power to add, to subtract, and to multiply) is related also to the creative process and concerns the production of those forms upon the physical plane which will adequately produce the idea and bring it to manifestation.

Vision might be regarded as concerning itself with the higher levels of the mental plane, whereon the idea is sensed and seen. Writing has a more definite relation to the concrete levels of the mental plane and to the ability of the man to bring through and express these visioned ideas in his own particular form. Arithmetic has a definite relation to subsequent aspects of the process and to the emergence of the idea into some correlated form upon the physical plane. The visioning of the thought-form is a process which must be succeeded by the appropriation of as much energy by the idea as is needed to make it effective or “apparent” (esoterically speaking). Of this the symbolism of arithmetic is the expression.

From another angle, man reads his destiny in the heavens and writes out that destiny in his life upon the earth; he reduces, knowingly or unknowingly, the idea of his soul to due and proper form, so that each life adds, subtracts and multiplies, until the sum of each soul’s experiencing is complete. Thus, symbolically, the three basic ideas are held in elementary education, though their true meaning is divorced from reality and the right significance is entirely lost. All that we have, however, emerging slowly and definitely through the medium of world education, is built upon this unrealized scaffolding. The fundamental necessity which today confronts the educational world is the need to relate the process of unfolding the human mentality to the world of meaning, and not to the world of objective phenomena. Until the aim of education is to orient a man to this inner world of realities, we shall have the misplaced emphasis of the present time. Until we can arrive in our educational objectives at the bridging of the gap between the three lower aspects of man and the soul (a bridging which must take place upon the mental levels of consciousness), we shall make but little progress in right directions and all interim activity will be inadequate to the modern need. Until the fact of the higher mind is recognized, and the place which the lower concrete mind should fill as the servant of the higher is likewise recognized, we shall have the over-development of the concrete materializing faculty – with its aptitude to memorize, to correlate facts and to produce that which will meet man’s lower desire – but we shall not have a humanity which can truly think. As yet, the mind reflects the lower desire nature and does not attempt to cognize the higher.

When the right method of training is instituted, the mind will be developed into a reflector or agent of the soul and so sensitized to the world of true values that the lower nature – emotional, mental and physical or vital – will become simply the automatic servant of the soul. The soul will then function on earth through the medium of the mind, thereby controlling its instrument, the lower mind.

Yet at the same time, the mind will remain the recorder and reflector of all information coming to it from the world of the senses, from the emotional body, and will register also the thoughts and the ideas current in its environment.

At present, it is alas true, the trained mind is regarded as the highest expression of which humanity is capable; it is viewed entirely as a personality, and the possibility of there being something which can use the mind, as the mind in its turn uses the physical brain, is overlooked.

One of the things which we shall seek to do in our studies together is to grasp the relation of the world of meaning to the world of expression; we shall attempt to study the technique whereby this world of quality (which expresses itself through the world of meaning) can be entered and understood by the integrated consciousness of the intelligent human being.

Certain words will recur again and again as we work and study together; such words as meaning, quality, value – all of which stand revealed in their vital spiritual significance when man learns to grasp the fact of the higher realities and bridges the gap between his higher and his lower consciousness. The significance also of creative activity and the right understanding of what we call genius will likewise be made clearer, and in this way creative work will no longer be regarded as unique and manifesting sporadically as is now the case but will become the subject of trained attention, and so assume its normal place in man’s unfoldment. It might be added here that creative activity in the field of art becomes possible when the first aspect of the bridging energy of man can function and the soul (manifesting its third or lowest aspect) can begin to work. Creative work can be carried forward when two of the “knowledge petals” of the egoic lotus are unfolded. The man can produce, through knowledge and creative energy, something upon the physical plane which will be expressive of the soul’s creative power. When two of the “love petals” are also unfolded, then a genius makes his appearance. This is a technical piece of information for those students who are studying the science of the Ageless Wisdom, but it is of no value to those who do not recognize symbology, or the fact of the higher ego or soul.

It might be of value here if I clarified my use of the words “higher ego.” As you know, if you have read A Treatise on the Seven Rays, Vols. I and II (Esoteric Psychology), the soul is an aspect of the divine energy in time and space. We are told that the Solar Logos circumscribed for His use and for the meeting of His desire, a certain measure of the substance of space and informed it with His life and consciousness. He did this for His good purposes and in conformity with His self-realized plan and intent. Thus He submitted Himself to limitation. The human monad followed the same procedure and – in time and space – limited itself in a similar manner. On the physical plane and in the physical body, this phenomenal and transient entity controls its phenomenal appearance through the two aspects of life and consciousness. The life principle – the flow of divine energy through all forms – temporarily seated in the heart, while the consciousness principle, the soul of all things, is located (temporarily as far as the form nature of a particular human unit is concerned) within the brain. As again you know, the life principle controls the mechanism through the medium of the blood stream, for “the blood is the life,” and uses the heart as its central organ; whilst the consciousness principle uses the nervous system as its instrument, with the intricate extensions of the organ of sensitivity, the spinal column.

The objective of education should therefore be the training of the mechanism to respond to the life of the soul. The higher Self or Soul is the sumtotal of the consciousness of the Monad, again in time and space. The lower self or soul is, for our purposes, as much of that sumtotal as any one person in any one life can use and express. This activity is dependent upon the type and quality of the body nature, the mechanism produced by soul activity in other lives, and the effect of reaction to environing conditions. The increasing of soul awareness, the deepening of the flow of consciousness, and the development of an inner continuity of awareness, plus the evocation of soul attributes and aspects upon the physical plane through the medium of its triple mechanism, constitute the objective of all education. These aspects are, as you well know:

    1. Will or purpose. This, through education, should be developed to the point where the manifested life is governed by conscious spiritual purpose and the life tendency is correctly oriented towards reality.

The right direction of the will should be one of the major concerns of all true educators. The will-to-good, the will-to-beauty, and the will-to-serve must be cultivated.

    2. Love-wisdom. This is essentially the unfolding of the consciousness of the whole. We call it group consciousness. Its first development is self-consciousness, which is the realization by the soul that (in the three worlds of human evolution) man is the Three in One and One in Three. He can therefore react to the associated groups of lives which constitute his own little phenomenal appearance; self-consciousness is, therefore, a stage on the way to group consciousness and is the consciousness of the Immediate.

Through education, this self-consciousness must be unfolded until the man recognizes that his consciousness is a corporate part of a greater whole. He blends then with the group interests, activities and objectives. They are eventually his and he becomes group conscious. This is love. It leads to wisdom, which is love in manifested activity. Self-interest becomes group interest. Such should be the major objective of all true educational endeavor. Love of self (self-consciousness), love of those around us (group-consciousness), become eventually love of the whole (God consciousness). Such are the steps.

    3. Active Intelligence. This concerns the unfolding of the creative nature of tile conscious, spiritual man. It takes place through right use of the mind, with its power to intuit ideas, to respond to impact, to translate, analyze, and to construct forms for revelation. Thus the soul of man creates. This creative process can be described, as far as its steps are concerned, as follows:

  • The soul creates its physical body, its phenomenal appearance, its outer form.
  • The soul creates, in time and space, in line with its desires. Thus the secondary world of phenomenal things comes into being and our modern civilization is the result of this creative activity of the soul’s desire nature, limited by form. Ponder on this.
  • The soul creates through the direct agency of the lower mind and hence the appearance of the world of symbols which fill our united lives with interest, concepts, ideas and beauty, through the written word, the spoken word, and the creative arts. These are the products of the thought of the thinkers of the race.

The right direction of this already developed tendency is the aim of all true education. The nature of ideas, the modes of intuiting them, and the laws which should govern all creative work are its goals and objectives. Thus we come to the world of attributes which supplement the activity of the three aspects, in the same way that the three major rays are enhanced and aided by the work of the four minor rays. These four attributive unfoldments in man, through the activity of the soul in manifestation, are:

    4. The attribute of harmony, produced through conflict. This leads to release and to the eventual power to create. This is one of the attributes which education should deal with from the angle of the intuition and should hold before its exponents as personality and group objectives. It is the attribute latent in all forms and is that innate urge or discontent which leads man to struggle and progress and evolve in order finally to make at-one-ment and union with his soul. It is the lowest aspect of that higher spiritual and monadic triad which reflects itself in the soul. It is the consciousness of harmony and beauty which drives the human unit along the path of evolution to an eventual return to his emanating Source.

Education must work, therefore, with this dissatisfaction and interpret it to those who are taught, so that they can understand themselves and work intelligently.

    5. The attribute of concrete knowledge whereby man is enabled to concretize his concepts and so build thought-forms whereby he materializes his visions and his dreams and brings his ideas into being. This he does through the activity of the lower concrete mind.

The true work of education is to train the lower man in right discrimination and true sensitivity to the vision, so that he can build true to the purpose of his soul and produce upon the earth that which will be his contribution to the whole. It is right here that the work of modern education has to begin. Not yet can man work with intelligence in the world of ideas and of patterns; not yet is he sensitive to the true spiritual values. This is the goal for the disciple, even though the masses cannot yet function on these levels. The first thing that must be done is to train the child in the correct use of the discriminating faculty and in the power of choice and of directed purpose. He must be brought to a truer understanding of the underlying purpose of being, and be led to work with wisdom in the field of creative activity, which means, in the last analysis, in the right use of the “mind stuff” (the chitta of Patanjali). Thus and only thus, can he be released from the control of his lower nature.

    6. The attribute of devotion is the next to be considered. Devotion grows out of and is the fruit of dissatisfaction, plus the use of the faculty of choice. According to the depths of a man’s discontent, and of his power to see clearly, he passes from one point of temporary satisfaction to another, each time demonstrating his devotion to a desire, to a personality, to an ideal, and to a vision, until he finally unifies himself with the ideal which is the highest possible to man. This is, first of all, the soul; and then the Oversoul or God.

Educators are therefore faced with the opportunity of dealing intelligently with the innate idealism to be found in any child, and with the interesting task of leading the youth of the world on from one realized goal to another. But this they must do in the future from the angle of the ultimate soul objective and not, as in the past, from the angle of a particular standard of national education. This is an important point, for it will mark the shift of attention from the non-essential to the essential.

    7. Finally the attribute of order, and the imposition of an established rhythm through the development of innate faculty to function under directed purpose and ritual. This particular attribute of divinity is now highly developed in one aspect, so that we have today much standardization of humanity, and the autocratic imposition of a ritualistic rhythm upon public life in a large number of countries. It can be seen to perfection in the life in our public schools – but it is an undesirable perfection. This is partly due to the recognition that the unit or individual is only a part of a greater whole (a recognition which is much needed) and a part of the evolutionary unfoldment of the race. Owing, however, to our faulty application of any new truth it means as yet the submergence of that unit in the group, leaving him little opportunity for the free play of the individual will, intelligence, purpose and soul technique. Educators will have to work with this principle of innate attribute and this instinct to ordered rhythm, making it more creatively constructive and so providing, through it, a field for the unfoldment of soul powers.

I have digressed thus far so as to instill certain of the basic ideas which should underlie the educational tendencies. These thoughts, coupled with those already given, constitute a statement of the objectives before the educators of the world which you would find it of value to consider. Earlier I suggested the goal. I now link that goal up with possibilities, for I have here touched upon the equipment (aspects and attributes) which is found, in some stage of development, in every human being. It is with these hidden traits and instincts that the future educational systems must work. They must not work, as they do today, with the brain apparatus and with the lowest aspects of the mind; nor must they lay their emphasis upon the effort to impress upon that brain and mind the facts, so-called, of the evolutionary process and of physical plane investigation.

The above remarks will serve to show you that the true educator should be working with energies in a world of energy; that these energies are tinged and qualified by distinctive divine attributes, and that each human being therefore can be regarded as an aggregate of energies, dominated by some one particular type of energy which serves to make him distinctive among his fellows, and which produces the differences among human beings. If it is true that there are seven major types of energy qualifying all forms, and that these in their turn are subdivided into forty-nine types of qualified energy, the complexity of the problem emerges clearly. If it is true that all these distinctive energies play constantly upon energy-substance (spirit-matter), producing “the myriad forms which make up the form of God” (Bhagavad Gita, XI), and that each child is the microcosmical representation (at some stage of development) of the Macrocosm, the magnitude of the problem becomes evident, and the extent of our demanded service will call forth to the utmost the powers which any human being can express at any given moment in time and space.

You will note that these words “in time and space” have repeatedly recurred in this instruction. Why is this? Because it must constantly be remembered that we are living in the world of illusion – an illusion which is temporary and transient and which will some day disappear, taking with it the illusion of appearance, the illusion of evolutionary unfoldment, the illusion of separateness, and the illusion of distinctive identity – that illusion which makes us say “I am.” The educator of the future will start his service to the child with the recognition of this ephemeral and transient misconception of the soul, and will deal primarily with the mind aspect, and not with the imposition of as much imparted organized knowledge concerning phenomenal existence as the memory of the child is capable of grasping. How can I illustrate this changed attitude to you in the simplest form? Perhaps by pointing out that, whereas today parents and guardians of the child spend much of their time in answering or evading questions posed by the awakening consciousness of the child, in time to come the situation will be reversed. Parents will ceaselessly meet the demands of the emerging intelligence of the child by always inquiring of the child, Why? Why ask this? Why is it thus? – and so throwing always the responsibility of answering the questions upon the child, yet at the same time dropping the solution of the question subtly into the child’s mind.

This process will begin in the fifth year of the child’s life; the seeking intelligence (which is the child itself) will always be forced by the teacher into the position of inward search, not outer demand for a reply which can be memorized and which rests upon the authority of the older person. If this seems to you as yet impossible, remember that the children who will or have come into incarnation, after the period of increased stimulation found between the years 1935 and 1942, will normally and naturally respond to this evocation of the mind element.

One of the major functions of those who train the infant minds of the race will be to determine, as early as possible in life, which of the seven determining energies are controlling in each case. The technique to be later applied will then be built upon this important initial decision – hence again, the growing responsibility of the educator. A child’s note and quality will be early determined, and his whole planned training will grow out of this basic recognition. This is not yet possible, but will shortly be so, when the quality and nature of any individual etheric body can be scientifically discovered. This development is not as distant as might be supposed or anticipated.

It is not my intention to deal with the details of this process, nor to elaborate the methods whereby the children of the race can be trained. Our objective is to deal with the more universal and immediate necessity of bridging the gap between the different aspects of the lower self, so that an integrated personality emerges; and then of bridging the gap between the soul and the spiritual triad, so that there can be the free play of consciousness and complete identification with the One Life, thus leading to the loss of the sense of separateness and to the merging of the part with the Whole, with no loss of identity but with no recognition of self-identification.

Here an interesting point should be carefully noted. It holds the key to future racial unfoldment. For it the new science of psychology, which has developed so remarkably during the past thirty years, is preparing us. Students should train themselves to distinguish between the sutratma and the antahkarana, between the life thread and the thread of consciousness. One thread is the basis of immortality and the other the basis of continuity. Herein lies a fine distinction for the investigator. One thread (the sutratma) links and vivifies all forms into one functioning whole and embodies in itself the will and the purpose of the expressing entity, be it man, God or a crystal. The other thread (the antahkarana) embodies the response of the consciousness within the form to a steadily expanding range of contacts within the environing whole.

The sutratma is the direct stream of life, unbroken and immutable, which can be regarded symbolically as a direct stream of living energy flowing from the center to the periphery, and from the source to the outer expression or the phenomenal appearance. It is the life. It produces the individual process and the evolutionary unfoldment of all forms. It is, therefore, the path of life, which reaches from the monad to the personality, via the soul. This is the thread soul and it is one and indivisible. It conveys the energy of life and finds its final anchor in the center of the human heart and at some central focal point in all forms of divine expression. Naught is and naught remains but life.

The consciousness thread (antahkarana) is the result of the union of life and substance or of the basic energies which constitute the first differentiation in time and space; this produces something different, which only emerges as a third divine manifestation, after the union of the basic dualities has taken place. It is the thread which is woven as a result of the appearance of life in form upon the physical plane. Speaking again symbolically, it might be said that the sutratma works from above downward and is the precipitation of life into the outer manifestation. The antahkarana is woven, evolved, and created as the result of this primary creation, and works from below upwards, from the without to the within, from the world of esoteric phenomena into the world of subjective realities and of meaning.

This “Path of Return,” by means of which the race is withdrawn from outer emphasis and begins to recognize and register those inner conscious knowledges of that which is not phenomenal, has already (through the evolutionary process) reached a point of development wherein some human beings can follow along this path from the physical consciousness to the emotional, and from the emotional to the mental. That part of the work is already accomplished in many thousands of cases and what is now required is facility and right use of this power. This thread of energy, colored by conscious sentient response, is later colored by the discriminating consciousness of the mind, and this produces that inner integration which makes man eventually an efficient thinking being. At first, this thread is used purely for lower selfish interests; it steadily gets stronger and more potent as time goes on, until it is a definite, clear, strong thread reaching from the outer physical life, from a point within the brain, straight through to the inner mechanism. This thread, however, is not identified with the mechanism, but with the consciousness in man. Through the means of this thread a man becomes aware of his emotional life in its many forms (note this phraseology), and through it he becomes aware of the world of thought; he learns to think and begins to function consciously on the mental plane, in which the thinkers of the race – a steadily increasing number – live and move and have their being. Increasingly he learns to tread this path of consciousness, and thereby ceases to be identified with the animal outer form and learns to identify himself with the inner qualities and attributes. He lives first the life of dreams, and then the life of thought. Then the time comes when this lower aspect of the antahkarana is completed, and the first great conscious unity is consummated. The man is an integrated, conscious, living personality. The thread of continuity between the three lower aspects of the man is established and can be used. It stretches, if such a term can be used (my intent being entirely pictorial), from the center of the head to the mind, which is in its turn a center of energy in the world of thought. At the same time, this antahkarana is interwoven with the thread of life or the sutratma which emerges from the heart center. The objective of evolution in form is now relatively complete.

When this stage has been reached, the sensitive feeling-out into the environing universe still continues. Man weaves a thread which is like the thread the spider weaves so amazingly. He reaches out still further into his possible environment and then discovers an aspect of himself of which he had little dreamt in the early stages of his development. He discovers the soul and then passes through the illusion of duality. This is a necessary but not a permanent stage. It is one which characterizes the aspirant of this world cycle, perhaps I should say this manvantara or world period. He seeks to merge himself with the soul, to identify himself, the conscious personality, with that over-shadowing soul. It is at this point, technically speaking, that the true building of the antahkarana must be begun. It is the bridge between the personality and the soul.

The recognition of this constitutes the problem with which the modern educator is faced. It is a problem that has always existed but it has concerned the individual hitherto more than the group. Now it concerns the group, for so many of the sons of men are ready for this building. Down the ages individuals have built their individual bridges between the higher and the lower, but so successful has been the evolutionary process that today the time has come for a group understanding of this emerging technique, for a group bridging, leading to a consequent or subsequent group revelation. This provides the modern opportunity in the field of education. It indicates the responsibility of the educator and points out the necessity for a new unfoldment in educational methods. The “group aspirant” must be met and the group antahkarana must be built. This, however, when rightly understood, will not negate individual effort. That always must be met; but the group understanding will increasingly aid the individual.

Problems Arising From Group Mind

Diseases connected with Group Conditions

We can only briefly touch upon this theme, owing to the fact that group work (esoterically understood) is relatively new, and because the individual, working at this time in a group, is scarcely affected at all by these factors, owing to his relatively partial integration. I refer here to his integration in the group. People are still so insulated in their personalities that they are shut off, in many cases, from group stimulation, group effects and group impulses. It is only as they become decentralized and, therefore, more easily responsive to the group ideas, the group idealism, and to the group aura (with its outbreathing and its inbreathing and its group livingness) that they can and do succumb to those difficulties which group life imposes. Today it is the central figure in the group life, the dominant personality or soul, who is the one to whom the group life and the group thought turns, with all the consequences of such turning. It is this person, upon whom the group life pivots (if I may use such a term), who is the group victim and it is he who pays the price of any group weakness. The expression of the group attitude finds its outlet in him and he is, at times, practically “killed” by the group. No group today is a perfect group. They are in the experimental stage and are largely composed of a few Aquarians, many Pisceans and a number of people who are in a transition stage between these two. The leader or leaders of the new groups are usually of as pure a type of the new age or Aquarian character as is possible or available at this time. This accounts for the failure of the group, as a rule, either to understand the leader or to cooperate with the new ideals as is desired. The leader is a pioneer in a new field of thought and of intention and, therefore, suffers the penalties of his daring and of his spirit of enterprise.

It is not my intention to deal here with group difficulties, for that is not my theme. I am considering the difficulties (amounting often to physical disease) and the problems of the individual who is sensitive to group pressures and group life – a very different thing to the usual problems of the mystics of the past. These can only be studied and investigated today by a consideration of the lives, physical condition, problems, difficulties and deaths of group leaders. I would call this definitely to your attention. The group members – little as they may like to recognize this fact – are not as yet prone to suffer much from the group life, the group emanation and the group energy for they are not yet sufficiently integrated into the group.

The problem we are considering falls into two major categories and as I seek to deal with them I realize that there is relatively little that I can say. The next century will see the problems more defined and the difficulties more clearly delineated. They are:

 

  • Those arising as a result of the directed thought of the group. On this I can say something.
  • Diseases, connected with the respiratory tract. On these I can say but little.

 

Let us, therefore, look at these problems. We shall have to study the first from the angle of the one most affected by them – the leader or focal point of the group. These same problems may also affect the three or four people who, with the group leader and in collaboration with him, direct the group policies.

Diseases and Problems evoked by Directed Group Thought

It will be obvious to you that the first and most important of these difficulties will be those arising from group criticism, either voiced or strongly felt. This criticism can be based on many things, but is usually rooted in jealousy, thwarted ambition, or pride of individual intellect. Each member of any group, particularly those in the immediate circle of the leader or leaders, is prone to sit in judgment. The responsibility is not theirs; they know not the problems as they truly exist and criticism is, therefore, easy. It should here be remembered that criticism is a virulent poison. It damages in every case eventually the one who criticizes – owing to the fact of voiced direction – it hurts still more the one who is criticized. Where there is purity of motive, true love and a large measure of detachment, the subtler bodies of the one who is under attack may remain immune but the physical effects will be definite and where there is any physical weakness or limitation there will be found the localization of the projected poison.

Unvoiced criticism is very dangerous for it is powerfully focused and strongly, though not individually directed; it issues continuously and as a steady stream, sent forth on the wings of jealousy, ambition, pride in a personal grasp of a supposed situation and a belief that the one who criticizes is in a position to understand correctly and could – given right opportunity – take right action. Where the criticism is voiced and expressed in words, it is consequently strengthened by the cooperation of those influenced by the criticism and the consequences of this group-directed thought may result in the physical undoing, and disruption of the physical body of the leader or leaders. This may be a new thought to some and should cause many in the New Age groups to arrest their thoughts and so release their leaders from the disastrous impact of their criticism.

I refer not here to hate, though that is often present, either consciously or unconsciously, but simply to the “sitting in judgment” and to the idle critical gossip which seems necessary to the average group member. It is like the very breath of death and it can not only kill the leader through accumulated poison and distress but it can also kill the group life and render abortive the efforts which could, if given cooperation and time to develop, prove constructive agencies through which the Hierarchy might work.

From every side and in every group there streams in on the group leader directed criticism, poisonous thoughts, untrue formulated ideas, idle gossip of a destructive kind, the imputation of motives, the unspoken jealousies and hates, the frustrated ambitions of group members, their resentments and their unsatisfied desires for prominence or for recognition by the leader or leaders, their desires to see the leader superseded by themselves or by someone else and many other forms of selfishness and mental pride. These produce results in the physical bodies of the leader or leaders and often in the emotional bodies. The responsibility of the group member is, therefore, great and it is one which they seldom recognize or shoulder. It is hard for them to appreciate the dire effects when one person is the target for group criticism and when the directed thought of a number of persons is focused on one or two individuals.

The more highly evolved the group leader, the greater the pain and suffering. First ray people who have naturally a “technique of isolation” suffer less than many for they know how to shut off these directed streams of force and how to deflect them and – when they are not deeply spiritual people – they can return them to their originators and thus wreak havoc in their lives. Second ray persons do not and cannot work this way. They are naturally absorbers and magnetically attract all that is in their environment which is directed towards them. That is why Christ paid the penalty of death. He was killed, not only by His enemies, but also by His so-called friends.

You might here ask. What can a leader or a group of leaders do in these unfortunately normal and usual circumstances? Nothing, but continue in the work; retreat within themselves; speak the truth with love when occasion occurs; refuse to become bitter over the pain which the group occasions and wait until the group members learn the lessons of cooperation, of silence, of loving appreciation and a wise realization and understanding of the problems with which all group leaders are faced in these difficult and individualistic days. That time will come.

Then there is the reverse of this problem and one that must be faced by many group leaders. In this reverse situation, the leader is overcome and (if I might use such a phrase)is “smothered” by the devotion of certain of the group members. Group leaders can be almost annihilated by the personality love of people. But this is not of such a poisonous nature as the difficulties above referred to, for – though it is handicapping and leads to many forms of difficulty, misunderstanding and group reaction – it is along the line of love and not of separation and hate. It produces what is esoterically called “the crippling of the one who seeks to serve and the binding of his hands and feet.”

One other difficulty I will touch upon for it is important in so far that it is a group activity, carried forward as a whole and is not the act of one individual or a small handful of individuals within the group. I refer to the way in which at this time a group drains the life of its leader or leaders. The umbilical cord (speaking symbolically) is seldom cut between the leader and the group. That was the major mistake of the groups in the Piscean age. Always they remained attached to the leader or – when aroused to hate or dislike – they violently disrupted the tie and severed the relationship, causing much distress and unnecessary suffering to the group as well as to the leader. In the New Age the cord will be cut early in the life of the group but the leader or group of leaders will remain for a long time (as does the mother of a child) the guiding inspiration, the loving protecting force and the source of instruction and of teaching. When this is the case, the group can proceed upon its way and live its life as a self-directing agent even when the leader passes over to the other side or there is a change in leadership for some good reason or other.

According to the general flow of group life and activity so will be the effect – emotional and physical – upon any sensitive group member; the more frequent the physical contact between the group members the more definite will be the group problems and difficulties, however. Groups in the New Age will be held together by a subjective link and not so much by the emotional reaction induced by outer contact. I would ask you to ponder carefully upon this last paragraph for it holds the clue to the successful working of the new groups. It is from group life and group atmosphere that much infection arises, leading to difficulties of a physical nature. Disease is largely of group origin and the mystics and sensitive of the world most easily succumb. In these early stages of true group work, the difficulties which arise from group contacts are frequently of a purely physiological nature and are not so deep seated as those with which we have earlier been dealing. This is a point to be remembered. Physical trouble and disease is not of so serious a nature as psychological.

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Excerpted from:

Esoteric Psychology II – Chapter II – The Ray of Personality – Problems of Disciples and Mystics

Alice Bailey & Djwhal Khul