Document No. 3

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PURPOSE

EDUCATION

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“Education is undergoing an important transformation. From a relatively external process of communicating facts, it becomes more and more a process of awakening deeper creative possibilities inherent in the individual.

H.A. Overstreet

PURPOSE OF EDUCATION

One of the many factors that brought humanity to its current point of development was the growth and improvement of methods and systems of education. At first, they were in the hands of organized religions, but now they are almost completely out of the control of religious organizations and are under the jurisdiction of the state. In the past, education was largely colored by theology, and its methods were dictated by clerics and priests. Now a huge body of teachers is being prepared by the state; any religious bias is ignored due to the presence of many different religious organizations, so the direction of training has become almost exclusively materialistic scientific. In the past, both in the East and in the West, education was given to the most advanced members of human society. Today, education is massive. In order to understand what awaits people in the future and how to improve (in our opinion) education, these two facts should be borne in mind, since through the synthesis of these two methods - individual and mass education, religious and scientific - a way out of the situation will be found.

Like everything else in this period of transition, our educational systems are unstable and 22] changing. There is a widespread feeling that much has been done to raise the level of development of the human mind, alongside profound disappointment with the results. We ask whether our educational systems are achieving all that is possible. We value the enormous progress made over the past two centuries, yet ask whether we are ultimately getting as much out of life as people could with an adequate educational system. We are satisfied with advances in knowledge, the accumulation of information and control over the forces of nature, yet hold university debates about whether we possess a true culture. We teach our children to memorise vast numbers of facts and absorb an enormous variety of details, yet sometimes wonder whether we are thereby teaching them to live more intelligently. We spend millions of dollars on building and equipping universities and colleges, yet our most far-sighted educators are deeply concerned about whether this educational system truly meets the needs of ordinary citizens. It plainly fails in the case of an exceptional child or gifted men and women. Our method of preparing young people undoubtedly requires rigorous scrutiny. Only the future can tell whether a way out of the present situation will be found that allows the individual’s cultural development to proceed alongside the cultivation of civilised behaviour among the masses through education.

In the age of scientific achievements and synthesis of thought in all spheres of human knowledge

One of our teachers, Dr. Rufus M. Jones writes:

“None of these things make people better. There is no sign of equality between bank accounts and cordial kindness. Knowledge is in no way the same as wisdom or nobility of spirit. Never before has there been such a huge army of educators engaged in the education of the country’s youth; never in the history of the world has there been such a generous expenditure on education, both primary and higher. However, the overall effect is disappointing, and the goal is not achieved. Our

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educational institutions produce a certain number of good scientists, while giving many people a body of scientific facts. Nevertheless, there is a regrettable

failure in the primary objective of education, which is, or should be

to be, the formation of character, the culture of the spirit and the unfolding of the soul.”1

Up until the 18 century, both Asia and Europe taught and educated only the individual. Intensive training was given to the so-called upper classes, as well as to people who showed a pronounced tendency to spiritual culture. Within the Brahminic system of the East and in the monasteries of the West, specialized culture was given to those who could use it, giving rise to a few individuals whose contribution to human thinking continues to this day. Our modern Western world has replaced this system with a mass one. For the first time, people began to learn by the thousands to use their minds; they begin to assert their 24 individuality and formulate their own ideas. Freedom of human thought, liberation from the control of theologies (both religious and scientific) is the battle cry of the present time, and many of humanity's achievements have been made possible by this fact. The masses begin to think independently. However, this is largely mass thinking, and in our time spontaneous public opinion to the same extent forms the thought in which it was previously formed by theology. The pioneer still has the same difficulties in manifesting himself in the modern world of thought and activity as in former times.

Perhaps, with the circulation of the great wheel of life, we will again return to the ancient method of specialized training of individual gifted individuals, which will not entail the rejection of mass education. In this way we will eventually combine the ancient Eastern methods with the modern methods of the West.

Before considering these two methods, let us attempt to define education, to express its tasks for ourselves, and thus to find out our own ideas about the goals of all our efforts.

This is not an easy task. Education - in terms of its least interesting aspect - can be briefly defined as the transfer of knowledge to a student, usually opposed to it, who receives a certain amount of information that is completely uninteresting to him. A note of dryness and infertility sounds; we feel that such a transfer deals primarily with memory training, with the communication of so-called facts, as well as with the transfer of compressed information to the student 25And there are a lot of unrelated topics. At the same time, the literal meaning of the English word “education” (education) is “to deduce”, “to reveal”, which is extremely instructive. The idea behind this idea is that we must identify the innate instincts and abilities of the child in order to bring him from one state of consciousness to another, wider one. Thus, for example, we bring children who are simply aware that they are living into a state of self-awareness; they become aware of themselves and their group connections; we teach them to develop their abilities, especially in the field of vocational training, so that they can become economically independent members of society, able to provide for themselves. We use their instinct for self-preservation to lead them on the path of knowledge. We can say that we begin by using their instinctive apparatus to lead them on the path of intelligence. This seems to be the correct statement, but I want to ask whether, by bringing them to this point, we are really doing a useful job and teaching them the true meaning of mental activity in the sense that their intuition is revealed in this way? We teach them to use their instincts and intelligence as part of the apparatus of self-preservation in the external world of human activity, however, the use of pure reason and,

Jones, Rufus M., The need for a spiritual component of education. World Unity Magazine, October 1928.

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Therefore, the attainment of mind control by intuition in the work of self-preservation and the achievement of the expansion of consciousness into the subjective worlds of reality remains the privilege of a few pioneers. 26If the definition of intuition is correct, prof. H. By Wildon Carr, our methods of education are not directed at its development. He defines intuition as “the mind’s perception of reality directly as it is, not in the form of sensation or reflection, not as an idea or subject of reflection, since all this, unlike intuition, is intellectual perception.”.2

We regard the science of the mind, or the modification of the principle of thought (as the Hindus call it), as strictly human, linking man's instinctive reactions with those qualities which he shares with animals. But is it possible that the science of intuition, a clear synthetic vision, will occupy the same position with regard to intelligence, which it in turn occupies with respect to instinct?

Dr. Dibbley of Oxford gives the following interesting comments on instinct and intuition, which are quite appropriate here because of the statement made in this book about the need to recognize such methods of education that would lead to the development of the ability of higher awareness. He writes:

It can be said that both instinct and intuition are outside our conscious part, appearing equally unexpectedly in the light of everyday consciousness. Instinct impulses and intuition prompts are invisibly generated for us. They always appear almost completely complete and come to consciousness unexpectedly.”3

27] Elsewhere he adds that intuition is on the opposite side of the mind. Thus, we have an interesting trinity: instinct - intelligence - intuition, in which instinct is, so to speak, below the threshold of consciousness, intelligence occupies a dominant place in the consciousness of the human being, while intuition is beyond both and only at times manifests itself in sudden insights and realizations of truth, being the gift that our greatest thinkers are endowed with.

Of course, the process of education should contain more than just a method of equipping a person with the ability to operate with the facts of external life and navigate in his external environment. Humanity must be brought into a deeper and broader existence and into a more encompassing awareness. It must be equipped with the ability not to get lost in any situation and cope with them, while achieving the best and highest results. It is necessary to identify human abilities in their fullest constructive expression. There should be no standard, normalized limits to achievement that lead to complacency and self-satisfaction, and therefore to a static state. It is necessary to lead people from the lower to the higher states of consciousness and continuously expand their ability to know. Expansion and growth are the law of life, and while the masses must be raised through an education system that can do the greatest good to as many people as possible, the individual must be presented with his full heritage and a special culture that nurtures and strengthens the most sophisticated and the best among us, as their achievements are the best 28] the prospect of a new century. The least developed and underdeveloped also need to be provided with special training to enable them to reach their maximum level, which educators must determine. But it is more important that none of those who have special

Carr, H. Wildon, Philosophy of Change, p. 21. Dibbley, George Binney, Instinct and Intuition," p. 128.

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abilities and talents, not held back by the frozen framework of the mass level of educated classes.

It is here that the problem of defining the essence of education becomes obvious and

This raises the question of its true goals and objectives. Aware of this, Dr. Randall writes:

“I would like to suggest to determine the essence of education to meditate on this topic. Let everyone ask himself what he means by “education”; if he thinks deeply about this question, he will find that to answer it it is necessary to explore the meaning of life itself to the very depths. Serious reflection on the meaning of education puts us face to face with the fundamental questions of life more than ever before. Is the purpose of education knowledge? Sure, but knowledge for what? Is it his goal to gain power? Sure, but power for what? Maybe it’s about social adaptation? Our age is ready to answer yes, but what kind of adaptation should be, and what ideals should it be determined by? Education is aimed not only at knowledge and abilities of any kind, but at properly used knowledge and abilities, which is clearly realized by the most advanced pedagogical thought, but not by current public opinion.

Thus the great task of the new education is to educate and develop the individual for social purposes, that is, for the widest possible service to man.

We usually classify education as primary, secondary and higher. In these three categories, I would 29He added the fourth and highest. Higher education is religion, but it is also education.4

It is interesting to note that the same ideas at the All-Asian Conference on Education

expressed by Bhagavan Das:

“The rules of religion, that is, of greater science, enable us...to perform our duties and duties in a broader sense. Religion is defined as the command or revelation of God. In other words, it means only the laws of the Nature of God, revealed to us by the intellectual, intuitive and inspired work of visionaries and scientists of all religions and peoples. We’ve heard about three religions. Fourth, true religion is more important than all the others. It is her that should be revealed and get to her essence in the first place. All sincere educators should assist in this work, using the scientific method of establishing agreement between different approaches.”5

There seems to be a sense, both in the East and in the West, that in the final analysis a system of education which does not lead man out of the world of human activity into a wider consciousness is incapable of fulfilling its mission and does not correspond to the growing needs of the human soul. Learning that is silent about intelligence and ignores the ability to intuitively perceive the truth, witnessed by the best minds, very little. If it does not open the minds of the students, leaving them static, it deprives them of equipment capable of coming into contact with those invisible and subtle “four fifths of life”, which, as Dr. Wigham tells us, are completely beyond the bounds of life 30] the field of scientific training of the mind.6 Doors should remain open to those who are able to go beyond the academic method of training the mind relating to life on the physical plane.

Randall, John Herman, Education and Religion, World Unity magazine, October 1928 Das, Bhagavan, The Unity of Asian Thought, i.e. of all Religions, p. 12. Wigham, Albert Edward, The New Ten Commandments of Science.

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The future success of the race is connected with the achievements of those individuals who are able to achieve more, because their achievements are more spiritual. These members of the human family should be sought out and encouraged to progress and enter the realm of the immaterial. It is necessary to educate, educate and give them an education that will help to reveal the higher and the best in them. Such education requires an adequate understanding of their individual growth and status, as well as a proper understanding of what the next step should be in each case. It requires insight, goodwill and understanding on the part of the teacher.

Educators are becoming increasingly aware of the need to raise the level of advanced educational processes and, thereby, to transfer those who are in the sphere of influence of these processes from the purely analytical, critical mind to the sphere of pure reason and intuitive perception. Bertrand Russell points out that “education should not be oriented toward passive awareness of dead facts, but rather to activity directed to a world to be built by our own efforts.” However, we must remember that creation involves the presence of an actively functioning creator, acting consciously and using the creative imagination. Is it possible to say that our modern education system gives such fruits? Is the mind not being standardized and kept low by our mass education system 31] by overflowing memory with poorly digestible facts? If Hurbart is right when he says that “the main task of education is the ethical disclosure of the mysteries of the universe,” then perhaps Dr. Moran is also right when he points out that “one of the hidden reasons — and perhaps most importantly — for the predominance of materialism in our century is the absence of a spiritual element in our formal education.”.

Some of us feel that there is an even greater challenge than ethical disclosure, and that perhaps humanity is the guardian of that enlightenment and that glory that will be realized in its entirety only when the masses reach the level of development that has characterized global personalities in the past. Is it not consistent with the direction of evolutionary development that the true purpose of education is to bring humanity from the fourth kingdom of nature to the spiritual realm in which the pioneers, whom we call the Mystics, and those Persons of our race who determine the standard of living, live and move? Thus humanity will be raised from the objective material world to the spiritual realm of more true values, where contact is made with the greater self, the revelation of which is the sole purpose of the individual self. Kaiserling points to this fact as follows:

We are aware of the limits of the human mind; we understand the meaning of our aspirations; we are the masters of nature. We can see the inner and outer worlds at the same time. Since we can scientifically determine what our true intentions are, we no longer need to become victims of 32] self-deception. From now on, this opportunity should become a conscious motivation for life. So far, she has not played this role. However, this is crucial, because the center of consciousness determines the starting point of a person. It is always really there, where man shifts his inner attention, and accordingly the whole Being of man is rebuilt. ... Therefore, for a life based on recognition, an education aimed at the synthesis of understanding and action is necessary. ”

“All education in the East is directed towards a Sense-understanding, which...is the only demonstrated way leading to a level rise.

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The Inner Being... The essence is not information, but understanding, which can only be achieved by your own creative work. Feeling-understanding always means giving meaning to the perceived; the aspect of Meaning is revealed when moving from within to without. Therefore, knowledge (in the sense of information) and understanding actually relate to each other in the same way as nature and Spirit. Information comes from outside; understanding is a creative process that takes place in the opposite direction. In these circumstances, there is no direct path leading from one goal to another. You can know everything without understanding anything at the same time. This is the path that our information-driven education has taken for most of humanity.”7

The purpose of this book is to describe a method by which one can develop the ability to function in an expanded consciousness so that one can reorganize one's Being towards a more encompassing problem. The book is devoted to the technique by which every human unit capable of striving for this greater goal can undergo special training and engage in self-education. 33] If this desire can take a clear rational form in consciousness and be realized as a perfectly legitimate and successfully achievable goal, a person will readily grasp it. If society can provide the means and opportunities for such progress, many will gladly follow this path. The proposed method is an individual technique that will allow a student who has already taken advantage of conventional academic education and has a certain life experience to expand consciousness until he gradually goes beyond his current limitations and reorients his mind to a wider awareness. He will then discover the soul as a great Reality, thereby attaining the ability to receive a direct experience of the spiritual world.

Everett Dean Martin defines education as “a spiritual reassessment of human life. The task of education is to reorient the individual, to enable him to gain a richer and deeper vision of his own experience, to place the individual above his system of beliefs and ideals, and not within it.”8 This definition inevitably leads to controversy, as each of us lives in his own unique environment; each of us has his own special problems and qualities based on heredity, physical conditions, and many other factors. The resulting standard of values will have to change for every individual, every generation, every country and race. That education is meant to prepare us for "full life" (as Herbert Spencer puts it), 34] may be the correct statement, but the range of possibilities of each person is unique. The highest and lowest points of possible achievement vary infinitely for different people; moreover, a person who has baggage adequate for functioning in any particular environment may find himself ridiculously unfit for another. Therefore, in order for this definition to be useful, it is necessary to develop a certain standard of “full life”. To do this, we must establish what exactly is the pure type of the average perfect person and what is the totality of his contacts. It is not possible to provide an exhaustive list of the capabilities of the human response apparatus, as well as the environment in which it may come into contact. What are the limits within which a person can function? If there are different states of awareness, covering the entire range from the consciousness of the savage to the consciousness of our intelligentsia and further to the level of the consciousness of geniuses

Kaiserling, Herman, Creative attainment, pp. 257, 216, 217. Martin, Everett Dean, The Meaning of Liberal Education, p. viii, Preface.

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and leaders in all areas of human manifestation, what is the difference between all these people? Why are their perceptions so different? Some may say that it is a difference in racial development; others will say that the cause is stability or instability in the functioning of the glands; in the possession of adequate educational opportunities or in the absence of such; other groups of thinkers will decide that the cause is in the difference of environment and heredity.

At the same time, from the cheharda of opinions emerges the fact of the existence of a wide range of human states of awareness, as well as the realization that humanity itself has achieved such miracles of comprehension and understanding, purity of expression and perfect influence on a global scale, which are demonstrated to us 35Christ, Buddha, Plato and many others, whose thoughts and words have left a mark on the minds of people for thousands of years. What made them what they have become? Are they the miraculous exceptions that emerged from the heart of Infinity, and therefore cannot be equal to themselves? Maybe they are the product of an evolutionary process and therefore gained power through extensive experience and disclosure? Or are they the color of the human race, combining the appropriate spiritual baggage as well as training, with a special culture that has allowed them to penetrate into the spiritual world, as yet inaccessible to the majority, and function in a dimension of which even our most advanced thinkers are unaware? Could it not be that our modern educational systems have brought humanity as a whole to a state where many thousands are already ready for this special spiritual culture, and therefore we are facing a crisis in the field of education, a crisis based on its successes and which, developing in the same direction, will become more of a disaster than a help, for man is already ready for something new? Some of us believe that it is time for educators to begin preparing man for a new, divine experience and for that wondrous experiment that will enable them to fully know themselves, which has hitherto been the exclusive prerogative of mystics and knowing races. These knowers testified to a wider world than that discovered by the mechanism of our nervous system and investigated by physicists, chemists, biologists and anthropologists. They spoke very clearly 36] about the sphere of contacts and such awareness when ordinary sense organs are useless. They claim to have lived and moved in the subtler worlds; the tenacity they have shown in the mystical quest for reality and the identity of their testimonies over the centuries lead them to believe that this invisible realm of being and the apparatus of response with which it can be contacted exist. The number of these “misguided” mystics and intuitive thinkers reaches tens of thousands, and these are the best minds of mankind. They tell us in the words of Walt Whitman: “I and I are not persuaded by words, we are convinced by our presence.”.9

Education has also been described as “an adventure-filled search for meaning in life, requiring the development of the ability to comprehend what is perceived.” I don’t know who said it, but these words seem to me to be an excellent description of the path of mysticism and the technique of meditation by which the mystic becomes a conscious knower. Whatever the explanation, the fact remains that man has been asking questions for centuries, and the search has taken him away from the external phenomena of the world in which he lived, into much more intimate depths. Dr. Overstreet draws our attention to this fact in words that carry a truly mystical message. He says:

“We are for the most part creatures who see ‘things.’ 37] We see what we see, and we usually do not see beyond what we see. To perceive the world simply as the world of things is, of course, to miss something.

Whitman, Walt, Leaves of Grass.

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substantial. Of course, the perception of things is not bad in itself. It gives us the opportunity to move in our world and successfully manipulate life factors. However, it is possible to have a different “feeling” of the world if one can develop a different skill of the mind. In short, it is the ability to see the invisible in visible reality, the ability to penetrate surfaces and see through things to the root cause of their existence.10

It seems that at present people are already able to penetrate the surface and transfer the search from the sphere of nature of the external form to the sphere of its cause. Perhaps we often tend to confuse the religious spirit with mystical search. Any clear reflection on life and the great laws of nature, carried out with perseverance and perseverance, inevitably leads to the mystical world, and the advanced scientists of our time are beginning to realize this. Religion begins by accepting the hypothesis of the invisible and the mystical; science arrives at the same idea, acting in the direction from the visible to the invisible and from the objective to the subjective. As has already been said, in exploring and moving inward from form to form, the mystic inevitably comes to the glory of the revealed self. It seems certain that all paths lead to God, if we consider God as the ultimate goal and symbol of human search for Reality. Belief in the higher dimension and in the other world of Being is no longer a sign of superstition. Even the word “supernatural” has become highly respected, and it is possible that someday our 38] educational systems will consider the preparation of the individual to overcome his natural limitations as an absolutely necessary component of education. It is interesting to note that Dr. Lloyd Morgan said of the word "supernatural" (in the Gifford Lectures 1923):

“I admit that there is some reasonable sense in saying that in the degrees of progress regarded as the revelation of the ascending hierarchy of the Divine Purpose, each higher degree is supernatural in relation to the previous one. In this sense, life is supernatural in relation to inorganic thinking supernatural in relation to primitive perception without reflection; a religious position that recognizes the Divine Purpose is supernatural in relation to the ethics of social relations. Those who believe that they have reached the highest stage of these relations consider the religious position to be the highest example of the supernatural. Such an approach is the hallmark of the spiritual person.”11

Reflective

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Knowledge

peace;

He also adds — very elegantly and appropriately in the context of our topic — that “we should focus on the new position, as it is, in my opinion, now emerging. We can therefore speak of a new “vision,” of a new “heart” capable of a higher and richer form of joy.12

In his remarkable book, Human Nature and Its Transformation, Dr. Hawking points out that education has two functions. First of all, it should communicate the typical, and then provide the opportunity to grow beyond the typical. The purpose of education is to make man truly human; it must complete and perfect his nature, and thereby 39] make possible the unfolding of the deeper faculties to which mankind aspires. The awakening of the will to knowledge and then the will-to-be must follow the natural process of development. It is in this context that the meditation technique will be recognized.

Overstreet, H. A., Eternal Search, pp. 114. Morgan, S. Lloyd, Life, Mind and Spirit, p. X, foreword. Ibid.

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Part of the New Age of Higher Education. It will be established that this is a means of further development of the already formed man, who has been led into the new kingdom of nature. Meditation is primarily a self-initiated process of education, mobilizing all the abilities of the will, based on the available equipment, but ultimately developing a new type of equipment - the equipment of the soul, which has its own internal apparatus and, in turn, carries the grain of even greater disclosure.

From a process that is directed from the outside, education will develop into something that unfolds from the inside and becomes the imposed mental discipline that we refer to with such very misunderstood terms as concentration, meditation and contemplation. From the process of training memory and developing the skills of skillful handling of the apparatus of response that brings us into contact with the outside world, education will become a system for establishing control over the mind, which ultimately will help achieve internal awareness of the new state of being. In turn, over time, this awareness allows for the development of a rapid response and response to the world invisible and intangible, as well as new instinctive recognition, rooted in a finer apparatus of response. The qualities of the soul are superimposed on 40] human qualities, just as human qualities were superimposed on animal qualities. Just as human qualities are the result of mass education and instinct, and have been enormously revealed by modern systems of education, so the qualities of the soul are the product of a new method of mental training dictated to the individual by his soul, necessitated by the urgent need to seek the best and initiated by the act of the individual's will. The soul is always latent in the human form, but it is encouraged to be active through the practice of meditation.

These two methods of forming a human being, the first by raising it to a mass standard, and the second by creating conditions for the emergence of new qualities, qualities of the soul, form the main difference between the Western and Eastern methods of education.

The contrast between these paths is instructive. In the East there is a carefully designed culture of individual development, leaving the masses with almost no education. Mass education prevails in the West, but the individual as a whole is left without any specific education. Each of these great and very different systems has created its own civilization, expressing both its own special spirit and specificity, as well as obvious shortcomings. The premises on which these systems are based are quite different, and it would be very useful to consider them, for their understanding and eventual fusion may point the way for a new race in the New Age.

The first is that in the Eastern system it is believed that within each human form there is an entity or being called the “I” or “soul.” 41] The second is that the “I” uses the form of the human being as an instrument or means of expression, and through the totality of mental and emotional states it will eventually manifest itself, using the physical body as its functional mechanism on the physical plane. Finally, the control of expression is exercised in accordance with the Law of Reincarnation. In the course of the evolutionary process (throughout many lives in the physical body), the Self gradually builds a suitable instrument of its own expression and learns to master it. Thus, the “I”, or soul, becomes truly self-conscious and creative in the highest sense of the word, as well as active in its own environment, perfectly expressing its true nature. In the end, the ego achieves complete liberation from form, from the chains of the nature of desire and the domination of the intellect. This is the final release and

Means

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The subsequent transfer of the center of consciousness from the human realm to the spiritual realm is nurtured and stimulated by specialized training called meditation, which is superimposed on the all-rounded mind.

The consequences of this intensive individual education are highly impressive. It was the Eastern method that gave birth to the founders of all world religions, all of them of Asian origin. He led to the emergence of inspired Holy Scriptures of the world, which formed the mentality of man, and to the appearance of the Holy Scriptures 42] World Saviors: Buddhas, Zarathustra, Sri Krishna, Christ and others. Thus, as a result of the application of its special technique, the East manifested itself through the great Individuals, who issued a note for their particular age, taking into account the need for teaching on the disclosure of the Idea of God in the minds of people and thereby leading humanity along the path of spiritual attainment. Exoteric consequence of their lives were great organized religions.

In Asia, however, the training of highly developed individuals was accompanied by a disregard for the human masses. Hence, from the standpoint of race development, this system leaves much to be desired. Its shortcomings include the development of trends towards impractical visionaryism. The mystic is often unable to cope with the circumstances surrounding him, and when the emphasis is solely on the subjective side of life, there is a neglect of the physical well-being of the individual and the race. The masses are left to contend with circumstances in the mire of ignorance, disease and filth; hence the appalling conditions of life which are everywhere observed in the East, along with the highest spiritual achievements of the chosen minority.

In the West, the accent is diametrically opposite. The subjective aspect is ignored because it is considered hypothetical. Our culture is based on the following premises: first, there is an entity called man, who has a mind, a set of emotions and a response apparatus, through which 43] he comes into contact with his environment. Secondly, the peculiarities of his character are formed in accordance with the type of his response apparatus, as well as the nature of the circumstances surrounding him. The purpose of the education process, applied on a large scale and on a mass scale, is to make a person physically strong and mentally receptive, to provide him with a trained memory, controlled reactions and character that will allow him to be socially useful and contribute to economic life. A person’s mind is regarded as a repository of the facts reported to him, and the upbringing offered to each child should make him a worthy, self-sufficient and useful member of society. The product of this approach is something diametrically opposite to the man of the East. We don’t have the culture that generates global personalities like Asia does, but we have created a mass education system and a group of thinking people. The consequence of this is our universities, colleges, and private and public schools. They imprint on tens of thousands of people, standardizing and training them in such a way that a human product is produced that has a certain uniform knowledge, a certain stereotyped stock of facts and superficial information. As a result, we do not have the same depressing ignorance as in the East; on the contrary, we have a very high level of general knowledge. It has given rise to what we call civilization, with its vast number of books and diverse sciences, and has also led to the scientific study of man and (on the crest of the wave of human evolution) to the emergence of great Groups as opposed to great Individuals. 44] These differences can be represented as follows:

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EAST

Groups Books Knowledge Objective Civilization Mechanical Development Standardization Mass Education Science Memory Development Research

The individuals of ST. Writings Wisdom Subjective Culture Mystic Development Uniqueness Specialized Teaching Religion Meditation Meditation Meditation

Nevertheless, the source is fundamentally one: the education system. Both systems are essentially right, but each needs to be complemented by the other. Education of the masses in the East will resolve pressing problems on the physical plane. A comprehensive system of universal education reaching the illiterate masses of Asia is an urgent necessity. Educating the individual in the West and imparting the necessary knowledge and techniques of Soul Culture that have come to us from the East will uplift and save our rapidly crumbling civilisation. The East needs knowledge and the provision of information. The West needs wisdom and the techniques of meditation.

Such a scientifically based cultural system applied to our highly educated person will create 45] a body of people who, like a bridge, will unite the achievements of both hemispheres and connect the areas of objective and subjective. They will be the pioneers of a new age in which people, being practical in their deeds and firmly standing on the ground, will at the same time become mystics and seers, living also in the world of the spirit and carrying inspiration and enlightenment into everyday life.

To create these conditions and to form a great group of practical mystics who will ultimately save the world, two things are needed: a trained mind with broad general knowledge as a basis (which our Western system can provide), and a spiritual awareness of the inner divinity, the soul, which is achieved through the Eastern system of scientifically grounded meditation. The greatest problem of the West is the inability to recognize the Soul and use the possibilities of intuition, which in turn leads to enlightenment. The late Professor Luzzati, the Prime Minister of Italy, said in the preface to his highly valuable scientific work, God and Freedom: “It is widely observed that the growth of man’s power over himself does not keep pace with the growth of his power over nature.”13 It is extremely important for the West to improve its education system so that we can achieve power over ourselves.

Luzzati, Luigi, God and Freedom.

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Is it possible to prove the existence of the soul?

From the point of view of academic science, the existence of the soul was successfully refuted. For centuries, research has been conducted on 90 to scientifically determine the location of the soul in the human body. This is what interested and excited the scientific mind, so different from its more mystical counterpart.

Any research, especially those conducted recently by modern materialistic schools for the purpose of better understanding the mechanics of the human body, ended with the assertion that the soul is a prejudice, a defense mechanism, and that for conscious thinking with all the higher manifestations of the human mind (and, of course, the lower expressions of personality, individuality and conscious integration) the current human equipment - the brain with the nervous and endocrine systems - is sufficient. Equipping is considered to be the result of a long process of evolutionary selection. Divinely, in their opinion, the miracle of the machine itself because of its perfection and capabilities. From the simplest microbe under the pressure of the laws of nature, constantly adapting to the requirements of the environment and being subjected to the strictest selection, man has developed. Now he has a mechanism that is able to respond to the natural world, and feelings, and thought. What is called the soul is often thought of as the result of this selective process and the totality of the body’s cells and organs’ ability to respond and differentiate along with the principle of life. Everything we are convinced is contained in the parent seed, and the phenomenon of human consciousness can be explained by the surrounding conditions, heredity and education. Man is a machine and part of an even larger machine that we call nature, and both man and nature are subject to immutable laws. There is no free will except within fixed boundaries, defined by equipment and circumstances. 91] Immortality also cannot be, because when a machine collapses and disintegrates, nothing remains but the separated cells and atoms of which it consisted. As soon as the principle of coherence or integration ceases to operate, what it has created - a coherent body - also ceases to function. Consciousness and the ability to choose, awareness and attachments, thoughts and temperament, life and love, character and abilities - all this disappears, leaving nothing but the atoms that made up the body. But they, in turn, dissipate and disappear, and everything finally returns to the common reservoir of atoms and forces.

And from the countless millions of human beings who lived and loved, suffered and rejoiced on our planet, what is left of them today that would reliably testify to their existence in the past, let alone their continued existence in the present? A handful of bones, a few structures and traces of their historical influence; next we see what they left behind in literature, architecture, painting and in the forms in which they embodied their thoughts and aspirations, their ideals and dreams. Today’s humanity has all kinds of levels of development, and its mechanisms are also very different, both adequate and inadequate. We see that all of them, without exception, break under the weight of tests, are limited by diseases or carry the germs of diseases. No one has perfect equipment, and the seeds of ailments are hidden in every person. No man has a perfect mechanism, and every mechanism will inevitably fail in one or another of its organs, due to the underdevelopment or overdevelopment of the endocrine system, hidden by hereditary disease and racial weakness. Each mechanism once denies any part of it and is unable to meet the needs (physical, emotional or mental) of the day and hour. What does that say? of the aggregate

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Cellular life; about the group, 92] component of the environment of a particular form; about life, impersonal and abstract in nature and filling everything; about the indefinite group spirit, which expresses itself through the fourth kingdom of nature; about the temporary and impermanent self; or about the immortal entity living in the body?

These are some of the questions that arise today. In the end, the belief in the soul can be explained by the temperament of man, his centuries-old aspirations and desires, when in the struggle, suffering and attempts to alleviate the hardships of life, he thought about some happy immortal essence, which was ever destined to be freed at last from all the difficulties of physical existence. The soul can also be attributed to beautiful visions or hallucinations, since all that could somehow speak in favor of its existence is the testimony of mystics who for many centuries told about touch and experience, which can be explained by dreams, dizziness or flight from reality, but which have no reliable basis. This is what the materialists and supporters of proven scientific facts say. Faith, oral evidence, hope, surprising and inexplicable mental phenomena, the opinions of a huge number of laymen and the findings of people prone to visions (possibly suffering from psychopathy) are not enough to prove the existence of the soul. All this proves only the ability of a person to imagine, to build images and pictures, to run away from himself and the disgusting present into a world of dreams about a possible and hotly desired future, where there will be no hopelessness, where it is possible to achieve the fullness of expression and where everyone will enter into the possession of a grandiose inheritance, which he himself created from unrealized hopes and vague inexpressible impulses of deep-seated life. Faith in God, Heaven, and an immortal future grew out of awe and ignorance of the horrors of infantile humanity. In all the phenomena of nature (incomprehensible and terrifying), people then saw 93] the actions of one giant man, who was a projection of their own consciousness and whom by his behavior man could appease or anger. The impression that man made on this deity determined his fate, good or evil, depending on God’s reactions to his actions. This is how the concepts of heaven and hell arose in the system of current religious beliefs. Hence automatically arose the idea of an eternal entity called the soul, which, according to the will of God, can either be blessed in paradise or suffer in hell depending on the actions performed by it during its stay in the human form. As the sensitivity of human forms grows; as they are refined by the law of selection and adaptability; as group life is consolidated and group integration is strengthened; and as the legacy and influence of history, tradition and the arts grow, so too have the notions of God expanded along with the notions of the soul and the world, while enriching and deepening man's notions of reality. And today we are facing the problem of the heritage in the field of thought, which testifies to the world of concepts, ideas and intuitive insights relating to the intangible and intangible, as well as to centuries-old faith in the soul and its immortality, which has no reliable confirmation. At the same time, through science, we have convinced ourselves that all that we are really and truly allowed to know is the world of material phenomena with its forms, its mechanisms, its test tubes and laboratories, and human bodies, diverse and “wonderfully arranged”. These bodies somehow miraculously create thoughts, dreams and imaginary images, which in turn find and find their expression in past, present and future projects, in literature, the arts and science itself or in the simple everyday life of the most ordinary person who loves, works, plays, raises children, eats, earns money and sleeps.

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94] What then? Does a person disappear into nothingness, or does a part of him (which no one has yet seen) continue to live somewhere? Is this aspect preserved after the death of the body only to disappear in its turn, or is there still some immortal principle, a subtle immaterial essence, whose life flows either in the body or outside it, the same immortal unchanging Being, the belief in whom has supported countless millions in all ages? Perhaps the soul is only a figment of imagination, whose existence has been successfully refuted by science? Is consciousness a function of the brain and nervous system, or should we accept the idea of a conscious inhabitant of form? And the ability to know and respond to your environment - is it determined by the bodily nature or is there some entity that observes and acts? Is it different from the body and able to separate itself from it, or is it the result of the type and activity of the body; in other words, does it remain after the disappearance of the body or disappears with it? Or perhaps there is nothing but matter or energies that are in constant motion and produce such a phenomenon as man, who in turn reacts to the energies flowing through him blindly and unconsciously, and gives them an expression - not having an individual existence? Or are all these theories partly true, and can we really understand the nature and essence of man only by synthesizing them all and accepting their common premises? Can it not be that mechanically thinking men and scientific researchers are right in their conclusions about the mechanism and nature of form, and that spiritual thinkers are right in their assertions about the existence of an immortal entity? So far, there seems to be something else missing that would help reconcile both positions. Can we not discover something that would connect the intangible world of true existence with the (so-called) tangible world of life in form?

When mankind is convinced of the divinity and immortality of the soul and learns its nature 95] and the kingdom in which it operates, its attitude to everyday life and current affairs will undergo such a transformation that we will truly see a new heaven and a new earth. As soon as the central essence within each human form is revealed and known, and there is no doubt about its divine immortality, we will see quite naturally how the divine law will begin to rule on earth - a law that will come into force without any friction or indignation. Such a beneficial result will result from the fact that the thinkers of the race will unite the universal consciousness of the soul, and the inevitable group consciousness will allow us to see the purpose for which this law is established.

Let's make it easier. In the New Testament we are told to have the same mind as in Christ. We seek to strengthen Christ’s rule on earth and seek to develop Christ’s consciousness and establish the authority or law of Christ, which is Love. All these things will come to pass in the Age of Aquarius, and brotherhood will be established on earth. The power of Christ is the rule of the basic spiritual laws. The expression "mind of Christ" implies the power of intellectual divine love, which strengthens the power of the soul in all forms and affirms the reign of the Spirit. It is not easy to express the essence of the coming revelation. To do this, all people must realize that the “mental substance,” as the Hindus call it, to which man’s own mind is related and of which his mental body is a part, is also a part of Christ’s mind, the cosmic Christ, whose authorized representative on our planet is the historical Christ. When people have a controlled and enlightened mind through meditation and group service, they will 96] will be initiated into the consciousness of true existence and will receive knowledge that will leave no doubt about the existence of the soul.

We are on the threshold of the revelation of the Mystery of the Ages, and thanks to the revelation of the soul, the mystery that it holds will be revealed. In all the scriptures of the world,

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There is a prophecy that by the end of the age we will be given a revelation of what was secret, and that what has hitherto been hidden and concealed will come out into the light of day. Our present cycle is the end of an age, and in the next two hundred years death, as we now understand this great transition, will disappear, and the existence of the soul will become an indisputable fact. The soul will be recognized as the essence, driving factor and spiritual center of any manifested form. Some great beliefs will be confirmed in the coming decades. Two thousand years ago, Christ’s main mission was to demonstrate the divine powers and abilities inherent in every human being. His words that we are all sons of God and have one common Father will no longer be considered a beautiful, mystical and symbolic statement in the future, but a scientific position. Ours will be demonstrated and will become facts of nature for us. He says that it is not peace that He has come to bring, but a sword, and esoterically He is the “Space Divider.” Why not? Because in establishing unity, He separates body and soul, although body and soul are two parts of a single whole, and this must not be forgotten. When the soul is established as an immutable fact and the body as its expression, then perfect integrity is attained.

Principled

Universal

immortality

Fraternity

and

How will this revelation be received? Here we enter the realm of foresight and prediction, which many 97] disapprove on the grounds that what matters is only what nourishes the spiritual life of the soul. In their opinion, promises of help and revelation in the future, encouragement of the striving for joyful reasoning and idle waiting carry the seeds of danger, inertia and empty dreams. But “without revelation, the people are untamed,” and over the past two hundred years, so many events have happened and so much has been revealed that we have a solid foundation for all our predictions. If the discoveries of the nineteenth and twentieth centuries in the field of science and psychology itself were predicted to the world thinkers of the sixteenth century, then how strange and unthinkable all this would seem to them! It is more strange than anything I can now predict, for we have all seen so much, and the evidence of the world of true existence is accumulating so quickly that nothing can surprise us. The fact of the existence of the soul will penetrate into the consciousness of mankind in many ways, and revelations about it will be so diverse that they can satisfy any mindset. Here are just a few of those directions.

The number of psychics is growing rapidly in the world, and the increase in human sensitivity to receiving impressions causes both joy and anxiety. The aspirants everywhere notice hitherto unknown touches, see the phenomenal world usually hidden from them, and generally notice how their consciousness expands. They discover the world of phenomena (most often astral, less often mental, and very rarely egoistic) that introduce them into a new dimension of consciousness, into a new state of being. This expansion of consciousness increases their aspiration, but complicates movement along the path. The increase in sensitivity is universal, 98] and this explains the rapid growth of spiritualism and the psychic sciences, as well as the significant addition of work to psychiatrists, and the spread of new nervous and mental diseases. This sensitivity is the response of the human mechanism to the coming changes, and humanity as a whole is moving into a state in which it will be ready to “see and hear” what has hitherto remained hidden.

Increased nervous tension, nervous

Disturbances,

The expansion of the perceived color range and the ability to pick up musical fourth tones and subtle nuances testify to the refinement of the veil that separates the world of external tangible phenomena from the world of subjective being and subtler matter. The development of ethereal vision and the sharp increase in the number of clairvoyants and clairaudience undoubtedly indicate the existence of astral vision.

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plan and ethereal twin of the physical world. More and more people are learning about this subjective realm. They see around them either the so-called “dead”, or those who in a dream left their physical shell. They distinguish colors, shades, and ordered streams of light that do not belong to the physical world, and hear sounds and voices emanating from those who do not use the physical voice apparatus, and from disembodied forms of existence.

In order to verify the existence of the soul, one must first establish the fact of post-mortem existence, although this does not yet prove immortality. However, this can be seen as a step in the right direction. The fact that something survives the process of death and remains after the decomposition of the physical body is invariably confirmed. If it is not, then we are victims of a collective hallucination, and the brains and minds of thousands of 99] people are unreliable and deceptive, sick and acting incorrectly. It is harder to believe in such a colossal, rampant madness than in its alternative - expanded consciousness. But psychic development does not prove the existence of the soul; it merely refutes the materialist position.

The first unconditional recognition of the soul will receive among thinkers due to the study and analysis by psychologists of the nature of genius and the importance of creative activity.

Some people surpass their fellows. When they create something outstanding in their field, their work carries an element of divinity and immortality. The work of gifted artists, the intuitive perceptions of great research scientists, the inspired imagination of poets and the views of enlightened idealists must all be taken into account and explained, for the laws by which they work must be discovered. While devoting too much attention to pathological departures from the norm, mental disorders, perversions and various deficiencies in people's capacities, psychologists fail to give due attention to divine departures from the norm and to kinds of consciousness that surpass the ordinary state of human intelligent awareness. Such supernormal states characterise great artists, musicians, performers, writers and many other creative workers who have been the glory of the human kingdom for many centuries and will reveal still greater glory in the coming century.

When the hypothesis of the soul is accepted, the nature of the spiritual energy flowing through it is understood, and the mechanism of the force centers 100 begins to be studied, our progress towards knowledge will be greatly accelerated. When we start experimenting with meditation, trying to creatively touch beauty, get the necessary ideas and images for ourselves, we will learn to cultivate genius and prepare people for creative work. Then much will become known about the centers of man, where the divine principle resides and from where the inner Christ can act. It is time to take up the study of the superconscious, and not to explore only the self-conscious and subconscious. And if such a study is carried out with an open mind, modern psychology will finally come to recognize the soul. The range of studies is so wide that I can only name a few.

possible directions.

1. The study of the nature of genius and its directional, special

cultivation.

2. Preparation for creative activity and understanding the difference between this type of preparation and preparation for professional activity. Creative activity is the soul, and professional activity is the personality type. 3. Scientific study of human abilities with special attention to telepathy. Telepathic communication will be found to be between mind and mind, or between soul and mind, without necessarily implying contact of one brain with another. This is one of the most promising areas of research, although here

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many difficulties. The existence of the soul will be proved by telepathy no earlier than 1945. By that time, there will be one event in the world and a new teaching will appear that will present the whole subject of telepathic phenomena in a different light.

4. Scientific training of clairvoyants and conscious development of this ability of the world 101] intellectuals are leaving much to be desired, but all this will come as a result of cultivation of mental control and enlightenment. People will learn to subject the mechanism of the body to action and stimulate the downward flow of spiritual energy to activate psychic abilities. The old way of development, in which a person sits down and tries to awaken his centers, will be recognized as dangerous and unnecessary.

In the field of modern psychology, one can expect a gradual recognition of the existence of the self. The task of psychologists will be to understand the connection, or identity, between the self and the soul.

The greatest help, however, will come from science. The existence of the soul will eventually be proved through research into light and radiation, and through the forthcoming evolution of particles of light. As a result of this inevitable process, we shall see more and penetrate deeper than we do today. One of the indisputable facts of natural science is the cyclical change in the planet’s flora and fauna. Animals that were abundant many thousands of years ago have become extinct, and we try to reconstruct their forms from their bones. Flowers and trees that once covered the planet’s surface have disappeared completely. We now have only their fossil remains, evidence of vegetation entirely unlike that which delights us today. Human beings themselves have changed so much that it is difficult to recognise Homo sapiens in the ancient, primitive races of the distant past. Such variation and the disappearance of species are attributable, among many other factors, to one principal cause. The quality of the light that stimulates and regulates the growth, vitality and abundance of forms in all the kingdoms of nature has changed repeatedly over the past ages, each change bringing corresponding mutations in the phenomenal world. From the esotericist’s perspective, all 102] forms of life on the planet are influenced by three types of light substance, and the influence of a fourth is now gradually beginning to be felt. These types of light are:

1. Sunlight. 2. The light of the planet itself is not reflected sunlight, but its own.

radiation.

3. Light seeping through (if I may say so) from the astral plane, the continuous and successive penetration of "astral light" and its fusion with the first two kinds of radiation.

4. The light that begins to blend in with the other three and comes from that state of matter called the mental plane, light that in turn is reflected from the sphere of the soul.

The intensification of light on the earth continues continuously, and it began approximately in those years when man learned to use electricity, and the discovery of the latter was a direct consequence of this intensification. Electrification of the planet through the widespread use of electricity is one of the factors in the approach of the new century and will contribute to the revelation of the presence of the soul. Soon the intensification will become so great that it will actually break the veil separating the astral plane from the physical. Separative etheric tissue will also soon dissolve, thereby accelerating the flow of the third type of light. The interpenetration of the light of the astral plane (star radiation) and the light of the planet itself will increase, and their joint effect on humanity and the three other kingdoms of nature will be difficult to overestimate. In particular, this will have a profound effect on human eyes, and instead of the current isolated cases, the etheric vision will become

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public domain. The perceived color spectrum 103] will include infrared and ultraviolet scales, and we will be able to see what is now hidden from us. All this will destroy the platform on which the materialists stand, and will prepare the ground, first, in order to allow the existence of the soul as a reasonable hypothesis, and secondly, in order to clearly confirm its existence. To see the soul, we need only more light. This light will soon be available, and we will understand the meaning of the words: "In Thy light we see the Light."

Light intensification will continue until 2025, when a cycle of relative stability and smooth glow without significant increments will occur. In the second deanery of Aquarius, to these three aspects will be added the increased inflow of light of the fourth kind, light from the sphere of the soul, coming to us through the universal “chitta”, or mental substance. This light will fill the whole world. But by that time the soul will have received actual recognition, and as a result our entire civilization will have changed so radically that now we can not even imagine what it will take shape. There will be an increased fusion of the first three types of light in the next ten years, and it will be interesting for those of you who clearly understand the problems and events involved to observe what is happening. The consistency of religious and spiritualistic views, biblical prophecies, and the study of the symbolism of the pyramids give students reason to believe that in the near future there will be some great and unforeseen spiritual event. It should be expected in due course and carefully prepared for it. I’m not talking about an individual. I am talking about a natural process with far-reaching consequences.

There are other areas where the existence of the soul will be demonstrated. One aspect of human consciousness, 104, has long puzzled the materialist psychologist: his extraordinary foresight, his ability to see and predict with accuracy the near or distant future. A certain inner counselor again and again gives his warnings, saving a person from trouble and death. Those who have just died are their friends and relatives before the news of their death comes. This is not telepathic information about death, it is a phenomenon of the subject himself. The ability to be present at events that occur somewhere far away is known, keeping accurate memories of the place, participants, and details. These and many similar abilities of foresight and awareness have long puzzled researchers and should get the right explanation. The wise study of such facts, the accumulation of reliable evidence and the confirmation of predictions will begin to reveal in a person a certain factor that is not bound by space-time restrictions and exceeds ordinary human consciousness. Those attempts at research and explanation that are undertaken today do not meet the requirements and cannot give a satisfactory justification for all the facts. If we approach these studies with the soul in mind with its omniscience and freedom from the categories of the past, present and future (for they are lost in the consciousness of the Eternal Present), we will begin to understand this process more clearly. When the true Inhabitant of the body is recognized, the laws of foresight are revealed, and the power of prediction is widely spread, we will begin to receive abundant evidence of the existence of the soul. Without recognizing its existence, it will be impossible to explain those phenomena that will then become ordinary.

These are the directions in which the soul’s testimonies will be collected. Accumulation of evidence and evidence is the most fruitful field 105] activities. This evidence, obtained in the preparation of men of a higher type, who are able to use the power and faculties of the soul and to control its mechanism, will be considered to be of such a high order and so scientifically substantiated that they will occupy the same important and legitimate position as the

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any theories put forward today in various fields of science by leading scientists. The study of the soul and its laws will soon be as justifiable and respected as the study of any scientific problem, such as the nature of the atom. The study of the soul and its laws will soon attract the attention of our best minds. Its existence will eventually be proved by the latest psychology, and the parallel intuitive and instinctive response of mankind to the teaching impulses of the soul, emanating from the invisible side of life, reliably confirms the presence of a spiritual essence in man - the all-knowing, immortal, divine and creative.

But this process would have been long-lasting if it had not been for the activity of a group of students and initiates working with Teacher P., whose headquarters is in America and who, together with his students, does much to stimulate various areas of psychology in today's world. Trying to find out who he is is useless. It operates through movements and schools of thought and does not work with individuals. His work takes place almost exclusively on the mental plane; He uses the power of thought and remains completely unknown and unrecognizable by no one except His employees in different countries of the world and the disciples of His Ray - the Fourth. Many discoveries in the world of modern psychology are due to His efforts to stimulate the minds of movement leaders. But He interacts with them only on the mental plane, not in contact with them as people of the physical plane.

106] The need of our time is great, and the Masters are extremely active, fully devoted to the salvation of the world. They have no time to work with individuals, except those in their own groups of accepted chelas; the latter take an active part in world work, otherwise they would not be in such groups. Along the way, teachers can pay attention to small groups of subjects, to whom they provide an opportunity and from time to time - certain hints. Each of them prepares a little, very little, of the subjects who should take the place of the chelas who have received initiation. But apart from these two groups, they do not do individual work in the present century, leaving many aspirants in the care of junior initiates and chelas. But They and Their personal chelas are now overworked, and therefore all students working in the world are called to stand on their own feet, rely on their own judgment and not interfere with the Teachers in our extremely tense and dangerous times, without needing to distract Their attention. The shifts in the world today are so significant, the opportunity offered to humanity is so great, with high-ranking and influential government officials, that the instruction of minor people in small occult groups and societies is temporarily suspended. There is relatively little time left to carry out certain aspects of the Plan entrusted to the Great One, and all real Chelas do their work and try to solve their own problems without calling on the help of the Master and thereby freeing Him for more important work. The closer the student is to the Master, the deeper he is aware of this fact and the better he tries to fulfill his duty, learn his lessons, serve humanity and take some of the burden off the Master’s shoulders.

So absorbed.

Peace and Development

a Teacher

Work

In the world today there are many students of various levels, 107] each of whom is able to lead several aspirants and help them. A lot of teachings and books can inspire and guide all sincere seekers of spiritual knowledge. Over the past fifty years, the world has been given many teachings and methods of esoteric training, which is now available to all who sincerely strive for it. Aspirants have a lot of material to work through and a lot of theories to put them into practice, which frees the Masters for more important things.

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One of the interesting things that will eventually become one of the factors confirming the existence of the soul is the mass of messages, inspired writings and telepathic dictations that flood the world today. As you know, the spiritualist movement has produced a tremendous amount of inspired and pseudo-inspired literature, some of which is very high-level and undoubtedly the work of highly developed students, and some of which has very mediocre content. In various Theosophical societies, in every occult group, there are people who receive such messages. Genuine messages are often filled with deep spiritual meaning, bring serious teachings and great help to the aspirants. Modern students need to remember that only the teaching itself matters, not its intended source, and these writings and messages should be judged only by their intrinsic value. In most cases, they come from the plan of the soul. The receiver or the connected (mediator or recorder) is either inspired by his own soul or penetrates to the level of thought and knowledge of the radiation group to which his soul belongs. He tunes into a reservoir of thoughts, and his mind and brain translate these thoughts into words and phrases.

Less frequently, the dictator or writer maintains telepathic contact with more than 108] advanced than himself, the student, and his mind is influenced by one of his group's chela. The latter, being closer to the Master, transmits to him a part of the knowledge that he acquires through his ability to live in the Master’s aura. However, the Master has nothing to do with this process, and everything happens only between the chela and the aspirant. In such cases, the receiver of the message often mistakenly believes that the Master himself dictates to him, whereas in reality he is tuned to the Master’s mental atmosphere through a more advanced chela.

None of the Teachers of the Sixth Initiation (such as M. and K.H.) work in our time with His disciples through dictation. Teachers are too busy with world problems and observing the fate of prominent world figures of different nations to be distracted by dictating to individual students working in a narrow field, on topics already well known enough to be able to move independently, without outside help. The two Masters work telepathically and dictating with a few accepted disciples active in the world, and try to inspire them to participate even more in the Plan. They want to communicate to eminent thinkers in the fields of science and public welfare the knowledge that will enable them to take the right steps and lead humanity to greater freedom. And in this particular generation I know of no one else who would do this, since the bulk of this kind of work of the Master has been entrusted to His initiates and disciples. The bulk of the present-day communicators (acting through the aspirants on the physical plane) are the active accepted Chelas, who (constantly in the mental aura of the Master and His group) persistently try to influence all types of people around the world and 109] on all groups. Therefore, the influx of messages, inspired writings, personal messages and teachings is increasing.

But a complete picture of the material available today can be obtained only given the equally powerful stream of messages coming from their own souls and from the sphere of the subconscious. All this we owe to the increasing sensitivity and responsiveness of the person.

To the great chagrin, the first reaction and consequence of such an information outpouring often becomes a surge of spiritual pride and ambition, and the translation of the teachings from the mind into the brain and its translation into words and sentences often leads to distortions. In addition, the source of instructions is often incorrectly determined, which is due to the lack of humility and a true sense of proportion in a person. But this influx from the subjective side of life brings new knowledge,

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strengthens devotion to the Plan and gives evidence that will eventually bring us confidence. People will learn, and soon learn, that the soul is not a figment of imagination, not just a symbolic way of expressing deep-seated hope, not an attempt to build a defense mechanism, and not the illusion of escaping from the unhappy present. They learn that the soul is the Being, the Being responsible for everything that is on the phenomenal plane.

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STRUCTURE EDUCATION IN A NEW CENTURY

Part One: The Challenges of Future Education

I. The Cultural Disclosure of Race. II. The next step in the mental development of the race.

A. In the current transition period. (ANNEX A) In the Aquarian Age.

III. The culture of the individual that makes him:

A. An intelligent citizen of two worlds. B. A wise parent. B. Controlled, controlled personality.

Part Two: Antahkarana

I. Nature of Antahkarana.

A. It is a bridge between three aspects of the mind:

1. Lower concrete mind receptive to common sense. 2. An individualized mind, or soul, of the spiritual ego. 3. The highest abstract mind, or factor of intuition.

B. She is the agent of alignment between: 1. The Mind and Brain of Man in Three Worlds. 2. Personality and soul.

II. Technique of construction of Antahkarana.

A. its construction to date. B. The immediate task ahead. B. Seven radial methods used in the construction process.

III. Antahkarana and new education.

A. The practical results of the new technology will be:

1. Provide integrity, or the ability to see life as a whole. 2. Educate a sense of synthesis, that is, a group spirit. 3. Develop intuition and the ability to touch the world of ideas. 4. Practice will, especially will-to-goodness.

B. The mystical results will be:

1. The development of mystical feeling and mystical comprehension

duality.

2. Recognition of a new task: a. Integrate the person. b. Then you have a vision of the soul, the central self. B. Occult results will be expressed in:

1. Unity, or identification, of the individual with the central self,

Soul.

2. The next training of the mind in order to become

mediator between the soul and the person.

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Part Three: The Three Main Sciences of the Aquarian Age

I. Science of Antahkarana.

A. A mystical understanding of duality.

1. The problem of integrated personality. 2. Vision of the soul, the central “I”. 3. Mystic problem.

B. Occult identity, or unity.

1. Integration of soul and personality. 2. Mind as Mediator. 3. The problem of balance or sustainability.

B. Applying these concepts to the immediate needs of education.

II. Science of Meditation.

A. Meditation as a technique of education.

1. Correct mind control. 2. Two functions of the mind. 3. Mind as a builder of Antahkarana.

B. Meditation in the World of Ideas. 1. Intuition ability. 2. Responsiveness and responsiveness to higher impressions. 3. The action of ideas and their dissemination. B. Development of continuity of consciousness.

1. Personal Continuity. 2. Continuity and Immortality. 3. Continuity and dedication.

III. Science of Service.

A. Service as a result of contact with the soul. B. Service as a collaboration with a plan. B. Service as a Group Development Technique. Mr. A sense of service in the future. D. Application of the concept of service to modern educational initiatives.

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In the previous pages I mentioned the need to dispel some doubts and now I want to briefly highlight three main issues, the clarification of which will facilitate and accelerate the coming of a new era with its new civilizations, new sciences and new religion. In the coming years, the most conservative people will have to think about solving three problems that are solved in a certain way for people who are intuitive and enlightened. These three problems can be considered the three main objects of attention of science, politics and religion. Their resolution will speed up and solve the world’s problems of governance, faith and matter. Please note the meaning and differences of the last three words.

Problem of ideas

After all, the main problem of governance in the world is the wise application of ideas. This is where it is revealed 180The power of speech, just as in religion or education, is felt the power of a written word, a printed page. In politics, the masses are ruled by the orators, and never has their influence been more evident than in modern times through the use of radio. Great ideas are poured into the public: the theories of dictatorship, communism, Nazism, fascism, Marxism, nationalism, the ideals of democracy. That one, then another group of thinkers offers their ways of managing the public, who do not even have time to understand them. Both racial hostility and personal preferences, and all sorts of illusions will find expression, deceiving those who are not able to think for themselves. Someone who has a well-hungered tongue, who knows how to play with words and is able to express people's discontent, who skillfully juggles statistics, a fanatic offering a panacea for all social evils, a promoter of racial hatred - none of them will ever be left without followers. Such people easily shake the social balance and lead their frivolous supporters either to fleeting success and power, or to shame and oblivion.

Under the pressure of ideas, under constant pressure on the consciousness of the great concepts that underlie our evolutionary process, humanity learns to think, choose and build a reliable foundation. Thanks to the evolutionary advancement of these ideas, there is a steady approach to freedom of thought (according to the ancient method of testing more and more new and discarding unsuitable concepts), which will allow humanity to build in strict accordance with the great thought patterns that are the basis of our external world. Attentive minds of the era are becoming more sensitive to these images, helping to recognize them and bring out of the darkness into the light of day individual minds. Exactly 181The true images that move humanity towards its destination are revealed, the deeper the awareness that forms the racial types, and the synthetic understanding that will allow us to accept the idea of Brotherhood. This is how thoughts work, and the problem of ideas will be better understood until, as a result, we have trained intuitive workers and thinkers who can draw directly from the world of concepts (for all) ideas that will serve as a model for construction. I am aware that by such statements I am putting myself at risk of being accused of exaggerating and asserting the impossible, but time will confirm the truth of my predictions. The world is built on certain internal thoughts, in which its structure is laid. They caused the current wave of experiments with management around the world. But no one today teaches to penetrate the world of images and interpret ideas, so problems arise. Later, when people see the cause clearly, they will act wisely and carefully to prepare their Watchers and Messengers. These are men and women who have awakened at the behest of persistent intelligence

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Intuition. Their minds will be so devoted to the group good and free from any sense of isolation that they will not interfere with contact with the world of reality and inner truth. They will not necessarily be "religious" in the ordinary sense of the word, but will be distinguished by good will, a high level of mental development and a well-equipped mind. They will have neither personal ambition nor selfishness, but love for humanity and a desire to help it. These people are truly spiritual people.

The Problem of God

182] Another problem and another doubt in human consciousness will be solved in the world of religion. God will become an absolute reality and all uncertainty in connection with Him will disappear. This God will not be national or racial, Christian, Hindu or Buddhist. It will not be the product of man’s creative imagination, nor the continuation of man’s own consciousness, but the Deity, who is the essence of life, the totality of all energies: the energy of life itself, the energy of love, the energy of intelligence and active experience, the energy that generates the interaction of the visible and the invisible. It will be a God who is without doubt transcendent, but equally immanent, a God so vast that Heaven will declare Him, and so hidden that the smallest child will know Him.

You ask how it is possible. I will give a simple, but so scientific and thoughtful answer that only a real experience of the described will allow you to appreciate it. Coming out of the flesh, a person can see and know God, but also being in the flesh, you can see with His inner eye. The physical eye is incapable of perceiving Deity, although there are signs of divinity in everything. But there is an eye, the development of which allows its owner to observe how God acts on the inner side of Life, in Himself and in all forms, for "if your eye is pure, your whole body will be light." And in this light we will see the Light and, therefore, God. The Divine is expressed by three words: electricity, light, and life, and their synthesis is God. By experiencing these three as one, we know God. We are already using and more 183] we learn about the lower of these three aspects. A correct understanding of electrical phenomena is about to reveal a second aspect, the light that will give us the key to a new era - an era of light, insight and revelation. Esotericists will probably understand what I mean, because they have to teach humanity to achieve true vision and use the “pure eye”. I would like, however, to draw your attention to the fact that most of the real esotericists remain outside the scope of the mass of schools that call themselves "esoteric".

The problem of immortality

The third doubt, doubt of immortality, will be dispelled by science in a short time. Some scientists will accept the immortality hypothesis as working for their research, which they will undertake, ready to learn, admit, and draw conclusions based on repeated evidence, so that they can then lay the foundation for a new hypothesis. In the near future, the fact of experiencing the moment of death and eternal existence will pass from the category of doubtful to the category of indisputable. A huge step forward will be made in resolving this problem. No one will doubt that, having thrown off the physical body, a person remains the same living conscious entity, continuing his existence in the sphere beyond the physical. He will still be considered alive and aware. Several factors will contribute to this view. Thanks to the development of physical eyes, the ability to observe etheric light will open (which was always, but very little used).

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The body, the "double," as it is sometimes called. It will be seen, 184], that people in this body are in a certain spatial zone, leaving their dead physical bodies to decompose. Again, the people who will be more and more able to use the "pure eye," sometimes called the "reawakened third eye," will also testify in favor of immortality, since they will be able to see without difficulty those who have dropped not only the physical, but also the etheric body. The very fact of the large number of worthy witnesses will already be significant evidence. An important role will also be played by the discovery in the field of photography, where research is currently being conducted. And the use of departed from earthly life radio eventually initiates communication, which will develop into a real science.

Nevertheless, certain coming events will do more to lift the veil between the visible and the invisible than anything attempted before. About this I can only say that a certain illumination and the discovery of a particular radiation will give humanity a tremendous stimulus, raising it to a new level. The perception and contact then possible will allow humanity to see more deeply. As a result, the nature of the fourth dimension will be revealed, and the objective and subjective will unite in one new world. Death will lose its terrifying features, and fear of it will disappear.

People are so desperately demanding light, so fervently begging for relief from the current blindness, so eager to be freed from the surrounding chaos that they tend to forget that from the inside there are energetic response efforts and “pressure” of the Guardians of the Plan and their assistants. The need for their help is greater now than ever before, for humanity is still more insistent than 185] demands the exercise of its privilege of light. This demand, together with the response of the waiting Hierarchy, must inevitably produce powerful results. The desire to know and the urge to learn are absolutely interconnected, being part of the natural process of conscious development. The next decades will be marked by an event with such broad and profound consequences that the current era will seem centuries of darkness. Science will penetrate deeper into the sphere of the immaterial and will work in such an environment and with such means that now we can not imagine. The discovery of the potentialities of the atom will produce a revolution, and, working with hitherto unknown energies and life forms, science will have to revise a lot. One of the discoveries of the Spiritualists will greatly facilitate contact with those who act outside the physical body, and a group of mediator mediums will work between scientists acting on the inner side of life and acting in the physical body. Truly esoteric schools will develop a technique for preparing and developing new abilities that will confirm old truths and turn human beliefs into confidence. The new knowledge that will be gained through the stimulating and occult scientific work of the division of religions, through spiritual ascent, will lead humanity to the Mountain of Transformation. Thanks to the work of the management department, people will be able to perceive those ideas that will help them take another step towards real mutual assistance at the international level.

I will try to explain to you the deepest task of the Brotherhood so that you can connect to its solution. Humanity can serve as a power substation through which certain types of divine energy can flow to various forms of life of prehuman kingdoms. It takes a proper understanding and direction of these energies, 186] to put an end to the domination of decay and death. In this way, people will be able to connect the higher and lower manifestations of Life, but only after they connect (within themselves) their own higher and lower aspects. This is one of the indispensable tasks of all esoteric training. In the man

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The ability to function freely in both directions, easily in contact with the life of God, flowing through both superhuman and pre-human forms. That is the objective of this task.

The next few years will be marked by intense effort on the part of the Hierarchy and the New Group of World Servers. This work is designed for a certain period of time, after which it will stop and, subject to its effectiveness, employees will engage in larger-scale business. If the people of spiritual and intellectual composition fail now to begin the implementation of the Plan, to transfer it from the invisible to the visible, then we are waiting for a period of difficulties and a slowdown in growth, but there will be no complete collapse of civilization, as the panickers predict. But we should not predict failures and delays in carrying out plans carefully thought out by the Observers on the internal side. The students and the aspirants of the whole world are now being called to intensive work - this is the appeal of the Great Ones that I am trying to convey. Everyone is needed and therefore with hope and confidence must move forward. The hierarchy works in a concentrated way, trying to do everything for the successful implementation of the plan. There is a closer integration of the New Group of World Servers, whose work is carefully planned. London, New York and Geneva are the three centres of its activity, and in Darjeeling and Tokyo there is a gathering of forces. 187 I call upon thinkers all over the world to abandon sectarian and nationalist views and narrow passions and to work in a spirit of brotherhood within their particular nation, considering it an integral part of the great federation of nations - a federation already existing on the inner side and waiting only for the activity of world thinkers to materialize on the outer side. I encourage them to participate in the affairs of religion, working within the particular religion to which they belong by birth or choice, and to consider all other religions as part of a single world religion. They should know that the activities of their group, society or organization require their assistance only to the extent that the principles and methods of these associations serve the common good and the realization of the Brotherhood.

I ask you to reject all antagonism and antipathy, hatred and racial prejudice, and try to think in terms of a single family, a single life, a single humanity. There is no need for a sentimental or fanatical response to this call. I would like to remind you that humanity has been reduced to the current sad state of hatred and division. But I also want to remind you that there are enough people in the world today who have been liberated to change the views of humanity and public opinion, if, by mobilizing the will, they themselves try to correspond to what they know and believe.

I urge you not to be afraid to make sacrifices. Sacrifice yourself, your time, money and interests in order to carry these ideas to everyone around you and your group and thus awaken your fellows. Joint action is needed to repeat the ideas of brotherhood and unity over and over. Try to get to know your associates in all groups and support 188] them. I ask you to close your mouth to the words of blasphemy and hatred and speak only in the spirit of brotherhood and group relations. And I ask you to try to make every day the beginning of a new life for you, opening up a new opportunity for you. Leave your petty affairs and sorrows, anxieties and suspicions for the sake of fulfilling an urgent task and serve the cult of unity, love and non-harm.

I also ask you to cut ties with all groups working for separation and destruction, even if they are acting out of the most sincere motives. Unite with those who work for creation, who do not fight with other groups and organizations, and who have eliminated the word “anti” from their vocabulary. Come forth with those who speak little, but persevere in building a new order

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The order that is based on love allows us to build on the impulse of brotherhood and is able to establish fraternal relations based on the knowledge that we are all without exception and regardless of race - the children of the One Father. Join those who understand that you can no longer act with the old methods, but it’s time to give a chance to new ones.

If you can neither teach nor preach nor write, direct your efforts and money to enable others to do so. Sacrifice hours and minutes of your leisure time to free others to serve the Plan. Help with money so that the work of the representatives of the New Group of World Servers progresses faster. A lot of time is wasted. Many of you feel sorry for time and money. Give more than ever to promote the physical aspects of the work. Those who give away their meagerness release great power. And those who work on the inside are grateful to them - giving, tearing away from themselves the most necessary things. Others give too much and only if you do not have to sacrifice something. Let's end this 189] situation. Give to the maximum, with justice and understanding, to accelerate the onset of the era of love and light. I don’t care what you give to or to whom. Give little if you don’t have time or money, much if you have a lot. Work and give, love and think, helping those groups that build, not destroy, love, not attack, raise, not overthrow. Do not fall for the bait of a plausible pretext for the need for destruction. It was certainly necessary, but its cycle is almost complete if you only realized it, and now it’s time to take the builders.

I urge you first of all to a deeper life. For the sake of your fellow men, strengthen your contact with your own soul so that you can participate in the acceptance of the general revelation and the carrying of the light. You can then use this new information and this new light to point the way to the rebellious seeker of our time. Those who are not ready for the coming events will be blinded by the light and be stunned by the opening miracle; they will be swept away by the living breath of God, and therefore we hope that you will prepare them for this event.

Before we continue, we will touch on the apparent contradictions that occur (and can later occur) in the treatise. We may say that some Ray is manifested, and elsewhere it may be said that it is not manifested. We can speak of its influence on a particular kingdom of nature, and later mention the primary influence of another Ray. But these are only apparent discrepancies, for the explanation of which a correct understanding of the Law of Cycles is necessary. Without understanding this basic 190] Law of Periodicity (which is impossible without a developed fourth dimensional vision), it is not easy to avoid what looks like a contradiction. While one ray may be in embodiment and of paramount importance, the main cycle may be controlled by another, and then the first of these rays will be only a temporary aspect of the given cycle. For example, the Seventh Ray of the Ceremonial Organization is now gaining strength, and the Sixth Ray of Devotion is leaving the stage. However, it is the Sixth Ray that is now undergoing its main ray cycle, the influence of which will completely end no earlier than 21000 years. And the same sixth ray may well be considered the sixth ray of Harmony through the Conflict, which has manifested itself for several millennia and will continue to operate for another 40000 years. At the same time, the Fourth Ray is not manifested, if we talk about its small cyclical influence.

I am well aware that all this completely confuses the newcomer to the occult, and only those students who are able to generalize the material and highlight the most basic provisions can get from these instructions a true idea of the

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Tom is what I mean. If the reader wanders through a mass of possible interpretations and complexities of the details communicated, he will not be able to see clearly what is being said. If he turns away from details and considers the solar Plan in general, he will extract the necessary information. Therefore, read constructively, not critically, knowing that it is not easy to see the Plan exactly as it exists in the minds of Builders working in close cooperation according to the initial Plan and at the same time purposefully and proactively carrying out their own undertakings.

Cooperation

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Answers to some

questions

To answer the first question about the main task of all teachers, I will say that they have two

Main functions:

1. Train the brain to respond meaningfully to the impressions that come to it from

sense organs and carrying information about the external tangible world.

2. Train the mind so that it can perform three duties.

a. To understand the information coming to him from the brain. b. To create thought forms in response to impulses emanating from the physical plane; to emotional reactions driven by the nature of feelings-desires; to the world of thought surrounding a person.

c. Orient yourself in the direction of the subjective spiritual self, so that from a state of potentiality this self can move to active management.

Having formulated the function of the apparatus (mind and brain), with which all teachers

I asked the second question, which is:

“Are there certain activities that change over the years and are characteristic of the stages of growth of the individual, which would contribute to his best, all-round development?”

I would suggest a ten-year development cycle consisting of two parts:

seven years of learning and three of application.

In the first ten years of a child's life, he is taught to intellectually process information coming to him in the brain from five senses. Especially should develop observation, rapid response and physical coordination as a result of intention. The child must be taught to hear and see, to make contacts and reason, as a result of which his fingers must respond to creative impulses, creating, shaping what he sees and hears. This is how the elements of arts and crafts, drawing and music are laid.

In the next ten years, they train the mind so that it becomes dominant. The child is taught to rationalize his emotional impulses and desires and to distinguish right from wrong, desirable from undesirable, essential from immaterial. This can be taught by teaching history and in the course of intellectual training, which in this cycle of his life are mandatory according to the laws of the country where he lives. Thus, a sense of values and correct norms is established. He is taught the distinction between memory training and thinking; between the many facts established by thinkers and collected in books, and their application to events of objective existence, plus (what is really important) the recognition of their subjective cause and connection with the world of reality, only a symbol of which is the phenomenal world.

Attitude

to the world soul. This

At the age of seventeen, the study of psychology is added and the nature of the soul is investigated, and the impulses of the mind coming out and its objective tendencies, or cravings for the external, are suspended; then the mind begins to become subjective, concentrated and intuitive. This can be learned by thinking deeply about any subject - mathematics, biology, and so on.

by

process,

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The tendency of the new education must be for the subject of the experiment in education to become the conscious master of his equipment; education must open his eyes to life, open the door to him in the world of objective phenomena and relations; it must lead him to the knowledge of the door leading to the world of Reality, through which he can pass by an expression of will in order to tie and strengthen relations with other souls there.

Every child should be taught in three directions. First, to find out the nature of his natural impulses: do they gravitate towards physical expression, towards manual labor, where a wide range of possibilities can be included, from the qualification of a worker in a mechanical factory to the skill of an experienced electrical engineer? Does he have hidden abilities for this or that art, reaction to color and form, response to music and rhythm? Does his intellectual level allow him to undergo purely mental training in analysis, deduction, mathematics or logic? By the age of seventeen, the child’s training should allow him to clearly publish his note, as well as indicate the model on which his life impulses will most likely be guided. In the first fourteen years, he should be given the opportunity to experiment in a variety of areas. It is better to start purely professional training in the last years of training.

There comes a time when children will be approached from different points of view:

1. Astrological to determine life trends and specific

problem of the soul.

2. psychological, enriching the best that is in modern psychology,

knowledge of the seven ray types, which is inherent in Eastern psychology

3. Medical, paying special attention to the endocrine system, in addition to the usual modern methods of treating diseases of the eyes, teeth and other physiological defects. The nature of the response apparatus will be carefully studied and developed. 4. Professional to later recommend them a place in life where their talents and abilities could find the fullest expression and allow them to fulfill their group commitments.

5. Spiritual. By this I mean that the possible age of the soul will be studied and its place on the ladder of evolution will be approximately determined; mystical and introspective tendencies will be analyzed or their apparent absence will be noted. Coordination between:

a. The brain and apparatus of response in the external world of phenomena, b. By the brain and impulses of desire, plus emotional reactions, c. Brain, mind and soul,

will be carefully studied in order to bring all the equipment of the child, hidden or developed, into functional activity and combine it into a single whole.

“What is the process of revealing intelligence in a person? As the higher mind says

“And if he’s over a year old, what does he say?”

Studying on the scale of race will reveal a lot, for every child is a miniature representation of the whole. For example, the study of the growth of God’s idea in human consciousness could serve as a useful illustration of the phenomenon of the development of thinking.

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The sequence of growth in the very first short approximation can be represented as follows, based on the process of disclosure of the human being:

1. Response to impulse. The baby’s feelings were awakened. He begins to hear and

see.

2. Responsive to possession and acquisition. The child begins to recognize himself and

It captures for its own personal self.

3. response to the instinct that governs animal nature and the nature of desire, and

on human trends.

4. Response to the group. The child becomes aware of his surroundings and

It is an integral part of the whole.

5. Response to knowledge. First, facts are recognized, then they are compared by means of memory,

recorded; synthesize and apply them if necessary.

are developed

interest,

Skill

So

6. Responding to an internal urge to explore. It leads to experimentation on the physical plane, to introspection on the emotional plane and to intellectual exploration, instilling the need to read or listen, thereby bringing the mind into a state of activity.

7. The response to economic pressure and sexual impulses, or the law of survival, which prompts him to use his equipment and knowledge to take his place as a factor in group life, and to promote group welfare through active labor and through procreation.

8. A response to purely intellectual awareness. It leads to the conscious free use of the mind, individual thinking, the creation of thought forms, finally, to a steady orientation of the mind to an increasingly vast area of awareness and awareness. These extensions of consciousness eventually introduce a new factor into the field of experience.

9. Answer to the Thinker, or Soul. With the registration of this response, a person enters his kingdom. What's up and what's down are closing in. The objective and subjective worlds are united. The soul and its mechanism function as one.

Any education should be directed to this end. Practically, with the exception of rare highly developed souls, the higher mind is manifested in children no more than it was manifested in infantile humanity. He can make his presence truly tangible only when the soul, mind and brain are aligned and coordinated.

TTEOORRIYA,, MMEETTOODD - AI CCEELLI

I. Education up to the present time has been concerned with the art of summarizing the history of past and past achievements in all areas of human thought and has expounded the accumulated human knowledge. It dealt with the forms of science that developed in the past. It looks back first, not forward.

II. Education was concerned mainly with the organization of the lower mind, and the development of the child was largely evaluated by his reaction to the accumulated information (if we talk about education), to the collated and collected information, consistently issued, digestible and systematized so that the equipment of the child allows him to perceive information from other people.

III. Education has so far mainly trained memory, although there is already a realization that this attitude is now inappropriate. The child had to learn the facts that the race considers correct, because

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I have tested them in the past and think they are appropriate. But in each century the criterion of adequacy is different. The age of Pisces taught to conform to the felt ideal. Therefore, our history reflects the ways in which tribes achieved the status of nations in the course of aggression, war and conquest.

Geography was based on a similar reaction to the idea of expansion; from it, the child learns how people, guided by economic and other needs, seized territories and developed lands. Which was also considered, and quite rightly, a racial achievement. In various branches of science, too, the attitude to conquer territories prevails, this is again proclaimed a racial achievement. The conquests of science, the conquests of nations, and the conquest of territory all point to the Pisces method with its idealism, its militancy, and its isolation in all fields — religious, political, and economic. But the age of synthesis, inclusion and understanding is near, and it is time for the new formation of the Aquarian Age to very gently saturate the human aura.

IV. Education is more than training memory, and more than informing a child or student about the past with its achievements. These factors have their place, the past must be understood and studied, for out of it must grow a new one: its flower and fruit. Education is more than the study of the subject and the formation of relevant conclusions leading to the construction of hypotheses, which in turn lead to further research and conclusions.

Education is more than a sincere attempt to teach a child or adult to be a good citizen, a reasonable parent, and not a burden to the state. It has a much broader purpose than to form a human being wealthy in commercial terms. Education has different tasks than making life enjoyable and equipping men and women with a culture that would allow them to look with interest at everything that happens in the three worlds of human affairs. It covers all of this, but it must be something much bigger.

V. Education, from the point of view of human development, has three main tasks: First, as many have noticed, it should make a person a reasonable citizen, a wise parent and a controlled personality; it should allow him to play his role in world work, teach him to show peace, compassion and live in harmony with his neighbors.

Secondly, it should allow it to bridge the gap between the different

aspects of their own mental nature.

In philosophy, we are taught that there are three aspects of the mind, or the thinking creature we call man, on the mental plane. These three aspects constitute the most important part of its nature:

5] 1. His lower concrete mind, the principle of thinking. This is an aspect of the person,

work with which our educational processes are focused.

2. The Son of Mind, who is called the Ego or Soul. It is an intellectual principle which in esoteric literature has many names, such as the Solar Angel, the Agnishwatta, the principle of Christ, etc. He has worked with religion in the past.

3. The highest abstract mind, the guardian of ideas, the transmitter of enlightenment to the lower mind, as soon as the latter establishes a connection with the soul. With the world of ideas claimed to deal with philosophy.

We can call these three aspects:

The perceiving mind is the one that psychologists deal with. Individualized mind, Son of Mind. The enlightening mind, the Higher mind.

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Thirdly, the gap between the lower mind and the soul must be closed; and it is curious enough that mankind has always understood this, reasoning in the categories of “achievement of the “implementation of alignment.” All of these are attempts to express this intuitive truth.

Unity, or

Unity, or

«providing

VI. Education in the new age must also address the gap between the three aspects of the nature of the mind: between the soul and the lower mind, thereby ensuring unity between the soul and the individual; between the lower mind, the soul and the higher mind. This race is now ready, and for the first time in the evolution of mankind, the work of building this bridge can move forward on a relatively large scale. I do not need to go into detail about this, as it concerns the technical aspects of Ancient Wisdom, which I have already outlined in other books.

VII. Education is thus the Science of Antahkarana. This science, and the term itself, is an esoteric way of expressing the truth about the need to build a bridge. The Antahkarana is the bridge that man builds — through the creative work of the soul — between the three aspects of the nature of his mind. Therefore, the main tasks of future education will be:

1. Ensure alignment between the mind and brain through a proper understanding of the internal composition of a person, in particular, the etheric body and the power centers.

2. To build, or construct, a bridge between the brain-mind-soul, thereby forming an integrated personality, which is an ever-evolving expression of the soul dwelling within it. 3. To build a bridge between the lower mind, the soul and the higher mind

Personal enlightenment is possible.

VIII. Thus, true education is the science of uniting the components of a person, then integrating him with his immediate environment and, finally, with the larger whole in which he has to play his role. Every aspect that is considered inferior can always be a simple expression of a higher aspect. In this sentence I expressed a fundamental truth, which not only formulates the problem, but also indicates the problem of all who are interested in education. The problem is to correctly evaluate the center, or focus, of human attention and to notice where consciousness is primarily centered. Then it should be trained in such a way that it becomes possible to move its focus to the highest conductor. This idea can be expressed in another way: a conductor, apparently of paramount importance, can and should become secondary, turning into only an instrument of what is higher. If the astral (emotional) body is the center of personal life, then the task of the subject’s learning process is to make mental nature the dominant factor; then the astral body becomes a body that receives impressions and is sensitive to surrounding conditions, but is under the control of the mind. If the focus of the personality is the mind, then the activity of the soul should be more fully manifested. And so work moves further and further, progress is made from step to step until the top of the ladder is reached.

COOORDINNAACTION AI IINTTEEGGRACTION

In the world, a general theory of education has been established, and certain basic methods are widely used. Very diverse methods are used in different countries, and education systems differ to a great extent. In all, however, the same fundamental subjects are studied; the youth of the country learn to read and write and are good at handling numbers, having mastered elementary arithmetic. These three abilities represent the entire evolutionary unfolding of the race.

Reading is designed to clothe ideas in form and represents the first step in the creative process, when the Deity, guided and prompted by the idea (embodying the goal and purpose of the

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The plan of God), turned this idea into a desired substance and clothed the necessary external phenomenon. The letter symbolizes the continuation of this process, but, of course, is a much more personal matter. Reading contributes, in fact, to the comprehension of any formulated idea, while writing, which is quite curious, is associated with the conscious attitude of the individual to ideas, and the way he uses words for writing characterizes the measure of his understanding of these universal ideas. Arithmetic (the ability to add, subtract and multiply) also refers to the creative process and represents the creation of forms on the physical plane that adequately represent the idea and introduce it into manifestation.

Vision can be considered relevant to the higher levels of the mental plane, at which the idea is felt and seen. Writing is more about a person’s ability to grasp the ideas seen and express them in their own individual form. Arithmetic is related to the subsequent stages of the process and to the identification of the idea in form on the physical plane. Visualization of thought-forms is a process that must be accompanied by the transmission of the amount of energy required to make an idea effective or “obvious.” Arithmetic symbolizes this process.

On the other hand, man reads his destiny in heaven and writes this destiny with his life on earth; he reduces, consciously or unconsciously, the idea of his soul into a proper, suitable form, so that in every life there is addition, subtraction, and multiplication until the soul has gained full experience. So, symbolically speaking, in primary education there are three main ideas, although their true meaning is not perceived at all and the correct meaning is completely lost. However, everything that we have and arise, slowly but definitely, thanks to world education, is built on these unconscious pillars. The fundamental need facing the pedagogical world today is the need to relate the process of revealing the human mentality to the world of meaning, and not to the world of objective phenomena. Until the purpose of education is the orientation of a person to the world of internal realities, we will not change the wrong emphasis prevailing in our time. Unless we set it as the task of our education to bridge the gap between the three lower aspects of man and the soul, we are unlikely to make progress in the right directions, and any activity will not meet modern needs. Until the fact of the existence of a higher mind is recognized, and the place that the lower concrete mind must occupy as the servant of the higher mind is not realized, we will not escape from the excessive tendency to concrete materialization - the habit of remembering, correlating facts and creating what serves the lower desires of man - and we will not form a humanity that is able to truly think. So far, the mind reflects the lower nature of desire without trying to know the higher.

When it is established

The correct method of teaching, the mind will become a reflector, or agent, of the soul and become so sensitive to the world of true values that the lower nature - emotional, mental and physical, or vital - will become only an automatic servant of the soul. The soul will then act on Earth through the medium of the mind, controlling its instrument, the lower mind. At the same time, the mind will still remain the recorder and reflector of all the information coming to it from the world of feelings, from the emotional body, will record the thoughts and ideas circulating in its environment. In our time, alas, the trained mind is considered the highest expression that mankind is capable of; it is considered exclusively from the angle of personality, and the possibility of the existence of something that can use the mind, just as the latter, in turn, uses the physical brain, is not noticed.

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One of the actions we will try to do together is this: we will try to grasp the relation of the world of meaning to the world of expression; we will try to learn the technique by which a thinking person can enter the world of quality (expressed through the world of meaning) and understand it with his integrated consciousness.

Some words will be repeated again and again as we work and learn together — words such as meaning, quality, value — all that open up in their vital spiritual meaning when a person learns to grasp the fact of the existence of a higher reality and eliminates the gap between his higher and lower consciousness. The significance of creative activity and the understanding of what is called genius will also become clear, and creative work will no longer be considered unique and the object of qualified attention, thereby taking its normal place in human disclosure. We add that creative activity in art becomes possible, energy can function and the soul (which is its third or lower aspect) is able to start working. Man is able to create, using knowledge and creative energy, something on the physical plane, which expresses the creative power of the soul.

the Bridge

sporadically,

Argent

First

Now,

aspect

will become

When

How

A

Therefore, the task of education should be such a training mechanism that it responds to the life of the soul. The growth of the soul’s awareness, the deepening of the stream of consciousness and the development of internal continuous awareness, plus the introduction of the attributes and aspects of the soul to the physical plane through its threefold mechanism, constitute the task of all education. These aspects are well known to be:

1. Will, or purpose. Through education, it must develop to such an extent that the manifested life is guided by a conscious spiritual goal and the life tendency is correctly oriented to reality.

The right direction of the will should become one of the main concerns of all real teachers. Will-to-good, will-to-beauty, and will-to-service must be cultivated.

2. Love is Wisdom. This is essentially the revelation of the consciousness of the whole. We call it group consciousness. Its first expression is self-awareness, that is, the soul’s realization (in the three worlds of human evolution) that man is Three in One and One in Three. Therefore, a person can react to groups of lives that constitute his own small phenomenal manifestation; self-consciousness is therefore a stage on the way to group consciousness and is the consciousness of the Present.

Through education, self-consciousness should unfold until a person understands that their consciousness is part of a greater whole. They then identify themselves with the group’s interests, activities and tasks. These eventually become their own, and they acquire group consciousness. This is love. It leads to wisdom, which is love in manifested activity. Self-interest becomes group interest. This should be the main aim of every true educational undertaking. Love of self (self-consciousness) and love of others (group consciousness) finally become love of the whole (Divine consciousness). These are the stages.

3. Active intelligence. It is associated with the disclosure of the creative nature of a conscious, spiritual person. It functions through the proper use of the mind with its ability to intuitively capture ideas, respond to shocks, explain, analyze, and construct forms for

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Revelations. This is what the soul of man does. The creative process with its steps can be described as follows:

a. The soul creates its physical body, its phenomenal phenomenon, its

The external form.

b. The soul creates, in time and space, according to its desires. This is how the secondary world of phenomenal things comes into existence; our modern civilization is the result of the creative activity of the desire-nature of the soul, limited by form. Think about it.

c. The soul creates directly through the lower mind, hence the world of symbols, which saturates our lives with interest, concepts, ideas, and beauty through the written word, the spoken word, and the creative arts. All of them are the fruits of the minds of the race.

Properly direct this already developed activity is the purpose of any true education.

Three topics are as follows: 1. Technology training in the future.

2. Science of Antahkarana. It describes a way to bridge the gap in human consciousness between the world of ordinary human experience, the triple world of physical-emotional-mental functioning and the higher levels of so-called spiritual development, namely the world of ideas, intuitive perception, spiritual insight and understanding.

3. Methods of construction of Antahkarana. They lead to the overcoming of limitations, physical or psychological, which prevent a person from freely expressing his inner divinity.

CCIIVILIZATION AI CCUULLTUURRAA

and

Spirit

is

vaccinate

Great importance is attached to education today - coordinating, relevant, psychological, professional and equipment. To it should be added the old method of memory training and the effort to introduce religion into the child’s mind — or to avoid it decisively and purposefully. Modern competition is predominantly nationalistic, and therefore separate. Children are brought up to put material values above all else and to believe that their nation is the most important and that the rest of the nations are secondary; this nourishes the pride and nurtures the child’s belief that he, his group, and the nation are infinitely superior to other people and nations. Consequently, the child is brought up unilaterally, with incorrect ideas about world values, and his attitude to life is full of prejudices and prejudices. The beginnings of the arts are taught to him so that he can compete more successfully in his circle, in his professional environment. The ability to read, write and perform is considered a minimum arithmetical action requirement, and knowledge of certain facts - historical, geographical, literary, philosophical and scientific - is necessary in many countries for certain classes of people. They also teach some of the world literature.

Elementary

The child’s general level of knowledge of the world is high, but is usually one-sided because of national or religious prejudices and serves to make a person a citizen of his country, but not a human being, open to the world. World citizenship is not emphasized. Reported teaching stimulates in the child

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latent mass consciousness and develops memory, filling it with facts - incoherent facts, most of which are not related to everyday life.

I would like to touch in more detail on the interpretation of such a widely (and often incorrectly) used words: culture and civilization. For the introduction of any form of culture, material or spiritual, or material and spiritual, is the task of all education. Education is the world’s main mediator.

Civilization is humanity’s response to the purpose of any particular world period. In every age, the idealism of race must be dominated by an idea. In the Atlantic times, the idea of predominantly sensual religious idealism, or mysticism, was predominant, expressed in terms of approaching a perceived, but invisible deity, the idea of expressing a way of feeling. Then there lived extremely sensitive races, consisting of nations and groups who worked on the development of a sentient nature, sometimes consciously, but more often unconsciously. The attitude of both individuals and nations towards each other was mainly sensual and emotional; it is extremely difficult for members of the modern Aryan race to grasp or intuitively comprehend their state of consciousness because the mind is beginning to act. Their relationship to the deity was equally sensual, and their religious activity was mystical, based on devotion and devoid of any mental understanding. They were essentially emotional in their reactions to beauty, to the horror of the divine, to the emotional properties of God, to the sensation of light, to a miracle. The mystery, the sense of awe, the blind following of a certain recognized “sensitivity” that transcends the ordinary human being, the interpretation of God and nature from the standpoint of sense perception, all this formed the basis of that ancient civilization and to a large extent colored our present racial attitudes, at least until the coming of Christ, who made huge changes in human consciousness and ushered in a new civilization. Children are still Atlanteans in their consciousness; for them it is a form of repetition analogous to the pre-natal period; the same is repeated on the Path, when a person again develops mystical consciousness after having awakened his mental nature, but before revealing the true occult awareness, or knowledge, and reactions of the higher mind. The problem of education is to transform the Atlantic consciousness of the child into Aryan, or mental, consciousness. The Atlanteans did not have an education system as we understand it. Kings and priests intuitively caught, the masses obeyed.

In the present race, a different approach to civilization arises and develops. In every age, an idea functions and expresses itself in both racial and national idealism. Such a basic attitude created our modern world over the centuries, and it was purely materialistic. A nation today is considered civilized if it is open to mental values while demanding material values; if the mind (the lower mind) — with its memory, ability to distinguish and divide, analyzing functions, and ability to formulate concrete ideas based on material perception, material desire, and material goals — is subjected to training that creates material civilization, and has made our material civilization what it is now. With the emphasis shifting from sensory perception to the mental attitude towards life, with the desire to make the material life of the citizen of each nation the dominant factor of national thinking, with the fact that the disclosure of the mind is in line with the material way of life, and science reveals only what is provable, studying only the energies that produce material consequences, is it any wonder that the main concern of modern civilization lies in the sphere of economic life?

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We are immersed in material conditions in order to accumulate property, improve the state of affairs in the world, providing life on the physical plane and replacing the intangible - material, spiritual - concrete, subjective values - with physical values. However, one day, true values must come to expression.

The fact is that both great civilizations 42which we are in a position to know anything, the Aryan and the Atlantic, represent the two extremes or facets to which mankind of both periods has directed and is still directing its attention.

Atlantean civilisation was decidedly religious in its outlook; religion was a commonplace of life and the rational basis of all existence. Life after death was a subject of interest and of unshakeable, unquestioning faith. Subtle influences emanating from invisible realms, the forces of nature and humanity’s connection with them through heightened sensitivity, and the whole range of emotional states made up the life of the race and coloured everything that related, or might relate, to nascent thought. The result of all we had inherited when our present history began—since the universal flood, whenever that may have occurred—can be expressed in terms such as animism, spiritualism, lower psychism and sensitivity. The sense of God, immortality, subtle inner relationships and worship, and the excessive sensitivity of modern humanity: all are our remarkable inheritance from the civilisations of ancient Atlantis.

Culture is the close convergence of both factors - feeling and mind; the two worlds - feelings and thinking; both, in fact, incomplete approaches that will allow a person, as a thinking subjective being, to live in the material, physical world. A cultural person relates the world of meaning to the world of phenomena, perceiving both with the mind (in other words, realizing them with the brain, which is an indicator of the established connection, or relationship, between them) as two aspects of a single world. His consciousness, or sense of awareness, allows him to function with equal ease in both worlds. Even in Atlantic times, there were those who understood the significance of culture as a product of civilization.

The masses must be civilized, the first step to a culture that will make them real, full-blooded human beings. The human being must become a person capable of living in the world of external realities and at the same time be aware of himself living in the inner world, the world of mind and soul. It then expresses a powerful inner, subjective life that controls and dominates the physical plane of life, motivating it and giving it the right direction. Such a level of human development and work to achieve such a task for religious organizations for centuries, while this is an essential and necessary task for education.

Status

Immanuel

Consciousness

Education is the duty of the eminent thinkers of the race, for it

All governments are responsible, which, however, is rarely realized.

In the modern school (primary or first stage, secondary or second stage, and higher: universities and colleges, to use generally accepted terms), you can see an imperfect, but symbolic picture of the three aspects of future education: Civilization, Culture, Unification.

Primary school, or first-level school, can be seen as the guardian of our civilization; it must prepare the child to be a citizen, to teach to occupy his place in society, emphasizing his group relations, preparing him for meaningful life activities and activating racial memory through the subjects taught, in order to lay the foundations of correct human relations. Reading, writing and arithmetic will be studied, elementary

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History (with an emphasis on world history), geography and poetry, communicate basic, important facts of life, fundamental truths, instill the skill of coordination and self-control.

A secondary school, or a second-level school, should be considered the guardian of culture; it will reveal the treasures of history and literature and inculcate an understanding of art. She will begin to prepare the boy or girl for a future profession, or lifestyle, which is likely to become the main in their lives. A broader understanding of citizenship will be given, the world of true values will be emphasized, idealism will be consciously and specifically cultivated. Particular attention will be paid to the practical application of ideals. The youth of the world will learn to fuse in their minds the world of phenomena with the world of values and meaning, to connect the worlds of objective, external life and internal, subjective existence.

Our colleges and universities should continue to develop everything they have done before. They must complete the structure already erected, dealing directly with the world of meaning. International issues — economic, social, political and religious — will be discussed, and a man or a woman will feel more strongly his unity with the whole world. This does not in any way mean neglecting individual or national problems or enterprises, but merely attempting to integrate them as effective parts in order to avoid the divisive positions that have brought down our modern world.

In essence, a college or university should be in the field of education in accordance with the world of Hierarchy; it should be the custodian of the methods, techniques, systems of thinking and life that connect a human being with the world of souls, with the Kingdom of God, and not only with other human beings on the physical plane; connecting not only with the world of phenomena, but also with the inner world of values and qualities.

I repeat: the preparation of a person for becoming a citizen of the Kingdom of God is not, in fact, a religious activity carried out by representatives of the great world religions. It is a function of higher education that gives meaning and purpose to everything that is done. If it seems idealistic and impossible, let me assure you that when the Aquarian Age is in full bloom, it will become an absolutely conscious task of the teachers of that time.

The following program is planned for the next generation of young people

Training:

Primary education... Civilization ................. Age 1-14 years Secondary education Culture ........................ Age 14-21 years Higher education ......... Age 21-28 years old

You should carefully study the difference between culture and

civilization. Others

In other words, the basic premise

Supernatural

The capabilities of a human being can be said to:

The first effort of education will be to civilize the child by training and

correctly directing his instincts.

The second obligation of teachers will be to instill in him a true culture, teaching

Worthy of using your intelligence.

The third duty of education will be to evoke the response of intuition and develop it. When these three evolve and function, a civilized, cultural, spiritually awakened human being will emerge. People will become instinctive.

Intellectually

highly developed

healthy,

and

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Awakened. His soul, mind, and brain will function properly and in proper interconnection, thereby ensuring coordination and proper alignment. Someday, an analysis will be made of the contributions made by three vast continents: Asia, Europe, and America, to this triple disclosure, as applied to the Aryan race. But the glory of humanity must also be remembered. And it is that 51In every race there have been and are those who express the maximum of the possible in their own time and epoch, men who combine the trinity of instinct, intellect, and intuition. Their number was relatively small in the early stages of the disclosure of mankind, but the process of development is rapidly accelerating, and many today are preparing themselves for “higher education” in the true sense of the word. Even more will be achieved when the teachers of the world will perceive that the purpose of the process is the systematic disclosure of man as a whole, and will pay attention to the instinctive, intellectual and intuitive preparation of the race, so that all twenty-eight years of training are regarded as an orderly, directed process, having a clearly visible purpose.

Then the students will be evaluated from the points of view that I touched on.

above. These will be:

a. People who deserve to be civilized. It is about a lot of people. b. Those who can be led further into the world of culture. There are a lot of them. c. Those who can add to the valuable achievements of civilization and culture the “equipment” that allows you to act as a conscious soul, and not only in the three worlds of instinctive and intellectual life, but also in the world of spiritual existence, and with complete continuity of consciousness and showing a complete threefold integration.