Author Archives: vinaire

I am originally from India. I am settled in United States since 1969. I love mathematics, philosophy and clarity in thinking.

Taoism

Reference: The World’s Religions

  1. The Old Master
  2. The Three Meanings of Tao
  3. Three Approaches to Power and the Taoisms That Follow
  4. Efficient Power: Philosophical Taoism
  5. Augmented Power: Taoist Hygiene and Yoga
  6. Vicarious Power: Religious Taoism
  7. The Mingling of the Powers
  8. Creative Quietude
  9. Other Taoist Values
  10. Conclusion
  11. Suggestions for Further Reading

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CONFUCIANISM: Impact on China

Reference: Confucianism

[NOTE: In color are Vinaire’s comments.]

All Chinese philosophy is preeminently social philosophy. Chinese philosophers have been interested primarily in ethical, social, and political problems. Confucius’ social emphasis produced, in the Chinese, a conspicuous social effectiveness—a capacity to get things done on a large scale when need arose.

In his book The Next Million Years, Charles Galton Darwin notes that anyone who wishes to make a sizable impact on human history has the choice of three levels at which to work. The agent may choose direct political action, or create a creed, or attempt to change the genetic composition of the human species. The first method is the weakest because the effects of political action seldom outlast their agent. The third is not feasible, for even if we had the knowledge and technique, a genetic policy would be difficult to enforce for even a short period and would almost certainly be dropped before any perceptible effects were achieved. “That is why,” Darwin concludes, “a creed gives the best practical hope that man can have for really controlling his future fate.”

Darwin concludes, “a creed gives the best practical hope that man can have for really controlling his future fate.”

History affords no clearer support for this contention than the work of Confucius. For over two thousand years his teachings have profoundly affected a quarter of the population of this globe. Their advance reads like a success story, for the unbelievable upshot of Confucius’ outwardly undistinguished career was the founding of a class of scholars who were to become China’s ruling elite and the emergence of Confucius himself as the most important figure in China’s history. In 130 B.C. the Confucian texts were made the basic discipline for the training of government officials, a pattern that continued (with interruption during the political fragmentation of A.D. 200–600) until the Empire collapsed in 1905. In that same Han Dynasty Confucianism became, in effect, China’s state religion; in A.D. 59 sacrifices were ordered for Confucius in all urban schools, and in the seventh and eighth centuries temples were erected in every prefecture of the empire as shrines to him and his principal disciples. China’s famous civil service examinations, which democratized public office centuries before the rest of the world dreamed of doing so, had the Confucian corpus at their heart. The Sung Dynasty (late tenth through late thirteenth centuries) perfected that system, which remained in place into the opening years of our own century. 

History affords no clearer support for this contention than the work of Confucius. For over two thousand years his teachings have profoundly affected a quarter of the population of this globe. 

Darwin follows his general point about the power of “creed” by saying that “the Chinese civilization [which Confucius’ creed did so much to shape] is to be accepted as the model type to a greater degree than any of the other civilizations of the world.” We shall not go this far. As there is no measure by which to rank-order civilizations qualitatively, we shall content ourselves with quantity, where numbers do tell an objective story. Unlike Europe or even India, China held together, forging a political structure which at its height embraced a third of the human race. The Chinese Empire lasted under a succession of dynasties for over two thousand years, a stretch of time that makes the empires of Alexander, Caesar, and Napoleon look ephemeral. If we multiply the number of years that empire lasted by the number of people it embraced in an average year, it emerges quantitatively as the most impressive social institution human beings have devised. 

The Chinese Empire lasted under a succession of dynasties for over two thousand years, a stretch of time that makes the empires of Alexander, Caesar, and Napoleon look ephemeral. 

It is not easy to say what Confucius contributed to this institution, because in time Confucian values merged with the generic values of the Chinese people to the point where it is difficult to separate the two. What we shall do here, therefore, is take note of some features of the Chinese character that Confucius and his disciples reinforced where they did not originate them. The features we shall mention pretty much blanket East Asia as a whole, for Japan, Korea, and much of Southeast Asia deliberately imported the Confucian ethic. 

We shall take note of some features of the Chinese character that Confucius and his disciples reinforced where they did not originate them. 

We can begin with East Asia’s emphatic social emphasis, which Confucius helped to fix in place. Virtually every sinologist has remarked on this emphasis, but two verdicts will suffice here. “All Chinese philosophy is preeminently social philosophy,” Etienne Balazs observed, and Wing-tsit Chan concurs: “Chinese philosophers have been interested primarily in ethical, social, and political problems.” To catch an immediate glimpse of how this social emphasis translates into practice, we can note that though China is as large as the continental United States, it has a single time zone. Apparently, the Chinese feel that it is more important that they be synchronized among themselves in their time sense than that their clocks conform to impersonal nature. 

All Chinese philosophy is preeminently social philosophy. Chinese philosophers have been interested primarily in ethical, social, and political problems.

This is a small point, to be sure, but small signs can reflect deep-lying attitudes, and in any case larger evidence is at hand. Confucius’ social emphasis produced, in the Chinese, a conspicuous social effectiveness—a capacity to get things done on a large scale when need arose. Historians have speculated that the social emphasis we are looking at may have gotten its start in China’s early need for massive irrigation projects on the one hand, and titanic dikes to contain her unruly rivers on the other; and we should not overlook the fact that social effectiveness (as we are calling it here) can be wrongly applied; there has been a lot of despotism in China. But, for good or for ill, effectiveness seems to be a fact. Facing up to its population problem in the third quarter of this century, China halved her birthrate in a single decade. And in the thirty years from 1949 to 1979, she put famine, flood, and epidemic disease behind a quarter of the world’s population, seemingly forever. As the Scientific American pointed out in its September 1980 issue, “this is a great event in history.”

Confucius’ social emphasis produced, in the Chinese, a conspicuous social effectiveness—a capacity to get things done on a large scale when need arose.

Directly related to the subject of this book is the way, unique among the world’s civilizations, that China syncretized her religions. In India and the West religions are exclusive, if not competitive—it makes no sense to think of someone as being simultaneously a Christian, a Muslim, and a Jew, or even a Buddhist and a Hindu simultaneously. China arranged things differently. Traditionally, every Chinese was Confucian in ethics and public life, Taoist in private life and hygiene, and Buddhist at the time of death, with a healthy dash of shamanistic folk religion thrown in along the way. As someone has put the point: Every Chinese wears a Confucian hat, Taoist robes, and Buddhist sandals. In Japan Shinto was added to the mix. 

In China, the religions are syncretized. Traditionally, every Chinese was Confucian in ethics and public life, Taoist in private life and hygiene, and Buddhist at the time of death, with a healthy dash of shamanistic folk religion thrown in along the way.

The importance of the family in China—three of Confucius’ Five Constant Relationships pertain to it—scarcely requires comment. Some sinologists argue that when ancestor worship and filial piety are included, the family emerges as the real religion of the Chinese people. The family surname comes first in China; only thereafter are given names added. The Chinese extended family survived well into the twentieth century, as the following report attests: “A single family may embrace eight generations, including brothers, uncles, great-uncles, sons, nephews and nephews’ sons. As many as thirty male parents with their offspring, each with their ancestors and offspring even unto grandparents and grandchildren, may live in a single joint family home comprising but one single family.” The Chinese vocabulary for family relationships is equally complex. A single word for brother is too clumsy; there must be two words to designate whether he is older or younger than the sibling who speaks. Likewise with sister, and with aunt, uncle, and grandparent, where different words are required to indicate whether these relations are on the father’s or the mother’s side. In all, there are titles for one hundred fifteen different relationships in the Chinese extended family. Strong family bonds can smother, but they also bring benefits, and these work for East Asians right down to the present. One thinks of low crime at home—the burglary rate in Japan is 1 percent of that in the United States—and the impressive record of East Asian immigrants to other lands; their delinquency rate is low, and achievement and upward mobility are high. Relatives regularly pitch in to further the education of even distant kin. 

Some sinologists argue that when ancestor worship and filial piety are included, the family emerges as the real religion of the Chinese people. A single family may embrace eight generations, including brothers, uncles, great-uncles, sons, nephews and nephews’ sons. 

The upward tilt toward the elder partner in three of Confucius’ Five Constant Relationships helped to elevate East Asia’s respect for age to an attitude that borders on veneration. In the West when someone confesses to being fifty, the response is likely to be, “You don’t look a year over forty.” In traditional China courtesy would have reached for a response more like, “You look every bit of sixty.” In the mid-1980s an elderly visitor to Japan was asked by a Japanese friend how wise he was. The confusion the question generated caused the Japanese to realize that he had made a mistake. Apologizing for his faulty English, the Japanese explained that he had intended to ask how old his friend was. When we compare this with the Western attitude toward age—“You’re over the hill at forty, and over the hill you pick up speed”—the contrast is glaring. Facing up to the inevitability of the body’s decline, China created social structures that buoyed the spirit. With each passing year one could count on more solicitude from one’s family and associates, and (as we have noted) more attentive, listening respect. 

With each passing year one could count on more solicitude from one’s family and associates, and (as we have noted) more attentive, listening respect.

Confucius’ Doctrine of the Mean continues to this day in the Chinese preference for negotiation, mediation, and the “middle man” as against resorting to rigid, impersonal statutes. Until recently, legal action has been regarded as something of a disgrace, a confession of human failure in the inability to work things out by compromises that typically involve family and associates. Figures are not available for China, but in the mid-1980s Japan in ratio to its population had one lawyer for every twenty-four in the United States. The issue of negotiation ties in with the peculiar oriental phenomenon of “face,” for in the win/lose context of a legal verdict the party the judgment goes against loses face. This is serious, because if you are going to have to live on intimate terms with your associates, no long-term good can come from mashing them psychologically. 

Confucius’ Doctrine of the Mean continues to this day in the Chinese preference for negotiation, mediation, and the “middle man” as against resorting to rigid, impersonal statutes. 

And there is wen: Confucius’ conviction that learning and the arts are not mere veneer but are powers that transform societies and the human heart. China honored his conviction here: She placed the scholar-bureaucrat at the top of her social scale and soldiers at the bottom. One wonders whether anywhere other than Tibet, and during the brief early years of Islam there has been such an attempt to effect Plato’s ideal of the philosopher king. It was only an attempt, yet here and there, now and again, it bore fruit. There have been golden ages in China when the arts have flourished as nowhere else in their time and deep learning was achieved: calligraphy, Sung landscape painting, and the life-giving dance of tai chi chuan come quickly to mind. Paper was invented. Four centuries before Gutenberg, movable type was discovered. A fifteenth-century encyclopedia, climax of the research of two thousand scholars, reached a total of 11,095 volumes. There has been great poetry, magnificent scroll painting, and ceramics, which “because of the fineness of their material and decoration, and because of the elegance of their shapes, may be considered the best pottery of all countries and of all times.”

China honored Confucius’ conviction that learning and the arts are not mere veneer but are powers that transform societies and the human heart. 

Blending with the Confucian art of life itself, these objects of wen produced a culture with a flavor all its own. A compound of subtlety, brilliance, and restrained good taste, it endowed the Chinese with a power of assimilation that at its peak was unrivaled. Having the most open frontier of all the great civilizations, China was subject to wave after wave of invasions by cavalried barbarians who were always ready to fall on the Earthbound agriculturalists. To their gates came the Tartars, whose one long-range raid inflicted a mortal wound on the Roman Empire. But what the Chinese could not fend off, they absorbed. Each wave of invaders tended to lose its identity through voluntary assimilation; they admired what they saw. Time after time an illiterate invader, entering solely for plunder, succumbs. Within a few years his foremost hope is to write a copy of Chinese verse that his teacher, who is likewise his conquered slave, might acknowledge as not altogether unworthy of a gentleman, and his highest hope is to be mistaken for Chinese. Kublai Khan is the most striking example. He conquered China but was himself conquered by Chinese civilization, for his victory enabled him to realize his lasting ambition, which was to become an authentic Son of Heaven. 

But what the Chinese could not fend off, they absorbed. Each wave of invaders tended to lose its identity through voluntary assimilation; they admired what they saw. 

The magic did not last. In the fifteenth century Chinese civilization was still unrivaled throughout the world, but stagnation then set in and the last two centuries must be discounted because the West, armed with superior military technology, snatched China’s fate from her own hands. There is little point in discussing Confucianism in the context of a Western-instigated war that forced opium on the Chinese and the subsequent division of China into European spheres of influence. Even the twentieth-century importation of Marxism must be seen as an act of desperation to regain a lost autonomy. 

In the last two centuries, stagnation has set in because the West, armed with superior military technology, snatched China’s fate from her own hands. 

For the enduring constructive Confucian influence we must look not to China’s twentieth-century politics but to the East Asian economic miracle of the last forty years. Taken together, Japan, Korea, Taiwan, and Singapore, all shaped by the Confucian ethic, constitute the dynamic center of economic growth in the latter twentieth century—impressive witness to what can happen when scientific technology links up with what might here be referred to as the social technology of East Asians. A single statistic, followed by a reporter’s account of a routine episode, provide clues to what makes that social technology work. In 1982 Japanese workers took an average of only 5.1 of the 12 vacation days they were entitled to, for (by their own accounts) “longer vacations would have imposed burdens on their colleagues.” As for the report, it reads as follows:

Six o’clock on a spring morning. In front of the Kyoto Central Station six men are standing in a circle singing. They are all dressed in white shirts, black ties, black pants, and shiny black shoes. One of them reads a pledge in which they affirm their intention to serve their customers, their company, the city of Kyoto, Japan, and the world. They are taxi drivers beginning their work day as usual.

For the enduring constructive Confucian influence we must look not to China’s twentieth-century politics but to the East Asian economic miracle of the last forty years. 

It does not relate to the issue of productivity, but another report from Kyoto points up the courtesy for which orientals have been famous: “In the cyclonic mess of Kyoto traffic, two cars scrape bumpers. Both drivers leap out. Each bows, apologizing profusely for his carelessness.” 

These are lingering echoes of the Confucian spirit, but one must wonder if they are not fading ones. In a Westernizing world, what is the future of this religion? 

No one knows the answer. It may be that we are looking at a religion that is dying. If so, it would be appropriate to close this chapter with the words Confucius applied to himself when on his deathbed his eyes rested for the last time on the majestic dome of T’ai Shan, China’s sacred mountain:

The Sacred Mountain is falling,
The beam is breaking.
The wise man is withering away

On the other hand, prophets have a way of outlasting politicians. Gandhi has outlasted Nehru, and it appears that Confucius will outlast Mao Tse-tung.

In a Westernizing world, what is the future of this religion? We may be looking at a religion that is dying. On the other hand, prophets have a way of outlasting politicians.

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Happiness: Precept 17-3

Reference: The Happiness Rundown

17-3. Practice

Learning bears fruit when it is applied. Wisdom, of course, can be pursued for its own sake: there is even a kind of beauty in it. But, truth told, one never really knows if he is wise or not until he sees the results of trying to apply it. 

Any activity, skill or profession—ditch digging, law, engineering, cooking or whatever—no matter how well studied, collides at last with the acid test: can one DO it? And that doing requires practice

Movie stunt men who don’t practice first get hurt. So do housewives. 

Safety is not really a popular subject. Because it is usually accompanied by “be careful” and “go slow.” People can feel restraints are being put on them. But there is another approach: if one is really practiced, his skill and dexterity is such that he doesn’t have to “be careful” or “go slow.” Safe high speed of motion becomes possible only with practice. 

One’s skill and dexterity must be brought up to match the speed of the age one lives in. And that is done with practice. 

One can train one’s body, one’s eyes, one’s hands and feet until, with practice, they sort of “get to know.” One no longer has to “think” to set up the stove or park the car: one just DOES it. In any activity, quite a bit of what passes for “talent” is really just practice

Without working out each movement one makes to do something and then doing it over and over until one can get it done without even thinking about it and get it done with speed and accuracy, one can set the stage for accidents. 

Statistics tend to bear out that the least practiced have the most accidents.

The same principle applies to crafts and professions which mainly use the mind. The lawyer who has not drilled, drilled, drilled on courtroom procedure may not have learned to shift his mental gears fast enough to counter new turns of a case and loses it. An undrilled new stockbroker could lose a fortune in minutes. A green salesman who has not rehearsed selling can starve for lack of sales. The right answer is to practice, practice and practice! 

Sometimes one finds that what one has learned he cannot apply. If so, the faults lay with improper study or with the teacher or text. It is one thing to read the directions, it is sometimes another thing entirely to try to apply them. 

Now and then, when one is getting nowhere with practice, one has to throw the book away and start from scratch. The field of movie sound recording has been like that: if one followed what recordist texts there have been, one wouldn’t get a bird song to sound any better than a fog horn—that is why you can’t tell what the actors are saying in some movies. The good sound recordist had to work it all out for himself in order to do his job. But in the same field of the cinema there is a complete reverse of this: several texts on cine lighting are excellent: if followed exactly, one gets a beautiful scene. 

It is regrettable, particularly in a high speed technical society, that not all activities are adequately covered with understandable texts. But that should not stop one. When good texts exist, value them and study them well. Where they don’t, assemble what data is available, study that and work the rest of it out. 

But theory and data blossom only when applied and applied with practice. 

One is at risk when those about one do not practice their skills until they can really DO them. There is a vast difference between “good enough” and professional skill and dexterity. The gap is bridged with practice. 

Get people to look, study, work it out and then do it. And when they have it right, get them to practice, practice, practice until they can do it like a pro. 

There is considerable joy in skill, dexterity and moving fast: it can only be done safely with practice. Trying to live in a high speed world with low speed people is not very safe. 

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Exercise

0. Make sure you have completed the exercise section at Happiness: Precept 17-2. Study the precept above.

1. Check the responses to the following questions for false data (see false data steps at Happiness: Prologue).

(a) “Have you been told or taught not to practice?”
(b) “Do you have any rules or ideas contrary to practicing?”
(c) “Have you been led to believe that you shouldn’t practice?”
(d) “Do you know of anything that conflicts with practicing?”
(e) “Do you have any false data about practicing?”

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2. Go over each of the following questions repetitively, until there are no more answers: 

(a) “How have others transgressed against the precept: ‘Practice’?”
(b) “How have you transgressed against the precept: ‘
Practice’?”

Do a quick review to see if you did not miss any answers on this step. You should be feeling good about this step.

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3. See if the following question definitely brings up some name you know of:

“Is there any specific person in your past who really transgressed against the precept: ‘Practice’?”

If no name comes up then go to step 4. if a name has come up, then continue with step 3 as follows:

“Can you recall an exact moment when you observed ___(name)___ transgressing this precept?”

If there is a realization, go to step 4. Otherwise, continue contemplating as follows, until there is some realization.

“Is there any time when you wanted to be like ___(name)___ ?” 
“Is there any time when you decided that not practicing was a good thing?”
“Did you ever do anything bad to ___(name)___ ? 
(Get all possible answers)
“Are there any differences between ___(name)___ and yourself?”
“Are there any similarities between ___(name)___  and yourself?”

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4. Handle any anomalies that come up on the following question by looking at the anomaly more closely. 

”Do you have any reservations about practicing?”

If the anomaly does not resolve then review the precept as well as all the exercise steps above to see if anything was missed. Then do step 4 again. When there is no anomaly go to step 5.

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5. Contemplate on the following question.

“Do you have any reservations about getting someone else to practice?” 

If any reservation comes up, then consider the following: 

“How would that be a problem?” 

Get answers to this question until there are no reservations.

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Wrap up Precept 17

0. Review Precept 17.

1. Contemplate over the following question.

“Is there any conflict between being competent and any other ideas you have encountered?”

Handle any conflict with false data steps.

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2. Go over each of the following questions repetitively, until there are no more answers: 

“Have you thought of any other transgressions of others against the precept: ‘Be competent’?”
“Have you thought of any other transgressions of your own against the precept: ‘Be competent’?”
“During these sessions have you thought of any withhold?”

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3. Consider this question:

“Do you have any feeling that you wouldn’t be yourself if you followed the precept: ‘Be competent?”

If this is not the case, go to the Step 4. Otherwise, ask yourself,

“Can you recall any person who felt the way you do about the precept: ‘Be competent’?”

If no name comes up then go to step 4. if a name has come up, then continue with step 3 as follows:

“Can you recall an exact moment when you observed ___(name)___ transgressing this precept?”

If there is a realization, go to step 4. Otherwise, continue contemplating as follows, until there is some realization.

“Is there any time when you wanted to be like ___(name)___ ?” 
“Is there any time when you decided that not being competent was a good thing?”
“Did you ever do anything bad to ___(name)___ ? 
(Get all possible answers)
“Are there any differences between ___(name)___ and yourself?”
“Are there any similarities between ___(name)___  and yourself?”

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4. Check over the following questions. and handle any anomalies that come up.

“Do you have any other considerations about being competent ?”
“Do you have any other considerations about others being competent ?”

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Happiness: Precept 17-2

Reference: The Happiness Rundown

17-2. Learn. 

Has there ever been an instance when another had some false data about you? Did it cause you trouble? 

This can give you some idea of the havoc false data can raise. You could also have some false data about another. 

Separating the false from the true brings about understanding. 

There is a lot of false data around. Evil-intentioned individuals manufacture it to serve their own purposes. Some of it comes from just plain ignorance of the facts. It can block the acceptance of true data. 

The main process of learning consists of inspecting the available data, selecting the true from the false, the important from the unimportant and arriving thereby at conclusions one makes and can apply. If one does this, one is well on the way to being competent. 

The test of any “truth” is whether it is true for you. If, when one has gotten the body of data, cleared up any words in it that one does not fully understand and looked over the scene, it still doesn’t seem true, then it isn’t true so far as you are concerned. Reject it. And if you like, carry it further and conclude what the truth is for you. After all, you are the one who is going to have to use it or not use it, think with it or not think with it. If one blindly accepts “facts” or “truths” just because he is told he must, “facts” and “truths” which do not seem true to one, or even false, the end result can be an unhappy one. That is the alley to the trash bin of incompetence. 

Another part of learning entails simply committing things to memory—like the spelling of words, mathematical tables and formulas, the sequence of which buttons to push. But even in simple memorizing one has to know what the material is for and how and when to use it. 

The process of learning is not just piling data on top of more data. It is one of obtaining new understandings and better ways to do things. 

Those who get along in life never really stop studying and learning. The competent engineer keeps up with new ways; the good athlete continually reviews the progress of his sport; any professional keeps a stack of his texts to hand and consults them. 

The new model egg beater or washing machine, the latest year’s car all demand some study and learning before they can be competently operated. When people omit it, there are accidents in the kitchen and piles of bleeding wreckage on the highways.

It is a very arrogant fellow who thinks he has nothing further to learn in life. It is a dangerously blind individual who cannot shed his prejudices and false data and supplant them with facts and truths that can more fittingly assist his own life and everyone else’s. 

There are ways to study so that one really learns and can use what one learns. In brief, it consists of having a teacher and/or texts which know what they are talking about, of clearing up every word one does not fully understand, of consulting other references and/or the scene of the subject, of sorting out the false data one might already have and of sifting the false from the true on the basis of what is now true for you. The end result will be certainty and potential competence. It can be, actually, a-bright and rewarding experience. Not unlike climbing a treacherous mountain through brambles but coming out on top with a new view of the whole wide world. 

A civilization, to survive, must nurture the habits and abilities to study in its schools. A school is not a place where one puts children to get them out from underfoot during the day. That would be far too expensive for just that. It is not a place where one manufactures parrots. School is where one should learn to study and where children can be prepared to come to grips with reality; to learn to handle it with competence and to be readied to take over tomorrow’s world, the world where current adults will be in their later years, middle or old age. 

The hardened criminal never learned to learn. Repeatedly the courts seek to teach him that if he commits the crime again he will go back to prison: most of them do commit the same crime again and do go back to prison. Factually, criminals cause more and more laws to be passed. The decent citizen is the one that obeys laws; the criminals, by definition do not. Criminals cannot learn. Not all the orders and directives and punishments and duress will work upon a being that does not know how to learn and cannot learn.

A characteristic of a government that has gone criminal—as has sometimes happened in history—is that its leaders cannot learn: all records and good sense may tell them that disaster follows oppression; yet it has taken violent revolutions to handle them or a World War II to get rid of a Hitler and those were very unhappy events for mankind. Such did not learn. They reveled in false data. They refused all evidence and truth. They had to be blown away. 

The insane cannot learn. Driven by hidden evil intentions or crushed beyond the ability to reason, facts and truth and reality are far beyond them. They personify false data. They will not or cannot really perceive or learn. 

A multitude of personal and social problems arise from the inability or refusal to learn. 

The lives of some around you have gone off the rails because they do not know how to study, because they do not learn. You can probably think of some examples. 

If one cannot get those around him to study and learn, one’s own work can become much harder and even overloaded and one’s own survival potential can be greatly reduced. 

One can help others study and learn if only by putting in their reach the data they should have. One can help simply by acknowledging what they have learned. One can assist if only by appreciating any demonstrated increase in competence. If one likes, one can do more than that: others can be assisted by helping them, without disputes, to sort out false data; by helping them find and clear up words they have not understood; by helping them find and handle the reasons they do not study and learn. 

As life is largely trial and error, instead of coming down on somebody who makes a mistake, find out how come a mistake was made and see if the other can’t learn something from it. 

Now and then you may surprise yourself by untangling a person’s life just by having gotten the person to study and learn. I am sure you can think of many ways. And I think you will find the gentler ones work best. The world is brutal enough already to people who can’t learn.

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Exercise

0. Make sure you have completed the exercise section at Happiness: Precept 17-1. Study the precept above.

00. Ask yourself:

“Has there ever been an instance when another had some false data about you? Did it cause you trouble?”

If there is a reaction, contemplate on the following questions (get all instances):

“Did you think of an instance when another had false data about you?”
“Is there any instance when you may have caused another trouble by giving false data about them?”
“Have any of these questions made you think of any withhold?”

Check the following. If you feel fine then go to Step 1. Otherwise repeat Step 00.
“How do you feel about this subject now?”

1. Check the responses to the following questions for false data (see false data steps at Happiness: Prologue). You may read this precept as many times as necessary.

(a) “Have you been told or taught not to learn?”
(b) “Do you have any rules or ideas contrary to learning?”
(c) “Have you been led to believe that you shouldn’t learn?”
(d) “Do you know of anything that conflicts with learning?”
(e) “Do you have any false data about learning?”

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2. Go over each of the following questions repetitively, until there are no more answers: 

(a) “How have others transgressed against the precept: ‘Learn’?”
(b) “How have you transgressed against the precept: ‘
Learn’?”

Do a quick review to see if you did not miss any answers on this step. You should be feeling good about this step.

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3. See if the following question definitely brings up some name you know of:

“Is there any specific person in your past who really transgressed against the precept: ‘Learn’?”

If no name comes up then go to step 4. if a name has come up, then continue with step 3 as follows:

“Can you recall an exact moment when you observed ___(name)___ transgressing this precept?”

If there is a realization, go to step 4. Otherwise, continue contemplating as follows, until there is some realization.

“Is there any time when you wanted to be like ___(name)___ ?” 
“Is there any time when you decided that not learning was a good thing?”
“Did you ever do anything bad to ___(name)___ ? 
(Get all possible answers)
“Are there any differences between ___(name)___ and yourself?”
“Are there any similarities between ___(name)___  and yourself?”

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4. Handle any anomalies that come up on the following question by looking at the anomaly more closely. 

”Do you have any reservations about learning?”

If the anomaly does not resolve then review the precept as well as all the exercise steps above to see if anything was missed. Then do step 4 again. When there is no anomaly go to step 5.

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5. Contemplate on the following question.

“Do you have any reservations about getting someone else to learn?” 

If any reservation comes up, then consider the following: 

“How would that be a problem?” 

Get answers to this question until there are no reservations.

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Happiness: Precept 17-1

Reference: The Happiness Rundown

17-1 . Look

See what you see, not what someone tells you that you see. 

What you observe is what you observe. Look at things and life and others directly, not through any cloud of prejudice, curtain of fear or the interpretation of another. 

Instead of arguing with others, get them to look. The most flagrant lies can be punctured, the greatest pretenses can be exposed, the most intricate puzzles can be resolved and the most remarkable revelations can occur simply by gently insisting that someone look

When another finds things almost too confusing and difficult to bear, when his or her wits are going around and around, get the person to just stand back and look. 

What they find is usually very obvious when they see it. Then they can go on and handle things. But if they don’t see it themselves, observe it for themselves, it may have little reality for them and all the directives and orders and punishment in the world will not resolve their muddle. 

While one can indicate what direction to look and suggest that they do look, the conclusions are up to them. 

A child or adult sees what he himself sees and that is reality for him. 

True competence is based on one’s own ability to observe. With that as reality, only then can one be deft and sure.

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Exercise

0. Make sure you have completed the exercise section at Happiness: Precept 17. Study the precept above.

1. Check the responses to the following questions for false data (see false data steps at Happiness: Prologue).

(a) “Have you been told or taught not to look for yourself?”
(b) “Do you have any rules or ideas contrary to seeing what you see?”
(c) “Have you been led to believe that you shouldn’t look for yourself?”
(d) “Do you know of anything that conflicts with looking for yourself?”
(e) “Do you have any false data about looking and seeing what you see?”

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2. Go over each of the following questions repetitively, until there are no more answers: 

(a) “How have others transgressed against the precept: ‘Look. See what you see, not what someone tells you that you see’?”
(b) “How have you transgressed against the precept: ‘
Look. See what you see, not what someone tells you that you see’?”

Do a quick review to see if you did not miss any answers on this step. You should be feeling good about this step.

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3. See if the following question definitely brings up some name you know of:

“Is there any specific person in your past who really transgressed against the precept: ‘Look. See what you see, not what someone tells you that you see’?”

If no name comes up then go to step 4. if a name has come up, then continue with step 3 as follows:

“Can you recall an exact moment when you observed ___(name)___ transgressing this precept?”

If there is a realization, go to step 4. Otherwise, continue contemplating as follows, until there is some realization.

“Is there any time when you wanted to be like ___(name)___ ?” 
“Is there any time when you decided that seeing what someone told you that you saw, was a good thing?”
“Did you ever do anything bad to ___(name)___ ? 
(Get all possible answers)
“Are there any differences between ___(name)___ and yourself?”
“Are there any similarities between ___(name)___  and yourself?”

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4. Handle any anomalies that come up on the following question by looking at the anomaly more closely. 

”Do you have any reservations about looking and seeing what you see and not what someone tells you that you see?”

If the anomaly does not resolve then review the precept as well as all the exercise steps above to see if anything was missed. Then do step 4 again. When there is no anomaly go to step 5.

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5. Contemplate on the following question.

“Do you have any reservations about getting someone else to see what they see and not what they are told they see?” 

If any reservation comes up, then consider the following: 

“How would that be a problem?” 

Get answers to this question until there are no reservations.

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