Category Archives: Self-Improvement

These are exercises that one may apply to oneself to improve.

Thinking & Thought

June 18, 2010 – 10:52 PM

The mind appears to consist of many layers of thought surrounding a central core. That central core may be referred to as self.

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THEORY

The nature of the mind is to assess and determine what is there. This may be called thinking or considering. The outcome of this action may be called a thought or consideration. When mind assesses the sensory input the outcome appears as perception. Therefore, perception may be looked upon as a primitive thought. For more on perception, please see Perception.

Similarly, one may say that when mind assesses perception the outcome is experience, and when the mind assesses experience the outcome is information. The results of this successive assessment may be listed as follows.

  1. Sensory input
  2. Perception
  3. Experience
  4. Information
  5. Hypothesis
  6. Theory
  7. Principles
  8. Axioms
  9. Self

There may be more layers in between. Each layer seems to underlie the previous layer and adds more depth to it. Finally, the layer at the bottom seems to provide uniqueness, or individuality, to the whole system.  We may call this layer the ‘self‘. This system of layers represent a ‘universe.’

The “thoughts” near the top seem to be quite raw and automatic. It appears to be consistent from person to person. Each one of us perceives the physical universe quite the same way. This is documented by astronomy, geography, physics, chemistry, etc. If the sensory input reaching our minds is the same, then we must regard the assessment of it as perception to be the same also. That assessment would be a programming that is shared by humans at a deep, unconscious level.

The thought near the bottom appears to be ‘self-controlled.’ It may be called ‘free will’ at the level of self. It is quite individualistic from person to person. This ‘free will’, however, is likely to be constrained by the layers above it.

From ‘sensory input’ to ‘self’ we seem to have a spectrum of thinking that varies from rigid programming to free will.

Cognitive functions could be the more flexible programming closer to the level of self. Extreme flexibility of programming may appear as free will. The function of free will seems to be visualization as “learned” from the layers of thought above it.

Close your eyes. Think of a cat, or your favorite small pet animal. Have that pet come to you and jump in your lap. Pick it up and caress it. Feel its weight and the texture of its fur. Now let that pet jump and run away from you. Open your eyes and look in the direction in which your pet ran away.

One may visualize what one wills as learned from perceptions.  

These are visualizations created out of knowledge from the various layers of thought above self. One can visualize raw perceptions of seeing, hearing, touching, tasting, smelling, etc. Dreams may be the function of visualization that is unwinding in some way.

Thus, there seem to be completely programmed perceptions at the top, and free willed visualizations at the bottom, with gradations in between.

The usual thinking is a combination of programmed perceptions, and free willed visualizations.

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APPLICATION

In the absence of a guide these exercises may be done by oneself. The guide may help the student as follows.

 (A) Go over the theory section with the student.

  1. Answer any questions from the student as best as you can.
  2. Discuss the theory materials until no questions remain.
  3. Make sure the student understand the main points highlighted in bold in theory section.

(B) Have the student do the exercises in sequence.

  1. Guide the student through the exercises.
  2. Maintain an open and friendly communication about student’s experience on the exercise   

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EXERCISE

THE PURPOSE OF THESE EXERCISES IS TO PRACTICE LOOKING DIRECTLY AT THE VARIOUS COMPONENTS OF THE MIND. 

Preliminary steps:

  1. Find a place where you can sit comfortably for a while without being disturbed or distracted.

  2. Simply observe with your eyes open. If you find your mind adding to what is plainly visible, simply notice that fact and continue.

  3. Once you can comfortably notice what is there, you may close your eyes.

 

Exercise 1

Pay close attention to the sensory input. If you just see blackness, then observe that blackness. If you see a play of light and darkness, then observe that play of light and darkness. Observe the various sound and smells as they offer themselves to you. Do not strain to perceive them.

Observe what your senses present to you, such as, the temperature in the room, the pull of gravity, or the taste in your mouth. Do not look for anything in particular. Just look non-judgmentally at whatever comes up. Do not fix your attention on any one thing.

 

Exercise 2

Pay close attention to impressions that are made up of raw perceptions and which may simply be floating around. Just look non-judgmentally at whatever comes up. Do not fix your attention on any one thing.

 

Exercise 3

Pay close attention to any experience that is uppermost in the mind. Just look at it non-judgmentally. Do not fix your attention on any one thing.

 

Exercise 4

Pay close attention to any information that is uppermost in the mind. Just look at it non-judgmentally. Do not fix your attention on any one thing.

 

Exercise 5

Pay close attention to any hypothesis that is uppermost in the mind. Just look at it non-judgmentally. Do not fix your attention on any one thing.

 

Exercise 6

Pay close attention to any theory that is uppermost in the mind. Just look at it non-judgmentally. Do not fix your attention on any one thing.

 

Exercise 7

Pay close attention to any principle that is uppermost in the mind. Just look at it non-judgmentally. Do not fix your attention on any one thing.

 

Exercise 8

Pay close attention to any axiom that is uppermost in the mind. Just look at it non-judgmentally. Do not fix your attention on any one thing.

 

Exercise 9

Pay close attention to any concept of self that is uppermost in the mind. Just look at it non-judgmentally. Do not fix your attention on any one thing.

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Glossary

Thought
Thought is the assessment of sensory input leading to perceptions, experience, information, hypothesis, theory, principles, axioms and self. From ‘sensory input’ to ‘self’ we seem to have a spectrum of thinking that varies from rigid programming to free will.

Self
Self is the central core of the mind that provides the sense of individuality.

Free will
Free Will is the flexibility of postulating and projecting to make sense of what is there.

Visualization
Origin: “to see.” To visualize is to rearrange perceptual elements into a new coherent pattern.

Thinking
Thinking is postulating and interjecting to make sense out of what is there. Thinking starts with making considerations.

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By vinaire | Comments (20)

Perception

June 18, 2010 – 7:04 PM

We do not necessarily perceive what is “out there.” In fact, nobody really knows what is “out there.” We perceive only what our mind tells us.

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THEORY

According to Wikipedia, the process of perception involves the following steps:

  1. Body’s sensory organs are incited by means of light, sound or another physical process.
  2. These sensory organs transform the input energy into neural activity.
  3. These neural signals are transmitted to the brain.
  4. The brain organizes and interprets the signals.
  5. This creates awareness or understanding of the environment.

Thus, the brain “sees” a pattern of nerve impulses. The mind considers them as sight, hearing, touch, taste, smell, etc. Since the perception of the physical universe agrees from person to person, we may say that certain basic considerations in the mind could be fixed in place genetically.

However, the same sensory input may result in somewhat different perception depending on a person’s culture and previous experience. Perceptions may also be shaped by learning, memory and expectation.

PERCEPTIONS ARE TRANSDUCED BY BASIC CONSIDERATIONS HARD-WIRED IN THE MIND. THESE CONSIDERATIONS MAY BE MODIFIED TO SOME DEGREE BY CULTURAL AND EDUCATIONAL BACKGROUND.

An image on a computer screen is made up of thousands of pixels (picture elements). Similarly, the perception may be looked upon as made up of millions of perceptual elements, which are then processed into concepts. Mind’s perceptual systems pre-consciously attempt to make sense of their input. They enable individuals to see the world around them as stable, even though the sensory information may be incomplete and rapidly varying. This processing of percepts happens outside conscious awareness.

THE MENTAL CONSIDERATIONS TRY TO MAKE SENSE OUT OF THE SENSORY INPUT THROUGH EXTRAPOLATION. WE ARE USUALLY NOT AWARE OF THIS PROCESS.

An unresolved question has been, “Do sensory qualities such as sounds, smells or colors exist in objective reality or in the mind of the perceiver?” Since the ideas of ‘objective reality,’ ‘sensory input’ and ‘mind’ are themselves theoretical considerations, we may look at perception only in terms of how stable it is, and to what degree it may be modified.

PERCEPTIONS ARE NOT ABSOLUTE EVEN THOSE OF THE PHYSICAL UNIVERSE.

These considerations leading to perceptions seem to be interconnected and influence each other. They are not absolute in themselves, but sorting them out may provide a sense of some deeper consistency.

WHAT IS SIGNIFICANT IS NOT WHAT WE PERCEIVE BUT THE CONSISTENCY OR INCONSISTENCY AMONG WHAT WE PERCEIVE.

Thus, looking focuses on recognizing what is there. This includes observation of consistency and inconsistency among what is being perceived.

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APPLICATION

In the absence of a guide these exercises may be done by oneself. The guide may help the student as follows.

(A) Go over the theory section with the student.

  1. Answer any questions from the student as best as you can.
  2. Discuss the theory materials until no questions remain.
  3. Make sure the student understand the main points highlighted in bold in theory section.

(B) Have the student do the exercises in sequence.

  1. Guide the student through the exercises.
  2. Maintain an open and friendly communication about student’s experience on the exercise

EXERCISES

THE PURPOSE OF THESE EXERCISES IS TO PRACTICE LOOKING DIRECTLY AT CONSISTENCY AND INCONSISTENCY AMONG WHAT IS BEING PERCEIVED. 

Exercise 1 

Pay close attention to the perception of touch during your daily activities. For example, feel the clothes as you put them on your body; feel the weight and temperature of your briefcase as you carry it; feel the touch of the knob as you open a door; feel the shoes as you walk in them, etc.

Recognize any consistency or inconsistency as it presents itself.  

 

Exercise 2 

Pay close attention to the perception of sight during your daily activities. For example, perceive the color of things as you look at them;  their brightness, contrast, and variety; the shape and  dimensions of objects; the patterns among objects, etc.

Recognize any consistency or inconsistency as it presents itself.

 

Exercise 3 

Pay close attention to the perception of smell during your daily activities. For example, smell the air for the freshness or aroma wafting through it as you walk through markets and various neighborhoods;  smell the food as you sit down to eat, etc.

Recognize any consistency or inconsistency as it presents itself.

 

Exercise 4 

Pay close attention to the perception of hearing during your daily activities. For example, listen to the tone and quality of sound as you hear it; listen to its loudness and softness, listen to the words being spoken without attaching any meaning to them, etc.

Recognize any consistency or inconsistency as it presents itself.

 

Exercise 5 

Pay close attention to the perception of taste during your daily meals. For example, taste the water as you drink it; taste the different flavors in the food as you eat it, etc.

Recognize any consistency or inconsistency as it presents itself.

 

Exercise 6 

Pay close attention to the body position and personal motion as you go through your daily activities.  Recognize any consistency or inconsistency as it presents itself.

 

Exercise 7

Look at something. Then look at the various perceptions that make up what you are looking at. Recognize any consistency or inconsistency as it presents itself.

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Glossary

Perception
Origin: “a taking in.” Perception is the organization and interpretation of the neural signals to make sense out of the world. A perception is made up of a lot of perceptual elements, just like a computer image is made up of a lot of pixels.

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By vinaire | Comments (18)

Introduction to Looking

June 18, 2010 – 5:58 AM

This is a set of essays that have come to be known by the acronym KHTK (from the phrase “Knowing How To Know”). This is the first of the KHTK essays. It introduces LOOKING as the key to knowing how to know. The source of this data is the technique of Vipassana meditation, which was taught by Buddha 2600 years ago.

Take a look at the overview of the subject of looking first before you dive into the theory: Comments on Looking.

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 THEORY

Looking means to observe and notice things for what they are. To know something, you do not have to label it, or use words to describe it. You simply look and recognize something for what it is.

The key idea is:

LOOK AND SIMPLY OBSERVE WHAT IS THERE WITHOUT EXPECTING ANYTHING, OR ATTEMPTING TO GET AN ANSWER.

Any expectation will add extraneous thoughts to what one is looking at. Attempts to get an answer will also add extraneous interpretation to what is there. Therefore, when looking, do not expect any particular phenomenon, result, answer or cognition.

Often, one is taught to suppress one’s thoughts. For example, in many meditation techniques the primary goal is to make one’s mind blank. In some other meditation techniques one is required to concentrate on a thought at the exclusion of all others. Such actions suppress the ability to LOOK.

It is a common experience to have thoughts, labels, evaluations, opinions conclusions, etc., arise in the mind as one looks. The thing to do is not to suppress anything, but to notice these thoughts, labels, evaluations, opinions, conclusions, etc., explicitly, as they arise in the mind while looking. Any suppression colors and modifies our perception of what is there.

LOOKING DOES NOT REQUIRE SUPPRESSION OF ANY THOUGHTS ARISING IN THE MIND. YOU LOOK AT THOSE THOUGHTS THE WAY YOU LOOK AT ANYTHING ELSE.

When one is not suppressing any thoughts or feelings, and is simply looking without being judgmental, then, in that moment, one is being totally honest with oneself. This is the basis of personal integrity.

These fundamentals of LOOKING apply to all sensory input. The next essay addresses the mental input of emotions, feelings, sensations and efforts.

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APPLICATION

Probably the best way to get started with KHTK is to find a partner and then do the exercises listed below. You and your partner may alternate as “student” and “guide.”  In the absence of a guide these exercises may be done by oneself.

The guide may help the student as follows.

(A) Go over the theory section with the student.

  1. Answer any questions from the student as best as you can.
  2. Discuss the theory materials until the student is happy and satisfied.
  3. Make sure the student understand the main points highlighted in bold in theory section.

(B) Have the student do the exercises in sequence.

  1. Guide the student per step 1 in each exercise.
  2. Maintain an open and friendly communication about student’s experience on the exercise
  3. Guide the student per step 2 in each exercise.

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EXERCISES

THESE EXERCISES ARE NOT MEANT TO RESOLVE ANY DIFFICULTIES A PERSON MIGHT BE HAVING. THE PURPOSE OF THESE EXERCISES IS TO INTRODUCE THE CONCEPT OF LOOKING BY LETTING THE STUDENT EXPERIENCE IT. THIS MAY BE ACCOMPLISHED QUITE QUICKLY IN MOST CASES.

Exercise 1

  1. Look around the room and observe different objects. Notice if the mind is labeling these objects as you look at them. For example, the mind may present the thought, “This is a lamp,” when you look at a lamp.

  2. If so, then do not stop the mind from labeling the objects. Simply notice the activity of the mind.  

Exercise 2

  1. Look around the room and observe different objects. Notice if the mind is evaluating as you look at them. For example, the mind may present the thought, “This is an expensive lamp,” as you look at a lamp.

  2. If so, then do not stop the mind from evaluating. Simply notice the activity of the mind.  

Exercise 3

  1. Look around the room and observe different objects. Notice if the mind is offering any conclusions as you look at them. For example, the mind may present the thought, “I will never buy this lamp,” as you look at a lamp.

  2. If so, then do not stop the mind from offering conclusions. Simply notice the activity of the mind.  

Exercise 4

  1. Look around the room and observe different objects. Notice if there are thoughts appearing in the mind.

  2. If so, then do not suppress the thoughts from appearing in the mind. Simply notice these thoughts while continuing to look at the objects. 

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Glossary

KHTK
KHTK is an acronym created from the phrase “Knowing How To Know.” It is a system of philosophy that is consistent within itself. This system introduces LOOKING as the key to knowing how to know.

Looking
Looking means to observe and recognize things for what they are. Looking does not involve thinking. Accurate perception requires the elimination of inconsistencies through unstacking of unassimilated impressions.

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By vinaire | Comments (25)