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Speed and Frequency

WavesSinusodialTimeDistance

The current fixed ideas about space and time come from a matter-centric viewpoint. Einstein’s Theory of Relativity is formed by looking at “light” through a mind conditioned by matter.

The concept of speed exists only when we consider the units of space and time to be fixed. When these units are not fixed we do not have a proper concept of speed. The theory of relativity talks about length contraction and time dilation as we approach the “speed of light”. This means that the units of space and time are not fixed for light.

The concept of speed does not apply to light. Light has no speed.

The experimental determination of “speed of light” uses fixed units of space and time. What it is actually determining is the speed of matter relative to light.

The “speed of light” is actually the speed of matter relative to light.

Einstein’s theory of relativity actually provides us with the realization that the units of space and time are fixed for matter only. They are not fixed for electromagnetic phenomenon, such as, light.  

Light simply has a constant “wavelength to period” ratio, which we may represent as the “speed of light”. The wavelength and period for light vary according to its frequency. This may be the reason why space and time units are not fixed for light. The parameter that is consistent for electromagnetic phenomenon then is frequency.

The concept of “frequency” is appropriate to electromagnetic phenomena rather than the concept of “speed”.

In case of matter, the wavelengths and periods do not exist. The equivalent de Broglie wavelength and period do exist and their ratio is still ‘c’. But because they are infinitesimal the variation in them does not affect the fixed units of space and time used for matter.

The concept of “speed” is limited to matter only.

Matter contains the “speed of light” within itself as infinitesimal wavelength to infinitesimal period ratio. It can never attain the “speed of light” relative to other matter because of its property of inertia.

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Mindfulness 02: Desires, Expectations and Speculations

Desires

Reference: Mindfulness Exercises

 

Mindfulness is “seeing things as they are.”

One wants answers; but answers do not come from desiring, expecting and speculating. Only when you know what is there, can you truly know what is to come.

Uncontrolled thinking comes about when desires, expectations and speculations rule your mind.

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MINDFULNESS # 02: Observe without desires, expectations and speculations.

In a class of students, first call out “Mindfulness 0” instructions to start mindfulness meditation. Next, explain this exercise as follows.

“In this exercise we meditate on desires, expectations, and speculations.

“Desires can act as filters and prevent you from recognizing what is actually there. For example, you desire your team to win. You look only at strong points of your team, and weak points of the other team. You do not look objectively at the strong and weak points of both the teams.

“Expectations also act as filters and prevent one from recognizing what is actually there. For example, you may see a person in priestly robes and trust him implicitly because you expect him to be a man of God. But he may be a crook who can take you for a ride.

“Speculations do not reflect what is actually there. For example, you may speculate on what you need to be for others to like and admire you. But that may hide your natural talents and attractiveness from yourself, and you fail to recognize yourself.”

Call out the following instructions slowly and clearly. Pause for 15 to 20 seconds after each instruction to let the student settle down with it.

  1. Become aware of the desires that are there.

  2. Observe nonjudgmentally. It is neither good nor bad. It is what it is.

  3. Do not resist anything. Do not suppress anything. Do not interfere with what is there.

  4. Simply become aware of the desire and move on.

  5. When it is difficult to move on, simply observe the desire more closely. Let further details appear as they may.

  6. Let the realizations come as they may and move on.

  7. Become aware of expectations. Trace them back to the underlying desire. Simply become aware and move on.

  8. Become aware of speculations. Trace them back to the underlying desire. Simply become aware and move on.

  9. Expand your span of attention to your whole life as far back as possible. Let the perceptions pour in.

  10. Become aware of the desires, expectations, and speculations as they were during various stage of your life.

  11. Expand your span of attention to others that you have come across during your life. Let the perceptions pour in.

  12. Become aware of the desires, expectations, and speculations as you saw them in others.

  13. Observe nonjudgmentally. It is neither good nor bad. It is what it is.

  14. Do not resist anything. Do not suppress anything. Do not interfere with what is there.

  15. Simply become aware of the underlying desires and move on.

  16. When it is difficult to move on, simply observe the desire more closely. Let further details appear as they may.

  17. Let the realizations come as they may and move on.

  18. Continue meditating on desires, expectations, and speculations till the end of the meditation session.

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Velocity of Light versus Mass

Mass

Reference: Reality of Relativity (Part I)
  1. A single reference point cannot have distance, velocity, or acceleration.

  2. Distance, velocity, or acceleration requires at least two reference points.

  3. A reference point, by definition, must be relatively static.

  4. Therefore, a reference point must have inertial resistance.

  5. A reference point must be a particle with mass.

  6. Mass means “stored inertial resistance”.

  7. Separation is easier to increase when mass is less.

  8. Greater velocity would mean lesser inertia in the system of particles.

  9. The limiting velocity of light would mean zero inertia in the system.

  10. Zero inertia would mean that there are no reference points.

  11. No reference points would mean that there is no velocity

  12. Therefore,  “velocity of light” is a theoretical concept like “no disturbance”.

  13. Nothing really moves at velocity of light, not even light itself.

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Instructions for Mindfulness Meditation

Instructions

A person, when he starts out on mindfulness meditation, does not always have an easy time. Even when he maintains a comfortable meditation posture, he finds it difficult to continue with meditation for an hour. Other classes in meditation take a break from straight meditation every 30 minutes or so.

People who have learned to meditate can sit in meditation for hours quite comfortably. So this problem seems to arise when one is still learning. Maybe the person feels overwhelmed with what the mind unloads on him.

The instructions for meditation are there. These instructions can even be very precise as documented in Mindfulness Exercises. But the problem seems to lie in accessing the instructions when needed during meditation. The instructions can be simple but incomplete, or they can be complete but voluminous. A neophyte can easily get overwhelmed by a lack of instructions, or having too many instructions to digest.

In mindfulness meditation one is simply instructed to see things as they are. These simple instructions are then reinforced by giving precise instructions during meditation itself. This allows the person to adjust to one small aspect of meditation at a time, until he is fully established in mindfulness meditation.

Here are the steps:

  1. The student starts with a posture that he can maintain comfortably for an hour or more.

  2. The student then settles down in meditation with simple breathing exercises.

  3. After a few minutes the instructor calls out the first instruction of Mindfulness 0: See Things as they are.

  4. The instructor waits for 2 to 3 minutes and then gives out the next instruction. This gives the student enough time to get comfortably established with the first instruction.

  5. The instructor thus gives out rest of the instructions of Mindfulness 0, spacing them apart by 2 to 3 minutes as above. This gives the student time to digest each instruction and execute it in real time.

  6. The spacing may be reduced to a minute in subsequent sessions as the student gets more familiar with the instructions.

  7. Once the student is established in mindfulness meditation, the instructor may assist him further by calling out the instructions for mindfulness exercises 1 to 12.

Subsequent mindfulness exercises address specific filters of the mind, such as, desires, expectations, bias, prejudice, assumptions, etc. As the student progresses with these exercises he needs less and less external assistance. He may then simply do them by himself until he is fully established in mindfulness.

Geometry of Reality

Geometry

  • The Euclidean space is an idealization of dimensions of matter.
  • Space is not necessarily discrete like dimensions of matter.
  • Space is not necessarily rigid like dimensions of matter.
  • In reality, space is neither discrete nor rigid.

Here the word “discrete” is used in the sense opposite to “continuous” meaning “apart or detached from others; separate; distinct”. We can talk about dimensions in discrete terms, but we cannot do so with space. Space is a continuous whole.

Here the word “rigid” is used in the sense opposite to “flexible” meaning “firmly fixed or set”. We can talk about units for the dimensions of matter to be fixed, but not so for space.

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  • A Euclidean point is an idealization of a location in space.
  • A location in space is not necessarily dimensionless.
  • A location is continuous with the space around it.
  • A location is approximated by a discrete point only when there is matter.

It is matter that fixes locations in space by virtue of being rigid. When there is no matter, we cannot fix or pinpoint locations in space.

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  • Calculus approaches continuity from the direction of discreteness.
  • Calculus talks about gradually shrinking infinitesimals in that process.
  • We need mathematics that approaches discreteness from the direction of continuity.
  • Such mathematics will approach discreteness as frequency.

Calculus uses a matter-centric viewpoint that approximates continuity in terms of shrinking infinitesimals. When there is no matter as in the case of electromagnetic fields we cannot use rigid infinitesimals for reference. We may need to use lessening frequency to approach continuity. Here discreteness seems to be provided by frequency.

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  • Mathematics considers a discrete point to be a primitive notion.
  • In reality, it is the continuous space, which is a primitive notion.
  • The rigidity of space is a function of disturbance in it.
  • Infinite frequency of disturbance generates total rigidity in space.

We cannot use dimensionless Euclidean point as primitive notion because it is not seen as expanding into a continuous space. But we can use continuous space as primitive notion because we can see it as shrinking to generate a dense point that approaches discreteness. It is this “density” that can be associated with rigidity.

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  • Discreteness starts to form as space is disturbed.
  • This discreteness increases with frequency.
  • At a certain threshold  frequency, rotational fields start to form within the electromagnetic fields.
  • The first stable form of such rotational field is the electron.

It is postulated that electromagnetic field is the disturbed space. As this disturbance increases as frequency, pockets of rotational electronic fields appear in the wider electromagnetic field.

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  • As these rotational fields grow the high frequencies at their center starts to collapse to form a hard nucleus.
  • The next stable form of this rotational field appears to be the hydrogen atom.
  • Mass is naturally created in the nucleus as the frequency of disturbance increases the most at the center.
  • The mysterious factor here is the role of “frequency”.

Mass is naturally created in the nucleus as the frequency of disturbance increases. The task now is to understand the nature of this disturbance.

The theory of special relativity talks about contraction of space and dilation of time at speeds approaching the speed of light. Such conclusions are subjective because the “observer” in that theory is limited in its observation by the speed of light.

Objectivity exists to the degree observer uses the whole universe as its reference. This means using all physical and mental senses. The moment one uses part of the universe as its reference one’s viewpoint descends into subjectivity. Thus mathematics employed by Einstein’s theory of Special Relativity is subjective.

Objectivity is the consistency among inputs from all physical and mental senses. To the degree this consistency is missing, observation is incomplete and subjective.

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