JUDAISM: Meaning in Morality

Reference: Judaism

Note: The original text is provided below.
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The importance of the Ten Commandments in their ethical dimensions lies not in their uniqueness but in their universality.

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Summary

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Comments

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Original Text

Human beings are social creatures. Separated from their kind at birth, they never become human; yet living with others, they are often barbaric. The need for morality stems from this double fact. Nobody likes moral rules any more than they like stop lights or “no left turn” signs. But without moral constraints, human relations would become as snarled as traffic in the Chicago loop if everyone drove at will. 

The Jewish formulation of “those wise restraints that make men free” is contained in her Law. We shall have occasion to note that this Law contains ritualistic as well as ethical prescriptions, but for the present we are concerned with the latter. According to the rabbinic view, the Hebrew Bible contains no less than 613 commandments that regulate human behavior. Four of these will suffice for our purposes: the four ethical precepts of the Ten Commandments, for it is through these that Hebraic morality has had its greatest impact. Appropriated by Christianity and Islam, the Ten Commandments constitute the moral foundation of most of the Western world. 

There are four danger zones in human life that can cause unlimited trouble if they get out of hand: force, wealth, sex, and speech. On the animal level these are well contained. Two scarcely surface as problems at all. The spoken word does not, for animals cannot communicate enough to seriously deceive. Neither, really, does wealth, for to become a serious social problem the drive for possessions requires foresight and sustained greed at levels unknown in the animal kingdom. As for sex and force, they too pose no serious problems. Periodicity keeps sex from becoming obsessive, and inbuilt restraints hold violence in check. With the curious exception of ants, intraspecial warfare is seldom found. Where it has broken out, the species has usually destroyed itself. 

With human beings things are different. Jealousies, hatreds, and revenge can lead to violence that, unless checked, rips communities to pieces. Murder instigates blood feuds that drag on indefinitely. Sex, if it violates certain restraints, can rouse passions so intense as to destroy entire communities. Similarly with theft and prevarication. We can imagine societies in which people do exactly as they please on these counts, but none have been found and anthropologists have now covered the globe. Apparently, if total permissiveness has ever been tried, its inventors have not survived for anthropologists to study. Perhaps here, more than anywhere else, we encounter human constants. Parisians are cousins to Bongolanders; twentieth-century sophisticates are related to aborigines. All must contain their appetites if history is to continue. 

What the Ten Commandments prescribe in these areas are the minimum standards that make collective life possible. In this sense the Ten Commandments are to the social order what the opening chapter of Genesis is to the natural order; without each there is only a formless void. Whereas Genesis structures (and thereby creates) the physical world, the Ten Commandments structure (and thereby make possible) a social world. Regarding force, they say in effect: You can bicker and fight, but killing within the in-group will not be permitted, for it instigates blood feuds that shred community. Therefore thou shalt not murder. Similarly with sex. You can be a rounder, flirtatious, even promiscuous, and though we do not commend such behavior, we will not get the law after you. But at one point we draw the line: Sexual indulgence of married persons outside the nuptial bond will not be allowed, for it rouses passions the community cannot tolerate. Therefore thou shalt not commit adultery. As for possessions, you may make your pile as large as you please and be shrewd and cunning in the enterprise. One thing, though, you may not do, and that is pilfer directly off someone else’s pile, for this outrages the sense of fair play and builds animosities that become ungovernable. Therefore thou shalt not steal. Finally, regarding the spoken word, you may dissemble and equivocate, but there is one time when we require that you tell the truth, the whole truth, and nothing but the truth. If a dispute reaches such proportions as to be brought before a tribunal, on such occasions the judges must know what happened. If you lie then, while under oath to tell the truth, the penalty will be severe. Thou shalt not bear false witness.

The importance of the Ten Commandments in their ethical dimensions lies not in their uniqueness but in their universality, not in their finality but in their foundational priority. They do not speak the final word on the topics they touch; they speak the words that must be spoken if other words are to follow. This is why, over three thousand years after Mount Sinai, they continue as the “moral esperanto” of the world. This led Heine to exclaim of the man who received them: “How tiny does Sinai appear when Moses stands upon it,” and the biblical writers to assert categorically, “There arose not in Israel [another] prophet like Moses” (Deuteronomy 34:10).

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Troubleshooting Difficulties

Reference: Course on Subject Clearing

In 2015, I worked with High School dropouts at a facility of the Metropolitan Ministries of Tampa in New Port Richie, Florida. Here are my notes from February, 25 and 26. 2015.

(Notes 2/25/2015)

Student 1 – Young man… he is proud to have taught himself basic arithmetic… wants to learn about measurement… did very poorly on assessment for GED requirements… was very upset at the results of assessment and somewhat lost his motivation… very impulsive in answering questions… mostly guesswork… computation skill needs to be built up… tried to explain the problems he got wrong… he pretty much closed up… need to find the right approach.

Student 2 – Young girl… she comes regularly and wants desperately to learn… she is practically illiterate in both English and Math… Found her to be struggling on fractions… Work with her on the numbering system using abacus… got her interest but it was a big struggle for her… She is motivated because she wants to pass GED… She was back on fractions the next day… wanted to know how to round up fractions… tried to explain but she got overwhelmed… checked what was before fraction… she was interested in learning division… made some progress with her on doing division by setting it up as a fraction and simplifying it… she now understands exact and inexact division… she understands how exact division leads to factors… she is having a rough time understanding how inexact division leads to mixed numbers… basically, she is having a hard time grasping the concept of fraction even when pizza examples are used… but she is not giving up… I admire her for that. The right approach here is to continue working with her on fractions until she gets it. She looks happier.

Student 3 – Young women and mother… she is very much into fitness… she wants to pass her GED to get a job or start a business in Fitness… she is practically illiterate in math… could not determine where her trouble was with math… Work with her on the numbering system using abacus… she responded to abacus but it was hard to say if she was interested and getting it… went over 2 hours with her… she appeared overwhelmed… she comes infrequently… she hasn’t returned since last session… after this experience, I decided to limit session with a person to maximum one hour… the approach may be to give her an assessment test and then take it from there.

Student 4 – Older Spanish lady… she is illiterate in English and Math but very motivated to learn… she comes regularly to the center… worked with her on the numbering system and then on writing checks… she was very happy and excited… next time she wanted help with writing English words with correct spelling… she can read English but writes hesitatingly with upper and lower case letters mixed and incorrect spellings… Show her how she can use dictionary on Internet to find correct words and spelling… Show here the upper and lower case of English alphabets… Explain to her when Upper case is used… Have her read a paragraph from a children’s book and explain the meaning of words she did not understand… then dictated that paragraph to her so that she could write by listening… Explain to her what a sentence is… After dictating each sentence have her check what she wrote against the sentence in the book… get her to spot the errors in her writing and to correct them… she was very happy. It is easy to work with this student because she tells you exactly what she wants to learn, and then she is very interested.

Student 5 – Polite young girl struggling with learning but upbeat and interested… she is practically illiterate in math… Used abacus to clarify the numbering system… Showed her how multiplication is repeated addition… Showed her how abacus could be used for repeated addition… Help her generate a multiplication table for numbers up to 13… She wanted to know how to write a check… Showed her what a signature is… Help her create her signature… Showed her how to write a check… She was happy.

Student 6 – Young man… quite alert but frustrated about the test he was taking… have him stop the test to discuss the questions he got wrong so far… he listened to the logic given for correct answers quite attentively… he wanted to know about areas and volumes… explain to him what a unit is… he understood and liked the explanation… showed him how the unit for area must be a like a square tile, and the unit for volume must be a cubic block… explained to him the logic underlying the formulas for area and perimeter of a rectangle… he was excited about this new understanding and very pleased.

(Notes 2/26/2015)

Student 6 – He wasn’t planning to come today, but he turned up. Start him on Short Form Division… practice some short form division… you can divide only as fast as you can multiply… multiplication is repeated addition… show him abacus and demonstrate place values on it… show that the numbers are written the same way as they appear on abacus… show the structure of large numbers… have him write the multiplication table from 1 to 20… Use repeated addition on abacus… He did very well. He was very happy.

Student 7 – Young women… she will be joining the course to learn to be a chef… She is quite motivated… Problem with multiplication, division, fractions, percents, and Algebra… Start with multiplication… show multiplication as repeated addition… have her start writing multiplication table… explain ones and tens on abacus, and show her how to add on abacus… finish table up to 13… explain all the place values on abacus… practice reading and writing large numbers… She was quite happy.

Student 8 – He was one of the students I met on the first day, but I didn’t get the opportunity to work with him until now… He has some welding experience… He wants to pass GED… Wants to learn geometric formulas for areas and volumes… Go over the basic concepts of Plane Geometry, Solid Geometry, point, line, surface, area, block, volume… He wanted to know the area of octagon… to teach this, first teach him the Pythagorean Theorem… practice the use of this theorem… He had great fun with it… he was quite happy.

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SUMMARY

My success in working with the people who come to the MM has been mixed. So far, this research has taught me the following:

  1. Keep the session very simple and do not go beyond an hour with a person.
  2. Every person is different, and the approach toward a person must be customized.
  3. Of course, their basics are missing, but the area of difficulty must not be assumed. 
  4. Spotting the right entrance point to their difficulty would elicit their interest and cooperation.
  5. It may take time with some people to spot the right entrance point. In difficult cases, an assessment test might help.
  6. GED assessment test may be too difficult and demotivating for some. A battery of assessment tests from simple to difficult is needed.
  7. All successful approaches to determine entrance point of a person needs to be documented.
  8. The immediate goal should be to get the person more interested in learning. 

Subsequent documents provide the current Subject Clearing approach to handling the difficulties of school dropouts.

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HINDUISM: The Way to God through Work

Reference: Hinduism

Note: The original Text is provided below.
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The point of life is to evolve beyond its current limits. Work without thought of self can be a vehicle for self-transcendence.

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Summary

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Comments

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Original Text

The third path toward God, intended for persons of active bent, is karma yoga, the path to God through work. 

An examination of the anatomy and physiology of human bodies discloses an interesting fact. All organs of digestion and respiration serve to feed the blood with nutritive materials. The circulatory apparatus delivers this nourishing blood throughout the body, maintaining bones, joints, and muscles. Bones provide a framework without which the muscles could not operate, while joints supply the flexibility needed for movement. The brain envisions the movements that are to be made, and the spinal nervous system executes them. The vegetative nervous system, helped by the endocrine system, maintains the harmony of the viscera on which the motor muscles depend. In short, the entire body, except for the reproductive apparatus, converges on action. “The human machine,” a physician writes, “seems indeed to be made for action.”

Work is the staple of human life. The point is not simply that all but a few people must work to survive. Ultimately, the drive to work is psychological rather than economic. Forced to be idle, most people become irritable; forced to retire, they decline. Included here are compulsive housekeepers as well as great scientists, such as Mme. Curie. To such people Hinduism says, You don’t have to retire to a cloister to realize God. You can find God in the world of everyday affairs as readily as anywhere. Throw yourself into your work with everything you have; only do so wisely, in a way that will bring the highest rewards, not just trivia. Learn the secret of work by which every movement can carry you Godward even while other things are being accomplished, like a wristwatch that winds itself as other duties are performed. 

How this is to be done depends on the other components in the worker’s nature. By choosing the path of work, the karma yogi has already shown an inclination toward activity, but there remains the question of whether the supporting disposition is predominantly affective or reflective. The answer to that question determines whether the yogi approaches work intellectually or in the spirit of love. In the language of the four yogas, karma yoga can be practiced in either mode: jnana (knowledge), or bhakti (devoted service).

As we have seen, the point of life is to transcend the smallness of the finite self. This can be done either by identifying oneself with the transpersonal Absolute that resides at the core of one’s being, or by shifting one’s interest and affection to a personal God who is experienced as distinct from oneself. The first is the way of jnana, the second of bhakti. Work can be a vehicle for self-transcendence in either approach, for according to Hindu doctrine every action performed upon the external world reacts on the doer. If I chop down a tree that blocks my view, each stroke of the ax unsettles the tree; but it leaves its mark on me as well, driving deeper into my being my determination to have my way in the world. Everything I do for my private wellbeing adds another layer to my ego, and in thickening it insulates me more from God. Conversely, every act done without thought for myself diminishes my self-centeredness until finally no barrier remains to separate me from the Divine. 

The best way for the emotionally inclined to render work selfless is to bring their ardent and affectionate natures into play and work for God’s sake instead of their own. “He who performs actions without attachment, resigning them to God, is untainted by their effects as the lotus leaf by water.” Such a one is as active as before, but works for a different reason, out of dedication. Acts are no longer undertaken for their personal rewards. Not only are they now performed as service to God; they are regarded as prompted by God’s will and enacted by God’s energy as channeled through the devotee. “Thou art the Doer, I the instrument.” Performed in this spirit, actions lighten the ego instead of encumbering it. Each task becomes a sacred ritual, lovingly fulfilled as a living sacrifice to God’s glory. “Whatsoever you do, whatever you eat, whatever you offer in sacrifice, whatever you give, whatever austerity you practice, O Son of Kunti, do this as an offering to Me. Thus shall you be free from the bondages of actions that bear good and evil results,” says the Bhagavad-Gita. “They have no desire for the fruits of their actions,” echoes the Bhagavata Purana. “These persons would not accept even the state of union with Me; they would always prefer My service.” 

A young woman, newly married and in love, works not for herself alone. As she works the thought of her beloved is in the back of her mind, giving meaning and purpose to her labors. So too with a devoted servant. He claims nothing for himself. Regardless of personal cost he does his duty for his master’s satisfaction. Just so is God’s will the joy and satisfaction of the devotee. Surrendering to the Lord of all, he remains untouched by life’s vicissitudes. Such people are not broken by discouragements, for winning is not what motivates them; they want only to be on the right side. They know that if history changes it will not be human beings that change it but its Author—when human hearts are ready. Historical figures lose their center when they become anxious over the outcome of their actions. “Do without attachment the work you have to do. Surrendering all action to Me, freeing yourself from longing and selfishness, fight—unperturbed by grief” (Bhagavad-Gita)

Once all claims on work have been renounced, including whether it will succeed in its intent, the karma yogi’s actions no longer swell the ego. They leave on the mind no mark that could vector its subsequent responses. In this way the yogi works out the accumulated impressions of previous deeds without acquiring new ones. Whatever one thinks of this karmic way of putting the matter, the psychological truth involved is readily apparent. A person who is completely at the disposal of others barely exists. The Spanish ask wryly: “Would you like to become invisible? Have no thought of yourself for two years and no one will notice you.” 

Work as a path toward God takes a different turn for people whose dispositions are more reflective than emotional. For these too the key is work done unselfishly, but they approach the project differently. Philosophers tend to find the idea of Infinite Being at the center of one’s self more meaningful than the thought of a divine Creator who watches over the world with love. It follows, therefore, that their approach to work should be adapted to the way they see things. 

The way that leads to enlightenment is work performed in detachment from the empirical self. Specifically, it consists in drawing a line between the finite self that acts, on the one hand, and on the other the eternal Self that observes the action. People usually approach work in terms of its consequences for their empirical selves—the pay or acclaim it will bring. This inflates the ego. It thickens its insulation and thereby its isolation. 

The alternative is work performed detachedly, almost in dissociation from the empirical self. Identifying with the Eternal, the worker works; but as the deeds are being performed by the empirical self, the True Self has nothing to do with them. “The knower of Truth, being centered in the Self should think, ‘I do nothing at all.’ While seeing, breathing, speaking, letting go, holding, opening and closing the eyes, he observes only senses moving among sense objects.”

As the yogi’s identification shifts from her finite to her infinite Self, she will become increasingly indifferent to the consequences that flow from her finite actions. More and more she will recognize the truth of the Gita’s dictum: “To work you have the right, but not to the fruits thereof.” Duty for duty’s sake becomes her watchword.

He who does the task
Dictated by duty,
Caring nothing
For the fruit of the action,
He is a yogi. (Bhagavad-Gita, VI:I)

Hence the story of the yogi who, as he sat meditating on the banks of the Ganges, saw a scorpion fall into the water. He scooped it out, only to have it bite him. Presently, the scorpion fell into the river again. Once more the yogi rescued it, only again to be bitten. The sequence repeated itself twice more, whereupon a bystander asked the yogi, “Why do you keep rescuing that scorpion when its only gratitude is to bite you?” The yogi replied: “It is the nature of scorpions to bite. It is the nature of yogis to help others when they can.” 

Karma yogis will try to do each thing as it comes as if it were the only thing to be done and, having done it, turn to the next duty in similar spirit. Concentrating fully and calmly on each duty as it presents itself, they will resist impatience, excitement, and the vain attempt to do or think of half a dozen things at once. Into the various tasks that fall their lot they will put all the strokes they can, for to do otherwise would be to yield to laziness, which is another form of selfishness. Once they have done this, however, they will dissociate themselves from the act and let the chips fall where they may.

One to me is loss or gain,
One to me is fame or shame,
One to me is pleasure, pain. (Bhagavad-Gita, XII)

Mature individuals do not resent correction, for they identify more with their long-range selves that profit from correction than with the momentary self that is being advised. Similarly, the yogi accepts loss, pain, and shame with equanimity, knowing that these too are teachers. To the degree that yogis repose in the Eternal, they experience calm in the midst of intense activity. Like the center of a rapidly spinning wheel, they seem still—emotionally still—even when they are intensely busy. It is like the stillness of absolute motion.

Though the conceptual frameworks within which philosophical and affectionate natures practice karma yoga are different, it is not difficult to perceive their common pursuit. Both are engaged in a radical reducing diet, designed to starve the finite ego by depriving it of the consequences of action on which it feeds. Neither gives the slightest purchase to that native egoism that the world considers healthy self-regard. The bhakta seeks “self-naughting” by giving heart and will to the Eternal Companion and finding them enriched a thousandfold thereby. The jnani is equally intent on shrinking the ego, being convinced that to the degree that the venture succeeds there will come into view a nucleus of selfhood that differs radically from its surface mask, “a sublime inhabitant and onlooker, transcending the spheres of the former conscious-unconscious system, aloofly unconcerned with the tendencies that formerly supported the individual biography. This anonymous ‘diamond being’ is not at all what we were cherishing as our character and cultivating as our faculties, inclinations, virtues, and ideals; for it transcends every horizon of unclarified consciousness. It was enwrapped within the sheaths of the body and personality; yet the dark, turbid, thick [layers of the surface self] could not disclose its image. Only the translucent essence of [a self in which all private wants have been dispersed] permits it to become visible—as through a glass, or in a quiet pond. And then, the moment it is recognized, its manifestation bestows an immediate knowledge that this is our true identity. The life-monad is remembered and greeted, even though it is distinct from everything in this phenomenal composite of body and psyche, which, under the delusion caused by our usual ignorance and undiscriminating consciousness we had crudely mistaken for the real and lasting essence of our being.”

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Perceptual Elements and Memory

Reference: Course on Subject Clearing

The mind is a matrix made up of elements derived from the sensations of the environment. As these elements are de-condensed into finer elements, the consciousness deepens. In humans, the mental matrix is made of much finer elements as compared to the mental matrix in animals. We are evolving towards still finer perceptual elements.

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Memory 

The sensations are being received continually from the environment. They seem to contain a sense of when they are received compared to other sensations. This time sense continue to prevail as sensations de-condense into perceptual elements to be assimilated in the mental matrix. Activation of perceptual elements by their time stamps is what constitutes a MEMORY. The memory may be recalled in the form of a still picture, or a running video.

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Storage of Data

The earlier models of the mind proposed by Freud and Hubbard imply that perceptions from the environment are recorded “as-is” in the mind. However, in the  matrix model, the sensations received from the environment are de-condensed into perceptual elements, which are then assimilated within the mental matrix. Perceptions and memories are created from the activation of perceptual elements in the dimension of time.

Assimilation means duplicate perceptual elements are merged making the storage more efficient. For example, if a person eats the same breakfast day after day, then a basic pattern of the breakfast may be stored with slight variations along the time dimension. In general, a perceptual element may be utilized many times in different patterns. Thus, the “matrix” model provides a more efficient way of storing perceptions in the mind. Memory is clear and precise when its pattern is made up of refined and well-assimilated elements. It would be difficult to recall a memory if it contains “unassimilated nodes”.

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Dimensions in the Mind

The TIME STAMP is one of the unique properties by which a perceptual element may be identified and indexed in the mental matrix; but there are many other properties. Each property may be identified as a scale or dimension. An example of such a property is COLOR. There is whole scale of color on which near infinite color values may exist. One of these values may be unique to a perceptual element. Thus, we may talk about the dimension of color used to index perceptual elements in the matrix.

There can be a near infinite number of such property dimensions in which a perceptual element may be indexed in the mental matrix. Many of these dimensions we may know. Others are yet to be discovered.

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Thoughts, Imagination and Creativity

When the mind activates perceptual elements in the dimension of time, we have memory. Similarly, the mind may activate perceptual elements in other property dimensions, singularly or in combination. Thus we have THOUGHTS.  When thoughts are accompanied by postulates and projections, we have IMAGINATION. When we apply the discipline of continuity, consistency and harmony to imagination, we have CREATIVITY.

There is no limit to creativity.

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Mind and Consciousness

Reference: Course on Subject Clearing

Fineness of Perceptual Elements

A sensation many be looked upon as a very condensed matrix that de-condenses into a matrix of perceptual elements. Thus, greater discrimination comes about. This cycle may repeat with a perceptual element, in its turn, de-condensing into a matrix of finer perceptual elements. 

Thus, as incoming sensations de-condense into finer and finer perceptual elements, the discrimination increases.

Over time, the multi-dimensional associations among the finer nodes of the mental matrix multiply. They come to reflect the external universe with greater precision. We identity this precision and clarity as the CONSCIOUSNESS dimension of the mind. The finer are the perceptual elements, the better is consciousness. 

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Degree of Assimilation

Sensations not only de-condense into perceptual elements, but they also assimilate with each other through these perceptual elements. When assimilation occurs any duplicate elements are merged together, and associations are set up among other elements.

The assimilation is defined by the degree of continuity, consistence and harmony of associations among perceptual elements.

When there is a discontinuity, a projection is made to bridge over it. When there is an inconsistency or disharmony, an assumption is made to explain it. But such projections and assumptions always generate anomalies.

Such anomalies when discovered, may be traced back to underlying projections and assumptions. New perceptual elements may be postulated through the use of rationality and logic to replace these projections and assumptions. Subsequently, these postulates may either be verified or updated with the help of actual observations. The better is the assimilation, the greater is consciousness.

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Effect of Traumas

There are traumatic sensations that do not easily de-condense into perceptual elements. They embed themselves into the mental matrix as UNASSIMILATED NODES. The content of such nodes cannot be properly perceived because they are not assimilated with the rest of the mental matrix. The effect of unassimilated nodes is to distort the mental matrix. They may be “perceived” only as raw sensations of PAIN and ANXIETY. 

When fully activated, the unassimilated nodes bring about unconsciousness and unthinking reactions. 

According to the matrix model of the mind, the assimilated portion of the mental matrix provides consciousness and rational thinking. Earlier models have called it the CONSCIOUS or ANALYTICAL mind. And the unassimilated portion of the mental matrix is the source of unconsciousness and unthinking reactions. It has been called the SUBCONSCIOUS or REACTIVE mind.

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Consciousness

Thus, consciousness is a characteristic of the mental matrix that depends on

  1. The fineness of perceptual elements
  2. The degree of assimilation in the mental matrix
  3. Absence of traumas

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