The Nature of Knowledge

Is there an ultimate knowledge? Are there ultimate answers to all the questions we have?

One may use any word, or words, to describe the ultimate understanding; but it doesn’t really matter what words are used because a word is not the “thing.”

The problem here is that there is nothing to describe. As far as our knowledge is concerned we can only know what we consider. We can never know what lies beyond these considerations. We may certainly consider what lies beyond; but then, we would only know the consideration we make.

Thus, what lies beyond considerations is unknowable. As we dig deeper to know more we shall simply find more considerations. Actually, we may simply uncover more of our own hidden assumptions, speculations, etc.

This unknowable would then be nothing more than a carrot to help uncover the considerations, which may be hidden deep in our consciousness. That is more than wonderful.

What then is this consciousness? What is at the core of consciousness? Who or what is THAT, which considers, and which is conscious of these considerations?

THAT, which considers, and which is conscious, is beyond time because time itself is a consideration. Whether THAT exists for ever or for just a blink of an eye, is the same thing. All that we find existing is the consideration of TIME.

THAT is also beyond space because space itself is a consideration. Whether THAT occupies all space or no space at all, is the same thing. All that we find existing is the consideration of SPACE.

Similarly, THAT is beyond the considerations of energy and matter. Whether THAT is all powerful, or with no power at all, is the same thing. Whether THAT is complete substance, or with no substance at all, is again the same thing. Power and substance are considerations too.

Is consciousness just a consideration? Is THAT, which considers, and which is conscious of these considerations, itself a consideration? Would we ever know who we truly are?

The ultimate identification of “who”, “what”, “where” and “when” seems to be unknowable, as these questions lead to speculations and more considerations. I do not know what others’ experience has been in this regard; but for me the ultimate identification has been unknowable. I have to accept that.

Any answers to “who”, “what”, “where” and “when” then must be self-generated and self-contained. The seed must appear spontaneously and randomly somehow… from where… that is impossible to know. This seed may then balloon into a “sphere of considerations” in a background of unknown.

All considerations in this “sphere” must be interconnected. All these considerations must support each other somehow. We try to look for linearity, and a beginning and an end; but, on the ultimate scale, I do not find such linearity to be there.

No wonder, others find me to be going around in circles. There is definitely a truth to this accusation. I do not have the ultimate answer. Nor do I think that anybody else has the ultimate answer.

A seeming answer may lie in this self-contained and self-generated “sphere of consideration.” But that may only take one around in circles. Sorry! This is my conclusion.

But there seem to be freedom beyond a mere consideration of freedom. One can only be constrained by one’s own considerations. Freedom may mean not constrained by one’s own considerations. Only those considerations may constrain one that are being generated unconsciously. One may enjoy life fully; participate in any and all adventures, while also being aware of all considerations one is generating even at the deepest level.

That would be Nirvana of Buddhism… that would be Mukti of Hinduism… that may be the “salvation” of Christianity; for this doesn’t mean forsaking life and adventure.

Nirvana would simply mean absence of hidden considerations even at the deepest level. It would mean total command over oneself. The Vedic concept of Brahma, as built into the process “neti, neti,” helps one move in that direction. With the process of “neti, neti,” one is simply saying, “This may not be the ultimate answer because this could just be a consideration of mine.”

This process then helps one question what one has been taking for granted, and look at it more closely to see if it is not just what one is considering. It is boring into the unknown and finding more and more of one’s own hidden considerations. When one knows that there are no more hidden considerations then only one knows oneself fully. That, to me, is Nirvana. From that point on one knows when one is generating, sustaining or dissolving considerations. It is the state of perfect equilibrium. This is just my take. It may or may not be true for another person.

Thus, Nirvana would simply mean the ability to generate a consideration, hold on to that consideration, and then dissolve that consideration. Nirvana would not mean forsaking this universe. Nirvana would simply mean total control over one’s considerations. One may then attain Nirvana while being in this universe. In fact one’s enjoyment of this universe would be infinitely greater after attaining nirvana. Buddha lived to a grand age of 80, quite rare for his time, after attaining nirvana.

In that Nirvana… in that Mukti… in that Salvation… seems to lie the ultimate knowledge.

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Glossary

KNOWLEDGE
As far as our knowledge is concerned we can only know what we consider. We can never know what lies apart from these considerations.

NIRVANA
Nirvana would simply mean absence of hidden considerations even at the deepest level. It would mean total command over oneself.

NETI NETI
“Neti neti” is a Vedic process to locate THAT which is not an outcome of your consideration.

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Filling the “Blanks”

Reference: Subject: Education

[This is the third essay on Study from 1996.]

“Blanks” in understanding cannot be filled properly unless one starts out very simply and then proceeds on an easy gradient of increasing complexity.  For example, when tutoring on addition, one should start out with single-digit numbers before working with double-digit numbers and carry overs.

In a Math Club meeting, a second grader was having difficulty writing large numbers in spite of repeated attempts by the parent to assist her.  A troubleshooting session went something like this:

TUTOR:           “Is it ok if I ask you to write some numbers for me?”

STUDENT:      “Yes.”

TUTOR:           “Alright.  Can you write six thousand, seven hundred

____________ eighty-three?”

STUDENT:      “Umm…”

TUTOR:          “That’s ok.  See if you can write seven hundred eighty-

____________ three?”

(The student thinks for a moment and writes “700 83”.  The tutor noticed that she could write eighty-three correctly.)

TUTOR:           “Ok.  Can you write eighty-three for me?”

(The student smiles and writes “83”.)

TUTOR:           “Excellent.  Can you write one hundred?”

(The student writes “100” correctly.)

TUTOR:           “Very good.  Now, can you write one hundred one?”

(The student writes “101” correctly.  The tutor then asked the student to write “one hundred nine” and “one hundred ten”.  The student wrote them correctly.)

TUTOR:           “Excellent.  Can you write one hundred eighty-three?”

(The student pauses then writes “183” correctly.)

TUTOR:           “That is correct.  Now write seven hundred eighty-three

____________ for me?”

(The student feeling more confident writes “783”.)

The troubleshooting session was ended at this point.  The parent then continued in this manner with the student writing larger numbers successfully.

This demonstration illustrates the necessity that a student’s understanding must be established at each step on a gradient for learning to occur.  This can be done only by letting the student assimilate the data by himself or herself.  The tutor must not think for the student.

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The Earlier “Blanks”

Reference: Subject: Education

[Here is another essay on Study from 1996.]

A “blank” is created in the mind by a “concept not fully understood.”  Such blanks prevent later concepts from being understood and, thus, multiply themselves rapidly.  In trouble-shooting, if a student is unable to grasp a concept, it is certain that there is an earlier concept not fully understood.  The following case demonstrates the effect of earlier “blanks.”

Once, a mother came to the Math Club with her daughter who was in fifth grade.  The daughter was having great difficulty in math.  According to her mother, she did not want to memorize the multiplication tables, and that was the problem.  The troubleshooting went something like this:

TUTOR:          “Is there something in math you don’t feel quite

____________ comfortable with?”

STUDENT:      “Yes… multiplication.”

TUTOR:          “Alright.  What does the word MULTIPLY mean?”

STUDENT:      “Umm…” 

(The tutor explained the process of multiplication as “repeated addition.”)

TUTOR:          “I am going to check you out on the multiplication of

____________ two single-digit numbers.  What is three times two?”

STUDENT:      “Six.”

TUTOR:          “What is four times three?”

STUDENT:      “Twelve.”

TUTOR:          “What is six times six?”

STUDENT:      “Oh, that’s a big number.”

(The student could multiply with very small numbers, but got nervous when larger numbers were asked.)

TUTOR:          “Six times six would be adding six to itself six times.  Can

____________ you do this addition and tell me the sum?”

STUDENT:      (Pause)  “Oh! I don’t like adding either.”

(The tutor then demonstrated the process of addition as “counting together.”)

TUTOR:          “Adding is counting numbers together. Are you comfortable

____________ with counting?”

STUDENT:      “Yes, I can count.  One, two, three…,”

TUTOR:          (Stops her at the count of twenty)  “Very good.  Now count

____________ for me starting from eight hundred ninety.”

STUDENT:      (Taken aback) “Oh! That is a big number… (thinking) eight ____________ hundred ninety-one, eight hundred ninety-two… (and so on) ____________ eight hundred ninety-nine (long pause) two hundred, two ____________ hundred one…” 

The student did not know what number followed eight hundred ninety-nine.  By this time it was evident that the student was shaky in her understanding of the numbering system itself.  She was not aware of the repeating pattern of hundreds in counting.  The troubleshooting was ended at this point.  The mother was given a program to establish an understanding of the numbering system first before working with her daughter on multiplication.

Evidently, the understanding of MULTIPLICATION depends on an understanding of ADDITION, which in turn depends on an understanding of COUNTING and the NUMBERING SYSTEM.  If a person has simply memorized the sequence of first few hundred numbers, and has no understanding of the patterns of tens, hundreds, thousands, etc., he or she will have difficulty not only in counting with large numbers, but also with addition and multiplication.  This principle of earlier “blanks” applies not just to mathematics but to any subject one is having difficulty with.

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“Holes” in Understanding

Reference: Subject: Education

[I wrote this essay back in 1996 when I was running a Math Club. This student went on to study later at Harvard, Cambridge, USA.]

If there is a virus, which can infect and incapacitate the thinking of a person, it is a “hole” created in the mind by a “concept not fully understood.”  Such holes prevent later concepts from being understood and, thus, multiply themselves rapidly.  Sometimes they are well camouflaged and hard to detect until they have multiplied to a great extent.  Their effects show up in the declining curiosity and interest of a child long before his or her grades start to slip.  Due to pressures at school and at home, a child still tries to keep the grades up by memorizing his materials.  The remedy to this situation is to “fill in the holes.”

Once, a parent came to me very much worried about his son.  According to him, his son was slow in study across the board and could not remember what he studied.  He was in seventh grade, but he could do math only up to fourth grade level.  The parents were so worried that they were considering taking their son to a psychiatrist.  Upon checking it was found that this student had been moved around to different schools as the parents tried to settle down in their business.  Upon consultation, a program was worked out to tutor the child at least four hours a week during the first month.  The parents agreed to defer any psychiatric treatment until the gaps in their son’s understanding were located and filled.

The first few sessions were quite interesting.  The student was compliant and easy to work with.  A short list was made of areas in math that he was confused about.  These areas were then addressed one by one.  The basic approach was to check the key concepts in each area to find what was misunderstood and then to clarify it.  Each confusion was traced back to the most fundamental concept which was not understood.  Once the basic concepts were explained, later concepts could be fully clarified.  An interesting discovery was that this student, who could not remember, had no difficulty retaining the basic concepts once they were fully comprehended.  A foundation in math was being built up slowly by locating and filling the “holes” one by one.

During these sessions, “holes” were found not only in math but also in Grammar, Science, and other subjects.  These were clarified as and when they came up.  However, the main focus was kept on math.  At times the student needed help on his current homework, and it was addressed by giving him working knowledge of the advanced concepts.  But as soon as he was through with his homework, the underlying concepts were addressed.  Things were discovered which he should have known, but he was never taught.  Soon the student’s interest and confidence started to improve.  He understood the importance of not going past a word or a concept until it was fully understood.  In addition, he was encouraged to become more curious.  He now had questions about things, such as, INFINITY, SPACE, ATOMIC BOMBS, and even UFO’s.

In a period of three months, a definite improvement was visible in the student’s grades.  Tutoring continued with much less intensity for another two months.  Summer arrived, and there were no more sessions.  Six months later when I happened to run across the parent, I found him quite satisfied with his son’s performance in school.  The boy was getting A’s in math and doing quite well in other subjects too.  He never went for any treatment.

The parent, however, was more impressed with something else.  The son was now spending more time reading the text books on his own.  He used a dictionary to clarify the meaning of words as he studied.  He now followed a discipline because he understood what “holes” could do to his thinking.  This student was not about to let the “holes” have their way again.

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Approach to Looking #2

October 2, 2013: This essay has been superseded by:

KHTK EXERCISE #3: Unwanted conditions

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When no incident, confusion, shift or shock comes up in Approach to Looking #1 then approach as follows:

(1)   Look at the area absorbing most of your attention, and locate

(a)   Persons attached or connected to it

(b)   Places or locations attached or connected to it

(c)   Incidents or events attached or connected to it

(d)   Times or moments attached or connected to it

(e)   Situations or circumstances attached or connected to it

(f)    Anything else that comes to mind in connection with it

(2)   If at any time you spot when the condition, which is absorbing most of your attention, started then make a note of the fact.

(3)   If the attention goes back again and again to the moment when that condition started then apply Approach to Looking #1 to that area.

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