Beginning

new-beginning
NOTE October 13, 2022:
We know the universe only through its copy in the mind. The beginning of the universe is, therefore, the beginning of the formation of that copy in our mind.

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September 25, 2014
In light of The Nature of Awareness (Part 1) we can add the following to this essay.
  1. “Something” lies in the dimension of awareness. Therefore, beginning will coincide with beginning of awareness. Similarly, end will coincide with end of awareness.
  2. This can be visualized on a universal scale. After end there is simply non-awareness. This non-awareness shall continue until something emerges into awareness.
  3. Thus, the universe may go into non-awareness, and then return to awareness. This is the basic cycle of the universe.
  4. We cannot define “nothing” in universal terms. There is simply non-awareness.
  5. Thus, universe implies awareness. The universe is aware of itself.

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Scientists have been struggling with theories about the beginning of this universe. But there doesn’t seem to be much analysis carried out about the concept of BEGINNING itself. A beginning is essentially a beginning of “something”. The moment there is something, the rules of mathematics, physics, metaphysics, logic, etc. come into play. When there is nothing, no rules seem to apply.

We can get an idea of the beginning of a day, the beginning of a city, the beginning of a meal, the beginning of life, or even the beginning of a universe. The common idea here is that of beginning.

The idea of BEGINNING is accompanied by the idea of END. “Beginning-End” forms a pair. They give meaning to each other. If there is a beginning then there also must be an end. If there is an end then there also must be a beginning.

BEGINNING and END together lead to the idea of CHANGE. From beginning to end there must be a change. Thus, we have BEGINNING – CHANGE – END. This has been referred to in ancient texts as a CYCLE. This cycle may be observed universally.

A child is born. It grows to be an adult. It then grows old and dies.

A project is conceived. It is then implemented. It then runs its course as it achieves its goals. Thus, it comes to an end.

An era, such as the Industrial Age, comes about. Progress occurs. It then gives way to another era, such as the Information Age. Thus, an era comes to an end as a new era starts.

The cycle of “Beginning – Change – End” is a universal phenomenon.

The change from BEGINNING to the END can be observed in most things as being made up of successive events.

After the END such events cease to exist, and no event starts until the next BEGINNING. Thus, by definition, no event exists after the end of one cycle and before the start of another.

Thus, there is something and there is also nothing.

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Next: Something and Nothing

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Glossary

Beginning
The beginning of something is essentially the postulate, which forms the awareness of that thing. Therefore, the universe began with the manifestation of a starting postulate, which brought about the awareness of the universe.

Change
Starting from the beginning postulate there are successive changes that bring about the evolution of that postulate and awareness.

End
If there is a beginning, then there also must be an end. A manifestation began with a postulate. It ends when its basis, the starting postulate, is fully realized. At that point there may be either a new staring postulate, or simply non-awareness. At the end of the universe there is either the beginning of a new universe, or there is simply non-awareness.

Cycle
A cycle is something that repeats. Begin-Change-End is the most basic cycle. A cycle can be viewed only from a viewpoint independent of that cycle. Thus, we can see cycles within the universe of which we are not a part. Since we are not independent of the universe; we may only speculate on the cycle of the universe. We cannot say if the universe has a beginning or an end. For us, the universe begins with awareness, and ends in non-awareness. 

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June 26, 2010 – 12:07 PM Categories: KHTK | Comments (13)

The Abacus and Numbers

The system of how counting numbers are written today can be demonstrated visually on a device called Abacus. You count by moving 1 bead at a time on the first wire on the top.

The digit 0 corresponds to no bead moved.
The digit 1 corresponds to one bead moved.
The digit 2 corresponds to two beads moved.
The digit 3 corresponds to three beads moved...

And so on.

When all the ten beads are moved to the right on the wire they are regrouped as one bead to the right on the next wire. Thus, TEN is expressed as a combination of one bead on the second wire and no bead on the first.

In terms of digits, TEN is expressed as “10”.

Please note that the place of a digit in a number corresponds to the order of the wire from the top.

As you continue to count, the beads are regrouped not only on the first wire but also on subsequent wires per the following rule:

WHEN ALL BEADS ON A WIRE ARE TO THE RIGHT, THEY ARE REGROUPED AS ONE BEAD TO THE RIGHT ON THE NEXT WIRE.

For further details, please see, Numbers and Place Values.

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Number Base

We are used to dealing with numbers in the decimal system, where we use a base of 10, counting up from 0 to 9 and then resetting our number to 0 and carrying 1 into another column. This is probably a result of having ten fingers.

Suppose we had only eight fingers, then we would most probably work in base 8, counting from 0 up to 7 and then resetting to 0 and carrying 1. So the number 10 in this system would mean 8 in the decimal system. Base 8 is called the Octal system.

OCTAL NUMBERS MAY BE REPRESENTED BY A SPECIAL VERSION OF ABACUS WITH EIGHT BEADS ON EACH WIRE INSTEAD OF TEN.

If an intelligent race had only two fingers, then it would most probably work in base 2, counting from 0 up to 1 and then resetting to 0 and carrying 1. So the number 10 in this system would mean 2 in the decimal system. Base 2 is called the Binary system.

BINARY NUMBERS MAY BE REPRESENTED BY A SPECIAL VERSION OF ABACUS WITH ONLY TWO BEADS ON EACH WIRE INSTEAD OF TEN.

Using this “binary abacus” it can be seen that the decimal numbers 1, 2, 3, 4, 5, 6, 7, 8, etc., will appear as 0, 1, 10, 11, 100, 101, 110, 111, 1000, etc., respectively.

The binary numbers may be represented very accurately with a series of switches, each of which can be set to either OFF or ON corresponding to 0 and 1. This is the secret underlying the powerful computers.

The elegance of abacus is that young children can use this device to learn different number systems quite easily.

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June 25, 2010 – 11:22 PM Categories: Mathematics | Post a comment

Attention

All “truths” are inconsistencies at some level. If the attention goes to them then they need to be examined more closely. It seems that the purpose of free attention is to spot and dissolve inconsistencies to allow the sensory input to flow rapidly toward the understanding of self.

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THEORY

From Wikipedia: “Attention is the cognitive process of selectively concentrating on one aspect of the environment while ignoring other things. Attention has also been referred to as the allocation of processing resources.”

The awareness of the environment is contained most directly in the layer of perception in the mind. Sensory input is then processed further into subsequent layers. See Thinking & Thought.

Attention may be looked upon as the filter, which selectively brings to awareness the contents of these layers.

Attention, when left to itself, generally goes to those areas where the processing of sensory input is slowed or blocked by inconsistencies, and it is not flowing down to subsequent layers. This happens when inconsistencies are not being recognized as inconsistencies but are taken for granted.

An inconsistency is something that is not consistent with its surroundings. It is arbitrary to some degree. Yet it is accepted because it seems to explain some confusion.

An inconsistency, thus, keeps some confusion at bay. It seems to serve this function at local level, even when it is not consistent broadly. Examples of this would be unreal beliefs that people carry around, and strange rituals that they engage in.

Though an inconsistency is usually taken for granted, and thus it escapes general notice, the area of inconsistency still subtly draws the attention towards itself. Something in that area doesn’t seem to make sense but one cannot put one’s finger on it. The daily life may direct attention according to one’s intentions, but, now and then, one may find the attention to be drawn to certain areas.

Free attention is a powerful indicator of where one should be looking more closely to dissolve inconsistencies that are blocking the flow of sensory input.

The process of free association is very helpful when combined with looking. In free association one looks at the mind without interfering with it. Attention may flip from place to place; but as one keeps looking non-judgmentally without resistance, a pattern may emerge. As one keeps looking, the pattern may reveal some inconsistency. Usually there is disbelief and resistance, for the inconsistency appears to be restraining some confusion. But as one continues to look, the confusion starts to dissolve and so does the inconsistency, giving one a sense of relief.

It is confusion due to suppressed perceptions and feelings that keeps an inconsistency in place.

As an inconsistency dissolves, the attention seems to shift naturally to the next area where another inconsistency may reside. It is as if the mind is wound up and it wants to unwind itself. Free association, with looking, seems to let the mind do all the work in sorting out the morass of ideas that are entangled with each other.

Let the mind bring up what needs to be sorted out first, and then the next thing, and the next thing.

It is the non-judgmental nature of looking, without resistance, which permits the inconsistency to dissolve upon closer look. The following steps may be helpful in spotting and dissolving inconsistencies in real life.

  1. Look at the general area where one’s attention gets drawn naturally.
  2. Look non-judgmentally until you become aware of the actual purpose there.
  3. Continue looking until you become aware of how that area should actually be.
  4. Notice the area of inconsistency that is now visible more narrowly.

Repetition of these steps will bring you closer and closer to the actual inconsistency, until there is nothing hidden or suppressed. Then the inconsistency simply falls apart letting the sensory input flow in toto. This helps bring complete understanding at the ultimate level of self.

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APPLICATION

In the absence of a partner 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 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 FREE ASSOCIATION WITH LOOKING, IN SPOTTING INCONSISTENCIES AND CONFUSIONS.

Exercise 1     

Move around in your living space, and let your attention roam freely. Apply the four steps listed under theory until nothing is hidden or suppressed in that area. Repeat the four steps as necessary.

Exercise 2

Go for a walk in the neighborhood, and let your attention roam freely. Apply the four steps listed under theory until nothing is hidden or suppressed in that area. Repeat the four steps as necessary.

Exercise 3

Go for a walk in a park. Look at things as far as your eye can see, and let your attention roam freely. Apply the four steps listed under theory until nothing is hidden or suppressed in that area. Repeat the four steps as necessary.

Exercise 4

Go to a coffee shop. Observe the surroundings, and let your attention roam freely. Apply the four steps listed under theory until nothing is hidden or suppressed in that area. Repeat the four steps as necessary.

Exercise 5

Go to crowded places like a market, bus station, or airport. Quietly observe the people and surroundings, and let your attention roam freely. Apply the four steps listed under theory until nothing is hidden or suppressed in that area. Repeat the four steps as necessary.

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Glossary

Attention

  1. (Wikipedia) Attention is the cognitive process of selectively concentrating on one aspect of the environment while ignoring other things. Attention has also been referred to as the allocation of processing resources.
  2. Attention, when left to itself, generally goes to those areas where the processing of sensory input is slowed or blocked by inconsistencies.
  3. (Scientology) Attention is aberrated by becoming unfixed and sweeping at random or becoming too fixed without sweeping.

Inconsistency
An inconsistency is something that is not consistent with its surroundings. It is arbitrary to some degree. Yet it is accepted because it seems to explain some confusion. Examples of this would be unreal beliefs that people carry around, and strange rituals that they engage in.

Free Association
In free association one looks at the mind without interfering with it. Attention may flip from place to place; but as one keeps looking non-judgmentally without resistance, a pattern may emerge. As one keeps looking, the pattern may reveal some inconsistency.

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June 20, 2010 – 9:00 AM Categories: Self-Improvement | Comments (9)

Exercises in Looking Set I

A KHTK guide may be necessary to guide one through these exercises. In the absence of a guide these exercises may be done by oneself as long as one understands and can adhere strictly to KHTK principles.

More exercises may be added from time to time. These exercises may be revised and rearranged as more feedback is received.

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NOTES

Quite often you would encounter feelings of guilt and remorse. Treat such feelings non-judgmentally without resorting to any shame, blame or regret. If it is your action that you are ashamed of, then simply acknowledge to yourself that you did it without adding further significance or putting resistance to it. If it is somebody else’s action that affected you then acknowledge that also for what it is without adding further significance or putting resistance to it.

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EXERCISES

THE FOLLOWING EXERCISES MAY BE DONE IN ANY ORDER.

IT IS RECOMMENDED THAT YOU COMPLETE AN EXERCISE BEFORE STARTING ANOTHER ONE.

AN EXERCISE IS COMPLETE WHEN THE STUDENT IS SATISFIED THAT HE OR SHE HAS DONE ALL THE STEPS OF THAT EXERCISE.  

ANY EXERCISE MAY BE REPEATED AS MANY TIMES AS ONE WISHES.

 

Exercise 1

Look at an instance when you lost somebody you loved. As feelings and emotions come up, experience them fully without avoiding, resisting or suppressing them. Take as much time as you need to stay with the feelings and emotions until they start to discharge.

 

Exercise 2

Look at some traumatic experience you went through. The details may come up slowly but stay with it. Let the mind un-stack naturally. Look  non-judgmentally and without resisting. It may take several sittings but continue until all details come to view and the trauma starts to discharge.

 

Exercise 3

YOU MAY DO THIS EXERCISE AS OFTEN AS YOU WANT, AND AS PART OF YOUR DAILY ROUTINE FOR ANY PERIOD FROM 15 MINUTES TO 2 HOURS OR MORE. 

  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.

  4. 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.

  5. Observe the various sound and smells as they offer themselves to you. Do not strain to perceive them.

  6. 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 at whatever comes up. Do not fix your attention on any one thing.

  7. The mind may present memories of current and past events, some flattering and some not so flattering. Simply look at them non-judgmentally without resisting. The scene may shift around continually.

  8. The mind may present emotions, such as, embarrassment, guilt, anxiety, anger, etc. Look at them non-judgmentally and recognize them for what they are.

  9. The mind may present hot and cold sensations, twitches in muscles, pain, etc. Do not avoid, resist or suppress them back. Look and experience them as they appear.

  10. There may be tendency to squirm, move or change position as discomfort presents itself. You may readjust your body to a more comfortable position as necessary, while experiencing the discomfort.

  11. If you find yourself getting involved in thoughts, or mentally doing something else, then simply recognize this fact, and continue. Do not suppress anything. Do not add anything.

  12. Let these feelings, emotions and sensations play themselves out. Do not speculate on reasons and possibilities. As you persevere in your looking, the uncomfortable feelings and sensations will clear out.

  13. Though it may not always be possible, try ending this exercise at a point when some persistent emotion, sensation or thoughts have just left.

 

  

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June 19, 2010 – 9:02 AM Categories: Self-Improvement | Comments (7)

Experiencing

EXPERIENCING is looking at the feelings, emotions, sensations and efforts arising in the mind and felt in the body. The KHTK approach is to experience such flows without resisting.

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THEORY

Feelings, emotions, sensations, efforts etc., are flows that outpour or discharge. Here are some examples of these flows:

  1. Feelings: confusion, love, disgust, etc.
  2. Emotions: grief, fear, anger etc.
  3. Sensations: tingling, dizziness, hot and cold, etc.
  4. Efforts: mental effort to do, or not do, something.

One “looks” at such flows by experiencing them. This lets them outpour and discharge. To experience a flow, simply stay with it without avoiding it, resisting it, or suppressing it back. Dive right into the very center of it and feel it without adding anything. As you stay with it, the uncomfortable intensity of the flow would lessen and eventually disappear.

The key idea is:

SIMPLY EXPERIENCE WHAT IS THERE WITHOUT AVOIDING, RESISTING OR SUPPRESSING IT BACK.

Flows can be positive, such as, love, enthusiasm and well-beingness. Flows can also be negative, such as, guilt, fear and pain. Such flows arise in response to stimuli in the environment. Usually one finds it easier to experience positive rather than negative flows. But, when such flows come up by themselves in response to stimuli in the environment, then they are safe to experience.

ON ITS OWN THE MIND WILL NEVER BRING UP SOMETHING TO EXPERIENCE THAT IS OVERWHELMING OR HARMFUL.

Experiencing is a deeper form of looking. One may encounter uncontrolled thinking in the mind. But, it starts to abate with the practice of experiencing. It is through the process of gradual experiencing that the inconsistencies and uncomfortable flows start to dissolve.

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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 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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EXERCISES

THE PURPOSE OF THESE EXERCISES IS TO INTRODUCE EXPERIENCING AS A DEEPER FORM OF LOOKING, AND AS AN ACTIVITY THAT MAY DISSOLVE INCONSISTENCIES AND UNCOMFORTABLE FLOWS.

Exercise 1

Move around the house leisurely, and look at various objects, touching and feeling them. Experience any feelings, emotions, sensations, efforts, etc., that come up, fully without resisting.

 

Exercise 2

Go for a walk in the neighborhood. Look and notice things. Experience any feelings, emotions, sensations, efforts, etc., that come up, fully without resisting. 

 

Exercise 3

Go to a coffee shop, sit there and observe the surroundings and other people. Experience whatever feelings come up until you no longer are avoiding, resisting or suppressing anything from yourself. 

 

Exercise 4

Look at your family album or any old pictures that you may have kept.  As feelings and emotions come up, experience them fully without avoiding, resisting or suppressing them. 

 

Exercise 5

FIND SOMETHING IN YOUR ENVIRONMENT THAT YOU HAVE BEEN AVOIDING TO LOOK AT.

Observe the feelings or emotions that appear as you start to face it. Experience the feelings and emotions without resisting or suppressing them.

 

Exercise 6

Look at each of the following affects, and experience any instances or related incidents that come up in the mind, applying the principles of looking.

Positive:

  • Enjoyment/Joy – smiling, lips wide and out

  • Interest/Excitement – eyebrows down, eyes tracking, eyes looking, closer listening

Neutral:

  • Surprise/Startle – eyebrows up, eyes blinking

Negative:

  • Anger/Rage – frowning, a clenched jaw, a red face

  • Disgust – the lower lip raised and protruded, head forward and down

  • Dissmell (reaction to bad smell) – upper lip raised, head pulled back

  • Distress/Anguish – crying, rhythmic sobbing, arched eyebrows, mouth lowered

  • Fear/Terror – a frozen stare, a pale face, coldness, sweat, erect hair

  • Shame/Humiliation – eyes lowered, the head down and averted, blushing

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Glossary

Experiencing
Experiencing is a deeper form of looking. It is looking at the feelings, emotions, sensations and efforts arising in the mind and felt in the body. These are flows that outpour or discharge.

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June 19, 2010 – 8:20 AM Categories: Self-Improvement | Comments (10)