Three days of the Oyster-catcher (Part 3) – A Pictish Headland

The Moray Firth is vast, wild and beautiful. Examined on a map it resembles a child’s geometry exercise in triangles, with the coast between its ‘origin’ at Inverness and far-away Fraserburgh being a virtually flat west-east baseline. From Fraserburgh the great inlet of the Moray Firth reaches northwards into the North Sea. The final line in the triangle, from Inverness moving north-east, ends at the tip of Scotland: John o’ Groats.

Above: The vast Moray Firth, a small section of which formed the northern boundary of our Silent Unicorn weekend. Map Google Maps

Our huge geographic triangle pivots around Inverness -which is also the place where Loch Ness meets the sea. What we know as Loch Ness today is the result of the shearing of two vast tectonic plates four-hundred million years ago. This geological event produced a ‘line’ of fracture that is now the line of Loch Ness but runs further across the entire width of Scotland and beyond. The east-west depression is known as the Great Glen.

Above: The mighty Moray Firth, stretching northwards towards Scandinavia.

If you are sensitive to ancientness, when you stand on this, the south coast of the Moray Firth, you can feel the immense age of this beautiful place – and its importance in Scotland’s history.

Above: The Pictish Brandsbutt Symbol Stone from nearby Inverurie. Archeologists have painted-in part of the stone design to show how the original may have looked

The mysterious race known as the Picts, did just that… and they built what would be in our terms a mighty city. Today, the small town that grew in its ruins is known as Burghead.

Above: The scale of the original ‘fort’ can be seen by the fact that it took up the entire area of the Burghead headland – and jutted out boldly into the Moray Firth. Photographed from the Burghead Headland information board.

When we arrived we knew nothing of the above history. Dean (who had made a mysterious stop at one of the shops in the small high street) had arranged to take us through a warren of passageways to get to the famous and mysterious well.

Above: An unlikely route to a magical location.

Another turn and we approached our goal. It’s worth showing an edited copy of the Historic Scotland’s schematic. This pinpoints exactly where we now were in terms of the old fort…

Above: The location of the ancient well, though enshrouded, now, in the small town’s streets, was in Pictish times against the outer wall of the landward side of the city; shown here next to the blue dot.

We stood before the wooden fence reading the Historic Scotland information boards. The Burghead Well is kept locked but Dean had collected the key from one of buildings in the main street. About to enter, we were surprised when a visiting family arrived and said they believed that he had the key! Graciously, we stood back while they added to their holiday enjoyment. They soon returned and we entered the strange space in what looked like a large garden with a depression in the middle…

The Burghead Well. First impressions are of a garden lawn sunken in the middle.

” An old man suggested that they should dig in a certain spot, where, according to immemorial tradition, a well would be found”

Gentlemen’s Magazine, 1828

A strange descent to the well-chamber below….

The well-chamber is accessed by a descent of twenty rock-cut steps. The entire structure was hewn out of the local rock. The chamber is square, with rounded corners; and measures 5m by 5m. In the centre of the chamber is a pool surrounded by a narrow ledge 0.9m wide. The well pool is 1.3m deep. It was once emptied for maintenance and took six days to refill.

The information board shows a drawing from the 1800s describing the shape and the angle of access to the well chamber.

Burghead Well is described as a ‘Pictish puzzle’

It is not known when Burghead Well was constructed, nor why. As we have seen from the schematic, it lies on the rampart line of the inner Pictish fort – built between the 4th and 6th centuries AD. The well may not have been part of the fort’s design. The well could have been added later or it could be even older than the ramparts themselves.

Even after millennia, the construction is still resilient.

The well could be considered as a water supply for the Pictish fort, but a shaft would be of more practical use. The rock-cut chamber is 5m wide and contains a 1m deep pool which is fed by a spring.

The act of descending into the earth is likely to have had spiritual significance – as mirrored in the Greek myth of Persephone and Hecate.

Different explanations have been put forward. These include a ritual drowning pool, a shrine to Celtic water deities or perhaps an early Christian baptistery.

Above: Note the beautifully rounded corners of the chamber. The dank-looking water was a shock… we had no right to expect anything better but felt helpless in the face of such a spiritually ‘unused’ place.
Then Sue suggested something profound….

After so much buildup, the actual water looked, for want of a better word, ‘sad’. Everyone spent a quiet moment taking in the age and cultural Pictish significance of this very special place. With a collective heavy heart, we began to move back up the rock steps… Then Sue stole the moment and suggested that we do some of our chants…

Music and chanting have been part of sacred practices for as long as man gazed in wonder at the stars and the sunrise. Over the years we have developed a set of chants that come under the general heading of ‘vowel sounds’. Stuart suggested a combination we had used before; one ending in the powerful ‘Awen’ sound.

Structures – particularly stone structures – have resonant frequencies. On a few notable occasions, such as when visiting the West Kennet barrow, just outside Avebury, we have been amazed and delighted when the artefact in which we were chanting ‘came alive’ and appeared to sing with us.

The Burghead Well did the same. In a second of incredible transformation the beautiful but neglected stone chamber began to ring with the human voice and to speak to us. It spoke of water, of the power of water, of the home of water. It spoke of the journey we were making from the element of earth to that of water, and everyone present left that beautiful and hallowed place in a state of deep reflection…

Above: Dean’s use of the mystical (and mathematical) Pentagram equated the ancient ‘Elements’ with (anti-clockwise from Air) The Boundary Self; the Potential Self; the Weak Self: the Limited Self and finally the Core and Shadow Selves. In this journey we travelled from Earth to Fire, from the Potential Self to the Limited Self.

We may not have ‘connected’ with the ancient Picts, but we certain did so with what they left behind…

The morning was still not finished. Before we had our long-awaited lunch at the Findhorn Bakery, another laying-out of our water-oriented pentagrams was to be made on Findhorn Beach… or was it?

In passing, though not part of our agenda, it is worth noting that Burghead connects with its past in a very special way. It is the only Scottish town that still carries out the ceremony of the ‘Burning of the Clavie’ – the origins of which are lost in history. This takes place on the ‘old new year’ date of January 11th, unless that is a Sunday, in which case the 12th is used, instead.

Elders of the town carry a flaming ‘Clavie’ – half of a cask filled with burning, inflammable materials and topped with tar – through the town. The procession ends at the ruins of an altar on the Pictish headland where the Clavie is made the centre of a ritual bonfire. When the originating Clavie finally falls apart, the people of the town rush forward to claim a piece of the still-burning material and take it back to ward evil from their homes…

The culmination of the fire ritual which takes place on 11th January each year. It might relate to the sacking of Burghead by the Vikings… or it might be part of something much older.
The burning of the Clavie
CC BY-SA 2.0
https://en.wikipedia.org/wiki/Burning_of_the_Clavie

To be continued….

Other parts in this series

Part One, Part Two, This is Part Three

©Copyright Stephen Tanham

Stephen Tanham is a Director of the Silent Eye School of Consciousness, a not-for-profit teaching school of modern mysticism that helps people find a personal path to a deeper place within their internal and external lives.

The Silent Eye provides home-based, practical courses which are low-cost and personally supervised. The course materials and corresponding supervision are provided month by month without further commitment.

Steve’s personal blog, Sun in Gemini, is at stevetanham.wordpress.com.

 

Harlequin Solstice

Harlequin Solstice

St John Kin

A picture in the fading sun

A race of fingers, digits

Of Solstice long earned

Short departed

How little

How sadly

You are understood

Your music the struggle

Of madness

Made harmony

Until this moment

When kings detach your strings

When single song

Descends

Towards the dark arms

But brighter eyes

Of St Stephen

©Stephen Tanham

Three days of the Oyster-catcher (1)

We were standing close to the River Spey in the grounds of Strathallan church a few miles from the centre of Grantown-on-Spey: one of the gems of the north-eastern highlands of Scotland. The previous hour had seen us all meet at a tea room in the centre of the town. We discussed the plans for the weekend, drank tea and had cake…

Strathallan church is famous for its beautiful location by the river. But it is also the site of an ancient pictish stone; one that bears markings related to the mysterious number at the heart of the pentagram – Phi.

The Pictish stone in the graveyard of Strathallan Church

The call of the nearby oyster-catcher rose till it was overwhelming.

“A lone female,” the groundsman of the nearby church explained, as he prepared to wield his petrol strimmer against the long grass around the neighbouring gravestones. “Down to one surviving egg,” he shouted, lowering his ear mufflers. “Makes a terrible racket!”

Whatever else he was trying to convey to our suspicious-looking bunch of clipboard-wielding visitors was lost in the mayhem that followed. You have to wonder if the oyster-catcher was chuckling…

You get days like this in the pursuit of mystical experiences…

Luckily, our guide and teacher for the weekend, Dean Powell, was used to dealing with adversity. We have shared many an adventure, he and I. This, the Silent Unicorn weekend – a union of the Silent Eye and his Scottish Lodge – was to be one of the best.

Dean introducing us to the local landscape on the Friday evening

We stuck the twin noises as long as possible, then moved to the edge of a high wall, near the river, against which we could begin our construction of ‘pentagrams from ribbons’. We had no plans to enact moonlit rituals! To start with, there’s precious little darkness this far into northern Scotland so close to the summer solstice. Darkness lasts a few hours at best, and the dawn is about 03:00.

The pentagrams were to be the basis of a psychological analysis of ourselves. Their five-pointed shapes would come to represent our journeys of self-enquiry as we let rationality slip away within the glorious green of the Spey valley, the Findhorn coastline, and the mysterious castles of Macbeth country…

The river Spey’s course is just over one hundred miles long and is the fastest flowing river in Scotland. Its beautiful landscapes are famous for salmon fishing and the production of Scotch whisky. It flows northwards, ending in the Moray Firth a few miles west of Buckie. We were to see many of its beautiful faces as the weekend progressed.

Map showing the course of the River Spey as it flows towards the Moray Firth. Source: Wikipedia, licence SA 3.0

The groundsman’s strimmer fell silent. The oyster-catcher’s urgent protest stilled. We would be reunited soon enough.

Dean pointed to our first-attempt pentagrams and allocated names to the five points; later backed up by a comprehensive set of handouts.

The pentagram has long been a symbol of both the human and the place of the human in the scheme of creation. In other posts, I have detailed the unique geometric properties of its shape. The primary mystery of it lies in the embedded ‘magical’ number Phi. Phi allows the division of a ‘whole’ into two parts such that the child pieces retain their relationship with their dimension of origin. Phi is the ‘seen’ symmetry in plants and seashells, and can be found throughout nature. Famous artists, such as Leonardo Da Vinci, based much of their work on this mysterious number.

Dean’s use of the pentagram was as a map of the human self, using the headings of:

  • Core
  • Potential
  • Limited
  • Boundary
  • Weak/Defect
  • Shadow

The meanings of these would unfold within the beauty of the landscape. We were in for quite a weekend…

To be continued….

©Copyright Stephen Tanham

Stephen Tanham is a Director of the Silent Eye School of Consciousness, a not-for-profit teaching school of modern mysticism that helps people find a personal path to a deeper place within their internal and external lives.

The Silent Eye provides home-based, practical courses which are low-cost and personally supervised. The course materials and corresponding supervision are provided month by month without further commitment.

Steve’s personal blog, Sun in Gemini, is at stevetanham.wordpress.com.

The Way to Dusty Death?

We were in Ulverston, Dean and I. We’d just climbed the famous ‘Hoad’ – a tall monument on the top of a tall hill that looks like a lighthouse… but isn’t. There’s some important symbology in that, but we’ll return to it later.

Light and dark….a walk in Glenlivet…including a view from the stone circle at the Doune of Dalmore toward Drumin castle…both scenes of coming derring-do on Sunday. Photo: Dean Powell.

He was on his way back from Somerset to northern Scotland – the Glenlivet area of the North Cairngorms, where he and his loved ones have their home. Our house in Cumbria is en-route, so the door is always open to break his journey. After a night involving Bernie’s excellent cooking and a glass of red wine or two, we decided that a local (ish) walk would put some air into the bloodstream for his second leg and return to the far north.

Ulverston is one of our local favourites. It’s about a half-hour journey up the fast Barrow road. A coffee in Ford Park and then the short but taxing climb up ‘The Hoad’ to get to the famous lighthouse that isn’t. It can be seen all over the expanse of Morecambe Bay. It’s actually a monument to the famous engineer Sir John Barrow.

We’d got our breath back by the time we got to the monument. The Silent Eye had recently carried out the ‘Jewel in the Claw’ spring workshop at Great Hucklow – our annual biggie. We had used a Shakespearean theme, casting one of our Californian visitors as Queen Elizabeth – ruling over a giant chessboard which was the royal court; and upon which the players moved with great caution… under her watchful eye.

Dean and Alionora had played two of the central characters: Lord Mortido and Lady Libido – death and life in the fullest sense. They were superb. Leaving the tiny village Dean had reflected that there might be scope for doing something else ‘Shakespearean’, in the form of a journey around Macbeth Country, centred in Grantown-on-Spey, not far from where he and Gordon live.

Now, on top of the world and next to the faux lighthouse, we began to discuss it in earnest.

It would involve several kinds of journey. First, it was a long way to travel; but we had all driven down to Dorset the year before for the similar summer weekend, so we knew we’d get the support from our hardy regulars…

Second, there had to be a dual journey in terms of both spiritual discovery and visiting the landscape. The event was to take place in a triangle of land between Grantown, the Findhorn Coast and the Macbeth castles just south of Inverness. There would be no lack of scenery! Dean had already assembled a set of places with that ‘special feel’, including a mysterious old church and a stone circle. Within this combined landscape he proposed leading a journey of self-discovery using an ancient magical symbol. Macbeth’s ‘witches’ had to be honoured – they were a very real force in the time of James VI of Scotland – and subsequently the English king on the death of Elizabeth I. Dean has an intensely esoteric background and is a qualified NLP therapist and teacher as well as the local leader of Lodge Unicorn n’ha Alba. He has recently developed the idea of the ‘magical matrix’ and proposed to use this to accompany our journey in the highland landscape.

I hadn’t realised until he told me that the Unicorn is the national animal of Scotland. The event would mix his Scottish team and the Silent Eye, and we proposed it be called the Silent Unicorn.

Somewhat pleased with the plan, we took the long and winding path down from the Hoad to have a fruitful cafe lunch in Ulverston.

And now it is upon us. Like Macbeth we must earn our keep (sorry) and ‘strut and fret’ upon the magnificent stage of the highlands. Our weekend’s tower must be a true one and not false. Only with that intent – that something deeper is afoot, will we attract the intellectual and emotional harmony that so typifies these Silent Eye ‘landscape journeys’. By the time this is published, we will be leaving Cumbria, to join up with friends old and new from across the UK. We all face a long journey; but a very rewarding one.

For more information on joining us for one of the Silent Eye ‘discovery in the landscape’ weekends, click to see our forthcoming events, here.

The road to Inverness awaits….

©Copyright Stephen Tanham

Stephen Tanham is a Director of the Silent Eye School of Consciousness, a not-for-profit teaching school of modern mysticism that helps people find a personal path to a deeper place within their internal and external lives.

The Silent Eye provides home-based, practical courses which are low-cost and personally supervised. The course materials and corresponding supervision are provided month by month without further commitment.

Steve’s personal blog, Sun in Gemini, is at stevetanham.wordpress.com.

The Quest for Immortality: Terms…

*

… The terms Ego and Id had not yet been applied to the components

of the human psyche when Gilgamesh was written

but the self same dynamics are evident within it

and were clearly known about and well understood.

Curiously enough, Ekidu, contains an ‘id’.

Perhaps Freud, himself, was familiar with the Old Epic?

*

The two heroes of the epic who are, then,

actually two aspects of the same personality

meet in combat and, being perfectly matched, finally come to terms.

This appears to work for awhile but eventually fails.

Why?

Put simply, terms are ‘manufactured’ and based on ‘wants’ which are egoic,

whilst, the Id deals only in ‘needs’ which are ‘natural’ and,

therefore, also a part of the bigger picture

which the egoic will never be able to see…

*

As if there were not already enough food for thought of a psychological nature

within the structure of this ancient tale,

there may also be a folk memory of literally seizmic proportions in there too!

*

The Bull of Heaven was the Sumerian term

for the Zodiacal constellation of Taurus.

Leaving aside for a moment the question of quite how

such accurate Zodiacal knowledge was

acquired at this early date…

*

In the Epic of Gilgamesh,

the Bull of Heaven is mythologically depicted

as coming to earth with attendant catastrophic consequences

for the earth and its inhabitants:

earthquakes, tsunami’s, that sort of thing…

*

Is it beyond the realms of possibility that space debri,

in the form of a comet or asteroid,

striking the earth, could have been regarded as a fallen star system

and its effects recorded in the tale for posterity?

*

 

 

 

The Rotating Blade of Meaning (8) – Final Part

helicopter-meaning blog - 1

In the preceding parts of this series (see below for full list) we have seen how Arthur M. Young, inventor and chief engineer of Bell’s early helicopter design, was convinced that it was possible to construct a ‘map of human meaning’, a graphic figure that would show the relationships between the laws of physics and the observer in a new way.

In its experiments, science had always tried get rid of the observer; and yet it was the observer’s mind that constructed the experiment in the first place…. How odd, thought Young, to try to get rid of the core animating principle behind the whole thing!

His early confirmation of this came with a new analysis of the common forms of motion, starting with the idea of distance from a point, then examining the relationship between distance travelled and the time taken (velocity); then considering the rate of change of such velocity when more force (pressing the accelerator in a car) was applied to create acceleration.

Each of these could be laid out on a circle, with distance being at the right, horizontal point. Each of the others came into existence at a right angle – ninety degrees – to the previous. In parts two and three, we saw how velocity was distance (a straight line) divided by time; acceleration was distance divided by time squared (an area); and that there was something missing at the final point (the upper vertical), which would equate to distance divided by time cubed – a 3D cube – the foundation of our physical world.

As an engineer, Arthur M. Young knew that he had used formula that divided by things cubed in his control systems for the helicopters he designed. He realised that this was the point at which the observer interacted with the system, in the form of control.

His task was now to extend this circular mapping to integrate all the other equations of ‘motion’ in the greater sense. These included all the remaining formula used by physics to describe aspects of motion.

First, he had to reconcile the properties of ‘fourness’ that had led to the mapping of general meaning with the key mystical concepts of ‘threeness’

The diagram above shows the process whereby something of a ‘higher nature’, spiritually, divides itself into two ‘children’ in order to come into manifestation at a ‘lower’ level. This is a deeply mystical idea and is the basis of most of the world’s metaphysical thought.

The key to understanding this is the realisation that the ‘above’ does not entirely remain there, it ‘enters into’ its creation – the lower. Nothing is lost… in fact much is gained. The whole, the One, becomes Two, but does not lose its oneness, when seen at the original level. The result is Three… represented by the triangle, which can direct itself up or down. If down, it is in the ‘God-descending’ process of involution. If upwards, it is the planetary process of evolution.

The One undertakes this transformation only because it can extend itself in the process. The potential role for mankind is to bring this intent to fruition; matching the microcosm (us) to the macrocosm (the creator). To ‘God’, there is an involvement with the creation. Mankind has to learn first to ‘see’ God in the multiplicity of the world. To do this requires the undoing of much of our ordinary learning, based upon the desire be a living part of unity.

Sadly, it is beyond the scope of these few blogs to provide more of the mathematical and logical mapping that Arthur M. Young carried out. Many of the techniques were invented by him. He was seeking what he called his ‘Rosetta Stone of Meaning‘. We can, therefore, cut to the chase and show the finished thing:

The figure comprises the original square cross of our original process of human meaning overlaid with four triangles. The result is twelve points on the circumference of the circle – exactly the number that astrology uses in its map of the year and the signs.

What had Arthur M. Young achieved with this reconciliation of physics, metaphysics and the place of the observer within both?

First and foremost, he had shown that our state as observer of ‘the’ world was not a single state, that there were incremental stages of consciousness corresponding to his maps of meaning. He showed that raw experience was the first product of our perception and that it occurred before our consciousness of anything. Whatever is ‘out-there’ has to register before our mind can begin to process it. After that, as the Rosicrucians often said,  ‘mind assigns it dimension’. This produces a literal depth of perception that a different part of the mind can then categorise.

It does this so it can group like things, giving related sets of experience. As an infant (as discussed in Part 7) the most important of these is what will hurt us. The organism has to endure, and there are many things in the out-there that can hurt or kill it.

Over time, we confuse the two organic fear of survival with what we like and dislike. In this way our registered experience become confused with what is being ‘valued’ as good and bad – in the Genesis story this is the fruit of the tree of good and evil. Ultimately, there is no good and evil, only what is. But our personal growth demands we take the long learning curve to real knowledge of our place in existence: gnosis, as the ancient teachers named it.

Arthur M. Young showed us that our consciousness – that jewel at the centre of our organism, needs threeness and fourness to divide its ‘circle’ of meaning into twelve parallel aspects. Once these are known, there is nothing that can fall outside their realm. The totality of our existence is mapped into this glyph – and it is of great significance that this corresponds with the twelve-fold divisions of the wheel of astrology – the most ancient of the ‘power-glyphs’.

What is humanity in this picture?  As organic beings, we are wholly of this planet. The good Earth lends us her bright materials, and the seed from afar takes root and grows. It’s highest function is to be fully conscious, and, within that, to use the inbuilt gradients to set a course for ‘heaven’. Many storms await, but captains are made of storms, not books on navigation – though the latter are vital if this life-layer of humanity is to learn to give its fullest love back to the globe that nurtured it.

Information about Arthur M. Young, 1905-1995

This series of blogs are based upon the book: The Geometry of Meaning, by Arthur M. Young.  ISBN 1-892160-01-3.

Many of his talks are available on YouTube.

Previous posts in this series:

Part One,   Part Two,   Part ThreePart Four

Part Five   Part Six

Part Seven

©️Stephen Tanham

Stephen Tanham is a director of the Silent Eye School of Consciousness, a not-for-profit organisation that helps people find a personal path to a deeper place within their internal and external lives.

The Silent Eye provides home-based, practical courses which are low-cost and personally supervised. The course materials and corresponding supervision are provided month by month without further commitment.

Steve’s personal blog, Sun in Gemini, is at stevetanham.wordpress.com.

You’ll find friends, poetry, literature and photography there…and some great guest posts on related topics.

The Rotating Blade of Meaning (7)

Now we have finished with our incursion into maths, and I know that will be welcome…

Why have we been talking about such non-spiritual things as acceleration, velocity (speed) and distance? The answer is that these aspects of motion are at the heart of how we learn about the world, and how we interact with it. In learning, we forget how we learned and become absorbed in the results.

When the infant reaches out to grasp the hot cup she shouldn’t touch, and her fingers fail to grasp it, but push it away, she is using acceleration in the force she is trying to exert with her fingers. The small training cup may move but a larger and hotter teapot wouldn’t. The difference is not in the child’s fingers but in the mass (heaviness) of the teapot. A burn may be the result. It’s important to be able to gauge the mass of things – cycling into a tree or a wall is more painful than a hedge.

When the young boy, against his parents’ wishes, finds himself following his friends across that busy road, his life depends upon his ability to gauge the distance and how fast (velocity) he can run before the approaching vehicle kills him. If he’s successful, his parents will never know – and he is free to carry on learning.

If, halfway across that road, he sees that he has misjudged the speed of the approaching car, then he still has one chance of survival left to him: he can begin to run faster, in other words, accelerate. By generating more power (force = acceleration) in his leg muscles, he can propel his body forward, faster than before, and then faster, again, until the limit of his straining organism is reached. The swerving car passes him, its wing mirror rips the back of his coat, its horn is blaring, the driver frantic… but the boy is alive, and has learned something that will affect the rest of his life. In accelerating by choice, he has exercised something not present in position, distance, velocity or acceleration: he has developed control using his desire and free will to survive – using his mind and the mechanical capabilities of his body.

These are vital things, and they are key to how we learn and continue to learn. They give us our basic capabilities; and they help us to make sense of the world – our individual world – for we can know no other. Can we relate them to Arthur M. Young’s core diagram of how we learn the meaning of anything?

 

Let’s take a journey into ‘micro-time’. We enter a new house. In the corner of the first room there is a shape. It looks like a triangle, but so do many things. This is our first ‘taste’ of the previously unseen object. We examine it in more detail, believing that knowledge of its construction and function is important. We are at the stage of the Objective General in the above diagram.

We notice that triangle is actually three dimensional and has little ‘dimples’ in its material, We have good evidence that this object is made from a compressed paper derivative. We are now at the level of the Objective Specific.

Further study shows that there is light escaping from the edges of the object, and that its colour is a vivid orange. This is the Subjective General – because we are now imposing on it values (colour etc) that are actually part of our own minds – none of us sees exactly the same shade of orange, for example.

In a flash of recognition, we know its purpose: it is a lampshade, and it has been switched on.

This example shows how we perceive, though we do this in ‘micro-time’ and automatically. If we encountered an object whose like we had never seen, our minds would have to evaluate it in this way, step by step – but that process, too, would be automatic.

The  ‘automation’ in our consciousness is necessary. Without it, we would be exhausted with all the routine ‘processing’ our brains would have to do. Its negative cost is that our world very quickly loses its magic unless we deliberately ‘look-again’ at things.

This science of perception was already well known to scientists, psychologists and mystics. Arthur M. Young’s interest was in the fact that it could be viewed as a diagram of meaning, as above.

He superimposed the attributes of motion that we have discussed in the last three posts onto the circle in the same way. Remember that each of the sequence: distance, velocity, acceleration, and now, control, had been seen to emerge from a 90 degree shift from the previous state – a ‘right-angle’, as the ancient builders described it. This followed the way the line (a number) became a square (the number squared), and then a cube (the number cubed).

What resulted was this:

 

We move clockwise from Distance to Velocity to Acceleration. This is the point where classical physics ends. But Arthur M. Young was an engineer and knew that you had to add control (and thus the Observer) to have the whole system work – as in the creation of the helicopter. Control needed to be at the top of the circle, with another 90 degree shift from Acceleration.

With this discovery, Arthur Young knew that the circle had to be capable of holding all the relationships to not only how we know objects, but how we interact with objects. More importantly, these relationship would each have their own angle in the circle. The above diagram shows how the fundamental quality of time had a 90 degree relationship with this master-symbol, and could map itself four times around the circle before returning to its original state.

Young had been fascinated by the history of how Egypt’s treasures had been discovered. He remembered that an artefact named the ‘Rosetta Stone’ had enabled the same description to be mapped between the ancient Greek and Egyptian languages, opening up the written story of that mighty civilisation.

He decided that his search was of a similar nature. Could he extend how Time was mapped into the circle to the other fundamental qualities of physics, such as mass and length?

In the next and final post of this series we will summarise the conclusions he came to, and show his Rosetta Stone of universal meaning.

Previous posts in this series:

Part One,   Part Two,   Part ThreePart Four

Part Five   Part Six

©️Stephen Tanham

Stephen Tanham is a director of the Silent Eye School of Consciousness, a not-for-profit organisation that helps people find a personal path to a deeper place within their internal and external lives.

The Silent Eye provides home-based, practical courses which are low-cost and personally supervised. The course materials and corresponding supervision are provided month by month without further commitment.

Steve’s personal blog, Sun in Gemini, is at stevetanham.wordpress.com.

You’ll find friends, poetry, literature and photography there…and some great guest posts on related topics.

Part One,   Part Two,   Part ThreePart Four

©️Stephen Tanham

Stephen Tanham is a director of the Silent Eye School of Consciousness, a not-for-profit organisation that helps people find a personal path to a deeper place within their internal and external lives.

The Silent Eye provides home-based, practical courses which are low-cost and personally supervised. The course materials and corresponding supervision are provided month by month without further commitment.

Steve’s personal blog, Sun in Gemini, is at stevetanham.wordpress.com.

You’ll find friends, poetry, literature and photography there…and some great guest posts on related topics.

 

The Rotating Blade of Meaning (6)

 

Bell_30 sm St(Above: the original Bell 30 which established commercial helicopter technology, and was invented and developed by Arthur M. Young. Picture Wikipedia, public domain)

In our last post, we looked at those most frightening objects: numbers which are squared and cubed. This exercise in cruelty was an attempt to remove the fear of these things in order to put them in a very special place: Arthur M. Young’s conception of how consciousness worked – and its simplicity.

Arthur Young discovered that how the human mind grasped ‘meaning’ could be represented in a very simple graphical figure; one which gave greater depth to our understanding of consciousness. As well as being a scientist and famous inventor (the Bell helicopter was his creation) Young was a master astrologer – a very unusual activity for a scientist. He did not feel that astrology was antithetical to science, and admired the way the ancient science tried to encompass the whole of mankind’s experience rather than just the workings of the material world.

Young reminded us that our picture of the ‘world’ is our own; and is formed as a composite of information from our senses and our mind. This includes the way we react to it, as well. Let’s absorb this. There is no world, except the one we make. We are incapable of a full consciousness of the ‘out there’. That is not to say that we will always be limited in this way, but the present development of our species forms a very subjective picture: what I think, as opposed to what is. And we need to remember that it is very much a picture, though it has more dimensions than the area of the ‘picture’ we constructed in last week’s blog (Part 5).

There are certain things that have always been with mankind. A good example is the sky with its sun, moon and the mysterious planets – those ‘wanderers’ in the night sky that behaved very differently from the constellations around which ancient peoples spun their stories.

Arthur M. Young had determined that there were four stages, or aspects of how the pictures formed by our consciousness. Now, we must bear in mind that all of these are projected by the mind onto what we paint as ‘out there’. These stages have been carefully constructed during the course of our evolution, so Young felt justified in placing them at the centre of things.

One of the drivers of evolution was how we reacted to the motion of objects, friends and predators. To Young, the motion-related issues of distance covered, velocity and acceleration were related to three of the four aspects of meaning that we humans need to fully comprehend what is happening to us, and how we should interact with it. We examined this in Part Three and Part Four, like this:

(1) Distance travelled is seen to be the baseline of motion. It is analogous to our simple line of blocks in the last blog. The diagram is reproduced below:

Arthur Young line alone

(2) Velocity (or more commonly Speed) is Distance divided by Time, as in miles per hour. In other words, it’s a rate of change. With a constant speed (as in car staying at 70 mph on a motorway) the motion is at a constant rate and there is no acceleration, until we ‘speed up’ or brake. In our simplification of the formula we saw that Velocity is equal to Distance divided by the Time taken to cover it. in the diagram below, the distance is simply the length of the top line of blocks.

Arthur Young 3+3 +RightAA

3) Acceleration is the rate of change of the previous aspect of Velocity. In a car travelling at a constant 70 miles per hour is not accelerating.  If our car, which had been travelling at constant 70 miles per hour, suddenly accelerated to overtake a wagon, there would be an increase in not only the distance, but also the velocity. This equates to the distance divided by time squared. We have seen that anything squared is equal to a square. Here’s our square from last week:

Arthur Young Nine Full wallAA

In each case of the above aspects, we have evolved our understanding by creating a ninety degree (a right angle) turn. We moved from a line (1+1+1) to an area, a square, by turning our evolving shape through ninety degrees and extending all of it by the same length.

Have we finished what we can know? Our blocks have been carefully drawn to show that another transformation is possible. One more turn through ninety degrees is, effectively, extending all the squared blocks backwards into the diagram three times (1+1+1) as we hinted in the final diagram from last week, reproduced below:

Arthur Young Nine Full27cubeAA

Do we know this figure? Most certainly – it is a cube. We got to it by dividing distance by time cubed. We live in a world of cubes; that is , we live in a three-dimensional world. Arthur M. Young proposed that there is a missing type of motion related to this final transformation of the aspects of motion.

In the next part of this story, we will look at the nature of this third derivative of distance and time; and the vital link it provides between a scientific world of ‘only matter’ and the presence of the observer as an intelligent part of creation…

To be continued…

{Note to the reader: These posts are not about maths or physics; they are about a unique perspective on universal meaning created by Arthur M. Young. If you can grasp the concepts in this blog, your understanding of what follows will be deeper.}

Previous posts in this series:

Part One,   Part Two,   Part ThreePart Four

Part Five

©️Stephen Tanham

Stephen Tanham is a director of the Silent Eye School of Consciousness, a not-for-profit organisation that helps people find a personal path to a deeper place within their internal and external lives.

The Silent Eye provides home-based, practical courses which are low-cost and personally supervised. The course materials and corresponding supervision are provided month by month without further commitment.

Steve’s personal blog, Sun in Gemini, is at stevetanham.wordpress.com.

You’ll find friends, poetry, literature and photography there…and some great guest posts on related topics.

 

 

The Rotating Blade of Meaning (5)

 

Arthur Young part 5 Banner sm

So far, we have examined how Arthur M. Young, inventor of the Bell helicopter, engineer and astrologer/philosopher, used his skills and insight into how our minds determine meaning. Within this, he began to discover that there was a graphical symmetry to this process; a set of shapes that explained many of the ancient symbols that mankind has come to view as sacred. These will shortly be unveiled in more detail, but, first, we need to complete our tour of the foundations of how he approached it, for the symmetry emerges from those foundations and how we represent them.

In the last post, we looked at how Isaac Newton investigated the motion of things that move, discovering that – for example in the motion of a cannon ball – there were different aspects, faces, of that motion; and that although they were often hidden, they were tightly related to each other. Arthur Young used the equations that Newton produced for this. Unfortunately, this led us into numbers, squared numbers and, and horrors, cubed numbers! Several brave readers made it to the end of last week’s post, but not without difficulty. So, for this week, I decided to take a small detour to illustrate how these types of numbers can be see as pictures instead of fear-inducing maths.

As a child, I had a terror of maths, assisted by an ex military ‘Desert Rat’ of a headmaster who believed that beating boys and throwing board-dusters at girls would help their education. That was the 1960s, not Victorian England; and the dubious joys of a Church of England country primary school. Times have changed, but the horror of seeing something squared or cubed has not. So, by way a small gift, let me share with you one of the most beautiful insights I ever learned – though, sadly, beyond my school days.

It was the ancient Greeks who developed the idea of squares and cubes and the numbers that represented them. They ‘saw’ numbers as representing both qualities and quantities including what they thought of as other things, like distance from a point of origin.

Arthur Young line alone

In the diagram above, a unit of distance, marked ‘1’, (inches, metres, feet, etc) is added to others, in the form: 1+1+1=3. Nothing too complicated about that; it’s simply addition, the sort of thing we use every day.

Arthur Young 3+3 +RightAA

Now, imagine that these numbers are a child’s counting blocks, as above. We arrange them in a line to produce the three, again. But this time, we begin another line of them with the last block of the first line. In doing this, we have changed the nature of what lies before us – what we are creating. As an example we might say we have begun to make a picture frame to contain our favourite photograph. In the process (and intuitively to our minds) we have turned a ‘perfect’ corner to begin the second row of blocks. This perfect corner is what we all know as a ‘right angle’, so named because of its special – and ancient – properties of ‘rightness’.

Arthur Young Nine Full wallAA

We can fill in our photograph frame with other blocks. Because of the right angle – which we know to be ninety degrees – the block will all fit together to form something dramatically new. What started off as line has now become an area…. Our simple maths formula was just 1+1+1=3. But now, we have an area whose properties can be derived from the counting blocks that make each side. We have a choice: we can simply count all the ‘one’ blocks, or we can ask our Greek teachers if there is a quicker way. They will tell us that we can multiple or ‘times’ the length of one side by another. This would result in 3 x 3 = 9. Again that’s not too frightening. Our picture frame could have been a 3 x 4 rectangle, which would have given us an area of 3 x 4 = 12.

The first one above (3 x 3) has a special symmetry in that each side is the same length.  Because of this identical symmetry, our line of three has become not just an area of nine but a SQUARE. This is the origin of square numbers: they are the same number multiplied by itself. And they produce a very magical figure – the square. To the ancient Greeks, this was very special. They envisaged that the square reflected a manifestation of divinity. From an origin – which had no quantity, but it had a location – it led to a line, which did have a dimension, then to another line at the ‘right’ angle to produce a square.

You can’t square a number to get a rectangle; you can only get a square. Anything ‘squared’ therefore is based upon the union of two identical things, but arranged in a certain way, so that they have a relationship to each other. In this case that relationship is ‘times’ or multiplication. We shall see later in this series of blogs how Arthur M. Young expanded these relationships to provide us with a full diagram of human meaning – and reconciled much of the diverse ancient wisdom in the process.

Back to our squares and rectangles. A rectangle is useful, of course – most pictures are rectangles – but a square is ‘perfect’ and quite capable of being used as a sacred symbol, as, for example. Masonic teaching shows. Within the Masonic teachings (I am not a Mason, but have great respect for what masonry sets out to do) someone of right character is described as ‘being on the square’.

Let’s  summarise to far:

We have an invisible point of origin (where we begin our construction or drawing);

As soon as we start to draw our line, we have a point, which has no length, but exists;

When we have an extension to that point in a certain direction, we have a line: in this case of length three units – but this could be any number.

When our length (or extension) is done, we turn our construction through 90 degrees – a right angle – and begin another line (effectively from another origin, but at a different point and connected with the first).

We could have continued this process, just doing the edge of our picture frame, and we would have arrived back at our start point – having created only the edge of our square. But along the way, we learned that to ‘square’ the length gave us the area contained by the whole figure: a surface or ‘plane’ of a higher order.

Can we continue this, or is the process finished with the area of our picture frame? We learned that the mystical key to the creation of a higher order was the Right Angle – 90 degrees. This whole process has been about the generation of space in which life (and motion) can happen. Can we take our figure and extend it through another 90 degrees, without repeating what we have done? And, if we get there, what will it teach us about a number cubed?

The picture below contains the answer. Enough for one post, I think. We will elaborate on this next Thurday…

Arthur Young Nine Full27cubeAA

To be continued…

{Note to the reader: These posts are not about maths or physics; they are about a unique perspective on universal meaning created by Arthur M. Young. If you can grasp the concepts in this blog, your understanding of what follows will be deeper.}

Previous posts in this series:

Part One,   Part Two,   Part ThreePart Four

©️Stephen Tanham

Stephen Tanham is a director of the Silent Eye School of Consciousness, a not-for-profit organisation that helps people find a personal path to a deeper place within their internal and external lives.

The Silent Eye provides home-based, practical courses which are low-cost and personally supervised. The course materials and corresponding supervision are provided month by month without further commitment.

Steve’s personal blog, Sun in Gemini, is at stevetanham.wordpress.com.

You’ll find friends, poetry, literature and photography there…and some great guest posts on related topics.