The Ship

This morning, I will drive to the family home town of Bolton, in Lancashire to collect my mother who is coming to spend Easter with us here in Cumbria.

The journey is straightforward: fifteen minutes will take me from the outskirts of Kendal to the M6 motorway, southbound. After that, at least conceptually, it’s a straight line to the intersection with the M61, which will take me south-east to within a few miles of my destination.

Yesterday, I was musing about a conversation I had with a friend where we related our lives to the voyage of a ship. For mankind, there has always been something romantic – potentially grand – about the notion of a sea voyage. My car journey this morning will be very tame compared with what the ‘ancient mariners’ faced. My car may be wobbled by high winds, but is unlikely to be blown off course. The road completely maps to the journey; I will not find myself having to navigate across strange hills and fields as I struggle to hold a course.

My ship – the vessel of the car – is designed to protect me in the event of a crash; in a way that few such vessels of the past did. And yet, at any time, the several tons of hurtling steel, glass and explosive liquid could do untold damage to others on the road. I may be safer, but the exposure to my own errors or lack of concentration is significant.

Can we compare the journey of our lives to the voyage of a ship? Is life in modern society making us more of a car than a free-sailing ship? Does that mean that where we go is completely pre-ordained by the equivalent of ‘roads’?

It’s a good question… And, often it helps to think in these stark terms…

The first question we might ask is: do we have a ship at all? Are we not simply a point of consciousness moving from a past, through a present, to a future? That is certainly how physics would describe it.

Do we really have any free will in that journey? Or does having to fit in with our world, our society, make us as conditioned as my car will be on its fixed road? Subject only to the weather, the fuel in the car, the attention I must place on the road and the behaviour of others on its length…

From a mystical perspective, we may say that we need to learn to have a ship in the first place. We have body, but that may not wholly equate to a ship. The captain of a sailing ship truly had the skills to take that vessel anywhere on the seas. He may have been under orders to adopt a certain route, but his freedom of choice was absolute.

Beneath the captain and the wood of his vessel was the ocean, a constantly changing surface beneath which he did not wish to go… Staying afloat meant playing by some hidden but very special rules learned over many centuries, if not millennia. Can we compare this to our lives?

The road of ordinary life is there to protect us. It serves us well. But we may choose a seemingly riskier path, one that leaves the road in a seemingly tiny vessel called the Self; one that has no fear of the sea and its ever-changing faces…

©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 Light between the Railway Carriages

The light between the railway carriages…

It was one of the best analogies I ever had given to me; yet it took me years to grasp its fullness. Like any true seed of ‘spiritual’ insight, it was strong enough to lie on the rock till a little pocket of earth developed beneath – a receptive place into which it could extend its roots.

We all grow up thinking, without question, that ‘thought’ is continuous, and the basis for our ‘in-here’ existence. It may take a lifetime to see that the thought-machine that fronts our world is our own creation and coloured with our thinking and emotional history. This colouration paints ‘the’ world, making it our world, familiar in its likes and dislikes, fears and moments of courage – many of them unobserved, except by that mysterious watcher within us.

The world we inhabit is therefore the sum total of our reactions to everything that has happened to us. Many of these reactions protect us – like knowing not to put our hands onto something burningly hot; others fill us with prejudice against threats that are not present in our moment.

The ocean in which this history exists is the internal ‘field’ of our thoughts.

‘Look, there’s a cherry-blossom tree!’ We cry, imposing the history-carrying words over the raw and beautiful experience of the reality. Names are useful, but they also pre-program our seeing. Knowing this, we can work backwards if we choose, and repeatedly use the word so that it temporarily loses its meaning. We may then find ourselves on the edge of a kind of fear. Have we damaged our brain’s memory of what a cherry-blossom tree is?

Of course not… but staying within that uncertainty may teach us something.

Just seeing how the mind takes that defensive stance is instructive. If, instead of allowing that fear, we carry on with the exercise and spend a ‘mute’ few minutes next to the ever-changing perfection of the tree, we may experience the gap – the light – between the railway carriages of the train of consciousness thundering by on its eternal and dominating journey.

In those precious moments, we may see that there is a landscape beyond the noisy and flashing train, one that comes slowly into focus and reveals itself as a very different place, yet one to which we are, most certainly, closely related – since we and it are now still… gazing upon each other in a new way.

©Stephen Tanham

Stephen Tanham is a director of the Silent Eye School of Consciousness, a not-for-profit teaching school 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.

A journey with the Silent Eye ~ Anne Copeland

Anne Copeland, a Companion of the Silent Eye, writes of her journey with the School:

The Little Match Girl by Anne Copeland

I came across The Silent Eye Mystery School quite by accident, if anything can be truly considered an accident. I have studied a lot of psychology, archaeology, history, geography, spirituality, world religions, mythology, and other studies for many years, trying to discover just where I fit in within this world and this universe.  I sought to understand the meaning of the many things I encountered daily in the ways I related to others, or the meanings of things that cannot readily be seen, but which we all are conscious of. Somehow I never seemed to quite find the answers I was seeking.

Have you felt that you are somewhat alone with a world that seems to have so many problems and people doing wrong that it feels out of control?  Do you wonder if you will ever find peace and genuine happiness and understanding of the things of this place, this time of life? Will you ever feel at one with the light of this world? Perhaps most importantly, will you ever encounter the love and respect that you have wished for?

The school studies consist of a combination of contemporary psychological and ancient esoteric teachings that have been carefully selected to take you on a wonderful and magical journey into the light, wonder and color of the universe. As you venture into the guided journeys, you will begin to see how lost we can become as we attempt to relate to many things and people that exist outside of our sacred being. You will steadily find your way home as you have perhaps never known it.

 

This is the start of my second year of the three-year study, and I have never enjoyed any of my many studies as much as this. Not only have I come to know the archaeology, history, religions, mythology and geography of England; I have also come to know myself and to have a sense of how in the past I have reacted to so many aspects of my own life rather than interacting with them in a way that is beneficial to both sides. I have discovered a tremendous amount of personal peace and well-being even when I am surrounded by turmoil and disintegration. This is part of the great alchemy that brings us into a sense of oneness with all that is, all that ever has been, and all that will be.

Founded in 2012 by three amazing, knowledgeable people in England, Steve Tanham, Sue Vincent and Stuart France, The Silent Eye Mystery School is a wonderful correspondence course that is supplemented by in-person workshops and exciting events which are optional for students to attend if they are able. The course is extremely reasonable, and each student is assigned a “supervisor” who will assist you with gaining a deeper understanding of your studies, and who will answer all of your questions along the way.

You can find out more about Anne at her blog, All in a Day’s Breath


Would you like to know more?

For details of the School and our methods, how to join our Correspondence Course, or to find out more about our Workshops and Events please explore our website or email The Silent Eye at rivingtide@gmail.com

Dancing with the ghost in the machine

If you’ve ever been involved with anything of an ‘amateur dramatic’ nature, you will know that moment: the protagonist, hated until the final few moments (when the greater picture is revealed) shuffles off, in rags, to his doom; and the shared and questioning silence longs for the gentle and poignant soothing that only the right music can bring….

Screech, click, screech, ping, wheeeeeedle…. .

Frantic sound of fingers fiddling.

Screech, click, screech, ping, wheeeeeedle…. and then the final piece, a gentle Sufi melody cuts in… only it’s about twenty decibels too high in the flying fingers’ frantic search for sound… any sound.

The much maligned King Gilgamesh (who turns out to be only 99% schmuck) looks to the heavens in an unscripted gesture. Everyone is stunned… but for all the wrong reasons.

It didn’t happen, not yet… but it’s time to make sure it can’t…

Amateur actors – our annual workshop participants – such as the Silent Eye seems to be able to attract year on year, are wonderful people. They are enthusiastic, flexible and multi-tasking. They stand, clutching their scripts, in the middle of a space invested with spiritual emotion, power and purpose and give their all… to such an extent that, come the start of Sunday afternoon, no-one wants to leave and break up the intense camaraderie that these warm and mystical adventures generate.

There are no mistakes, just real-time variations in the script. Like Jazz, the best bits can be improvised, often with humour from above… Ask Barbara, who we once completely lost, Schrödinger-like, in the middle of Act Three in the centre of the room. To this day, no-one knows where she went.

Being the technician can be a difficult job. And, it’s near impossible to be one of the characters in the mystery play and the technician. So, the partial answer is to make the soundtrack as free-standing as possible.

The problem is the technology, or, rather, the combination of technology and the media – sound – that is required to be ‘piped’ through the technology. Most domestic music players are just not up to the job.

The epic stories of Gilgamesh the King are the oldest known legends on Earth. Using this as a basis, Stuart France has re-envisaged the story in five acts of ritual drama, where everyone attending plays their part, large or small. Stuart and Sue Vincent have crafted a workbook of nearly two hundred pages of beautifully laid out script.

I have been volunteered to play the part of Gilgamesh, but since I have taken our technology forward, too, I’m taking no chances…

Gone are the multiple CD machines, laid out at strategic points in the temple space of the mystery play; each one involving a lightning sprint from compass point to compass point. Gone, even, is the use of an uncooperative Apple iTunes with its incomplete staging of cues. Gone is any notion of carrying around the sound with a portable speaker – one of the past’s more heroic failures…

Instead of Screech, click, screech, ping, wheeeeeedle…. or just plain silence, we have this on the iPad screen:

It’s a deck… a sound-deck in software. It’s what professionals use to control the music and lighting for stage shows, moving with consummate timing from event to event as the production progresses. If you were into William Gibson’s sci-fi (Burning Chrome etc) it’s what the pre-internet generation used to ‘jack into’ the ‘net and control the world with…

Tired of playing games that couldn’t really argue back, they began to design real software; masterpieces that really could kick-ass… but in a good way.

This scaled down masterpiece of software, called iMiX Pro, runs on an Apple iPad – mine. This is not to say that it does all the work for you. Oh, no… shoot, man, there’s a bucketload of stuff y’all need to do up frooont! (Sorry, that’s my inner Texan coming out). I’ve been sitting at this ‘deck’ for two days and only now… am I winning. And that’s the thing with these systems, you have to get the music into the machine before the ‘ghost’ that is the combination of producer and good software design come together in glorious expletives that do sound decidedly Texan.

In the beginning, there is the raw music, or other sound files; so, as before, you have to get them onto (in my case) your Mac and into… Hmmmm iTunes.

In the process, you have to re-name the tracks you want to use so that, when they re-appear in the iMiX software, they are recognisable. So, lovingly and carefully, you work out a naming scheme that shortens the track names in order to see something of their name in the individual panels on the iPad screen. The above first window is the result.

Next, you need to take the original files and convert them into one of Apple’s ‘Playlists’. These are just collections of songs. So it’s easy. You group all the original tracks and select ‘Add to Playlist’… and off she goes. You then have all your music in a second and more pliable container.

The use of a Playlist is essential because they have to be in this format to get the group of tracks across to the iPad. Along the way you get to put them in order – no mean feat with over twenty tracks. But, finally, they are ready to be beamed (okay, wired) across to their new portable home – a bit like the NASA lunar lander making a bid for freedom from the orbiter module. Once you’ve set off for the weekend, the iPad is on its own.

An hour later, you finally figure out how you did it last time and the transfer is complete… except the Apple transfer software has lost your carefully constructed sequencing and you’ve just got the order it decides you need on the iPad. They’re all in there, somewhere, you’ve just got to find each one again. So, you think about making paper list – or contact Sue, who recognises sleep-deprivation and provides one as a list of what should be happening in each act.

A small bottle of gin later, you realise that it doesn’t matter what the Apple software has done to your weekend’s sequence because the iMiX’s colossus of a DECK is about to rescue you!

Look back to the original diagram. Each of those vertical ‘pods’ is a beautifully programmed home for your hard-won music and sound tracks. And it offers you total control over how and when that track is played…. heaven.

You can control the volume; you can trim the clip regardless of what any other piece of software has done to it. You can select its unique fade-in and fade-out. And written up the side of the ‘pod’ is the full name of the track you so lovingly created…Texan sounds…

So, two days after I began, we have the Deck, fully programmed and ready to be operated, in lightning-fast real time, by our mega-techno dude who insists on being nameless.

But he’s related to one of the Directors.

There will be no ‘Screech, click, screech, ping, wheeeeeedle…. or just plain silence’. So, while I won’t actually be operating the Deck, I’ll be the ghost in the machine…

Houston, we’re good to go.

Now all I have to do is figure out how to best play that ego-maniac, Gilgamesh…There are lots of ego-maniacs in the world at the moment. Very timely, that, Stuart…

Wish us luck… please. Even better, come and join us. We can fit in a few more people if you’d like to join this merry but sincere band. And we promise that you, too, won’t want to leave, come Sunday lunch…

©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.

Reality TV?

Wharf TV for blog cropAA

 

It’s full of trivia and artificial things; things which have arisen in the name of entertainment. Everywhere you look there is a stream of mindless celebrities willing – some would say desperate –  to eat tropical bugs to give themselves a chance of being famous, again. It reminds me of a sad film I once saw called “They Shoot Horses, Don’t They”.

There are also some of the best and most informative documentary programmes we have ever seen. Such a mixture, and, as usual, it’s a matter of personal choice – and a bit of effort…

Television. It’s changed a lot since I was a boy… Perhaps not all for the better. But it’s not the purpose of this blog to complain about the ‘box’. We are all entitled to our leisure time and to choose how we spend it. To me, there is a sense here of a ‘race to the bottom’ about a whole layer of modern entertainment. This seems to go hand in hand with a view of life as a comic strip, where there must be good guys and bad guys and violent resolutions. Superhero movies don’t help. The truth is complex. Resolution of problems always involves compromise. There is no black and white.

How about considering the humble TV in a different way: as a reflection of the mind and human consciousness, it’s an experiment that opens up a set of parallels that are fascinating.

The TV shows us a flat screen that our minds have learned to convert back into our native 3D. With a well made drama programme that we can be ‘lost’ in, the experience is a good approximation of being there. Children can be traumatised by scary TV programmes. Adults sometimes forget the degree to which they cannot separate it from reality. Only later in life do we see that the ‘scare’ can be switched off inside ourselves, but only if we ‘pull back’ from the flat screen experience and deny it its imaginative power. My wife still can’t and hides her face behind a cushion with really scary films…

In ‘switching off’ what appears to be present lies a mystical parallel. Can the television teach us to do the same thing with life, itself?

I’m watching a bunch of gym-obsessed twenty-somethings flaunt themselves on an island in the sun. The women are blonde and beautiful; the men shaped like Greek gods… But their conversation could be from a junior school. The whole thing is entirely artificial. I mutter under my breath and switch it over. It’s a documentary about plastic waste and what we are doing to our oceans. I care about this, so I sit down and watch, clutching my cup of tea. This is real… and painful. I wish the perfect sun worshippers were watching this, too. We could us their energies…

Can we, in life, switch over channels? To do this we have to find the equivalent of us being on our comfy chair and watching the TV. This is entirely possible and is one of the basic techniques that we teach in the Silent Eye School of Consciousness.

We need to, literally, push the world away from our eyeballs. Sound crazy? Well, the reason the world is painted on our eyeballs is that we identify with what we see. Like the child with the television, we can’t see the screen and ourselves at the same time. By developing this dual consciousness – which is the work of only a few months – we  can begin to watch our own life as though it were a screen. In fact it is a kind of screen, one on which we project much of our existence. We see this as happening to us, but, really, we are happening to ourselves. At least at the mundane levels of life.

Once we begin to penetrate the understanding of the ‘world as television’ we can start to look for the truly real…. and that is a very different journey.

©️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.

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.