THE LEFT-BRAIN PROBLEM
(April, 1999)
By Noel Huntley, Ph.D.
Excerpts from the article that follows:
"All college books have material which is organised logically and consistently, based on left-brain intellect, and this is essential for a society now deplete in right-brain thinking. Outside the academic category one may occasionally encounter a right-brain book, even though containing specific knowledge. Such a book, however, will not have contextual contiguity of data and thus will be lacking in logical continuity. Areas of information will be 'floating'. It demands intuition, required to at least recognise the likely validity of the ideas. The advantage is that it can present advanced information without recourse to the restrictive methodology of requiring convincing evidence and proof. However, a purely right-brain thinker in our society will not be understood---unless there was aid from telepathic ability. One may be surprised to learn that in the future, physicists will become mental scientists with a fully functioning right brain so that no objective proof is required---of which the latter is a limited methodology anyway."
"Right-brain thinking will eradicate the ego-oriented intellect giving a mind genuinely interested in truth and not in preserving the ego status. There will be emphasis on unity rather than polarity. Children will be taught the neutral viewpoint, avoiding the extreme prejudiced response typical in today's society. That is, when receiving new information a person will take a neutral view---neither believing nor disbelieving--unless well informed in the subject. This alone would enable students to learn more rapidly, and in addition they would be much better in relationships."
*************
Contrary to what might be anticipated from the title we are not primarily concerned with giving a critique of educational curricula, but what is of greater need is to review the method of perception of information, and modes of acquisition and assimilation of the data of the subjects. Thus in the new education we are not so much concerned with reformulating courses of study as we are with a re-examination of the psychology of learning, and exposing, in the case of our civilisation, a massive deviation in the role of consciousness, but which will then in fact indicate the necessary reconstitution of educational materials.
We are not discrediting the basic subjects, such as mathematics, physics, English, etc., but wish to draw attention to the excessive emphasis on left-brain ability and its subsequent development. In addressing the terms left brain and right brain we are referring to the respective formatting of consciousness through these informational modalities. To put it bluntly, our civilisation has been set up to operate almost entirely on left-brain ability. What does this mean?
Left-brain ability enables consciousness to fragment and perceive a greater degree of separation to manipulate parts, rather than the whole---this also manifests the third dimension. This enables concepts and experience of reality to be broken down into common logical elements creating knowledge structures consisting of representational data, giving rise to a particular mode of understanding. This knowledge and understanding can then therefore be communicated and potentially understood by the members of the society. We call it objective knowledge. This is the logical approach and in our brain-washed society it is regarded as the highest tool for the evaluation of truth.
We are not discrediting the basic subjects, such as mathematics, physics, English, etc., but wish to draw attention to the excessive emphasis on left-brain ability and its subsequent development. In addressing the terms left brain and right brain we are referring to the respective formatting of consciousness through these informational modalities. To put it bluntly, our civilisation has been set up to operate almost entirely on left-brain ability. What does this mean?
Left-brain ability enables consciousness to fragment and perceive a greater degree of separation to manipulate parts, rather than the whole---this also manifests the third dimension. This enables concepts and experience of reality to be broken down into common logical elements creating knowledge structures consisting of representational data, giving rise to a particular mode of understanding. This knowledge and understanding can then therefore be communicated and potentially understood by the members of the society. We call it objective knowledge. This is the logical approach and in our brain-washed society it is regarded as the highest tool for the evaluation of truth.
What we are not educated to understand is that our logic is only third-dimensional. It only deals with the 'surface'of the universe, the third dimension of a multidimensional universe. This 3D or 'surface' is composed of random particles and is the end of a series of processes transmuting energy from a state of phase-correlation (the higher dimensions) to phase-randomisation (quantum physics terms): the material 3D reality. This consciousness creates, through left-brain thinking, a Newtonian-type reality of empty space containing particles (which are out of phase frequency-wise with one another) in various aggregates.
A society reared entirely on left-brain ability lays the foundation for habitual separation and objectivity, ego-development, a science without humanity, 3D logic, a dismembering of holistic concepts and life itself, all leading to disharmony, conflict, pollution, disease and wars. In contrast, consciousness through the right brain is compatible with quantum theory. It recognises the all pervading wave motion, the interconnectedness of all energy and the fundamental element to all phenomena: energy expressed as frequency. With this model taught in schools instead of the Newtonian reality one would predict the irregular experiences that we term paranormal, instead of discrediting them.
The greatest irony is that the right brain, with its imagination and originality from which all inspiration springs, is suppressed by the left-brain thinkers. That is, the source of all discovery, the right-brain consciousness provides intellectual fodder that is developed into systematic knowledge by the left brain, of which the latter then suppresses the intuition and inner-consciousness of the right brain that gave rise to the discoveries in the first place.
Another example of the difference between the left-brain and right-brain awareness is that the left brain always requires a context when encountering or evaluating data. If, say, a new idea, presented to the scientific community, doesn't have existing common contexts, it is experienced as floating data and will be discarded---ideas which may have led to unprecedented breakthroughs. In fact, the over-structuralised and formatted left brain will attempt to fit the new idea to these structures. When it doesn't obtain a match there is actual discomfort and generally a threat to the (left-brain) personality. The next impulse is to attack the source (person). This is the kind of mind education is creating. Now, in contrast, the right-brain consciousness can handle floating data. Its inherent knowingness or intuition does not need a context. The intuitive mind will not pull in the idea, looking for a match, but will project into the idea and duplicate it in isolation. This is the holistic reality of quantum physics in which separated and distant resonant (in-phase frequencies) wave packets instantaneously transmit and share information---what the layman knows as 'being on the same wavelength as . . . .' (Note that the words 'fit' and 'match' are relevant since the universal computer system works on geometric intelligence.)
The whole of our educational system is formulated to create maximum left-brain development and to down-grade all right-brain activity. Over-intellectualisation of art or music will impair the right brain's aesthetic appreciation. Religions take on a form in which the God concept is external. Objectivity of one's God will ensure absence of contact and enlightenment.
What is the real essence of the difference between these two brain modes and their respective consciousness? The left-brain consciousness operates on representation; it is not direct as is the right-brain perception. The left brain serves to make copies of incoming energies, stores the information away in a filing system, assigns symbols to data and manipulates them, and develops models in the mind, such as of an atom or one's own spouse. It operates essentially on second-hand phenomena. Its formatted consciousness only perceives surfaces and a short range of the environment, and even then when apparently looking, it is mainly thinking---the typical art viewer is thinking to about 90 percent and looking to about 10 percent; a contrary factor to art appreciation, which is a right-brain ability.
A society reared entirely on left-brain ability lays the foundation for habitual separation and objectivity, ego-development, a science without humanity, 3D logic, a dismembering of holistic concepts and life itself, all leading to disharmony, conflict, pollution, disease and wars. In contrast, consciousness through the right brain is compatible with quantum theory. It recognises the all pervading wave motion, the interconnectedness of all energy and the fundamental element to all phenomena: energy expressed as frequency. With this model taught in schools instead of the Newtonian reality one would predict the irregular experiences that we term paranormal, instead of discrediting them.
The greatest irony is that the right brain, with its imagination and originality from which all inspiration springs, is suppressed by the left-brain thinkers. That is, the source of all discovery, the right-brain consciousness provides intellectual fodder that is developed into systematic knowledge by the left brain, of which the latter then suppresses the intuition and inner-consciousness of the right brain that gave rise to the discoveries in the first place.
Another example of the difference between the left-brain and right-brain awareness is that the left brain always requires a context when encountering or evaluating data. If, say, a new idea, presented to the scientific community, doesn't have existing common contexts, it is experienced as floating data and will be discarded---ideas which may have led to unprecedented breakthroughs. In fact, the over-structuralised and formatted left brain will attempt to fit the new idea to these structures. When it doesn't obtain a match there is actual discomfort and generally a threat to the (left-brain) personality. The next impulse is to attack the source (person). This is the kind of mind education is creating. Now, in contrast, the right-brain consciousness can handle floating data. Its inherent knowingness or intuition does not need a context. The intuitive mind will not pull in the idea, looking for a match, but will project into the idea and duplicate it in isolation. This is the holistic reality of quantum physics in which separated and distant resonant (in-phase frequencies) wave packets instantaneously transmit and share information---what the layman knows as 'being on the same wavelength as . . . .' (Note that the words 'fit' and 'match' are relevant since the universal computer system works on geometric intelligence.)
The whole of our educational system is formulated to create maximum left-brain development and to down-grade all right-brain activity. Over-intellectualisation of art or music will impair the right brain's aesthetic appreciation. Religions take on a form in which the God concept is external. Objectivity of one's God will ensure absence of contact and enlightenment.
What is the real essence of the difference between these two brain modes and their respective consciousness? The left-brain consciousness operates on representation; it is not direct as is the right-brain perception. The left brain serves to make copies of incoming energies, stores the information away in a filing system, assigns symbols to data and manipulates them, and develops models in the mind, such as of an atom or one's own spouse. It operates essentially on second-hand phenomena. Its formatted consciousness only perceives surfaces and a short range of the environment, and even then when apparently looking, it is mainly thinking---the typical art viewer is thinking to about 90 percent and looking to about 10 percent; a contrary factor to art appreciation, which is a right-brain ability.
The left-brain consciousness automatically breaks down all holistic entities (quantum reduces them) into elements which can be systematised into a knowledge structure that is amenable to 3D logic. This causes consciousness to create a linear closed 3D reality. Knowledge elements are shuffled on a linear ('horizontal') spacetime framework. This linearity should contain gaps so that the 'vertical' creative/intuitive, right-brain consciousness can enter from the nonlinear, inner-regions of multidimensionality.
The right brain working with an open heart chakra can read vibrations consciously---as animals do in their limited way, which nevertheless astounds and baffles us. Thus this is direct perception---memory is not required, and amnesia would be no problem. Information exists everywhere---the universe is holographic. It is a frequency-coded universe. Everything imaginable is represented by frequency patterns. This is information: energy geometry plus frequency---the key to nature's computer system.
One becomes alerted to the fact that left-brain development without the right brain is guaranteed to limit a civilisation's evolution, confining its mind (and consequently environment) to 3D linear structures and thinking. Man has set himself up---aided by the negative influences---with immense limitations in attempting to interpret reality by objective means; by externalising all facets of his experience. People are taught the universe is objective; is out there, separate from man's observation, in spite of quantum theory statements to the contrary. Even in religion, Christianity in particular, once it was recognised that a man Jesus could channel the Christ consciousness onto planet Earth, the negative forces/aliens through Christian teachings brainwashed the religious population with the notion that God is external. This is all that is required to arrest any real spiritual progress---this form of God doesn't exist. The correct teaching is that God exists within self---each person is a God self----a holographic fragment of the source that reflects the whole but is acting as a limited portion and that each portion is unique, playing a specific role, just as does any piece of a jig-saw puzzle.
Thus in the controlled education, God and the universe have been externalised. This applies also to healing and medicine within the orthodox establishment. The medical profession controls the individual's physical body. Consciousness has been programmed to be diverted away from natural healing paths, and considers the cause of illness to be external (even a virus is external, and may not be the original cause) and furthermore that the solution is external in the form of medical technology. Right-brain development would enable one to know what the body requires for healing and would only use healing technologies as an aid to utilising its own natural processes for balancing and harmonising, to restore holographic communication between all parts and the whole.
The new education will teach children reverence for all life; an easy task for the child, who in addition will be encouraged to retain its perception beyond the third dimension, psychic abilities, past-life recall and freshness of vision. There will be an end to the suppressive formatting of the child's mind, forcing it to conform to the typical ego-oriented adult's, stifling intuitive understanding by closing off inner-space perception. This is the ability to read vibrations by matching them by means of frequencies of consciousness, giving instantaneous transmission of information. This ability is clearly not limited to surfaces, or distances that are restricted by physical senses.
For example, one picks up an object. With the physical senses alone it is perceived only as an object plus what the observer knows about it from memory and associations. With the newly acquired abilities to read vibrations, looking or touching the object can reveal its history transmitted by resonance of vibrations. This faculty will be operating continuously in all things but its focus will be within one's control. The ability will blend perfectly with the physical perception's external view creating a fourth-dimensional perspective, as though the third dimension was enormously enhanced (this cannot be imagined with the 3D senses). In addition, the intuitive faculty will enable us to access the enormous data base of our DNA; cellular memory should be a normal ability.
All college books have material which is organised logically and consistently, based on left-brain intellect, and this is essential for a society now deplete in right-brain thinking. Outside the academic category one may occasionally encounter a right-brain book, even though containing specific knowledge. Such a book, however, will not have contextual contiguity of data and thus will be lacking in logical continuity. Areas of information will be 'floating'. It demands intuition, required to at least recognise the likely validity of the ideas. The advantage is that it can present advanced information without recourse to the restrictive methodology of requiring convincing evidence and proof. However, a purely right-brain thinker in our society will not be understood---unless there was aid from telepathic ability. One may be surprised to learn that in the future, physicists will become mental scientists with a fully functioning right brain so that no objective proof is required---of which the latter is a limited methodology anyway.
These 'gaps' in logical thought are vital for consciousness expansion. One is reminded of the Buddhist student and the master's koan or riddle, designed to break down the student's logical machinery. As an aside, note that England, with a particular notoriety for logic, received the crop circles first, and we have a parallel with the Buddhist master's riddle.
The right brain working with an open heart chakra can read vibrations consciously---as animals do in their limited way, which nevertheless astounds and baffles us. Thus this is direct perception---memory is not required, and amnesia would be no problem. Information exists everywhere---the universe is holographic. It is a frequency-coded universe. Everything imaginable is represented by frequency patterns. This is information: energy geometry plus frequency---the key to nature's computer system.
One becomes alerted to the fact that left-brain development without the right brain is guaranteed to limit a civilisation's evolution, confining its mind (and consequently environment) to 3D linear structures and thinking. Man has set himself up---aided by the negative influences---with immense limitations in attempting to interpret reality by objective means; by externalising all facets of his experience. People are taught the universe is objective; is out there, separate from man's observation, in spite of quantum theory statements to the contrary. Even in religion, Christianity in particular, once it was recognised that a man Jesus could channel the Christ consciousness onto planet Earth, the negative forces/aliens through Christian teachings brainwashed the religious population with the notion that God is external. This is all that is required to arrest any real spiritual progress---this form of God doesn't exist. The correct teaching is that God exists within self---each person is a God self----a holographic fragment of the source that reflects the whole but is acting as a limited portion and that each portion is unique, playing a specific role, just as does any piece of a jig-saw puzzle.
Thus in the controlled education, God and the universe have been externalised. This applies also to healing and medicine within the orthodox establishment. The medical profession controls the individual's physical body. Consciousness has been programmed to be diverted away from natural healing paths, and considers the cause of illness to be external (even a virus is external, and may not be the original cause) and furthermore that the solution is external in the form of medical technology. Right-brain development would enable one to know what the body requires for healing and would only use healing technologies as an aid to utilising its own natural processes for balancing and harmonising, to restore holographic communication between all parts and the whole.
The new education will teach children reverence for all life; an easy task for the child, who in addition will be encouraged to retain its perception beyond the third dimension, psychic abilities, past-life recall and freshness of vision. There will be an end to the suppressive formatting of the child's mind, forcing it to conform to the typical ego-oriented adult's, stifling intuitive understanding by closing off inner-space perception. This is the ability to read vibrations by matching them by means of frequencies of consciousness, giving instantaneous transmission of information. This ability is clearly not limited to surfaces, or distances that are restricted by physical senses.
For example, one picks up an object. With the physical senses alone it is perceived only as an object plus what the observer knows about it from memory and associations. With the newly acquired abilities to read vibrations, looking or touching the object can reveal its history transmitted by resonance of vibrations. This faculty will be operating continuously in all things but its focus will be within one's control. The ability will blend perfectly with the physical perception's external view creating a fourth-dimensional perspective, as though the third dimension was enormously enhanced (this cannot be imagined with the 3D senses). In addition, the intuitive faculty will enable us to access the enormous data base of our DNA; cellular memory should be a normal ability.
All college books have material which is organised logically and consistently, based on left-brain intellect, and this is essential for a society now deplete in right-brain thinking. Outside the academic category one may occasionally encounter a right-brain book, even though containing specific knowledge. Such a book, however, will not have contextual contiguity of data and thus will be lacking in logical continuity. Areas of information will be 'floating'. It demands intuition, required to at least recognise the likely validity of the ideas. The advantage is that it can present advanced information without recourse to the restrictive methodology of requiring convincing evidence and proof. However, a purely right-brain thinker in our society will not be understood---unless there was aid from telepathic ability. One may be surprised to learn that in the future, physicists will become mental scientists with a fully functioning right brain so that no objective proof is required---of which the latter is a limited methodology anyway.
These 'gaps' in logical thought are vital for consciousness expansion. One is reminded of the Buddhist student and the master's koan or riddle, designed to break down the student's logical machinery. As an aside, note that England, with a particular notoriety for logic, received the crop circles first, and we have a parallel with the Buddhist master's riddle.
Reality is clearly multidimensional. The universe, God, consciousness, are beyond 3D logic. Let us present a thought experiment which highlights left and right-brain experience and also gives insight into the nature of God essence.
Consider person A and person B. In terms of first steps in logic, A is separate from B, and A is not B. Now imagine their consciousness, say, extending around the head. One may think of consciousness as an energy with an inherent spectrum of frequencies. Now envisage the idea of B's consciousness merging into A's, and vice versa, to form a harmonious conglomerate---a single mind.
In terms of left-brain thinking we would enquire as to what is the experience of A with the presence of B? Will there be conflict, invasion of privacy? The intrusive repercussions would be contemplated by the left-brain consciousness. In actual fact A will feel precisely and solely the identity of A and nothing more, except that his consciousness is expanded and there are additional abilities and information. In terms of left-brain thinking this is becoming confusing. What about person B? What has happened to his viewpoint?
In a similar vein, B will also feel no intrusion but will be wholly B---except for the increase in mind, etc., due to A . Is this a paradox? Close! Although the right brain could have come to the rescue in the puzzle of this holistic problem, in this example we can translate it into left-brain thinking and virtually eliminate the left-brain paradox.
We can deduce that---and this is the key to the above puzzle---the consciousness of A is identical, that is, of the same source as B's. However, the mind and brain structure that is formatting consciousness is different in each case, forming a different personality due to the different structures. In this abridged description of mind, soul, and personality, consciousness condensed the structures, that is, body, mind and all stored information in the first place. The structures (crystallised consciousness) act as electronic moulds or templates, shaping and selecting the frequency patterns of consciousness. The latter takes on the form (energy shape and frequency) of its structures and can become entrapped by considering it is the structure. The being then believes it is the personality, or mind, or brain and body (the state of man on Earth today), rather than consciousness.
Thus, congruent to this would be that the common denominator to all creation is consciousness. It is the same basic ingredient everywhere and is a manifestation of the God concept. Science could begin with this as an initial postulate; it is energy and has frequencies to provide the necessary cyclic motion for duration (existence).
It is of interest to note that the right brain would have been more likely to have solved the above apparent paradox, than the left brain, which is focussed on separateness, differentiation, and identity. Our left-brain science has no place for true unity (which is not only the bridge between current science and religion but a window into multidimensionality).
To recapitulate, the basic consciousness can be considered to be everywhere and the same but utilises/identifies with structure (condensed/crystallised consciousness). One may picture many structures superimposed; invisible mind structures of higher frequency, etc., through etheric, astral, mental bodies to dimensional frameworks (such as our 3D reality) of increasing possibilities, decreasing limitations, acting as vehicles for consciousness experience and organisation of existences.
Separation only manifests in relation to limitations. The meaning of separation has no basis other than that caused by limitations, both harmonious or disharmonious in nature. A linear existence, which relates to left-brain consciousness, manifests apparent separations. Laws (frameworks, postulates, rules) create separation, ranging from even the highest dimensional structures, through the laws of physics, down to man's legislative laws. By defining something one delineates (to separate out) a structure in spacetime. In a nutshell (and an over-simplification), the process in the lower dimensions is that quality is chopped up to form quantity then quantity is reshuffled, recorrelated, and re-experienced to form new qualities of consciousness. This can be considered constructive but what tends to happen is that the quality is not regenerated (not correlated fully)---one is educated to comprehend that wholeness is a mere composite of parts, a simulated unity, rather than having true unity. Education thus gives us quantity rather than quality. It trains a person in activities to benefit self: obtain a position of remuneration; be competitive; develop a strong ego-mind; fend for oneself, etc.---rather than providing additional education in more qualitative benefits, such as acquiring responsible behaviour; applying honesty, ethics and integrity; developing senses which perceive the needs and viewpoints of others besides self, compassion, humility, etc. Life is about behaviour primarily, not what one can gain materialistically. Intelligence is ultimately qualitative, not quantitative, and through this development of the right-brain traits, in particular, intuition, combined with open heart (and its potential vast information network) it will be utterly superior to the logical (3D) intellect.
School courses need to include a thorough grounding on the difference between quality (qualitative) and quantity (quantitative) and recognise that at present society is set up for a quantitative reality---science denies the real existence of quality. Quantity is only here to express quality. Intelligence would then be re-associated with quality, not quantity. For example, associated with compassion instead of ego-tough uncaring states of mind, or benevolence instead of emphasis on self and one-upmanship, etc.
In addition, future schooling study courses will include a spiritual science (reconciliation of religion and science); soul/superconscious knowledge; reincarnation; reverence for all life; extraterrestrial civilisations; an understanding of ethics, integrity and honesty; the nature of the ego; karma, sensitivity training, etc. With the increased power of right-brain consciousness students will enhance, corroborate continuously this rote learning of facts with direct perception or sense of knowing through resonance via those layers of inner-consciousness and information which ultimately links to all knowledge.
Right-brain thinking will eradicate the ego-oriented intellect giving a mind genuinely interested in truth and not in preserving the ego status. There will be emphasis on unity rather than polarity. Children will be taught the neutral viewpoint, avoiding the extreme prejudiced response typical in today's society. That is, when receiving new information a person will take a neutral view---neither believing nor disbelieving--unless well informed in the subject. This alone would enable students to learn more rapidly, and in addition they would be much better in relationships.
The new education, plus clearing of negative patterns of information and behaviour, will enable the individual to understand true causes and see beyond the illusions or surface of reality. The withinness (to which Jesus referred) will be understood as opposed to a reality consisting only of the external world. There will be a proper grasp of the notion of consciousness within consciousness, for example, the lower-self (human personality) is within the soul consciousness, which is within still higher levels, and so on to the God concept. There is only apparent separation of consciousness through structure on the lower levels---these are inner, internal fractals.
To finalise, we may wish to imagine what a society would be like with individuals balanced in left and right-brain consciousness. A proper balance would be a development in the direction of a synchronistic holographic civilisation. Rather than dwell on a description of such an ideal society, which the author has explained in other material, we might, in contrast to our current imbalanced left-brain society, and as an exercise, contemplate a civilisation with a predominance of right-brain consciousness caused though by other imperfections. Let us outline a couple of examples of aberrations of right-brain consciousness in contrast to our aberrated left-brain consciousness today.
We could cite fables and legendary stories of fantasy and magic. In this world of swords and sorcerers, and black and white witchcraft we might emphasise a strong element of evil, setting the stage for lack of order in which, on the one hand, technology is varied and essentially deficient but psychic abilities, wizardry, multidimensionality abounds. In spite of the primitive technology, such as the sword, this civilisation could have mind technologies such as psychotronics---devices that can augment mind capabilities or even supplant them.
In our second example, we see a civilisation seemingly idyllic: say, peasants living in peace and simplicity, in harmony with nature, in rural settings; life uncluttered and free from fragmentation and technology, though with leaders manifesting advanced mind powers, such as teleportation. However, the absence of useful technology can be attributed to a hidden impairment, originating from their history of wars and destruction, which was blamed on technology. This fear of technology also could give rise to lack of production, a deficiency of left-brain activity, organisation and ultimately even creative drive.
Returning to our left-brain extremes, paradoxically, this extreme externalisation of man's reality as achieved by development of the left brain with its emphasis on objectivity and separateness does in fact present a clue as to what is going on, and a way out. This denial that one is responsible for the environment---that it is not part of one---causes the perceived objectivity to be a reflection of one's unconscious inner condition. It becomes a method by which self's own universe is telling self what is going on within itself. It is automatically projected out simply because one can't confront it within self. This isn't always obvious, and there is an interval of time before external effects and consequences are observed, that is, a space between cause and effect. This is somewhat similar to the example of having faith in medical technology (denying that self is the source of all healing), thus indirectly obtaining a healing by assigning one's own power to the technological aid---which acts as a catalyst. It can work subconsciously (in both above cases) but it is better to wake up to what is going on.
For evolution and sanity, a society requires a balanced consciousness. The ideal balance point will change with consciousness expansion and ascension, shifting more to the right brain and a functioning heart-information centre, with a natural reduction in environmental objectivity and separation, and in particular, retaining a symbiosis between science and consciousness.
Consider person A and person B. In terms of first steps in logic, A is separate from B, and A is not B. Now imagine their consciousness, say, extending around the head. One may think of consciousness as an energy with an inherent spectrum of frequencies. Now envisage the idea of B's consciousness merging into A's, and vice versa, to form a harmonious conglomerate---a single mind.
In terms of left-brain thinking we would enquire as to what is the experience of A with the presence of B? Will there be conflict, invasion of privacy? The intrusive repercussions would be contemplated by the left-brain consciousness. In actual fact A will feel precisely and solely the identity of A and nothing more, except that his consciousness is expanded and there are additional abilities and information. In terms of left-brain thinking this is becoming confusing. What about person B? What has happened to his viewpoint?
In a similar vein, B will also feel no intrusion but will be wholly B---except for the increase in mind, etc., due to A . Is this a paradox? Close! Although the right brain could have come to the rescue in the puzzle of this holistic problem, in this example we can translate it into left-brain thinking and virtually eliminate the left-brain paradox.
We can deduce that---and this is the key to the above puzzle---the consciousness of A is identical, that is, of the same source as B's. However, the mind and brain structure that is formatting consciousness is different in each case, forming a different personality due to the different structures. In this abridged description of mind, soul, and personality, consciousness condensed the structures, that is, body, mind and all stored information in the first place. The structures (crystallised consciousness) act as electronic moulds or templates, shaping and selecting the frequency patterns of consciousness. The latter takes on the form (energy shape and frequency) of its structures and can become entrapped by considering it is the structure. The being then believes it is the personality, or mind, or brain and body (the state of man on Earth today), rather than consciousness.
Thus, congruent to this would be that the common denominator to all creation is consciousness. It is the same basic ingredient everywhere and is a manifestation of the God concept. Science could begin with this as an initial postulate; it is energy and has frequencies to provide the necessary cyclic motion for duration (existence).
It is of interest to note that the right brain would have been more likely to have solved the above apparent paradox, than the left brain, which is focussed on separateness, differentiation, and identity. Our left-brain science has no place for true unity (which is not only the bridge between current science and religion but a window into multidimensionality).
To recapitulate, the basic consciousness can be considered to be everywhere and the same but utilises/identifies with structure (condensed/crystallised consciousness). One may picture many structures superimposed; invisible mind structures of higher frequency, etc., through etheric, astral, mental bodies to dimensional frameworks (such as our 3D reality) of increasing possibilities, decreasing limitations, acting as vehicles for consciousness experience and organisation of existences.
Separation only manifests in relation to limitations. The meaning of separation has no basis other than that caused by limitations, both harmonious or disharmonious in nature. A linear existence, which relates to left-brain consciousness, manifests apparent separations. Laws (frameworks, postulates, rules) create separation, ranging from even the highest dimensional structures, through the laws of physics, down to man's legislative laws. By defining something one delineates (to separate out) a structure in spacetime. In a nutshell (and an over-simplification), the process in the lower dimensions is that quality is chopped up to form quantity then quantity is reshuffled, recorrelated, and re-experienced to form new qualities of consciousness. This can be considered constructive but what tends to happen is that the quality is not regenerated (not correlated fully)---one is educated to comprehend that wholeness is a mere composite of parts, a simulated unity, rather than having true unity. Education thus gives us quantity rather than quality. It trains a person in activities to benefit self: obtain a position of remuneration; be competitive; develop a strong ego-mind; fend for oneself, etc.---rather than providing additional education in more qualitative benefits, such as acquiring responsible behaviour; applying honesty, ethics and integrity; developing senses which perceive the needs and viewpoints of others besides self, compassion, humility, etc. Life is about behaviour primarily, not what one can gain materialistically. Intelligence is ultimately qualitative, not quantitative, and through this development of the right-brain traits, in particular, intuition, combined with open heart (and its potential vast information network) it will be utterly superior to the logical (3D) intellect.
School courses need to include a thorough grounding on the difference between quality (qualitative) and quantity (quantitative) and recognise that at present society is set up for a quantitative reality---science denies the real existence of quality. Quantity is only here to express quality. Intelligence would then be re-associated with quality, not quantity. For example, associated with compassion instead of ego-tough uncaring states of mind, or benevolence instead of emphasis on self and one-upmanship, etc.
In addition, future schooling study courses will include a spiritual science (reconciliation of religion and science); soul/superconscious knowledge; reincarnation; reverence for all life; extraterrestrial civilisations; an understanding of ethics, integrity and honesty; the nature of the ego; karma, sensitivity training, etc. With the increased power of right-brain consciousness students will enhance, corroborate continuously this rote learning of facts with direct perception or sense of knowing through resonance via those layers of inner-consciousness and information which ultimately links to all knowledge.
Right-brain thinking will eradicate the ego-oriented intellect giving a mind genuinely interested in truth and not in preserving the ego status. There will be emphasis on unity rather than polarity. Children will be taught the neutral viewpoint, avoiding the extreme prejudiced response typical in today's society. That is, when receiving new information a person will take a neutral view---neither believing nor disbelieving--unless well informed in the subject. This alone would enable students to learn more rapidly, and in addition they would be much better in relationships.
The new education, plus clearing of negative patterns of information and behaviour, will enable the individual to understand true causes and see beyond the illusions or surface of reality. The withinness (to which Jesus referred) will be understood as opposed to a reality consisting only of the external world. There will be a proper grasp of the notion of consciousness within consciousness, for example, the lower-self (human personality) is within the soul consciousness, which is within still higher levels, and so on to the God concept. There is only apparent separation of consciousness through structure on the lower levels---these are inner, internal fractals.
To finalise, we may wish to imagine what a society would be like with individuals balanced in left and right-brain consciousness. A proper balance would be a development in the direction of a synchronistic holographic civilisation. Rather than dwell on a description of such an ideal society, which the author has explained in other material, we might, in contrast to our current imbalanced left-brain society, and as an exercise, contemplate a civilisation with a predominance of right-brain consciousness caused though by other imperfections. Let us outline a couple of examples of aberrations of right-brain consciousness in contrast to our aberrated left-brain consciousness today.
We could cite fables and legendary stories of fantasy and magic. In this world of swords and sorcerers, and black and white witchcraft we might emphasise a strong element of evil, setting the stage for lack of order in which, on the one hand, technology is varied and essentially deficient but psychic abilities, wizardry, multidimensionality abounds. In spite of the primitive technology, such as the sword, this civilisation could have mind technologies such as psychotronics---devices that can augment mind capabilities or even supplant them.
In our second example, we see a civilisation seemingly idyllic: say, peasants living in peace and simplicity, in harmony with nature, in rural settings; life uncluttered and free from fragmentation and technology, though with leaders manifesting advanced mind powers, such as teleportation. However, the absence of useful technology can be attributed to a hidden impairment, originating from their history of wars and destruction, which was blamed on technology. This fear of technology also could give rise to lack of production, a deficiency of left-brain activity, organisation and ultimately even creative drive.
Returning to our left-brain extremes, paradoxically, this extreme externalisation of man's reality as achieved by development of the left brain with its emphasis on objectivity and separateness does in fact present a clue as to what is going on, and a way out. This denial that one is responsible for the environment---that it is not part of one---causes the perceived objectivity to be a reflection of one's unconscious inner condition. It becomes a method by which self's own universe is telling self what is going on within itself. It is automatically projected out simply because one can't confront it within self. This isn't always obvious, and there is an interval of time before external effects and consequences are observed, that is, a space between cause and effect. This is somewhat similar to the example of having faith in medical technology (denying that self is the source of all healing), thus indirectly obtaining a healing by assigning one's own power to the technological aid---which acts as a catalyst. It can work subconsciously (in both above cases) but it is better to wake up to what is going on.
For evolution and sanity, a society requires a balanced consciousness. The ideal balance point will change with consciousness expansion and ascension, shifting more to the right brain and a functioning heart-information centre, with a natural reduction in environmental objectivity and separation, and in particular, retaining a symbiosis between science and consciousness.
