More Educational Ideas

4. Individuality

Again, looking at Nature broadly, the general application of individuality seems to prevail at whatever species level we care to examine it closely enough: whether it is animal, vegetable, and even mineral. For many small things, the microscope we apply in any particular case is usually not strong enough, or we are using the wrong tools or asking the wrong questions unsuitable for the tools we were taught to use. Individuality seems to be a fundamental quality of Nature however incomplete our view.

For instance, if we wish to take an atomic view of things, as you know, we successfully get wave or particle answers to our wave or particle questions, but do we ever think of asking biological or psychological questions – such as may for instance confer unique individuality even among physical atoms as it does at the physical level for higher orders of assembly such as sand, insects and human beings?

If we consider the social ideal of Democracy (rather than, say, anarchy or blind youthful rebelliousness) teaching needs to be clear that its successful function depends on the sophistication of the individual to vote wisely and not upon his/her neutralization (as in some forms of Communism) or suppression (as in malevolent dictatorship or fascism). Therefore, for collective and individual enrichment (in an educational sense) it seems suitable that the notion of individuality, as a matter of principle, should be well-cultivated, never trivialized and treated maybe as a force of Nature necessary for the enrichment of evolution and consciousness in particular.

Another aspect of the individual constitution that is of interest, is the collective view, one of which I take to be the statistical one. While statistics has value for general administrate purposes and fundamental social guidelines and crudely in the assessment of insurance premiums, it is dangerously inaccurate when applied to individuals looking for healing or personal guidance. After all, in the first place, ideal doctoring is surely to heal rather than merely to relieve or comfort and, strictly-speaking, that must depend on understanding the physical as well as psychological qualities of the patient as an individual.

Statistics surely blurs and averages qualities and is (are?) therefore insensitive to the ideal of doctoring namely, to repeat myself: to be accurate, non-invasive and empowering.

5. The Reality of the Abstract World and the Energy of Consciousness

In this blog I am suggesting, with your help, there may be further health advances in sight if we can take a more balanced view of the human bodymind constitution.

Science as we know it is accustomed to dealing with the physical world and its effects – something it has done very well; but there is another world, the abstract world where we actually live – where we experience likes and dislikes, moods, intentions, etc. To examine and understand this world we need other tools, other theories and assumptions, new laws – different, I’m suggesting, from those used in the material world of bone, muscle and physiology.

The question of a remedy that is ideal, that cures, that is non-invasive etc. seems logical. As is the idea of prevention.

It is surely fundamentally good pedagogics to teach any kind of measures that seem healthy? Traditionally we have sensibly taught the principle of cleanliness, good diet and exercise. Today we need also to honour new ideas about our psychic aspect. Mental hygiene?

With some confidence (see The Field by Lynne McTaggart and other writers) we should assume that thoughts, however seemingly insignificant, and even those simmering in the unconscious mind, should never be regarded as casual but may have long-range positive (or negative or neutral) influences on people or things, especially as an influence in interrelationships – so beware the consequences of idle intentions such as may come from casual prayers, dreams or expectations.