VBA Study Center

[TSC] Since Michael seems now to be proposing a science module in Year I of the course, I think I should find it helpful to know what such a module would be intended to do. What is puzzling me is the development which have taken place in so many sciences. I'm thinking of physics, many branches of medicine, astronomy and so on. What would a science module do? Establish the method perhaps. But that method has changed over the centuries and will continue to do so. If we are to have a science module, it would presumably be helpful if we knew what it was intended to do. Terry

[MDR] It's a legitimate question. I am hoping for Jose's input on this. I took the suggestion straight from DK when He was dealing with courses related somewhat to the microcosm. He seemed to list science with the history of man.

It would seem to me that the interface between science and occultism would be a reasonable focus, emphasizing those break-throughs in a number of the sciences which point to the validity of the Ageless Wisdom.

I know science will be very important in the 5th ray Aquarian Age. Of course, we could wait until the next year when the emphasis is more on the mental vehicle. It is a question of when to begin grounding student thought in fifth ray approaches.

There is no question but that the History of Man could easily take two trimesters if we wished, so I am not adamant on the science course in Year 1. By year two, the emphasis on the kingdoms of nature will call for a scientific approach. I just want to see what Jose will say about when to begin and how to develop this line of thought.

The fifth ray Ashram is very much with us and they, we are told, are the "true occultists". DK emphasizes the sciences quite a bit and the structure of matter is very important as we begin to study both the SD (we know about HPB's extensive scientific knowledge) and TCF...so it is simply a grounding in some of the principles which distinguish the kind of illumination which is destined to come via the fifth ray.

I am not the scientist. So I am waiting for comment by those who are more so--Jose, Luis, perhaps Luis (he gives himself a fifth ray in the mind, I believe).

Nicole (in Australia) also has a strong R5, but it will incorporated into healing, for which she already has devised a very good and quite complete course.

[JB] You ask my advice on how to integrate "science" (facts) to the proposed curriculum. I need to think more about this because, as you may see in our proposal for the Latin School, such factual material is considered to be more of a requirement for admission, covered at the undergraduate university level.

The scientific method, on the other hand, is a discipline to be integrated into all tracks of any curriculum for the FSM, I think. What is the "attitude of the Observer" if not an instance of the scientific method at work? Is "subjectivity" always biased (as claimed by the orthodox scientific method)? Is there an esoteric scientific method? Deep epistemological issues (e.g., what is a FACT?) need to be addressed in any theory of causality (some links in our webpage address this point). As suggested by Terry, the history of the scientific method would also need to be addressed (e.g., Khun's "paradigm shifts" in his classic book The Copernican Revolution).

[TSC] Thanks for your thoughts Jose. Integrating science into syllabuses is an attractive idea. However, it could prove more demanding than a syllabus on its own. Maybe the answer is try out one syllabus at some stage and see if we can ask sensible questions and provide thoughtful means of answering. Terry

[BM] In "Language of Energy" - syllabus developing, we find it difficult to schedule Astronomy because of the workload... astronomy will tend to be used in Astrology only - and perhaps not so much in the other subjects... if science is not a course in itself, students may tend to prioritize science lower, because it is fragmented...

[JB] Good thoughts, thank you. Maybe it's not an either/or decision, but both could be possible.

There are 886 instances of the word "science" in the 19 AAB-DK books (1508 for science, scientist or scientific), as in:

Does this quote exclusively belong to a "science" module? Probably not. I would agree that it would be good to be able to link to a reference where the scientific method is related to esotericism, but "scientific recognitions" in esotericism are not "Ray 5 stuff" to be dealt in scientifically technical ways by "Ray 5 minds." If a student (of any ray) can't learn to observe him/herself and his/her environment in the way similar (not identical) to what a scientist does in the laboratory, not much progress will be made in the Path of Discipleship/Initiation, I think.

The factual basics of astronomy are covered in undergraduate courses.
http://en.wikipedia.org/wiki/Astronomy
The deeper symbolic meaning of the observation of the Macrocosm could be integrated (not "fragmented") into the general curriculum: What is an "observatory"? Geocentric or Heliocentric? Why? What is a "telescope"? How does it relate to a "microscope"? "As Above, so Below"(the solar system, the human atom and the cell)... there are many opportunities for integration and synthesis, I think.

Much to ponder about. Regards, -JB

[TSC] Thanks for your thoughts JB. I think I should need to see some kind of syllabus for a sceince module before I could comment. Perhaps when this is forthcoming we can return to the subject. Terry

[JB] In my view, science does not need to have a separate syllabus, although it could.

For instance, modern scientific notions of the physical atom could be addressed when studying the occult constitution of the human atom. Likewise for the genetic code and astrology. Is there a relationship between the seven rays and the periodic table of elements? Is the study of the esoteric constitution of man and the law of karma related to the current bioethical debate on human cloning? How are the laws of electromagnetic induction related to the application of the rod during the ceremony of initiation? Parallels between the physics of antennas, radio waves and telepathy, or healing and electricity? Hasn't DK asked students to conduct statistical research on astrological hypotheses? How do we adapt the scientific method to do so? Etc., etc. etc...

Science could be integrated into virtually all modules, I think. I suggest that we keep our minds open about the options. -Jose Becerra

[A.] Although Science is very important in our current lives; to try and introduce those subjects into the current Syllabus will make the course very demanding as Terry Tells us.

[JB] Cross-referencing to a Science module could facilitate a compromise solution. According to DK, science is not optional for the Schools, but required. It's a matter of how and where to include it in the curriculum. -JB

[JB] This is a first, very preliminary outline of ideas to be considered

==> http://www.agni-yoga.org/science.htm

and to be further expanded by meditation on the subject and by cross-referencing with other modules as they are designed and completed.

To All: feedback is most welcome!

Regards, -JB

[TSC] I've looked at the website you mention and remain sceptical. The ideas are so enormous and sweeping.

[JB] Yes, the whole FSM project seems "enormous and sweeping." The decision on curriculum contents will much depend on the students that we aim to attract. If it's the typical mystic "interested" in esoteric matters, I would agree with you that a strong science emphasis would be overwhelming (as well as the study of Cosmic Fire). If we wish to attract mentally polarized students, then a science emphasis --with a nonreductionistic approach-- would be needed. Although Rays 3/5 should and will figure prominently in the School for Latin students, I'm still skeptical that we would be able to (initially) attract many would-be occultists. On the other hand, a science module could be (initially) optional (an elective). I'm just exploring ideas, as suggested by Michael. Thank you for your candid feedback. Regards, -JB

[TSC] A thought has occurred to me about a science module. Might a year 1 syllabus be helpful if it compared two approaches: 1. what the Tibetan means by science, and 2. what physical scientists tend to mean by science.

Year 2 might consider the broader approach of the social sciences and again perhaps compare the Tibetan's approach and bring in the idea of the changing nature of the scientific paradigm.

That's as far as my thought sretched so I won't push it further. Terry

[JB] Thank you, Terry. I've also been thinking in that direction. For instance, the "scientific method" could be introduced as the "attitude of the Observer" (and related work on "evening reviews") is considered. Later in the curriculum, it could be related to the meditative stage of contemplation, the Points of Revelation (Formulas in the Teachings on Initiation) and the revelatory Technique of the Presence (dispelling illusion).

We are told that the three "organs of revelation" are the human eye, the eye of the Soul and the Monad ("the revealer of the Purpose of God, of the Will of the planetary Logos and of the door which opens the Way of the Higher Evolution" -DINA II, 291). Each "eye" has a "scientific method" of observation, recognition and revelation.

The "three stages of recognition" (Penetration, Polarization and Precipitation) are applicable to the scientific method itself.

Loving regards, -JB

[A.] Very Good JB

You are now taking us somewhere.
Between you and Terry, I am sure, you will be able to establish a good foundation for linking Science and Esoteric knowledge. Abraham

[TSC] Thanks to JB for his thoughts on a science module or modules. I sense various possibilities now. What has freed up the situation is the simplest of ideas: start with an exposition (syllabus section) of what the Tibetan means by science. That seems to me to turn science modules into all sorts of creative possibilities. There are JB's ideas, which could take off from there. Another possibility would be to use Year 1 to explain the Tibetan's science meaning and show how He uses the ideas with perhaps a few comparisons to current physical science ideas with its positivist ideology and mechanistic ideas. Year II could show how the Tibetan applies His method to the changes required of the personality (e.g. substitution, ego-assertion and so on). This could be compared to psychoanalysis and its attempt to find personality causes in the psyche. Perhaps a Year 3 module could be built around the three stages of recognition -- as JB suggests.

I guess we can leave JB to develop some science modules now -- based on that simple opening idea: the Tibetan's idea of science. Terry

[JB] Yes, of course, we are in agreement. However, a caveat may be in order: As many of us, I never present DK's books as the touchstone of truth but as MAPS. The orthodox (exoteric) scientific method is useful and necessary not because DK says so but because it is so, and as such, it is recognized by all good thinkers, including DK.

Once we prove that DK's Teachings are in agreement with the accepted principles of observation as practiced in science, then we can justify the use of DK's maps as guides to "observe, recognize and reveal" FACTS in uncharted territories (beyond the mind, as known so far), because He has been there. First-hand testimony of a scientific observer supports the reliability of the maps and thus the opportunity to use them as hypotheses to be tested.

When Einstein formulated his Theory of Relativity, his corrected MODEL (map) did not invalidate Newtonian mechanics but confirmed and extended it. That's the way I like to present DK's Teachings. In His words: "The fact of the day is seen later as part of a greater fact." TWM 490

Regards, -José

[TSC] I suspect I'm somewhat less enthusiastic about the science paradigms. Modern sciece remains a highly mechanistic persepctive. Positivism and its methods have their place but compared to the approach of the Tibetan, seems a limited perspective. Terry

[JB] I'm also very critical of the orthodox scientific method. I consider "scientism" another religious dogma.
==> The Questing Scientist Part II: Is Astrology True?
http://www.internetarcano.org/astrology-true.pdf

But, as DK, I can see its usefulness too.

-JB
PS: Interestingly, Masters Jesus and Hilarion collaborate to train Their disciples.

[TSC] Thank to JB for the matrerial sent. There seem to be several issues.

1. I wondered what units within courses meant.
2. Presumably the three sets of material will turn into syllabi at some stage.
3. How will the syllabi fit into the trimester pattern, assuming that this is finally favoured?
4. How will the material relate to the Art and Science of Meditation track?

[JB] This is a fine article that would adapt well to a group discussion at the introductory level of the module, I think.

THE SYNTHESIS OF OCCULT SCIENCE

-A Theosophical Article by William Q. Judge

http://www.blavatsky.net/theosophy/judge/articles/synthesis-of-occult-science.htm

[added after email sent]

OCCULT OR EXACT SCIENCE?
Article by H. P. Blavatsky

http://www.blavatsky.net/blavatsky/arts/OccultOrExactScience.htm

OCCULTISM VERSUS THE OCCULT ARTS
Article by H. P. Blavatsky

http://www.blavatsky.net/blavatsky/arts/OccultismVersusTheOccultArts.htm

The Ether

http://www.blavatsky.net/science/ether/ether.htm

***

[JB] We are told that the three "organs of revelation" are the human eye, the eye of the Soul and the Monad. The service rendered by the human eyes should not be dismissed; they are precious too! -JB

My Own Two Eyes

I remember it clearly even today
The shouting, the screaming, the soldiers retreating
Brilliant and explosive shone the night sky
Just one quick glance up, I often wonder why

So fiercely it hit, like the pounce of a tiger
So quickly I fell, not much of a fighter
Back to black I recall now
But no lights, no fireworks somehow
Like the flash of a camera so suddenly
The horrible war stole my eyes from me

I remember it clearly even today
As I hold my child, a boy, they say!
His smell so pure it intoxicates
His touch so soft it debilitates
I dream of the day, the light that went
The years of darkness, how many I've spent!

But all is different as I touch his face
The darkness has flown, only sunshine pervades
Like nascent flowers on a spring afternoon
My life has begun, started anew

Clutching him close and lifting him high
Promises that he shall never cry
And in that moment it occurs to me
I've lost me eyes and can finally see

Madhu Iyengar
Medical Student, Class of 2010
University of Kansas School of Medicine

Published in The Pharos, Winter 2008

***

[JPC] Brother Jose, In appreciation of the standing wave, the poetic sharing and the service!

In scientific brotherhood.
Jeremy

[TSC] I do have some problems with the science module numbers produced by JB. I plan to confine myself to No. 103 at this stage.

[JB] Yes, I understand. Maybe we are approaching the scientific method from the complementary perspectives of the social and the natural sciences.

I. Overview

[TSC] The section of paragraph 1 seems odd: “What is the attitude of the observer….” You haven’t introduced the Tibetan’s ideas yet. If you want to introduce debates on esoteric scientific method and scientism, surely these would hardly concern an Overview.

[JB] The module is not intended to be studied in isolation but integrated with other basic courses. The DK compilations included in the introduction of the module also address this issue, I think.

[TSC] The DK ideas will be taken to be maps to the truth and the need to consider hypotheses. But hypotheses suggest methods of investigation, especially experiment. But experiment doesn’t seem to be discussed. So it seems to me that the Overview really needs some rewriting.

[JB] The practice of OBSERVATION should be considered before experimentation, so the purpose of the introductory course. There's a hierarchy of study designs in (medical) scientific research: observational (descriptive) studies, analytical (observational) studies, and experimental studies. Yes, I agree, that something addressing what Einstein called "thought experiments" could be added to the overview. Also, the application of the different techniques considered (Indifference, Light, Presence) could be considered a type of experimentation.

II. SM 103

[TSC] Co-requirements are stated to be occult meditation and service courses. Why these? I should have expected some kind of indication.

[JB] In the context of the FSM, this triad should be self-evident as a general (not course-specific) policy, I think.

[TSC] Module Overview Learning to observe oneself and environment. The wording seems odd, e.g. what is ray 5 stuff?

[JB] Yes, it may need rewording. Thank you.

[TSC] Learning objectives, Activities, Core texts. OK but why these items when the core topics aren’t listed?

[JB] See below (re: learning objectives). You seem to suggest to add a section of "core topics" to the syllabus format for the FSM. Good suggestion. Thank you.

[TSC] Additional reading: Kuhn’s argument is basically that the scientific paradigm changes from age to age – which scientific relativism tends to undermine the idea of scientific progress and raises doubts about a general scientific method, e.g. Feyerabend’s critique of Popper.

[JB] Yes, Khun's ideas would make a nice group discussion for the students and faculty of the module. I wouldn't like to predetermine the course of such discussion, though.

[TSC] The syllabus as a whole. I’m not clear what the actual content of the syllabus is to be. Isn’t there a need for a simple statement of the core topics to be covered? So far as I can see this doesn’t appear.

[JB] The main learning objectives address this point, I think. (see above)

[TSC] I hope this will prove helpful if you are planning a revision.

[JB] Yes, very useful. Thank you!

*** PS:

[TSC] But hypotheses suggest methods of investigation, especially experiment. But experiment doesn’t seem to be discussed.

[JB] Terry's point reminded me of DK's reference to the Experiment, Experience and Expression TRIAD.

The Mysteries are revealed not primarily by the reception of information anent them and their processes, but by the action of certain processes, carried out within the etheric body of the disciple; these enable him to know that which is hidden; they put him in possession of a mechanism of revelation and make him aware of certain radiatory and magnetic powers or energies within himself which constitute channels of activity and modes whereby he may acquire that which it is the privilege of the initiate to own and to use.

The disciple upon the Probationary Path starts off on his quest for the door of initiation, and for that which he will contact after passing through that door, with a definite equipment and created mechanism. This has been acquired, and facility in its use has been attained, through many cycles of incarnation. An incarnation is a definitely determined period (from the angle of the soul) wherein Experiment, Experience and Expression are the keynotes in each incarnation. Each successive incarnation continues the experiment, deepens the experience and relates the expression more closely to the latent unfolding divinity.

The same three words—in greatly enhanced interpretation and with the emphasis upon a much fuller opportunity—can be used to describe the progress of the initiate upon the final stages of the Path; with this we shall be partly engaged in this section. I would ask you, whilst reading and pondering upon all that I say, to have these three words in mind. Every initiation is approached by the disciple or initiate in a spirit of divine experimentation, but with a scientific aspect, because an initiation is a culminating moment of achievement, and success is a graded series of experiments with energy.

Having garnered the fruit of the experiment above indicated, there follows a certain period wherein experience in the use of the related potencies tales place. This occupies the interlude between one initiation and another. This may cover a period of many lives or prove relatively short. The results of the experiment of initiation and of experience [Page 338] with the then endowed energies emerge as the ability of the initiate to express divinity more fully than heretofore; this means that he increasingly can function as a divine creator in relation to the hierarchical Plan, as the manipulator of the attractive energies of love, and as one who determines under the impelling will of Shamballa—the phase or aspect of the divine purpose with which he must himself be occupied in relation to the manifestation of the planetary Logos. You will note that I do not say in relation to humanity. The initiate works in many fields of divine creativity of which the field of mankind is only one.

These three words will therefore indicate the first type of approach to our subject; what I have to say will therefore, in every case, have them in mind. -TSR V (emphasis is DK's)

There are enough quotes in the AAB-DK books to make a good, short compilation on these three words,

Knowledge itself is that which knows its own ends and works towards those ends through the process of experiment, expectation, experience, examination and exaltation which produces a final exit. Words such as these are synthetic symbols, conveying a cosmic story in terms of constructive brevity. -TSR I, 47

... the process of experiment, leading to experience; by experience, leading to a wiser use of the powers of the personality; by a growing appreciation of a truer world of values and of reality, and by an effort on man's part to identify himself with the world of spiritual values and not with a world of material values. The world of meaning and of causes becomes gradually the world in which he finds happiness, and his selection of his major interests and the use to which he decides to put his time and powers are finally conditioned by the truer spiritual values. He then is on the path of illumination. -TSR I,340

The initiate has always to express, in each sign of the zodiac, the consummation and the spiritual fruit of earlier life experience, world experiment and soul achievement. -TSR III, 62

This concentrated evolutionary effort, this undeviating purpose has called forth more than desire and more than the will-to-be-active. There is a realised achievement from the very start for this is the divine will-to-completion which precedes the creative effort. It is the synthesis of creation, or persistent endeavour, adherence to vision and complete sacrifice, and all of these in terms of divine experienced experiment, if I might so formulate the idea. Remember, therefore, that all through these experiences of the divine will runs the thread of a fulfilled synthesis. -TSR III, 592

This third solar system will express the divine will, as this is slowly developed through the experiment and experience of the divine love. -TSR III, 605
As long as your state of awareness lays emphasis upon the fact of your individuality, the group idea cannot take form as a group ideal. The sense of separativeness is still present. It is a sense which has been laboriously developed—under evolutionary law—from the moment when your soul decided to experiment, to experience, and to express divinity. Separative effort, separative emotional reactions and separative materialistic endeavour have been (if I may so unfortunately express it) the spiritual essentials which must perforce precede group effort and conscious group relations. [Page 95] The factor entailed, therefore, is a definite "break with the past," and the entering into a new state of awareness—an awareness which is fundamentally inclusive and not exclusive. -DINA II

Later, the Hierarchy withdrew into a subjective expression and humanity was—under the Law of Evolution—left to its own devices thus to learn the Way and tread the Path of Return through individual experiment and experience. -DINA II, 409

and excellent AAB quotes on the subject too.

AAB: Individual belief is, after all, of no value to anyone except to the believer himself, or as it tends to increase testimony until the total assumes such proportions that it eventually becomes proof. To fall back upon the "way of belief" can be indicative of a living experience, but it can also be a form of self-hypnotism and a "way of escape" from the difficulties and problems of daily life. The effort to understand, to experiment, to experience and to express what is known and believed is frequently too difficult for the majority, and they then fall back upon a belief which is based upon the testimony of the trusted, as the easiest way out of the impasse. -BC 4

AAB: A myth is capable of becoming a fact in the experience of an individual, for a myth is a fact which can be proven. Upon the myths we take our stand, but we must seek to re-interpret them in the light of the present. Through self-initiated experiment we can prove their validity; through experience we can establish them as governing forces in our lives; and through their expression we can demonstrate their truth to others. -BC 9

Thank you, again. -JB

***

[JB] A Threefold SYNTHESIS

Three (iterative) Stages of the Scientific Method:

EXOTERIC....ESOTERIC
1. Inductive...Penetration
2. Model.......Polarization
3. Deductive...Precipitation

Threefold (iterative) Approach to Knowledge:
1. Experiment...Observation...Trial and error
2. Experience...Recognition...Painful attachments (bias)
3. Express......Revelation....Freedom (from error)