As I delve ever more deeply into the science of everything in life, I continue to arrive at startling revelations. Everything we know, we learned from someone else. Despite the perilous state of the teacher student relationship where the need for it to flourish is most pronounced, even the most stereotypical destroy powers are learning something, from someone, somewhere. Living without learning via interaction with those in the know, tows the line of the impossible. A tempting point of rebuttal might be that experience is the best teacher, to which I would retort by asking how many experiences we actually have which don’t involve others in some capacity? I would dare to estimate, very few, if any. At one point in my life, I thought that learned individuals were simply the most knowledgeable among us. After a few years of living mathematics, I now realize how narrow in scope this idea truly was. Knowledge understanding points us to Master in the Supreme Alphabet. Masters are not born, but rather made. Making involves a process, the recipe for which includes three basic elements: determination of what is to be made, the act of making, and the resulting byproduct. In other words, there must be knowledge and wisdom in order to arrive at knowledge understanding (12 before 13…). One must know what he or she desires to excel at, undergo the study and training required, and then maintain and expand the achieved excellence in order to keep up with his or her contemporaries at the master level, as well as a world which is in constant flux. This “flux” of which I speak manifests on both the micro and macro levels of our existence. Its tempestuous nature is most vividly captured in the activity of the mind. Whether you realize it or not, your mind is virtually never at rest. It cycles through a volatile mixture of ideas, dreams, flashbacks, fantasies, and nightmares among other things. The mental pendulum runs the gamete between confidence and doubt, tranquility and chaos, and a myriad of other figurative “tugs of war” between poles of spectrum. The question is, how do we get a handle on all of the above in order to manage the madness in a manner that is constructive. As a strong advocate of the “reduce complexity to increase effectiveness” approach to mind elevation, I tend to latch on to sound foundational principles with which I can create formulas. The one with which I am currently tinkering is one we can refer to as T.L.T. (thinking, learning, and teaching).
The supreme mathematical basis of the formula involves viewing thinking as the knowledge component (as in “doing the knowledge”), learning as the wisdom piece, and teaching as the understanding element. The key is that they are all perpetually taking place although not simultaneously. Depending upon the undertaking in question, I can periodically fixate on one phase as necessary, although neither of the other two truly ever come to a complete stop. 120 contains a phrase in both the knowledge and knowledge equality degrees of the 1-40 which perfectly encapsulates the concept…“all wise.” I’m of the opinion that this phrase is one that doesn’t nearly receive its just due. The science therein involves operating according to what is known, or to be known, at every waking moment. It speaks to the sublime recognition that as we think, and our thoughts lead us to do, the clarity that we arrive at must be shared with others. The sequence cyclically folds in on itself, and growth ensues. The degree to which the collective mind advances is directly proportionate to the amount of interaction between its constituent parts. The more I think, learn, and teach the greater and more influential is my reach. This is the most transcendental dimension of the thought. Through performance of our duty to self our duty to “all” is done. We don’t strive to advance in anything to be better than others, for this creates distance between us. Conversely, we chase greatness in order to usher forth contagion of it!
The most critical variable in the formula, by far, is the learning. The reason being that we literally, have to learn how to learn, as well as how to think and teach! Perhaps you are taken aback by this assertion. It is of no matter, for the accuracy of the statement is impregnable. Sure, we can all scratch either of the three figurative surfaces, yet we need look no further than our school system to emphatically drive home this point. We are not taught logic in a formulaic fashion as children. As a matter of fact, most people may never receive training of the sort even at the university level. Our schools base their methodology on rote memorization with an emphasis on arriving at perceived “right” answers by any possible means short of cheating. Multiple generations have fallen victim to this monumental pedagogical failure. There was a time when an individual had to take up an apprenticeship in order to achieve proficiency in a given discipline. Through a structured course of study a person became one with the subtleties of a chosen craft until reaching the skill level of a qualified practitioner. Unfortunately, this day has faded away into the past. Even when we do undergo courses of study, they tend to be watered down due to our obsession with accelerated returns. We’ve lost virtually all respect for journey in favor of lust with the destination. So regardless of how difficult it may be to accept, the bottom line is that as a society, we are gravely deficient in terms of formulaic thinking, learning, and teaching. Even still, there is no reason to fear, for there is always a chance to recover from this mental death! The first step is acceptance of your personal responsibility to get your self up to speed. This is your job, and your job alone. Sadly, a good number of the most skilled individuals in any field are not willing to go out of their way to share what they know. The world is competitive, and the spirit of the day is to preserve all advantages for self and step on throats to get ahead, if you must. If you are incapable of absorbing information independently you will not surpass the curve. The process begins with intense self analysis, which will yield detailed self knowledge. What are my major areas of weakness? What should I have learned that I was never taught, yet still to this day desperately need to know? These are the kinds of questions you should be posing to your self. As you begin to stockpile answers and think through an approach to bridge the gap you transition into the work, which takes the form of study and application of obtained information. As a rhythm develops, you then move into the teaching phase in which you share what you’ve learned with anyone who is willing to absorb it and benefit from it. We’re in the midst of an explosive purveyance of information within which we can access any branch of knowledge we wish to explore. Our lives are nothing short of incremental gifts of time during which we can take advantage…let’s not waste the opportunity.