these questions were based on the article
"The Conscious, Subconscious, and Unconscious, a New Look at an Old Metaphor"
This Week's Questions
[posed by Colleen A.]
- Is there any value in children learning to parrot information?
- Can pre age-seven children learn from their mistakes?
- Is it safe for children in public school stay connected while in school?
Do you know?
[Question 1] Often I convince myself that I'm asking a "natural why" question only to realize much later that I was using "why logic" but unwittingly trying to disguise it as a "natural" why. How do I catch myself doing this and eventually get out of a habit I feel so programmed to follow? And how do I help my 3 year old to avoid such a pattern from the start? As it is I have to restrain myself from asking her "why logic" questions several times a day. I'm not always successful even though I know better.
[Answer] The Buddhists teach, "that which you resist persists." To resist being human makes us more prone to do whatever we resist. The remedy? To develop areas of "whole consciousness," meaning to develop an awareness of each and every life situation wherein we are conscious of all ten layers.
Can you teach this kind of "whole consciousness" to a three year old or even to yourself? Yes. But this kind of learning occurs only when your three year old or you emerge from a BLock.
Thus, no BLock, no whole consciousness. Further, this is not a flaw in us. It is simply our nature. Again, to resist this as true means you waste your energy trying to be something you can never be, while to accept it as true means we get to focus our valuable energies away from the question and toward healing, toward learning, and toward becoming the loving beings we are all meant to become.
[Question 2] How can I tell the difference between when I am in a conscious state and when I am in a subconscious state? In other words, sometimes I'll think I'm fully conscious during a conversation only to realize later that there were thoughts from my subconscious infiltrating my reactions that weren't apparent to me at the time. Is it even possible to ever be fully conscious unless we're it a deep state of meditation? (Something I've heard of but never really experienced, even though I've tried)
[Answer] First, you certainly have been in a deep state of meditation, meaning, in a fully conscious state. Many times, in fact. You just didn't achieve this state by sitting on a cushion and trying to empty your mind.
So when were you in this state? Each time you experienced an emergence. For the most part then, we all, at best, live most of our lives in an unconscious state, with frequent but brief visits to a subconscious state. Then, whenever we learn, heal, love and or grow, we visit the most wonderful of all states; the state in which we are, for a moment, fully conscious. Or in other words, the state I call, "baby consciousness," words which tell of you yet another time you were in a deep meditation. Your first two years of life.
[Question 3] How can I help teachers to want to be more connected to their students and
to their curriculum in order to be better teachers?
[Answer] The scope of your question is so large, I hardly know where to begin. Even so, using Social Priority Charts to match students to teachers would be a good place to start. Seeing where this leads to would then reveal the next step.
[Question 4] How can we help teachers understand the idea that one cannot truly learn anything if they do not have an emergence about it, and that one cannot have an emergence if they're not connected to something or someone?
[Answer] This, my dear, is your job <grin>, the one you committed to do when you joined the Teachers' group. Good luck!
[Question 5] Is it advisable or even possible for typical children to stay connected in a public school atmosphere for several hours per day? Or would that overload them? Is being this connected for extended periods even the goal? In other words, would increasing the incidence of connectedness between people in schools mean that students would be more likely to learn?
[Answer] My thoughts as I try to answer the first part of your question are so vague and blurry, I feel I, myself, must be experiencing BLocks just from being asked this question. My guess is, like what you asked in question three, what you are asking here is so great in scope, I simply don't know where to even begin. And being a two, I feel a bit uncomfortable for my inability. Oh, well <smile>.
I also feel challenged in the best of ways to develop an answer, a comprehensive manor in which children can be educated. And yes, a higher incidence of connectedness between people in schools would mean there would be a higher likelihood of learning.
So is the goal to extend the time in which children are connected? Yes. Absolutely. As for how to do this though, as of today, I have progressed only to the dream state; to the visual dream of what the aftermath would look like. The path itself remains buried in my and everyone else's unconscious.
[Question 6] Is there value in learning to parrot, memorize, or regurgitate information
in school even when it doesn't result in an emergence, meaning, even when a child has not consciously learned? In other words, does parroting / memorizing / regurgitating information increase the chances that the child will have an emergence one day and when he or she does, then the memorized information will be there for them to draw upon? For example, I realize, it is possible I may not have "consciously learned" how to tie my shoes yet and perhaps simply learned to imitate the motions. Still, imitating these motions has served its purpose.
[Answer] Wow, you ask deep questions <grin>! The simple answer though is again to acquire "whole consciousness." Thus, as function is the nature of the outer four layers, and as whole consciousness means knowing all ten layers, four out of ten is better than nothing.
And yes, you are absolutely right when you suggest the parroted information will be integrated in a real way once the emergence has happened. For example, I learned much in the way of theology and philosophy prior to my getting sober. Not that this knowing did me much good. After getting sober though, I realized time and time again the deeper meanings of much of this theology and philosophy, and in realizing, activated my ability to use this knowledge to make the world a better place rather than to just talk about doing this.
[Question 7] What's the key to delaying / avoiding the "why logic" gratification to a painful experience? Is it to stay in the pain while staying connected? Ouch! That's tough especially when you may be in the presence of someone who doesn't want to be connected to you.
[Answer] Last part first; yes, you're absolutely right. Staying conscious in the presence of someone who does not want to stay conscious is a heck of a painful experience. On the other hand, since this is the heart and soul of what an Emergence Practitioner does whenever they guide others, learning to see this for what it is; as a courageous act of love; is the whole core principle around which Emergence is built. More over, the alternative; living in what amounts to a fake life; in a living death; is ever more painful, at least once you consciously witness the alternative.
Remember too, each time the other person heals, you heal too. Thus, all emergences get shared by both parties. This, then, is one heck of a good motive for enduring the painful aloneness we feel while in the presence of someone who does not want to be conscious.
Choosing people who do at times want to be conscious is the whole key here. Do not waste your valuable consciousness on someone who has yet to see the value in healing. Self preservation is an act of love, at least in situations wherein you have no real ability to emerge from the pain of what you are witnessing in the other.
[Question 8] What are your thoughts on a collective unconscious? If it exists, wouldn't each of us be born with it?
[Answer] I believe Jung was right, that we are affected by what he calls, "the collective unconscious." I even see this as being very much as he described it, as the way we unconsciously experience of collective experience of mankind.
Of course, I prefer to refer to this experience simply as "human nature," and see this collective nature as an ever evolving expression of life itself. Evolving into what? Evolving into diversity, not into "betterness." Into a beautiful tapestry wherein the flaws are equally as beautiful as the well done parts.
[Question 9] If a BLock has become a part of my programming, like a ferrous metal that has become magnetized, how do I know I even have this BLock much less figure out what this BLock is. Must I always depend on someone else to point out my BLocks? What if they're wrong and it's their BLock.
[Answer] Learning to discover our BLocks is easy. Each BLock has at least one visible BLock marker. In fact, I've written several articles describing these BLock markers. For instance, seeing yourself hurry during an ordinary life event, such as when you hurrying through a meal at a time when you have no where to go and nothing else pressing, is a BLock marker. Seeing yourself hurry during an ordinary life event is a sure sign you are experiencing a BLock.
As for knowing whether someone else who is saying you have a BLock is simply experiencing their own BLock, here again, it is easy to know. How?
 If they have a BLock and you do not, you will easily be able to sense they have this BLock but will feel no pressure to tell them about it.
 And if you have a BLock and they do not, you will easily be able to tell you have this BLock using the afore mentioned BLock markers. You will also be able to tell if they do not have a BLock, because if they do not, then they will feel no pressure to tell you about your BLock.
 And if you both have a BLock? Well in this case, you will both feel compelled to tell the other person you see a BLock in them.
What should you do if this happens? Well, if you have a BLock, then you will be unable to blamelessly let them know about theirs, so you should keep what you see to yourself, at least until you heal your own BLock. Of course, healing your BLock will mean you will no longer feel the need to get them to see their BLock, ending the whole dilemma. Enough said.
[Question 10] If pre age seven children could learn how to tell watch time, would this mean they would be able to learn from their mistakes? Is this even possible? Why or why not?
[Answer] In theory, yes, they would be able to learn from their mistakes. But is this possible? In normal circumstances, no. In fact, while I do believe there is a way to alter human nature (after all, emergence does alter the very nature of every human who experiences it), I'm not sure this would even be such a good idea. Why not? Because to be this different from the rest of humanity would mean the person would suffer great periods of aloneness. I know. I am this person. Also, being creative relies on being able to forget watch time. Conversely, an awareness of time passing is what stifles creativity. So would there be advantages to teaching pre age seven children to tell watch time? Yes. But at what I believe would be a terrible personal loss to both these children and to our world at large.