Global Theosophy
Global Theosophy
*******
En sand esoterisk stjerneport og stargate.
En indgangsport til andre verdener af energi, visdom og medfølelse
(Theos-L Forum - det ældste teosofiske forum på Internettet.)
(Theos-L Forum - det ældste teosofiske forum på Internettet.)
En privat hjemmeside om
Teosofi, esoterisk visdom og
åndelig
udvikling...
Nogle få af de personer bag moderne Planetarisk Teosofi, som jeg er tilknyttet.
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Medgrundlægger af moderne Planetarisk Teosofi:
H. P. Blavatsky (1831-91) 
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Medgrundlægger af moderne Planetarisk Teosofi:
Mahatma Morya (fødsel-?) 
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Esoterisk Chela af moderne Planetarisk Teosofi:
D. K. Mavalankar (1857-?) 
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METHOD, SYSTEM AND CONDITIONING
(published Feb. 4th 2007 by Morten Nymann)
There are four main factors which, when applied to human beings, "programme"
them almost like machines. These are factors which are used in
indoctrination and conditioning. By their use, deliberate or otherwise, the
human mind is made more mechanical, and will tend to think along stereotyped
lines.
Innumerable experiments, recent and ancient, have fully verified the presence and effect of these factors. They are: tension alternating with relaxation, sloganisation and repetition.
Becasue most human beings are trained to accept these factors as part of their "learning" process, almost everything which is presented to a human being to be learned is generally converted by him into material which he applies by these methods.
The test of a teaching system, and of its succes, is whether (1) it is applied by these methods, knowingly or otherwise; (2) it develops into a system which uses these methods.
In the various groupings of people engaged in this kind of teaching whom I have contacted during the past few years, virtually none is free from this element or these factors. The result is that one set of slogans has been changed for another: and phrases like "man is asleep", words like "essence", certain exercises and techniques as well as literary material, have been studied so closely and dilligently that they have succeeded in the main only in indoctrination. Their instrumental effect is spent.
It is mainly for this reason that tradition repeatedly says that the formulation must change in accordance with the people, the place and the Work. Some groups, which call themselves theosophical tend to forget about this.
It is extremely easy to test the individuals who have developed (through no fault of their own) this 'conditioned-reflex' response to work-terms and other teaching stimuli. Such people always respond in a typical manner to approaches made to them, and in this respect they do not differ from people who have been indoctrinated into any static or linear system: political, patriotic, economic, religious, philosophical, and perhaps even a claimed theosophical one, where the extra dimension of understanding is weak or absent.
If we retrace our position to the point just before the learning and teaching became 'established' as a conditioning in the mind of the individuals, we can reclaim the flexibility which the work demands.
People ordinarily do not reach deeply enough into themselves to find out how to learn about what Theosophists call Reality. They make premature assumptions about how to learn, and what attracts them must be good, and so on, which in the end defeats their putative purpose.
The repeated upsurge of apparently different schools of higher study in various epochs and cultures is due in large part to the need to rescue genuine traditional teachings from the automatism and social-psychological-entertainment functions which regularly and deeply invade and, for the most part, eventually possess them.
Therefore it could be well to some readers to ponder, that some af the schools are maybe not at all using the names "Theosophy" or "Theoosphical" in their teachings.
Certain physical and mental exercises, as an example, are of extremely significant importance for the furthering of higher human functions. If these are practised by people who use things for emotional, social or callisthenic purposes, they will not operate on a higher level with such people. They become merely a means of getting rid of surplus energy, or of assuaging a sense of frustration. The practioners, however, regularly and almost invariably mistake their subjective experiences of them for "something higher".
It is for this reason that legitimate traditonal higher teachings are parsimonious with their materials and exercises.
Where there is ideology, conditioning and indoctrination, a mechanical element is introduced which drives out the factor of extradimensional reality perception which connects the higher functions of the mind with the higher reality.
Theosophical or spiritual experiences are designed to maintain a harmony with and nearness to this Reality, while mechanical systems effectively distance people from it.
Innumerable experiments, recent and ancient, have fully verified the presence and effect of these factors. They are: tension alternating with relaxation, sloganisation and repetition.
Becasue most human beings are trained to accept these factors as part of their "learning" process, almost everything which is presented to a human being to be learned is generally converted by him into material which he applies by these methods.
The test of a teaching system, and of its succes, is whether (1) it is applied by these methods, knowingly or otherwise; (2) it develops into a system which uses these methods.
In the various groupings of people engaged in this kind of teaching whom I have contacted during the past few years, virtually none is free from this element or these factors. The result is that one set of slogans has been changed for another: and phrases like "man is asleep", words like "essence", certain exercises and techniques as well as literary material, have been studied so closely and dilligently that they have succeeded in the main only in indoctrination. Their instrumental effect is spent.
It is mainly for this reason that tradition repeatedly says that the formulation must change in accordance with the people, the place and the Work. Some groups, which call themselves theosophical tend to forget about this.
It is extremely easy to test the individuals who have developed (through no fault of their own) this 'conditioned-reflex' response to work-terms and other teaching stimuli. Such people always respond in a typical manner to approaches made to them, and in this respect they do not differ from people who have been indoctrinated into any static or linear system: political, patriotic, economic, religious, philosophical, and perhaps even a claimed theosophical one, where the extra dimension of understanding is weak or absent.
If we retrace our position to the point just before the learning and teaching became 'established' as a conditioning in the mind of the individuals, we can reclaim the flexibility which the work demands.
People ordinarily do not reach deeply enough into themselves to find out how to learn about what Theosophists call Reality. They make premature assumptions about how to learn, and what attracts them must be good, and so on, which in the end defeats their putative purpose.
The repeated upsurge of apparently different schools of higher study in various epochs and cultures is due in large part to the need to rescue genuine traditional teachings from the automatism and social-psychological-entertainment functions which regularly and deeply invade and, for the most part, eventually possess them.
Therefore it could be well to some readers to ponder, that some af the schools are maybe not at all using the names "Theosophy" or "Theoosphical" in their teachings.
Certain physical and mental exercises, as an example, are of extremely significant importance for the furthering of higher human functions. If these are practised by people who use things for emotional, social or callisthenic purposes, they will not operate on a higher level with such people. They become merely a means of getting rid of surplus energy, or of assuaging a sense of frustration. The practioners, however, regularly and almost invariably mistake their subjective experiences of them for "something higher".
It is for this reason that legitimate traditonal higher teachings are parsimonious with their materials and exercises.
Where there is ideology, conditioning and indoctrination, a mechanical element is introduced which drives out the factor of extradimensional reality perception which connects the higher functions of the mind with the higher reality.
Theosophical or spiritual experiences are designed to maintain a harmony with and nearness to this Reality, while mechanical systems effectively distance people from it.
by a friend