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Education in the New Age - Chapter I - Coordination and Integration
8. The educators in the new age will deal with the processes or methods to be employed in bridging the gaps in consciousness between the different aspects. Thus the Science of the Antahkarana will be brought definitely to the attention of the public.

9. The extension of this concept of bridging will be developed to include not only the internal history of man, but also the bridging between him and his fellowmen on all levels.

10. It will include also the training of the human mechanism to respond to life impacts, and to the soul. This soul is essentially intelligence, vitally used on each plane. It functions as the discriminating mind on the mental plane, as the sensitive consciousness on the emotional plane, and as the active participator in physical life. This intelligent activity is always used from the wisdom angle.

11. The new education will take into consideration:

  1. The mind and its relation to the energy body, the etheric body, which underlies the nervous system and which galvanizes the physical body into activity.
  2. The mind and its relation to the brain.
  3. The mind and its relation to the seven centers of force in the etheric body, and their externalization and utilization through the medium of the major nerve plexi to be found in the human body, and their relation (which will become increasingly obvious) to the endocrine glands.
  4. The brain as the coordinating factor in the dense body, and its capacity to direct the activities of the man through the medium of the nervous system. [37]

In the above statements you will see how large is our theme, and yet it is one which I intend to cover with the utmost brevity, writing only a fundamental textbook which will serve as a signpost for the production of the new culture which will distinguish the Aquarian Age. Other disciples will later elaborate my theme, but the subject is as yet so little understood that much that could be said would be meaningless, even to the most intelligent.

Modern education is beginning to give some attention to the nature of the mind and to the laws of thought. In this connection we owe much to psychology and philosophy. There is also an increasing interest in the Science of Endocrinology as a material means of producing changes, usually in deficient children and morons. Nevertheless, until modern educators begin to admit the possibility that there are central units in man which underlie the tangible and visible mechanism, and will also admit the possibility of a central powerhouse of energy behind the mind, progress in education will be relatively at a standstill; the child will not receive the initial training and the foundational ideas which will enable him to become a self-directed, intelligent human being. Psychology, with its emphasis upon the three aspects of man - thought, emotional feeling, and the bodily organism - has already made a vital contribution and is doing much to bring about radical changes in our educational systems. Much remains to be done. The interpretation of men in terms of energy and the grasping of the seven types of energy which determine a man and his activities, will bring about immediate changes. [38]

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