August, 2003

By Noel Huntley, Ph.D.

The 'fundamental dilemma' in itself is not a problem but it can become problematical as it arises within the human context. We are alluding to the relationship between stability and instability and the contradictory implication of these states. We shall see that this also has a relationship with chaos theory and creativity, in fact reflects on all activities, even specific and general learning in, for example, skills.

Life and evolution clearly seek stability. An existence must have stable forms. On the other hand, life's processes involve continuous change. Biology and even quantum physics tells us that all forms are in a state of continuous change. Unfortunately the more materialistic a society becomes, the more it emphasises physical process as causative, rather than effect, and the more firmly entrenched the society becomes in the security of permanence, and thus resists change. This is also reinforced by negative influences which we won't deal with here.

There are obvious applications of this dilemma of people not wishing to change, but also not obvious ones such as education pumping endless programmes into student's minds without expanding minds---the medium into which we put programmes. The simple reason that this is done is because the orthodox controlled knowledge on this planet denies that there is a mind, let alone, that it can be expanded (the mind that they may acknowledge is supposed to be a product of the brain).

We are talking about education focussing on left-brain consciousness: logic, analysis, everything based on reasoning. Also suppressing right-brain activities: intuition, imagination, creativity, higher dimensional logic. Note one of Einstein's wisdoms: What you can't imagine you can't discover. This can be extended to, What you can't conceive or believe you can't discover.

It is easy for the motivations within life's processes to be drawn to seek and hold stability. This, however, leads to fixation, which is contrary to the ever-changing fundamental processes of evolution. This over-emphasis of stability, such as over-establishing fixed programs, stifles the creative flux of life and can only lead to decay.

A useful analogy with broad applications is to consider a person seated at a computer and engaged in developing a programme---putting data and instructions into the computer. An example of this would be, say, a pianist practising a specific piece of music. The computer is of course an analogy for the mind, and the person is the input or consciousness.

We assume, as with the playing of the piece of music, that the programme can be improved indefinitely. We now imagine the error message comes up on the screen 'out of memory'. There is no storage space left, or the information capacity has been used up. Here we need to think in terms of information capacity. Naturally there is no point in continuing to programme since no more progress can be made.

We now stop the specific programming and put an extra chip in the computer (expand the medium)---then back to programming. Again the message comes up that the information capacity has been used and we put in another chip, and so on indefinitely.

These two processes, 1) specific programming (coordination, learning), and 2) expanding the medium into which programmes are recorded---a more general process---go on continuously in life. We see that the first one---specific programming---moves towards a fixed stable condition, very much required in learning a piece of music; the learning pattern must set like concrete.

The second procedure in effect expands the hardware medium so that the programme can be improved. However, when the expansion takes place, a redistribution and alignment must occur in the programme aspects, resulting in a momentary instability (chaos). The mind (with the unthinking agreement of the person) automatically attempts to keep this point of chaos as small as possible. Thus change is not encouraged.

Similarly in education, as mentioned above, programmes are continually pumped into student's minds which tells them what to think---fixed patterns of knowing are formed and held onto for security. This is achieved by emphasising left-brain development: logic, analysis, fragmentation and quantitative viewpoint of life, with stress on being objective. Moreover, the right brain is suppressed---imagination is discouraged, affecting creativity, intuition, and free thinking.

Think of consciousness as a whole volume of energy and frequencies. Instead of expanding the consciousness---of which the latter is basically the input to the mind and brain---it is continually imprinted with programmes, using up the 'information capacity', preventing an individual from being able to step outside the programmes---the formatting and brainwashing---with spare consciousness. Programmes act like a template on this consciousness---see other articles. Thus expansion of consciousness is not only denied but considered impossible (limited number of brain cells, etc.).

We also have a correspondence in evolution: emphasis on fixed conditions, being averse to the insecurity of change, stressing that life can be explained quantitatively (left-brain thinking) and that there are only closed systems (see article on open and closed systems). Under these conditions we cannot evolve, expand or ascend into a higher context, or integration---we close the lid of the 'box' of the third dimension. Attention must be given to expanding the consciousness, encouraging freedom of thought and imagination.

Let us quote some relevant information from 'The Seth Material' by Jane Roberts, channelled from the discarnate source Seth.

"Identity, because of its characteristics, will continually seek stability, while stability is impossible . . . It is this dilemma between identity's constant attempts to maintain stability and action's inherent drive for change that results in the imbalance, the exquisite creative by-product that is consciousness . . . identity must seek stability while action must seek change, yet identity could not exist without change, for it is the result of action and a part of it . . . every action is a termination. And yet without the termination, identity would cease to exist, for consciousness without action would cease to be conscious." 

[Note the correspondence to quantum physics regarding: ". . . every action is a termination." In quantum physics the detection process acts on the wave motion creating the particle view or identity. In effect our existence and consciousness is the process of momentarily stopping the change (the waves and motion) to create the NOW, stability and existence, that is, like creating a stable 'time layer' moving through the waves of probabilities.] 

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