Like Nature Exists It Is Letting


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like nature exists it is letting
   PART  ONE      CONTENTS  --------------------3
                                                                                                                                                                                                                                                                                               
SELFREALISATION
                          AND DIRECTION
                   FOR THE ADOLESCENT

     PART  TWO   CONTENTS  ---------------------59

                         MANIFESTATIONS
                          OF AWARENESS


      PART THREE   CONTENTS -----------------104


                             PHILOSOPHICAL

CONTENTS        PART ONE.
BOLD  =  MAIN  TITLES.
REGULAR  =  SUB  TITLES.
----------------------------------------------------------------PAGE
FORWARD -----------------------------------------------------4
INTELLECTUALITY -----------------------------------------8
DEDICATION --------------------------------------------------9
COMPARATIVE INSIGHTS------------------------------10
SUMMARY------------------------------------------------------16
SELF REALISATION FOR THE ADOLESCENT-19
YOU CAN DO IT FOR YOU-------------------------------27
THE POWER OF THE MIND'S POTENTIAL-------30
BECOMING SKILFUL----------------------------------------32
SUMMING THINGS UP-------------------------------------34
UNCONDITIONAL---------------------------------------------35
OBSERVANCE------------------------------------------------36
UNKNOWN FACTORS--------------------------------------36
INCORRECT KNOWLEDGE---------------------------36-37
HOW HONEST ARE WE------------------------------------37
SUMMARY   ----------------------------------------------------39
ALTERNATIVE APPROACHES------------------------41
PREFERENCES----------------------------------------------42
CONDITION YOUR OWN MIND---------------------------44
DO-GOODERS------------------------------------------------47
FUNCTIONS OF THE MIND-------------------------------49
QUESTIONING OUR CONCEPTS----------------------49
LOWERING THE BARRIERS---------------------------53                                            
PHYSICAL AND SPIRITUAL WHOLENESS---------53
REVIEWING THE WHOLE---------------------------------55
FORWARD

IN REFERENCE TO THE
PECULIARITIES OF HUMAN
BEHAVIOUR.

It may be unlikely that many people will  benefit from these notes.  It will probably go in one ear
and out the other,  and they will go on in much the same way as before.  One may have too many other
things to do; can't be bothered; fail to understand it; find it boring, or one may fail to see any importance in
it. (SAD).  This is so typical of human beings in action. But there will be exceptions who can perceive that
the conceptions of the mind will expand if the will to seek wisdom is cultivated; and by the use of practice,
the application of self controlled expression will consequently become more and more effective.
At times, we may all feel annoyed by the frustrating fact that humans are so reluctant to absorb
new concepts or to extend their present ones.  How people already express, seems to be their dominating
feature, and their static mental status disallows them from thinking or expressing any differently.
What we were conditioned to be as children, will predominate in our expressions as adults.  This is
the bone of contention that should attract our most intense contemplation.
The adverse side and the shortcomings of humans are usually the most obvious and observed
features that we see in each other, but we are somewhat reluctant to see many if any adverse traits or
failings in ourselves.  How we see others is an external observation, but how we see ourselves is only
speculation based on what we think we are.
 Our minds seem to support and defend our own reasoning and actions.
Most of the subject matter in these notes delve into the adverse or negative side of human
behaviour, so highlighting the aspects that we should become aware of.  From this, some people may derive
an insight that may lead them towards a better understanding of human behaviour, and how to develop the
wisdom to direct their own.  It is the control of our own behaviour within the influences around us that
determines the outcome.  We should not try to control others in an attempt to determine an end, but to learn
to control ourselves, and to do this regardless of the intrinsic obstacles and any brain conditioning to the
contrary that may impede us.
Most people react from some inner compulsion; this may be partly due to the conditioned state of
our conceptions, and partly from inherent genetic traits.
Generally, people do know how to conduct themselves, but they are seldom able to apply what
they know; this results from the fact that the mind becomes occupied by the situations of the moment, and
what we know about self control becomes buried or swamped, and is not at this time available to the
awareness, therefore it can not be used when it is needed, so resulting in inappropriate expression.
Ironically, if our expressions are challenged, then we may instantly defend ourselves or self-justify
and develop bad attitudes.  There seems to be no avenue  from which this peculiar trait can be modified.  
Most of us just go on going on.  We remain somewhat benighted, (hold on to outworn traditions, views,
ideas and principles), but few of us do anything about it.
The text herein is an endeavour to awaken the awareness of young people and also adults to the
powers of the mind, and to outline the benefits that this may have on the quality of life within the home and
within society.  Many books which are written on this subject, tell you what to do, or give examples based
on individual dilemmas, where the solutions may only apply for this individual. This book attempts to
provide guidance as food for thought, from which you can expand your own concepts and decide your ... more

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Lord of the fies

1.  Given that Piggy represents society and its rules, he must have found his situation on the island disturbing at the least.  At first, there is no organized social structure of any kind; no position of leadership existed.  There was an absence of rules.  This must have been very disturbing to Piggy. Then, as the story progresses, a sort of chain of leadership emerges with Ralph being voted as "chief."  "Ralph raised his hand for silence.  All right.  Who wants Jack for chief?'  With dreary obedience the choir raised their hands.  Who wants me?'  Every hand outside the choir except Piggy's was raised immediately.  Then, Piggy too, raised his hand grudgingly into the air.  Ralph counted.  I'm chief then.'"(LoF p21).  Then, a little bit later, Ralph brings up the idea of rules: "Jack was on his feet.  We'll have rules!' he cried excitedly.  Lots of rules!  Then when anyone breaks them-'"(LoF p33).  When the "hunters" kill their first pig is when we start to see signs of a more primal society, or lack thereof.  They repeat the chant, "Kill the pig.  Cut her throat.  Spill her blood."  Piggy obviously if fed up with Jack and his hunters, asking, "What are we?  Humans?  Or animals?  Or savages?  What's grownups going to think?'"(LoF p.91).  And then, Ralph's authority is challenged by Jack.  Jack first disregards the rule of letting the person with conch speak without interruption.  Then he directly challenges Ralph, saying, "And you shut up!  Who are you, anyway?  Sitting there, telling people what to do.  You can't hunt, you can't sing-'"(LoF p91).  From this confrontation is goes downhill on the island.  On pg. 114, a "game" gets a little out of hand, when Robert pretends to be the pig, and the others pretend to hunt him, but then they become more serious and actually hurt him.  He is not killed, however.  Eventually, Jack and some of the other boys split apart from Ralph and his "group."  Jack and his hunting band kill another pig savagely, reveling in its agony.  The "peak of their decline" was when they killed Simon, calling him a beast, during the storm.  Then Piggy is killed, and the conch is shattered, and that is when I consider them to be at the absolute lowest in society: nothing more than savages.

2.  In the novel, Sam and Eric are introduced early as two separate people, beings, that resemble one entity.  "Even while he blew, Ralph noticed the last pair of bodies that reached the platform above a fluttering patch of black.  The two boys, bullet-headed, with hair like tow, flung themselves down and lay grinning and panting at Ralph like dogs.  They were twins, and the eye was shocked and incredulous at such cheery duplication.  They breathed together, they grinned together, they were chunky and vital" (LoF p19).  After a while, the twins are treated almost as one being.  An example of this can be found when Jack says, "Samneric.  Get me a coconut.  An empty one"(LoF p63).  They become inseparable, and wherever one is, the other is always close by.  It seems almost impossible for each to do something independently; they do everything together, as one.  "They were the twins, on duty at the fire.  In theory one should have been asleep and one on watch.  But they could never manage to do things sensibly if that meant acting independently, and since staying awake all night was impossible, they had both gone to sleep" (LoF p96).  The twins even finish each others' sentences.  When speaking, a person must have the conch, and no one else is supposed to speak.  But when one of the twins has the conch, both are allowed to speak.  "He handed the conch to Eric, the nearest of the twins.  We've seen the beast with our own eyes.  No–we weren't asleep–' Sam took up the story.  By custom now one conch did for both twins, for their substantial unity was recognized"(LoF p100).  The purpose of the twins in the novel is not so easily stated, but I think that at least part of it is to show the instinct of self-preservation, and how that combats with the will to help others. ... more

like nature exists it is letting

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