Module
3: DIALOGUE 2~ AGENDAS, THE FIRST EGO OVERLAY ON
SPIRITUAL CONSCIOUSNESS
OBJECTIVES for
Dialogue 2 The Pilgrim (you) will:
Study Point
2-1: correctly explain the conceptual relationship
of Agendas,
to the central MP concepts of Consciousness
and Spirituality.
Study Point
2-2:
(1) correctly describe the
Maslow hierarchy as integrated into three major levels for use in the MP
(2) correctly
describe how the dynamic processes of the Maslow hierarchy
manifests in daily experience
Study Point
2-3: give examples that illustrate you correct
understanding of the difference between needs and wants
Study Point
2-4:
(1) label and provide technically correct
examples of primal needs at the basic level (biological) of the Maslow hierarchy
(2)
expand the examples to include evidence derived from your own life,
and from the lives of those closest to you
Study Point
2-5:
(1) label and provide technically
correct examples of intermediate needs at the mid (ego intellectual)
level of the Maslow needs hierarchy
(2) expand the examples to
include evidence derived from your own life, and from the lives of
those closest to them
Study Point
2-6:
(1) label and provide technically
correct examples of higher level needs at the top (Spiritual)
levels of the Maslow hierarchy
(2) expand the examples to
include evidence derived from your own life, and from the lives of
those closest to them
Study
Point 2-7:
express the metaphysical significance of the plots of
the following stories and describe the relationship of each of
them to the MP.
Study Point
2-8:
(1)
correctly explain why an intimate knowledge of and acceptance of
Holistic concepts are a prerequisite for overcoming the powerful
control of the ego intellect
(2) explain why the dynamics of
the story, The
Aborigine and the Professor, is illustrative of (1) above.
Study Point
2-9:
(1)
demonstrate your understanding by describing the relationship
between a source of fear, its emotional expression, and a pathological
solution that can be expected in the absence of a viable Spiritual
Consciousness.
(2) demonstrate your understanding of the
Spiritual remedy for that fear and how the remedy can be applied
[End
session 4]
Module
4: DIALOGUE 3~ COMMUNICATION,
THE SECOND EGO
OVERLAY ON SPIRITUAL CONSCIOUSNESS [Estimated
contact hours = 10]
OBJECTIVES for
Dialogue 3: The
Pilgrim (you) will:
Study Point 3-1:
re
the Paradox of
Communication~ correctly explain in your own
words what the paradox is, how it works, and give examples you have
observed in your own life.
Study Point 3-2:
(1) describe the nature
of the communication trap, and how it works by giving examples from you
own life experiences
(2) suggest some protective conditions
that can be created by the expansion of your Spiritual consciousness.
Study Point
3-3:
(1) describe one theory of how
language evolved in the human being
(2) Read the allegory of
The
Brute, (and its interpretation), and explain his behavior
using the communication and consciousness terms already developed in
the MP.
Study Point 3-4:
(1) read the allegory
of "The
Blind Man's Idea of the Sun," (and its interpretation) and
explain its "meaning" using the concepts of "Map" vs "Territory."
(2)
use the allegory as a frame of reference to describe its
meaning
using the terms "denotative symbols" compared with
"connotative
symbols."
(3) using the nomenclature developed in this
dialogue,
explain what typically happens to a Pilgrim when first
confronted with
the "words have no meaning" demonstration
Study Point 3-5:
(1) Read the allegory of The
Fatal Attraction,
(and its interpretation) and explain the behaviors of the boy and girl
in the context of the Necker Cube dynamics of C/consciousness, and
the Paradox of Communication
(2) describe the
evolution of language sounds and symbolism from bestial grunts
to communication by Spiritual
Transcendence
(3)
correctly describe what is meant by the phrase that the effective
processing of communication meaning is guided from the outside (of the
material body) more than from the inside
(4) correctly explain
how the MP can help integrate and interpret the diverse scriptures
quoted at the top of the page.
(5) correctly explain how the
MP can help integrate and interpret the diverse scriptures
quoted on the "Prayer and Scriptures"
page
elsewhere on this site. [use back button to
return]
Study Point 3-6: using
the principles and nomenclature of the MP explain the
significance of the "Words Have no Meaning" demonstration
Study Point 3-7:
(1)
use the function of a mediator in conflict resolution to describe,
by means of the nomenclature developed in this dialogue, the
"meaning"
(information significance) of the graphic showing a man chained to a
wall.
(2)
explain the metaphysical conditions (using the nomenclature developed
in this
dialogue) which are depicted in the graphic showing views from opposite
sides and the top of a mountain.
(3)
use the principles of communication developed in the MP to explain the
nature of the vulnerability of scriptural translations over
centuries as argued by Bishop Spong and others.
Study Point 3-8:
(1) use Lakoff's model
that describes the archetypal nature and role of metaphor to interpret
the symbolic nature
of the following terms:
- paternal vs maternal
- dominant vs passive
- good vs evil
- high vs low
- punishment vs forgiveness
- power and control vs compassion
- parent vs family
- conservative vs liberal
- Republican vs Democrat vs
Progressive/Populist
(2)
correctly analyze the conditions in today's political ecology
(i.e., the 2008 election campaign strategies) based upon Lakoff's
metaphorical constructs
Study Point 3-9:
(1)
correctly explain the table showing the relationship between liberal vs
conservative message strategies as explained by their
metaphorical
foundations
(2)
demonstrate using the principles of communication, and the nomenclature
developed in this dialogue, how the Lakoff metaphorical
model can
explain the current political strategies of right and left wing
politics today, and the Spiritual capacities of the audiences to which
they appeal.
Study Point 3-10:
in
consideration of the pitfalls of communication, describe the first
example of manipulation by design using deception by manipulation of
metaphor
Study Point 3-11:
(1)
describe the second example of manipulation by design as is found
in the battle of the sexes
(2) read The
Nefertiti Incident
(and its interpretation) and explain, using the principles and
nomenclature of the MP, how the demonstration presented by the story
contributes to the "Battle of the Sexes."
Study Point 3-12:
describe the third
example of manipulation by design using symbolism and metaphor to
empower war in the context of the history of the last decade.
Study Point
3-13:
(1) using the principles and
nomenclature of the MP as developed in this dialogue, correctly explain
how Spiritual
Consciousness can be used to prevent miscommunication and
heal it when it occurs
(2) explain what it means to be Spiritually
reborn as
defined by the principles of the MP compared to "born again" orthodox
Christianity.
Study Point 3-14:
(1)
read and correctly interpret Plato's
Allegory of the Cave (and its interpretation) as
likely intended by Plato
(2)
correctly apply your interpretation of the allegory to events occurring
today.
Study Point 3-15: correctly explain how words can
have power based on Consciousness, independent of having
intellectual "meaning."
[End session 5, first half
of Feeling exercise]
Module
5: DIALOGUE 4~ HIP (Human
Information Processing) COMPETENCE,
THE THIRD EGO
OVERLAY ON SPIRITUAL CONSCIOUSNESS
OBJECTIVES for Dialogue 4: The
Pilgrim (you) will:
Study Point 4-1:
select four of
the eight listed benefits from understanding HIP that are most relevant
to your needs, values and goals
Study Point 4-2:
identify
two examples of concrete (low HIP) behavior to think about as you
further develop the topics of this dialogue
Study Point 4-3: compare and contrast the role of
ego to compare concrete
vs abstract
HIP within
(1)
intelligence, and
(2) intellectual vs
Spiritual
Consciousness
Study Point 4-4:
use the nomenclature of all prior dialogues to describe or explain the
(1)
nature and function of fear
in decision making
behavior as directed by HIP competence
(2)
influence of power
and control agendas compared with Altruistic
agendas
(3)
compare the contribution to HIP of the pathologies of communication
compared
to the influence of healthy communication patterns and practices
Study Point 4-5:
(1)
define the meaning of "uncertainty"
as defined in the glossary, and its relevance to the MP
(2)
compare the capacity for abstract
vs concrete
HIP to function in the
presence of uncertainty
(3) read the Allegory
of the Wright Brothers Secret Visitors (and its
interpretation)and describe how the
behavior of the actors in the scene will react based on where they are
on the concrete-abstract HIP
continuum.
(4) how can this insight help you predict the
reaction of the same kinds of authorities today to a new social
paradigm (See Applications
Section for an example of a radical new social paradigm)
Study Point 4-6:
correctly
describe the dynamics of PCC
or frozen
consciousness
(1) as
developed in the MP
(2) as relevant to the events in your own
life
Study Point 4-7:
read the Parable
of the Master and Student on Freedom, (and its
interpretation) and the embedded sub-story of "The Blot that Thought,"
and
(1) describe the meaning of DF as developed in the MP
(2)
give examples of observing or confronting the limits of DF in your life
and worldly experience
Study Point 4-8:
read the Allegory
of Robie the Robot and its
interpretation, and
(1) relate Robie's behavior to a condition
you have observed in your experience that directly affected your life
(2)
give the definition for The Law of Requisite Variety
(Ashby's Law) and identify a condition in your life where
you are vulnerable to the operation of this General (Living) Systems
Theory principle
(3)
identity a condition(s) that you observe in today's politics where our
nation is at risk because of public and political ignorance of this
relevance of this principle to our political and social health.
Study Point 4-9: describe
the differences in certain aspects of behavior between a concrete vs abstract HIP
person
(1)
in a particular situation.
(2) using Necker Cube blocks as
examples of conceptual complexity
Study Point 4-10:
after
studying the Schroeder curves that show the capacity of HIP competence
to process information complexity, and to process a given level of
complexity under high vs low stress, provide an example from your
experience and explain what happened to the "system of interest" and
the actors in that system as predicted by the curves on the chart.
Study Point 4-11:
explain, using an example why HIP competence tends to be context
specific and is thus amenable to change based upon behavioral
interventions.
Study Point 4-12:
use your new understanding of HIP dynamics to
(1)
explain the interpersonal dynamics of a "Master-Slave" relationship
(2)
give examples of a "Master Slave" relationship that you have observed
or experienced in your life
Study Point 4-13:
explain the appearance of Master-Slave
relationship that a mediator might experience in a conflict resolution
application
(1) and list several costs to the
"Master" in using his/her power to maintain such a relationship
(2)
and how the dynamics of power struggles can change in a nearly balanced
power
relationship (use the table to support your discussion.
Study Point 4-14:
explain the
dynamics of a master Slave relationship
(1) from a Spiritual
perspective, showing how the presence of Spiritual Consciousness alters
the dynamics of conflict
(2)
nd show how the influence of archetype male-female symbolism
can alter
the
dynamics of Master-Slave relationships and negotiation strategies
[end Session six]
Study Point 4-15:
(1) read the following
allegories and parables and their interpretations:
(2)
then explain the behavior of the actors in these stories using the
principles
of HIP dynamics, and the nomenclature that defines the principles of
the MP
Study Point 4-16:
(1) read the two stories describing
different versions of an "Ambush" and their interpretations
(2) describe
the dynamics of these ambushes and their impact on the victims based
upon your new understanding of how their HIP capacities are affected by
the ambush to create PTSD (Post Traumatic Stress Disorder),
(3)
explain evidence of how these PTSD behaviors and their symptoms express
as behaviors you have witnessed in the world.
FOR
SEPARATE GOALS AND OBJECTIVES FOR THE FACILITATION/MEDIATION
APPLICATION PROJECT AS AN ALTERNATE TRACK, GO HERE.
The pilgrim (you) will develop interpersonal
interaction
skills in using "active listening" and NLP communication clarification
and focusing techniques by means of:
- PowerPoint
Exercise 1: how to use "active listening" to follow the Spiritual path
to in depth communication with disputants, a
practice of feeling detection and feedback (using information from
Dialogues 1-4)
- PowerPoint
Exercise 2: use techniques to follow the Spiritual path to clarify a
disputant's semantic confusion, a practice using feeling
and NLP detection and feedback (using information
from
Dialogues
1-4)
- correct use of the
Table Top guide to manage the logistics of the CT process
- correct use of the
Ethics Page to identify ethical requirements for conducting mediation
- correct use of
selected Problem Solving tactics to complete the mediation process
[Side
trip to review MP mediation pages]
[NLP page and exercises]
Module
6: DIALOGUE 5~ PERSONAL
POWER
AND
THE RISE OF THE POWER
MONGER
OBJECTIVES for
Dialogue 5: The
Pilgrim (you) will:
Study Point 5-1:
(1)
name the three ego
overlays that, in the absence of a viable Spiritual
Consciousness, corrupt a power broker's legitimate need
for power and
control over portions of her/his perceived reality, and
transform that
system into the metasticised role of the power monger.
(2)
explain the characteristics that differentiate a power broker from a
power monger.
(3) name the underlying generative force that
drives the activities of any power monger personality.
(4)
use the MP's nomenclature and definitions, identify and describe to
presence of power monger personalities and pathological
institutional systems, that you have identified in your life.
(5)
recognize and label the primal emotion that serves as the
stable
foundation for the obsessive and insatiable need for personal and
institutional power and control?
Study Point 5-2:
read the Parable
of the Man Who Freed His Brain and the
interpretation that follows, and
(1) identify the
clinical name for the common pathological medical condition that the
man released into his own body.
(2) identify at least three
organizations or institutional social systems that have or are acting
to "free their brain."
(3) identify the foundation force that
motivates the agenda of the power monger.
(4) name what
commonly accepted and unchallenged social conventions empower the
corporate power monger to pursue his role.
Study
Point 5-3: read the Parable
of the Four Outlaws (and its interpretation) and
(1)
identify the primal force that energizes the four outlaws to
which
a public of low
Spiritual Consciousness is attracted
(2)
explain, using the nomenclature of the MP, the Spiritual function and
material purpose of regulation within any living system at any level of
social complexity
(3)
identify the visible presence of the four outlaws in contemporary
society and
the current status of regulatory conditions within our society
Study Point 5-4:
(1)
identity four of the eight social conditions that tend to shape and
define Adorno's profile of the authoritarian
(fascistic) personality
(2)
explain the contributions of concrete
HIP and low perceived DF to the fascistic personality
(3)
explain the relationship of extrinsic
vs intrinsic
orientation to the dynamics of the authoritarian or fascistic
personality
(4)
pick one or two current candidates competing for president and place
them on a scale of high to low fascistic potential and defend your
choice
Study Point 5-5:
(1)
identify the four personality characteristics that are the opposite of
the
fascistic personality that correlates with an advanced Spiritual Consciousness
(2) identify some of the
current candidates for president of the United States and place them on
a scale from low
to high
Spiritual Consciousness
(2)
describe the relationship between the visible symptoms of PTSD in an
individual or social system to the fascistic personality (if any.)
Study Point 5-6:
read The
Entrepreneurial Liver and its interpretation,
and
(1) using the nomenclature of the MP, describe
the relevance of this parable to today's society and
(2) the
point behind Eric Hofer's quote in terms of the topics of this
dialogue
Study
Point 5-7:
(1)
explain what level of confidence you have (high, medium, or low) that
members of the National Guard or other duly constituted paramilitary
authority in your community, will ruthlessly shoot down unarmed
civilian protesters (including you) who have taken to the streets to
confront serious governmental abuse afflicted on you and your community
that has been directed by
corporate America. (Hint: the correct answer is
"high."
Explain.)
(2) correctly describe the central dynamics of
Milgram's (Obedience to Authority) Syndrome.
(3)
identify the percentage of Americans across
all social and economic classes,
who are likely to commit significant personal harm upon a
helpless and vulnerable individual or group
if they perceive themselves
to be under the control of a credible authority, even without the
presence of any intimidation or
inducement.
Study
Point 5-8:
(1)
explain the relevance of Spiritual Consciousness
to a person's
likelihood of succumbing to the "Obedience
to Authority" syndrome.
(2)
explain what Milgram mens when he describes the evidence
derived
from his extensive in-depth series of experiments in the following
quote:
"Men do become angry; they do act
hatefully
and explode in rage against others. But not here.
Something
far more dangerous is revealed: the capacity for man to abandon his
humanity,
indeed, the inevitability that he does so, as he merges his unique
personality
into larger institutional structures."
Study Point 5-9:(1) describe the levels of moral
consciousness described by the Kohlberg model of ethical development(2) explain the relationship of
Milgram's findings to the Kohlberg model and its implications for our
current social trends
Study Point
5-10:
(1)
which of the two sets of political rules described under this Study
Point would you choose to live under if you could, and why.
(2)
using the two Tables provided, compare and contrast the proclaimed and
unchallenged myths of capitalism's cost benefits, with the
actual
cost benefits if you could populate such tables with actual data.
(3)
using all of the information
provided by the MP thus far, explain how the destructive hidden
power networks
in western society relate to the widespread impoverished
Spiritual
Consciousness of its societies (Hint: there are seven major
reasons.) (4)
explain the consequent presence of concrete HIP
that such deprivation imposes on these
societies.
Study Point
5-11:
(1)
explain how the famous Johnstown Flood of 1889 represents an
example of outrageous corporate abuse at the turn into the 20th century
(2)
read the following
allegories and parables, and their interpretations:(3)
explain the corresponding consciousness conditions in our society today
that are identical to the conditions described in the tree's level of
consciousness
(4) explain how the drama of The Evil Puppet
Master is acting out throughout today's society.
Study Point
5-12:
(1)
using the MP's nomenclature from all prior dialogues, explain the
dynamics of the DSE paradigm as described in the first two figures
presented under this study point.
(2) pick a
particular social
process of interest to you in today's world, and describe its behavior
using the DSE paradigm
(3) identify the foundation source of
the major threat to our future social stability and how that threat can
be removed or healed.
Study Point
5-13:
(1)
in consideration of our biological roots, explain the difference
between the use of Power
vs force
(in Hawkings' Model) for projecting our influence on our
social ecology [Hint--see
definition of Hawkins'
Model in Glossary, or in Dialogue
1b]
(2)
explain the relationship between the stories in
Dialogue 2 (Agendas) and the sociobiological writers noted there,
(e.g.,
Wilson) with the current power and force dynamics in corporate
and
political America, and our current government which is its extension.
(3)
read the Parable of the Master
Power Broker and His Victims in Three Scenes, and its
interpretation, and explain how the story appears in today's societies.
Study Point
5-14:
(1)
describe the nature of an economic and political "power marker"
compared with a "power
amplifier," and list some of their
various expressions in today's western societies.
(2)
read the
allegory of The
Power Broker's and Power Monger's Specialty Pawn Shop
(PBPMSPS)
and
using the evolution of power markers within the history of the pawn
shop, compare that evolution with the sequence of figures below the
Study Point, and describe how power
markers and power amplifiers have evolved across the centuries of human
advancement.
(3) describe the nature of contemporary power
amplifiers that are affecting and dominating western capitalist
societies today.
(4)
using the nomenclature and principles of the MP, describe the
conditions that must be arranged in order to modify or replace the
current materialist orientation and priorities that are devoted to the
manipulation of power, and instead surrender to the required
alternative of a dominant Spiritual
Consciousness to influence and
drive the decision making systems of our emergent Spiritually grounded
society.
Module
7: DIALOGUE 6~ PERFECT
JUSTICE THROUGH
KARMA
& REINCARNATION
(K & R)
OBJECTIVES for
Dialogue 6: The
Pilgrim (you) will:
Study Point 6-1:
correctly
explain the three statements that specify the
Spiritual Principles operating in "THE LAW." as
developed in the
MP
Study Point 6-2:
(1) read the Parable of The Train
that Left the Station, (and its interpretation) describe the Spiritual Principle
that is presented by the metaphor of the "train"
(2) what
price is there to be paid in serving the principles of predatory capitalism
by applying the rules of the game
Study Point 6-3:
read the
metaphor of The
Pilot and the Gyroscope (and its interpretation) and
(1)
explain how the mechanical gyroscope in an airplane emulates
the empowerment of a vital Spiritual
Consciousness
(2)
relate the experience of tribulation to the dynamics of Spiritual
Consciousness
(3)
which
of the scriptural examples provided is most relevant to your current
understanding of the role of Karma to your present level of Spiritual Consciousness.
Study Point 6-4:
(1)
name the seven conditions that must be present to give
evidence of the MP in action
(2) define "evil" as used in
the MP
- Fillmore's
definition at the purely Spiritual level
- M Scott Peck's
definition at the material level (to be compared after its details are
presented in Dialogue 7)
Study Point 6-5:
(1) specify what other name
(a Law or Principle) can be used for Karma in the MP?
(2)
correctly explain, using the nomenclature of the
MP, Rabbi
Kushner's explanation of "Why Bad Things Happen to Good People"
Study Point
6-6:
(1)
explain the difference between deductive
and inductive
logic,
(2) identify which logic mostly applies to practicing
the Principles of the MP, and why.
(3) explain how each of the
following 10 manifestations of scientific
principles
support the existence of Karma in accordance with the metaphysical
Principles of the MP:- 1. only in the carnal
world and not the Spiritual
world
- 2. evidence in the mechanical world
- 3.
evidence in the electro-chemical world
- 4. evidence
in the lower order biological world
- 5. organization
of human society
| - 6.
time-energy scales prior to and after the human life span
- 7.
evidence of the integration of energy fields
- 8.
persistent continuity if life forms and NDE
- 9.
causal transference of human will across distance
- 10.
phenomenological experience of "Knowing"
itself"
|
Study Point 6-7:
(1) give three justification for
Karma based on the metaphysical meanings behind certain Christian
Scripture
(2)
explain the major differences between postulating the existence of an
anthropomorphic superman as God, compared to the dispassionate workings
of a Universal GOD
(3) explain the significant differences
between the dogma of any sectarian church, and the metaphysics of Spirituality
that justifies the Karmic Principles in the MP
(4)
demonstrate your understanding of how and why the Spiritual dynamics
guarantee that the Law of Karma must eventually be fulfilled in any
human system
Study
Point 6-8: read The
Parable of Job, The Man with Seven Lives (including its
interpretation,) and:
(1)
explain how the story integrates the concept of reincarnation and the
Kohlberg model of ethical hierarchies within the dynamics of
Karma
(2) how the mythology of the ancient Phoenix is
illustrative of the Spiritual dynamics of Karma and reincarnation
Study Point 6-9:
according to scholars who have studied the NDE (Near Death
Experience) phenomenon, what are the most commonly reported experiences
of individuals who have been documented to be clinically dead, but who
have been returned to life
Study Point
6-10: present some evidence from
science and metaphysics that defends the Reality of the existence of
K&R
Study Point
6-11:
(1)
describe how the concepts of K&R, ethics, and regulation can be
integrated to create a new way of life for harmonious and stable
societies of the future
(2)
what are the current established value systems that are dominant in our
predatory capitalist culture that are hostile to, and which inhibit the
emergence of this alternative
way of life.
(3)
interpret how the Hawkins' Paradigm (power vs force) provides
confidence that the presence of even a minority of Spiritually
high
Conscious individuals can overpower the dominant negative
factors of a majority low Spiritual Conscience culture.
Study Point
6-12:
use the Principles and
nomenclature of the MP to explain why
proper regulation of any living system is essential for its continuing
health
and advancement, and the costs of failure to do so.
Study
Point 6-13:
(1) defend
why abortion and euthanasia should always be considered to be Spiritual issues
and not sectarian religious
issues as they
are today
(2) explain
the visible evidence in society's current issues of abortion
and
euthanasia that are sectarian religious issues and not Spiritual
issues
(3) name the four credible arguments as to when
biological
life becomes human life, but which cannot be directly confirmed by
science or any other means at the present time
Study
Point 6-14: read the metaphorical allegory of Tibet's
Great Yogi, Milarepa, and its interpretation,
both in the formal interpretation, and the continuing follow-up in this
dialogue:
(1)
identify the metaphysical functions of the three principle actors in
the story, Milarepa, Marpa the Translator, and his wife,
Damena.
(2)
explain the Spiritual meanings behind this story using the metaphysical
definitions for the key terms in the story, e.g., house
(3)
demonstrate the clarity of your understanding between Milarepa's
agendas in the material world of his tasks, and the Spiritual world of
his Consciousness attendant to those tasks, as they are illustrated by
the story
(3) show how your life is your version of Milarepa's
odyssey, and present the evidence revealing the nature of your own
Spiritual path that is thus revealed
OBJECTIVES for
Dialogue 7: The
Pilgrim (you) will:
Study
Point 7-1:
(1)
identify the nature of the basic conditions you experience in the
material world that can
inform you whether you are "on" the path of Love, or on the
"not
path" away from Love.
(2) since the capacity to give and
receive Love depends on the level of your Spiritual Consciousness,
read the Parable
of the Prodigal Son and explain its relevance to the state of
your Spirituality in metaphysical terms
(3)
explain the differences between "The Whithered Tree of Evil," and "The
Flowering Tree of Love" by how they manifest in the material
world.
Study Point 7-2:
name
the visible corruptions in the material world that empower you to
recognize them, and describe their
symptomatic manifestations in the individual, group, or social order
- 1.
parental corruptions of Love
- 2.
depersonalization and objectification of the other
- 3.
equating civil and
criminal law with Spiritual LAW
- 4. destruction or exploitation
of work (Love made visible)
- 5.
denial of the wholeness (Unity) of humanity by the use of
compartmentalized and divisive strategies and tactics for exploiting
the social order
- 6.
promoting or celebrating the special legitimacy of one's own religion,
class, ethnic or other special group to the exclusion or negation of
others
Study Point 7-3:
identify and
explain the dynamics of two mistaken notions of Love:
(1) read The
Parable of the Love Brothers and explain the confusion of
Love with lust and eros
(2) read The
Parable of The Shoes and explain how Love is
often confused with causing and serving possessive loyalty
Study Point
7-4:
describe the dynamics of healthy Love, and
(1)
identify Pitrin Sorokins experience in helping others to recognize and
nurture the power of love
(2)
list the conditions that describe one's decent into the ego pit of
depravity in the absence of a capacity to Love
(3)
use the nomenclature and terms of the Mystical Paradigm to explain the
table showing the path of ascension to Spiritual Consciousness
(4)
read the
Sonnets
from the Portuguese and describe whether the poem celebrates
erotic or Agapic Love and explain
Study
Point 7-5: THE
MASQUERADES
OF LOVE~
using the 12 conditions of manifest Spiritual Love
in the verses of First
Corinthians Chapter 13,
(1)
explain the dynamics of genuine Spiritual Love
that are made manifest
in the world, but are visible only those who have developed Spiritual
discernment
(2) explain how a your capacity to discern the
presence or absence of these conditions of Love can be used as
a protective
filter to prevent you from making bad judgments in finding a life
partner or significant other.
(3) using your new understanding
of the dynamics of General
Systems Theory thinking, show how the counterparts of these
Spiritual
characteristics that can be recognized in an individual can also be
recognized in any group,
organization or national society.
Study
Point 7-6:
(1) name four
points that empower a person (system) to develop a capacity for
Spiritual Love and demonstrate it in the world
(2) read the
allegory of The
Buddha Child
(and its interpretation,) and explain how those qualities are desirable
traits and not worthy of the contempt (e.g., abusing and
labeling
the child as a wimp) that is typically shown in a predatory "bully"
culture (like the one in which we currently exist)
Study
Point 7-7:
(1)
using the nomenclature and Principles that the MP has provided you,
explain the
figure showing the advance of meditative discipline and achievement
(2)
read the
Parable of the Nullbenign, explain how such
persons present themselves in the world
(3) explain
why Step 2 (Giving Thanks) is such an important part
of the path to Spiritual growth, and why,
(4) read The Twin
Parables and explain how their messages are relevant
to your life.
Module 9:
EPILOGUE~ THE INFERNAL CATECHISM OF THE
SECRET SOCIETY OF POWER BROKERS AND POWER MONGERS
(SSPBPM) [Note:
where a number in parentheses is red, "(1)", the
reference will be found in the right hand columns relevant to the power mongers;
where a number in parenthesis is blue, "(1)", the
reference will be found in the left hand columns associated with the Master Watcher
and Builders.]
OBJECTIVES for the
Epilogue (Part 1): The
Pilgrim (you) will:
Study
Point E-1:
(1)
use the Principles of the Mystical Paradigm (MP) to describe and
compare the life functions of the following major characters
in
the SSPBPM:- Builder
- Master
Builder
- Master
Watcher
- power
monger
- master
power monger or master monger--(MM)
(2) describe the author's goal
for you in preparing the Secret Catechism of the SSPBPM
Study
Point E-2:
(1)
state the key ingredient required for you to effectively learn
the
concepts being demonstrated by means of the activity of the SSPBPM and
the observing Builders
(2) state how
you will be able to recognize the presence of another builder among
others with whom you are trying to work.
(4)
describe the significant differences in comparing the nature of the
rules
followed by the Builders, and the rules followed by the power mongers.
(5) name three
reasons why the current on site group meeting of the SSPBPM will be the
last
(6)
state the four master rules for acquiring, preserving and advancing
one's own personal power in th material world.
(7) the four
operational rules by which the group will continue their plot to
acquire total worldly power
Study
Point E-3:
(1)
explain what MM's major objective is for their
group regarding the progress of their network
(2) using the
nomenclature of the MP, explain the differences among, money, power markers, and power
amplifiers
(3) identify
several of the existing secret societies that are enlisted by the
SSPBPM to secretly create a world order controlled exclusively
by
them.
(4)
describe the
process created by the three major elements of the systems model that
they will use to describe and assign their overall functions (Hint: DSE)
(5)
state the major
challenges the Builders will face after reincarnating to earth [Hint:
The
Primal Dream of the Infant); The
Master Power Broker and His Four Victims]
(6)
describe the dynamics illustrated by the Cone of Expanding
Consciousness, and the effect of unfolding C/consciousness on the
activities of the ego (in the absence of a viable Spiritual
Consciousness
(7)
what is the relevance of the Paddy
Chayefsky film, Network,
that the MW is relating to the class of Builders
(8)
describe the nature of a Power Amplifier, and the hierarchy that is
followed over the course of human social evolution [Hint:
see figure, and the discussion at the end of Dialogue 4
on power and control]
Study
Point E-4:
(1) identify the
10 stages of the pyramiding of personal power by means of controlling
various kinds of power amplifiers
(2)
name the condition which the MW states is the primary energizing
motivation for the power mongers as they obsesss over their plan
(3) correctly
describe the nature of the dynamics in the intrinsic conflict between
the Witch Doctor and the Atilla the Hun
(4) identify
the contemporary expressions of these archetypes and how they functions
today
(5)
identify the means by which Monger Rambo dominates his social ecology
as the archetype of Atilla the Hun
(6) where is the
archetype of Atilla (Rambo) found present in today's social ecology
Study
Point E-5:
(1) explain
how the Witch Doctor becomes the countervailing force to constrain
Rambo's bullying nature
(2)
explain why do both the Rambo and Witch Doctor archetypes tend to find
expression through the political right wing in any society
(3) describe the
dynamic by which the Rambo and Witch Doctor archetypes arrange a
balance of power with each other
Study
Point E-6:
(1) show how the
King Monger evolves from the Rambo and Witch Doctor archetypes
(2) using the
nomenclature and principles of the MP, explain the dynamic by which
King Monger controls his turf
(3) show how
the King Monger uses rules 5 & 6 to protect and control his
power
(4) show
how and why the dynamic of overpopulation pressure generates conflict
within and between kingdoms
(5) explain
the functional purpose of the concept of "Divine Right" of kings
(6)
describe, as social complexity expands, what does the archetypal
function of the
enforcer depend upon re the archetypes of Atilla and the Witch Doctor.
Study
Point E-7:
(1) using
MP Principles and nomenclature, explain why the dominant practice of
barter among the early kingdoms was replaced by money
(2) explain
how the entry of money alters the "power equation" where the Atilla
and the Witch Doctor are concerned,
(3) identify
what became the power amplifier
required to exploit the control of money
(4) explain
where the MM is taking his group through by using the nature
of the evolving hierarchy of power and control
(5) explain the
metaphysical message in "The Pyramid of Controlling Power"
(6) provide the
reasons the MM emphasizes that the myth of "Free Enterprise" be
protected and maintained
(7) explain the
nature of the rules that must be guarded in order to protect the flow
of secular power in the society
(8) identify the
hierarchy of power amplifiers the conspirators must control in order to
ensure the ultimate success of their plan
(9) identify
what the MW assigns the Builders to do to initiate their
transforming influence
(10) explain
what are the pitfalls to be avoided
(11) identify
the Spiritual defects in the capitalist economic model in relation to
the various forms and uses of power amplifiers
(12) describe
the tactics used by the MM that the MW recognizes as being Spiritually
defective
(13)
what
is the basic principle the Builders are to use to navigate among the
complexity of power amplifiers that are under to control of the
conspirators
(14)
describe the various conditions of control pointed out by the MM for
his conspirators to use to continue the advancement of their plot
End
of Part 1 of the Two Part allegory of the SSPBPM
Begin Part 2 of the Two Part
allegory of the SSPBPM
Study
Point E-8:
(1)
at Stage 5 of the power monger's strategy for world wide control of all
governments, describe how the "Battle of the Pacific" strategy
is
to be applied
(2)
explain the crucial substance of "Rule 9" in Stage 5 of the power
monger's strategy
(3)
explain the strategic and tactical importance of a "point
source"of power and control
(4)
identify the hidden political implications of the right wing's
use of the concept of "privatization."
(5) give the
principal reason why the use of power markers to exploit others is a
violation of Spiritual
Law
(6) explain
why the use of the Federal Reserve is an abomination against
Spiritual Law and what
must be done to alter it
(7) show how
the current exploitive system of predatory economics must be changed to
build a Spiritual valid economic system
(8)
describe the three tier economic system and explain the economic and
social components that are included in each tier (details in the
Applications section)
Study
Point E-9:
(1) identify the
characteristics of "Rule 11" and explain how it is to be managed and
exploited by Econo Monger
(2) identify
what is to be controlled through the manipulation of information
(3) what is the
critical differences between Rule 11 and Rule 12
(4) what is
the primary factor that ensures control of the money supply that must
be disrupted to overturn the power mongers plan
(5) what
noble large scale experiment to overturn abuses of economic power have
historically occurred and why did it fail [Hint:
in the early 20th Century]
(6)
examine the outstanding video clips provided in Table 2 below, and
apply their information to evaluate the guidance of the MW
TABLE 2: Take 45 minutes to review these
five video clips that describe the history leading to the corporate
seizure
of our nation. They provide essential clarity as
to how corporate power mongers have exploited the function of information and money to control
power markers and power amplifiers that leads to their control the
government.
Study
Point E-10:
(1) clarify
that to be valid, the civil and criminal law of any nation needs to be
a mirror of what, and why
(2) show what
principal characteristic of lawyers in general, inhibits their capacity
to relate to Spiritual
Law in any meaningful way
(3) explain
why the only justice that can approach Spiritual Justice must
first be cost free to all
(4)
contrast the nature of knowledge, skills and abilities (KSAs) that
define a competent and effective lawyer, compared to the KSAs that
define a competent and effective mediator
(5)
what role does the MW assign the builders to begin to alter the
Consciousness of lawyers prior to the beginning of their practice
(6) explain why
the power mongers must control the law and its practice to maintain
their growing absolute control of society
(7)
explain why the MM fears the presence of public interest and pro bono
lawyers as a potential threat to the implementation of their plan
(8)
identify what other occupation class must also be controlled to insure
the effectiveness of lawyers in implementing the law to protect and
advance the power mongers obscene plan
(9)
clarify why the power mongers fear the emergence educated and
principled leaders in our society, and why they plan to go to great
lengths to discredit them by any means
(10)
explain what role the public must be caused to play for the power
mongers to succeed in their tactics, and what characteristics
qualify the public for that role
(11) what
special tactic must the power mongers implement in order to protect
their perverse control of the law and lawyers
Study
Point E-11:
(1) state the
principal requirement of Media Monger in implementing Rule 14
(2) explain how
the Media Monger conspires to implement Rule 15, and how do you
recognize its presence in daily life
(3) describe how
the MM considers the implications of the national debt as a part of
their secret plan
(4)
explain how the power mongers plan to manipulate the media in dealing
with the national obsession over inflation control
(5)
what seven points of "demonization" must the power mongers relentlessly
promote in their efforts to influence politicians, government leaders,
and the public
(6)
explain the role of "Free Trade" and "Globalization" as it fits into
the power monger's secret plan
(7)
show what the MW considers to be the primary factor in how children
should acquire behaviors that are compatible with Spiritual Principles
(8) what
common principle must the Builders consider regardless of the
particular area of reform in which they find themselves
(9) state what
the film producer Stephen Spielberg an example of
(10) identify
five value strategies that the Builders must install in all creative
media productions and information documentaries
Study
Point E-12:
(1)
compare and contrast the divergent systems of government implements by
capitalists compared with communists, and describe the common evil that
ultimately corrupts both systems
(2)
explain the relationship of Plato's model of government in
his
"Republic" to the Spiritual frame work the MW intends for the
Builders to implement
(3)
explain the crucial importance to the goal of the greed
and power mongers of implementing Rule 17
(4)
based on the power mongers value system, explain why "The Government"
should never be blamed for any adverse state of affairs, and why the
power monger prioritize control over all aspects of "The Government."
(5) explain why
Rule 18 is equally important to Rule 17, and how the power mongers plan
to implement Rule 18
(6)
show why the power mongers despise the original role of government as
set forth in our Constitution and the first 150 years of Federal
Regulations that follow from the Constitution
(7)
defend the crucial importance of the public coming to understand the
concept of "context management" which the power mongers prioritize in
the final stages of their abhorrent plan for world wide rule
(8)
identify the six Spiritual qualities a Builder is to look for in your
earthly assignment in order to find allies and trusted person who
are likely to be fellow Builders.
(9) identify
what three conditions will be present in any society that is
implementing the Spiritual Principles of the MP
(10) what is a
common condition in any government that perverts the Spiritual ideal
that a government may attempt to implement
(11)
identify the preeminent condition that must be a characteristic of a
leader if he/she is to be found fit to lead a Spiritually enlightened
society and its means of governance.
Study
Point E-13:
(1) identify
the key element in Stage 10 of the Power Mongers ruthless plan as
defined by Rule 19
(2) explain the "groinick"
value system, and describe its central role in the MM's strategy for
destroying the Constitutional government of the US and other western
societies.
(3)
name the principal characteristic of Enforcer Monger's description of
Rule 20 as it affects his assignment
(6)
identify some parallels in the current status of the United States and
other western democracies that were found in Nazi Germany of the 1930s
(7)
what strategy is proposed for the Builders by the MW in order for them
to begin to initiate their influence for productive change
(8)
give some representative examples by which our society celebrates the
"vengeance motif" in our culture, its destructive implications
for
developing a Spiritual society
(9)
explain the importance and the means by which the enforcer class must
be inoculated to resist the orders of the power mongers and their
controllers (e.g., to prevent fresh occurrences of the Kent State
shootings by the National Guard
(10) what is
the function of the Milgram
Syndrome in a fascistic or fascistic inclined society, and
how must it be countered by Spiritual influences
(11) Explain
the following quote:
"But the enforcer's
personality that permits unjustified
killing is is the opposite of that discipline required to have them
embrace
a Love for
humanity found in any Spiritually
grounded practice."
(12) how just
the Japanese code of "bushido"
relates to the requirement of justified killing, and what are the
conditions that specify that justification
Study
Point E-14:
(1)
identify the dynamics by which the enforcers plan to foment a
justification for enforcing rules 19 and 20 [Hint:
the brown shirts in
Germany of the 1930s]
(2)
describe the seven conditions that Enforcer Monger is to implement to
permanently bring down the Constitutional government of any democracy
(3) explain
the special role of militant Islam in facilitating the obscene plan of
the power mongers
(4)
explain the presence or lack of the seven virtues and the seven deadly
sins in our society today, and their relevance for coping with the
threat presented by the emerging plan of the SSPBPM
(5) explain
the significance of the Hawkins'
Consciousness Model to the likelihood of the Builders finding
success as a result of their influence in society
Study
Point E-15: label the 10 Spiritual
Principles the MW has advocated and describe their essential qualities
Study
Point E-16: discuss,
using the principles and nomenclature of the MP, the core ideas
summarized in Guidepost 8-8.