THE MYSTICAL PARADIGM | TUTORIAL MASTER STATEMENT OF GOALS AND OBJECTIVES

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]

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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]

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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]

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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:

the Parable of The Tree that Would Be Human, and
The Parable of The Evil Puppet Master .

(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

Module 8: DIALOGUE 7~ LOVE MADE MANIFEST-- ACHIEVED SPIRITUAL CONSCIOUSNESS: THE HEALING AND HARMONIZING MIRACLE

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.

(3) using the figure showing the archetypal power roles across the evolution of humanity, describe the principal functions shown, and describe how each function is applied to advance and preserve their ego power within the culture in which they exist
(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.

Part 1 [each clip is about eight minutes long]:
http://www.newscloud.com/read/86707

Part 2:
http://www.youtube.com/watch?v=lBZne09Gf5A

Part 3:
http://www.youtube.com/watch?v=SjUrib_Gh0Y

Part 4:
http://www.youtube.com/watch?v=_BVNN1wqw3k

Part 5:
http://www.youtube.com/watch?v=VPPFgHF9VR4

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.

Module 10: SPECIAL APPLICATIONS OF THE MP
GOALS for Module 10, A Special Applications Section.

The participating Pilgrim (you) will apply the Spiritual Principles of the MP that were studied over the prior seven major dialogues to build a novel economy, society, and way of life in the following areas:

family-- keyed on a Children's Village concept
economy
life style, cooperative and non-competitive
educational system
criminal rehabilitation system
healing use of media-journalism
positive and productive uses of entertainment

OBJECTIVES for Module 10, Applications: you, a Pilgrim, will:
Study Point A-1:
(1) name two major clashing cultures in western society today, and explain which is most dominant and why
(2) explain the relationship between corporate vs personal power in terms of the requirements set forth in the Constitution of the United States

Study Point A-2:
(1) summarize the key topical areas addressed by the MP across its seven major dialogues
(2) describe the major differences between Holistic social reform and compartmentalized social reform. Which is prevalent today?

Study Point A-3:
(1) identify and describe the first requirement before any individual or group can begin a process of Holistic social reform
(2) explain why the "gathering process" must scrupulously avoid a rush to judgment as to the potential relevance and success of any alternative plan
(3) what are the essential characteristics of any focus group created to develop or advance a project or program leading to comprehensive Holistic social change

Study Point A-4:
(1) defend your understanding of the crucial difference between a Holistic Plan of action, and an orthodox plan of action to create widespread social change
(2) explain what is the first C/consciousness condition to be created in the formation of any study group
(3) identify the length of time requires to prepare the groundwork for any comprehensive Holistic plan for social change, and explain why
(4) explain the function of ego in the dynamics of the study or focus group, and how must it be managed.
(5) identify possible sources of ego manifestation relative to sectarian religions that might feel challenged by the Holistic Plan in its foundation philosophy and metaphysics.
(6) use the nomenclature of the MP to demonstrate your understanding of the relevance of the AA (Alcoholics Anonymous) model of behavior change to the creation of a Holistic plan for Social change.

Study Point A-5:
(1) explain using the MP's terminology and Principles why any Holistic plan for widespread social change must first be applied to Self, and what is involved in that process
(2) explain the crucial differences between the concepts of "group think" and "Group Wisdom" and how their differences must be managed via the Spiritual Principles of group dynamics as a Holistic plan advances.

Study Point A-6:
(1) use the figure provided of a contemporary version of Plato's Republic to explain the implications of that figure using the Principles of the MP
(2) explain why the implementation of the elements of social change implied by that figure CANNOT be advanced piecemeal, but must be advanced as a single coherent evolution of the required integrated elements of social change
(3) describe the three major elements of social power shown in the figure, and defend why they are to exist in that power relationship
(4) identify the major reasons why this model prevents the rise of a power monger pathology from reaching the governance levels of such a society.

Study Point A-7:
(1) why are the dynamics of a "Tribal Family" (multiple parents and their children under a single roof as a social micro system) as described in this applications section, inherently superior to the traditional nuclear family (two parents and their children under a single isolated roof.) Hint: review The Law of Requisite Variety or Ashby's Law (in Dialogue 4: HIP (Human Information Processing)
(2) explain as many of the multiple elements as you can, that are required to be fulfilled as a precondition for reaching a successful goal in establishing a Tribal Family
(3) identify what minimum professional services are to be incorporated within the Tribal Family, whose providers live in and are a part of such a family.

Study Point A-8:
(1) explain the function of a "Children's Village" as the core element in living a Tribal Family life style
(2) what integrated functions do the physical facilities (as shown in the four very rough sketches) serve as the home of a Children's Village

NOTE: these hand drawn sketches were created by the author in 1980 during his attempt to acquire funding for a prototype project. But the concept appeared too threatening to the capitalist entrepreneurs who evaluated it. They kept wondering how such a "socialist" concept could return the required amount of money to validate their risk. This experience serves as an example of the scale of the challenge at hand.)

(3) describe the governance and organizational structure of the Village, and show how/why it fulfills the Principles of the MP
(4) describe the processes of governance and operation within the Village and show how it fulfills the Principles of the MP
(5) describe the specific operating conditions that empowers and amplifies the Spiritual activities within the Village
(6) describe the role and function of Mediation d Conflict resolution techniques to maintain harmony and stability within the Village
(7) explain why the requirement for volunteerism within the Village, and outreach activities to the larger community, are essential conditions for insuring the long term stability and success of the Village.
(8) identify the major threat areas and conditions within the Village and show how they can be meet through application of Spiritual Principles of the MP.

Study Point A-9: explain how and why journalistic integrity must first be extracted from its current dominance by ruthless corporate power before journalism by any form of media can serve the Spiritual Principles of a new, beneficent and compassionate social order.

Study Point A-10: demonstrate your understanding of how the Principles of the MP can implement a new order of cradle to grave educational practice with the Children's Village concept, and in the dynamics of a Tribal Family lifestyle.

Study Point A-11: recall from prior elements in the Seven Dialogues of the MP, how the essential role of regulation must be implemented within the Children's Village, the Tribal Family, and within the larger society in order to follow the laws found in the science of General (Living) Systems Theory, and the metaphysics of Spiritual Consciousness.

Study Point A-12: describe how the dominance of adversarial litigation can be replaced by the application of Mediation and conflict resolution techniques as demonstrated through use of the detailed Spiritual concepts of the MP.

Study Point A-13: describe the seven level structure of a Spiritually designed and operated criminal rehabilitation system, and defend how the processes of that structure will work to fulfill the Spiritual Principles of the MP

Study Point A-14: describe how the current function of various forms of so called "entertainment" can be modified to serve within the Tribal Family, in educational and prison systems, and in other social elements of society to facilitate the expansion of human Spiritual Consciousness and NO LONGER serve the servile and disgraceful materialist functions it now revels in.

dfd

Module 11: prototype system of instruction in mediation and conflict resolution already completed~

CONFLICT RESOLUTION (CR) AND MEDIATION: A MAJOR APPLICATION

For details about this major sub project, within the MP, see the Table of Contents which is found as the left frame of the Master Mediation page. Mediation Training: is a fully self contained course which is already completed in prototype form for preparing mediators, facilitators, and others for conflict resolution using the Spiritual Principles of the MP.

dfd

LOGISTICAL DETAILS
Class schedules are keyed to Eastern Daylight/Standard Time

Equipment needed:

Broadband video ISP (e.g., cable) provider
Web Camera with audio microphone and software (Click here to see integrated camera-mic options with costs; or Google "PC microphone video camera";
Download and install Skype or ooVoo (preferred) video conferencing software FREE
Download and install Yugma for desktop sharing (required to see instructor's desktop) FREE
Workability of your equipment must be pre-tested with the project prior to your enrollment.

Presentation Protocol:

Some mimnimal homework will be required, such as advance reading of selected stories from the parables and allegory page
Use of the study guide
Participant will communicate with the Tutor and each other via ooVoo.
Instructor will present selections from the study guide and other resources by means of his PC screen which will be viewed by participants using Yugma Screen Sharing software.
Participants will offer their own examples of concerns
Interactive participation is expected throughout the course
Where conflict resolution training is relevant, participants will present examples of conflict from their own lives to be worked on using the principles of the MP.
One on one students will negotiate an agreement with the instructor

Schedule: to be negotiated and agreed on with participants. Examples:

Regular MP instruction: (begin on TBA)

Two weekends 10 hours on Sat & Sun x 2, or

One week, two four hour sessions per day, Mon - Fri; or

Fours/day/week, Mon -Fri for two weeks

One on One tutorials of the MP for Conflict Resolution or other application area to be negotiated.

Prior students who have completed 40 hours of instruction can serve as Moderators for classroom "witnesses" to subsequent training Moderators will be responsible for engaging their class by representing class questions and issues during the tutorial, and conducting after session Q&A with their class after the Master Presentation is complete. (see costs below.)

NOW ACCEPTING INQUIRIES FOR SUBSEQUENT TRAINING
Express your interest or questions to the author at harries@visi.net