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Sixth Ultimate Gift: We Join The Geniuses
In the 20th century, upon entering first grade at six years of age, the remaining motivational drive still in the child was gradually destroyed. You see, the premise of 20th-century public schools was: Prepare children to effectively integrate into society. Now, imagine that the eager child would dream about growing up and becoming a famous person who did wonderful things. "I'll do great things for the world and become a millionaire!" But those dreams gradually dissipated as the child integrated into the glum state of late 20th-century society under the old code. Indeed, our 20th-century education taught the child to integrate into that deteriorating society.
In my Sixth Vision, I witnessed the premise of 21st-century schools under the new code: Prepare children to create values that many people are excited to buy. On the child's first day of school, the teacher would walk in and say, "I'm going to prepare you to produce great things for the world, and as a result you will become famous and rich!" Wow, the child sat up and took notice -- his dreams confirmed! His motivation grew with compounding momentum as he steadily gained the ability to achieve his dreams throughout his proper 21st-century education.
Looking Back
After 2001, looking back at the old code, we had little chance to become rich with a 20th-century public education. Consider the trend concerning structure, thinking, and motivation -- the three fundamentals of education according to educator Professor Leonard Peikoff -- found in public schools you grew up with:
Structure: Class discussions, free-flowing thoughts from kids and teachers, random facts about events and dates pragmatically "structured" to bring the child into "what's happening in today's social environment". The child heard all those unintegrated points (i.e., percepts), but later he forgot much of what he saw and heard in school.
Thinking: The child was not taught to integrate. He was not taught to integrate the many random percepts into common denominators -- into a few timeless, unforgettable concepts. He never knew the power of his mind to integrate random percepts into structured concepts for everlasting knowledge. Knowledge is power, but he retained little knowledge. Instead, he absorbed then forgot unintegrated, pragmatic percepts, many regarding what's germane to the politically correct times. When he graduated, his mind was quite impotent as he sank with our deteriorating society.
Motivation: He had little certainty, just a go-with-the-flow "education". The child learned to "fit in". He was trapped, at the mercy of our society, economy, national standard of living. There was nothing to be motivated over, for the child implicitly felt less and less power to rise above the bleak state of things and to advance society and make big money as an adult. Dreams became blurry and faded.
Looking Ahead
After 2001 under the new code, by comparison, dreams instead came true for 21st-century schoolchildren and for adults, too. Here was the structure, thinking, and motivation of 21st-century schools as I saw them in my Sixth Vision:
Structure: A highly ordered presentation of knowledge, via class lectures, starting with bare percepts and integrating those many percepts by common denominators into a few timeless concepts for rapid absorption and permanent retention of knowledge. Knowledge was power. Through building timeless concepts, the child retained all that he learned in school. Moreover, he observed and learned how to integrate to build, piece by piece, onto his base of concepts -- to build more and more knowledge and power throughout his life to someday "create great values for society".
Thinking: The child was taught to integrate. He discovered why his mind was infinitely superior to all other animals. He integrated knowledge through common denominators from random percepts into structured concepts. He learned to integrate a few large concepts, not memorize many specific percepts. Thus, that child retained magnitudes more knowledge through integration. The child grew competent and naturally competitive to rise above the static norm into dynamic new levels with the goal to create marketable values for society.
Motivation: The child knew with certainty that he could make a difference, for knowledge was power. The child felt certainty and power. He naturally became motivated for more, for superchild could now grow up to become superman or superwoman. The child felt like dynamite! The thrill for life, for expanding awareness and control, gained momentum. He felt more and more power to someday be used to do great things for society and make great wealth for himself -- every child's dream. Dreams became focussed and closer. The child became highly motivated.
Our Children Saved the World
Before 2001, our education did not properly teach us how to think, to think hard and integrate. Sometime after 2001, our education taught our children to think; our children's minds existed at a whole different level of expanding awareness, sort of like babies' expanding awareness and control.
Our children's rising learning curves did not slow down. With the thrill for life and expanding awareness nurtured by proper education, our children and grandchildren evolved into Neothink and soared beyond even the smartest and richest people alive today.
Tomorrow's superchild became a genius of society who, with his peers, made us all rich through brilliant technological breakthroughs that drove prices toward zero and buying power toward infinity as in the computer world. For the most part, our children and grandchildren saved the world after the collapse of the mystical ruling class.
On the Path to God-Man
Obviously, tomorrow's superchild needed a lot of knowledge. The discussion method that dominated public schools in the late 20th century vanished. The original idea behind the popular, late 20th-century student discussion method was that children taught each other in order to help develop their social and communication skills -- to better integrate into society. However, tomorrow's super children needed knowledge. Twenty-first century education used the old-fashioned lecture method in which the teacher and computer did the teaching and filled the child with knowledge.
Now, the 21st-century superchild rapidly built upon that base of knowledge as he grew up. Unlike us, he was taught to think conceptually. To perceive surroundings -- see, hear, feel, smell, taste -- was automatic and present in most animals. Man's superiority came from his ability to integrate. Tomorrow, starting as children, mankind integrated those percepts by common denominators into concepts to generate reason and success. That process was called conceptual thinking. And the human mind could build concept upon concept through integrated thinking for entire lifetimes and not ever lose a single concept! Of course, without mysticism blocking our children's integrations, integrated thinking reached out more and more widely and took the human race into its next and final evolution called God-Man.
Leaving Behind the Old Way
As researched by renown Professor Leonard Peikoff and detailed in his Philosophy of Education, public schools (and most private schools) in the latter 20th century did not teach children how to integrate the many percepts into a few simplified concepts. For example, instead of teaching children the simple concepts of phonetics (e.g., a "p" makes a "pa" sound), public schools in the late 20th century taught the look-say or whole-language method. Phonetics required understanding 44 simple concepts (i.e., sounds); look-say required memorizing how to read every single word the child ever saw (i.e., perceived) with no simplifying common denominators like phonics (i.e., no concepts).
Indeed, children in all subjects -- history, math, science, literature -- were taught impotent perceptual thinking and not potent conceptual thinking. History, for example, was taught by unintegrated specific events (i.e., by percepts) and not grouped together by common denominators into concepts. For example, the wrath of human destruction over the centuries was touched on fact by fact (i.e., percept by percept) but not grouped into the basic underlying concept of tyranny. Thus, children did not make connections of logic and, instead, lived their lives in a somewhat helpless "airhead state". They retained very little knowledge since they never learned how to integrate percepts into interlocked puzzles of logic -- the very capacity that separated man from the other animals. In short, children never learned to think. ...Was it any wonder that essentially all children, which included ourselves, grew up to a life of stagnation? Was it any wonder that career politicians ran things the way they wanted to for the entire 20th century?
After 2001, under the new code, children grew up to be brilliant with powerful motivational drives. In my Sixth Vision, I saw that they were intensely happy. For, they did not experience the tragedy of their dreams fading as we did. Moreover, as those children tomorrow grew up, they used Neothink to not only make their own dreams come true, but ours as well.
Even with an unconnected, perhaps nearly worthless flow of "knowledge" during our youths, I saw in my Sixth Vision we still grew rich after 2001 when we shed our mysticisms (our bicameral tendencies) and evolved into Neothink. Self-made millionaires before 2001 shed many of their bicameral tendencies to discover integrated thinking, the precursor to Neothink. Integrated thinking made them creative, for integrating lots of existing knowledge eventually generated new knowledge.
Imagine, for a moment, a large boulder sat near the edge of a cliff. We found the strongest man in the world and asked him to push that boulder over the cliff. He braced his shoulder against the boulder and pushed with all his might. The boulder did not even budge. Well, we could have found the next 1000 strongest men in the world, lined them up, and watched them one by one push the boulder with all their might. But the boulder would never budge. ...That was how we were taught to use our minds in school and at work -- to helplessly push our thoughts one by one against the big boulder to success. The big boulder to success would never budge.
You and I and ten average guys, however, could have all together braced our shoulders against the big boulder and, in one big heave, pushed that boulder right over the cliff. ...That's how the mysticism-free 21st-century mind worked: It continually brought many thoughts together into one powerful force to easily push over the big boulder to success. Through this powerful integrated thinking, we pushed over major money-making barriers tomorrow that even the 1000 smartest men could never move through today.
More Creative Than the Smartest People
Integrated thinking gave us more creative power than the smartest men in the world today. That was why we -- yes, humdrum people like us -- actually became creative geniuses, even with our average IQs!
Our education gave us powerless perceptual or specialized thinking that left us stranded as adults in routine-rut jobs with specialized tasks. Even if someone were very good at what he did, he was usually powerless at fulfilling his deepest dreams, perhaps like one of those world's strongest men powerless at pushing over the big boulder. Fortunately, in the Neo-Tech World of prolific information, we learned to snap thoughts together into an integrated force that easily pushed over the big boulder to major success.
When the world went Neo-Tech and limitless information bombarded us, we left behind our bicameral mentalities and evolved from mental weaklings reacting automatically to our routine ruts into mental giants integrating major success puzzles. Before 2001, the same forces that held back super entrepreneurs and super technologies held back our own creativity. You see, career politicians and regulatory bureaucrats controlled our educational system. The ordinary person graduated from our public schools with severe short circuits; he or she could not put together the connections needed to be creative. He or she, in short, could not integrate.
Going For It, Now
In trying these techniques now, I overcame many of my own short circuits. I actually knocked out of my mind the passive acceptance of becoming specialized in a routine. You can too: Imagine your most ambitious dream, and daydream about it for a few minutes. In your mind's eye, eclipse all specialization and its many obstacles that hold you down in a stagnant routine rut. See yourself leading your own way into sweeping success.
With all that you know now, that daydream strikingly demonstrates to you (as it did for me) that, under old-code dynamics, you are in a terminal rut. As simple as it may seem, that striking snapshot of your lifelong stagnation-trap can set off an act of self-preservation: as happened to me, you might automatically start seeking broader thought clusters at your work. And now, after the Six Visions, you know what to do: tie together the stagnant simple thoughts (impotent specialized thinking) into growing thought clusters (potent integrated thinking). When I did that, I went from very limited to limitless.
How to Do It -- The First Step
Let me review how I did that, starting with the first of my two steps to creativity: structuring my thoughts and my work with common denominators. In The Philosophy of Education, Professor Peikoff used the following example to explain common denominators: Consider a drunk took a stroll on the beach. He perceived many things -- the wave breaking and rumbling onto the shore then sliding back into the ocean, the pebbles rolling down the wet sand toward the sea, the fish jumping and splashing back into the water, the sea gull landing. To the drunk, like to a dog or cat, all such events were like new and unique experiences. The events seemed to come at him at random, with no structure or sense. Each event happened, then was gone. He retained no logic or memory. He did not integrate events by common denominators. For instance, he did not link together the concept that the wave broke, the pebbles rolled down, the jumping fish splashed back into the water, and the sea gull landed because of gravity. The drunk never saw that common denominator, and neither did ordinary people with a 20th-century education. That common denominator -- that concept of gravity -- would begin integrating those random events into some sort of structure, making them sensible and retainable in one's memory. But to the drunk, to the dog, to the ordinary person in the 20th century, the events made no particular sense; they just happened and were just as quickly forgotten as other events were perceived. That "drunken stupor" was not so bad when strolling along the beach; but it was tragic when strolling through one's life, one's career, one's marriage and family life.
Under the old code, more and more people lived their lives in this impotent "drunken stupor" as a result of deteriorating 20th-century education. We never stopped to realize: We comprehended only the most surface spur-of-the-moment events as they randomly came at us -- just like the drunkard, just like the dog, just like bicameral man, just like the people graduating from latter 20th-century public educational systems.
For example, to the amusement of people growing up tomorrow under the new code, the people today under the old code scheduled their work as the tasks randomly came at them instead of by common denominators -- by the mini-days (the Fourth Vision). And especially amusing to next century's business managers were how many of today's business managers structured their companies from automatic reactions and surface perceptions, not deep integrations. Many of today's managers came from a generation never taught to think conceptually. Those managers often structured their departments and jobs in a somewhat "drunken" see-react manner: the manager saw he was busy, so the manager automatically reacted by delegating responsibilities not attached to their money-making purpose (the Fourth Vision). Our money-making lives were about as directionless as the drunkard.
Worst of all, our jobs were part of that "drunken stroll" in the 20th century and became our terminal stagnation-traps. After the job revolution, all that changed. Our jobs became our transmission belts to Neothink. Until then, I decided to personally restructure my company on paper -- grouping job responsibilities by common denominators into powerful growth-oriented jobs...the mini-companies (the Fourth Vision).
How to Do It -- The Second Step
Once I did that conceptual structuring for both my schedule and job, then I moved on to the second step to creativity: forward-movement integrated thinking. Now, I could build my way to new levels, piece by piece, beam by beam, always building upon and snapping or nailing together my progress. I did this forward-movement integrated thinking through power-thinking, studying the numbers, and lifting my mind to the next level, through the Hemingway Code (the Fourth Vision). ...To become a genius of society today takes hard work. Tomorrow, it was easy, for we were loaded with motivational drives and inspired by lucrative rewards.
With my mini-days and mini-company intact, I could handle vast amounts of growth. Remember, in the Fourth Vision, I handled 22 new projects and 150 dynamic tasks in one week alone by contrast to no projects and a handful of routine tasks previously. I easily handled new projects and new money-making experiments generated by power-thinking, the guiding numbers, and my newly discovered high-powered mind. While pursuing new directions and, in doing so, integrating lots of knowledge each week, at times new knowledge sprang forth with no warning. I was beginning to experience Neothink.
Knowledge was power. But creating new knowledge was super power. The richest people in the 20th century created something new. Through forward-movement integrated thinking, they integrated lots of existing knowledge. While steadily putting together existing knowledge, they hit critical points that broke through into new knowledge. While steadily building their success puzzles piece by piece, they snapped together creative new puzzle pictures. At those times, they experienced Neothink. Tomorrow, they evolved into the Neothink mentality, all the time.
Realize, those geniuses today were not necessarily gifted with creativity. Not until they built a certain size success puzzle did they begin springing into creativity. You see, as they built their success puzzles piece by piece, they began to see "puzzle pictures" gradually forming. As they saw their puzzle pictures coming together, they broke into new knowledge by seeing how the unique picture and its missing pieces must look like. Then they began creating by completing those unique puzzle pictures.
Forming Your Bridge to Money and Power
Sometimes we perhaps wonder how a money/power giant got from point A in school to point B at the top of the world. Building success puzzles formed the bridges to money and power. To build those success puzzles, though, requires integrated thinking. Tomorrow, under the new code, that happened automatically to ordinary people. Today, under the old code, I used all the insights given to me in my Fourth and Sixth Visions.
This integrated thinking eventually enabled the entire human race to mentally cross the bridges to a whole new way of orchestrating our minds after 2001, something they called the Neothink Mentality. Neothink was so superior that its natural, competitive advantages quickly engaged people everywhere. Then, similar to the breakdown of the bicameral mind that generated the survival pressures for mankind to cross over to consciousness, the increasing breakdown of the mysticism-plagued mind, in the face of rapidly spreading Neothink, generated the survival pressures for the balance of mankind to cross over the bridges to Neothink.
Neothink came from compilations of complex concepts that, when pulled together, revealed startling, synergistic advancements of human knowledge. Let us look at a Neothink compilation of complex concepts: The mini-day, mini-company, power-thinking, replicating, tracking reports, essence meetings were each effective conceptual advancements of knowledge, discovered one by one, but not in themselves Neothink breakthroughs. However, pull the integration string and those conceptual breakthroughs interlock with synergy and suddenly become a whole new paradigm of business, as presented in the Fourth Vision. Indeed, the division-of-essence archetype will advance the entire world of business, as we know it, beyond the long-standing division-of-labor tradition. That major advancement of human knowledge could only be made through Neothink. ...Very rare today, Neothink became our normal mentality under the new code. With Neothink, ordinary people contributed hugely to mankind.
Becoming A Genius -- Summary
After 2001, under the new code, we discovered our unknown selves: our buried brilliance...our God-Man. At first, the measurement for intelligence changed from intelligence tests or IQ to the efficacy of one's integrated thinking. IQ no longer mattered (save for subnormal, mental retardation, of course). In time, the superior Neothink mentality swept across our planet. Even babies naturally went into and stayed in the Neothink mentality. The geniuses of society were the first to cross over to Neothink. Thereafter, we joined the geniuses. In exhilarating mini-companies at work instead of boring routine ruts, we became entrepreneurial geniuses and brought great things to the world.
First Feat: You Got Back Your Motivational Drive
First, you learned to conceptualize. You soon searched for common denominators around you...particularly at work. You started small with the everyday details. Conceptualizing gave them structure and made them efficient, such as the mini-day schedule (the Fourth Vision). Then you advanced to the job responsibilities and pulled them into their common denominators to form your mini-company. From that conceptual structure, you began forward-movement integrated thinking using power-thinking and the numbers as your tools, pushing ahead with the Hemingway Code to build success puzzles. As you discovered your creativity, you eventually built puzzle pictures the world had never seen. Expanding your creations and wealth, you eventually experienced a motivational drive not known since you were a toddler, replenishing your limitless potential...and happiness.
Second Feat: You Tapped Your Potential
With the return of your motivational drive, your potential soared and so did your mental and physical energy. You jumped into the Hemingway Code of the mind. With your motivational drive back, you thought a lot again about ambitious dreams, like you used to in your youth. But you were no daydreamer -- you were a dream doer. You used those daydreams during this transition into the new code of living to vividly contrast your new potential versus your old hopelessness. That self-demonstration of your new potential stimulated your motivation even further into permanently making the "jump" into 21st-century integrated thinking. Once you did, surpassing your best dreams became natural and fun. You finally lived the way man was supposed to live. Highly motivated and making more and more conceptual advancements, you learned how to pull the integration string. Pulling together your conceptual advancements into one interlocked, synergistic advancement of human knowledge, you enthusiastically experienced Neothink. Soon you would cross over to the Neothink mentality and regularly put together those synergistic advancements of human knowledge in your line of work or interests. Of course, you were greatly rewarded with prestige, wealth, happiness, and love. ...Sometime after 2001, putting together synergistic advancements of human knowledge became the norm for everyone as mankind completed his final evolutionary jump...into God-Man. The resulting Neo-Tech World was beyond any possible conception by today's standards. Let us just say, despite what some critics might say, the Six Ultimate Gifts described in this book are not simplistic, optimistic projections; they are understatements. ...Our Neo-Tech World awaits us at the end of the long road of mysticism on Earth.
* * * *
This ends my Six Visions describing our approaching Neo-Tech World. At this point, my head had collapsed onto my desk, filled with euphoria. In recapping the Six Visions:
The first Five Visions showed me five exciting revolutions to occur sometime after 2001. They are: the political revolution, the great Technological Revolution, the medical revolution, the job revolution, the love revolution. Those five peaceful revolutions will occur because of our evolution into God-Man. The Sixth Vision let me look more closely at the workings of the mind during our final evolution into the Neothink mentality.
Now, we move on to our greatest achievement to happen upon evolving into God-Man, next.
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