Re: On the Spiritual Essence of the Catch-22 (Part I)
Posted: Wed Aug 07, 2024 12:03 am
Yes, this also reminds me of something I wanted to share with you. It is a passage from Kuhlewind's book. Perhaps you can see if it is helpful for your inner orientation and, if so, you could order a copy. Overall I found it to be one of the most clear books on cognitive phenomenology and corresponding spiritual exercises.
You will notice the similarities with what has been described as 'study-meditate' on the forum. For reference, the quote you shared from Cleric is an example of both the principle approaches described below. It uses symbols from sensory experience (exotic computer graphics) that also direct the reader's attention to explicit processes of consciousness (spatial cognition, in this case). I think that has so far proven to be the most helpful approach in our time.
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The spiritual world is in constant transformation, and, because it is the world of cognizing and not the common world of the cognized, it is also changed by every act of cognition. Cognizing, knowing, is a part of this world.
Our language is completely adapted to the transmission of information. It cannot be used directly in the description of the spiritual world. But it can be used to this end indirectly, in two different ways. On the one hand, it can be used to build up a world of symbols that refer to the spiritual world in question, just as written letters refer to their meanings. “Cow”—these three letters refer to a cow, without having the least similarity to a cow. But even a sketch of a cow is only a suggestive, transformed version of that which it “represents”: small, two-dimensional, paper and ink, and so on. For an adequate understanding, these pictures must be “read,” they must be understood “as if.” Pictures do not offer immediate access to reality, but they can kindle soul spiritual experience of reality. Still, this is not an automatic process for the man of today. He is all too likely to use such images to construct a second world of representations for which he has neither the perceptions nor the corresponding concepts necessary for a normal mental picture.
The second method of description directs the reader's attention to processes of consciousness: more exactly, to the processes of cognition. Through attention, cognitive processes become stronger and the attention itself becomes heightened. The areas of the pre- or superconscious, normally hidden from everyday consciousness, become clearer, because the upper limit at which a process enters into consciousness has been raised. And so the practitioner of these exercises enters the world of cognition—the spiritual world. Experiences in cognition give him glimpses into the quality characteristic of the higher concepts. These are to be built up intuitively so that one may be able to understand, to “translate,” the symbolic representations. This world of images, of symbols, stands in the same relation to the formation of normal concepts. (When someone's capacity for physical perception is limited, few concepts can be formed, or none at all.)
And so the two kinds of description complement one another. By studying descriptions of conscious processes that lead to inner attention, an observational power of thinking awakens, which first observes the phenomena of cognitive consciousness and then the hindrances, in consciousness, to cognition. In this activity, new corresponding concepts and ideas have to flash into awareness, just as with normal perceiving, otherwise no observation can take place. These new concepts, such as “living thinking,” in contrast to the already thought, have an inner image-nature which has nothing to do with the image-nature of sense perceptions or their accompanying representations. The more this “observational ability” is allowed to be experiential (not logical) by means of concentration, the more pictorial these concepts will be, developed as they are in pure thinking. They do not correspond to objects, but to processes.
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Study is an exercise and a training in pure thinking. It is called pure because it is free from elements of sense perception, from feelings in the usual sense, from prejudices and from associations. Today, man can use pure thinking in the areas of mathematics, logic, and geometry. Through study, he can learn to extend this capacity and apply it to the phenomena of consciousness. This means that pure thinking now includes itself in its ever more inward observation. This step, the inclusion of cognitive activity in reality, is the most important one to take in the formation of a new world picture.
It is therefore appropriate to begin one's study with a work written in terms of the processes of consciousness.* After a certain measure of progress in acquiring the capacity for inner observation, this can be accompanied by a work of the other, more pictorial kind: for instance, first The Philosophy of Freedom and then Theosophy. How one is to go about reading these texts can be suggested with an example in each case. To begin, we will consider a passage from the third chapter of The Philosophy of Freedom.
Kuhlewind, Georg. From Normal to Healthy (pp. 156-157). Lindisfarne Books. Kindle Edition.
(I will share the examples and discussion later after the above has been digested)