Best writers. Best papers. Let professionals take care of your academic papers

Order a similar paper and get 15% discount on your first order with us
Use the following coupon "FIRST15"
ORDER NOW

146 MAHARISHI INTERNATIONALUNIVERSITY Science of Creative Intelligence Syllabus FOR 500BC & 500D – unicorp essays

[ad_1]

146
MAHARISHI
INTERNATIONALUNIVERSITY
Science of Creative Intelligence
Syllabus
FOR 500BC & 500D
January 2021
Joseph Boxerman, DWP, DMVA, MBA
Phone: 641-451-5000
E-mail: JBoxerman@miu.edu
Vikram Gulati
VGulati@miu.edu
MAHARISHI
INTERNATIONALUNIVERSITY
Science of Creative Intelligence
Syllabus
FOR 500BC & 500D
January 2021
Joseph Boxerman, DWP, DMVA, MBA
Phone: 641-451-5000
E-mail: JBoxerman@miu.edu
Vikram Gulati
VGulati@miu.edu
Maharishi International University is an Equal Opportunity Institution.
© 2020 Maharishi International University
®Transcendental Meditation, TM, TM-Sidhi, Science of Creative Intelligence, Maharishi Transcendental Meditation, Maharishi TM-Sidhi, Maharishi Science of Creative Intelligence, Maharishi Vedic Science, Vedic Science, Global Country of World Peace, Maharishi Vedic Science and Technology, Consciousness-Based, Maharishi International University, and Maharishi University of Management are registered or common law trademarks licensed to Maharishi Foundation USA and used under sublicense or with permission
SCI Syllabus
Eight-week Format for Management DE Programs
Table of Contents
Section Page
Course Information 4
List of Lessons 9
Course Vocabulary 10
SCI Lessons 1-33 11
The Science of Creative Intelligence Course
Eight-Week Format for Management DE Students at
Maharishi International University
“The main theme of SCI is that there exists a source from which Creative Intelligence springs and a goal toward which it progresses as the process of evolution unfolds. This source and this goal are identical and can be identified as the innermost area of one’s life, as the source of the thinking process: the self-referral consciousness of everyone, the field of pure Creative Intelligence.”
-Maharishi
The Science of Creative Intelligence (SCI) is the systematic study, experience, and development of the full range of life—both individual and cosmic. Maharishi Mahesh Yogi, the founder of Maharishi International University, presents in this course the universal principles that are responsible for the creation, maintenance, and evolution of the individual, society, and the cosmos. Maharishi uses analogies and effective repetition in these comprehensive lectures to enable students to understand and integrate the principles of consciousness and intelligence underlying all creation.
SCI also provides, through its practical technologies—the Transcendental Meditation® program and later, the TM-Sidhi® program—the direct experience and development of pure consciousness, the pure field of Creative Intelligence that allows every individual to become invincible by maximizing his or her full brain potential and experiencing the fullness of life.
These two aspects together—understanding and experience—are necessary to produce both full knowledge and spontaneous full development of creative intelligence. Through SCI, Maharishi offers the supreme knowledge and experience that is capable of creating an ideal individual and an ideal world.
Joseph Boxerman
DWP, DMVA, MBA
Phone: 641-451-5000
JBoxerman@miu.edu
Joseph Boxerman
DWP, DMVA, MBA
Phone: 641-451-5000
JBoxerman@miu.edu
Faculty Information
Vikram Gulati
VGulati@miu.edu
Vikram Gulati
VGulati@miu.edu
Course Goals
Through the Science of Creative Intelligence, Maharishi International University gives every student both experience and understanding of the field of intelligence itself and thereby provides complete knowledge of the knower. Since all fields of knowledge are expressions of intelligence and are structured in consciousness, this course provides each student with the common basis for all disciplines, which is the experience and understanding of consciousness itself, and thereby establishes in each student’s awareness the source, course, and goal of all knowledge and success in life.
Course Objectives, Activities and Assessments
This is what you’ll
learn to do*
This is how you’ll learn it
This is how you’ll demonstrate you’ve learned it
Maximize your personal growth and development of creative intelligence with less stress. (1)
By practicing the Transcendental Meditation technique and, when applicable, the TM-Sidhi program regularly in class and on your own.
Your personal assessment of growth and accomplishment that has taken place during and after the course. A daily log will help you keep track.
Gain a clear intellectual understanding of the basic principles of SCI. (2)
By watching Maharishi videos, participating in class discussion and doing homework for each SCI Lesson.
Professor feedback on your participation in active learning sessions in class and SCI Lesson homework assignments.
Develop the ability to speak and write about the fundamental principles of SCI. (2, 4)
By participating in class discussion and doing SCI Lesson homework.
Your performance on homework assignments –
on readings; on videos; and on the oral and written exams at the end of the course.
Understand the role of SCI as an interdisciplinary framework for recognizing universal principles present in all disciplines. (2)
By applying the knowledge gained in class to different areas of life (e.g. business, computer science, art, education, etc.).
Your construction of a Unified Field Chart and accompanying explanation of its structure and progressive development.
Develop communication and leadership skills. (4, 6)
By leading discussion sessions within the course.
Professor feedback and your own assessment.
*The numbers in parentheses refer to the M.I.U. Essential Learning Outcomes that are best supported by this course objective; they appear in boldface in the list below:
Holistic development of consciousness and health
Consciousness-based understanding (knowledge)
Creative and critical thinking
Communication
Scientific and quantitative reasoning
Collaboration and leadership
Sustainable local and global citizenship
How to Gain Maximum From Each SCI Class
and Therefore From the Whole Course
The main goal of the Science of Creative Intelligence course is full development of consciousness for the purpose of living fulfillment in life. During this course, knowledge and experience complement each other—both are needed for the complete development of consciousness. Maharishi videos, class exercises, and SCI lesson homework are only part of the course. The other part is the twice-daily group practice of the Transcendental Meditation technique and, when applicable, the TM-Sidhi program, which open one’s awareness to the experience of the pure field of Creative Intelligence.
During each class session we will watch a video lecture given by Maharishi and then study, integrate, and express the knowledge gained through various learning activities. Each class is a time to easily and comfortably absorb the knowledge that Maharishi is presenting. In class, students are encouraged to ask any questions they may have that are related to the content of Maharishi’s lectures. Any questions not directly related to the video content may be addressed to teachers via e-mail after class. The faculty are always happy to have students discuss questions and thoughts concerning the Science of Creative Intelligence.
Evaluation Procedures
A letter grade is given at the end of the course. The following criteria will be taken into account in determining the grade for the course:
• Class & Homework Schedule
Classes are Tuesday & Thursday evenings 7:00 to 8:30 PM US Central Standard Time; and Saturday mornings 10:30 AM to 12:00 Noon and then 1:30 PM to 3 PM Central Standard Time. There will be a minimum of homework, at most 2 hours homework per week.
• Attendance and Participation
Attendance at all classes synchronously is required because all elements of class—lectures, questions and answers, discussions, group work and student presentations—contribute to the learning process. Absences are excused only if students are sick in bed or have a family emergency – then you will view that lesson asynchronously before the next lesson. If you miss more than one session of each two-week segment, you may not be eligible to receive credit for the course. If you must miss a class, please call or email your professor. Simply not attending a session is unprofessional and discourteous and will be considered an unexcused absence. The University does not recognize personal days. If you have personal business, the appointment should be scheduled outside of class.
Punctuality for all class sessions is expected just as it is in the professional world.
A high value is placed on students being on-line promptly before each class begins.
Lateness disrupts the learning environment. Well begun is half done.
The way we dress has an effect on our self and everyone around us. We expect graduate students to wear neat, clean clothing appropriate for academic study.
• Computers and Cell Phones
Please turn off all cell phones at the start of class so you will not inadvertently interrupt a lecture or class discussion. Evidence from a variety of studies indicates that by multitasking, you compromise your efforts to learn. Furthermore, carrying on extended texting conversations in class is discourteous to your professor and distracting to your classmates. Your professor will discuss situations when the classroom use of computers is encouraged.
• Academic honesty – Correctly Citing Source Material & Avoiding Plagiarism
Personal integrity, honesty, and honor are essential qualities of a capable student and a developing leader. The University has established an Academic Honor Code that sets forth the standards of academic honesty and personal integrity expected of all students for all writing assignments and exams. Abiding by the Academic Honor Code will help you avoid academic dishonesty and plagiarism. Academic dishonesty includes a range of unethical behaviors undertaken to deceive anyone who may be evaluating your work for meeting course and/or degree requirements, such as cheating on an exam. Plagiarism means submitting or presenting someone else’s work as if it were your own—without citations, quotation marks, or acknowledgment. Examples include copying text and/or graphics from online sources without attribution, copying a friend’s paper, or purchasing an essay for submission.  
Academic dishonesty and plagiarism are serious academic offenses. Here at M.I.U., you will get an NC on any homework that you have plagiarized. Additional penalties for plagiarism could include an NC in the course, academic probation, or suspension from the University for up to two full semesters, depending on the seriousness and intentionality of the violation (see pp. 391–395 in the 2021 University Catalog). For help in avoiding plagiarism, refer to http://plagiarism.org. Additional information is in the Student Handbook at http://www.miu.edu/handbook. If you are feeling pressured by assignment deadlines, don’t risk everything by resorting to plagiarism. Come and talk with your professor instead.
• Homework
Your professor will assign homework for each SCI lesson. To make it easier to assess your homework, to give you the chance to edit and rewrite your homework, and so that you have a copy of your homework, you are asked to write your homework on a computer. Please enter your homework into the Canvas Learning Management System by 7:00 pm before weeknight classes; and by 9:30 am for Saturday classes. Except in cases of illness or family emergency, late homework will not receive credit. The grading rubric for written assignments is:
A
The answer accurately expresses in your own words the information from the lecture, discussion or reading, and in addition, demonstrates insightful analysis, synthesis and evaluation of the material.
B
The answer accurately and fully expresses in your own words the information from the lecture, discussion or reading.
C
The answer partially presents the information from the lecture, discussion or reading.
Your professor will respond to the written homework by identifying points that are clear and well expressed as well as by identifying areas for improvement. Students must make sure to understand these comments so that subsequent homework assignments will reflect continued growth in understanding.
• Oral and Written Final Examination
The final oral and written exams will be given at the end of the eight-week course;
that is after the full 33 lessons of SCI.
• Video Makeup
Videos that have been completely missed – or when you have missed more than 10 minutes – must be made up. They may be viewed online by accessing that SCI lesson on our course Canvas site. All lessons should be made up within two class days of the missed lesson in order to maintain the continuity of the course.
• TM Retreat / World Peace Assembly
During our earlier courses a TM Retreat (for meditators) or a World Peace Assembly (for sidhas) was given sometime during the MBA program to deepen knowledge and experience. Your professor will explain the structure of these special sessions. Full participation in the TM Retreat or WPA is required for successful completion of your MBA.
• Weighted Components of the Course
Online Class Participation 70 %
Oral readings by Students:
Wholeness of the Lecture
Main Points for Lesson
Word Power for Lesson
***Viewing of SCI Lesson for that Class***
Short Summary of Lesson
Writings by Students [may be during Class or as part of Homework]:
Study Questions for Lesson
Think and Draw for lesson
Homework for each SCI Lesson 30%
Viewing, Reading, and Writing as needed:
Study Questions for Lesson [if not completed during class]
Think and Draw for lesson [if not completed during class]
Main Points from Viewing Additional Videos
Main Points from Additional Readings
Oral Final Exam [given during last course segment only]
Written Final Exam [given during last course segment only]
The 33 Lessons of the Science of Creative Intelligence
Lesson 1: Experience, the Practical Basis of the Science of Creative Intelligence
Lesson 2: A Vision of Possibilities Through the Practice of SCI
Lesson 3: Preparing to Learn the Practice
Lesson 4: Knowledge of Creative Intelligence Through Personal Experience
Lesson 5: The Qualities of Creative Intelligence
Lesson 6: Introduction to the Science of Creative Intelligence
Lesson 7: The Range of Creative Intelligence
Lesson 8: Creative Intelligence and Consciousness
Lesson 9: Creative Intelligence is the Basis of All Knowledge
Lesson 10: Application of Creative Intelligence to Individual Life
Lesson 11: Application of Creative Intelligence to Society
Lesson 12: A Vision of Possibilities through the Science of Creative Intelligence
Lesson 13: Principles that Promote the Experience of the Pure Nature of Creative Intelligence
Lesson 14: Principles that Promote the Experience of the Pure Nature of Creative Intelligence Verified by the Laws of Nature as Discovered by Physics
Lesson 15: Principles that Promote the Experience of the Pure Nature of Creative Intelligence Verified by the Laws of Nature as Discovered by Biology
Lesson 16: Principles that Promote the Development of Creative Intelligence
Lesson 17: The Science of Creative Intelligence and Scientific Research
Lesson 18: A Consideration of Other Systems for the Development of Life
Lesson 19: The Nature of the Mind as Revealed by the Practice of SCI
Lesson 20: SCI: Evolution and the Environment
Lesson 21: SCI and the Solution to All Problems
Lesson 22: SCI and the Fourth State of Consciousness
Lesson 23: The Seven States of Consciousness
Lesson 24: SCI and the Means of Gaining Knowledge
Lesson 25: SCI and Speech
Lesson 26: SCI and the Ideal of Education
Lesson 27: SCI: the Artist and the Scientist
Lesson 28: SCI and Interdisciplinary Studies
Lesson 29: SCI and the Horizontal and Vertical Approaches to Knowledge
Lesson 30: SCI and the Role of the Teacher
Lesson 31: SCI, MIU, and the Study of Intelligence
Lesson 32: SCI as Supreme Knowledge
Lesson 33: SCI and the Fulfillment of Life Generation After Generation
Science of Creative Intelligence
Course Vocabulary
Each lesson will have a section called Word Power, which defines words in the lesson that may be unfamiliar (particularly to our many international students). Look for it at the end of the Main Points. Below is a general vocabulary list of words used repeatedly in the course that may also be unfamiliar.
absolute (adj): complete, unqualified, unchanging
The Absolute (n): the unchanging world of pure Being, existence
alert (adj): observant, attentive
analogy (n): comparison between two things not completely alike but revealing of the other
awareness (n): wakefulness, responsiveness, consciousness
boundaries (n): limits, restrictions, borders
consciousness (n): awareness, perception
The phrase state of consciousness suggests levels of awareness.
diversity (n): variety, assortment, range, mixture
dynamic (adj): active, lively, energetic
evolution (n): growth, progression, development
existence (n): being, life
field (n): subject collection, for example, field of knowledge
fulfillment (n): completion, accomplishment, realization
manifest (adj): existing, apparent, evident
unmanifest (adj): not in existence, not apparent, not observable
mechanics (n): the way something works
physiology (n): the physical body, including processes and structure; for example: breathing is a process, the respiratory system is its related structure
psychology (n): the study of mind and behavior
relative (adj): being dependent on or related to something else
The Relative (n); the world of change
restful (adj): relaxing
spontaneous (adj): produced freely or naturally
systematic (adj): orderly, logical, methodical
unbounded (adj): limitless, absolute
unity (n): harmony, accord, everything connected to everything else
The term Unity Consciousness refers to a state of supreme knowledge where the experiencer and the object of experience have both been brought to the same level of infinite value, effectively bridging the gap between the knower and the object of knowing
universe (n): the cosmos, the world, life on earth, the planets, the stars, everything
Science of Creative Intelligence
Lesson 1
EXPERIENCE, THE PRACTICAL BASIS OF
THE SCIENCE OF CREATIVE INTELLIGENCE
Wholeness of the Lecture: The Science of Creative Intelligence offers direct experience of creative intelligence twice daily through the Transcendental Meditation program and intellectual understanding of the nature of creative intelligence, leading to fulfillment in life.
Main Points for Lesson 1
The nature of life is to progress, evolve, and grow toward fulfillment.
A desire for more in life is natural, and the failure to fulfill our desires comes from our inability to use the full capacity of the mind.
To use the full capacity of our mind and be more creative day by day, we must draw on the reservoir of creative intelligence located at the source of thought.
Rest and activity are the steps of progress. The experience of creative intelligence, obtained through the twice-daily practice of the Transcendental Meditation technique, provides deep rest, which is the basis of activity.
Scientific research has validated the benefits of the practice of the Transcendental Meditation technique.
Like all sciences, the Science of Creative Intelligence has two aspects: practical and theoretical—first we gain direct experience of creative intelligence through the practice of the Transcendental Meditation technique, and then we verify that experience through an intellectual understanding of creative intelligence
Word Power for Lesson 1
appetite (n): desire for, hunger
bliss (n): happiness
basis (n): foundation or source
capacity (n): ability
comprehensive (adj): complete, all-inclusive
consciousness (n): awareness, intelligence
creation (n): invention, formation, nature
demoralize (v): discourage
desire (v): to wish, to want
fatigue (n): tiredness
field (n): collective information about a subject
formula (n): method or rule for doing something
hamper (v): keep from doing
infinity (n): time and space without end
infused (adj): filled with
obsolete (adj): out of date
phase (n): stage of activity
psychological (adj): having to do with the mind
physiological (adj): having to do with the body
quest (n): search
reservoir (n): natural or artificial large hole in the ground for storing water for a city, an extra supply or reserve
struggle (v): fight or have difficulty with something
tendency (n): the way that someone or something acts, inclination
Short Summary of Lesson 1
Creation is the play and display of creative intelligence.
Progress, evolution, and growth are the nature of life.
The play of creative intelligence is in the direction of more and more, in the direction of greater happiness, greater knowledge, greater achievement, more fulfillment.
Life desires to be lived in a state of fulfillment, so having desires is not an obstacle to progress; it is the inability to fulfill desires that obstructs progress and creates suffering.
This incapacity of the mind to accomplish one’s aspirations results from the inability to use the full value of the mind.
Making full use of creative intelligence amounts to using the full potential of the mind.
When we examine thoughts arising in the mind, we find the center of creative intelligence is located within us at the source of thought.
To make full use of creative intelligence, we must know through direct experience and intellectual understanding the nature of the source of thought, that pure field of creative intelligence.
The Transcendental Meditation® technique, which opens our awareness to the pure field of creative intelligence, is a natural procedure because it allows a person to progress through the steps of rest and activity.
Rest is the basis of activity. Deeper rest is the basis of more dynamic, more fulfilling activity. The practice that unfolds the pure field of creative intelligence at the source of thought to our consciousness awareness produces this deep rest.
The physiological, psychological, and sociological benefits brought about through practice of the Transcendental Meditation technique have been scientifically verified.
The Science of Creative Intelligence has two aspects: first, practical—to gain the direct experience of creative intelligence through the practice of the Transcendental Meditation technique, and then theoretical—to verify that experience by intellectual understanding.
The fulfillment of our study of Creative Intelligence will be achieved when the direct experience of creative intelligence is gained and all intellectual inquiry about it is satisfied.
Study Questions for Lesson 1
1. What is the nature of life?
2. In what state should life be lived?
3. Why do we study the Science of Creative Intelligence?
4. Why is life sometimes experienced as a struggle?
5. What is the role of desires on the way to fulfillment?
Homework for Lesson 1
With your new colored pens/markers or other art supplies create an 8 ½” x 11” illustration of the steps of progress that Maharishi talks about in this tape. Think about how he explains progress, using the example of steps. Write one sentence that explains your picture.
Lesson 1
Think and Draw
Science of Creative Intelligence
Lesson 2
A VISION OF POSSIBILITIES THROUGH THE PRACTICE OF SCI
Wholeness of the Lecture: Through the practice of the Transcendental Meditation technique, an individual experiences the source of thought and obtains the deep rest needed to develop the full potential of mind and body, leading to more rewarding and harmonious behavior in all areas of life, establishing the basis for permanent world peace.
Main Points for Lesson 2
As a result of deep rest obtained through practice of the Transcendental Meditation technique, stresses are released, resulting in unfoldment of the full potential of the mind and body.
During practice of the Transcendental Meditation technique, the mind experiences finer and finer levels of thought, arriving at the source of thought and coming out more energetic and intelligent, creating the basis for more efficient and rewarding action and more ideal behavior.
Development of the full potential of mind and body for every individual results in more harmonious behavior and thus is the basis for harmony in society and peace in the world, so we see that individual peace is the unit of world peace.
The Science of Creative Intelligence has seven goals:
to develop the full potential of the individual;
to enhance governmental achievements everywhere;
to achieve the highest goals of education;
to root out the problems of crime, drug abuse, and all behavior and thinking that brings unhappiness to the family of man;
to maximize the intelligent use of the environment;
to achieve the economic goals of individuals and society;
to achieve the spiritual goals of mankind in this generation.
Achieving the goals of the Science of Creative Intelligence requires seven steps:
1) Introductory Lecture: Understanding the benefits of the Transcendental Meditation program for the individual and society.
2) Preparatory Lecture: Gaining an intellectual understanding of the Transcendental Meditation practice.
3) Private interview with the teacher.
4) Personal instruction from the teacher.
5), 6), & 7) Verification and validations of one’s experiences so experience and intellectual understanding grow simultaneously.
Word Power for Lesson 2
clarity (n): clearness
environment (n): surroundings or location
harmony (n): in accord or agreement
phenomenon (n) something that exists or happens
psychosomatic (adj): the effect of emotional states upon the body
simultaneous (adj): happening at the same time
Short Summary of Lesson 2
During the practice of the Transcendental Meditation® technique, mental activity becomes refined, physical activity becomes refined, with the result that the metabolic rate becomes less, and the body gains deep rest.
This deep rest results in the release of stress, making the nervous system function more normally, developing mental awareness, and eliminating psychosomatic diseases
This practice opens our awareness to the pure field of energy and intelligence.
A thought is an impulse of energy and intelligence. Due to energy, a thought moves, and due to intelligence it takes a direction.
The source of thought from which innumerable thoughts arise must necessarily, therefore, be an inexhaustible reservoir of energy and intelligence.
This experience of the source of thought during the practice of the Transcendental Meditation® technique is verified when the mind experiences finer states of thought, arrives at the source of thought, and emerges more energetic and intelligent.
Scientific research verifies that the mind becomes clearer and more alert, leading to more efficient and rewarding action, and that behavior becomes more harmonious.
This possibility of unfolding full value of creative intelligence, having a state of relaxed mind and body, plus the possibility of increasing ideal social behavior opens a new horizon for life that can be achieved through the practical aspect of the Science of Creative Intelligence—the practice of Transcendental Meditation technique.
Practice of the Transcendental Meditation® technique, based on the natural movement of the mind toward greater happiness, results in development of full potential of the individual along with better appreciation of the environment and social behavior, thus giving rise to full development of every society and nation, establishing a permanent basis for harmony and peace in the world.
The approach is individual. Individual peace is the unit of world peace.
The Science of Creative Intelligence has seven goals: to develop the full potential of the individual; to enhance governmental achievements everywhere; to achieve the highest goal of education; to root out the problems of crime, drug abuse, and all behavior and thinking that brings unhappiness to the family of man; to maximize the intelligent use of the environment; to achieve economic goals of the individuals and society; to achieve the spiritual goals of mankind in this generation.
This vision can be accomplished now—in this scientific age—because the practice of the Transcendental Meditation® program is such a natural practice. To accomplish this vision, only one thing is necessary: teachers of SCI must be found everywhere.
Achieving the goals of the Science of Creative Intelligence requires seven steps: (1): understanding that every individual and the world as a whole can function with full potential; (2): gaining an intellectual understanding of the practice of the Transcendental Meditation technique through the preparatory lecture; (3): having a private interview with the teacher; (4): receiving personal instruction from the teacher and practicing what one learns; and (5), (6), & (7): verification and validation of one’s experiences so that experience and intellectual understanding can grow simultaneously.
Sufficient time must be allowed for these seven steps because they provide enough experience and understanding to feel that the unfoldment of creative intelligence is a natural process.
One must allow this natural process to happen in both mind and body if the vision of possibilities for the individual and the world is to become a living reality.
Study Questions for Lesson 2
1. What is the main idea or wholeness of this lesson?
2. What happens to body and mind during the practice of the Transcendental Meditation technique?
3. What are the results of deep rest during the practice of the Transcendental Meditation technique?
4. Why is a thought an impulse of energy and intelligence?
5. Why is the source of thought an inexhaustible reservoir of energy and intelligence?
6. Which personal experience of the Transcendental Meditation technique verifies that the source of thought is a reservoir of energy and intelligence?
7. What is the effect of increasing energy and intelligence on thought, action, and behavior?
Extra questions if time allows:
8. What is necessary for developing the full potential of every nation?
9. What is unique about Maharishi’s method for establishing a permanent state of peace in the world?
10. Explain the importance of the three days of validation and verification of experience after personal instruction.
Why is a vision of possibilities important as the first step of learning the Transcendental Meditation technique?
Homework for Lesson 2
Based on today’s tape, design a poster (written/illustrated) presenting one of the seven objectives of SCI that appeals to you. Think about the steps an individual would take to achieve this goal.
Lesson 2
Think and Draw
Science of Creative Intelligence
Lesson 3
PREPARING TO LEARN THE PRACTICE
Wholeness of the Lecture: Learning the effortless practice of the Transcendental Meditation program includes learning a sound with life-supporting effects and learning the technique to refine that sound beyond the thinking level; this knowledge is given following a short ceremony thanking the Vedic tradition of masters who handed down this knowledge.
Main Points for Lesson 3
The first step of learning the Transcendental Meditation technique is to gain knowledge of the benefits of the practice. The second step is to gain knowledge of the nature of the practice.
In the practice of the Transcendental Meditation technique the mind settles down to a state of no activity—a state of pure awareness, of bliss, leaving the mind ready to plunge into dynamic activity.
To learn the practice of the Transcendental Meditation technique, one learns two things: a specially selected sound having life-supporting effects and the technique to refine that sound beyond the thinking level.
This knowledge is always taught beginning with a short ceremony of thanksgiving to Guru Dev from whom we have this meditation. This step helps ensure the purity and effectiveness of the teaching.
Personal instruction is followed by three meetings for verification and validation of experiences: first day: experience and correctness of practice; second day: mechanics of the practice and how stress is released; third day: the philosophy of life and how consciousness evolves through regular practice of the Transcendental Meditation program.
Word Power for Lesson 3
arrow (n): a long, stick with a feather at one end and a sharp point at the other (shot from a bow)
bow (n): weapon made of curved wood and tight string for shooting arrows
contemplation (n): consideration, deliberation
inherent (adj): forming an essential (necessary) element or quality of something
pond (n): small body of water
validate (v): to confirm that something is true
Short Summary of Lesson 3
The first step of learning the practice involves knowledge: the nature of life is to grow, and progress is based on rest and activity; deep rest obtained through Transcendental Meditation results in enlivenment and dynamism, as verified by scientific research; the unfoldment of individuals’ full potential results in the whole world living the best life has to offer—all achieved by having sufficient teachers of SCI.
The second step involves knowledge of the nature of the practice to prepare us to learn the practice.
During the practice of the Transcendental Meditation technique, the mind spontaneously and effortlessly settles down to a state of no activity as the conscious mind gains the state of pure awareness—pure bliss.
The process is spontaneous because the ability to rest is inherent in the ability to act.
The settling down of the mind to a state of bliss is a natural procedure because the mind naturally moves towards greater happiness.
As long as the mind is active, it is within boundaries; when it transcends boundaries and activity, it gains pure inner awareness or unboundedness.
In the state of unbounded awareness, the mind is restfully alert and the full potential of the mind is unfolded to our awareness.
This state of restful alertness, verified by scientific research, is like an arrow drawn back on its bow—a state of maximum potential dynamism with the mind ready to plunge into dynamic activity.
The Transcendental Meditation® technique is unlike concentration (which involves effort) or contemplation (which is concerned with meaning), both of which are horizontal activities; rather, Transcendental Meditation is a vertical process, like diving to the depths of a pond.
As mental activity becomes less, the mind becomes increasingly refined, and when activity becomes least, the conscious mind transcends the finest activity and gains unbounded awareness.
In the Transcendental Meditation program, the teacher selects for every individual a special sound that allows the mind to arrive at the source of thought.
The knowledge of these sounds (which impulse is life-supporting) was passed down to Maharishi by his teacher Guru Dev from the Vedic tradition, a tradition of Masters as old as knowledge, as old as creation.
When a thought becomes more refined, it becomes much more powerful; physics tells us that progressively finer levels in creation have progressively more potential. Consequently, the sound must be precisely selected for each individual.
Thus, learning the Transcendental Meditation® technique means learning a proper sound and learning the technique of reducing the sound below the surface thinking level.
During instruction of the Transcendental Meditation® technique, every teacher is trained in the name of the Vedic tradition of Masters to give this knowledge in its purity so that it remains most effective. Thus, instruction begins with a short ceremony of thanksgiving to the Masters.
From the first sitting to meditate, one begins to feel some benefit—some relaxation and relief from tiredness, worry, stress, and strain.
Three days of verification and validation follow personal instruction: first day—experience and correctness of practice; second day—the mechanics of the practice and how stress is released; third day—the whole philosophy of life and how consciousness evolves through regular practice of the Transcendental Meditation® technique.
Study Questions for Lesson 3
1. What is the main idea or wholeness of this lesson?
2. How does Maharishi describe the practice of the Transcendental Meditation technique in this lesson?
3. Describe Maharishi’s analogy of running, walking, and standing still, and explain the principle Maharishi illustrates with this analogy.
4. What motivates the mind to move towards bliss and unbounded awareness?
5. Describe Maharishi’s bow and arrow analogy and the principle it illustrates.
6. How does Maharishi’s pond analogy illustrate that the practice of the Transcendental Meditation technique is unlike concentration and contemplation?
Homework for Lesson 3
Write a short letter (2 paragraphs) to a friend, explaining why the Transcendental Meditation technique is effortless. You may refer to your own experiences in meditation if you wish.
Lesson 3
Think and Draw
Science of Creative Intelligence
Lesson 4
KNOWLEDGE OF CREATIVE INTELLIGENCE
THROUGH PERSONAL EXPERIENCE
Wholeness of the Lecture: Creative intelligence is manifest and unmanifest, integrative and progressive, and can be observed functioning at every level of creation. It can be experienced directly during the Transcendental Meditation program, the regular practice of which results in fulfillment, living life at a universal, cosmic level.
Main Points for Lesson 4
The existence of creative intelligence is confirmed through our direct experience of transcendental awareness and through our observation of intelligence functioning at every level of creation.
The inward stroke of meditation reveals the unmanifest nature of creative intelligence while the outward stroke expresses its manifest dynamic nature.
Creative intelligence is integrative because it integrates the experience of restful alertness in mind and body simultaneously. It is progressive because the result of integrating the mind and body in this way is evolution.
The progressive and integrative nature of creative intelligence means individual life can evolve through regular practice of the Transcendental Meditation technique to gain a universal, cosmic value.
Word Power for Lesson 4
cosmic (adj): relating to the whole universe
cumulative (adj): increasing, continues to grow, collective
fundamental (adj): basic
galaxy (n): group of stars in the universe
hypothesis (n): in scientific research, a specific testable prediction from the researcher
impetus (n): motivation, momentum
integrate (v): mix, put together
manifest (adj): existing, apparent, evident
unmanifest (adj.): not in existence, not apparent, not observable
postulate (v): assume, guess, propose
progressive (adj); favoring or promoting growth
Short Summary for Lesson 4
Physics describes the building blocks of creation, from molecules, to atoms, to electrons, to finer particles. Our own personal observation of the phenomenal world, from animals, to people, to galaxies also reveals the growth and progression of creation. Together, these lead us to postulate the existence of intelligence functioning at every level of creation.
During the practice of the Transcendental Meditation® technique, one has the direct experience of creative intelligence as transcendental awareness, and greater creativity in life is the result.
Through intellectual analysis and personal experience, we can, therefore, establish that creative intelligence underlies all existence, progress, and all phenomena.
As the mind progresses toward the experience of the pure nature of creative intelligence, some refreshment, restfulness, and enlivenment are felt, and afterwards, we are more creative, fresher, and more dynamic.
The inward stroke of meditation reveals the unmanifest nature of creative intelligence when the mind and body experience a state of restful alertness, like an arrow drawn back on the bow.
The outward stroke of meditation reveals the manifest, active nature of creative intelligence, the dynamic, energetic, expressed quality as we plunge into the field of action, like an arrow as it is released.
During the practice of the Transcendental Meditation® technique, we experience an alert state of mind simultaneously with a restful state of body, as verified by physiological and psychological research.
8. We see by our own experience that creative intelligence is integrative: we experience how both the unmanifest and expressed values of creative intelligence result in smooth functioning of mind and body simultaneously, and we also experience creative intelligence promoting release of stress, so the mind expands and gains unbounded awareness. Thus, creative intelligence functions in all phases of life at the same time.
Creative intelligence is also progressive because the purpose of integrating the mind and body is to evolve.
The progressive value of creative intelligence within us and the progressive value outside of us in creation can be viewed as linked together, which means that individual life can evolve to gain a universal, cosmic value, brought about by the cumulative effect of the regular practice of the Transcendental Meditation® technique.
From our own experience, we see that creative intelligence exists; has its own nature, both unmanifest and manifest; has its own values, integrative, progressive, and many others.
From our own experience, we know that the direct experience of creative intelligence, also called pure consciousness, pure awareness, pure intelligence, and the home of all knowledge, results in smooth functioning of mind and body, good health, clear thinking, more creativity, and harmonious behavior.
Experiencing creative intelligence, the basis of all knowledge, during practice of the Transcendental Meditation® technique leads us to a life enriched in all its values and brings us to the goal of life, which is infinite achievement and fulfillment.
Study Questions for Lesson 4
1. What is the main idea or wholeness of this lesson?
2. What observations about creation prove that creative intelligence exists?
3. What experiences during and after practicing the Transcendental Meditation technique confirm that creative intelligence exists?
4. How does Maharishi describe the relationship between creative intelligence and all progress and evolution in creation?
5. What is Maharishi’s ocean breeze analogy and how does it describe experience during the practice of the Transcendental Meditation technique.
Describe Maharishi’s bow and arrow analogy and the two aspects of the nature of creative intelligence that it illustrates.
7. How does the state of restful alertness in mind and body reveal the integrative quality of creative intelligence?
Homework for Lesson 4
Contrast the restful alertness experienced during the practice of the Transcendental Meditation technique with the rest experienced in sleep in one or two paragraphs.
Lesson 4
Think and Draw
Science of Creative Intelligence
Lesson 5
QUALITIES OF CREATIVE INTELLIGENCE
Wholeness of the Lecture: Creative intelligence is unbounded at the source of thought—unbounded pure consciousness—and contains all qualities we can conceive of in the field of knowledge and action, existence and evolution.
Main Points for Lesson 5
We locate qualities of creative intelligence on the basis of our inner experience during practice of the Transcendental Meditation technique and then find the same quality of creative intelligence functioning in creation outside.
From observation of creation and from our direct experience during practice of the Transcendental Meditation technique, we can say that creative intelligence is . . .
integrative
progressive
discriminative
purposeful
self-sufficient
highly selective
self-fulfilling
invincible
holistic
. . .
We say, “Water the root to enjoy the fruit,” because by taking care of this holistic field of life, creative intelligence, we enrich all aspects of life.
We take care of the fundamental, holistic value of creation, the unbounded, unmanifest value of pure creative intelligence, the home of all conceivable qualities, by opening our awareness to pure consciousness through practice of the Transcendental Meditation technique.
Word Power for Lesson 5
capture (v): take over, take ownership
discriminative (adj): able to see clear differences
fort (n): a guarded command post controlling an area
holistic (adj): concerned with wholes or with complete systems rather than parts
infallible (adj): perfect
invincible (adj): unbeatable, unshakeable
omnipresent (adj): everywhere at once
sap (n): liquid that runs through a plant or tree and nourishes all parts of it
self-sufficient (adj): independent, able to rely on oneself
vigilant (adj): cautious, careful, watchful
Short Summary for Lesson 5
Knowledge has two aspects: the intellectual conclusions derived through analysis and discrimination of what we observe in creation and the knowledge derived from direct experience.
We locate qualities of creative intelligence on the basis of our experience inside during meditation and then find the same quality of creative intelligence functioning in creation outside.
Creative intelligence is integrative, bringing together opposite values, manifest and unmanifest, silence and activity, the relative and the Absolute, and when we meditate, we grow in comprehension, which is an aspect of integration (Analogy: Manifest aspects of the rose are all expressions of the sap).
In physics, the ground state is a state in which all the qualities of the diverse universe are contained in a very integrated manner.
In meditation, when the mind transcends, it reaches a state where it is no longer active, the most compact, most integrated state of the mind, where mind is restfully alert.
From this state of restful alertness, its progressive value starts as a very delicate impulse of life.
The discriminative quality of creative intelligence can be seen ever since we started meditating: our thoughts are progressive and useless thoughts do not arise (Analogy: The rose manifests green on the flat leaf or the stem, not on the petals).
Creative intelligence is purposeful, which can be seen in that when we know what we want to do, we go straight toward our goal.
The progressive aspect of creative intelligence can be seen in the unmanifest sap of the rose progressing into different values.
For the purposeful value to remain purposeful all the time, creative intelligence must necessarily be self-sufficient; all qualities are there within and nothing needs to be brought in from outside.
Creative intelligence is highly selective; not everything is accepted all the time.
There is a precision and order in creation so creative intelligence is orderly and systematic.
Creative intelligence is self-fulfilling because it brings increased creativity, purposefulness, increased satisfaction, greater fulfillment.
Creative intelligence is invincible because it is self-sufficient and vigilant.
All these qualities spring from the pure field of creative intelligence, so we say that creative intelligence is holistic; it contains the wholeness of life.
We say, “Water the root to enjoy the fruit” because by taking care of this holistic field of life, the pure nature of creative intelligence, we can enrich all aspects of life; the wholeness of life cannot be gained by amending the parts.
We take care of the fundamental, holistic value of creation, the unbounded, unmanifest value of pure creative intelligence, which is the home of all qualities we can conceive of, by opening our awareness to it through the practice of the Transcendental Meditation® technique (Analogy: Capture the fort).
Study Questions for Lesson 5
1. What is the main idea or wholeness of this lesson?
2. Where is the home of all qualities of creative intelligence and how can we experience it?
3. Which values does the integrative quality of creative intelligence bring together?
4. How does Maharishi’s ocean analogy illustrate the integrative and progressive qualities of creative intelligence?
5. Describe how Maharishi’s “rose and sap” analogy illustrates the integrative quality of creative intelligence.
6. Explain the self-sufficiency quality of creative intelligence.
7. Explain the invincible quality of creative intelligence and how we see it growing in us.
Homework for Lesson 5
Think about the rose and sap analogy and how Maharishi uses it to explain the integrative quality of creative intelligence. Then create your own analogy from a different area of life that illustrates the same principle. Write one paragraph to explain the rose and sap analogy and then one paragraph to explain your analogy.
Lesson 5
Think and Draw
Science of Creative Intelligence
Lesson 6
INTRODUCTION TO THE SCIENCE OF CREATIVE INTELLIGENCE
Wholeness of the Lecture: The supreme knowledge of creative intelligence is scientific because it can be subjectively experienced by everyone on all levels and can be objectively verified through repeatable scientific experiments.
Main Points for Lesson 6
Because knowledge is the basis of action, and action is the basis of achievement, and achievement is the basis of fulfillment, knowledge must be true, faultless, pure, genuine, and correct.
The knowledge of creative intelligence is scientific because
CI can be logically explained to satisfy intellectual inquiry;
CI can be directly experienced in its pure state;
CI can be objectively verified through repeatable experiments;
CI can be artistically actualized in its fuller values;
CI can be fully unfolded and practically applied by anyone in all fields of activity.
We verify the Science of Creative Intelligence at all levels of life: the environment, the body, the senses, mind, intellect, emotions, ego, and Being (universal ego).
The supreme knowledge and experience that SCI provides is profound, complete, useful, fulfilling, and universal because we gain a state of life in which we act within the field of boundaries while remaining established in unbounded awareness.
Word Power for Lesson 6
authenticate (v): confirm, prove
authentification (n): the act of having confirmed or proved
delusive (adj): likely to mislead or trick
mirage (n): illusion, fantasy, misleading image
mode (n): style, manner, way
supreme (adj): highest
testify (v): give evidence
verify (v): to prove, to make sure of
vouch (v): promise, assure
Short Summary for Lesson 6
Because knowledge is the basis of action; action is the basis of achievement; achievement is the basis of fulfillment, knowledge must be true, faultless, pure genuine, and correct.
Knowledge derived from observation can be deceptive and misleading. The criterion of right knowledge is that it be systematic, open to scientific verification, and derived through repeated experiments.
The knowledge of creative intelligence is scientific because—
CI can be logically explained to satisfy intellectual inquiry;
CI can be directly experienced in its pure state;
CI can be objectively verified through repeatable experiments;
CI can be artistically actualized in its fuller values;
CI can be fully unfolded and practically applied by anyone in all fields of activity.
The knowledge of creative intelligence can be verified on the subjective level by everyone and can be verified on the objective level through repeatable scientific experiments.
Different scientific fields, such as neurology, physiology, psychology, sociology, and economics verify and validate the natural changes brought about through the practice of the Transcendental Meditation® technique.
We verify the Science of Creative Intelligence at all levels of life: the environment, the body, the senses, mind, intellect, emotions, ego, and Being (universal ego), each level having its own particular meaning.
The knowledge of SCI is verified at the environmental level when many people say creative intelligence increases through the practice of the Transcendental Meditation® technique.
The knowledge of SCI is verified at the level of the body when the physiologists verify a state of restful alertness.
The knowledge of SCI is verified on the level of the senses when they turn inward to that field of bliss consciousness.
The knowledge of SCI is verified on the level of the mind when it conceives that the progressive and integrative nature of creative intelligence we observe in creation is also experienced in that state where the mind settles down in pure awareness.
The knowledge of SCI is verified on the level of the intellect when its discriminative and analytical values are satisfied that the experience of pure creative intelligence is the same as that which is manifesting in all the different qualities of creation.
The knowledge of SCI is verified on the level of feeling when at that level of self-sufficiency and fulfillment, the feelings say, “I feel it is right to do.”
The knowledge of SCI is verified at the level of ego when the ego becomes more expanded, more enriched, and more universal.
The supreme climax of knowledge is reached when we gain a state of life in which we act within the field of boundaries while remaining established in unbounded awareness.
Thus, the knowledge of the Science of Creative Intelligence is profound, complete, useful, and fulfilling.
Study Questions for Lesson 6
1. What is the main idea or wholeness of this lesson?
2. Why is it vital that knowledge be true and faultless?
3. Explain Maharishi’s example of the sun rising in the east and the principle it illustrates.
4. What makes the knowledge of SCI scientific?
5. What effects occur in mind and body during the practice of the Transcendental Meditation technique and how do we verify their universality?
List the levels of existence on which we can verify the universal knowledge of SCI?
What is the verification of SCI on the level of the environment?
Homework for Lesson 6
On what basis can we say SCI is a science? Give five reasons why SCI is a science.
Lesson 6
Think and Draw
Science of Creative Intelligence
Lesson 7
THE RANGE OF CREATIVE INTELLIGENCE
Wholeness of the Lecture: The range of creative intelligence is from unmanifest pure intelligence, through all layers of creation, to the manifest, expressed values of creative intelligence, which develop within us through the knowledge and practice of the Science of Creative Intelligence.
Main Points for Lesson 7
The range of creative intelligence is from the non-activity of the pure state of intelligence experienced during meditation, to sub-atomic activity, to the activity of the galactic universe.
The range of creative intelligence is from unmanifest pure intelligence, through different progressive manifestations of creative intelligence in the fields of thought, action, and achievement, to the supreme value of the expression of creative intelligence in a stabilized state of pure intelligence in the midst of activity.
The range of creative intelligence is from here to here
from the “I” of deep sleep to the “I” of cosmic consciousness (the stabilized state of pure intelligence in the midst of activity),
from the fulfillment of the tiny seed in the tree to the fulfillment of the tree in the tiny seed, and
from the fulfillment of the ocean in the wave to the fulfillment of the wave in the ocean.
Knowledge is different in different states of consciousness.
The center of creative intelligence is located within us at the source of thought, and the human nervous system has the natural ability to live the full range of creative intelligence once stress has been released.
The Science of Creative Intelligence unfolds the development and practical application of creative intelligence and is available to every individual.
Word Power for Lesson 7
atom (n): 1) a tiny piece of anything; 2) the smallest particle that makes up a chemical element
electron (n): a negatively charged particle that moves around the nucleus of an atom
inertia (n): resistance to movement or activity
matter (n): stuff, substance, material
molecule (n): The smallest physical unit of an element or compound, consisting of one or more atoms
nervous system (n): the system of nerves, spinal cord, and brain that control the body’s activities
nucleus (n): the positively charged dense center of an atom
physics (n): the science of matter and energy
range (n): scope
Short Summary for Lesson 7
The range of intelligence is from the unmanifest pure creative intelligence we experience during the practice of the Transcendental Meditation® technique when all activity comes to a stop to the manifest value of creative intelligence we experience in activity.
As the experience of the unmanifest value of creative intelligence increases, its manifest values grow in our awareness; we become more creative day by day.
The whole of creation is the expression of creative intelligence, which in its essential nature is unmanifest.
The range of creative intelligence is from the activity of the galactic universe to sub-atomic activity to the non-activity of the pure state of intelligence.
The range of creative intelligence is from unmanifest pure intelligence, through thought, action, achievement, fulfillment in the supreme value of the expression of creative intelligence—a stabilized state of pure intelligence in the midst of activity.
Fulfillment is a state of activity in silence, a state of perpetual rest in the field of activity.
Because the dissolution of accumulated stresses in the individual nervous system results in growth of creativity, we can say that the range of creative intelligence is from here to here—within the individual.
The range of creative intelligence is from the “I” of deep sleep, a state of complete inertia, to the “I” of Cosmic Consciousness when activity is established alongside unbounded pure consciousness.
The range of creative intelligence is from the “I” of the atom to the “I” of the universe, from the “I” of a wave to the “I” of the ocean, from the “I” of the seed to the “I” of the tree.
The range of creative intelligence is two fullnesses: the fullness of unboundedness and the fullness of boundaries, simultaneously appreciated in cosmic consciousness.
The growth of consciousness produces different knowledge, so we know that knowledge is different in different states of consciousness.
Because the center of creative intelligence is located within at the source of thought, an individual can live the highest possible state of life, encompassing the unmanifest unity of life and the whole of manifest diversity.
The entire range of creative intelligence, along with the value and the active expressed fullness of its manifestation, are within us.
The natural ability of the human nervous system is to live the full range of creative intelligence, which is spontaneously experienced as Cosmic Consciousness when the system is free from stress; thus, it is from “here” to “here because it is within.
When our mind functions while remaining ever steadfast in the state of tranquility, the full range of creative intelligence becomes lively and all the qualities of creative intelligence become a spontaneous reality in our nature.
The development and practical application of the full range of creative intelligence is open to everyone through the knowledge and practice of the Science of Creative Intelligence.
Study Questions for Lesson 7
1. What is the main idea or wholeness of this lesson?
2. How do we see the unmanifest value of creative intelligence manifesting in our lives?
3. What does physics reveal about the enormous range of creative intelligence?
4. What does Maharishi’s example of the waves and the ocean illustrate?
5. What does Maharishi’s example of the seed and the tree illustrate?
6. Explain the phrase “from fullness to fullness.”
Homework for Lesson 7
With the members of your small group, create a 5-minute skit that illustrates the range of creative intelligence and be prepared to perform it in class tomorrow. You will need to arrange among yourselves a time and place to meet.
Lesson 7
Think and Draw
Science of Creative Intelligence
Lesson 8
CREATIVE INTELLIGENCE AND CONSCIOUSNESS
Wholeness of the Lecture: The unmanifest value of pure intelligence, through its own nature and by virtue of its own existence, becomes consciousness and can be experienced during the practice of the Transcendental Meditation technique, which enhances the development of pure creative intelligence.
Main Points for Lesson 8
Intelligence becomes consciousness in its preparation to play the role of creative intelligence.
When existence becomes conscious, then intelligence becomes intelligent.
The isness (existence) of intelligence makes intelligence conscious: Intelligence becomes consciousness on the basis of its own existence.
If life is to be lived in fullness, this basic intelligence must become a permanent reality of our awareness.
Research has revealed that for every state of consciousness, there is a corresponding style of functioning in the nervous system.
Research has verified that like waking, dreaming, and sleeping, which all have their corresponding physiological parallels, so too does the fourth state of consciousness, transcendental pure consciousness, experienced during the Transcendental Mediation program.
The practice of the Transcendental Meditation technique produces deep rest on both the subjective and objective levels of life.
The elimination of stress, together with maintenance of a pure inner and outer environment for our physiology, enhances the development of full creative intelligence in the individual.
Word Power for Lesson 8
abstract (adj): theoretical, conceptual
concrete (adj): real, existing, physical
correlate (v): link, connect, show a connection
depreciate (v): to decrease in value
hastening (v): going faster
intelligence (n): ability to think
interdependence (n): the idea that in nature everything is connected to everything else
objective (adj): based on facts rather than thoughts or opinions
subjective (adj): personal, having to do with one’s own experience
Short Summary for Lesson 8
Intelligence becomes consciousness in its preparation to play the role of creative intelligence.
When existence becomes conscious, then intelligence becomes intelligent.
The isness (existence) of intelligence makes intelligence conscious: intelligence becomes consciousness on the basis of its own existence.
The unmanifest value of pure intelligence, through its own nature, by virtue of its own existence, becomes consciousness.
The unmanifest nature of pure creative intelligence that we observe in creation is verified during the practice of the Transcendental Meditation® technique when our mind takes recourse to its own nature and reveals its own unmanifest nature.
Intelligence is the basic value of all creation, and all processes of progress in creation.
Intelligence, which is one, non-dual, by virtue of its own nature, regenerates itself and creates its own nature.
The basic value of all creation is intelligence, so there is no reason for anyone to remain unintelligent.
If life is to be lived in fullness, this basic intelligence must become a permanent reality of our awareness.
Existence belongs to the objective phase of life; intelligence belongs to the subjective phase of life.
Consciousness, which is subjective, is based on the objective phase of life, the physiology.
Mind and body are interdependent, so the practice of the Transcendental Meditation technique, which is a technique that develops the mind, also improves the body, as verified through scientific research.
Research has revealed that for every state of consciousness, there is a corresponding style of functioning in the nervous system.
Research has verified that like waking, dreaming, and sleeping, which all have their corresponding physiological parallels, so too does the fourth state of consciousness, transcendental pure consciousness.
The practice of the Transcendental Meditation technique, which produces deep rest on both the subjective and objective levels of life, thereby eliminating stress, together with maintenance of a pure inner and outer environment for our physiology, enhances the development of full creative intelligence.
Study Questions for Lesson 8
1. What is the main idea or wholeness of this lesson?
2. On what basis does Maharishi conclude that intelligence exists?
3. What is the fundamental value of all existence?
4. Repeat Maharishi’s description of sequential unfoldment creative intelligence.
5. What are the two aspects of life, and what is the relationship between them?
6. What research on consciousness and physiology show their correspondence?
7. Use Maharishi’s table analogy to illustrate the enhancement of creative intelligence.
8. What precautions should we take to protect the body and why?
Homework for Lesson 8
“When existence becomes conscious, then intelligence becomes intelligent. This intelligent aspect of intelligence presents intelligence as creative intelligence.”
Think of an example (from your life, from nature, etc.) that illustrates the waking of pure intelligence.
Lesson 8
Think and Draw
Science of Creative Intelligence
Lesson 9
CREATIVE INTELLIGENCE IS THE BASIS OF ALL KNOWLEDGE
Wholeness of the Lecture: The practice of the Transcendental Meditation technique allows a person to gain an unbounded state of awareness permanently and live a life with full value of knowledge, a life in fulfillment, a life of maximum value to oneself and to others.
Main Points for Lesson 9
Knowledge is dependent on perception, which is dependent on alertness or the level of consciousness, and, thus, different states of consciousness produce different knowledge.
If we capture the full value of creative intelligence on the level of unmanifest pure intelligence, then we capture the home of all knowledge.
Rik Veda says, “Knowledge is structured in consciousness.”
For true and complete knowledge, the expanded, unbounded state of consciousness gained through the simple, natural, effortless practice of the Transcendental Meditation technique must be permanently established on the level of awareness.
To fulfill the purpose of education, MIU (now, Maharishi University of Management) is dedicated to structuring all fields of knowledge in the light of the Science of Creative Intelligence and to structuring the home of all knowledge in every student.
Word Power for Lesson 9
benefit (n): something that aids well-being
consciousness (n): awareness, having knowledge
informatory (adj): giving knowledge or information
perception (n): observation, awareness
structure (v): to arrange, to build
Short Summary for Lesson 9
Knowledge is gained through perception, through the senses, which is dependent upon alertness; thus perception cannot be the basis of knowledge.
With the growth of creative intelligence, perception improves, and, thus, knowledge increases.
Consciousness, or the level of creative intelligence, is the basis of knowledge.
Different states of consciousness produce different knowledge (Analogy: Different perceptions of the room).
The state of consciousness decides the nature of knowledge, and knowledge is different in different states of consciousness.
The level of creative intelligence is the measure of knowledge, and creative intelligence is the basis of knowledge.
If we can capture the full value of creative intelligence on the level of unmanifest pure intelligence then we capture the home of all knowledge (Analogy: Capture the fort).
If consciousness is the basis of all knowledge and if pure unbounded consciousness could become a permanent reality on the level of our conscious mind, then we would have the home of all knowledge established in our awareness.
Rik Veda says, “Knowledge is structured in consciousness.”
If we want true and complete knowledge, the expanded, unbounded state of consciousness must be permanently established on the level of awareness, and the truth of life will always be cognized.
Everyone is virtually already the home of all knowledge because everyone has consciousness; only stress inhibits the full blossoming of knowledge.
If the full value of pure intelligence, the unbounded, infinite value of consciousness, could become an all-time reality in our conscious mind, then our mind would be the home of all knowledge (Analogy: Capturing the tree in the seed).
The Transcendental Meditation® technique, a simple, natural, effortless way of developing the full value of intelligence also allows for the release of stresses and strains, and thus stabilizes the home of all knowledge in us.
MIU (M. U. M.) is dedicated to structuring all fields of knowledge in the light of the Science of Creative Intelligence and to structuring the home of all knowledge in every student.
This knowledge has long been missing from the field of education, which has only taught information, not the full value of life.
Every individual life breathes the value of cosmic life.
Life is too short to learn all the knowledge about the whole field of life, so a technique is needed to develop the seed of knowledge on the level of consciousness.
Capturing the field of all knowledge on the level of our own consciousness, we start to live a life of all knowledge in both thought and action, at home with everything—a life of progress and fulfillment.
Every branch of knowledge is useful because it makes a person efficient in a particular field, but it is possible for everyone to become the beneficiary of all knowledge.
Practice of the Transcendental Meditation technique allows a person to live a life with the full value of knowledge, a life in fulfillment, a life of maximum value to oneself and to others.
Study Questions for Lesson 9
1. What is the main idea or wholeness of this lesson?
2. What is the basis of knowledge?
3. Explain “knowledge is different in different states of consciousness” using Maharishi’s example of the dream of the banyan tree.
4. What is the home of all knowledge and how can we build it in ourselves?
5. Describe Maharishi’s “capture the fort” analogy and relate it to the home of all knowledge.
6. Explain Maharishi’s analogy of the seed and tree and relate it to all branches of learning.
7. What is the benefit of having the home of all knowledge structured in our consciousness?
Homework for Lesson 9
“Knowledge is different in different states of consciousness.”
Draw a picture/cartoon representing the different knowledge a person would have of his/her bedroom when sleeping, dreaming, awake, or meditating.
Lesson 9
Think and Draw
Science of Creative Intelligence
Lesson 10
APPLICATION OF CREATIVE INTELLIGENCE TO INDIVIDUAL LIFE
Wholeness of the Lecture: The application of creative intelligence to individual life through practice of the Transcendental Meditation technique releases stress and results in spontaneous, comprehensive, balanced growth of mind and body.
Main Points for Lesson 10
Because all aspects of life are the expressions of creative intelligence, the development of creative intelligence naturally enriches all areas of life.
Knowledge of how creative intelligence enriches all areas of life is essential to satisfy the intellect and stabilize the practice of the application of creative intelligence.
When creative intelligence is applied to daily life through the practice of the Transcendental Meditation technique, it results in spontaneous, comprehensive, harmonizing, and balanced growth of mind and body.
Stress blocks the expression of creative intelligence and creates imbalance in life, but release of stress through practice of the Transcendental Meditation technique allows the maximum, spontaneous application of creative intelligence to individual life.
Word Power for Lesson 10
accomplish (v): achieve, complete, do
all-encompassing (adj): including everything, large-scale
application (n): use
aspire (v): seek, hope, desire and aspiration (n): a hope or a desire
balance (v): to maintain equilibrium or steadiness
diamond (n): a precious jewel
diversity (n) a variety of differences
individual (n): a single person
infer (v): to conclude or decide from something known or observed
relationship (n): a connection or link
spontaneity (n): naturalness, the quality of happening by itself
strengthen (v): to make stronger or build up
theme (n): topic or subject
vicious circle (phrase): cause and effect sequence where each situation makes the other worse
vitality (n): energy, life
Short Summary for Lesson 10
Life consists of several states of consciousness—waking, dreaming, and sleeping—and includes many phases of relationships—parent, friend, student, teacher, and sibling; creative intelligence applies to all these aspects.
The basic theme of creative intelligence is do less and accomplish more.
The whole field of life is made of creative intelligence and is enriched and enlivened by creative intelligence in the same way that a tree is the expression of its sap and is enriched and enlivened by its sap.
When we meditate, we come out refreshed, more lively and clearheaded, better able to relate to our environment. Life is gaining more life from within itself.
The practice of the Transcendental Meditation technique is so natural that once it is begun, everything goes by itself, but to intellectually understand the process, it is necessary to analyze how creative intelligence is applied to daily life.
If we do not understand the application of creative intelligence to our individual life, it is like being given a diamond and being unaware that the jewel is rare and costly. To appreciate owning the diamond, we need knowledge of the diamond and its value.
When we analyze the application of creative intelligence to daily life, we see that the practice of the Transcendental Meditation technique is automatic and effortless; thus, opening our awareness to the pure field of creative intelligence is spontaneous.
The all-encompassing nature of creative intelligence allows the development of its qualities in us all at once, not one by one, even opposite qualities like restfulness and dynamism increase simultaneously.
A predominant characteristic of creative intelligence is the harmony of different values in life; different relationships and different roles are all enhanced and unity is strengthened.
The application of creative intelligence to individual life is comprehensive: whole and parts are developed simultaneously. As all aspects are strengthened, so is their unity, the same way that the sap enhances all aspects of the flower individually and the flower as a whole becomes fresh and bold.
Creative intelligence creates diversity and harmonizes all diversity into the wholeness of unity.
The universal grows in the individual; every meditator becomes more tolerant, more accepting even as individual life is strengthened: body, mind, intellect, and ego. This growth of wholeness is experienced as fulfillment.
Balance in life is missing when creative intelligence is lacking. The application of creative intelligence to individual life is balanced; the simultaneous development of mind and body is balanced growth.
Practice of the Transcendental Meditation® technique breaks the vicious cycle of imbalance caused by stress and unsatisfied desires because it allows maximum, spontaneous flow of creative intelligence in daily life.
Study Questions for Lesson 10
1. What is the main idea or wholeness of this lesson?
2. Why might practitioners of the Transcendental Meditation technique sometimes feel “not much is happening?”
3. Describe Maharishi’s diamond analogy and the principle it illustrates?
4. Why does Maharishi describe the growth of creative intelligence in individual life as spontaneous?
5. Do the qualities of creative intelligence develop in us one by one, separately, and at different times?
6. Explain Maharishi’s petal and sap analogy and how it relates to strengthening the differences and the wholeness of unity.
7. Name some qualities that result from the growth of creative intelligence in individual life.
Homework for Lesson 10
Create a chart showing several qualities of creative intelligence as applied to daily life. The chart could include these headings: Qualities, Application, and Experience.
Lesson 10
Think and Draw
Science of Creative Intelligence
Lesson 11
APPLICATION OF CREATIVE INTELLIGENCE TO SOCIETY
Wholeness of the Lecture: A society is fulfilled when its members enjoy the development of their full individual potential and exist in harmony and balance with the whole of their society.
Main Points for Lesson 11
Society is a group of individuals assembled for the sake of existing together, progressing together, and enjoying fulfillment together.
A good society is one which organizes the aspirations and activities of the individuals in such a way that the growing strength of the individual adds to the growing strength of the society.
The harmonious and balanced blending of fully developed individuals produces a beautiful society and can be accomplished by the application of creative intelligence through the Transcendental Meditation program.
Whatever is introduced into the life of society is always introduced by the individual, the unit of society; therefore, full application of creative intelligence in a society will have to be achieved through individual members.
With the simple, natural technique of the Transcendental Meditation program and the complete knowledge of creative intelligence, every individual growing in the full value of creative intelligence can raise society to the highest value of creative intelligence.
Word Power for Lesson 11
aspiration (n): hope, desire, goal
assemblage (n): a grouping
blending (v): mixing, joining
bulb (n): the part of the a lamp that reveals light when the lamp is turned on
cell (n): the basic unit of a physical organism
component (n): part
drag (n): a hindrance (something that slows progress)
inspiration (n): motivation, encouragement
merit (n): value
magnet (v): a piece of material containing iron that has the natural ability to attract iron
multiplicity (n): large number of something
pole (n): one of the two ends of a magnet where the magnetism seems to be concentrated
pulsate (v): to expand and contract
society (n): people living together, civilization
uphold (v): support
Short Summary for Lesson 11
Society is a group of individuals assembled for the sake of existing together, progressing together, and enjoying fulfillment together.
Harmony amidst differences is the characteristic of creative intelligence because its very nature is both unmanifest and manifest.
Unity of diversity, togetherness of differences, is the nature of life.
A fulfilled society is something more than a collection of fulfilled individuals.
The togetherness and harmony of a society brings something more: the balance between individual interest and social interest, the balance between difference and harmony, which is vital and precious.
A good society is one which has organized the aspirations and activities of the individuals in such a way that the growing strength of the individual adds to the growing strength of the society.
Strengthening individuals means strengthening differences but so too the growing strength of each individual adds to the growing strength of society.
Creative intelligence, in its all-comprehensive nature, creates unity in the midst of diversity.
Everything in the universe is growing individually, and the universe as whole is always in progress.
The harmonious blending of fully developed individuals produces a beautiful society and can be accomplished by the application of creative intelligence through the practice of the Transcendental Meditation® technique.
The individual is the unit of society, so what happens to the individual, happens to society.
Whatever is introduced to the life of society is always introduced by the individual; therefore, full application of creative intelligence in a society will have to be achieved through individual members.
No society has ever been as complete and worthy as its best members, and any individual who is not making full use of his full potential is a drag to society.
Today, the intelligent leaders of society are growing in the knowledge of how to give other people the technique of increasing creative intelligence.
This generation will be the one in the long suffering history of the world when every society will rise to its full height by every member of the society rising to his own full potential through the knowledge of the Science of Creative Intelligence.
Study Questions for Lesson 11
1. What is the main idea or wholeness of this lesson?
2. Which principle does Maharishi illustrate with the example of the sun, the moon, and the galaxies?
3. What is the purpose of existing together?
4. How do the analogies of “the house” and “the trees” apply to society?
5. Describe Maharishi’s magnet analogy and the principle it illustrates.
6. What is the value of maintaining balance between individual interest and social interest?
7. What principle does Maharishi illustrate with the analogies of “the overflowing cup” and “the bulb?”
Why does Maharishi say, “no society is living up to the expectations of the constitution of the country?”
Homework for Lesson 11
“One person’s fulfillment is one’s own fulfillment but the fulfillment of two people together is more than the fulfillment of each. Something more gets created.”
Give an example of how the application of Creative Intelligence to individual life could also enrich society?
Lesson 11
Think and Draw
Science of Creative Intelligence
Lesson 12
A VISION OF POSSIBILITIES THROUGH
THE SCIENCE OF CREATIVE INTELLIGENCE
Wholeness of the Lecture: The Science of Creative Intelligence opens to us the systematized, verifiable, testable knowledge of the pure field of creative intelligence and can bring fulfillment to the hearts, minds, aspirations, and actions of all individuals for all generations to come.
Main Points for Lesson 12
The Science of Creative Intelligence presents knowledge of the fundamental value of life, the very content of life, from the infinitesimal to unbounded infinity, from “smaller than the smallest” to “bigger than the biggest.”
Knowledge of creative intelligence, or any knowledge, is structured in consciousness.
Creative intelligence is innovative and self-perpetuating and ranges from the infinitesimal to infinity, so it naturally keeps on expressing itself until it reaches the boundaries of the boundless, creating unbounded possibilities.
Creative intelligence is intimate to our own life; thus, the totality of life, the wholeness of life—unboundedness—can be lived on the level of our own individuality.
Because SCI is self-perpetuating and innovative, it clears its own path, and the influx of creative intelligence is spontaneously brought to brighten all phases of life, bringing wholeness of life, and thus eliminating ignorance.
Those who practice the Transcendental Meditation technique twice a day and realize its value naturally come out as exponents of the wisdom, which has given rise to the World Plan to create teachers of SCI.
This supreme knowledge of the pure field of creative intelligence can bring fulfillment to the hearts, minds, aspirations, and actions of all individuals for all generations to come. This is the vision of possibilities that the Science of Creative Intelligence opens to us.
Word Power for Lesson 12
eternal (adj): ever lasting, never ending
exponent (n): someone who speaks about or in favor of something
ignorance (n): lack of knowledge
infinity (n): time or space without end
innovative (adj): inventive, creative
intimate (adj): to know something or someone well
laudable (adj): deserving praise
program (n): instructions to control the operation or process
self-perpetuating (adj): something that causes itself to continue to exist
self-sufficient (adj): able to get along without help
truck (n): vehicle for transporting goods
Short Summary for Lesson 12
The Science of Creative Intelligence presents knowledge of the very fundamental value of life, the very content of life, from the infinitesimal to unbounded infinity, from “smaller than the smallest” to “bigger than the biggest.”
Creative intelligence manifests and unfolds the whole universe in perpetual play—eternally.
SCI is knowledge of life in both its aspects, unmanifest and manifest, unchanging and changing.
Knowledge of creative intelligence, or any knowledge, is structured in consciousness.
SCI is supreme knowledge because all fields of knowledge are included within its range; it is based upon pure consciousness, the unbounded field of creative intelligence.
Creative intelligence is innovative and self-perpetuating and ranges from the infinitesimal to infinity, so it naturally keeps on expressing itself until it reaches the boundless, creating unbounded possibilities.
Creative intelligence is intimate to our own life; thus, the totality of life, the wholeness of life, unboundedness, can be lived on the level of our own individuality.
Because this knowledge is scientific (verifiable, repeatable), the significance of this knowledge—this vision of possibilities can be easily shared by others.
This knowledge is appealing because it is systematic, verifiable, useful, and opens the door of infinity to every individual.
Because SCI is self-perpetuating and innovative, it clears its own path, and the influx of creative intelligence is spontaneously brought to brighten all phases of life, bringing the wholeness of life, and thus eliminating ignorance.
SCI is capable of structuring an environment favorable to its own growth because this knowledge is not only useful to the knower, but it is also useful for the knower to make it known to others and thereby create other knowers.
On this basis, we are inspired to establish the World Plan to train teachers of the Science of Creative Intelligence.
The aspiration for the acquisition of knowledge is embedded in the very nature of creative intelligence, the tendency of life to grow toward more and more—to be progressive.
Those who practice the Transcendental Meditation® technique twice a day and realize its value naturally, come out as exponents of the wisdom.
SCI, based on this progressive quality of creative intelligence, proceeds in a naturally progressive manner towards it own fulfillment.
Because we feel good about the knowledge of SCI, we want to speak it out in precise and effective terms.
This systematized, verifiable, testable knowledge of the pure field of creative intelligence can bring fulfillment to the hearts, minds, aspirations, and actions to all individuals for all generations to come. This is the vision of possibilities that the Science of Creative Intelligence opens to us.
Study Questions for Lesson 12
1. What is the main idea or wholeness of this lesson?
2. Why is SCI appealing?
3. Describe Maharishi’s “sun and clouds analogy” and the principle it illustrates.
4. Why is the knowledge of SCI eternal?
5. Why could practitioners of the Transcendental Meditation technique grow in the desire to become teachers of the Science of Creative Intelligence?
6. Explain Maharishi’s truck analogy and the principle it illustrates.
7. Why does Maharishi emphasize the innovative and self-perpetuating qualities of creative intelligence?
Homework for Lesson 12
Define what the Science of Creative Intelligence is in two paragraphs.
Lesson 12
Think and Draw
Science of Creative Intelligence
Lesson 13
PRINCIPLES THAT PROMOTE THE EXPERIENCE OF
THE PURE NATURE OF CREATIVE INTELLIGENCE
Wholeness of the Lecture: Principles that promote the experience of the pure nature of creative intelligence during practice of the Transcendental Meditation technique can be found in all the laws of nature as well as in daily life.
Main Points for Lesson 13
During practice of the Transcendental Meditation technique, the awareness moves naturally from the gross levels of perception to the transcendental, abstract level of perception, and eventually transcends to pure unbounded awareness.
The laws of nature as expressed by each discipline in their own language must verify the principles which promote the practice of the pure field of creative intelligence during the Transcendental Meditation program.
Expressed in the language of daily life, the following principles uphold the movement of the mind towards the pure field of creative intelligence:
Set Initial Condition and Let Go (Diving)
Increasing Charm and Least Action
Gravity and Increasing Speed Closer to the Goal
Purification of the Path
A Comfortable Ride
Highest First
The experience of the pure field of creative intelligence during practice of the Transcendental Meditation technique is guided by these principles, and parallels to these principles can be found in all the laws of nature that have been found (and are yet to be found) by all the scientific disciplines.
Word Power for Lesson 13
charm (n): attraction, appeal
diving (v): plunge into (as into a swimming pool)
evolutionary (adj): changes related to growth
gravitate (v): incline or move toward
impediment (n): obstacle
innocent (adj): pure, harmless
invincible (adj): cannot be overcome or overpowered
layer (n): something that lies between two other things or under something else
march (v): walk at a steady pace
obstacle (n): problem, barrier (something standing in the way of progress)
parallel (adj): relating to two things that are similar
principle (n): the rule or standard
Short Summary for Lesson 13
Creative intelligence is innovative, progressive, self-sufficient, invincible, and always moves naturally in the direction of fulfillment.
Creative intelligence is in accord with all the laws of nature that have been located at the basis of all activity.
Life is structured in layers of existence and intelligence, guided by specific laws of nature, and each discipline has its own language to describe these laws.
Because the awareness moves naturally from the gross levels of perception to the transcendental, abstract level of perception, and eventually transcends to pure unbounded awareness, this move should be verifiable by the laws of nature, which different sciences are bringing to light.
Since each science has its own language, we analyze the principles that promote the experience of pure nature creative intelligence in the language of our ordinary daily experience.
Principle: The practice of the Transcendental Meditation technique is like Diving in that we simply take the correct angle or set the initial condition and let go; we let the mind be lively on the thought in an innocent, undirected manner.
Principle: Greater Charm and Least Action: The mind takes its own direction and progresses in the direction of greater charm—the field of pure creative intelligence.
Principle: Gravity: The mind gravitates toward more and more, toward unbounded awareness, toward cosmic mind; and the speed increases nearer the goal—finer and finer states of thought and then one jumps into unbounded awareness.
The experience of unboundedness can be hazy at first because of stresses and strains in the nervous system.
With the practice of the Transcendental Meditation® technique and as mental activity is refined, physical activity is also refined, the metabolic rate drops, and the nervous system gets deep rest, and deep stresses are released.
The release of stress removes blocks that hinder the passage of awareness to a clear cognition of the pure field of creative intelligence, unmanifest, unbounded awareness.
Principle: Purification of the Path: Removal of impediments and progress occur simultaneously due to the invincible nature of creative intelligence.
Principle: Comfortable Ride: With greater progress and increasing speed toward the goal, comfort is greater.
The vehicle for the mind’s comfortable ride during practice of the Transcendental Meditation® technique is the mantra, which moves and takes the mind to the experience of unbounded awareness.
The mantra is comfortable, soothing, pleasing, elevating, and evolutionary because of the suitability of the mantra for the meditator.
Principle: Highest First: Attain the highest state of awareness at the source of thought, and you are then most prepared for activity.
The experience of the pure field of creative intelligence during the practice of the Transcendental Meditation® technique is guided by these principles, and parallels to these principles can be found in all the laws of nature that have been found and are yet to be found by all the scientific disciplines.
Study Questions for Lesson 13
1. What is the main idea or wholeness of this lesson?
2. What is the language of the Science of Creative Intelligence?
3. Explain the principle of diving and its parallel in the Transcendental Meditation technique.
4. Explain Maharishi’s analogy of “the child running to the mother” and the principle it illustrates.
5. Explain Maharishi’s “snowplow analogy” and the principle it illustrates.
6. Explain Maharishi’s “jet plane analogy” and the principle it illustrates.
7. Explain Maharishi’s “capture the fort” analogy and the principle it illustrates.
Homework for Lesson 13
Complete the crossword puzzle on the next page.
Lesson 13
Think and Draw
Crossword Puzzle for Lesson 13: Principles that Promote the Experience of the Pure Nature of Creative Intelligence
Across
2. _ _ _ _ of nature
6. reaching pure consciousness
7. unstressing
8. mantra creates this kind of ride
9. _ _ _ _ _ increases on path
Down
1. correct angle
2. _ _ _ _ _ action
3. _ _ _ _ _ _ _ first
4. pull or attraction
5. simple awareness
10 of 10 words were placed into the puzzle. Created by Puzzlemaker
Science of Creative Intelligence
Lesson 14
PRINCIPLES THAT PROMOTE THE
PURE NATURE OF CREATIVE INTELLIGENCE
VERIFIED BY THE LAWS OF NATURE DISCOVERED BY PHYSICS
Wholeness of the Lecture: Similarities between the laws of physics and principles of the Science of Creative Intelligence verify that practice of the Transcendental Meditation technique is a natural phenomenon. As a natural phenomenon, the range of creative intelligence is from the field of infinite rest to the grossest cosmic activity.
Main Points for Lesson 14
During practice of the Transcendental Meditation technique, the movement of awareness from the surface level of perception to deeper levels of consciousness until the source of thought is reached is a physical phenomenon.
The principle of diving: Set up the initial condition and the inward stroke of meditation is effortless and spontaneous. In a physical system, the entire path of activity is predictable by mathematics.
The law of least action: The entire process of the inward stroke in meditation is in terms of minimizing activity, both physical and mental.
The principle of gravity: In the Transcendental Meditation program, we let the whole performance be conducted by cosmic intelligence; the mind is naturally attracted to the goal, just as an atom is attracted the ground state, a state of perfect orderliness.
The principle of increasing charm: As one meditates, the experience is increasingly soothing because one is coming nearer to that state of complete rest. Similarly, an atom experiences transitions to the ground state more quickly and easily the nearer it gets to the goal.
The principle of the comfortable ride: The mantra has a specific influence that adds to the effectiveness and comfort of the mind’s settling down. In physics, an induced transition or stimulated emission is the introduction of resonant light that assists the atom in its transition toward the ground state.
The principle of increasing intelligence through rest: As mental activity settles down, orderliness increases. The third law of thermodynamics states that as activity becomes less, order increases, e.g., superfluidity and superconductivity.
The principle of purification of the path: During the practice of the Transcendental Meditation technique, the release of stresses purifies the path for the mind to experience pure consciousness more clearly. In physics, when salt water freezes, the salt is purified out.
The principle of perfect orderliness: Transcendental Consciousness, a silent, unbounded state of perfect orderliness, although non-expressed, is the basis for all expressions of life. All values of life are supported by subtler, less active values and ultimately by the vacuum state.
Word Power for Lesson 14
absolute zero (n): the lowest temperature of matter where all activity comes to a stop (-273 degrees Celsius)
electron (n): a negatively charged particle that moves around the nucleus of an atom
entropy (n): measure of the disorder of a system
ground state (n): the state of lowest energy in a system
helium (n): a gas that is lighter than air
metabolic rate (n): energy spent to maintain all physical & chemical changes in the body
motion (n): action, movement
phenomenon (n): an occurrence, something that happens or exists
physics (n): the science of matter and energy and their interactions
refined (adj): made purer
resistance (n): opposition
resonate (v): vibrate, echo
velocity (n): speed
viscosity (n): thickness of a liquid
stimulated emission (n): a photon of light interacts with an excited electron and loses its energy by putting out (creating) a photon of identical phase, direction, and energy.
superconductivity (n): the loss of all electrical resistance by certain materials at very low temperatures
temperature (n): measurement of heat
thermodynamics (n): the study of heat and energy
transition (n): change
vacuum state (n): the state with the lowest possible energy as measured by quantum physics
Short Summary of Lesson 14
During the practice of the Transcendental Meditation® technique, the movement of the awareness is from the surface level of perception to the deeper levels of consciousness, until the source of thought is reached, which is a physical phenomenon.
The Principle of Diving: Take the correct angle and let go.
During the practice of the Transcendental Meditation® technique, once the mantra is begun, the whole inward march of the mind towards the pure field of creative intelligence is automatic.
In physics, any motion has a starting point in terms of its position and an ending point that can be predicted by mathematics because nature takes a direct course.
The law of Least Action:
During practice of the Transcendental Meditation® technique, the entire process of the inward stroke to the source of thought is in terms of minimizing activity—settling of mental and physical activity.
Nature takes a direct course; it is capable of doing so because nature is an all-powerful consciousness, an all-powerful cosmic mind that is responsible for the whole activity of cosmic life. The evolutionary process of nature is enormous, conducting the galactic activities and the refined activities of the atoms, maintaining the ground state and, at its basis, the vacuum state.
The principle of Gravity:
In the Transcendental Meditation® technique, we let the whole performance be conducted, not by individual effort, but by cosmic intelligence, and the march of the mind is effortless, a natural attraction to the goal—the pure field of creative intelligence.
This principle is seen in physics, when the electrons of an atom are naturally attracted towards the ground state—a state of complete rest.
The principle of Increasing Charm:
As one meditates, the experience is increasingly soothing because one is coming nearer to that state of complete rest.
In physics, this principle is seen in the successive transitions that an atom makes; they occur more quickly as an atom moves nearer and nearer to the ground state.
The principle of the Comfortable Ride:
As one’s mind quickly nears the Transcendent, one experiences this increasing charm, resulting in a swift and comfortable ride. The mantra adds to the speed of the mind’s march toward pure consciousness.
Similarly, in physics, the atom, in its march towards the ground state, is assisted by the introduction of a resonant light, a vibration, called induced transition or stimulated emission.
Principle of Increasing Intelligence through Rest:
In the practice of the Transcendental Meditation® technique, to experience finer mental activity, perception has to be refined, and this refinement results in the increased intelligence that one experiences after meditation.
In physics, the third law of thermodynamics states, “as activity decreases, orderliness increases.”
The Principle of Purification of the Path:
During practice of the Transcendental Meditation® technique, as the body settles down and the metabolic rate decreases, one arrives at the state of unboundedness, which results in the release of stresses that hinder the experience of pure consciousness.
The result increasing orderliness occurring in the third law of thermodynamics is a purifying influence, seen in the example when salt water freezes and salt is purified out.
The Principle of Perfect Orderliness:
The onset of Transcendental Consciousness occurs as the active mind plunges into the transcendent and experiences the non-expressed, unbounded nature of pure intelligence, which is the basis of all expressions of life.
The sudden onset of superfluidity in helium can be seen in the ground state of helium as helium loses its boundaries and becomes unrestricted, free from chaotic motion. Superconductivity provides a similar parallel.
These similarities with laws found in physics verify that the practice of the Transcendental Meditation technique is a natural phenomenon and its range includes the field of infinite rest, the field of fine, gross, and grossest activity, as well as cosmic and galactic activity.
These laws govern all activity, both mental and physical, because mind and body are interdependent; the mind has a physical character because of the brain waves.
Thus, a resemblance exists between what one learns and experience during the SCI course and what physicists claim to be natural laws for the age-old phenomenon of action and rest.
Those principles, which give us the experience of the pure nature of creative intelligence, will be declared by physics to be those principles that uphold the entire physical value of life.
Study Questions for Lesson 14
1. What is the main idea or wholeness of this lesson?
2. Explain the principle of diving.
3. Explain the law of least action.
4. Explain the principle of gravity.
5. Explain the principle of increasing charm.
6. Explain the principle of the comfortable ride.
7. Explain the principle of purification of the path.
8. Explain the principle of increasing intelligence through rest.
Homework for Lesson 14
Why is the knowledge in this lesson important for someone learning the Science of Creative Intelligence?
Lesson 14
Think and Draw
Science of Creative Intelligence
Lesson 15
PRINCIPLES THAT PROMOTE THE EXPERIENCE OF THE PURE NATURE OF CREATIVE INTELLIGENCE VERIFIED BY THE LAWS OF NATURE
AS DISCOVERED BY BIOLOGY
Wholeness of the Lecture: The Science of Creative Intelligence studies the principles of existence and intelligence in the whole range of creation, and biology studies the principles of existence and evolution on the concrete basis of biological systems. Since the inward march of the mind to the source of thought during the practice of the Transcendental Meditation technique is an activity of life, we can compare the principles that govern the Transcendental Meditation program to the principles that govern biology.
Main Points for Lesson 15
The principle of diving involves taking the correct angle and letting go. We begin the mantra when we practice the Transcendental Meditation technique, and the inward stroke occurs effortlessly and spontaneously. This is seen in the initial condition of the inherited structure of the cell.
The principle of gravity is seen during the practice of the Transcendental Meditation technique when the mind moves in the direction of unbounded awareness and fulfillment. The availability of a needed substance draws the organism to the substance. We naturally move toward the table because that is where the food is.
The principle of increasing charm is seen during the practice of the Transcendental Meditation technique as the mind is naturally drawn to the fulfillment found in the field of unbounded awareness. When an organism senses a higher concentration of a needed substance, the attraction is greater and the charm increases.
The principle of the comfortable ride is found in the practice of the Transcendental Meditation technique in the mantra, which serves as the vehicle for the mind on the inward stroke. In biology, an enzyme serves as a catalyst, creating the desired effects in favor of the existence and growth of the cell.
The principle of the field of rest: The non-active, silent, unbounded field of pure intelligence is found at the source of thought. The silent gene stimulates all performance in favor of the existence and growth the entire biological system.
The principle of purification of the path: During the practice of the Transcendental Meditation technique, the release of stresses purifies the path for the mind to experience pure consciousness more clearly. Anything that is not in favor of the maintenance and growth of the life of the cell is purified out.
The Transcendental Meditation program is conducive to the existence and development of life because the unbounded field of creative intelligence is infused into the nature of the mind during the practice.
Word Power for Lesson 15
analogous (adj): similar
catalyst (n): the means or cause of something happening
enzyme (n): protein that regulates biochemical reactions in the body
fatigue (n): tiredness
flexible (adj): bendable, adjusts easily to change
gene (n): the basic biological unit of heredity (passing on physical characteristics)
messenger RNA (n): a form of RNA that carries the genetic code for a particular protein from the DNA in the cell’s nucleus to a ribosome in the cytoplasm and acts as a template, or pattern, for the formation of that protein.
organism (n): life form
stimuli (n): anything that may have an impact or influence on a system
Short Summary for Lesson 15
Biology studies the principles of existence, evolution, and how the living organism functions on the concrete level of behavior of biological systems.
SCI studies the inward march of the mind to the source of thought—pure consciousness— during the practice of the Transcendental Meditation® technique, which is also an activity of life, so we can compare the principles that govern both.
The principles underlying the functioning of the whole body are found to be the same as those governing the activity of a cell.
The Principle of Diving: take the correct angle and let go:
During the practice of the Transcendental Meditation® technique once the mantra is begun, the whole inward march of the mind towards the pure field of creative intelligence is automatic.
In biology, taking the correct angle is seen in the initial condition of the inherited structure of the cell, and letting go is seen in all the activities of any biological system inherent in its inherited structure, e.g., the living organism’s response to outer stimuli, which occur for two reasons: the need to survive, to exist, and the need to grow and to evolve. The responses to these needs are built into the inherited structure.
The Principle of Gravity: spontaneous, automatic movement in the direction of attraction:
In the Transcendental Meditation® program, the mind moves spontaneously in the direction that offers maximum growth—the experience of unbounded awareness—fulfillment.
In biology, it is the availability of a needed substance that draws the organism towards it, seen when living organisms eat to survive. We naturally move toward the table because that is where the food is.
The Principle of Increasing Charm: spontaneous movement toward that which is more fulfilling:
During the practice of the Transcendental Meditation® program, a soothing influence is experienced as the mind is effortlessly drawn toward pure intelligence.
In biology, when an organism senses a higher concentration of a needed substance, the attraction is greater and the charm increases, seen again in the example of moving toward the table. If we know it will be a feast, we are charmed and move quickly.
The Principle of the Comfortable Ride: Less energy is utilized when the concentration of the needed substance is more, and achievement is at hand.
a) During the practice of the Transcendental Meditation® technique, the mantra serves as the vehicle for the mind and provides a comfortable ride on its inward stroke, moving in the direction of pure unbounded consciousness.
In biology, the enzyme serves as a catalyst, stimulating activity in its surroundings in favor of the existence and growth of the cell.
The Principle of Increasing Intelligence through Rest:
During the practice of the Transcendental Meditation® program, when the mind experiences the silent, non-active field of pure creative intelligence at the source of thought, it emerges with increased value of energy and intelligence.
In biology, the gene, remaining, non-active, is the source of all activity and, through its messenger RNA, controls the growth of the cells on the behalf of existence.
The Principle of Purification of the Path: The elimination of obstacles
During practice of the Transcendental Meditation® technique, as mental activity decreases, the physiology gains deep rest and stresses and strains are eliminated, thereby purifying the pathway of the mind for clearer experiences of pure consciousness.
The silent non-active gene is the most orderly and quiet level of life and contains the information that structures the cell to eliminate impurities that are not favorable for its existence.
All principles that we discover upholding the inward march of the mind and promoting the experience of the pure nature of creative intelligence are the same principles that uphold the physical values of life. The laws of nature are the same from whichever disciplines they are viewed.
Regular practice of the Transcendental Meditation® technique is conducive to the existence and development of life because the unbounded field of creative intelligence gets infused into the nature of the mind.
Study Questions for Lesson 15
1. What is the main idea or wholeness of this lesson?
2. Explain the two parts of the principle of diving in biology and in the practice of the Transcendental Meditation technique.
3. Explain the principle of gravity.
4. Explain the principle of increasing charm using the dining table analogy.
5. Explain the principle of a comfortable ride.
6. Explain the principle of increasing intelligence through the practice of the Transcendental Meditation technique.
7. Explain the principle of purification of the path.
Homework for Lesson 15
Create a table to compare how three principles of SCI expressed in biology were expressed in the physics lesson.
Lesson 15
Think and Draw
Science of Creative Intelligence
Lesson 16
PRINCIPLES THAT PROMOTE
THE DEVELOPMENT OF CREATIVE INTELLIGENCE
Wholeness of the Lecture: The development of creative intelligence is promoted by the principle of diving, the principle of self-purification, the principle of glorifying the path, and the principle of coexistence of opposites. Together, these principles bring fulfillment to individuals and to all creation.
Main Points for Lesson 16
The development of creative intelligence is brought about by the outward stroke of meditation, which depends on the inward stroke.
The principle of diving: The inward stroke during the practice of the Transcendental Meditation technique results in deep rest that provides the momentum for the mind to come out, infused with greater creative awareness.
The principle of self-purification: Creative intelligence, being progressive, draws our experience from the surface level of awareness to the depth of awareness, allowing the body to eliminate stress
The principle of glorification of the path: A person growing in creative intelligence experiences purification of the nervous system, thus producing a better quality of consciousness.
The principle of the coexistence of opposites: The growing relationship between the two values of creative intelligence, inner and outer, silence and activity, results in the growth of silence within activity, resulting in harmony, tolerance, calmness, and alertness.
With the practice of the Transcendental Meditation technique, communication from heart to heart is spontaneous, resulting in harmony among individuals, societies, and nations, and bringing glory to the Creator.
Word Power for Lesson 16
absolute (adj): total and complete
The Absolute (n): unchanging pure Being
finite (adj): limited or bounded
glorification (n): praise, elevation, having something reveal its true worth
relative (adj): comparative, changing
The Relative (n): changing physical creation
Short Summary for Lesson 16
Principles that promote the development of creative intelligence include:
the principle of diving
the principle of self-purification
the principle of glorifying the path
the principle of coexistence of opposites.
During the practice of the Transcendental Meditation® technique, during the inward stroke, we experience a thought—the mantra—in finer and finer levels until we lose sight of the finest state of thought and find pure consciousness.
The actual development of creative intelligence is brought about by the outward stroke of creative intelligence, which depends on the inward stroke.
The Principle of Diving: Diving, or the inward stroke in the practice of the Transcendental Meditation technique, is the basis of the outward stroke. Gravity increases the momentum so much going in that it also throws us out of the water.
The momentum that the mind experiences at the finer states of thought is the momentum of rest, and the source of thought provides an infinite value of rest.
The increasing value of rest serves as an increasing value of momentum for the mind to come out, growing in the value of creative awareness, and as a result, alertness and efficiency improve.
The Principle of Self-Purification: The deeper rest one gets in the fulfillment experienced when one has transcended is enough to release stress, which is enough to bring the mind out with more value of creative intelligence.
The Principle of Glorification of the Path: As we grow in creative intelligence we purify ourselves through the very process through which creative intelligence grows, and this produces a better quality of consciousness with more creative intelligence on the conscious level of the mind.
The Principle of the Coexistence of Opposites: During the practice of the Transcendental Meditation technique, the growing relationship between the two values of creative intelligence, inner and outer, silence and activity, results in the growth of silence within activity, which in turn results in increased harmony amidst differences, increased communication, tolerance, calmness, and alertness.
These four principles structure the practice in a spontaneous, simple, automatic way, creating communication between the inner and the outer values which establishes infinity in the finite values.
Morning and evening practice of meditation creates the communication between the two opposite values of life, absolute and relative; these values are not opposed to one another, but they have opposite characteristics.
In every practice of the Transcendental Meditation technique, we communicate many times to that inner silence, to that reservoir of creative intelligence, and come out into the boundaries of creative intelligence.
Communication must also be maintained in practical life because individuals are different from one another, societies are different, and every nation has its own culture.
The best means of communication is on the level of feeling because the heart communicates in the most penetrating way.
When this knowledge is available and lively in every heart, communication from heart to heart is going to be spontaneous, and all people, all societies, and all nations will feel at home with one another—the world will be a joy even for the Creator.
When people suffer, the Creator must be hiding himself somewhere in shame, and when people enjoy fullness of life, the Creator will come out, blossoming and rejoicing in this progress and achievement.
A few minutes morning and evening, which brings regular communication between the inner and outer glories, and then activity throughout the day will develop the full value of creative intelligence in everyone.
Study Questions for Lesson 16
1. What is the main idea or wholeness of this lesson?
2. Explain how the momentum of the inward stroke of the practice of the Transcendental Meditation technique gives rise to the outward stroke.
3. What scientific research verifies the growth of creative intelligence in daily life?
4. How does the “purification of the path” promote the development of creative intelligence?
5. What brings about the “glorification of the path” and how is it related to self-purification?
6. Describe the growth of the co-existence of opposite values of creative intelligence.
Homework for Lesson 16
Create an 8½ x 11 drawing showing how the principles that promote the development of Creative Intelligence are experienced in your daily life. Write one sentence to explain your illustration.
Lesson 16
Think and Draw
Science of Creative Intelligence
Lesson 17
THE SCIENCE OF CREATIVE INTELLIGENCE AND SCIENTIFIC RESEARCH
Wholeness of the Lecture: Since all sciences investigate aspects of life, they contribute to and verify the Science of Creative Intelligence, which offers the knowledge and experience of creative intelligence in unbounded fulfillment.
Main Points for Lesson 17
All sciences are aspects of and contribute to the Science of Creative Intelligence.
Life has two aspects: physical existence and intelligence.
Every state of consciousness has its corresponding state of physiology.
Scientific research verifies that meditation produces a unique state of physiology and consciousness—restful alertness.
Scientific research verifies that the practice of the Transcendental Meditation technique develops broad comprehension and the ability to focus sharply.
Regular practice of the Transcendental Meditation technique morning and evening raises life to a level of unbounded fulfillment.
Word Power for Lesson 17
habit (n): tendency, routine, something done regularly
habituate (v): get used to
generation (n) age group (usually within 20 years)
inculcate (v): to fix something firmly in someone’s mind by repetition
interdependent (adj): relying on one another, mutually supporting
physiology (n): relating to the body
regenerative (adj): renewing, causing something to be formed again in a stronger state
tangible (adj): can be touched or experienced with the senses
Short Summary of Lesson 17
The Science of Creative Intelligence is a systematic study of the essential nature, mechanics of development, range, and application of creative intelligence, and all the qualities that we find existing in life are the qualities of creative intelligence.
Sciences systematically investigate the phenomena in creation, the deeper values, the fundamentals of existence, as well as the procedures though which life evolves.
All sciences are aspects of and contribute to SCI because they investigate the procedures through which creation evolves.
Coexistent in every aspect of creation are two values: the mental value or intelligence inherent in each existence and the physical existence of it, so research into SCI must address two fields, physical (physiology) and mental (psychology).
SCI provides both knowledge and experience of creative intelligence; we evaluate our experience of pure creative intelligence and also our experience of it applied in daily life.
We must examine the practice of the Transcendental Meditation® technique in terms of what happens to the mind and what happens to the body because mind and body are interdependent.
Every state of consciousness has its corresponding state of physiology.
Scientific research on the Transcendental Meditation® program reports a decrease in metabolic rate, oxygen consumption, and cardiac output while the mind become more alert and reaction time becomes faster.
Pure intelligence is the silent bed of life from where all thoughts arise and develop into action, so by opening our awareness to the source of thought, every thought becomes an expression of that ocean of pure intelligence.
Scientific research confirms our experience of relaxation during the practice of the Transcendental Meditation® technique, verifying that the mind and body are interdependent.
Studying any discipline builds a beautiful foundation for life, leading to more success in life.
The habit of experiencing finer states of thought builds up a spontaneous habit of focusing deeply in any field.
At the source of thought, awareness is unbounded with an infinite range of awareness, so the mind develops the value of infinite comprehension, creating more stability in life.
Creative intelligence is self-regenerative, innovative and self-perpetuating, so existence is never stationary; creation evolves.
Due to the progressive nature of creative intelligence, every generation is born with new aspirations and the means for higher fulfillment.
Our understanding of SCI and scientific research lead us to never miss a sitting of meditation because through the practice of the Transcendental Meditation® program, unbounded awareness, the infinite value of life can be lived on the conscious level of the mind and become an all-time feature of our daily life.
Study Questions for Lesson 17
1. What is the main idea or wholeness of this lesson?
2. What is the Science of Creative Intelligence, what does it study, what is its purpose?
3. Why does research in the Science of Creative Intelligence include research in all other sciences?
4. Give Maharishi’s explanation of mind/body relationship. How is it confirmed by scientific research.
5. Explain Maharishi’s ocean analogy and how it applies to the mind.
6. Does the Transcendental Meditation practice dull the mind? Explain.
7. How does the practice of the Transcendental Meditation technique develop the ability to focus in every field of activity and what is its benefit?
8. What great truths of life unfold when comparing the research on the Transcendental Meditation technique in physiology and psychology?
Homework for Lesson 17
Review the booklet called “Scientific Research on the Maharishi Transcendental Meditation and TM-Sidhi programs including Yogic Flying: A Brief Summary of 600 Studies.” (This booklet may be purchased at the MUM. bookstore.)
Choose 3 charts that correspond to personal experience and write 3-4 sentences to summarize the significant research findings in each of those charts and explain how they relate to your experience or explain how they could benefit you in your daily life.
Be sure to list the title of each chart being discussed and give the page number in the booklet.
Lesson 17
Think and Draw
Science of Creative Intelligence
Lesson 18
A CONSIDERATION OF OTHER SYSTEMS
FOR THE DEVELOPMENT OF LIFE
Wholeness of the Lecture: Any system of development that does not transcend perception, does not transcend intellectual activity, and does not transcend emotional activity, cannot reach to the root of life, the source of creative intelligence, and thus cannot enrich the full value of life, and any system that does will be the Transcendental Meditation program.
Main Points for Lesson 18
Transcendental Meditation is the most effective, natural, spontaneous, automatic, and universal system for the development of life, whereby everyone can rise to his or her full potential and help every nation rise to its full potential.
Any system of development which is as completely natural and spontaneous will be the Transcendental Meditation program; any system not as natural will not be able to command all the laws of nature, nor be so universal, nor so effective.
The depth of reality of an object or phenomenon and the ultimate constituent of creation, the unmanifest, unbounded value of creative intelligence, can be fathomed by any means of observation or experience.
Any system that aspires to have means of observation and experience effective enough to fathom the ultimate value of creative intelligence must be capable of removing stresses, strains, and abnormalities from the nervous system.
Any system that does not transcend perception, does not transcend intellectual activity, and does not transcend emotional activity, does not reach to the root of life, the source of creative intelligence, and cannot enrich the full value of life, and any system that does will be the Transcendental Meditation program.
Word Power for Lesson 18
aspire (v) to hope, to dream
constituent (n): ingredient or part
emotion (n): feeling
fathom (v): understand
stir (v): to rouse, to motivate
system (n): the method or organization
transcend (v): to rise above or go beyond
Transcend (v): to experience pure Being
weep (v): to cry
Short Summary of Lesson 18
Practice of the Transcendental Meditation® technique is the most effective, natural, spontaneous, automatic, and universal system, commanding all the laws of nature; through regular practice everyone can rise to his or her full potential and help every nation rise to its full potential.
Every comprehensive system of individual development aims at discovering the full value of creative intelligence and thus the full unfoldment of life.
Any system of development which is as completely natural and spontaneous will be the Transcendental Meditation technique; any system not as completely natural, will not be able to command all the laws of nature, nor be so universal, so comprehensive, nor so effective.
Innumerable systems can inquire into the depth of reality of an object or phenomenon.
Similarly, the ultimate constituent of creation, the unmanifest, unbounded value of creative intelligence can be fathomed by any means of observation or experience: the five senses of perception, the intellect, or the emotions.
All different systems of development fall into one of these three categories: sensory, intellectual, and emotional.
What hinders the procedures of investigation into the ultimate reality from the senses, mind, or emotions is the lack of full development of the means of experience and observation.
For these means of experience and observation to be fully developed, one must have a nervous system that functions normally without restriction, without stress and strain.
Any system that aspires to have these means of observation and experience effective enough to fathom the ultimate value of creative intelligence must be capable of removing stresses, strains, and abnormalities from the nervous system.
Creative intelligence grows naturally in life, but the most effective means of development lies in stirring the unmanifest value of creative intelligence, which can only be achieved by taking our awareness to that level.
Any system that does not directly stir the unmanifest value of creative intelligence is not capable of removing the stresses and strains from the nervous system and is thus not worthwhile.
The sensory, intellectual, and emotional levels are the expressions of creative intelligence, and their foundation is unmanifest creative intelligence, so we “water the root, to enjoy the fruit.”
Anything that we can manipulate on the level of activity will not reach the unmanifest field of creative intelligence.
Because education has been on the level of expressed values of creative intelligence, without penetrating to the unmanifest level, it could not structure consciousness in its full value.
We must handle the growth of creative intelligence from its source and basis, thus enriching all expressions of creative intelligence in the whole field of activity.
All systems that hover on the horizontal level of activity, that do not transcend their own activity and start from absolute silence, cannot enrich the total value of life.
Any system that does not transcend perception, does not transcend intellectual activity, and does not transcend emotional activity, cannot reach to the root of life, the source of creative intelligence, and any system that does will be Transcendental Meditation.
Study Questions for Lesson 18
1. What is the main idea or wholeness of this lesson?
What is the aim of any system for personal development?
What makes the practice of the Transcendental Meditation technique the most effective unique system for developing full potential?
4. Why must a system of development have the ability to release stress from the nervous system?
5. Explain Maharishi’s analogy of the gardener watering the petals and the point it illustrates.
6. Why must any system of development transcend its own activity?
Homework for Lesson 18
“Any system—whether it involves the senses, intellect, or emotions—that does not transcend its own activity will not be sufficient to develop the full value of creative intelligence.”
Create a poster or PowerPoint/Keynote slide that shows why the practice of the Transcendental Meditation technique is sufficient to develop the full value of creative intelligence in the individual.
Lesson 18
Think and Draw
Science of Creative Intelligence
Lesson 19
THE NATURE OF THE MIND AS REVEALED BY THE PRACTICE OF SCI
Wholeness of the Lecture: The mind, which includes the senses, emotions, intellect, and ego, is the subtle organ of creative intelligence through which creative intelligence plans to express itself in activity. The full development of the mind is within the range of practical living through the practice of the Transcendental Meditation technique.
Main Points for Lesson 19
Mind is the subtle organ of creative intelligence; the body is the gross organ of creative intelligence.
Creative intelligence expressing itself in different layers, one within the other, manifests into the entire diversity of the universe: the mind, then the senses, and then the entire creation to serve as objects of the senses.
Knowledge of the unbounded reality of life begins to breathe life on the level of individuality by means of the nervous system, through the senses, mind, feelings, and the individual ego or “I” until it becomes a permanent living reality.
During the practice of the Transcendental Meditation technique, the mind begins by being localized within the boundaries of sound—the mantra; then the boundaries become vaguer as the mantra is perceived on finer levels until the mind transcends the finest level of thought and gains its unbounded status.
The practice of the Transcendental Meditation technique alternately opens the awareness to the infinite, unbounded, immortal value of Being and then to the field of boundaries, increasing the mind’s flexibility until it is capable of living the infinite and the finite together at all times unifying diversity, and experiencing the coexistence of opposites.
Word Power for Lesson 19
cognition (n): the process of knowing something
ego (n): one’s self image, the self
flexible (adj): bendable
gross (adj): on the surface level of life
launch (v): to introduce something: to start something on its way
lens (n): element with focusing power (organic as in the eye or mechanical as in telescopes, etc.)
organ (n): a group of tissues that perform a specific function or group of functions in the body
subtle (adj): refined, delicate, quieter but more orderly levels of life
vague (adj): unclear, not distinct
Short Summary of Lesson 19
The mind is the subtle organ of creative intelligence through which creative intelligence plans to express itself in the manifest field of activity; the body is the gross organ.
Mind is the expression of creative intelligence at the same time that it is the organ or instrument for creative intelligence to further express itself in creation in different qualities, different activities, and different manifestations.
Creative intelligence expressing itself in different layers, one within the other, manifests in the entire diversity of the universe: the mind, then the senses, then the entire creation to serve as objects of the senses.
Moving toward the subtler layers of expression of creative intelligence within the mind, we experience a tender field of feeling.
Deep within the tender field of feeling, we experience the myness of feeling and we say, “I feel”; deep within the I is a more tender level of creative intelligence, which is “I-ness,” almost the abstract value of individual existence, intelligence; deep within that individual “I-ness” is the boundless—the unmanifest, non-changing, immortal, eternal reality.
That knowledge of the unbounded reality of life, that knowledge which is present everywhere, begins to breathe life on the level of individuality by means of the nervous system, through the senses, mind, feelings, and the individual ego or “I” until it becomes a permanent living reality.
As a result, we experience greater comprehension and richer, sharper perception; activity is strengthened, resulting in greater achievement, and a higher level of fulfillment. The small lens has become a wide-angled lens.
The infinitely flexible character of the mind allows it to appreciate all the boundaries and the infinite diverse phases of creation while maintaining its unbounded status.
During the practice of the Transcendental Meditation® technique, the mind begins by being localized within the boundaries of one small simple sound—the mantra, then the boundaries become vaguer as the mantra is perceived on finer levels that are expanded values of increasing freedom, until the mind transcends the finest level of thought and gains its unbounded status.
As a result, the mind comes out to be better, more evolved, more highly progressive, less faulty, more exact, and in this increasing unfoldment of its potential, finds greater success, greater fulfillment, and more happiness.
As a result of this experience of its essential nature, the mind is able to unify great diversities, capable of comprehending the coexistence of opposites: boundaries and boundlessness, activity and silence, finite and infinite.
The mind is capable of comprehending all of life, from cosmic life to the tiniest minutest individuality.
The practice of the Transcendental Meditation technique alternately opens the awareness to the infinite, unbounded, immortal value of Being and then to the field of boundaries, increasing the mind’s flexibility until it is capable of living the infinite and the finite together at all times. Bliss becomes a living reality.
Words cannot contain the totality of the mind because each word has a boundary while the mind is boundless within boundaries; mind is indescribable on the level of speech.
The totality of the mind may be indescribable but it is within the range of practical living through the practice of the Transcendental Meditation technique; this is the glory of the practice—that it starts to build into the various phases of our living that unboundedness which transcends all boundaries, individual and universal.
Study Questions for Lesson 19
1. What is the main idea or wholeness of this lesson?
2. What are the subtle and gross organs of creative intelligence and how does creative intelligence function through them?
3. How are the mind and creative intelligence linked?
4. What layers of life are enriched by the practice of the Transcendental Meditation technique?
5. Describe the enrichment of mind and senses through the practice of the Transcendental Meditation technique.
6. Which experience during the practice of the Transcendental Meditation technique show that the mind is infinitely flexible?
Homework for Lesson 19
Create an imaginary interview in which you are asked 5 questions based on the knowledge Maharishi provides in this tape. Include both the questions and the responses that the professor would most likely give the interviewer. If you wish to do your homework as a group, you may tape the interview as a skit rather than write it out.
Lesson 19
Think and Draw
Science of Creative Intelligence
Lesson 20
SCIENCE OF CREATIVE INTELLIGENCE:
EVOLUTION AND THE ENVIRONMENT
Wholeness of the Lecture: Fastest growth of individual life, gained by contacting and incorporating the basic value of life and basic force of evolution, automatically takes care of the evolution of the environment and of everything in creation.
Main Points for Lesson 20
Evolution includes individuals and their environment—home, garden, vicinity, town, country, world—extending to the entire cosmic existence.
The universe reacts to individual reaction; even our speech sets up waves that travel and strike other individuals, other objects.
Everything is interdependent, interrelated, and interacting, from the finest energy particles to the farthest galaxies.
The growth of creative intelligence accomplishes balanced development in the individual in an automatic, spontaneous manner, which spontaneously organizes progress of the environment in a natural way.
When cosmic, unbounded creative intelligence develops in the lives of individuals, all their actions will spontaneously promote the evolution of everything with which they are concerned, including the environment.
Word Power for Lesson 20
broad (adj): wide
environment (n): surroundings, location
factory (n) building where goods are manufactured or made
formula (n): method or prescription for how something is made
isolation (n): separation, remoteness
radiate (v): spread out, to send out energy or light
vision (n): sight
Short Summary of Lesson 20
Evolution includes the individual and his environment—home, garden, vicinity, town, country, world—extending to the entire cosmic existence.
The universe reacts to individual action; even our speech sets up waves that travel and strike other individuals, other objects.
Everything is interdependent, interrelated, and interacting, from the finest energy particles to the farthest galaxies.
The natural process of progress and evolution does not restrict the progress of some aspects when it is promoting the progress of others.
For balanced development, individuals who are promoting their evolution through the development of creative intelligence have to be wide-awake to the interests of the environment.
The growth of creative intelligence accomplishes this balanced development in an automatic, spontaneous manner because creative intelligence is self-regenerative and self-perpetuating, ensuring purification of the path.
This growth of unbounded awareness in the individual life spontaneously organizes the evolution of the atmosphere, the progress of the environment—in a natural way.
The feelings a healthy man generates on the walls of his house creates a healthy house, a happier house.
As individuals cease to be tense and worried, as their stresses begin to dissolve, they radiate more life in the atmosphere.
Because the growth and evolution of the environment depends upon the growth, progress, and evolution of the individual, the individual must take every aspect of the environment into account, not just immediate concerns.
The progress of each individual depends upon the progress of all other individuals who are members of his or her society.
Those who practice the Transcendental Meditation technique are not content with their own individual peace but want to extend that peace to those around them and to the entire world, so they often choose to become teachers.
When cosmic, unbounded creative intelligence develops in the life of individuals, their every act will spontaneously promote the evolution of everything with which they are concerned.
Maximum, fastest growth of the individual life, gained by contacting and incorporating the basic value of life and basic force of evolution, automatically takes care of the evolution of the environment and of everything in creation.
We do not help others by thinking about helping them; it is only by spontaneous use of cosmic creative intelligence that individuals can do maximum good for themselves and spontaneously extend maximum good to their environment.
Growth of creative intelligence in the life of the individual, through practice of the Transcendental Meditation® technique, is the solution to all problems of the environment, all problems of thought, speech, action, and all that brings unhappiness to the family of man.
Study Questions on Lesson 20
1. What is the main idea or wholeness of this lesson?
2. Explain Maharishi’s wave and ocean analogy and the principle it illustrates about the individual and society.
3. Explain how the universe reacts to individual action using Maharishi’s examples of speech, man on the moon, and the galaxies.
4. Explain Maharishi’s analogy of “the rose and the grass” and the principle it illustrates about the orderly evolution of the environment.
5. Which principle does Maharishi illustrate with the snowplow analogy? How does it apply to the individual and the environment?
6. What is Maharishi’s example of the house, and which principle does it illustrate?
7. Explain Maharishi’s example of the gardener singing to his rose and the principle it illustrates.
8. What in the environment inspires us to become teachers of the Science of Creative Intelligence?
Homework for Lesson 20
Create an illustration that demonstrates what Maharishi means by environment. Include one sentence to explain your illustration.
Lesson 20
Think and Draw
Science of Creative Intelligence
Lesson 21
SCIENCE OF CREATIVE INTELLIGENCE AND
THE SOLUTION TO ALL PROBLEMS
Wholeness of the Lecture: The age-old problems of mankind can only be solved by individuals developing expanded awareness during the twice-daily practice of the Transcendental Meditation technique as they contact the source of strength and pure intelligence deep within.
Main Points for Lesson 21
Problems arise from weakness, and individual weakness comes from narrow and restricted awareness.
The basis of strength is an expanded state of awareness achieved through the development of creative intelligence. This expanded awareness is a fertile field for progress and the solutions for problems before they arise.
The principle of the second element: If we are in darkness, bringing light dispels the darkness immediately; through the practice of the Transcendental Meditation technique, every individual can contact the source of pure creative intelligence deep within and become strong.
The principle of do less and accomplish more guides us to develop the full potential of the mind so an individual is strong from within, and as creative intelligence develops, resistances to success are eliminated, and a more favorable environment for progress is established—a single solution to all problems.
The Science of Creative Intelligence offers the solution to all problems—every individual, through the simple, natural, effortless and effective technique of the Transcendental Meditation program, can become strong from within, eliminating the age-old problems of mankind for every society and every nation.
Word Power for Lesson 21
boil (n): painful swelling on the body
causal (adj): underlying, contributing
delinquency (n): misbehavior or wrongdoing
deplore (v): view with sadness and regret
dissipated (adj): having wasted resources
efficacy (n): usefulness
goodwill (n): kindness, a positive feeling toward something
inveterate (adj): chronic or hardened in behavior
lever (n): a handle for lifting, a bar that is used to move or lift something
volcano (n): an opening in the earth from which lava (hot, liquid rock) and gases spray
suffering (n): painful or uncomfortable experience
symptom (n): a sign, sometimes a warning
Short Summary for Lesson 21
A problem in any sphere of life means a weakness in that area and the continuance of problems is individual weakness arising from an underdeveloped mind.
With the development of full creative intelligence it is possible to eliminate the very basis of all weaknesses—restricted awareness.
Strength, arising from an expanded state of awareness, creates a fertile field for progress because an individual of broad vision and developed awareness is able to comprehend a greater horizon and provide solutions before problems arise.
As creative intelligence flows more with the regular practice of meditation, it spontaneously creates a more favorable environment, eliminating resistance to success, thus acting as a master key to the solution of all problems, to living a life free of suffering.
Like the gardener who waters the root, rather than trying to attend to each individual leaf and petal, we easily contact that all-pervading field of strength within us—the reservoir of creative intelligence—to become strengthened in any area.
The Principle of the Second Element: If we are in darkness, bringing light dispels the darkness immediately; with the beginning of the development of creative intelligence, problems begin to fade.
All the problems of life, which have plagued the world for centuries, will begin to disappear if the individual is fully developed and if every society is fully developed.
The main cause of crime is stress so crime will continue unless stress is eliminated.
The dawn must come; darkness must go; light must spread everywhere; suffering must come to an end, and this generation can eliminate age-old misconceptions such as that suffering is justified and even to be extolled in the name of God.
Techniques enable us to do less and accomplish more, and the practical technique of Transcendental Meditation offers the solution because it automatically opens the individual’s awareness to the unbounded area of creative intelligence, and the results of practicing this technique are increased strength and a broadened awareness where everything is possible.
We cannot leave these age-old problems to efforts of good will, struggling on the surface level of symptoms; we must root out the cause of suffering and problems.
The Science of Creative Intelligence, whereby we can whisper strength to every individual, will change the direction of human history from suffering to all happiness.
Every nation and every leader wants to do good for the people, and that inspiration can now find fulfillment in the Science of Creative Intelligence by having the people start the practice of the Transcendental Meditation technique.
The Science of Creative Intelligence offers the solution to all problems—that every individual, through the simple, natural, effortless and effective technique of Transcendental Meditation, can become strong from within and thus create the development of full potential for every society and every nation.
Study Questions for Lesson 21
1. What is the main idea or wholeness of this lesson?
2. Explain why the practice of the Transcendental Meditation is the practical technique to eliminate weakness.
3. How does SCI make use of the principle of the second element.
4. What is the main cause of crime?
5. Explain Maharishi’s example of the lever and the principle it illustrates.
6. How can a leader of society fulfill his desires for the nation?
7. How does Maharishi apply the boil analogy for solving international problems?
Homework for Lesson 21
Draw a cartoon that demonstrates how SCI is the solution to all problems. Include one sentence to explain your cartoon.
Lesson 21
Think and Draw
Science of Creative Intelligence
Lesson 22
SCI AND THE FOURTH STATE OF CONSCIOUSNESS
Wholeness of the Lecture: A junction point exists between the three relative states of consciousness—waking, dreaming, and sleeping—which is the underlying field of pure consciousness that can be experienced during the restful alertness of the Transcendental Meditation program.
Main Points for Lesson 22
The three commonly experienced states of consciousness—waking, dreaming, and sleeping—are each completely unique and different from one another. A junction point exists between these states.
The three states of consciousness—waking, dreaming, and sleeping—are like curtains hiding the essential nature of that unchanging continuum of consciousness, constantly existing in its unmanifest value throughout time and space.
Just as a stream of water can only come out of a larger reservoir of water, so too the streams of waking, dreaming, and sleeping states of consciousness can only come out of a larger field of consciousness, which is the source and goal of each relative state of consciousness.
We experience the fourth state of consciousness at the finest level of perception. Just before transcending the finest perception, when the awareness is most alert, we can directly cognize the transcendent—the junction point.
.Scientific research into physiological changes produced during the practice of the Transcendental Meditation technique has verified the fourth state of consciousness, transcendental pure consciousness, the source and goal of the three relative states of consciousness.
The value of the fourth state of consciousness is that it enriches the other three relative states of consciousness, and without it, suffering comes.
The Transcendental Meditation program allows every individual to comfortably and naturally experience and be strengthened by this fourth state of consciousness; this will establish a world free from suffering.
Word Power for Lesson 22
curtains (n): decorative fabric hung at windows or in front of a stage
deprivation (n): lack, the state of being without something
junction (n): joining point
omnipresent (adj): existing everywhere
postulation (n): best guess or theory
source (n): origins or start of something
substratum (n) a layer beneath another layer
Short Summary for Lesson 22
To investigate the fourth state of consciousness, we must start from the three commonly experienced states of consciousness: waking, dreaming, and sleeping.
Each of these three states is completely unique and different from one another, so the junction point is the end of one state and the beginning of a second (the source and goal) and can be located at any time because we can sleep, dream or be awake at any hour.
The junction point is not comparable with any of the other three states of consciousness so we say it is unmanifest but it can be located and does have a style of functioning in the physiology that corresponds to none of the three commonly experienced states.
The fourth state of consciousness must be a reality of existence, whether transcendental or an interfusion of another state of consciousness, because the point of location is neither the state before it nor the state after it or even the third state.
The three states of consciousness—waking, dreaming, and sleeping—are like curtains hiding the essential nature of that underlying, unchanging continuum of consciousness, constantly existing in its unmanifest value throughout time and space.
Consciousness has its manifest value in the waking, dreaming, and sleeping states and its omnipresent, unmanifest value in the junction point between them.
Just as a stream of water can only come out of a larger reservoir of water, so too the streams of waking, dreaming, and sleeping states of consciousness can only come out of a larger field of consciousness.
The junction point cannot be a state of non-consciousness because a stream of consciousness will start only from a field of consciousness, not from a vacuum or void.
Waking, dreaming, and sleeping are relative states of consciousness but the underlying, unmanifest field of consciousness is non-changing and absolute.
Intellectually, we can conclude that this fourth state of consciousness does exist because it is the basis, the source and goal of all the fluctuating values of consciousness that do fall within our experience.
We do not habitually experience the fourth state of consciousness in our transitions between the other three because our perception is too dull or too delusive, so we must experience increasing alertness in order to experience the fourth state of consciousness.
We gain this increasing alertness by experiencing finer and finer states of perception, down to the finest value where the ability of perception is the most refined, and just before transcending the finest perception, when the awareness is most alert, that most highly alert state of awareness would directly cognize the transcendent—the junction point.
The existence of the fourth state of consciousness can be verified directly because during the practice of the Transcendental Meditation® technique, one gradually shifts one’s awareness from gross surface perceptions to subtle relative perceptions and then to the subtlest relative perception and then transcending even the subtlest relative, arrives at the pure, unmanifest value of consciousness.
In waking state, we can experience the junction point between two thoughts—the source of thought, which transcends thought, transcends the characteristics of waking state, and is the junction point.
The nature of the junction point is absolute, unmanifest, transcendental reality—pure intelligence, the basis of all creative intelligence, my own awareness, my own Being, and the Being of everything, the unmanifest value of all the manifest diversity of creation, the ultimate reality of life.
Scientific research into the physiological changes produced during the practice of the Transcendental Mediation® technique verifies the existence of the fourth state of consciousness, transcendental pure consciousness.
The value of the fourth state of consciousness is that it enriches the other three relative states of consciousness, and without the experience of the fourth state of consciousness, suffering comes.
Practice of the Transcendental Meditation® technique allows every individual to comfortably and naturally experience and be strengthened by the fourth state of consciousness and to become free from suffering.
Study Questions for Lesson 22
1. What is the main idea or wholeness of this lesson?
2. What is the relationship between the junction point and the other states of consciousness?
3. What are the characteristics of the junction point?
4. Explain the curtain analogy and the point it illustrates.
5. What is Maharishi’s “stream and reservoir analogy?” What does it illustrate?
Homework for Lesson 22
Draw a 4-panel cartoon that demonstrates how a tree could look in each of the four states of consciousness.
Lesson 22
Think and Draw
Science of Creative Intelligence
Lesson 23
THE SEVEN STATES OF CONSCIOUSNESS
Wholeness of the Lecture: With practice of the Transcendental Meditation technique, the nervous system can become habituated to maintain a deep state of rest along with full alertness of mind, producing higher states of consciousness, bringing refined perception and supreme knowledge of the infinite value of life.
Main Points for Lesson 23
State of Consciousness
Characteristic Qualities
Process of Development
4th State of Consciousness:
Transcendental Consciousness
Transcendental consciousness is unbounded, pure awareness—a state of restful alertness that creates a positive influence on waking, sleeping and dreaming.
Through the effortless practice of TM twice daily, one experiences restful alertness which opens the conscious mind to the existence of the 4th state.
5th State of Consciousness: Cosmic Consciousness
The unbounded nature of transcendental consciousness co-exists with the boundaries of waking, sleeping, and dreaming.
One develops CC by alternating the experience of pure consciousness with activity.
6th State of Consciousness:
Refined Cosmic Consciousness
Unbounded awareness along with the finest relative perception of an object.
One develops the 6th state when, guided by the impulse of the heart, one is able to appreciate deeper values of an object.
7th State of Consciousness: Unity Consciousness
The experiencer and object of experience have been brought to the same level of infinite value, bridging the gap between the knower and the object of knowing—creating complete knowledge.
One develops UC when unbounded awareness falls on the boundaries of the finest relative and starts to enliven the unmanifest, transcendental field which is permeating the finest relative level of the object.
Word Power for Lesson 23
cognition (n): the process of knowing
gulf (n): gap, a great difference seen as separating or dividing
Short Summary of Lesson 23
Scientific research has verified that the experience of the fourth state of conscious influences the other three states of consciousness.
Through regular practice of the Transcendental Meditation® technique, the nervous system can become habituated to maintain that deep state of rest along with full alertness of mind, so the fourth state can co-exist with any of the other three, producing another state of consciousness, combining the unmanifest, pure awareness of the fourth state with the awareness of the objective world in the waking state.
The character of this fifth state of consciousness, called Cosmic Consciousness, is the co-existence of the awareness of the unbounded, which is the nature of pure consciousness, along with awareness of boundaries; the perception of objects is enjoyed without losing the awareness of the unbounded nature of the perceiver.
Physics reveals that physical existence is composed of many different layers: molecular, atomic, sub-atomic, etc, and each layer has its own characteristics laws or intelligence, so we can say each layer of existence has its own level of consciousness.
At the surface value of perception, the boundaries of an object are rigid and well defined, qualities that distinguish the object from the rest of the environment.
As our consciousness becomes refined then perception can naturally appreciate deeper values of the object until the finest relative value can be spontaneously perceived on the gross, surface level (rose and sap analogy).
In this sixth state of consciousness, the perception has become so refined that we are able to perceive the finest relative value of the object on the grossest relative level—unbounded awareness along with the finest relative perception—guided by the impulse of the heart—activity guided more by feeling.
When unbounded awareness of the conscious mind falls on the boundaries of the finest relative, it not only maintains its own liveliness of the awareness of the unbounded Absolute, but also starts to enliven the unmanifest, transcendental field which is permeating the finest relative level of the object.
The liveliness of this hitherto hidden transcendental value of the object has the same character as the liveliness of the conscious mind; the mind breathes life into the omnipresent, absolute, unmanifest value of the object.
This level of cognition has a different nature from that level which cognizes only the finest relative.
In this seventh state of consciousness, called the unified state of consciousness, the finest relative perception rises to the level of the infinite value of perception.
In this state, the ultimate value of the object, infinite and unmanifest, is made lively when the conscious mind, being lively in the unbounded value of awareness, falls on the object and cognizes it in terms of the pure subjective value of unbounded, unmanifest awareness.
The experiencer and the object of experience have both been brought to the same level of infinite value, bridging the gap between the knower and the object of knowing—creating complete knowledge.
The ultimate reality is infinite and the obvious surface value is finite and, in the seventh state of consciousness, what remains is the constant eternal existence of infinity.
This highest state of consciousness becomes a living reality with the practice of the Transcendental Meditation technique, which opens to the conscious mind the existence of the fourth state of consciousness.
Study Questions for Lesson 23
1. What is the main idea or wholeness of this lesson?
2. What is the gain from repeated experience of the fourth state of consciousness?
3. How does Maharishi define the fifth state of consciousness?
4. Use Maharishi’s “wide-angle lens analogy” to describe perception in the sixth state of consciousness.
5. Define the sixth state of consciousness and explain how it is developed.
6. Describe perception and enlivenment of the object in the seventh state of consciousness.
7. How does Maharishi describe perception and knowledge in seventh state of consciousness?
Homework for Lesson 23
Create a table showing the seven states of consciousness and the attributes of each state.
Lesson 23
Think and Draw
Science of Creative Intelligence
Lesson 24
SCI AND THE MEANS OF GAINING KNOWLEDGE
Wholeness of the Lecture: The Science of Creative Intelligence incorporates both subjective and objective means of gaining knowledge, thereby offering knowledge that is faultless, flawless, complete, and fulfilling.
Main Points for Lesson 24
The manifest nature of intelligence incorporates the whole range of creation within its fold while the unmanifest nature of intelligence is the infinite, unbounded value of life.
We gain knowledge from direct perception, intellectual conclusions, and comparisons. There are two means of gaining knowledge:
Objective: Knowledge is non-variable, systematic, reliable, and true but is directed at specific levels of existence, so this knowledge can never be complete and fulfilling;
Subjective: Knowledge is variable because it depends on the senses, the mind, the intellect, the ego, and the heart (the seat of feeling), and these are always changing.
Knowledge gained in Unity, the seventh state of consciousness, is reliable and non-variable because Unity Consciousness is non-changing, ever the same, and steadfast in its nature; therefore, that knowledge is faultless, flawless, complete, and fulfilling.
Knowledge is structured in consciousness; therefore, the development of consciousness through the regular practice of the Science of Creative Intelligence is the most direct and most laudable means of gaining knowledge.
The Science of Creative Intelligence incorporates both subjective and objective means of gaining knowledge; therefore, the knowledge it offers is doubly reliable, useful, and fulfilling.
Word Power for Lesson 24
abstract (adj): theoretical or conceptual
depreciate (v): decrease in value
double (adj): two times as much
doubly (adv): in a manner twice as much
fathom (n): understand
inference (n): a belief or conclusion drawn from observation
objective (adj): verifiable by fact or observation
subjective (adj): experienced
Short Summary of Lesson 24
The manifest nature of intelligence advances into all the different field of creation and incorporates the whole range of creation within its fold while the unmanifest nature is the infinite, unbounded value of life.
The subjective means of gaining knowledge includes the senses, mind, the intellect, the ego, and the heart (the seat of feeling) because the “I” is dependent on these to know anything.
We gain knowledge from direct perception, intellectual conclusions, and comparisons.
For knowledge to be authentic and practical, it must be non-variable, systematic, reliable, and true (Analogy changing house).
The two classifications of gaining knowledge are objective and subjective.
Science demands objective knowledge because the subjectivity of the knower is always changing.
Knowledge gained in unity, the seventh state of consciousness, is reliable and non-variable because it is non-changing, ever the same and steadfast in its nature; therefore, that knowledge is faultless, flawless, complete, and fulfilling.
Any objective means of gaining knowledge will give knowledge of some specific level of existence to the exclusion of others, and, therefore, be incomplete and not fulfilling.
Ultimately, the maximum that the objective means of gaining knowledge can discover for the knower will be the nature of the finest relative, because that is the limit of objectivity since the abstract, unmanifest value of the Absolute can never be determined by objective means of gaining knowledge.
Knowledge is self-sufficient and fulfilling on the level of the seventh state of consciousness and always has a purpose, which is effective action that leads to achievement, which brings fulfillment.
The seventh state of consciousness is the normal state of human consciousness, gained by releasing stresses and strains until the full, unbounded value of consciousness is available.
Knowledge is structured in consciousness; therefore, the development of consciousness through the regular practice of the Science of Creative Intelligence is the most direct and most laudable means of gaining knowledge.
All actions are performed in the field of boundaries, so it is important to have knowledge of the boundaries as well as the unbounded; therefore, objective, scientific study is useful.
SCI promotes both means of gaining knowledge: objective through scientific methods and experimentation and subjective through daily practice of meditation; therefore, knowledge gained through SCI is doubly reliable, and through this direct means of gaining knowledge, every individual can progress in the fastest way possible to the state of fulfillment.
Study Questions for Lesson 24
1. What is the main idea or wholeness of this lesson?
2. How does Maharishi describe the Science of Creative Intelligence in this lesson?
3. What are the subjective and objective means of gaining knowledge?
4. Why does western science exclude the subjectivity of the knower from scientific procedures?
5. Describe Maharishi’s house analogy and the principle it illustrates.
6. What is the value of complete knowledge?
7. Explain the benefits of the seventh state of consciousness for gaining knowledge.
8. Use the example of the rose to explain the value of complete knowledge.
Homework for Lesson 24
Create an example showing the objective means of gaining knowledge and another example showing the subjective means of gaining. Then explain how SCI incorporates both (two paragraphs).
Lesson 24
Think and Draw
Science of Creative Intelligence
Lesson 25
SCI AND SPEECH
Wholeness of the Lecture: Speech is the expression of the unmanifest field of pure intelligence, and its range is from the speechless field of creative intelligence to the expressed field of the development of creative intelligence. The purpose of speech is to express the unbounded, the transcendental, infinite value of life.
Main Points for Lesson 25
Speech is the expression of awareness by which the stream of knowledge flows from teacher to student.
In the fourth state of consciousness, speech remains standing at the door of the infinite, but in higher states of consciousness, speech is capable of comprehending the incomprehensible, of encompassing the unbounded, infinite value of intelligence; it is able to sing the glory of the infinite unbounded.
Rik Veda says that the power of speech is that it is able to bind the boundless.
All disciplines are taught on the basis of language; language is taught on the basis of grammar, and grammar is taught on the basis of sound bursting forth from the mouth—speech.
SCI reveals there exists a field of speech, which is more basic than the expression of speech on the verbal level—the source of thought—the origin of all languages, on the basis of which all disciplines are taught and learned.
The entire creation is the speech of the Creator, the expression of creative intelligence.
Because the Science of Creative Intelligence and speech are so intimately connected, we can say the Science of Creative Intelligence is the science of speech.
Word Power for Lesson 25
bind (v): to establish limits: to tie or fasten up
bursting (adj): breaking open because something is so full
conception (n): idea, beginning
foundation (n): basis
grammar (n): rules of speech or language
incomprehensible (adj): not understandable
instrumentality (n): the way something is done
mansion (n): a large and stately house
mute (adj): not speaking
verbal (adj): related to language
Short Summary of Lesson 25
Speech is the expression of awareness by which the stream of knowledge flows from teacher to student.
Creative intelligence is both given out and taken in on the basis of speech.
Speech is the expression of the speechless, unmanifest field of pure intelligence, and its range is from the speechless field of the reality of creative intelligence to the expressed field of the development of creative intelligence until the goal of all development is reached and the purpose of speech is achieved—to express the unbounded, the transcendental, infinite value of life.
At the transcendental, unbounded level of life, speech is speechless, but it wishes to bring within its own boundaries the liveliness of the unbounded.
Speech finds its goal when the full value of life—infinity, unboundedness, eternity, absolute—dances on the level of its impulses; speech desires to dance, to play in the field of the unbounded.
In the fourth state of consciousness, speech remains standing at the door of the infinite, but in higher states of consciousness, speech is capable of comprehending the incomprehensible, of encompassing the unbounded, infinite value of intelligence; it is able to sing the glory of the infinite unbounded.
Rik Veda says that the power of speech is that it is able to bind the boundless.
Successful speech, on the level of awareness where infinite unboundedness is a permanent reality, is capable of bringing unboundedness to direct cognition through the instrumentality of what we call teaching and is capable of moving the immoveable.
When awareness opens itself to finer value of speech—to subtler fields of thought and the source of thought—and when these experiences of the finer values of thought and the transcendental experience which goes beyond speech start to structure in the mind the ability of comprehending the boundaries of speech along with the boundless value of speechlessness, then the teaching of the Science of Creative Intelligence starts to rejoice in success.
All disciplines are taught on the basis of language; language is taught on the basis of grammar, and grammar is taught on the basis of sound bursting forth from the mouth—speech.
SCI reveals there exists a field of speech, which is more basic than the expression of speech on the verbal level—the source of thought—the origin of all languages, on the basis of which all disciplines are taught and learned.
SCI, revealing the fundamental value of the unmanifest field of speech at the source of thought, brings to education the basic value of education, by providing this solid, non-changing, immoveable value.
SCI is the study of speech because all fields of learning have at their basis the field of speech, and if the whole range of speech is lively on the level of our awareness, then the whole field of knowledge will naturally also be lively on the level of our awareness.
Speech must be regulated so grammar must be learned and expressions must be familiarized; literature too has its own value because it is the fabulous display of the expressed levels of speech and has its own great value in unfolding creative intelligence.
The entire creation is the speech of the Creator, the expression of creative intelligence.
The source of the alphabet, the source of speech must be directly cognized, for in that cognition is the realization of the home of all knowledge on the level of conscious awareness.
Because the Science of Creative Intelligence and speech are so intimately connected, we can say the Science of Creative Intelligence is the science of speech.
Study Questions for Lesson 25
1. What is the main idea or wholeness of this lesson?
2. What is the relationship between speech and awareness?
3. What is the role of speech for teaching and learning?
4. What does Rig Veda say about the power of speech?
5. What is the basis of education that SCI reveals?
6. Explain Maharishi’s mansion analogy and the principle it illustrates.
7. Why is the Science of Creative Intelligence the science of speech?
Homework for Lesson 25
Consider the source, role, and goal of speech and explain how each relates to SCI in two to three paragraphs.
Lesson 25
Think and Draw
Science of Creative Intelligence
Lesson 26
SCI AND THE IDEAL OF EDUCATION
Wholeness of the Lecture: SCI incorporated into educational systems all over the world along with regular studies will allow the student’s conscious mind to become the home of all knowledge, and every aspiration of the mind, every impulse of thought will be comprehensive, profound, and progressive.
Main Points for Lesson 26
For fulfillment to be comprehensive and lasting, knowledge must be complete. This completeness is developed by the Science of Creative Intelligence, which makes use of both means of gaining knowledge: objective and subjective.
Through the subjective means of gaining knowledge, the awareness expands to unboundedness. On the horizon of that unbounded awareness, the objective, scientific means of gaining knowledge brings precise, non-variable, reliable information about relative life.
The fulfillment of the aspirations of education is found when the mind of an individual, the heart of an individual, the intellect of an individual, and the actions of an individual are profound.
By expanding the conscious capacity of the mind, it is possible to create the home of all knowledge on the level of one’s awareness, and here lies the fulfillment of education.
The growth of the physical body, which occurs from birth to about the age of 18 to 21 should be accompanied with the growth of consciousness, the expansion of the mind during one’s student years.
The Science of Creative Intelligence spreads the carpet of knowledge before everyone studying all the different disciplines and makes one aware of the home of all branches of learning—the field of pure intelligence that gets built in one’s awareness.
Word Power for Lesson 26
aspect (n): a feature or characteristic
container (n): something that holds something
enhance (v): enrich or improve
inculcate (v): instill, to fix something firmly in someone’s mind by repetition
ignorance (n): lack of knowledge
latent (adj): unexpressed, potential
pipeline (n): tube or channel that allows something to flow freely
pot (n): pan for cooking
resourceful (adj): inventive, creative
spring (v): to jump forward or out
thorn (n): a sharply pointed growth on a rose stem or other plant
workshop (n): clinic or seminar with hands-on practice
Short Summary of Lesson 26
In using both subjective and objective methods of gaining knowledge, SCI brings fulfillment to education.
Through the subjective means of gaining knowledge, the awareness expands and unbounded awareness is eventually established within the conscious mind, and on the horizon of that unbounded awareness, the objective, scientific means of gaining knowledge brings precise, non-variable, reliable information about the specific areas of relative life.
The purpose of education is to make people resourceful and knowledgeable from within, enough so they act intelligently for themselves and their environment and become resourceful, knowledgeable citizens and fully developed, powerful members of society.
SCI develops a person’s inner resources, unfolds latent creative intelligence, and produces a person knowledgeable about the present environment, about past events, and about future possibilities.
A huge storehouse of knowledge exists in different disciplines, but experience shows that the ability to gain knowledge must be enhanced as the study of different subjects proceeds.
Mind is the container of knowledge and it must expand (Analogy bucket, pipeline, reservoir).
Well educated people should be successful in their individual and family life, should have good, useful high aspirations and progressive values, should enjoy successful enterprise and fulfilling achievement, and should not have to struggle.
Education is fulfilled when the mind of an individual, the heart of an individual, the intellect of an individual, and the actions of an individual are profound; therefore, both means of gaining knowledge, subjective and objective, are vital.
What has been lacking in the current educational system is complete knowledge, but the total value of knowledge can be grasped on the level of one’s awareness if the conscious mind is sufficiently expanded.
It is by expanding the conscious capacity of the mind that it is possible to create the home of all knowledge on the level of one’s awareness, and here lies the fulfillment of education—in the Science of Creative Intelligence.
The more a person studies, the more he or she realizes there is to learn, so the field of ignorance is increasing faster than the field of knowledge (Analogy: more thorns than rose petals).
In this way, the current educational system is a drag to life, but SCI incorporated into educational systems all over the world, along with regular studies, will allow the practice of developing awareness to occur simultaneously.
When the conscious mind itself is the home of all knowledge, every aspiration of the mind, every impulse of thought will rise from that field of all knowledge; every thought will be comprehensive, and the resultant action will be profound and progressive.
There is a natural desire to grow in knowledge, and that desire impels a person to learn, either through study or through work, not through failure or suffering.
The growth of the physical body, which occurs from birth to about the ages of 18 to 21, should be accompanied with the growth of consciousness, the expansion of the mind during one’s student years.
The Science of Creative Intelligence spreads the carpet of knowledge before everyone studying all the different disciplines and makes one aware of the home of all branches of learning—the field of pure intelligence that gets built in one’s awareness.
SCI opens a gate of complete knowledge through which every person may progress to the fulfillment of life.
Study Questions for Lesson 26
1. What is the main idea or wholeness of this lesson?
2. What is the purpose of education?
3. What is the container of knowledge?
4. Explain the “glass, bucket, and pipeline analogy” and the principle it illustrates.
5. How do we build the home of all knowledge in our awareness?
6. What is the benefit of having the home of all knowledge in our awareness?
Homework for Lesson 26
Write and prepare a two-minute speech to a group of students explaining what ideal education is.
Lesson 26
Think and Draw
Science of Creative Intelligence
Lesson 27
SCI: THE ARTIST AND THE SCIENTIST
Wholeness of the Lecture: The Science of Creative Intelligence makes every great scientist a great artist and every great artist a great scientist because full value of the heart and full value of the intellect both will be developed—creating a fully developed individual.
Main Points for Lesson 27
All areas of life, subtle and gross, are imbued with all the qualities of creative intelligence, but some qualities are expressed more in one place than another, which accounts for the differences in life.
Creative intelligence is progressive, discriminative, omnipresent, and holistic, so all these qualities are present in everyone
The basic distinction that guides the destiny of one’s occupation and undertakings is whether a person is primarily motivated by the qualities of the heart or of the mind.
The scientist puts his or her trust in the objective means of gaining knowledge.
The artist considers the object on the basis of what it can express of life and hopes to make some objective material sing the song of life.
The qualities of both the scientist and the artist are present in everyone, and these qualities can be spontaneously balanced through the regular practice of the Transcendental Meditation technique.
The basic fields of life—heart and mind—the qualities that uphold the feelings of the artist and the unbiased, clear understanding that upholds the scientist are essential to every individual’s life and can be expressed according to one’s own inclinations.
Word Power for Lesson 27
abstract (adj): theoretical, conceptual
compartmentalize (v): classify or sort
concrete (adj): real, existing, physical
devoid (adj): lacking
mechanics (n): workings or technicalities; the way things work
realm (n): land or area belonging to someone
ring leader (n): a person who leads or a person who starts a disturbance
saturated (adj): soaked
Short Summary of Lesson 27
All areas of life, subtle and gross, are imbued with all the qualities of creative intelligence, but some qualities are expressed more in one place than another, which accounts for differences in life.
Similarly, people are different; tastes are different; professions are different, but every profession, every impulse of liking, every undertaking is nothing other than the expression of creative intelligence.
When people practice the Transcendental Meditation® technique, they become more efficient in every field of thinking and decision-making, more capable in any undertaking chosen due to the progressive nature of creative intelligence.
All the different qualities are present in creation, but the discriminative value of creative intelligence determines what values should be used and which ones should be left out.
Creative intelligence is omnipresent, so all qualities expressed in activity are present in the unmanifest value of creative intelligence, which is universal existence.
Because everything in creation is nothing other than the expression of the unmanifest value of creative intelligence, we speak of the holistic value of creative intelligence: the wholeness present everywhere.
All the qualities of creative intelligence are present in a person, so the basic distinction that guides the destiny of one’s occupation and undertakings is whether a person is primarily motivated by the qualities of the heart or of the mind.
The scientist puts trust in the objective means of gaining knowledge about an object, on the non-variability of objective methods of observation. Example. The scientist says the leaf is made of carbon, oxygen, nitrogen, and calcium.
The artist considers the object on the basis of what it can express of life and hopes to make some objective material of creation sing the song of life, express the fullness of life. Example. The artist says, “I find the leaf swinging in the song of life.”
A student of SCI sees the display of creative intelligence in both values of life, subjective as well as objective—in every stroke of the artist and in every realization of the scientist.
The artist and the scientist complement each other though each is a combination of both the objective and subjective sides of life; both thrill to new knowledge and discovery.
The artist is able to make infinity appear on his canvas with one simple, innocent stroke even as the scientist make one small observation that reveals something of the reality of the infinite; both have the same goal—the realization of the infinite value of life.
With the practice of SCI, stresses and strains are released, freeing heart, mind, and senses to experience the unbounded, unmanifest field of creative intelligence that is omnipresent—all that is necessary is refining the heart and the mind.
The scientist approaches the infinite value objectively from the observational level and discovers knowledge in the relative sphere of life, within isolated boundaries—knowledge that is abstract though its application is concrete.
The artist’s approach is from the transcendental level, and though the mechanics of creation are more abstract, the artist is able to express more concretely the story of life because the artist is dealing directly with the impulse of life and creativity.
Whoever is able to express more of the infinite, unbounded, immense value of creation draws closer to realizing the value of the Creator.
The goal of the scientist and the artist is the same—uncovering the full knowledge of creation, which naturally leads to increasing knowledge of the Creator, of the unbounded cosmos; these qualities are present in everyone and can be spontaneously balanced.
The basic fields of life—heart and mind—the qualities that uphold the feelings of the artist and the unbiased, clear understanding that upholds the scientist are essential to every individual’s life and can be expressed according to one’s own inclinations.
SCI makes every great scientist a great artist and every great artist a great scientist; full value of the heart and full value of the intellect both will be developed to create a fully developed individual.
Study Questions for Lesson 27
1. What is the main idea or wholeness of this lesson?
2. Why do differences arise in creation?
3. Explain Maharishi’s example of the sap and the quality of creative intelligence it illustrates.
4. Explain Maharishi’s example of “the rooms in the big home” and the principle it illustrates.
5. Using the example of a leaf, explain how the artist and the scientist view an object differently.
Homework for Lesson 27
Depict the roles of the artist and the scientist in side-by-side illustrations. Include a sentence to explain your illustrations.
Lesson 27
Think and Draw
Science of Creative Intelligence
Lesson 28
SCI AND INTERDISCIPLINARY STUDIES
Wholeness of the Lecture: While interdisciplinary studies attempt to provide an understanding of the interrelationship of several fields of study, the Science of Creative Intelligence is capable of achieving the highest goal of education: the development of a complete person, a person of knowledge, a person who moves with the home of all knowledge built within heart and mind.
Main Points for Lesson 28
Interdisciplinary studies arose to provide an understanding of the interrelationship among various fields of knowledge. Though interdisciplinary studies are a great advancement, this approach can only unite a few subjects at a time and, therefore, the advantage of all knowledge is lost.
Education must develop the fountainhead of all streams of learning within the conscious awareness of the student.
The basis of all study is the student—the knower—so knowledge of the knower is the direct means for the tree of all knowledge to yield the fruit of all knowledge that will satisfy every heart and mind.
The field of the knower is the field of awareness, consciousness, or intelligence, on which the impulses of every aspect of knowledge rise and fall.
Acquiring information about different fields does not structure the basis of all knowledge because it does not open to conscious awareness the full value of the knower, which alone is the basis of all knowledge, the fountainhead of all streams of learning.
Knowledge is structured in consciousness, and this consciousness alone can fulfill the aim of interdisciplinary studies.
One can only live the benefit of all knowledge when the basis of all knowledge, the pure field of intelligence, is permanently established on the level of one’s awareness, which is spontaneously brought about by the practice of the Science of Creative Intelligence.
Word Power for Lesson 28
common (adj) shared
compartmentalize (v): to sort, to group, to classify
component (n): part
conscientious (adj): careful
fountainhead (n): source
interdisciplinary (adj): relating to several subjects
Short Summary of Lesson 28
The study of any branch of learning helps a person be more efficient in a particular channel of life; so education has not succeeded in producing individuals who are efficient in all fields of life.
No one can study all branches and channels of knowledge due to the time factor, so the advantage of all knowledge was lacking, and interdisciplinary studies arose to provide students with an understanding of the interrelationship among various fields and disciplines.
Though interdisciplinary studies is a great advancement, it can only study a few subjects at a time, so the need still remains for study that develops the full capacity of the individual by bringing the basis of all knowledge to the conscious awareness of every student.
Education must develop the fountainhead of all streams of learning within the conscious awareness of the student because knowledge is the basis of action, action is the basis of achievement, and achievement is the basis of fulfillment; therefore, knowledge must be profound, complete, and fulfilling.
The basis of all study is the student—the knower, and the field of the knower is the field of awareness, consciousness, or intelligence, within which the impulses of every aspect of knowledge rise and fall.
Knowledge resides on the level of intelligence, and the benefit of all knowledge is to live life in its full value, free of mistakes.
One can only live the benefit of all knowledge when the basis of all knowledge, the pure field of intelligence, is permanently established on the level of one’s awareness, which is spontaneously brought about by the practice of the Science of Creative Intelligence.
Acquiring information about different fields does not structure the basis of all knowledge because it does not open to conscious awareness the full value of the knower, which alone is the basis of all knowledge, the fountain head of all streams of learning (Analogy: gardener who knows how to operate on the level of the sap).
Knowledge is structured in consciousness, and the person who is aware of this consciousness has the advantage of all that interdisciplinary study aims to bring to the student.
Only the person whose awareness is open to the basic unmanifest field of creative intelligence can inspire holistic modification of all the multifarious expressions of creative intelligence which constitute the entire creation, and spontaneously produce satisfaction in all directions.
The Science of Creative Intelligence, by opening to the awareness of every student the very basis and common linkage of all branches of learning, offers the promise of fulfillment to the aspirations of education.
The Science of Creative Intelligence is capable of achieving the highest goal of education: the development of a complete person, a person of knowledge, a person who moves with the home of all knowledge built within heart and mind.
Study Questions for Lesson 28
1. What is the main idea or wholeness of this lesson?
2. Why did educators in the past structure interdisciplinary studies?
3. How does Maharishi describe the purpose of education?
4. What must interdisciplinary study locate to be successful?
5. Why is knowledge of the knower essential for interdisciplinary learning?
6. What is the benefit of gaining all knowledge through the study of SCI?
7. Why does the study of different fields alone fail to structure the basis of all knowledge?
Homework for Lesson 28
Using the gardener and sap analogy, create a drawing that illustrates how SCI fulfills the roles of interdisciplinary studies. Include one sentence that explains your illustration.
Lesson 28
Think and Draw
Science of Creative Intelligence
Lesson 29
SCI AND THE HORIZONTAL AND VERTICAL APPROACHES TO KNOWLEDGE
Wholeness of the Lecture: The fullness of both horizontal and vertical values of knowledge resides in the home of all knowledge, which develops in the heart and mind through the practice of the Science of Creative Intelligence and thus brings fulfillment to all fields of study.
Main Points for Lesson 29
The purpose of education is to let the knower’s path of progress be free from mistakes and as rapid as possible so that life is lived in fulfillment. To do this, education must cover the whole range of life from boundaries to the unbounded.
The purpose of knowledge is to be familiar with the whole range of evolution, with all the laws of nature that are operating at each progressive step, so we perform all our actions in accord with Natural Law, leading to progress and fulfillment
For knowledge to fulfill its purpose, it should be unfolded in both the horizontal and vertical directions.
The practice of the Science of Creative Intelligence allows this goal of education to be fulfilled in a natural way by taking the horizontal aspect of gaining knowledge to its extreme, unboundedness, and by taking the vertical aspect of gaining knowledge to its extreme, the transcendental, infinite unbounded.
Word Power for Lesson 29
impetus (n): motivation, momentum
infinitesimal (adj): very tiny
invalid (adj): false, illegal, non-suitable
penetration (n): state of being pushed into deeply
valid (adj): true, legitimate, suitable
Short Summary of Lesson 29
The purpose of education is to let the knower’s path of progress be free from mistakes and as rapid as possible.
Compulsory education exists so every individual can be given the basic education on which the structure of all higher knowledge is built and on which success, rapid progress, and fulfillment of life can be based.
For knowledge to be maximally useful, it must cover the whole range of life from boundaries to the unbounded.
The boundless value of creative intelligence can be found at the depth of life in the unmanifest field but also on the surface of life within the field of boundaries, and knowledge should bring all these values to our conscious awareness—surface, deeper, and transcendental, unbounded infinite value of life, which is omnipresent.
By opening our awareness to the full range of life, we can take advantage of the natural laws and perform all our actions in accord with them, leading to progress and fulfillment.
The purpose of all the laws of nature is to give impetus to progress toward further steps of evolution (Analogy: guides in a huge mansion).
The goal of all progress, the unbounded eternal, is present even at the starting point of evolution, and the manifestation of life from that unbounded value structures a wide horizon of time and space through which we progress and evolve.
At each step progressing from boundary to boundary within the levels of creation, certain specific laws of nature are functioning; certain specific impulses of creative intelligence are active within certain boundaries.
The purpose of knowledge is to be familiar with the whole range of evolution, with all the laws that are operating at each progressive step, so we are never a stranger to any step of progress and not held up at any point.
The full range of life is from great variety on the surface to ultimate unity at the depth, so for knowledge to be comprehensive, it must be complete horizontally and vertically.
In knowledge is structured successful activity, which results in achievement and fulfillment for the knower, and the requirement for knowledge to make a true knower is that it must encompass the entire range of life, from the surface to the depth.
Every discipline of knowledge has both types of knowledge: the deeper, vertical aspect that supports and upholds the surface and the horizontal aspect.
The practice of the Science of Creative Intelligence allows this goal of education to be fulfilled in a natural way by taking the horizontal aspect of gaining knowledge to its extreme, unboundedness, and by taking the vertical aspect of gaining knowledge to its extreme, the transcendental, infinite unbounded.
Scientific research has shown that through the practice of SCI, the mind is able to comprehend a wider horizon at a greater depth.
The fullness of both horizontal and vertical knowledge values of knowledge resides in the home of all knowledge, which develops in the heart and mind through the practice of the Science of Creative Intelligence and thus brings fulfillment to all the different fields of study.
Study Questions for Lesson 29
1. What is the main idea or wholeness of this lesson?
2. What is the threefold purpose of knowledge?
3. Define unmanifest and manifest.
Why is it valuable to know about the laws of nature?
Explain Maharishi’s “mansion analogy” and how it illustrates the laws of nature, their range, and purpose of promoting progress. What is the main purpose and lesson of this analogy?
Explain the horizontal and vertical values of knowledge using the example of Newton and his apple.
7. How does the practice of SCI improve learning ability?
8. To what extent does SCI unfold the horizontal and vertical levels of gaining knowledge?
Homework for Lesson 29
Create a table or matrix showing the horizontal and vertical approaches to knowledge. You may incorporate any of Maharishi’s illustrations in your drawing. Include one or more sentences to explain your matrix.
Lesson 29
Think and Draw
Science of Creative Intelligence
Lesson 30
SCI AND THE ROLE OF THE TEACHER
Wholeness of the Lecture: The role of the teacher of the Science of Creative Intelligence is to regenerate humankind by bringing supreme knowledge. Supreme knowledge uses the nature of life itself to help everyone live the full value of life.
Main Points for Lesson 30
The Role of the Science of Creative Intelligence Teacher is . . .
The Science of Creative Intelligence Teacher . . .
—the role of a seer and exponent of the full value of life, conveying the nature of the infinite value of life and giving direct experience of that through a simple, natural technique.
—teaches by his or her own example, living the message and serving as the embodiment of the message, speaking on the basis of his or her own experience.
—the role of a fountainhead of all knowledge, from which spring lively currents of knowledge.
—radiates the expressions of creative intelligence through thought, speech, action, and silence.
—a regenerative role in the history of humanity, bringing a message that is going to change humankind’s destiny from suffering to all happiness and change conflict and chaos to harmony and love.
—spontaneously knows what to say at the correct time, at the proper state of the growth of knowledge of students because precision, discrimination, and the ability to survey the whole situation are established on the level of awareness.
—is like the gardener who waters the root to bring nourishment to all aspects of the tree.
—is the teacher of supreme knowledge which structures within the heart and mind of everyone the fundamental value of life, making life spontaneously rich and glorious.
—is the scientist who unfolds the value of inner life in a systematic way through a technique whereby one is not required to do anything yet accomplishes the goal.
Word Power foe Lesson 30
dormant (adj): at rest
exponent (n): advocate, supporter
pause (n): a small stop
precept (n): belief
regenerate (v): regrow, renew
Short Summary of Lesson 30
The role of a teacher of the Science of Creative Intelligence is the role of a seer, an exponent of the full value of life, conveying the nature of the unbounded, infinite value of life and giving direct experience of that unboundedness through a simple, natural technique.
The teacher of the Science of Creative Intelligence teaches by example, living the message, serving as the embodiment of the message, speaking on the basis of experience, and radiating the expressions of creative intelligence through thought, speech, action, and silence.
As the teacher describes the progressive nature of creative intelligence through the two steps of rest and activity, the pauses in speech exhibit the value of rest, and the expressions of speech depict the values of activity.
The teacher is a living example of the two steps of progress, deep silence and dynamic activity, by meditating morning and evening and being active during the day.
The teacher of SCI spontaneously knows what to say at the correct time, at the proper state of the growth of knowledge of the students because the qualities of precision, discrimination, and the ability to survey the whole situation are established on the level of awareness.
To teach by example is to teach most effectively, and when the silence starts to radiate the quality of creative intelligence through their speech, teachers of the Science of Creative Intelligence become what they teach, the unmanifest area of creative intelligence, which, deeply, infinitely silent, is the source of all creativity.
The role of a teacher of creative intelligence is the role of a fountainhead of all knowledge, from which spring lively currents of knowledge, so when teaching any branch of knowledge, the SCI teacher demonstrates that the field of pure creative intelligence upholds every field of knowledge and the whole range of life.
The SCI teacher is the architect of life who is able to structure a beautiful mansion of knowledge in every mind and heart so that the student is everywhere established in the home of all knowledge, free from doubts about life, spontaneously capable of thinking what is right, life supporting, and useful.
The teacher of SCI is like the gardener who, by watering the root, brings nourishment to all aspects of the tree.
The teacher of SCI is the teacher of supreme knowledge that is capable of structuring within the heart and mind of everyone that fundamental value of life that, without doing anything, makes every phase of life spontaneously rich and glorious.
The teachers of the Science of Creative Intelligence are precise, systematic scientists who unfold the value of inner life in a systematic way through a technique whereby one does the least and accomplishes the most.
The role of a teacher of the Science of Creative Intelligence is a regenerative role in the history of mankind, bringing a message that is going to change humankind destiny from suffering to all happiness and change conflict and chaos to harmony and love.
Study Questions for Lesson 30
1. What is the main idea or wholeness of this lesson?
2. How is the SCI teacher a living example of the two steps of progress in his life?
3. What is the most effective way to teach?
4. What does the SCI teacher bring to the teaching of sciences?
5. Explain how the SCI teacher is like a gardener.
6. What is the mansion of knowledge that the SCI teacher structures in every mind and heart and how does it benefit life?
7. Why is the Science of Creative Intelligence the greatest purifier?
Homework for Lesson 30
Explain why someone would want to become a teacher of SCI, drawing on the knowledge given in the tape. (2 paragraphs)
Lesson 30
Think and Draw
Science of Creative Intelligence
Lesson 31
SCI, MIU, AND THE STUDY OF INTELLIGENCE
Wholeness of the Lecture: The roots of MIU (now, Maharishi International University) are embedded in the eternal knowledge of creative intelligence, and now is the first time in the long history of the human race when the wellbeing, progress, and fulfillment of every single person on earth is being successfully planned.
Main Points for Lesson 31
Generation after generation, the same unbounded value of knowledge is gained by a teacher and is given by a teacher, and this structures the tradition of teachers which brings to light the tradition of knowledge.
By the grace of Guru Dev, we have found this knowledge in its completeness in this generation, and we must make sure that it does not crumble on the rocks of ignorance.
The intelligentsia of every generation should be the custodians of this knowledge, so this knowledge has been established on the level of academic education through a university that will be guarded and directed by academic people in every generation.
This university will sustain the knowledge of intelligence and maintain the standards of the knowledge in the form of a science and this is to be inspired by a word, a name, Maharishi, which speaks for the goal of this educational system because it means “great seer.”
As long as the purity of the knowledge is maintained, the delicacy of knowledge will be maintained and thus its effectiveness.
We extend harmony, sympathy, praise, and adoration to all educators and educational systems in the past and present because the purpose of the Science of Creative Intelligence is to bring fulfillment to their aspirations.
The purpose of MIU is to achieve the seven goals of the Science of Creative Intelligence, the long-sought goals of human life for every single individual, for every single society and nation.
Word Power for Lesson 31
custodian (n): keeper, guardian
intelligentsia (n): those who are highly educated
philanthropic (adj): charitable
prevalent (adj): widespread
Upanishads (n): a branch of Vedic Literature, which provides a structure to the eternally silent, self-referral, self-sufficient, fully awake state of consciousness, which is intimately personal to everyone.
Short Summary of Lesson 31
Generation after generation the same unbounded value of knowledge is gained by a teacher and is given by a teacher, and this process structures the tradition of teachers which brings to light the tradition of knowledge.
By the grace of Guru Dev we have found this knowledge in its completeness in this generation, so we must make sure that it does not crumble on the rocks of ignorance.
The intelligentsia of every generation should be the custodians of this knowledge, so this knowledge has been established on the level of academic education through a university that will be guarded and directed by academic people in every generation.
The name Maharishi International University includes Maharishi’s name so that the name can become a means of maintaining that very valuable tradition of knowledge for all future generation to come.
The meaning of the word Maharishi means a great seer, and the purpose of MIU is to create seers who see and live the reality for their own fulfillment and who can also impart the value of being a seer to everyone everywhere on earth in every generation.
A great seer applies the value of his or her cognition to the life of all the people for the benefit and greatest good of all.
The purpose of this university is to sustain the knowledge of intelligence and maintain the standards of the knowledge in the form of a science, inspired by a word, a name, which speaks for the goal of that educational system.
The goal of MIU is to create M’s everywhere and I and U both have to be M’s.
The Upanishads express the beautiful flow of life, love, and knowledge that exists between the teacher and the students: “Let us grow in knowledge together; let us grow in vitality together; let us live fulfillment together.”
It is the infinite delicacy of life that holds together boundaries and unboundedness, and the first expression of life from its own unmanifest values on the level of feeling is extremely delicate, so the field of knowledge about life is equally delicate.
As long as the purity of the knowledge is maintained, the delicacy of knowledge will be maintained and thus its effectiveness.
It is vital that the knowledge always be given in the name of the masters of the tradition of knowledge, which we call our “Holy Tradition,” holy because of its infinite value to the life of everyone.
The word Maharishi in the name of the university whispers this value because the essential qualities and the goal of the organization are built into its very name, the first university to bring fulfillment to all the systems of education prevalent in the world.
We extend harmony, sympathy, praise, and adoration to all educators and educational systems in the past and present because the purpose of the Science of Creative Intelligence is to bring fulfillment to their aspirations.
Everyone should have sufficient knowledge to not make mistakes and to live a life that is spontaneously progressive and permanently fulfilling.
The purpose of MIU is to achieve the seven goals of the Science of Creative Intelligence, the long-sought goals of human life for every single individual, for every single society and nation.
The roots of MIU are embedded in the eternal knowledge of creative intelligence, and now is the first time in the long history of the human race when the wellbeing, progress, and fulfillment of every single person on earth is being successfully planned.
Study Questions for Lesson 31
1. What is the main idea or wholeness of this lesson?
2. Where does the knowledge of intelligence have its roots?
3. Why did Maharishi entrust this knowledge to the academic setting of MIU?
4. Why did Maharishi include the name “Maharishi” in the name of the university?
5. What is the meaning of the word Maharishi and how does it relate to the goal of MIU?
6. Describe the unique relationship between MIU teachers and their students.
7. What is the attitude of MIU toward all systems of education?
Homework for Lesson 31
Discuss the role of MIU in one paragraph and then in a second paragraph, discuss how this lesson fits into the context of the whole course.
Lesson 31
Think and Draw
Science of Creative Intelligence
Lesson 32
SCI AS SUPREME KNOWLEDGE
Wholeness of the Lecture: The Science of Creative Intelligence is supreme knowledge because while the subject is rising to its full value through practicing the Transcendental Meditation technique, the value of the object is also rising to the supreme level in a spontaneous manner, without any effort, in the most natural way.
Main Points for Lesson 32
Knowledge is the link between the knower and the object of knowing, the innocent product of the process of knowing (the projection of awareness).
We say, “Knowledge is structured in consciousness” because the quality, amount, validity, and structure of the knowledge depend upon the state of consciousness of the knower, i.e., the degree of creative intelligence the knower exhibits.
Every object in creation, is the expression of the non-expressed, infinite, unbounded value of intelligence, and when the knower has the ability to perceive the surface values of the object without losing the unmanifest value of these qualities, which is intelligence, then knowledge is complete.
The fulfillment of the process of knowing exists when the link of knowledge that connects the knower with an object is a lively relationship based on the sameness of the infinite unbounded appreciated at the depth of the object and also established on the level of awareness of the subject.
SCI engages the knower in exploring the finer values of perception and in so doing regenerates the knower, enriches the knower, and makes the knower capable of knowing the infinite value of the object—a supreme procedure.
When the awareness of the knower has all values open to it, the knower can pick up whatever value of the object is most useful at a given time and place, making maximum use of the environment; this is supreme knowledge delivered by the Science of Creative Intelligence.
Word Power for Lesson 32
pedestal (n): base upon which something stands
Rishi (n): Sanskrit or Vedic term for the knower
Devata: (n): Sanskrit or Vedic term for the process of knowing
Chhandas (n): Sanskrit or Vedic term for the known (the object of perception)
Samhita (n): Sanskrit or Vedic term for the collectedness of the three-in-one structure when the knower, knowing, and known are all experienced as the same pure consciousness
Short Summary of Lesson 32
Knowledge is the link between the knower and the object of knowing, the innocent product of the process of knowing (the projection of awareness).
We say, “Knowledge is structured in consciousness” because the quality, amount, validity, and structure of the knowledge depend upon the state of consciousness of the knower, i.e., the degree of creative intelligence the knower exhibits.
The nature of the object, which may be changeable, also determines the nature of the knowledge (Analogy: the ripe and unripe oranges).
If the subject keeps on changing, the knowledge will keep on changing (analogy of the dull person not wanting sweet orange juice).
Scientific research shows that practicing SCI brings the full value of creative intelligence to the conscious awareness of the knower, establishing the knower in the state of restful alertness, capable of fully evaluating the object of perception.
When both values, expressed and non-expressed, come to the awareness of the knower, the knower can appreciate the full value of the object, so if the knower is fully developed then the full value of the object is available.
If the awareness of the knower is not able to comprehend the ultimate reality of the object, the omnipresent pure field of intelligence, then the knower is not fully developed and the value of the object is not fully cognized.
Every object in creation, every expressed value in the phenomenal world, is the expression of the non-expressed, infinite, unbounded value of intelligence.
When the knower has the ability to perceive the surface values of the object without losing the unmanifest value of these qualities, which is intelligence, then knowledge is complete, and only complete knowledge is true knowledge.
The whole creation is open to sensory perception and intellectual observation, and we recognize that the deepest value is intelligence. That knowledge must be lived and felt, which is accomplished by SCI.
The fulfillment of the process of knowing, unity, exists when the link of knowledge that connects the knower with the object is a lively relationship based on sameness, unbounded pure intelligence, appreciated at the depth of the object and on the level of awareness of the subject.
With SCI, the knower can be one with the object of knowing in such a way that no aspect of the object—gross, subtle, or transcendent—is out of the grasp; then knowledge is complete.
This complete knowledge is supreme because it fulfills the purpose of knowing for both the knower and the object without much doing, and the purpose is for a person to live in fulfillment.
The glory of SCI is that as soon it starts to reveal the value of the object, it starts to remove the blocks on the path to knowing, a built-in value of improving the quality of the knower—the process of purification of the knower is contained in the process of knowing.
SCI engages the knower in exploring the finer value of perception and in so doing regenerates the knower, enriches the knower, and makes the knower capable of knowing the infinite value of the object—a supreme procedure.
The fruit of all knowledge is being at home with everything, the practical application of supreme knowledge.
In between the two values, transcendental and gross, are many levels, one useful for one particular level of life, others useful for others levels of life.
When the awareness of the knower is open to all these different values, the knower will be able to pick up whatever value of the object is most useful at a given time and place, thereby making maximum use of the environment.
The Science of Creative Intelligence delivers this supreme knowledge, which has the goal of all knowledge built within its structure.
Study Questions for Lesson 32
1. What is the main idea or wholeness of this lesson?
2. What is the process of knowing?
3. Explain the two points about object and subject that Maharishi illustrates with the two orange examples.
4. What is required in order to fully evaluate the object?
5. In this lesson, what does Maharishi illustrate with the example of the rose?
6. Explain Maharishi’s box analogy and the principle it illustrates.
Homework for Lesson 32
Explain why SCI is supreme knowledge in one paragraph and in a second paragraph discuss this understanding in the context of the whole course.
Lesson 32
Think and Draw
Science of Creative Intelligence
Lesson 33
SCI AND THE FULFILLMENT OF LIFE, GENERATION AFTER GENERATION
Wholeness of the Lecture: A set procedure for passing along the teaching is necessary and expected of every teacher so that the population feels the same fullness of wisdom, the same supreme wisdom of the Science of Creative Intelligence, no matter where, for this we establish the World Plan, to insure life in fulfillment, generation after generation.
Main Points for Lesson 33
The Science of Creative Intelligence opens to every mind and heart the full value of supreme knowledge, which cultures all aspects of life so that fullness of life becomes spontaneously livable by everyone, in all places and in all times.
One generation fully developed through this knowledge can ensure that all future generations will be fully developed, and one generation remaining in ignorance of this supreme knowledge will ensure all coming generations remain in ignorance.
In SCI, the full evolution of a person means that one is both fully evolved in terms of the level of consciousness and has the ability to whisper full evolution to anyone—to be both the knower and the exponent.
The teachers of SCI structure fulfillment for all generations now and all generations to come by—
living and radiating the full value of life;
whispering the supreme value of life to others everywhere in the world;
working harmoniously to maintain the purity and vitality of the knowledge;
enlivening the full value of creative intelligence in every person in every generation.
Word Power for Lesson 33
format (n): arrangement, the way in which something is presented
paraphernalia (n): belongings and supplies, assorted objects or pieces of equipment
Short Summary of Lesson 33
The Science of Creative Intelligence opens to every mind and heart the full value of supreme knowledge, which in the process of its growth, cultures all aspects of life so that fullness of life becomes spontaneously livable by everyone, in all places and times.
One generation fully developed through this knowledge can ensure that all future generations will be fully developed, and one generation, remaining in ignorance of this supreme knowledge will ensure all coming generations remain in ignorance.
This knowledge must be shared with all people in our generation, and we must lay a solid foundation for a system of teaching to maintain the purity of this knowledge for all generations to come.
The knowledge of the Science of Creative Intelligence will be passed on to every person in the world through the structure of an international university to keep the knowledge pure so the effectiveness of supreme knowledge may be brought to every mind and heart.
An organization to uphold this university and the knowledge it teaches has been established, and a plan has been implemented to establish teacher-training centers everywhere to teach people how to impart the knowledge of the Science of Creative Intelligence to all people everywhere.
In every lesson of SCI there is a whisper of infinity, dawning on the practical phase of everyone’s activity.
When we become aware of the enormous value of life, we immediately want our friends, our family, our society to have this knowledge of how to open their awareness to that basic field of life which has expressed itself in all this diverse and multiple creation.
Because this knowledge has been hidden from view, people continue to suffer.
In SCI, the full evolution of a person means that one is both fully evolved in terms of level of consciousness and has the ability to whisper full evolution to anyone—to be both the knower and the exponent.
SCI teachers teach by example, by silence, and by speech, radiating the infinite value of creative intelligence. (Analogy: over-flowing teacup).
Full development means not only living life in fulfillment, but also spontaneously making use of the ability to help others gain fulfillment.
The teacher belongs to one generation but may expound the truth to any generation.
All suffering, all phases of unfulfilled life, belong to the field of ignorance, while enlightenment is a natural situation in which life is naturally lived.
The conception of a World Plan comes from the self-regenerative nature of creative intelligence to do justice to this supreme knowledge because when knowledge comes, it finds its own system in order to bring its blessings to all the people everywhere.
There will be an SCI teacher-training center for every one million people, and every center will train one thousand teachers.
As long as all teachers function in a harmonious manner, as long as every teacher maintains the purity of the teaching, as long as every teacher follows the same established format and principles of teaching, the teaching will be vital and strong and strengthen the people in the area.
A set procedure is necessary and expected of every teacher of SCI that maintains the purity and the format of the teaching so that the population feels the same fullness of wisdom, the same supreme wisdom of the Science of Creative Intelligence, no matter where. For this we establish the World Plan, to insure life in fulfillment, generation after generation.
Study Questions for Lesson 33
1. What is the main idea or wholeness of this lesson?
2. How many generations does it take to have this supreme knowledge for all generations? Why have people continued to suffer generation after generation?
3. Explain Maharishi’s “cup of tea analogy” and the principle it illustrates.
4. What must the teachers of the Science of Creative Intelligence do in order to maintain the vitality of the knowledge?
5. Explain the analogy of the soldiers marching together and the principle it illustrates about the teachers of the Science of Creative Intelligence.
6. Which principle does the story of the busy executive illustrate?
7. Summarize what you have learned about:
a) creative intelligence, and
b) the SCI Course
Homework for Lesson 33
Discuss why this course concludes with this tape. Be sure to include the main ideas of the tape and how they relate within the context of the whole course.
Lesson 33
Think and Draw

[ad_2]

Source link

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"