264 A Programmer’s Guide to the Mind
speak, for instance, of the outline of a book, which describes the path of
concepts that is being followed.
If you look at the previous examples, you will notice that, while all are
very different, they have a tendency to blend into one another. For instance,
verbal sounds and curvy lines have nothing in common with each other,
yet writing combines these two types of Teacher sequences: We use strings
of curvy lines called „letters‟ to represent collections of sounds called
„words.‟ Visual outlines and general theories are also quite different, but
these two concepts come together in the outline of a book or a speech.
Similarly, many of the first scientific theories came from an analysis of
visual path. This data could be shown with graphs—wavy lines drawn on
paper describing sequences of events, and analyzed with mathematics—
sequences of letters written upon paper describing general theories. In fact,
the previous example combines together four different Teacher elements:
Graphs, equations, theories and sequences. Sometimes even a fifth Teacher
sequence is added: The monotonous words of a lecturing university
mathematics professor. We find this combining of Teacher sequences in
other areas as well. Morse code pulls together Teacher words and Teacher
rhythm, and we often speak of the rhythm of life as we go through the
repetitive cycles of days, months and seasons.
Teacher Emotion
I suggest that there is a reason why Teacher sequences tend to mix
together: Teacher strategy looks for order, and Teacher thought feels good
when separate Teacher sequences can be combined into one general system.
Therefore, Teacher mode is emotionally driven to find ways of bringing
together visual curves, speech, rhythm, path, general theories and any other
types of Teacher sequences which exist. The more, the merrier. As long as
each „guest‟ acts in an ordered way, Teacher thought likes to fill the „room‟
of a general theory with as many „people‟ as possible.
The suggestion that order and theories are related to emotion is
probably a new concept to most readers. That is because most of us do not
develop general Teacher theories, and as a result seldom experience strong
Teacher emotion. While our physical bodies continually bombard our
minds with Mercy feelings of pain and pleasure, these same mortal
containers force us to wade through Teacher sequences one step at a time.
The result is that our Teacher feelings also have to be constructed bit by bit.
Therefore, when we think of emotions, we automatically assume that we
are referring to Mercy thought, experiences and feelings. However, I
suggest that Teacher thought also works with emotions and that, when
properly developed, these feelings are just as real and intense as those
which come from Mercy experiences.