UNDERSTANDING ME
We ended the last chapter with an image of rising through clouds of
confusion into the clear skies and sunshine of Teacher order. You may
remember that I used this same type of metaphor before when we looked at
the process of mental transformation in which Perceiver logic was used to
define a new me. In that section, I suggested that we needed to discover
some type of emotional force that could lift me up from the cliff edge of
uncertainty, give me the ability to fly, and propel me through clouds of
uncertainty towards a misty framework of vision and possibility.
By the way, before we go on, let me explain why I use both walking
and flying as metaphors to illustrate the process of transforming me. When
I walk, one foot is always in contact with the ground. The other foot,
though, is „flying‟ through the air. Similarly, I suggest that human
transformation must involve a form of mental „walking,‟ where movement
is combined with stability. Therefore, either the me of the physical body or
the me of Mercy identification must remain anchored. However, the me
which is doing the changing will at times feel very much as if it is „flying‟
through the air without any visible means of support.
In fact, I suggest that those who practice some form of mental „flying‟
always have a part of their identity—usually undiscussed—which remains
in contact with solid ground. Their flying is linked to walking. Therefore,
when we look at the overall process of personal transformation, we will
use the analogy of walking. However, when examining individual aspects,
or the role played in particular by Teacher thought, we may sometimes use
the analogy of flying.
Flying
Let us go back a little, look at the various requirements, and confirm
that Teacher strategy is indeed a candidate for the mental task of flying.
First, we have the question of „lift.‟ Can a Teacher theory detach me from
the „ground‟ of normal existence? When we look at mathematicians, who
work with general Teacher theories, we know that Teacher thought can
produce „lift,‟ because theoretical people tend to walk around with „their
heads in the clouds.‟ Therefore, there must be something about a Teacher
understanding which can lift me from the ground. However, while the
mathematician may have his head in the clouds, his feet are still firmly
mired in the mud of mundane reality. Perhaps the reason is that his theories
are inadequate. If the current understanding of mathematics can lift a