328 A Programmer’s Guide to the Mind
I suggest that we also use the physical world to limit our Teacher chaos.
Conflicting Teacher theories are kept apart by separating them physically.
We divide our physical world, politically, into countries. Each nation is
free to form its own Teacher order of laws and organizations—within its
own territorial jurisdiction. We also use physical buildings and grounds to
separate one religion from another. Each is free to worship and to serve its
own version of universal understanding, as long as this activity is restricted
to a particular church, temple or synagogue. The same thing happens with
organizations, professions, and businesses. Each is permitted to construct
and follow its own system of Teacher order—if it sticks to its own „turf,‟
and if it respects the physical integrity of other individuals.A
Pseudo-Maturity
I suggest that this combination of objective brilliance and subjective
childishness is precisely what breeds pseudo-cultures and pseudo-theories.
First, when personal development is limited to the me of the physical body,
as in our present society, then pseudo-culture will be created; let us follow
the process: Science studies the objective; it analyzes our physical bodies
and our external world. It distances itself from personal feelings and
follows logical reasoning. History shows that this approach leads to the
development of a general Teacher understanding about the natural world—
a positive result. Science, in turn, breeds technology, as Teacher theories
are used to create new Mercy objects and experiences.
And technology, by its very nature, is a pseudo-culture. On the one
hand, the Mercy objects produced by technology produce strong Teacher
emotions because they embody the general principles of scientific order
within complexity. On the other hand, these same objects trigger a
minimum of Mercy feelings, because they spring from a foundation which
ignores the subjective and personal feeling. The result, as we said, is a
pseudo-culture—it builds upon Mercy experiences that produce Teacher
emotions.
For instance, how many of us have purchased the latest car or the
fastest computer because it was there. We did not need it—it satisfied no
Mercy desires. But, we were entranced by its power and its features. These
A This situation is now changing. People increasingly feel unable to handle
emotional pressure, and they are therefore asking for physical restrictions
to be extended to the realm of the emotions. Protests used to be based upon
actual physical harassment; now there are complaints when individuals feel
harassed. We answer this sensitivity with more physical rules: Don‟t touch
certain people. Don‟t look at certain objects. Don‟t say certain words.