Why Are We So Habitual?

Restored from the Empower Network archive (2011–2017), lightly edited to meet our current advertising standards. Views are the original author’s.

(San Jose, California)-How do we go into this thing of creating ideas about everything that we are trying to learn or find out about? Should we start with learning? Because learning is a constant process and there can be no rigidity if there a real act of listening and learning. This is listening to everything inwardly and outwardly and learning? So will this reduce the rigidity of a person looking to find out something or learning?

So is it possible to prevent ideation being formed? Why do we do this, making everything into ideas and conclusions? Can we explore this a little bit, please, and see what we find? Is there a time interval between listening and action, therefore ideation being formed? One listens to what another is saying and forms a conclusion and act according to that conclusion. Now that is three steps; listening, conclusion and acting, which imply there is a time interval between listening and acting.

Why do we do this, this is our process? Is it that where there is listening, ideation or formulation and action there is effort involved in it? Whereas when there is listening/acting as one then there is no effort. You see and act all at the same time. The seeing is the acting? The listening is the acting? One sees a dangerous snake and they act, they don’t stop and think about it, there is an immediate response with no intervals. That instant action has been conditioned over centuries of being told that snakes are dangerous and therefore it is a conditioned action of self-preservation.

Is there a difference between that and listening and acting? Seeing, observing and acting? In the observation there is no conclusion or preconceived ideas. One observes see “what is” and act. We seem to act out of an accumulation of facts about something rather then out of a clear perception? Is there a difference between the conditioned act of seeing a dangerous snake and the observing and acting? One is a response of knowledge stored in the brain as memory and the other is observation and action with no interference of memory at all.

Can we live this way, with no interference of memory at all? Lets say that the writer observes himself, and he is observing jealousy, the conditioned response of that is that he must not be jealous, rationalize it, suppress it or run away from it/escape. The other way to observe jealousy is without all the conditioned responses, just the observation of jealousy as it flowers and the “ENDING” of it.

Furthermore that word jealousy implies thought, image and habit. When one thinks of or feels jealousy it is the movement of thought, which is the creator of the images and habits-automatic mechanical processes of the brain. Take this slowly now, so you the readers want get lost? Now what happens when one is aware of the feeling that they are beyond that, that they are different then the others that’s is stuck in their mess of jealousy? If one were aware of this would they have such a feeling? Which is really another form of jealousy isn’t it?

===>HOLISTIC FITNESS/LIVING HELP<===

When one is learning about them selves, all of the thoughts, feelings, sensations, motives and all the rest. The writer doesn’t think that this will arise being superior to another, “I am there and you are not”? Now can we drop the habits? Can we see what habit does which is creating a mechanical process, seeing how the mind has become mechanical and the danger of it and drop it? Apparently it is the most difficult thing for us to do? Habit is a process instilled in us from childhood, it is the engine that pulls us through everything that we get involved in day-to-day, this is our day-to-day activity! Furthermore other than a lack of nutrition we wonder why we get so sick with disease and become so feeble minded. To see a habit and drop it?

Is it an intelligent act to say I am better than you are? How does one cultivate this intelligence? We said that intelligence is seeing and action as one. As parents and teachers how do we convey this intelligence? There are different children and students from various conditions and so-called cultures and all the rest. How are we as parents and teachers break these habits down and in the very breaking down of this intelligence come? You the readers what would you do? How will you deal with your child or student and help them bring this intelligence about? Not each one having there own idea but together as parents and teachers how should we do this?

May the writer hold forth? The writer might be wrong and please don’t except what he is saying? If you are at all serious about the health and well being of your children and students find out for your selves that which will convey this intelligence? You may criticize the writer and go into it with him so that we together find out what will convey this? The writer feels very strongly that the children and students should radically change psychologically along with the parents and teachers. “That is the chief concern of the writer and nothing else!” The writer passion and commitment is that when you the reader finish with this account that you are completely different human beings, same for the children and students when you the readers who are parents and teachers convey to them the importance of bring about this intelligence.

Furthermore if the writer was a parent or teacher and he is neither what would he do? This being the writers concern this is what he wants to convey to you and the children and students. So that you and them see the importance of it! That you and them must see the necessity of it and that you and them must be like that! This is the first thing the writer wants you to understand. Which means the writer want you and them to listen to what’s being said, to really listen!

Now the writer would set down with the children and students for about 15 minutes a day everyday and say listen now we must find out how to change ourselves, we must find this out together. This has to be done radically, you explain radically if you need be? Then the writer would ask them are you interested in all of this, do you want this to happen? Then the children and students will say what do you mean by change, then there is a dialogue. In that dialogue we will show each other how we are conditioned, how we accept things, how we are afraid, how we are habitual and all the rest. The writer would devote his energy to this forthright to make them completely understand.

Nevertheless how will something like this work? It will work because the writer feels passionate and he will convey his passion to them. Furthermore the writer would find 20 different ways to do it. We would take walks, set on the beach, while driving from school, eating at MacDonald’s, the point is he will do it and do it differently all the time. In addition it will be conveyed non-verbally as well as verbally. The writer would say listen look at what is happening in the world, you are conditioned, go into it with them completely. Talk to them and show them that the writer is not frighten and he is not putting a burden on the children or students, he will choose his words very carefully.

Now if you are doing this and the children and students have not caught on, find out why, go into it be serious about it, not angry or impatient.

===>HOLISTIC FITNESS/LIVING HELP<===