Part two of our investigation into the mysterious mental and emotional construct we call the ‘week’ and its celestial influences… This time we begin to examine the intimate relationship between events on Earth and the map of the ancient heavens.

Stephen Tanham is a Director of the Silent Eye School of Consciousness, a not-for-profit teaching school of modern mysticism that helps people find a personal path to a deeper place within their internal and external lives.

The Silent Eye provides home-based, practical courses which are low-cost and personally supervised. The course materials and corresponding supervision are provided month by month without further commitment.

Stephen Tanham is a Director of the Silent Eye School of Consciousness, a not-for-profit teaching school of modern mysticism that helps people find a personal path to a deeper place within their internal and external lives.

The Silent Eye provides home-based, practical courses which are low-cost and personally supervised. The course materials and corresponding supervision are provided month by month without further commitment.

We were in Ulverston, Dean and I. We’d just climbed the famous ‘Hoad’ – a tall monument on the top of a tall hill that looks like a lighthouse… but isn’t. There’s some important symbology in that, but we’ll return to it later.

He was on his way back from Somerset to northern Scotland – the Glenlivet area of the North Cairngorms, where he and his loved ones have their home. Our house in Cumbria is en-route, so the door is always open to break his journey. After a night involving Bernie’s excellent cooking and a glass of red wine or two, we decided that a local (ish) walk would put some air into the bloodstream for his second leg and return to the far north.

Ulverston is one of our local favourites. It’s about a half-hour journey up the fast Barrow road. A coffee in Ford Park and then the short but taxing climb up ‘The Hoad’ to get to the famous lighthouse that isn’t. It can be seen all over the expanse of Morecambe Bay. It’s actually a monument to the famous engineer Sir John Barrow.

We’d got our breath back by the time we got to the monument. The Silent Eye had recently carried out the ‘Jewel in the Claw’ spring workshop at Great Hucklow – our annual biggie. We had used a Shakespearean theme, casting one of our Californian visitors as Queen Elizabeth – ruling over a giant chessboard which was the royal court; and upon which the players moved with great caution… under her watchful eye.

Dean and Alionora had played two of the central characters: Lord Mortido and Lady Libido – death and life in the fullest sense. They were superb. Leaving the tiny village Dean had reflected that there might be scope for doing something else ‘Shakespearean’, in the form of a journey around Macbeth Country, centred in Grantown-on-Spey, not far from where he and Gordon live.

Now, on top of the world and next to the faux lighthouse, we began to discuss it in earnest.

It would involve several kinds of journey. First, it was a long way to travel; but we had all driven down to Dorset the year before for the similar summer weekend, so we knew we’d get the support from our hardy regulars…

Second, there had to be a dual journey in terms of both spiritual discovery and visiting the landscape. The event was to take place in a triangle of land between Grantown, the Findhorn Coast and the Macbeth castles just south of Inverness. There would be no lack of scenery! Dean had already assembled a set of places with that ‘special feel’, including a mysterious old church and a stone circle. Within this combined landscape he proposed leading a journey of self-discovery using an ancient magical symbol. Macbeth’s ‘witches’ had to be honoured – they were a very real force in the time of James VI of Scotland – and subsequently the English king on the death of Elizabeth I. Dean has an intensely esoteric background and is a qualified NLP therapist and teacher as well as the local leader of Lodge Unicorn n’ha Alba. He has recently developed the idea of the ‘magical matrix’ and proposed to use this to accompany our journey in the highland landscape.

I hadn’t realised until he told me that the Unicorn is the national animal of Scotland. The event would mix his Scottish team and the Silent Eye, and we proposed it be called the Silent Unicorn.

Somewhat pleased with the plan, we took the long and winding path down from the Hoad to have a fruitful cafe lunch in Ulverston.

And now it is upon us. Like Macbeth we must earn our keep (sorry) and ‘strut and fret’ upon the magnificent stage of the highlands. Our weekend’s tower must be a true one and not false. Only with that intent – that something deeper is afoot, will we attract the intellectual and emotional harmony that so typifies these Silent Eye ‘landscape journeys’. By the time this is published, we will be leaving Cumbria, to join up with friends old and new from across the UK. We all face a long journey; but a very rewarding one.

For more information on joining us for one of the Silent Eye ‘discovery in the landscape’ weekends, click to see our forthcoming events, here.

Stephen Tanham is a Director of the Silent Eye School of Consciousness, a not-for-profit teaching school of modern mysticism that helps people find a personal path to a deeper place within their internal and external lives.

The Silent Eye provides home-based, practical courses which are low-cost and personally supervised. The course materials and corresponding supervision are provided month by month without further commitment.

“It is highly dishonourable for a Reasonable Soul to live in so Divinely built a Mansion as the Body she resides in, altogether unacquainted with the exquisite structure of it…”

Robert Boyle

In Part One, and Part Two we looked at a the emergence of a special number, Phi, that allowed the division of any ‘whole’ – like a figure in a painting or a building – into a series of proportions that divided it, but also retained its original relationship to the overall dimensions. the original ‘parent’. The number cannot be written, exactly, because it is ‘irrational’ – really an infinite relationship whose digits never recur. But the table below shows its emergence, to three decimal places, from the Fibonacci series. See Part One for the details.

This magical number, often called the Golden Mean or the Golden Section, was named Phi after the Greek artist and sculptor, Phidias, best known for his design of the statue of Athena within the Parthenon in Athens and the celebrated status of Zeus at Olympus. Both works were famous for their beauty… and also a sense of ‘specialness’. The reason for the latter is less well understood, yet central to our final consideration of this essence of ‘fiveness’.

Phidias, or the school he belonged to, had discovered that the human body followed ‘divine proportions’ – all based on the magical number of Phi – approximated as 1.618.

In the human form, the primary unit of this ‘divided divinity’ was the vertical distance between the brow of the face (the top of the eye, as in ‘eyebrow’) and the tip of the nose. Taking this as a base, the the vertical distance from the brow to the crown of the head is Phi times the base unit -the brow to tip of nose.

Moving the other way, the Phi ratio applies between the nose tip to the base of the neck. Travelling down the body, the same ratio applies – but with increasing lengths – from the neck to the armpit, then the navel, to the reach of the fingertips, and, finally from the fingertips to the soles of the feet. Using this analysis, there are seven harmonic sections to the human body.

Phidias used these proportions to create his breathtaking art. His approach was copied by many throughout history, including Leonardo Da Vinci, who had also inherited a love of another symbol that encapsulated the uniqueness of this magical proportion – the pentagram.

The origin of the pentagram is lost in ancient history, but was known as an astronomical symbol around 6,000 years BC in the land that became Sumer – possibly to represent the visible planets: Jupiter, Mercury, Marks, Saturn and Venus.

Its rise in Western history is due to the adoption by the School of Pythagoras (approx 500 BC), who shaped so much of our philosophical thought. The Pythagoreans knew the mathematical properties of the Golden Ratio and its relationship to the pentagram. Pythagoras was said to keep his own small pentagram with him at all times.

To conclude this series of three posts. Let’s examine the pentagram in the light of what we have learned about the Golden Section –

This five-sided ‘star’ can stand alone, or can sit within either a pentagon or a circle. The simple iPad geometry app I’ve used to create these diagrams (Geometry Pad) allowed only one measurement to be shown while the snapshots were being taken. We need to combine the measurements shown in Figure Four and Figure Five.

Look at the line running from G to I. It has three divisions caused by the intersections with the other vertices. From Figure Four we see that the distance from G to the first intersection is 5 units. Figure five shows us that the next section is of length 3.095 units. Allowing for the slight inaccuracy of the graphics we can divide the smaller by the larger and get 1.618, which is the value of Phi – the Golden Section.

This is only one instance. The pentagram is entirely constructed from Phi and Phi squared. As we have seen, it is truly the glyph of the human, and its Phi-based symmetry is too closely allied to our proportions to be considered an accidental result.

It is beyond the scope of this post but the pentagram first emerges – graphically – from the interaction of two circles, as above. First comes the point, then the line, then the triangle, then the square – then the pentagram. It occupies a very special place in Creation…

I believe we will go on discovering further depths to the pentagram in the years to come.

Stephen Tanham is a Director of the Silent Eye School of Consciousness, a not-for-profit teaching school of modern mysticism that helps people find a personal path to a deeper place within their internal and external lives.

The Silent Eye provides home-based, practical courses which are low-cost and personally supervised. The course materials and corresponding supervision are provided month by month without further commitment.

In Part One, we looked at a very simple sequence of numbers that ‘orbited’ or homed-in on a certain value. Now we need to examine that value and look at the sheer magic of what it represents.

This new number was 1.618. It’s derivation is summarised in the diagram above, and described in the previous post. Simply: (red numbers) we add the two previous numbers to get the next. Next: (green numbers) we offset the first line of numbers one place to the right and, using a calculator to three decimal places, we treat the offset numbers of fractions, one number above the other. The third (black) line gives the calculator results, which stabilise at 1.618.

The ‘series’ that generates it – known as the Fibonacci series – came into existence at the time the world was abandoning the old and (by then) clumsy Roman notation (I, II, IV etc) and moving to the Arab-derived numerals that we use today.

The special number 1.618 is known by many names, such a the Golden Ratio and the Golden Mean. It is a number that shows us how we can divide something to protect its ‘wholeness’ in a harmonic way. By doing this, the divided figure will always exhibit pleasing proportions when placed next to (or within) the ‘parent’ figure. For example, Leonardo Da Vinci used it, extensively, in his most famous pictures.

But there are much deeper implications to this than something that looks or feels good, important though that is.

The materialist sees the world as having numbers by virtue of an ‘accident’ that they fit how we see and describe things. The mystic looks for the experience of ‘oneness’ with the processes that created the universe. You can’t find that experience unless you look for it. The universe owes us no debt of making it happen in our minds and hearts – the search must be ours… then the doors of perception will be opened.

Imagine that we have a strip of paper that we are going to divide by cutting with scissors. Let’s say the length of the initial strip is represented by the letter ‘A’. When we cut the strip we will have three values: the initial length (A); and the lengths of the two pieces we produce. We can name the two ‘child’ pieces (a) – the longest, and (b) – the shortest.

Under all circumstances, the original length (A) would be equal to the sum of the two children (a+b) . We can write this A=b+c, the most simple kind of ‘equation’ we could every want to see.

The miraculous Fibonacci number (given the name Phi in the 20th century) gives us the means to divide the original strip of paper such that the longer of the two child pieces bears the same relationship (ratio) to the original strip, as the larger child does to the smaller…

We can keep on doing this – cutting each successive larger portion – with smaller and smaller divisions of the original strip of paper. The whole ‘creation’ will be in harmonic proportions. This generation of smaller and smaller ‘harmonic’ children is called self-similarity.

Nature uses ‘Phi’ all the time. The recent science of Fractals shows how essential self-similar division is for nature to achieve its purposes. A tree is a fractal, for example, as are our lungs. Our blood vessels can carry oxygen to our cells because they follow fractal rules of becoming smaller and smaller within the finite space of our bodies. Only by using such structures can incredibly large processes fit into small spaces. The generation of Phi is not a fractal process, but it perfectly illustrates the marvel of the related fractal structures in nature.

Examples of this in nature include the petals of flowers, such as the sunflower, and the spirals of nautilus sea shells… But there are innumerable examples.

So, how would we actually work out the Phi-derived point of where to cut our twenty-unit strip of paper? We can arrange the self-similar formula so that we have a quadratic equation to solve, but where’s the fun in that!

Instead, we can look at the workings of the older graphical method carried out with the use of compass and straight edge. This brings home the inclusive and ‘connective’ nature of working by hand and is illustrated below:

The horizontal line A-B is the length of paper we wish to divide into the harmonic proportions given by the Fibonacci-derived Phi number 1.618. In this example, the length is 20 units.

To begin, we imagine we have turned the base line (A-B) into a square of four sides and select its right-hand vertical halfway point.

To shorten this, I have simply created point C at the correct half-value (10). The compass is placed on point C and set to the distance of C-B. We begin to draw an upward arc from B to the intersection with the hypotenuse A-C. We then set the compass to a base at the origin – A, and extend its pencil to the previous intersection with the hypotenuse. This time we draw downwards until the curve intersects with the original length A-B. The point of crossing is the length of the largest ‘child’ as above.

The length value, the golden ratio, gives us a new ‘longest child’ length of 12.36 units. We could cut at this point. The relationship of the larger child to the smaller is the same relationship as the original full length to the largest child.

This process could be repeated to infinity using the successive larger pieces. The entire family of larger pieces would inherit the divine proportions of the ‘mother’ length.

In the final post, next week, we will examine how the pentagram combines all the above properties into a single figure of dynamic value to mankind.

Stephen Tanham is a Director of the Silent Eye School of Consciousness, a not-for-profit teaching school of modern mysticism that helps people find a personal path to a deeper place within their internal and external lives.

The Silent Eye provides home-based, practical courses which are low-cost and personally supervised. The course materials and corresponding supervision are provided month by month without further commitment.

In the dream the Hermit was speaking. “I am the eye of fiveness,” he said.

I listened… dreams are not always this lucid.

“In the beginning was the division, not the multiplication; and the division contained what divided it, but in another form…”

I was listening, intently. The figure of the Hermit promised great insight…

“No-thing can be a principle. It does not have to be nothing…” He paused, smiling. “But it does have to be a ghost…”

I wondered if you could blink in a dream… apparently not. He placed a dot in the centre of the sky. Then extended his arms into the shape of a draughtsman’s compass and drew, black on azure, a circle.

I smiled, understanding something, at last. “Ah, yes,” I said. “The dot is no-thing, but has existence – if only as a position. The dot is zero.” I paused, aware that my thinking was waking me up… I had to get to a point of…. memory or I would lose it all…

“The circle is everything and everywhere,” I said. “The circle – One – is the arena of existence!”

The way the Hermit faded indicated he was pleased. And then, like the Cheshire cat that left only a smile, he was gone…

That dream was many years ago. I was studying the pentagram and the way it was used in a magical school of the soul. I knew that the geometry – and hence the numeric basis – was closely linked to the organic life we all share.

But I wanted something deeper… and had asked for it.

I consider that my attitudes are roughly half ‘science’ and half mystical. That way, I avoid the worst excesses of both, such as mysticism’s inclination to be fluffy, and to espouse the most complex ‘magical’ theories, even if they are twice as forced as the simplest scientific truths.

Equally, science’s dogmatic adoption of the ‘we are the only truth‘ attitude is to be avoided. Consciousness is not rooted in numbers, but the human mechanism – the body and how it works – is.

So, if you’d like to join in, let’s go in search of what’s at the heart of the pentagram: ‘fiveness’. Stand up and take yourself into a different mental and emotional ‘space’. Tell yourself that you’re not doing something trivial, but something that’s a living key to how you are, or were, before the layers of civilisation, work and family walled us all in numbness.

Stretch out your arms and legs so you look like Leonardo Da Vinci’s famous picture of the ‘Vitruvian Man’. Each hand’s five fingers and each foot’s five toes make up four of the five points of your human pentagram. Your head – the controller, communications receiver and maker of your organic ‘me’ – forms the other. We may reasonably ask what is the fiveness of the head? The question may already have triggered an answer in your mind….

If you’ve never encountered the Fibonacci series, stay with me and I’ll do my best to explain it – very simply. It’s worth the few minutes it will take to understand it.

We begin with zero, then one, because the whole of metaphysics is based on their relationship. Zero is the potential for all numbers to exist. One is symbolically the ‘monad’ – the complete everything from which we come and to which we will return; but One is also the first number, so is doubly useful in this example. We could say that, in Nature, everything is a fraction, yet Nature knows no fractions… Mankind sees only fractions, yet contains the seed of that which caused that division in the first place.

From zero and one, the next term in the series of Fibonacci numbers is generated by adding the two previous numbers. So, (from 0+1) we get another 1. At this point the series starts to take shape, growing quickly as each new number emerges from the sum of the previous two.

The row of green numbers is exactly the same line of numbers as the red ones above. But they have all been shifted one place to the right. What we’re going to do now is to create a fraction (don’t panic – I’ll do the calculations!) from each of the sets of two numbers; one above the other. So the first one would be 1/0 which is an invalid number, since we cannot divide by zero in ordinary mathematics. The next one is 1/1, which is just 1. The next one is 2/1, which is 2. We can see from this that we are swaying from one ‘extreme’ to the other; between the numbers 1 and 2.

Let’s continue to work these numbers to see what it is that we are swaying around… This is a bit like finding you’re a spaceship being pulled into the orbit of an unknown planet… but this planet holds one of the fundamental keys to the Universe…

It takes only ten ‘terms’ of the fractions from the Fibonacci series to produce the hidden planet to which our spaceship is being drawn. If you have a calculator you can check the fractions which lead to it; 5 divided by 3, 8 divided by 5, etc. Each of these divisions gets closer to a number that emerges in the greyed out boxes of term ten, above. From there onwards, the number 1.618 is present in all the results, which continue to ‘sway’ around finer and finer divisions of this mysterious destination.

In fact, we can never get at the final answer, since it is what maths calls an ‘irrational’ number – one that isn’t really a number at all, but is only defined by (in this case) an infinite (never-ending) convergence towards smaller and smaller units.

In practical terms this doesn’t matter. The three decimal places of 1.618 will do us fine. To go beyond this would involve us worrying about one ten-thousandth of a unit, which would be needed in only the most specialised engineering application, such as space travel!

But enough of the maths! We’ve landed on planet Phi… This mysterious number is so important that, like its cousin Pi, it has its own name. Phi is also known as the Golden Mean, the Golden Ratio… and a host of other historic names. It has been with us for a long time.. and very few people know its full significance.

In the next post we’ll examine what it Phi really means; and why it makes the Pentagram and Pentagon such important geometric figures in any world where harmony is important… which is just about everywhere. We’ll also consider why Phi is truly the ghost in the machine…

Stephen Tanham is a Director of the Silent Eye School of Consciousness, a not-for-profit teaching school of modern mysticism that helps people find a personal path to a deeper place within their internal and external lives.

The Silent Eye provides home-based, practical courses which are low-cost and personally supervised. The course materials and corresponding supervision are provided month by month without further commitment.

Exploring the faces of the ‘human condition’ should be consuming our world at the moment. We might reasonably conclude that understanding the heights and depths of our shared experience, as we drain the planet of its living life, would be of interest to us.

But we don’t…

Instead, if we ask any questions at all, we spend months looking at things from a political perspective – from power; assuming against expectation, that somehow, the political process will throw up something good for our world.

Psychopaths are having a field-day. Across the globe, they are running things, some of them even showing us how deluded we are to worry about this; that it’s all nonsense…

The story of one of the most successful psychopaths in fictional history was set in northern Scotland. A hardy group of us are shortly to spend a day driving to the town of Grantown-on-Spey, in the northern Cairngorms, to work out our personal and mythical relationships to Macbeth – Shakespeare’s fabled warrior, who, assisted by his wife, Lady Macbeth, rose from glory to bloody dominance before being toppled by forces from within himself – and herself, if you widen the mystical interpretation of the story.

We will carry with us the means to construct our own ‘Guiding Star’ – a five pointed figure well known to everyone as the pentagram.

Throughout our history, scholars have questioned the source of the negative side of being human. Since ancient times, geometric figures have been used to explore and question human nature, often being viewed as somehow ‘magical’ when they were simply an aid to what we now call psychological understanding. The value of such figures – derived from the properties of the circle – is to show how forces that act upon us – psychologically – are related to each other, and do not act in isolation. That, alone, should give us food for thought.

Within the Silent Eye, we use another figure – the enneagram, which is ‘nine pointed’ – as the basis for our self-exploration. But the pentagram is older, and considers the inner and ‘magical’ nature of mankind within a mapping of five qualities: Air, Earth, Fire, Water and one other…

Mystically, these are called the Elements. Although they derive from an age in which modern science had not thrown its analytical light on the atomic and vibrational nature of matter and energy, the philosophers of that age did not see a valid division between the inner and outer worlds experienced by our consciousness.

Because of this, the four elements were seen to be both subjective and objective, coming together in a fifth – Spirit- which opened the door to mastery and harmony in which the created and the creator were re-united, within the creation; the world in which we live and breathe and have our being.

At a simple level, the element of Earth may be seen as our foundation of physicality. It is slow and cold in its operation. Without animation from others elements, it cannot evolve.

Air is what we breathe and also how we communicate. It provides one of three elements of what makes our biology work: the other elements being the intake of Water (also emotions) and the stability of the foundational Earth. Fire is something different and is closely aligned with energy and transformation; burning off the dross of the lower forms of mortality.

The sequential alignment of the self with each of these Elements is a key process in so-called ‘magic’. For magic, we should read self-transformation; a concept for which we now have deeper psychological understanding, though psychology still does not acknowledge the deeper implications of this approach.

The key is the sequence used, and the fundamental attraction generated with what turns out to be higher aspects of the self; known as the Self. Implicit in this approach is the presence of the famous golden ratio – an intrinsic property of the pentagram, and one of the basic dimensions of biological life.

In a triangle of landscapes between Grantown-on-Spey, the highland coast at Findhorn and the historic Macbeth castles near Inverness, we will explore these relationships and the potential for alignment with the Self, using prompts from Shakespeare’s famous play. The story of Macbeth, seen as an allegory, is the story of our own confrontation with materiality and the wrong kind of ambition.

Dean Powell, who is based in the north Cairngorms, runs a local esoteric group: Lodge Unicorn n’ha Alba. Dean will be leading our group through his adopted Highland landscape in an exciting journey of self-discovery shared by all.

The Silent Unicorn is the name of a workshop (14-16 June, 2019) which will bring together the work of Lodge Unicorn n’ha Alba and the Silent Eye into a weekend of physical and spiritual exploration in the setting of the Scottish Highlands.

If this blog has given you an appetite to join us, there are still a few places remaining. Send an email to rivingtide@gmail.com and we’ll provide more details.

Stephen Tanham is a Director of the Silent Eye School of Consciousness, a not-for-profit teaching school of modern mysticism that helps people find a personal path to a deeper place within their internal and external lives.

The Silent Eye provides home-based, practical courses which are low-cost and personally supervised. The course materials and corresponding supervision are provided month by month without further commitment.

In the preceding parts of this series (see below for full list) we have seen how Arthur M. Young, inventor and chief engineer of Bell’s early helicopter design, was convinced that it was possible to construct a ‘map of human meaning’, a graphic figure that would show the relationships between the laws of physics and the observer in a new way.

In its experiments, science had always tried get rid of the observer; and yet it was the observer’s mind that constructed the experiment in the first place…. How odd, thought Young, to try to get rid of the core animating principle behind the whole thing!

His early confirmation of this came with a new analysis of the common forms of motion, starting with the idea of distance from a point, then examining the relationship between distance travelled and the time taken (velocity); then considering the rate of change of such velocity when more force (pressing the accelerator in a car) was applied to create acceleration.

Each of these could be laid out on a circle, with distance being at the right, horizontal point. Each of the others came into existence at a right angle – ninety degrees – to the previous. In parts two and three, we saw how velocity was distance (a straight line) divided by time; acceleration was distance divided by time squared (an area); and that there was something missing at the final point (the upper vertical), which would equate to distance divided by time cubed – a 3D cube – the foundation of our physical world.

As an engineer, Arthur M. Young knew that he had used formula that divided by things cubed in his control systems for the helicopters he designed. He realised that this was the point at which the observer interacted with the system, in the form of control.

His task was now to extend this circular mapping to integrate all the other equations of ‘motion’ in the greater sense. These included all the remaining formula used by physics to describe aspects of motion.

First, he had to reconcile the properties of ‘fourness’ that had led to the mapping of general meaning with the key mystical concepts of ‘threeness’

The diagram above shows the process whereby something of a ‘higher nature’, spiritually, divides itself into two ‘children’ in order to come into manifestation at a ‘lower’ level. This is a deeply mystical idea and is the basis of most of the world’s metaphysical thought.

The key to understanding this is the realisation that the ‘above’ does not entirely remain there, it ‘enters into’ its creation – the lower. Nothing is lost… in fact much is gained. The whole, the One, becomes Two, but does not lose its oneness, when seen at the original level. The result is Three… represented by the triangle, which can direct itself up or down. If down, it is in the ‘God-descending’ process of involution. If upwards, it is the planetary process of evolution.

The One undertakes this transformation only because it can extend itself in the process. The potential role for mankind is to bring this intent to fruition; matching the microcosm (us) to the macrocosm (the creator). To ‘God’, there is an involvement with the creation. Mankind has to learn first to ‘see’ God in the multiplicity of the world. To do this requires the undoing of much of our ordinary learning, based upon the desire be a living part of unity.

Sadly, it is beyond the scope of these few blogs to provide more of the mathematical and logical mapping that Arthur M. Young carried out. Many of the techniques were invented by him. He was seeking what he called his ‘Rosetta Stone of Meaning‘. We can, therefore, cut to the chase and show the finished thing:

The figure comprises the original square cross of our original process of human meaning overlaid with four triangles. The result is twelve points on the circumference of the circle – exactly the number that astrology uses in its map of the year and the signs.

What had Arthur M. Young achieved with this reconciliation of physics, metaphysics and the place of the observer within both?

First and foremost, he had shown that our state as observer of ‘the’ world was not a single state, that there were incremental stages of consciousness corresponding to his maps of meaning. He showed that raw experience was the first product of our perception and that it occurred before our consciousness of anything. Whatever is ‘out-there’ has to register before our mind can begin to process it. After that, as the Rosicrucians often said,‘mind assigns it dimension’. This produces a literal depth of perception that a different part of the mind can then categorise.

It does this so it can group like things, giving related sets of experience. As an infant (as discussed in Part 7) the most important of these is what will hurt us. The organism has to endure, and there are many things in the out-there that can hurt or kill it.

Over time, we confuse the two organic fear of survival with what we like and dislike. In this way our registered experience become confused with what is being ‘valued’ as good and bad – in the Genesis story this is the fruit of the tree of good and evil. Ultimately, there is no good and evil, only what is. But our personal growth demands we take the long learning curve to real knowledge of our place in existence: gnosis, as the ancient teachers named it.

Arthur M. Young showed us that our consciousness – that jewel at the centre of our organism, needs threeness and fourness to divide its ‘circle’ of meaning into twelve parallel aspects. Once these are known, there is nothing that can fall outside their realm. The totality of our existence is mapped into this glyph – and it is of great significance that this corresponds with the twelve-fold divisions of the wheel of astrology – the most ancient of the ‘power-glyphs’.

What is humanity in this picture?As organic beings, we are wholly of this planet. The good Earth lends us her bright materials, and the seed from afar takes root and grows. It’s highest function is to be fully conscious, and, within that, to use the inbuilt gradients to set a course for ‘heaven’. Many storms await, but captains are made of storms, not books on navigation – though the latter are vital if this life-layer of humanity is to learn to give its fullest love back to the globe that nurtured it.

Information about Arthur M. Young, 1905-1995

This series of blogs are based upon the book: The Geometry of Meaning, by Arthur M. Young. ISBN 1-892160-01-3.

Stephen Tanham is a director of the Silent Eye School of Consciousness, a not-for-profit organisation that helps people find a personal path to a deeper place within their internal and external lives.

The Silent Eye provides home-based, practical courses which are low-cost and personally supervised. The course materials and corresponding supervision are provided month by month without further commitment.

Now we have finished with our incursion into maths, and I know that will be welcome…

Why have we been talking about such non-spiritual things as acceleration, velocity (speed) and distance? The answer is that these aspects of motion are at the heart of how we learn about the world, and how we interact with it. In learning, we forget how we learned and become absorbed in the results.

When the infant reaches out to get the hot cup she shouldn’t touch, and her fingers fail to grasp it, but push it away, she is using acceleration in the force she is trying to exert with her fingers. The small training cup may move but a larger and hotter teapot wouldn’t. The difference is not in the child’s fingers but in the mass (heaviness) of the teapot. A burn may be the result. It’s important to be able to gauge the mass of things – cycling into a tree or a wall is more painful than a hedge.

When the young boy, against his parents’ wishes, finds himself following his friends across that busy road, his life depends upon his ability to gauge the distance and how fast (velocity) he can run before the approaching vehicle kills him. If he’s successful, his parents will never know – and he is free to carry on learning.

If, halfway across that road, he sees that he has misjudged the speed of the approaching car, then he still has one chance of survival left to him: he can begin to run faster, in other words, accelerate. By generating more power (force = acceleration) in his leg muscles, he can propel his body forward, faster than before, and then faster, again, until the limit of his straining organism is reached. The swerving car passes him, its wing mirror rips the back of his coat, its horn is blaring, the driver frantic… but the boy is alive, and has learned something that will affect the rest of his life. In accelerating by choice, he has exercised something not present in position, distance, velocity or acceleration: he has developed control using his desire and free will to survive – using his mind and the mechanical capabilities of his body.

These are vital things, and they are key to how we learn and continue to learn. They give us our basic capabilities; and they help us to make sense of the world – our individual world – for we can know no other. Can we relate them to Arthur M. Young’s core diagram of how we learn the meaning of anything?

Let’s take a journey into ‘micro-time’. We enter a new house. In the corner of the first room there is a shape. It looks like a triangle, but so do many things. This is our first ‘taste’ of the previously unseen object. We examine it in more detail, believing that knowledge of its construction and function is important. We are at the stage of the Objective General in the above diagram.

We notice that triangle is actually three dimensional and has little ‘dimples’ in its material, We have good evidence that this object is made from a compressed paper derivative. We are now at the level of the Objective Specific.

Further study shows that there is light escaping from the edges of the object, and that its colour is a vivid orange. This is the Subjective General – because we are now imposing on it values (colour etc) that are actually part of our own minds – none of us sees exactly the same shade of orange, for example.

In a flash of recognition, we know its purpose: it is a lampshade, and it has been switched on.

This example shows how we perceive, though we do this in ‘micro-time’ and automatically. If we encountered an object whose like we had never seen, our minds would have to evaluate it in this way, step by step – but that process, too, would be automatic.

The ‘automation’ in our consciousness is necessary. Without it, we would be exhausted with all the routine ‘processing’ our brains would have to do. Its negative cost is that our world very quickly loses its magic unless we deliberately ‘look-again’ at things.

This science of perception was already well known to scientists, psychologists and mystics. Arthur M. Young’s interest was in the fact that it could be viewed as a diagram of meaning, as above.

He superimposed the attributes of motion that we have discussed in the last three posts onto the circle in the same way. Remember that each of the sequence: distance, velocity, acceleration, and now, control, had been seen to emerge from a 90 degree shift from the previous state – a ‘right-angle’, as the ancient builders described it. This followed the way the line (a number) became a square (the number squared), and then a cube (the number cubed).

What resulted was this:

We move clockwise from Distance to Velocity to Acceleration. This is the point where classical physics ends. But Arthur M. Young was an engineer and knew that you had to add control (and thus the Observer) to have the whole system work – as in the creation of the helicopter. Control needed to be at the top of the circle, with another 90 degree shift from Acceleration.

With this discovery, Arthur Young knew that the circle had to be capable of holding all the relationships to not only how we know objects, but how we interact with objects. More importantly, these relationship would each have their own angle in the circle. The above diagram shows how the fundamental quality of time had a 90 degree relationship with this master-symbol, and could map itself four times around the circle before returning to its original state.

Young had been fascinated by the history of how Egypt’s treasures had been discovered. He remembered that an artefact named the ‘Rosetta Stone’ had enabled the same description to be mapped between the ancient Greek and Egyptian languages, opening up the written story of that mighty civilisation.

He decided that his search was of a similar nature. Could he extend how Time was mapped into the circle to the other fundamental qualities of physics, such as mass and length?

In the next and final post of this series we will summarise the conclusions he came to, and show his Rosetta Stone of universal meaning.

Stephen Tanham is a director of the Silent Eye School of Consciousness, a not-for-profit organisation that helps people find a personal path to a deeper place within their internal and external lives.

The Silent Eye provides home-based, practical courses which are low-cost and personally supervised. The course materials and corresponding supervision are provided month by month without further commitment.

(Above: the original Bell 30 which established commercial helicopter technology, and was invented and developed by Arthur M. Young. Picture Wikipedia, public domain)

In our last post, we looked at those most frightening objects: numbers which are squared and cubed. This exercise in cruelty was an attempt to remove the fear of these things in order to put them in a very special place: Arthur M. Young’s conception of how consciousness worked – and its simplicity.

Arthur Young discovered that how the human mind grasped ‘meaning’ could be represented in a very simple graphical figure; one which gave greater depth to our understanding of consciousness. As well as being a scientist and famous inventor (the Bell helicopter was his creation) Young was a master astrologer – a very unusual activity for a scientist. He did not feel that astrology was antithetical to science, and admired the way the ancient science tried to encompass the whole of mankind’s experience rather than just the workings of the material world.

Young reminded us that our picture of the ‘world’ is our own; and is formed as a composite of information from our senses and our mind. This includes the way we react to it, as well. Let’s absorb this. There is no world, except the one we make. We are incapable of a full consciousness of the ‘out there’. That is not to say that we will always be limited in this way, but the present development of our species forms a very subjective picture: what I think, as opposed to what is. And we need to remember that it is very much a picture, though it has more dimensions than the area of the ‘picture’ we constructed in last week’s blog (Part 5).

There are certain things that have always been with mankind. A good example is the sky with its sun, moon and the mysterious planets – those ‘wanderers’ in the night sky that behaved very differently from the constellations around which ancient peoples spun their stories.

Arthur M. Young had determined that there were four stages, or aspects of how the pictures formed by our consciousness. Now, we must bear in mind that all of these are projected by the mind onto what we paint as ‘out there’. These stages have been carefully constructed during the course of our evolution, so Young felt justified in placing them at the centre of things.

One of the drivers of evolution was how we reacted to the motion of objects, friends and predators. To Young, the motion-related issues of distance covered, velocity and acceleration were related to three of the four aspects of meaning that we humans need to fully comprehend what is happening to us, and how we should interact with it. We examined this in Part Three and Part Four, like this:

(1) Distance travelled is seen to be the baseline of motion. It is analogous to our simple line of blocks in the last blog. The diagram is reproduced below:

(2) Velocity (or more commonly Speed) is Distance divided by Time, as in miles per hour. In other words, it’s a rate of change. With a constant speed (as in car staying at 70 mph on a motorway) the motion is at a constant rate. In our simplification of the formula we saw that Velocity is equal to Distance divided by the Time taken to cover it. in the diagram below, the distance is simply the length of the top line of blocks.

3) Acceleration is the rate of change of the previous aspect of Velocity. A car travelling at a constant 70 miles per hour is not accelerating. If our car, which had been travelling at constant 70 miles per hour, suddenly accelerated to overtake a wagon, there would be an increase in not only the distance, but also the velocity. This equates to the distance divided by timesquared. We have seen that anything squared is equal to a square. Here’s our square from last week:

In each case of the above aspects, we have evolved our understanding by creating a ninety degree (a right angle) turn. We moved from a line (1+1+1) to an area, a square, by turning our evolving shape through ninety degrees and extending all of it by the same length.

Have we finished what we can know? Our blocks have been carefully drawn to show that another transformation is possible. One more turn through ninety degrees is, effectively, extending all the squared blocks backwards into the diagram three times (1+1+1) as we hinted in the final diagram from last week, reproduced below:

Do we know this figure? Most certainly – it is a cube. We got to it by dividing distance by time cubed. We live in a world of cubes; that is , we live in a three-dimensional world. Arthur M. Young proposed that there is a missing type of motion related to this final transformation of the aspects of motion.

In the next part of this story, we will look at the nature of this third derivative of distance and time; and the vital link it provides between a scientific world of ‘only matter’ and the presence of the observer as an intelligent part of creation…

To be continued…

{Note to the reader: These posts are not about maths or physics; they are about a unique perspective on universal meaning created by Arthur M. Young. If you can grasp the concepts in this blog, your understanding of what follows will be deeper.}

Stephen Tanham is a director of the Silent Eye School of Consciousness, a not-for-profit organisation that helps people find a personal path to a deeper place within their internal and external lives.

The Silent Eye provides home-based, practical courses which are low-cost and personally supervised. The course materials and corresponding supervision are provided month by month without further commitment.