Mid-morning. You are sitting in McDonalds on
Montgomery Road across from Kenwood Towne Centre waiting for Carol who is at
the nearby optometrist. You copied the word ‘metacognition’ yesterday because
of interest in philosophy and earthly cultures. – Amorella
0944 hours. I am interested in reason and how humanity uses
it. My interest is on how humans construct reason to weigh over emotion for the
sake of a healthy and safe survival for its children and their children to come.
(I’m really not sure where this is coming from but what I read here appears to
be true to myself.)
Let’s include your ‘metacognition’ to see if
it sparks some thoughts relative to the GMG books because if the books were to
have a theme, the foremost them would be “on how humans construct reason to
weigh over emotion for the sake of a healthy and safe survival for its children
and their children to come.” – Amorella
0953
hours. How very odd of you to say this Amorella. While the concept is of great
personal concern to me (on how our species survives), I do not think of it in terms
of the books which are focused on how dead Merlyn sees the Dead as well as the
Living as a continuous relationship with one effecting the other as a sort of ‘gravitational
force’.
Why not call it what it is, a spiritual
force? – Amorella
0958 hours. Do you mean a spiritual interaction between the
Living and the Dead?
How about ‘among’ rather than ‘between’ for
more specificity? – Amorella
** **
Metacognition
From Wikipedia, the free encyclopedia
Metacognition is "cognition about cognition", or "knowing
about knowing". It comes from the root word "meta",
meaning beyond. It can take many forms; it includes knowledge about when and
how to use particular strategies for learning or for problem solving. There are
generally two components of metacognition: knowledge about cognition, and
regulation of cognition.
Metamemory,
defined as knowing about memory and mnemonic strategies, is an especially
important form of metacognition. Differences in metacognitive processing across
cultures have not been widely studied, but could provide better outcomes in
cross-cultural learning between teachers and students
Some
evolutionary psychologists hypothesize that metacognition is used as a survival
tool, which would make metacognition the same across cultures. Writings on
metacognition can be traced back at least as far as Perì Psūchês; and
the Parva Naturalia of the Greek philosopher Aristotle.
Definitions
This
higher-level cognition was given the label metacognition by American
developmental psychologist John Flavell (1979).
The term
metacognition literally means cognition about cognition, or more informally,
thinking about thinking. Flavell defined metacognition as knowledge about
cognition and control of cognition. For example, I am engaging in metacognition
if I notice that I am having more trouble learning A than B; [or] if it strikes
me that I should double check C before accepting it as fact. J. H. Flavell
(1976, p. 232). Andreas Demetriou, in his theory, one of the neo-Piagetian
theories of cognitive development, used the term hypercognition to refer to
self-monitoring, self-representation, and self-regulation processes, which are
regarded as integral components of the human mind. Moreover, with his
colleagues, he showed that these processes participate in general intelligence,
together with processing efficiency and reasoning, which have traditionally
been considered to compose fluid intelligence.
Metacognition
also thinks about one's own thinking process such as study skills, memory
capabilities, and the ability to monitor learning. This concept needs to be
explicitly taught along with content instruction. Metacognitive knowledge is
about our own cognitive processes and our understanding of how to regulate
those processes to maximize learning.
Some
types of metacognitive knowledge would include:
Person
knowledge (declarative knowledge), which is understanding one's own
capabilities
Task
knowledge (procedural knowledge), which is how one perceives the difficulty of
a task, which is the content, length, and the type of assignment
Strategic
knowledge (conditional knowledge), which is one's own capability for using
strategies to learn information. Young children are not particularly good at
this; it is not until upper elementary where students start to develop the
understanding of strategies that will be effective.
Different
fields define metacognition very differently. Metacognition variously refers to
the study of memory-monitoring and self-regulation, meta-reasoning,
consciousness/awareness and auto-consciousness/self-awareness. In practice
these capacities are used to regulate one's own cognition, to maximize one's
potential to think, learn and to the evaluation of proper ethical/moral rules.
In the
domain of experimental psychology, an influential distinction in metacognition
(proposed by T. O. Nelson & L. Narens) is between Monitoring—making
judgments about the strength of one's memories—and Control—using those
judgments to guide behavior (in particular, to guide study choices). Dunlosky,
Serra, and Baker (2007) covered this distinction in a review of metamemory
research that focused on how findings from this domain can be applied to other
areas of applied research.
In the
domain of cognitive neuroscience, metacognitive monitoring and control has been
viewed as a function of the prefrontal cortex, which receives (monitors)
sensory signals from other cortical regions and through feedback loops
implements control (see chapters by Schwartz & Bacon and Shimamura, in
Dunlosky & Bjork, 2008).
Metacognition
is studied in the domain of artificial intelligence and modelling. Therefore,
it is the domain of interest of emergent systemics.
It has
been used, albeit off the original definition, to describe one's own knowledge
that we will die. Writers in the 1990s involved with the grunge music scene
often used the term to describe self-awareness of mortality.
Components
Metacognition
is classified into three components:
Metacognitive
knowledge (also called metacognitive awareness) is what
individuals know about themselves and others as cognitive processors.
Metacognitive
regulation is the regulation of cognition
and learning experiences through a set of activities that help people control
their learning.
Metacognitive
experiences are those experiences that have
something to do with the current, on-going cognitive endeavor.
Metacognition
refers to a level of thinking that involves active control over the process of
thinking that is used in learning situations. Planning the way to approach a
learning task, monitoring comprehension, and evaluating the progress towards
the completion of a task: these are skills that are metacognitive in their
nature.
Metacognition
includes at least three different types of metacognitive awareness when considering
metacognitive knowledge:
1
Declarative knowledge: refers to knowledge about oneself as a learner and about what
factors can influence one's performance. Declarative knowledge can also be
referred to as "world knowledge".
2
Procedural knowledge: refers to knowledge about doing things. This type of knowledge
is displayed as heuristics and strategies. A high degree of procedural
knowledge can allow individuals to perform tasks more automatically. This is
achieved through a large variety of strategies that can be accessed more
efficiently.
3
Conditional knowledge: refers to knowing when and why to use declarative and
procedural knowledge. It allows students to allocate their resources when using
strategies. This in turn allows the strategies to become more effective.
Similar
to metacognitive knowledge, metacognitive regulation or "regulation of
cognition" contains three skills that are essential.
1
Planning: refers to the appropriate selection of strategies and the
correct allocation of resources that affect task performance.
2
Monitoring: refers to one's awareness of comprehension and task
performance
3
Evaluating: refers to appraising the final product of a task and the
efficiency at which the task was performed. This can include re-evaluating
strategies that were used.
Similarly,
maintaining motivation to see a task to completion is also a metacognitive
skill. The ability to become aware of distracting stimuli – both internal and
external – and sustain effort over time also involves metacognitive or
executive functions. The theory that metacognition has a critical role to play
in successful learning means it is important that it be demonstrated by both
students and teachers.
Students
who demonstrate a wide range of metacognitive skills perform better on exams
and complete work more efficiently. They are self-regulated learners who
utilize the "right tool for the job" and modify learning strategies
and skills based on their awareness of effectiveness. Individuals with a high
level of metacognitive knowledge and skill identify blocks to learning as early
as possible and change "tools" or strategies to ensure goal
attainment. Swanson (1990) found that metacognitive knowledge can compensate
for IQ and lack of prior knowledge when comparing fifth and sixth grade
students' problem solving. Students with a high-metacognition were reported to
have used fewer strategies, but solved problems more effectively than
low-metacognition students, regardless of IQ or prior knowledge. In one study
examining students who do text messaging during college lectures, it was
suggested that students with higher metacognitive abilities were less likely
than other students to have their learning impacted by using a mobile phone in
class.
Metacognologists
are aware of their own strengths and weaknesses, the nature of the task at
hand, and available "tools" or skills. A broader repertoire of
"tools" also assists in goal attainment. When "tools" are
general, generic, and context independent, they are more likely to be useful in
different types of learning situations.
Another
distinction in metacognition is executive management and strategic knowledge.
Executive management processes involve planning, monitoring, evaluating and
revising one's own thinking processes and products. Strategic knowledge
involves knowing what (factual or declarative knowledge), knowing when
and why (conditional or contextual knowledge) and knowing how
(procedural or methodological knowledge). Both executive management and
strategic knowledge metacognition are needed to self-regulate one's own
thinking and learning.
Finally,
there is no distinction between domain-general and domain-specific
metacognitive skills. This means that metacognitive skills are domain-general
in nature and there are no specific skills for certain subject areas. The
metacognitive skills that are used to review an essay are the same as those
that are used to verify an answer to a math question.
Metacognitive
experience is responsible for creating an identity that matters to an
individual. The creation of the identity with meta-cognitive experience is
linked to the identity-based motivation (IBM) model. The identity-based
motivation model implies that "identities matter because they provide a
basis for meaning making and for action." A person
decides also if the identity matters in two ways with meta-cognitive
experience. First, a current or possible identity is either "part of the
self and so worth pursuing" or the individual thinks that the
identity is part of their self, yet it is conflicting with more important
identities and the individual will decide if the identity is or is not worth
pursuing. Second, it also helps an individual decide if an identity should be
pursued or abandoned.
Usually,
abandoning identity has been linked to meta-cognitive difficulty. Based on the
identity-based motivation model there are naive theories describing difficulty
as a way to continue to pursue an identity. The incremental theory of ability
states that if "effort matters then difficulty is likely to be interpreted
as meaning that more effort is needed." Here is an example: a woman who
loves to play clarinet has come upon a hard piece of music. She knows that how
much effort she puts into learning this piece is beneficial. The piece had
difficulty so she knew the effort was needed. The identity the woman wants to
pursue is to be a good clarinet player; having a metacognitive experience
difficulty pushed her to learn the difficult piece to continue to identify with
her identity. The entity theory of ability represents the opposite. This theory
states that if "effort does not matter then difficulty is likely to be
interpreted as meaning that ability is lacking so effort should be
suspended." Based on the example of the woman playing the clarinet, if she
did not want to identify herself as a good clarinet player, she would not have
put in any effort to learn the difficult piece which is an example of using
metacognitive experience difficulty to abandon an identity.
Relation to sapience
Metacognologists
believe that the ability to consciously think about thinking is unique to
sapient species and indeed is one of the definitions of sapience. There is
evidence that rhesus monkeys and apes can make accurate judgments about the
strengths of their memories of fact and monitor their own uncertainty, while
attempts to demonstrate metacognition in birds have been inconclusive. A 2007
study has provided some evidence for metacognition in rats, but further
analysis suggested that they may have been following simple operant
conditioning principles, or a behavioral economic model.
Metacognitive strategies
Metacognitive-like
processes are especially ubiquitous when it comes to the discussion of
self-regulated learning. Being engaged in metacognition is a salient feature of
good self-regulated learners. Reinforcing collective discussion of
metacognition is a salient feature of self-critical and self-regulating social
groups. The activities of strategy selection and application include those
concerned with an ongoing attempt to plan, check, monitor, select, revise,
evaluate, etc.
Metacognition
is 'stable' in that learners' initial decisions derive from the pertinent facts
about their cognition through years of learning experience. Simultaneously, it
is also 'situated' in the sense that it depends on learners' familiarity with
the task, motivation, emotion, and so forth. Individuals need to regulate their
thoughts about the strategy they are using and adjust it based on the situation
to which the strategy is being applied. At a professional level, this has led
to emphasis on the development of reflective practice, particularly in the
education and health-care professions.
Recently,
the notion has been applied to the study of second language learners in the
field of TESOL and applied linguistics in general (e.g., Wenden, 1987; Zhang,
2001, 2010). This new development has been much related to Flavell (1979),
where the notion of metacognition is elaborated within a tripartite theoretical
framework. Learner metacognition is defined and investigated by examining their
person knowledge, task knowledge and strategy knowledge.
Wenden
(1991) has proposed and used this framework and Zhang (2001) has adopted this
approach and investigated second language learners' metacognition or
metacognitive knowledge. In addition to exploring the relationships between
learner metacognition and performance, researchers are also interested in the
effects of metacognitively-oriented strategic instruction on reading
comprehension (e.g., Garner, 1994, in first language contexts, and Chamot,
2005; Zhang, 2010). The efforts are aimed at developing learner autonomy,
interdependence and self-regulation.
Metacognition
helps people to perform many cognitive tasks more effectively. Strategies for
promoting metacognition include self-questioning (e.g. "What do I already
know about this topic? How have I solved problems like this before?"),
thinking aloud while performing a task, and making graphic representations
(e.g. concept maps, flow charts, semantic webs) of one's thoughts and
knowledge. Carr, 2002, argues that the physical act of writing plays a large
part in the development of metacognitive skills.
Strategy
Evaluation matrices (SEM) can help to improve the knowledge of cognition
component of metacogntion. The SEM works by identifying the declarative (Column
1), procedural (Column 2) and conditional (Column 3 and 4) knowledge about
specific strategies. The SEM can help individuals identify the strength and
weaknesses about certain strategies as well as introduce them to new strategies
that they can add to their repertoire.
A
regulation checklist (RC) is a useful strategy for improving the regulation of
cognition aspect of one's metacognition. RCs help individuals to implement a
sequence of thoughts that allow them to go over their own metacogntion. King
(1991) found that fifth-grade students who used a regulation checklist
outperformed control students when looking at a variety of questions including
written problem solving, asking strategic questions, and elaborating
information.
Metacognitive
strategies training can consist of coaching the students in thinking skills
that will allow them to monitor their own learning. Examples of strategies that
can be taught to students are word analysis skills, active reading strategies,
listening skills, organizational skills and creating mnemonic devices.
Metastrategic knowledge
"Metastrategic
knowledge" (MSK) is a sub-component of metacognition that is defined as
general knowledge about higher order thinking strategies. MSK had been defined
as "general knowledge about the cognitive procedures that are being
manipulated". The knowledge involved in MSK consists of "making
generalizations and drawing rules regarding a thinking strategy" and of
"naming" the thinking strategy.
The
important conscious act of a metastrategic strategy is the
"conscious" awareness that one is performing a form of higher order
thinking. MSK is an awareness of the type of thinking strategies being used in
specific instances and it consists of the following abilities: making
generalizations and drawing rules regarding a thinking strategy, naming the
thinking strategy, explaining when, why and how such a thinking strategy should
be used, when it should not be used, what are the disadvantages of not using
appropriate strategies, and what task characteristics call for the use of the
strategy.
MSK
deals with the broader picture of the conceptual problem. It creates rules to
describe and understand the physical world around the people who utilize these
processes called higher-order thinking. This is the capability of the
individual to take apart complex problems in order to understand the components
in problem. These are the building blocks to understanding the "big
picture" (of the main problem) through reflection and problem solving.
Characteristics
of Theory of Mind: Understanding the mind and the "mental world":
1
False beliefs: understanding that
a belief is only one of many and can be false.
2
Appearance–reality distinctions:
something may look one way but may be something else.
3
Visual perspective taking: the
views of physical objects differ based on perspective.
4
Introspection: children's
awareness and understanding of their own thoughts.
Metacognition and action
Both
social and cognitive dimensions of sporting expertise can be adequately
explained from a metacognitive perspective according to recent research. The
potential of metacognitive inferences and domain-general skills including
psychological skills training are integral to the genesis of expert
performance. Moreover, the contribution of both mental imagery (e.g., mental
practice) and attentional strategies (e.g., routines) to our understanding of
expertise and metacognition is noteworthy.The potential of metacognition to
illuminate our understanding of action was first highlighted by Aidan Moran who
discussed the role of meta-attention in 1996. A recent research initiative, a
research seminar series called META funded by the BPS, is exploring the role of
the related constructs of meta-motivation, meta-emotion, and thinking and
action (metacognition).
Mental illness and
metacognition
Sparks of interest
In the
context of mental health, metacognition can be loosely defined as the process
that "reinforces one's subjective sense of being a self and allows for becoming
aware that some of one's thoughts and feelings are symptoms of an illness. " The
interest in metacognition emerged from a concern for an individual's ability to
understand their own mental status compared to others as well as the ability to
cope with the source of their distress. These insights into an individual's
mental health status can have a profound effect on the over-all prognosis and
recovery. Metacognition brings many unique insights into the normal daily
functioning of a human being. It also demonstrates that a lack of these
insights compromises 'normal' functioning. This leads to less healthy
functioning. In the Autism spectrum, there is a profound inability to feel
empathy towards the minds of other human beings. In people who identify as
alcoholics, there is a belief that the need to control cognitions is an
independent predictor of alcohol use over anxiety. Alcohol may be used as a
coping strategy for controlling unwanted thoughts and emotions formed by
negative perceptions. This is sometimes referred to as self-medication.
Implications
Well's
and Matthew's theory proposes that when faced with an undesired choice, an
individual can operate in two distinct modes: 'object' and 'Metacognitive.'
Object mode interprets perceived stimuli as truth, where Metacognitive mode
understands thoughts as cues that have to be weighted and evaluated. They are
not as easily trusted. There are targeted interventions unique of each patient
that gives rise to the belief that assistance in increasing metacognition in
people diagnosed with schizophrenia is possible through tailored psychotherapy.
With a customized therapy in place clients then have the potential to develop
greater ability to engage in complex self-reflection. This can ultimately be
pivotal in the patient's recovery process. In the Obsessive Compulsive Disorder
spectrum, cognitive formulations have greater attention to intrusive thoughts
related to the disorder. "Cognitive Self-Consciousness" are the
tendencies to focus attention on thought. Patients with OCD exemplify varying
degrees of these 'intrusive thoughts.' Patients also suffering from Generalized
Anxiety Disorder also show negative thought process in their cognition.
With any
metacognition strategy, the main consensus is to believe that they are good.
But in all actuality some may be very harmful. Cognitive-Attentional Syndrome
(CAS) characterizes a Metacognitive model of emotion disorder. ((CAS is
consistent with the constant with the attention strategy of excessively
focusing on the source of a threat.)) This ultimately develops through the
client's own beliefs. Metacognitive therapy attempts to correct this change in
the CAS. One of the techniques in this model is called Attention Training
(ATT). It was designed to diminish the worry and anxiety by a sense of control
and cognitive awareness. Also ATT trains clients to detect threats, test how
controllable reality appears to be.
Works of art as metacognitive
artifacts
The
concept of metacognition has also been applied to reader-response criticism. Narrative
works of art, including novels, movies and musical compositions, can be
characterized as metacognitive artifacts which are designed by the artist to
anticipate and regulate the beliefs and cognitive processes of the recipient,
for instance, how and in which order events and their causes and identities are
revealed to the reader of a detective story. As Menakhem Perry has pointed out,
mere order has profound effects on the aesthetical meaning of a text. Narrative
works of art contain a representation of their own ideal reception process.
They are something of a tool with which the creators of the work wish to attain
certain aesthetical and even moral effects.
Mind wandering and
metacognition
There is
an intimate, dynamic interplay between mind wandering and metacognition.
Metacognition serves to correct the wandering mind, suppressing spontaneous
thoughts and bringing attention back to more "worthwhile" tasks.
Selected and
edited from Wikipedia - metacognition
**
**
1043
hours. It has taken a while, about forty-five minutes, to read and
superficially edit this Wikipedia article for blog posting. It appears that my
novels as well as this year-after-year Encounters-In-Mind blog are
metacognitive narrative works of art. Evidently I wish to attain certain
aesthetical and even moral effects. Apparently, you, Amorella, are a self-aware
form of metacognition that serves to correct my wandering mind and bring
attention to more ‘worthwhile’ tasks.
You
are home and about to decide on lunch. When you picked up Carol she mentioned
that her eye doctor had over the glasses sunglasses. You bought a pair because
they are exactly what you have been looking for. – Amorella
Earlier
in the afternoon. You had lunch at Smashburgers, Carol is looking for shoes at
Famous Footwear at the VOA Centre, and she will be taking a shirt back to
Carter’s. Brennan does not like front buttons except two or three at the top.
Not only that, if Grandma gave him such a shirt he wouldn’t wear it, according
to Kim. – Amorella
1338 hours. Individual human beings are independent like
cats. You try to herd people and it’s like herding cats. This is a
generalization because human beings are a lot like dogs too. No wonder both
species are common pets world-wide. Life is continually interesting. People
talk about there possibly being an alternate universe; maybe this is where we
are.
Suppose that were the case, orndorff.
Compared to where you are, what would be two or three major differences in the ‘first
Earth’ so to speak, and the ‘second Earth’? All things being pretty much equal (Earth)
environmentally and (human) bio-chemically? Amorella
1350
hours. I would have to go back to the Jung ‘ego’ diagram added a few days ago. I will
pick out three cultural differences based on the diagram -- family,
religion and society. All other circumstances being pretty much equal;
strangely enough, I would say that there wouldn’t be any real differences on
the ‘first Earth’ as compared to the ‘second Earth’. I am a bit surprised by
this conclusion; but factoring in the same environment and same species I
cannot imagine they would be much different at all, at least getting to this
point in time. Surely longer or shorter periods if ice ages or climate changes
would make a difference as well as food shortages and the like as well as
pretty much ideal climates for growing food, livestock development, etc. would
help or hinder physical and social development. Most religions speak of a
Creator or several Creators of the universe. Certain ethical standards would
have to be created for families and friends/enemies/indifferent peoples to
get-along so that buildings, roads and sanitation can be stabilized. That’s
what I come up with off the top of my head. Any one of the culture we have on
Earth today could have become the standard in the world, i.e. we could be a
Chinese-like culture or we could be a culture like in mid-central Europe or mid
Africa, such as groups of states becoming a separate countries, always being
separate countries. I think of the book High Castle by Phillip K. Dick. This
concept has been done, though perhaps not done to death. I don’t get the point
of your direction, Amorella.
1520
hours. We are at Pine Hill Lakes Park. Carol is on page 254 of Rollins’ The
Eye of God. What a pleasant afternoon it is to sit in the shade of the
trees, the hill and the breeze; nice and cool on an otherwise warm sunny day. Where
are we going with this family, religion and society Amorella?
If both universes have ‘free will’ why do
they both end up the same? You seem to be saying that the human condition raised in such a physical structure and environment cannot be any different than they
were several thousand years ago in terms of family, religion and society. Are
both systems full of forms of human slavery, boy? – Amorella
1529 hours. That’s a bit harsh. You have to define slavery.
You define it. – Amorella
** **
slavery – noun
the
state of being a slave: thousands had been sold into slavery.
•
the practice or system of owning slaves.
•
a condition compared to that of a slave in respect of exhausting labor or
restricted freedom: female domestic slavery.
•
excessive dependence on or devotion to something: slavery to
tradition.
Selected
and edited from Oxford/American software
** **
1533
hours. All cultures are dependent on an economic system. All cultures obligate
people to follow particular social rules. People are born and raised through a
particular family and social culture through tradition and/or the lack of
tradition. In my opinion religion is secondary in terms of human dynamics today.
Tradition today mixes religion/philosophy and culture and sometimes economics
in/on the greater world scene rather than in a regional or state scene though
one central focus is ‘us versus them’ no matter what the culture. I cannot
envision a ‘first Earth’ and ‘second Earth’ being any different.
Is this because people do not obey the
commandments of the state or of a god of a particular religion? – Amorella
1548 hours. I do not know.
Is it because of the independent feline
nature of the human species or is it because of the pack-like nature of the
canine? – Amorella
1551 hours. I do not know.
So, how does the alien species and/or the
angelic being influence human beings? – Amorella
1554 hours. I assume either the alien or the angel would leave us to our own
devices. What good would any message (singular or otherwise) do? Any message
receivable to the human condition would always be up for interpretation and
manipulation. Cats and dogs can both be clever when left to their own devices
and (alas) so can we. The only thing that separates us from cats and dogs is
our higher reasoning ability.
Last night Carol was upstairs reading and
you decided to begin watching a newly refreshed and digitalized Lawrence of
Arabia on Netflix. What had he and a few others done just before you shut
the film down for the night? – Amorella
1605 hours. They crossed a desert that could not be crossed
to get to Aqaba. “[Lawrence] and the Arab forces of Sharif Hussein in 1917 made
the territory a part of the Kingdom of Hejaz under the rule of Prince Faisal.” –
Wikipedia – I had to look up the spellings.
So, in here, in the blog and in the books,
people have to find the desert first, then cross it to receive a message from
the aliens (in this case). Blake, Pyl and Justin have to cross the desert and
return to Earth to state their case (in terms of the aliens, the Marsupial
humanoids). – Amorella
1617 hours. I did not foresee this direction, but this makes
more sense than the conclusion of the Merlyn’s Mind series. I am amazed how you
work within Amorella. What can I say?
2156
hours. We watched NBC News and Sunday’s PBS Mystery, “Arthur and George” the
second part. Sir Arthur Conan Doyle is Arthur. George is the Indian/British
citizen (India) Doyle is attempting to find innocent. The viewer has to listen
and pay attention to details.
You tried to watch more of Lawrence of
Arabia but Netflix wouldn’t let you on tonight. You assume Paul, his brother
Peter, and/or his father Sang is watching Netflix presently.
2204 hours. I can wait. I am still thinking about the fact
that the human characters: Blake, Pyl and Justin have to find the desert, cross
it, and return to Earth to disclose what they have learned and discovered from
the Marsupial humanoids and ThreePlanets. Find the desert and cross it
holds fast in heartansoulanmind. I assume the ‘desert’ is a symbol but crossing
it is not. I wonder what Jung has to say about the desert as a symbol?
** **
Everything to
come was already in images: to find their soul, the ancients went into the
desert. This is an image. The ancients lived their symbols, since the world had
not yet become real for them. Thus they went into the solitude of the desert to
teach us that the place of the soul is a lonely desert.
Everything has
been foretold. But who knows how to interpret it? When you say that the place
of the soul is not, then it is not. But if you say that it is, then it is.
Notice what the ancients said in images: the word is a creative act. The
ancients said: in the beginning was the Word. Consider this and think upon it.
The words that oscillate between nonsense and supreme meaning are the oldest
and truest.
Carl Jung, Red Book, pages 235-236
Selected from -
http://jungcurrentsDOTcom/jung-red-book-soul-desert
** **
2237
hours. I have an innate understanding of “The words that oscillate between
nonsense and supreme meaning are the oldest and truest.”
The understanding was not innate, boy. It
was learned and then understood by first hand experience. – Amorella
2240 hours. I cannot articulate my thought at this moment.
Even the most honest and deepest of
reflective thought may not be the truth, boy. – Amorella
2241 hours. Thank you, Amorella.
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