Background to The Mystical Energy
      
 
John L. Waters     
 
May 15, 2005

Revised May 17, 2005
 
© Copyright 2005 by John L. Waters.  All Rights
Reserved       

Western culture has moved around and explored every
nook and cranny of the physical world.  Western
culture has surveyed and examined all the ocean
bottoms, the topography of all lands, and much of
outer space.  Western curiosity has plumbed the depths
of caves and even deciphered the genetic code! 
Western science has defined the laws of physical
motion and other changes in nature.  There seems to be
no end to scientific exploration by Western culture. 
But there is one realm  Western science hasn't yet
penetrated.  That's the realm of the seer, the mystic,
the prophet, and the Oriental wise person or guru,
that is the unitive sense and the mystical energy that
the yogis cultivate and project.

The Oriental wise person projects the unitive sense
that he or she has cultivated.  A student can acquire
this unitive sense by working with a guru.  The
problem is that the Oriental guru tradition goes back
thousands of years, long before the age of science. 
Modern gurus teach the unitive sense in the ancient
way, and students of Western science can make little
sense of this.  Consequently, in India, where Western
science and technology have penetrated deeply, the old
guru tradition is dying out.  Young Orientals are
caught up in their school work, and school work leads
bright students into Western science and technology. 
It's difficult for intellectuals to make the
connection between the unitive sense and Western
science and technology.

Today we note this deep penetration of Western culture
around the world, and this intrusion of Western
science and technology into every culture on Earth. 
What is the reason for this deep penetration?  Well,
the reason is because Western science and technology
enable humans to perform apparent miracles!  For
example, formerly incurable diseases, such as malaria,
are cured by Western medicine.  Western science
enables people to refrigerate food, talk from
thousands of miles away, travel in flying ships that
even look like giant birds, and even walk on The Moon!
 The wonders of modern Western science are legion. 
Indeed, in every culture today, the people use radios,
telephones, antibiotics, and other products of Western
science and technology.

Ancient Orientals discovered the sense of unity and
cultivated this sense above and beyond all the other
senses.  To do this they needed to be protected by
other people, since they shut off the other senses. 
But vision, hearing, and the other familiar senses are
required for a person to make a living and otherwise
function in the world.  So these Oriental masters
became revered as "holy" persons worthy of being cared
for and protected by society.  For thousands of years
this Oriental tradition continued.  Meanwhile in other
cultures the sense of unity wasn't cultivated so
extensively and so methodically.  There were
occasional mystics, but there was no tradition whereby
the mystics taught other mystics who taught other
mystics, and so on.  Moreover, Western science didn't
begin in the Orient.   Western science began in
Greece, with Archimedes.

Since the times of Archimedes, it's taken many
centuries for Western culture to move around the Earth
and project its science and technology into every
nation.  Indeed, the heart of Western science and
technology is modern mathematics, and modern
mathematics is studied in every modern nation.  This
is why, to understand the heart of Western science and
technology, we study modern mathematics.  

Wars continue to be waged, and things aren't entirely
safe and sane in the world, because so many people
have so much technological power at their fingertips. 
Western science and technology have given people more
and more physical power, but not the wisdom that is
needed to manage this power.  Having so much power has
enabled humans to be fruitful and multiply, and
overcome diseases and other problems.  The problem of
wisdom, however, has not yet been solved by Western
science and technology.  This fact has caused large
numbers of young people to question the wisdom of
their teachers and other authorities.  The young
people themselves are not smart enough to solve this
problem, so they go over to some other culture and ask
that culture's wise persons to help them.  This
happened during the 1960s and 1970s.  A number of
young people studied under a guru, and now teach in
the ancient guru tradition.  This move didn’t bring
the needed progress and make the essential connection,
however.

To make the essential connection, we need to see that
the heart of modern science and technology is
mathematics.  Take away the mathematics and there's no
modern science and technology.  Advanced science and
technology can't exist without mathematics.  You can
appreciate this by studying advanced chemistry and
physics.  If you can make it through these courses,
you are good at mathematics.  If you can't do
mathematics, you will flunk advanced chemistry and
physics.  This proves the point.

At the heart of mathematics is the integration of
physical movement with mental movement.  That
integration of body movement and mental movement is
demonstrated by a child who is learning to count.  Out
of this unity of mind and body comes the natural
numbers which can be defined in the following way: 
one, one plus one, one plus one plus one, one plus one
plus one plus one, and so on.  The word "plus" just
means "integrate the number that comes after with the
number that comes before."  To integrate is to add. 
So the young child is learning about unity and about
integration.  But the words taught to school children
by their teachers don't emphasize this fact.  Each
child is taught to memorize the complicated names of
more and more whole numbers.  The rest of mathematics
with all its subtleties continues directing children’s
attention away from the basic unity and integration,
until at last we study calculus.

When we study calculus we actually study integration. 
In calculus we learn that the operation of integration
undoes what the operation of differentiation does.  We
study differentiation and integration and these both
require a study of limits and infinitesimals.  As we
study calculus, we become immersed in abstractions. 
We may never ever study the process of counting
itself.  Even so, students of calculus do learn that
integration is a summation.  So if you understand
integration you know that to identify the number Q
that is the same as one plus one plus one plus one
plus one plus one plus one ("Q" times) , or just "one
times Q."  All this might sound very elementary, but
no school teaches this integration.

When we add to "one times Q" the spinning movements
that the child engaged in to arrive at Q, then we get
the integration.  But in mathematics classes the
teachers leave out the spinning.  If you watch a child
counting one thousand beans one at a time, or better
yet if you videotape this counting process, the movie
will record the spinning.  Later you can run the movie
fast forward and you will see the child spinning fast!
 In slow motion you might not notice the spinning.

Western science has taken more than two thousand years
to apply mathematics with physics to arrive at useful
relationships that enable Western science and
technology to work miracles!  The basic Western
sci-tech rule of success is to integrate the pure
mathematics with the physical reality.  When we do
this with children learning to count unities we get
the integration of the spinning physical movement with
the mathematical abstraction of a number of unities. 
This integration is a whole number.  But when
mathematicians talk about whole numbers they leave out
the spinning and they leave out the integration. 
Today in teaching, mathematics is totally abstracted
from physical reality.  But in science and technology,
mathematics is integrated with physical reality. 
That's a big switch.

Western science and technology show us that
mathematics is very useful.  Mathematics is so useful
that Western culture has used mathematics to develop
science and technology and project itself into every
modern nation!  This demonstrates how POWERFUL
mathematics is!  But when it comes to school children
and older students really understanding what the power
of mathematics IS, they don't have training in this
subject.  All their years in school they studied
abstract mathematics.  The mathematicians themselves
didn't understand the full power of mathematics! 
Furthermore, from the very start the little child is
diverted away from understanding the heart of
mathematics by the way mathematics is taught.  There
is this powerful tool that is being made available,
but in school the full power of this tool isn't being
taught.  Instead, only abstract mathematics is being
taught.  Later, in chemistry, physics, and other
science classes, certain mathematical results are
applied.  These formulas and methods are at the heart
of Western science and technology!  But what is at the
heart of mathematics itself?

The power of mathematics is only minimally being
tapped.  At the beginning of our study of mathematics,
as little children we all unconsciously used the idea
of unity and the idea of integration.  We were
integrated in body and mind as we spun and counted out
the numbers one, two, three, four, etcetera.  By
avoiding the study of these two basic concepts, (1)
unity and (2) integration we missed the heart of
mathematics and the full power of mathematics.  Today
this full power remains unconscious and largely
untapped, but the yogi or guru projects this power out
for his or her disciples to feel.  This unity is what
integrates the "mind" or "will" of the universe(yoga)
with the "body" of the universe.(yogi)  You see the
physical body of the yogi and you study the discipline
of yoga and then you feel these two integrated in
yourself as you sense the unity of everything (the
mystical sense.)  But you have no way of clearly
understanding this union without using mathematics. 
This unity is the heart of mathematics and the heart
of the whole universe.

The little child is at first integrated in mind and
body.  It's natural for the child to learn to count
the way most all children learn to count.  They move
back and forth touching objects and counting them. 
Speed this up and you get a vibration or a spinning, a
rapid moving back and forth.  No matter what its
frequency of vibration is, this vibrating satisfies a
mathematical formula for unity.  All other vibrating
objects, large or small, satisfy the same mathematical
unity formula.  The sense of unity, however, is what
the yogi cultivates by his or her devotion to yoga. 
If the student never studies this subject and never
devotes himself or herself to yoga, then the person is
like the blind person who can't possibly see a
rainbow.  Other people witness the rainbow, but the
blind person can't see it.  So does the blind person
deny the rainbow exists, just because he can't see it?

By studying Western science and technology, and by
studying mathematics itself, we can understand the
full power of mathematics and the heart of
mathematics.  We can use this understanding to
recognize the devotion of a yogi and to the unity that
is the heart of mathematics and the power of
mathematics.  We can also witness that many thousands
of persons have devoted themselves to becoming yogis. 
Moreover we can observe each one of these yogis
projecting the power of unity directly to students. 
We also can recognize that in the traditional yoga
practice no teacher teaches this modern understanding
of unity.  This is why fewer and fewer young people in
India and elsewhere are taking a serious interest in
this subject.  Furthermore we see how modern Western
schooling is BLINDING billions of children the same
way children were blinded in the old Western culture. 
But today, the Western culture is projected into every
nation through mass media and other sci-tech means. 
This is why it is time for the new understanding of
unity and yoga to be projected to all nations.

4:14PM Sunday, May 15, 2005

Revised 11:30AM Wednesday, May 18, 2005

John L. Waters

New Ideas And Selected Writings

© 1998

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