23 Sense Learning And Sense Knowledge

There are two kinds of learning and two kinds of knowledge.

There is senselearning from the senses concerning nature, and doer-learning from the experiences of the doer concerning the doer;

and there are two kinds of knowledge, the senseknowledge which thinking has developed from sense-learning, and the selfknowledge, or knowledge of the conscious self in the body, which thinking has developed from doer-learning.

An event felt is either outside and is brought through the senses to feeling, or it is inside the human and wells up in the doer, feeling-and-desire, where it is felt as sorrow, fear, warning, joy, hope, confidence or similar states. From these two classes of events thinking gives information and makes a record of it in the mental atmosphere.

The record of the experiences is made up of nature-matter and intelligent-matter. The nature-matter is brought in by the senses, the intelligent-matter is part of the doer. After death that part of the record which was made of nature-matter disappears with the dissipation of the breath-form, whereas the intelligent-matter remains in the mental atmosphere. During life while the information or record is on the breath-form, it is only memory of experiences.

Learning, both sense-learning and doer-learning, is the sum, the mass of all records. The single records have disappeared into the general mass of learning. The record kept on the breath-form is the memory of the particular experience. The extract made from the experience goes into the mental atmosphere to blend with the mass of other extracts of experiences which is learning. When the learning is readily available, the individual records of experiences usually disappear.

Thus, while the multiplication table is being learned, individual records are kept as memories on the breath-form, such as three times four make twelve, but when from the repetition of this statement has been extracted enough to be called sense-learning, the memory of the individual experience is forgotten and one is able to say three times four make twelve, without having to confirm the statement.

Learning is not knowledge. From sense-learning comes sense-knowledge for the human, from doer-learning comes self-knowledge for the doer. Knowledge of both kinds results from thinking on what has been learned. It does not come from a thought or from thoughts, it is acquired by thinking.

It is a common thing to extract sense-learning from experiences, children and distinguished scientists do it. It is one set of functions which the body-mind executes. Occasionally it has another set of functions. It makes efforts to free Light from interfering matter and to turn it and to focus it on and into the subject of the thinking. This is a process of digestion or assimilation, so as to get an extract from what has been learned. It is thinking of what has been learned and leads to sense-knowledge, that is, knowledge of the actions of matter. Thus the generalizations are made which are called laws.

Sense-knowledge is and remains in the mental atmosphere during life, and after death is lost when the breath-form is dissolved. But there remains from sense-learning and sense-knowledge the discipline of at most the body-mind. Inclinations, aptitudes and abilities are all that is brought over from the education and attainments in one life. Sometimes these are so marked that the person having them is called a genius.

On the other hand, doer-learning and self-knowledge are acquired by the doer, and are carried over after death. They are chiefly reactions to acts, objects and events, experienced by the doer. Feeling causes desire to start thinking on the feelings produced, and a record is made by the body-mind, the feeling-mind and the desiremind, similar to that of sense-learning which is made by the body-mind alone. The store of doer-learning is thus increased. Doer-learning is the mass of extracts which the feeling-mind and the desire-mind have made from experiences of acts, objects and events, and of their causes and avoidances. Doer-learning is largely, not exclusively, of morals, and is carried over after death.

What little of nature-matter there is in the record disappears after death, but the intelligent-matter in it remains in the mental atmosphere and is sufficient to connect it with the moral aspect of what is right concerning the act, object or event. Therefore, in the next or some future life the human brings with him an understanding, which is the total of the doer-learning. By this understanding the doer avoids what would bring about experiences concerning which it has a sufficient store of learning.

From the mass of doer-learning which is in the mental atmosphere of the human, thinking may extract self-knowledge for the doer. When the desire for such knowledge is strong enough in the human, thinking on the store of doer-learning is compelled. The feeling-mind and the desire-mind make efforts to get Light free from interfering matter and to focus it on and into the subject of the thinking.

When the Light is focussed and is held steadily, everything disappears except the subject of thinking. Everything about this is present and is known in that Light, and is transferred by the thinking into the noetic atmosphere of the human, where it is knowledge of the conscious self in the body, available to the doer. It is then not necessary to go through the processes of that thinking again; the purpose of that thinking is attained. It becomes necessary to think about the knowledge only when it is to be applied or is to be conveyed to others. If it was acquired in the present life it is available to the human. If it was acquired in a former life it is usually not available, except on moral questions.

Then it speaks spontaneously, appearing as the voice of conscience which is expressed through rightness. Conscience is negative and is always present.

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