THERE ARE MANY KINDS OF SUFFERING
SUFFERING AS A RESULT FROM AGING, SICKNESS, AND RELATIONSHIP
RELATIONSHIP SUFFERING IS PROBABLY THE MOST OVEREXPERIENCED AS A SOCIAL BEING, AND THE MOST PAINFUL ONE
FRIENDSHIP, INTIMATE, PARENTING RELATIONSHIP IN THAT ORDER
THE SORROW CAUSED BY THOSE RELATIONSHIP CAN FEEL LIKE A HEART WOUND
INFATUATION AND ATTACHMENT ARE THE CAUSE OF THE SORROW
IT IS THE NATURAL GLUE OF RELATIONSHIP
AT THE SAME TIME, IT CAUSE THE GREATEST DESPAIR
LOSING SOMETHING THAT YOU ARE ATTACHED TO/GLUED TO, NOT HAVING SOMETHING THAT YOU ARE GLUED TO/ATTACHED TO?
HAVING SOMETHING THAT YOU DON'T HAVE?
NOT HAVING SOMETHING THAT YOU WANT?
AT THE SAME TIME, NOT WANTING SOMETHING THAT YOU HAVE.
OR SOMEONE.
IT FEELS LIKE GETTING PUNCHED IN THE GUT, HEART BEING SLICED WITH A KNIFE OF JEALOUSY, ENVY
INFATUATION/ATTACHMENT THAT CAN RENDER A PERSON SELFLESS ALSO CAN SHAKE A PERSON INTO CHILDISH TANTRUM. THE OBSESSIVE POSSESSIVENESS CAN DESTROY ONESELF AND OTHERS.
NO, JEALOUSY AND ENVY, OBSESSION AND POSSESSION ARE NOT SIGNS OF LOVE. THEY ARE SIGNS OF BEING IN A RELATIONSHIP, BUT THEY ARE NOT SIGNS OF LOVE.
BUT INFATUATION AND ATTACHMENT ARE THE SOCIAL PERKS IN LIFE. IT GIVES VOICE TO POEM, SONGS, AND EMPATHY
WITHOUT THEM, OUR LIFE IS NOT AS BEAUTIFUL AS IT IS. WE ARE NOTHING BUT ROBOT.
SO I GUESS THAT ANYTHING THAT WE CAN ENJOY CAN ALSO KILLJOY.
Wednesday, January 16, 2013
Rainy Thursday
It s been raining all night and morning
the cool breeze and grey sky blanket the city
shut and quiet down activities and sounds around
bring out strong emotion of my own fragility
How do I escape the drama of the youth?
How do I escape this war inside of my head?
How do I escape this loneliness that hits me like a brick?
life is like a sad love song sang in the morning rain
slow and full of minor keys
sad love songs are songs better to sing to one own
for who wants to hear a sad love song
so here I am, surrounded by bleak and greyness
tears seem ready to break lose
feeling like a child that I see on the streets
that don't deserve to be there
that life is not fair
I just want to be alone but afraid to be lonely
afraid of relationship but desire for one
This is what happen for avoiding social contacts and being socially awkward
narcissisting and autisting itself...
surrounded by love yet feeling empty inside
like feeling hungry on a buffet table
like living in the shield
I can see the love but I can't do anything about it
like watching a movie
It seems that my life is full of "not getting what I want and getting what I don't want"
ah, the rain is stoping... i probably need to stop mopping either...
sing away....
the cool breeze and grey sky blanket the city
shut and quiet down activities and sounds around
bring out strong emotion of my own fragility
How do I escape the drama of the youth?
How do I escape this war inside of my head?
How do I escape this loneliness that hits me like a brick?
life is like a sad love song sang in the morning rain
slow and full of minor keys
sad love songs are songs better to sing to one own
for who wants to hear a sad love song
so here I am, surrounded by bleak and greyness
tears seem ready to break lose
feeling like a child that I see on the streets
that don't deserve to be there
that life is not fair
I just want to be alone but afraid to be lonely
afraid of relationship but desire for one
This is what happen for avoiding social contacts and being socially awkward
narcissisting and autisting itself...
surrounded by love yet feeling empty inside
like feeling hungry on a buffet table
like living in the shield
I can see the love but I can't do anything about it
like watching a movie
It seems that my life is full of "not getting what I want and getting what I don't want"
ah, the rain is stoping... i probably need to stop mopping either...
sing away....
METACOGNITION
Thinking About Thinking
Some of the research on the characteristics of giftedness has focused on cognition and metacognition.
In these studies, researchers observed how students identified as gifted thought through a given problem or
situation (cognition), and how they reflected on their thinking throughout the problem-solving experience
(metacognition).
Cognitive Strategies: Not surprisingly, the studies on cognitive strategies showed that gifted students
acquired information and solved problems faster, better, or at earlier stages than other students, even in the
primary grades (Cho & Ahn, 2003; Delcourt, Cornell, & Goldberg, 2007). Some studies showed that higher
IQ individuals had more efficient memories, more information-processing strategies, larger and more
elaborately organized knowledge bases, and a better ability to solve mathematical problems by employing
their own symbolic encoding (Robinson & Clinkenbeard, 1998).
Sternberg has also investigated how different thinking styles in gifted students affect their academic
performance (Grigorenko & Sternberg, 1997). The study found that there were no differences in thinking
styles among groups of students at different ability levels, and that certain thinking styles contributed
significantly to prediction of academic performance. For example, the style that involved analyzing, grading,
or comparing things had the highest predictive value. Further, this contribution was independent of the type
of instruction the students were given. One other finding of interest was that the gifted students performed
best on assessment procedures that closely matched their thinking style. (This last finding corroborates the
results of decades of earlier research on different types of student learning styles.) Other studies have found
similar results (Rayneri, Gerber, & Wiley, 2006; Zhang & Sternberg, 2006).
Metacognitive Strategies: Research studies in metacognition (i.e., thinking about one’s own thinking)
have focused around three aspects:
• What do students know about thinking strategies?
• Can they use the strategies?
• Can they monitor their own cognitive processing?
Compared to other students, the studies showed that gifted students knew more about metacognitive
strategies and could use them more easily in new contexts. The first edition of this book noted that several
studies in the 1990s found that gifted students did not use a greater variety of metacognitive strategies than
other students, nor did they monitor their strategies any more than the other students (Alexander, Carr, &
Schwanenflugel, 1995). However, more recent studies have found that high performing elementary and
secondary school students with strong metacognitive skills were aware of them and knew how to use them
to successfully complete academic tasks (Coutinho, 2008; Steiner, 2006).
Neuroscientists—or more specifically, cognitive neuroscientists—also think about thinking. In recent
years, they have explored what differences in the structure and functions of the gifted brain may allow it to
achieve remarkable levels of performance. These researchers use many tools in their investigations. They
include imaging technologies, such as PET scans and functional magnetic resonance imaging (fMRI),
as well as electroencephalography (EEG) and magnetoencephalography (MEG). The techniques reveal
similarities and differences in the function of high-performing brains compared with the brains of students
showing no signs of the same kinds of giftedness. One area of particular interest is determining whether
there is any difference in how information flows in gifted brains as compared to typical brains.
Some of the research on the characteristics of giftedness has focused on cognition and metacognition.
In these studies, researchers observed how students identified as gifted thought through a given problem or
situation (cognition), and how they reflected on their thinking throughout the problem-solving experience
(metacognition).
Cognitive Strategies: Not surprisingly, the studies on cognitive strategies showed that gifted students
acquired information and solved problems faster, better, or at earlier stages than other students, even in the
primary grades (Cho & Ahn, 2003; Delcourt, Cornell, & Goldberg, 2007). Some studies showed that higher
IQ individuals had more efficient memories, more information-processing strategies, larger and more
elaborately organized knowledge bases, and a better ability to solve mathematical problems by employing
their own symbolic encoding (Robinson & Clinkenbeard, 1998).
Sternberg has also investigated how different thinking styles in gifted students affect their academic
performance (Grigorenko & Sternberg, 1997). The study found that there were no differences in thinking
styles among groups of students at different ability levels, and that certain thinking styles contributed
significantly to prediction of academic performance. For example, the style that involved analyzing, grading,
or comparing things had the highest predictive value. Further, this contribution was independent of the type
of instruction the students were given. One other finding of interest was that the gifted students performed
best on assessment procedures that closely matched their thinking style. (This last finding corroborates the
results of decades of earlier research on different types of student learning styles.) Other studies have found
similar results (Rayneri, Gerber, & Wiley, 2006; Zhang & Sternberg, 2006).
Metacognitive Strategies: Research studies in metacognition (i.e., thinking about one’s own thinking)
have focused around three aspects:
• What do students know about thinking strategies?
• Can they use the strategies?
• Can they monitor their own cognitive processing?
Compared to other students, the studies showed that gifted students knew more about metacognitive
strategies and could use them more easily in new contexts. The first edition of this book noted that several
studies in the 1990s found that gifted students did not use a greater variety of metacognitive strategies than
other students, nor did they monitor their strategies any more than the other students (Alexander, Carr, &
Schwanenflugel, 1995). However, more recent studies have found that high performing elementary and
secondary school students with strong metacognitive skills were aware of them and knew how to use them
to successfully complete academic tasks (Coutinho, 2008; Steiner, 2006).
Neuroscientists—or more specifically, cognitive neuroscientists—also think about thinking. In recent
years, they have explored what differences in the structure and functions of the gifted brain may allow it to
achieve remarkable levels of performance. These researchers use many tools in their investigations. They
include imaging technologies, such as PET scans and functional magnetic resonance imaging (fMRI),
as well as electroencephalography (EEG) and magnetoencephalography (MEG). The techniques reveal
similarities and differences in the function of high-performing brains compared with the brains of students
showing no signs of the same kinds of giftedness. One area of particular interest is determining whether
there is any difference in how information flows in gifted brains as compared to typical brains.
OVEREXCITABILITY
ADDICTION AND OTHER COMPULSIVE BEHAVIORS ARE SENSUAL OVEREXCITABILITY, THE INABILITY TO RECEIVE INPUT.
COMPULSIVE BEHAVIOR IS OUTPUT BEHAVIOR
INTROVERT IS ALSO NOT RECEIVING INPUT, EXTROVERT IS NOT COMFORTABLE WITH OUTPUT BEHAVIOR.
AUTISM IS PSYCHOMOTOR AND SENSUAL OVEREXCITABILITY. COMPULSIVENESS IS EMOTIONAL EXCITABILITY CAN LEAD TO INTELLECTUAL AND IMAGINATION EXCITABILITY.
Psychomotor overexcitability: This is a heightened excitability of the neuromuscular system that
results in movement for its own sake, surplus of energy demonstrated by rapid speech, enthusiasm,
and intense physical activity. When tense, these individuals may talk compulsively, act impulsively,
misbehave, display nervous habits (such as tics, nail-biting), show intense drive, and be highly
competitive.Although they derive joy from their activity, others may find them overwhelming.At home
and at school, these children seem to be constantly on the go and never still. As a result, they have the
potential of being misdiagnosed as having attention-deficit hyperactivity disorder (ADHD).
• Sensual overexcitability: This is expressed as a heightened and more expansive experience
of sensual pleasure or displeasure emanating from sight, smell, touch, taste, and hearing. These
individuals have an early and increased appreciation of aesthetic pleasures such as music, language,
and art. They may also feel overstimulated or uncomfortable with sensory input. When emotionally
tense, some may overeat, go on shopping sprees, or seek the center of attention, while others may
withdraw from stimulation. As children, they may find clothing tags, classroom noise, or cafeteria
smells so distracting that schoolwork becomes secondary. These children may also become deeply
absorbed in a particular piece of art or music to the exclusion of the outside world.
• Intellectual overexcitability: This is demonstrated by a need to seek understanding and truth, to gain
knowledge, and to analyze and synthesize. These individuals have incredibly active minds, are
intensely curious, avid readers, and keen observers. They are able to concentrate, engage in prolonged
intellectual activities, and can be tenacious problem solvers. The enjoy elaborate planning, love
thinking about thinking, and have excellent visual recall. They may focus on moral thinking, which
often translates into strong concerns about moral and ethical issues, such as fairness on the
playground, lack of respect for children, or even being concerned about the homeless, AIDS, or war.
Sometimes, they appear impatient with others who cannot sustain their intellectual pace. They may
be so excited about an idea that they interrupt the class at inappropriate times.
• Imaginational overexcitability: This reflects a heightened imagination with rich association of
images and impressions, frequent use of metaphor, facility for invention and fantasy, and detailed
visualization. These children often mix truth with fiction, and they escape boredom by creating their
own private worlds with imaginary companions and dramatizations. They have difficulty paying
attention in a classroom focused on teaching a rigid academic curriculum. In that case, they may write
stories or draw instead of doing assigned work or participating in class discussions. A novel idea may
send them off on an imaginative tangent and distract them from their classroom tasks.
• Emotional overexcitability: This is often the first OE to be noticed by parents. It is reflected
in intense feelings, extremes of complex emotions, identification with others’ feelings, and strong
affective expression. It may also include physical responses, such as stomachaches, blushing, or
concern with death and depression. These individuals have a remarkable capacity for compassionate
and empathetic relationships and demonstrate strong emotional attachments to people, places, and
things. They are acutely aware of their own feelings, of their own growth and change, and often carry
on inner dialogs and practice self-judgment. Their concern for others, their focus on relationships, and
the intensity of their feelings may interfere with everyday tasks like homework or household chores.
EXCITABILITY CAN INCLUDE EMOTIONAL, IMAGINATION, INTELLECTUAL EXCITABILITY TO AVOID SENSUAL PSYCHOMOTORIC
COMPULSIVE BEHAVIOR IS OUTPUT BEHAVIOR
INTROVERT IS ALSO NOT RECEIVING INPUT, EXTROVERT IS NOT COMFORTABLE WITH OUTPUT BEHAVIOR.
AUTISM IS PSYCHOMOTOR AND SENSUAL OVEREXCITABILITY. COMPULSIVENESS IS EMOTIONAL EXCITABILITY CAN LEAD TO INTELLECTUAL AND IMAGINATION EXCITABILITY.
Psychomotor overexcitability: This is a heightened excitability of the neuromuscular system that
results in movement for its own sake, surplus of energy demonstrated by rapid speech, enthusiasm,
and intense physical activity. When tense, these individuals may talk compulsively, act impulsively,
misbehave, display nervous habits (such as tics, nail-biting), show intense drive, and be highly
competitive.Although they derive joy from their activity, others may find them overwhelming.At home
and at school, these children seem to be constantly on the go and never still. As a result, they have the
potential of being misdiagnosed as having attention-deficit hyperactivity disorder (ADHD).
• Sensual overexcitability: This is expressed as a heightened and more expansive experience
of sensual pleasure or displeasure emanating from sight, smell, touch, taste, and hearing. These
individuals have an early and increased appreciation of aesthetic pleasures such as music, language,
and art. They may also feel overstimulated or uncomfortable with sensory input. When emotionally
tense, some may overeat, go on shopping sprees, or seek the center of attention, while others may
withdraw from stimulation. As children, they may find clothing tags, classroom noise, or cafeteria
smells so distracting that schoolwork becomes secondary. These children may also become deeply
absorbed in a particular piece of art or music to the exclusion of the outside world.
• Intellectual overexcitability: This is demonstrated by a need to seek understanding and truth, to gain
knowledge, and to analyze and synthesize. These individuals have incredibly active minds, are
intensely curious, avid readers, and keen observers. They are able to concentrate, engage in prolonged
intellectual activities, and can be tenacious problem solvers. The enjoy elaborate planning, love
thinking about thinking, and have excellent visual recall. They may focus on moral thinking, which
often translates into strong concerns about moral and ethical issues, such as fairness on the
playground, lack of respect for children, or even being concerned about the homeless, AIDS, or war.
Sometimes, they appear impatient with others who cannot sustain their intellectual pace. They may
be so excited about an idea that they interrupt the class at inappropriate times.
• Imaginational overexcitability: This reflects a heightened imagination with rich association of
images and impressions, frequent use of metaphor, facility for invention and fantasy, and detailed
visualization. These children often mix truth with fiction, and they escape boredom by creating their
own private worlds with imaginary companions and dramatizations. They have difficulty paying
attention in a classroom focused on teaching a rigid academic curriculum. In that case, they may write
stories or draw instead of doing assigned work or participating in class discussions. A novel idea may
send them off on an imaginative tangent and distract them from their classroom tasks.
• Emotional overexcitability: This is often the first OE to be noticed by parents. It is reflected
in intense feelings, extremes of complex emotions, identification with others’ feelings, and strong
affective expression. It may also include physical responses, such as stomachaches, blushing, or
concern with death and depression. These individuals have a remarkable capacity for compassionate
and empathetic relationships and demonstrate strong emotional attachments to people, places, and
things. They are acutely aware of their own feelings, of their own growth and change, and often carry
on inner dialogs and practice self-judgment. Their concern for others, their focus on relationships, and
the intensity of their feelings may interfere with everyday tasks like homework or household chores.
EXCITABILITY CAN INCLUDE EMOTIONAL, IMAGINATION, INTELLECTUAL EXCITABILITY TO AVOID SENSUAL PSYCHOMOTORIC
Meta knowledge
META MEANS BEHIND.
METAPHYSICS IS A KNOWLEDGE ABOUT PHYSICS
METACOGNITIVE IS A KNOWLEDGE ABOUT THINKING
WE REVERSE ENGINEER TO LEARN META KNOWLEDGE
WE BREAK DOWN A PHENOMENA TO LEARN ITS BEHIND THE SCENE ACTIVITY
ALFRED NORTH WHITEHEAD DIVIDE KNOWLEDGE INTO INERT KNOWLEDGE (INFORMATION/KNOWLEDGE THAT WE HAVE BUT UNABLE TO ACTIVATE AND APPLY IT FOR PURPOSEFUL GOAL). MOST OF OUR GENERAL EDUCATION KNOWLEDGE AND KNOWLEDGE WE LEARN IN SCHOOL IS THIS KIND OF KNOWLEDGE. ANOTHER ONE IS THE SELF REGULATORY SKILLS - THE INERT KNOWLEDGE THAT HAS BEEN CHANGED INTO APLICATIVE SKILLS FOR DAY TO DAY NEEDS.
METAPHYSICS IS A KNOWLEDGE ABOUT PHYSICS
METACOGNITIVE IS A KNOWLEDGE ABOUT THINKING
WE REVERSE ENGINEER TO LEARN META KNOWLEDGE
WE BREAK DOWN A PHENOMENA TO LEARN ITS BEHIND THE SCENE ACTIVITY
ALFRED NORTH WHITEHEAD DIVIDE KNOWLEDGE INTO INERT KNOWLEDGE (INFORMATION/KNOWLEDGE THAT WE HAVE BUT UNABLE TO ACTIVATE AND APPLY IT FOR PURPOSEFUL GOAL). MOST OF OUR GENERAL EDUCATION KNOWLEDGE AND KNOWLEDGE WE LEARN IN SCHOOL IS THIS KIND OF KNOWLEDGE. ANOTHER ONE IS THE SELF REGULATORY SKILLS - THE INERT KNOWLEDGE THAT HAS BEEN CHANGED INTO APLICATIVE SKILLS FOR DAY TO DAY NEEDS.
Tuesday, January 15, 2013
The present moment
Present Moment is never unbearable...
The clock master was about to fix the pendulum of a clock when, to his surprise, he heard the pendulum speak.
"Please, sir, leave me alone," the pendulum pleaded,"It will be an act of kindness on your part. Think of the number of times I will have to tick day and night. So many time each minute, sixty minutes an hour, twenty-four hours a day, three hundred and sixty-five days a year. For year upon year... million of ticks, I could never do it."
But the clock master answered wisely,"Don't think of the future. Just do one tick at a time and you will enjoy every tick for the rest of your life."
And that is exactly what the pendulum decided to do. It is still ticking merrily away.
The clock master was about to fix the pendulum of a clock when, to his surprise, he heard the pendulum speak.
"Please, sir, leave me alone," the pendulum pleaded,"It will be an act of kindness on your part. Think of the number of times I will have to tick day and night. So many time each minute, sixty minutes an hour, twenty-four hours a day, three hundred and sixty-five days a year. For year upon year... million of ticks, I could never do it."
But the clock master answered wisely,"Don't think of the future. Just do one tick at a time and you will enjoy every tick for the rest of your life."
And that is exactly what the pendulum decided to do. It is still ticking merrily away.
BELIEF
OUR THOUGHT IS WHAT I BELIEVE
NOT WHAT I BELIEVE IS TRUE, BUT WHAT I BELIEVE IS REAL
MY OPINION IS WHAT I BELIEVE
WHAT I ASSUME TO BE TRUE
BELIEF, THE CONNECTION BETWEEN WORD AND REAL
EVEN FANTASY, EVEN THOUGH I KNOW IT IS NOT REAL
BUT IT IS REAL ENOUGH TO GIVE ENTERTAINMENT
ABSTRACT PERSON BELIEVE IN ABSTRACT INFORMATION WHERE CONCRETE PERSON DON'T
THERE IS COLLECTIVE BELIEF AND INDIVIDUAL BELIEF
LANGUAGE IS COLLECTIVE BELIEF
THE LOWER WE GO, THE MORE CONCRETE, THE MORE INDIVIDUALIZED, THE MORE SPECIFIC
OPINION, VALUE, INTERPRETATION. FOR EXAMPLE, THE MEANING OF LOVE OR THE VALUE OF BEAUTY
THIS IS HOW WE GET INFLUENCED OR BRAINWASHED
PERCEPTION PERSON COLLECT INFORMATION AND CAN'T DECIDE
FEELING PERSON IS SUBJECTIVE, ENERGETIC, INTERNALLY OR EXTERNALLY
THINKING PERSON IS OBJECTIVE, COOL AND ANALYTICAL, INTERNALLY OR EXTERNALLY
JUDGING PERSON ACTS AND RELATES, INTERNALLY OR EXTERNALLY
INTROVERT CONTROL SELF TO CONTROL ENVIRONMENT, EXTROVERT THE OPPOSITE
PERCEPTION TYPE EXTERNALLY COLLECT INFORMATION FIRST, THEN ACT, THE JUDGING TYPE THE OPPOSITE
IF HE COLLECT INFO EXTERNALLY, HE WILL ACT INTERNALLY
IF HE ACT EXTERNALLY, HE WILL COLLECT INFO INTERNALLY
EXT PERCEPTION COLLECT EXT INFO FIRST, THAN ACT INTERNALLY
EXT JUDGE ACT EXT FIRST, THAN COLLECT INFO INTERNALLY
INT PERCEPTION WILL ACT INTERNALLY FIRST, THAN COLLECT INFO EXT
INT JUDGE WILL COLLECT INT INFO FIRST, THAN ACT EXTERNALLY.
BELIEF IS OUR PSYCHOLOGICAL GLUE TO OUR PSYCHOLOGICAL WORLD, WHAT MAGICALLY TURN OUR MIND INTO REALITY, TURN OUR PERCEPTION INTO SENSES, TURN WORDS INTO OBJECTS, TURN SYMBOLS INTO OBJECTS AND OUR EMOTIONAL REACTION TO IT.
REALITY AS SUCH IS OUT THERE BEYOND OUR PSYCHOLOGICAL DIMENSION, ANYTHING WE ARE CONSCIOUS OF IS OPINION, NOTHING MORE, COLLECTIVE OR INDIVIDUAL. IT'S WHAT WE THINK.
JUST LIKE WE DON'T SEE REALITY, WE SEE VISION OF REALITY BASED ON APPEARANCE. IT'S WHAT WE SEE, SO IT'S WHAT WE THINK.
UNGLUE THE BODY AND THE MIND, DETACH FROM IT. SYMBOLS ARE DIFFERENT THAN WHAT IT SYMBOLIZE. SYMBOLS ARE SYMBOLS, AND HOPEFULLY YOU SEE OBJECTS AS OBJECTS.
NOT WHAT I BELIEVE IS TRUE, BUT WHAT I BELIEVE IS REAL
MY OPINION IS WHAT I BELIEVE
WHAT I ASSUME TO BE TRUE
BELIEF, THE CONNECTION BETWEEN WORD AND REAL
EVEN FANTASY, EVEN THOUGH I KNOW IT IS NOT REAL
BUT IT IS REAL ENOUGH TO GIVE ENTERTAINMENT
ABSTRACT PERSON BELIEVE IN ABSTRACT INFORMATION WHERE CONCRETE PERSON DON'T
THERE IS COLLECTIVE BELIEF AND INDIVIDUAL BELIEF
LANGUAGE IS COLLECTIVE BELIEF
THE LOWER WE GO, THE MORE CONCRETE, THE MORE INDIVIDUALIZED, THE MORE SPECIFIC
OPINION, VALUE, INTERPRETATION. FOR EXAMPLE, THE MEANING OF LOVE OR THE VALUE OF BEAUTY
THIS IS HOW WE GET INFLUENCED OR BRAINWASHED
PERCEPTION PERSON COLLECT INFORMATION AND CAN'T DECIDE
FEELING PERSON IS SUBJECTIVE, ENERGETIC, INTERNALLY OR EXTERNALLY
THINKING PERSON IS OBJECTIVE, COOL AND ANALYTICAL, INTERNALLY OR EXTERNALLY
JUDGING PERSON ACTS AND RELATES, INTERNALLY OR EXTERNALLY
INTROVERT CONTROL SELF TO CONTROL ENVIRONMENT, EXTROVERT THE OPPOSITE
PERCEPTION TYPE EXTERNALLY COLLECT INFORMATION FIRST, THEN ACT, THE JUDGING TYPE THE OPPOSITE
IF HE COLLECT INFO EXTERNALLY, HE WILL ACT INTERNALLY
IF HE ACT EXTERNALLY, HE WILL COLLECT INFO INTERNALLY
EXT PERCEPTION COLLECT EXT INFO FIRST, THAN ACT INTERNALLY
EXT JUDGE ACT EXT FIRST, THAN COLLECT INFO INTERNALLY
INT PERCEPTION WILL ACT INTERNALLY FIRST, THAN COLLECT INFO EXT
INT JUDGE WILL COLLECT INT INFO FIRST, THAN ACT EXTERNALLY.
BELIEF IS OUR PSYCHOLOGICAL GLUE TO OUR PSYCHOLOGICAL WORLD, WHAT MAGICALLY TURN OUR MIND INTO REALITY, TURN OUR PERCEPTION INTO SENSES, TURN WORDS INTO OBJECTS, TURN SYMBOLS INTO OBJECTS AND OUR EMOTIONAL REACTION TO IT.
REALITY AS SUCH IS OUT THERE BEYOND OUR PSYCHOLOGICAL DIMENSION, ANYTHING WE ARE CONSCIOUS OF IS OPINION, NOTHING MORE, COLLECTIVE OR INDIVIDUAL. IT'S WHAT WE THINK.
JUST LIKE WE DON'T SEE REALITY, WE SEE VISION OF REALITY BASED ON APPEARANCE. IT'S WHAT WE SEE, SO IT'S WHAT WE THINK.
UNGLUE THE BODY AND THE MIND, DETACH FROM IT. SYMBOLS ARE DIFFERENT THAN WHAT IT SYMBOLIZE. SYMBOLS ARE SYMBOLS, AND HOPEFULLY YOU SEE OBJECTS AS OBJECTS.
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