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Back to 'A Different Christianity' Book

1.

The need for what we could call 

'Emotional Education'

There is clear evidence[1] that the way the mind is formed when we are young predisposes it one way or another in its attitude towards religion and towards inner growth. The Hebrews appear to have been aware of this, and the Greeks, if not fully aware of this spiritual question, as well they may have been, were certainly aware of the social importance of education.

With their combined Hebrew and Greek heritage, for many centuries both Eastern and Western churches played a similar educational role in their societies ... specifically, they helped to train behaviour in certain ways and to introduce certain sensibilities and inculcate certain attitudes, some of which form the basis of modern morality and ethics. These attitudes and sensibilities were essential for those who wished to enter a life of prayer, but were also valuable for their effect on everyday life, in which they improved people's ability to live together in meaningful ways. Thus the religious life of the time placed its stamp on that society in a way similar to that in which certain branches of Greek monasticism today shape the behaviour and attitudes of lay people who maintain contact with the monasteries. Seen objectively, this reveals the benefits possible to any society which shapes the minds of its members in this way.

Today, we live in a society in which one of the main problems is the number of people requiring treatment or hospitalisation for what are called neuroses or mental illness. It is easy and probably correct to conclude that the almost epidemic growth of problems of this kind is directly traceable to the decline in what might be called emotional education in our society.

In our contemporary society, as the authority of the church has declined, the question of training the emotions has sometimes been taken over in part by schools originally formed by the church, amongst which the English so-called public schools, at least, were remarkably monastic in their character. As the form of education now becomes more and more career-oriented, emotional education is more and more obviously left to the family ... which often either neglects this role or is ignorant of how to perform it. The result in many cases is failure, often catastrophic.

It is certainly arguable in this case that to restore the emotional element of early educational methods would be highly beneficial both for individuals and for society as a whole.

Paedia and Catechism

To understand the way the early fathers thought about this question, and how they tilled the soil that brought forth such 'fruit unto repentance,' such a crop of individuals of a spiritual power almost unimaginable in this time without saints, it is helpful to know that, even before their time, the Greece of Pericles, Plato, and Socrates possessed an established educational tradition. This was a programme of character formation, and it seems to have been the idea of developing this further that inspired large parts of Plato's Republic. Werner Jaeger, a leading Harvard Theologian of the 1960's, wrote about Greek philosophers of the slightly later time when Christianity began, that:

"They led their pupils to that spirituality which was the common link of all higher religion in late antiquity. They began to remember that it had been Plato who made the world of the soul visible for the first time to the inner eye of man, and they realized how radically that discovery had changed human life ... On their way upward, Plato became the guide who turned their eyes from material and sensual reality to the immaterial world in which the nobler-minded of the human race were to make their home.

"In this situation, Clement of Alexandria, the head of the Christian school of the Catechetes, and Origen, became the founders of Christian philosophy."[ii]

To prepare people by making them more sensitive to subtleties that include [iii] spiritual feelings and intuitions, general aesthetic education is often recommended, especially under modern conditions, when aesthetics are generally ignored in education.

Greek paedia -- specifically that of Athens at the time of Plato and Pericles -- included aesthetic elements as well as physical culture and intellectual concerns. The Stoic philosophy, which was a major force in Greece and Italy at the time that Clement taught in Alexandria, could be regarded as a specific form or an adult extension to paedia, and it is notable that it taught self-control. So, at the time of Christ, Greek education included elements that contributed to the formation of emotional sensibility and self-control. Plato, for instance, advocated teaching certain specific poetic and musical forms. Byzantine Christian society many centuries later taught a series of rules for music that defined precisely the way in which some combinations of sounds had a beneficial effect on the hearer while others were harmful. Those rules can still be studied.

In the early centuries of the church the aim not only of the education of children but of the training of Christian adults possessed a strong emphasis on emotional education: the proper preparation of the heart. Traces of this emphasis survive throughout the Western world. For instance, a Greek taxi driver, faced with impatient passengers, will counsel hypomonie: patience, and the word he uses is the same as that used by the fathers of the Greek church fifteen hundred years ago, when those who seek God were counseled to practice hypomonie; to endure with patience.

Today the training of the heart has almost disappeared from our educational system, and  is left to individuals to resolve as best they can through therapy, counseling, self-knowledge or the substitutes adopted when no help seems to be available -- alcohol and drugs -- and the Western world is 'reaping the whirlwind' as a result


[1] See Saint Theophan the Recluse, The Heart of Salvation

[ii] Werner Jaeger: Early Christianity and Greek Paedaeia, Harvard, 1965. P153

[iii] Not all subtle sensations have spiritual significance, nor do the highest mystical impulses equate with any ordinary sensations, yet even here an increase in sensibility is valuable -- although we should be warned that it has its problems.

2. 

There was an ancient image in which memory was compared to a wax tablet

 

The facts behind this view are confirmed by Plato, and it is worth remembering that before the time of Christ he had echoed many aspects of the Christian teaching, although without that completeness [1] that led to practical results. The esoteric model of memory, properly understood, will tell us that we must transform our memory by increasing its sensitivity so that it registers things other than the merely sensory, by becoming more discriminating, that is, by registering the subtle and meaningful, not the coarse and purely external, and in this way purifying the memory of illusions.

The parable of the Sower, written in the time of Christ to describe memory in terms understandable to a population predominantly of farmers, uses a model very similar to that used by Plato. Plato conveyed the same basic principles as the Gospel parable, but did so by describing the memory as being like one of the wax tablets they used for writing on. In that Greek analogy, what happens to the 'impressions' that fall on the memory depends on the condition or 'temperature' of the wax. The similarities of the two models make one suspect that they are different versions of a standard model of memory once used in classical esoteric teaching. Like the parable of the Sower, Plato's model described three conditions of memory:

If it is too hard, nothing is retained; this is like the seed that falls on the edge of the road, where the earth is too hard packed and the seeds cannot root. This leads to forgetting of all but the strongest impressions, and so the gentle impressions of spiritual experience are not retained.

If it is too soft, too much is retained, the memory is not sufficiently selective, but instead retains irrelevancies and untested delusions, which blanket the memories we wish to retain. In this case the impressions of spiritual experience are usually obscured, a few may survive, but they will not be remembered often enough to lead to any change in our lives.

If the wax is in perfect condition, at a perfect temperature, we retain what we wish to retain.

The parable of the Sower

In this language of parable, another very valuable image is that of Adam in the garden, and perhaps, paradoxically, the garden as the seedbed in man, the very soil in which: “a Sower went forth to sow".

Gregory of Nyssa wrote, linking the parable of the Sower and that of the tares, and saying that the field in which the tares grow is the heart.

Christian tradition retains this not only as idea, but as experience that extends the idea of the garden beyond that of mere memory to what might be described as states of memory. As the abbot of one of the Athos monasteries once said: "To be in the liturgy is to experience paradise." [11]] This is based on doctrine, but it is confirmed in experience, for in an Athonite liturgy one captures again the tears and the joys of that Garden long lost to us, which yet lies all around us: the paradise of the heart which the head can never see unaided. This paradise is approached through tears, through self doubt, through the penetrating experience of repentance ... never merely through doctrinal ideas or simple theory. Always, it involves emotional, felt experience, sharp, embarrassing, remorseful, self-­revealing, suddenly joyful, often painful, bearing strange undercurrents of sorrow perhaps, but real... above all, real; the tears of real people.

"Out of the strong came forth sweetness." (Judges 14: 14.)

And it is in this garden that the Sower went forth to sow:

And he spake many things unto them in parables, saying,

"Behold, a Sower went forth to sow; And when he sowed, some seeds fell by the way side, and the fowls came and devoured them up: Some fell upon stony places, where they had not much earth: and forthwith they sprung up, because they had no deepness of earth: And some fell among thorns; and the thorns sprung up, and choked them: But other fell into good ground, and brought forth fruit, some an hundredfold, some sixtyfold, some thirtyfold.

"Who hath ears to hear, let him hear." (Matthew 13:3-9.)

The place where the Sower spread his seed, the field where the enemy planted the tares, the wax tablet of Plato’s analogy -- in the esoteric tradition these are in the spiritual or noetic heart ... a heart which can be found by beginning from the physical heart, but is in fact something much deeper, the darkness beyond the mind, Saint John of the Cross’ thought that transcends reason. This is the field tended by the householder of God. That is why Gregory of Nyssa, quoting his sister Saint Macrina as his teacher, wrote about the parable of the tares that:

“In that story, the householder planted good seed; we are undoubtedly his household. When the enemy had observed the men sleeping, he sowed the useless weeds amongst the nourishing crops, putting the tares in the midst of the grain. And the seeds sprouted alongside each other, for it was inevitable that the seed planted along with the grain would also sprout along with it.... We suppose that the Scripture is representing those impulses of the soul by the healthful seeds. If only each of them had been cultivated for good it would undoubtedly have produced the fruit of virtue for us. But since error in the judgement of the good has been sown along with these impulses, that which alone is truly good by nature has also been overshadowed by the plant of deceit growing up with it.... This is where the impulse of desire has been led by misjudgment concerning the good... The other emotions in the same way have produced worse plants instead of better. For this reason the wise farmer allows the weed which has grown amongst the seed to remain there, taking care that we do not remove the better part as we might if desire was altogether uprooted as well as the useless growth. For if this should happen to our human nature, what is there which would raise us towards union with the heavenly. So you see that the farmer leaves the bastard seeds in us, not intending that they should permanently dominate the more honourable sowing, but that the field itself, for this is his figurative name for the heart -- through the natural power residing in it (which is nous, reason) -- should dry up the one part of the plants, but render the other part fruitful and thriving.” [iii]

Illusory Memories

When this ancient model is used to describe memory, it tells of three states of memory, two of which lead to forgetting of the more subtle experiences of life. We forget these things because the matter of memory is 'too hard' -- not receptive enough -- as with the seed that fell by the 'roadside', so that the impressions left by spiritual experiences begin to grow, but they cannot 'take root', with the result that the experiences that happen are forgotten, because the memories do not form as a clear impression. Or it is too soft, too receptive, so that too many different kinds of memory are taken in, and the more subtle memories are obscured or overlaid by the coarser and stronger memories or simply by those that come later. Finally, there is memory that is like good soil; cleared or purified, tilled so that it receives a clear impression of the subtle memories, and retains them without their being covered over, and kept from excessive 'growth' of worldly impressions that would otherwise cover over the spiritual memories.

Psalm 118 (119 in Modern Bibles), is recognized by monks of both Eastern and Western churches, and is said by some to be a key to the esoteric tradition. It is an important text for monks in orders such as the Benedictines. The first verse says:

"Blessed are the undefiled in the way, who walk in the law of the LORD." (Psalm 119:1 Psalm 118 in the Orthodox version.)

For this reason, monks in the Eastern church take care, even today, to quite literally lower their eyes from the world, so as not to take in too many worldly impressions. The conclusions of this can be summarized by saying that, to prevent our forgetting the spiritual, a certain preparation is necessary: we need to eliminate certain impediments to spiritual consciousness: but what are these 'impediments?' And how do they link with the diakrisis mentioned at the beginning of this Chapter. In part, the answer to this question is obvious:

It was Evagrius (again) who wrote about our memories that:

"Both virtues and vices make the mind blind, the one so that it may not see the vices; the other so that it might not see the virtues." [iv]

If our thought determines to what we attend, then one type of obstruction to consciousness exists simply in wrong or incomplete patterns of thought. This is exactly what happens today, since the dominant thought held in our times, the misconception which claims that inner experience is unimportant, means that we form the habit of attending only briefly or incompletely to inner sensations. Thus, in self-fulfilling prophecy, we do not find what we expect not to find: giving no attention to the inner world, we find there nothing of importance -- if we find anything at-all.

Thus, Clement of Alexandria was correct when he put it that what we believe ourselves to know makes us blind to what we might truly know.

"If any man thinketh that he knoweth anything, he knoweth nothing yet as he ought to know." For the truth is never mere opinion. But the "supposition of knowledge inflates," and fills with pride; "but charity edifieth," which deals not in supposition, but in truth. Whence it is said, "if any man loves, he is known." [v]

Careful self-observation confirms the statement, made by modern commentators on this tradition, that in the normal, unpurified human mind, illusions are as much part of the content of memory as is genuine knowledge -- perhaps more, since the only knowledge we normally possess is partial knowledge or 'knowledge of the world', shaped by man's mind with all the distortions this is prone to. This idea agrees with the Indian tradition of the Vedas, in which maya, illusion, prevents vidya, knowledge.

Cassian, when we quote his comments on diakrisis a few pages further on, refers to this form of discrimination as a means of preventing illusion, and elsewhere it is said that without this the student falls from grace.

But separate from this, in the last quotation from Clement, we can find certain statements about Love (as charity).

  • Love does not deal in supposition, but

  • Love deals in truth, and

  • If any man loves, he is known.

This supports the observation that the higher planes of Love possess a cognitive capacity which relates directly to the higher planes of memory, and in this we may find a clue to the nature of that seed that I was earlier unable to define.


[i] This term we have introduced to define the point at which the doctrine becomes effective: when sufficient of it is known and applied.  Some elements are more important to the completeness of a teaching than others.  For some, alternatives exist. The same 'effective completeness' has now been lost to Christianity, and it is one of the purposes of this book to attempt to restore it.

[ii] Archimandrite George Capsanis - The Eros of Repentance - Praxis Institute Press 1993.

[iii] Gregory of Nyssa - The Soul and Resurrection.

[iv] Evagrius of Pontus: The Praktikos - V62

[v] Clement of Alexandria, Stromata, p312


Now Published by Praxis Research Institute, A Different Christianity has now been reprinted many times.

BOOKSHOP

Different Christianity

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Heart of Salvation

Gnosis Trilogy

Method of Prayer

The Triads

Triads Readings

Triads Introduction

Path of Prayer

BM Monographs

Turning Within

Philokalia Readings

Mount Athos Video

Who writes Waves

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PRAXIS PAST

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including most of the text articles from praxis Web 4. Main texts are listed with simple descriptions under CONTENTS and more fully under ABSTRACTS

* CONTENTS

* ABSTRACTS

A New Vision

The Ark

TEXT

A Different Christianity

Philosophers of God

St. Gregory Palamas

Cross-fertilisation

Abstraction & attention

Lost Doctrines

Lost Christian truths

The Royal Road

Inner language

History of Christianity

Christian Therapy

The First Millennium

Christian Psychology

Different kind of mind

One thing needful

Emotional Education

Magnetisation to God

Eastern Church spirituality

God's drill

Threshold of prayer

Ora et Labora

Research Report

Mystical History

Cultural Evolution

Esoteric Christianity

The Barbarian Within

Spiritual crisis of the West  


 

Last modified: 14 July, 2006
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