Creative Forces

We've secured a key endorsement. "The" key endorsement, and now we've got a well placed propoganda machine ready to spit out a salvo to several thousand like minded individuals. Everything builds. First, you've got to clarify the idea then turn it into a goal, then get the right people, build a foundation, come bring in the vital elements. As one comes in, you bring in the other.

Any halfway decent group knows the power of propaganda and images and visuals in furthering their cause. From the peacock to the zebra to even the black panther, even nature knows the power and inherent meaning of a striking visual to aid the cause of survival.

Right now, (in addition to everything else) we're in the planning stages, of transferring the information from the mind, to the public at large. In 2008 that means flyers, cyberspace, magazines, radio and spoken word. To support this you need easily digestible text and images that elicit the feelings, concepts and desire that will move the idea forward.

Also, this necessitates making contact with key individuals who are experts, or in positions to release your ideas forward to a larger mass. club owners, publishers, artist, dj's, administrators, and printers... it's tough to start out from scratch, so hopefully you already know who can be trusted to follow through, and who can only talk a good game, but lacks the capacity to churn out the product in the amount and quality that is needed.

the struggle goes on.

If You Want To Do Right, You Have To Be Responsible

I give up. I'm tired. This is bullshit. Wave the white flag, sign the god-damn Potsdam agreement. Bring in the foreign ministers, to hell with the hinterland. flush it all down the toilet...

One of the things about bleeding hearts is that they are ridiculously inefficient as a means of intervention. One bleeding heart social worker will spend hours a week with a manipulative, needy, insatiable client, at the expense of those several clients that really need/could use/are deserving of social work intervention.

If you want to change the system, then you have to be efficient. You have to be able to say "no" you have to be able to define who it is you are supposed to work with and who it is that doesn't meet your criteria. There's a huge difference between someone that's totally jacked up, desperate, needy and has a bunch of issues, and someone that you can actually help. Sometimes they aren't the same person.

People want all kinds of things. If you are a professional, then it's your job to find out what they NEED. Not what they WANT. We are not here to take dictation from folks that have proven themselves to be train wrecks.

and everything comes at a price. If we give, then we must "get". behaviors have to change. some different pattern must be engaged. there must be accountability.

This is what is meant by "responsible". If you want to do right, then it's more than being a bleeding heart, and handing out endless band aids. We're teaching folks to fish, and helping those that can't fish for themselves.

it is becoming increasingly difficult with profit motive putting so much pressure on the system, changing the game, using new terminology, new goals, new missions, new philosophies an definitions.

it is our role, as social workers, to wade through this morass, make sense of it, and bring order to it. But you can't be a bleeding heart.

Whether you work in the medical, mental health, health care, benefits, housing, drug treatment... no matter. As social workers, we must be every mindful as well as armed with our knives to cut through the veils of illusion, to get to that which is real. Name it, sustain it and turn it loose.

Einstein's Great Leap.

During a 4 month period from March to June 1905, Einstein wrote 4 papers and his doctoral dissertation. In a very casual and understated letter written to his friend Conrad Habicht, he announced his intentions.

Dear Habicht,
Such a solemn air of silence has descended between us that I almost feel as if I am committing a sacrilege when I brek it now wiht some inconsequential babble.. So what are you up to, you frozen whale, you smoked dried canned piece of soul...? Why have you still not sent me your dissertations? Don't you know that I am one of the 1&1/2 fellows who would read it with interest and pleasure, you wretched man? I promise you four papers in return. The first deals with radiation and the energy properties of light and is very revolutionary, as you will see if you send me your work first. The second paper is a determination of the true sizes of atoms... The third proves that bodies on the order of magnitude of 1/1000 mm, suspended in liquids, must already perform an observable random motion that is produced by thermal motion ... The fourth paper is only a rough draft at this point, and is an electrodynamics of moving bodies which employs a modification of the theory of space and time.

The four papers he was talking about were,
1. Concerning an Heuristic Point of View Toward the Emission and Transformation of Light, which is an explanation of the photoelectric effect.
2. On the Movement of Small Particles Suspended in Stationary Liquids Required by the Molecular-Kinetic Theory of Heat, which was his successful third attempt at getting a doctoral thesis.
3. On the Electrodynamics of Moving Bodies, concerning his Invention of the theory of special relativity, and finally,
4. Does the Inertia of a Body Depend upon its Energy Content? which extends his invention of the theory of special relativity, and introduces the E = mc2 equasion.

To come up with these great ideas, Einstein had to dispense with 2 generations of belief that there was an all pervading "ether" AND assert that light is both a wave and a (quanta) photon. To do this, he had to answer the question, "What is light?" and "Why is the velocity of light always 186,000 miles per second?" To figure out the answer to this question required Einstein to make one of the most astounding realizations in science.

1. The nature of light: One of the great mysteries of Einstein's time was how was light transmitted? Was it "sprayed" out in a shower of particles or photons? Or was it something else? As Einstein started to ponder this he had to think of what it would mean if light was in the form of particles rushing forth from a source. One of the problems in this is that if light was in the form of particles or photons, then if it were emanating from a source at it's known velocity of 186,000 miles per second, then if the source were moving towards you at say, 10,000 miles per second, then the velocity of light would appear to you to be moving towards you at 196,000 miles per second. But tests had shown that regardless of where the light was coming from, or how fast the source was moving towards you or away from you, it was always a constant 186,000 miles per second. That didn't make sense to Einstein (or anybody else). Equally as disturbing was the fact that if the light were stationary, and the recipient were moving (say, on a train) either towards the source, or away from the source, the velocity of the light still remained at 186,000 miles per second. If light were in the form of particles or beams, then the only way it could maintain a constant velocity, regardless of how fast the source was moving, or the recipient, would be if the particles were encoded, or otherwise knew that how fast the source and recipient was moving. Test showed that this was not the case.

Another mystery was how did light move through space? The generally accepted notion was that space was composed of a type of super, seemingly imperceptible, low viscosity "ether" that served as a medium for the light particles or waves to pass through, much like water conducted waves, or atmospheric gases carried the force of wind. Despite many experiments, this "ether" could not be detected.

2. While walking and talking to his friend, Michaela Besso, Einstein was suddenly hit with one of the most profound realizations in the history of mankind. Suddenly the point of conjecture that had perplexed man for years, was illuminated. Einstein realized that if light was a constant, then time can not be absolutely be defined. TIME itself must be a variable.. This realization changed physics from that day forward. Newton had contemplated this problem in his day, and to solve it he resorted to the conclusion that the divine being was the one watcher that had been observing existence from the moment of it's creation. From the time that Einstein made his realization, It was only a mere 5 weeks before he produced the paper, "The electrodynamics of moving bodies".

Einstein explained the concept in the following way (paraphrased). Two events that appear to be simultaneous to one observer, may not be simultaneous to a second observer, therefore, there's no way to prove that the event was simultaneous.

Einstein used a thought experiment to illustrate this. suppose two lightning bolts strike opposite sides of a railroad embankment, we may define the strikes as simultaneous if we are standing exactly between the two strikes, HOWEVER, if there is someone on a train and they were rushing towards one one of the lightning strikes it will appear to them that the lightening bolt they are heading towards will strike before the other one. The point is that two different individuals will perceive the same event as happening at different times, or at the same time, depending upon their perspective. The point? Time is relative.

While explaining his paper at a conference, a question arose from the audience. Someone wanted to know if in Einstein's universe, since time was relative, would it be possible for twins to age differently? Einstein paused for a few seconds and then answered, "Yes". This question and answer, is now what is known as the "twin paradox".

If one twin went on a round-trip to a destination 21 light years away traveling at the speed of light, upon returning, 42 years would have passed on Earth, but only 12 hours, would have passed on the spaceship. . . If the trip were to the edge of the known universe (9 billion light years away), and back, although 18 billion years would have passed on Earth, only 1 day and 6 hours would have passed on the space ship. . . In Einstein's concept of general relativity, there is space/time seeing as they are both relative.
Space Ship Calculator

Our Delirious Stumble Into The Ditch Of Diagnosis

Disturbing Trends. Disturbing Trends.
This past Sunday an article appeared in the S.F. Gate "Insight" supplement concerning an ethical breach involving the U.S.'s preeminent child psychiatrists and his unreported millions from drug companies. Beneath this wholesale money grab is the crux of the true issue, which is the proliferation of psychiatric medications being routinely dispensed to children. Children. In my present employment, I face these individuals, all grown up, on a daily basis. The thought that they are being medicated as young as 2 years old, is shocking, heart-breaking and akin to the wave of barbaric lobotomy's that were practiced in the last century.

In this article by Dr. Lawrence Diller, he reveals that one in nine 11-year old boys are currently on Ritalin for ADHD. There is currently a "bi-polar" wave sweeping across the nation that currently has 2 year olds on 2-3 different psychiatric medications. The Doctor who is leading this charge is Dr. Joseph Biederman of Harvard University, and he was paid $1.6 million in drug company consulting fees, and his research, researchers, research MD's are all being paid by drug companies. The main problem with all of this, is that Dr. Biederman, who is a major trendsetter in terms of best practices and cutting edge treatments, didn't bother to tell anyone, including Harvard, his patients, employees, or organizations he consults with and lectures to, that he had this arrangement.

Dr. Diller states: "The fortune 500 drug companies, by their sheer economic clout have become the single most dominant influence in our health care system. the ambiguities of children's mental health and illness make child psychiatry the most vulnerable branch of medicine open to such influence... direct advertisements to parents tilt families and doctors to biologically brain based solutions rather than non drug... approaches."

The level of carnage is even greater than Dr. Diller states, for every community mental health center, community care center, youth authority, juvenile detention facility, jail and prison is now one of the largest cash cows in the entire mental health system. Inmates who use and abuse drugs, have traumatic childhoods, depression, brain damage, and issues dealing with their incarceration are being tossed psychiatric medications faster and easier than any group of individuals in the U.S.

The MD's that dispense these medications do not have to worry about getting paid, or the state of the inmates insurance, or their co-pay, or ability to pay, or if they need a low costs generic, or if they can get to the pharmacy or even make the next appointment. The more they prescribe, the less they have to talk, while at the same time, the more invaluable they become to the system. and the drug companies can direct market to the psychiatrists in the system. In addition, the Psychiatrists in these settings are, by a large margin, the highest paid psychiatrists in the State, County and City government. in 2007, 38 of the top 100 highest paid California State Employees were psychiatrists.

The Budget for the Alameda County Jail is over $1.2 million, just for medications for the last year, and has increased by over 10% a year for the last 10 years. At any given time 18% of the jails population is being served by the Mental Health Unit (700 of 3,800).

The more we diagnose, the more people we will label, and the more diagnoses we will develop. In psychiatry, the trend is that anyone who feels sad, excited, confused, distraught, can't sleep, can't stay awake, doesn't behave as desired, does not progress as the "average" is a candidate for psychiatric medications.

There was a show that profiled Dr. Kiki Change of Stanford University, who had begun to dispense medications to children, not because they had a psychiatric condition, but rather, because they exhibited signs that lead this MD to believe that one day they may develop a mental health condition, and so, this MD was prescribing adult anti-psychotic, mood stabilizing and anti-depressants to children in an effort he described as "protecting them".

from the website:

As Director of the Pediatric Bipolar Disorders Program, Dr. Chang conducts research into various facets of bipolar disorder. He is currently conducting phenomenologic, biologic, pharmacologic, and genetic studies of bipolar disorder in adults and children. These studies include brain imaging (MRI, MRS, fMRI) and medication and therapy trials. He is particularly interested in detecting prodromal bipolar disorder in children who might then be treated to prevent the development of full bipolar disorder. To do this, he has been studying children of parents with bipolar disorder who are at high risk for developing the disorder themselves.

All of these trends are inter-related. Once we have lowered the bar on what children are liable to do, and are expected to do, and what is appropriate for them to do, then what we have in effect done, is leave them out in the cold and vulnerable to be diagnosed as something being "wrong" with them. In our jails and prisons, mental hospitals and outpatient centers where these children may end up, they are much more likely to be diagnosed.

The problem I face on a daily basis is maintaining a highly trained and discriminating workforce that has the ability to function outside of the bounds of the DSM-IV, and has the interest and capacity to engage in a discussion with an individual about their lives and choices they've made and what resources they have at their disposal. We need workers who can understand what's going on in people's lives. Recognize patterns, discuss options and solutions, instead of merely taking dictation and then an order for medications.

Having gained an appreciation for the issue of persons with mental illness on the streets and in outpatient centers and inpatient locked mental health facilities, I appreciate the value of major psychiatric medications in combination with therapy, counseling and social services, to allow individuals who would otherwise be in locked settings or in a dilapidated social condition, to live and work in society. But even with that, the number of individuals who require this type of intervention constitutes at best 1-2% of a given population.

How did we get to a point in our society, where we have such little faith in our ability to resolve our issues, solve our problems and live, learn and grow that we must throw a pill at anyone that isn't experiencing an inner subjective feeling other than contentment? As long as we continue to spiral down in ever increasing budgets for high costs psychiatric medications and the even more highly inefficient infrastructure that supports the psychiatric/mental health system, we will be robbed of our ability to make an effective change in the lives of individuals who need the guidance and support of society at large.

Afro-Christianity II

In the continuing investigation into the originals and defining characteristics of the "Black Church" and Afro-Christianity in in the United States. I stumbled upon some thoughts by Laurie F. Maffly-Kipp, a researcher and academic on religion with a special focus on Af-Am religion.

By 1810 the slave trade to the United States had come to an end. With fewer migrants who had experienced Africa personally, these transformations allowed the myriad cultures and language groups of enslaved Africans to blend together, making way for the preservation and transmission of religious practices that were increasingly "African-American."

Beginning in the 1770s, increasing numbers of slaves converted to evangelical religions such as the Methodist and Baptist faiths. Many clergy within these denominations actively promoted the idea that all Christians were equal in the sight of God, a message that provided hope and sustenance to the slaves. They also encouraged worship in ways that many Africans found to be similar, or at least adaptable, to African worship patterns, with enthusiastic singing, clapping, dancing, and even spirit-possession.

In the slave quarters, however, African Americans organized their own "invisible institution." Through signals, passwords, and messages not discernible to whites, they called believers to "hush harbors" where they freely mixed African rhythms, singing, and beliefs with evangelical Christianity. It was here that the spirituals, with their double meanings of religious salvation and freedom from slavery, developed and flourished; and here, too, that black preachers, those who believed that God had called them to speak his Word, polished their "chanted sermons," or rhythmic, intoned style of extemporaneous preaching. Part church, part psychological refuge, and part organizing point for occasional acts of outright rebellion, these meetings provided one of the few ways for enslaved African Americans to express and enact their hopes for a better future.

When the Civil War finally brought freedom to previously enslaved peoples, the task of organizing religious communities was only one element of the larger need to create new lives--to reunite families, to find jobs, and to figure out what it would mean to live in the United States as citizens rather than property. For both Southern and Northern blacks, Emancipation promised a meeting between two African-American religious traditions that had moved far apart, in terms of both theology and ritual, and sociological transformation in the previous seventy years.

A long history of antislavery and political activity among Northern Black Protestants, White Quakers, and other religious and morally convicted White individuals. In a massive missionary effort, Northern black leaders such as Daniel A. Payne and Theophilus Gould Steward established missions to their Southern counterparts, resulting in the dynamic growth of independent black churches in the Southern states between 1865 and 1900. Within a decade the African Methodist Episcopal (AME) and the African Methodist Episcopal Zion (AMEZ) churches claimed Southern membership in the hundreds of thousands, far outstripping that of any other organizations. They were quickly joined in 1870 by a new Southern-based denomination, the Colored (now "Christian") Methodist Episcopal Church, founded by indigenous Southern black leaders. Finally, in 1894 black Baptists formed the National Baptist Convention, an organization that is currently the largest black religious organization in the United States.

In many ways this missionary effort was enormously successful. It facilitated a remarkable increase in Southern black literacy (from 5% in 1870 to approximately 70% by 1900), and, as had been the case in the North, it promoted the rise of many African American leaders who worked well outside the sphere of the church in politics, education, and other professions. But it also created tensions between Northerners, who saw themselves in many respects as the superiors and mentors of their less fortunate Southern brethren, and Southerners, who had their own ideas about how to worship, work, and live. Not all ex-slaves welcomed the "help" of the Northerners, black or white, particularly because most Northern blacks (like whites) saw Southern black worship as hopelessly "heathen." Missionaries like Daniel Payne, an AME bishop, took it as their task to educate Southern blacks about what "true" Christianity looked like; they wanted to convince ex-slaves to give up any remnants of African practices (such as drumming, dancing, or moaning) and embrace a more sedate, intellectual and whitewashed style of religion. Educational differences played a role in this tension as well: Southern blacks, most of whom had been forbidden from learning to read, saw religion as a matter of oral tradition and immediate experience and emotion; Northerners, however, stressed that one could not truly be Christian unless one was able to read the Bible and understand the creeds and written literature that accompanied a more textually-oriented religious system.

Generally, poorer and more rural churches tended to cling more tenaciously to older customs, and to more experiential forms of worship, and since the vast majority of Southern blacks remained in rural areas, many of the traditions inherited from the "hush harbors" of slavery--including root work, chanted preaching, and particularly musical styles--remained a part of church life. In Southern cities, as the numbers of educated and middle-class African Americans grew, so too did the interest in a more codified and uniform religious experience like that of the North.

Meanwhile, African American religion in urban areas of the North was also being changed by the infusion of Southern Blacks who were migrating for opportunities. These churches provided the vital spiritual link that helped to establish a support structure and a taste of home for the many less educated Blacks that re-joined their relatives in the north. In truth, besides the established lower middle class Blacks, most Blacks in the north had little more opportunity than southern Blacks. However, they did understand trades, work, and a growing cash economy system forced upon Blacks by segregation and increasingly divisive governmental policies.

What do the following individuals have in common?

Srinivasa Ramanjan (1887-1920): in 1913, the English mathematician G. H. Hardy received a strange letter from an unknown clerk in Madras, India. The ten-page letter contained about 120 statements of theorems on infinite series, improper integrals, continued fractions, and number theory. Thus was Srinivasa Ramanujan , Born in South India, Ramanujan was a promising student, winning academic prizes in high school. But at age 16 his life took a decisive turn after he obtained a book titled A Synopsis of Elementary Results in Pure and Applied Mathematics. In Ramanujan it inspired a burst of feverish mathematical activity, as he worked through the book's results and beyond. His total immersion in mathematics was disastrous for Ramanujan's academic career: ignoring all his other subjects, he repeatedly failed his college exams. With the encouragement of friends, he wrote to mathematicians in Cambridge seeking validation of his work. Twice he wrote with no response; on the third try, he found Hardy. In March 1914, Ramanujan boarded a steamer for England. Ramanujan's arrival at Cambridge was the beginning of a very successful five-year collaboration with Hardy. Cambridge granted him a Bachelor of Science degree "by research" in 1916, and he was elected a Fellow of the Royal Society (the first Indian to be so honored) in 1918. In 1917 he was hospitalized, his doctors fearing for his life. By late 1918 his health had improved; he returned to India in 1919. But his health failed again, and he died the next year.

Sir Isaac Newton (1643–1727): was an English physicist, mathematician, astronomer, natural philosopher, alchemist and theologian. His Philosophiæ Naturalis Principia Mathematica, published in 1687, is considered to be the most influential book in the history of science. In this work, Newton described universal gravitation and the three laws of motion, laying the groundwork for classical mechanics, which dominated the scientific view of the physical universe for the next three centuries and is the basis for modern engineering. Newton showed that the motions of objects on Earth and of celestial bodies are governed by the same set of natural laws by demonstrating the consistency between Kepler's laws of planetary motion and his theory of gravitation, thus removing the last doubts about heliocentrism and advancing the scientific revolution. In mechanics, Newton enunciated the principles of conservation of momentum and angular momentum. In optics, he invented the reflecting telescope and developed a theory of colour based on the observation that a prism decomposes white light into a visible spectrum. He also formulated an empirical law of cooling and studied the speed of sound. In mathematics, Newton shares the credit with Gottfried Leibniz for the development of calculus. He also demonstrated the generalized binomial theorem, developed the so-called "Newton's method" for approximating the zeroes of a function, and contributed to the study of power series. In a 2005 poll of the Royal Society asking who had the greater effect on the history of science, Newton was deemed much more influential than Albert Einstein.

Galileo Galilei (1564-1642): was a Tuscan (Italian) physicist, mathematician, astronomer, and philosopher who played a major role in the scientific revolution. His achievements include improvements to the telescope and consequent astronomical observations, and support for Copernicanism. His contributions to observational astronomy include the discovery of the four largest satellites of Jupiter, named the Galilean moons in his honour, and the observation and analysis of sunspots. Galileo also worked in applied science and technology, improving compass design. Galileo's championing of Copernicanism was controversial within his lifetime. Galileo's theoretical and experimental work on the motions of bodies, along with the largely independent work of Kepler and René Descartes, was a precursor of the classical mechanics developed by Sir Isaac Newton. Galileo also put forward the basic principle of relativity, that the laws of physics are the same in any system that is moving at a constant speed in a straight line, regardless of its particular speed or direction. Hence, there is no absolute motion or absolute rest.

Nicholas Copernicus (1473–1543): was the first astronomer to formulate a scientifically based heliocentric cosmology that displaced the Earth from the center of the universe. His epochal book, De revolutionibus orbium coelestium (On the Revolutions of the Celestial Spheres), is often regarded as the starting point of modern astronomy and the defining epiphany that began the Scientific Revolution. Although Greek, Indian and Muslim savants had published heliocentric hypotheses centuries before Copernicus, his publication of a scientific theory of heliocentrism, demonstrating that the motions of celestial objects can be explained without putting the Earth at rest in the center of the universe, stimulated further scientific investigations, and became a landmark in the history of modern science that is known as the Copernican Revolution. Copernicus was a mathematician, astronomer, physician, classical scholar, translator, Catholic cleric, jurist, governor, military leader, diplomat and economist.

Charles Robert Darwin (1809-1882): was an English naturalist, eminent as a collector and geologist, who proposed and provided scientific evidence that all species of life have evolved over time from common ancestors through the process he called natural selection. The fact that evolution occurs became accepted by the scientific community and the general public in his lifetime, while his theory of natural selection came to be widely seen as the primary explanation of the process of evolution in the 1930s, and now forms the basis of modern evolutionary theory. In modified form, Darwin’s scientific discovery remains the foundation of biology, as it provides a unifying logical explanation for the diversity of life. His 1859 book On the Origin of Species established evolution by common descent as the dominant scientific explanation of diversification in nature.

Enrico Fermi (1901–1954): was an Italian physicist most noted for his work on the development of the first nuclear reactor, and for his contributions to the development of quantum theory, nuclear and particle physics, and statistical mechanics. Fermi was awarded the Nobel Prize in Physics in 1938 for his work on induced radioactivity and is today regarded as one of the top scientists of the 20th century. He is acknowledged as a unique physicist who was highly accomplished in both theory and experiment.

Kurt Godel (1906-1978): was an Austrian American logician, mathematician and philosopher. One of the most significant logicians of all time, Gödel's work has had immense impact upon scientific and philosophical thinking in the 20th century, a time when many, such as Bertrand Russell, A. N. Whitehead and David Hilbert, were pioneering the use of logic and set theory to understand the foundations of mathematics. Gödel is best known for his two incompleteness theorems, published in 1931 when he was 25 years of age, one year after finishing his doctorate at the University of Vienna. The more famous incompleteness theorem states that for any self-consistent recursive axiomatic system powerful enough to describe the arithmetic of the natural numbers (Peano arithmetic), there are true propositions about the naturals that cannot be proved from the axioms. To prove this theorem, Gödel developed a technique now known as Gödel numbering, which codes formal expressions as natural numbers. He made important contributions to proof theory by clarifying the connections between classical logic, intuitionistic logic, and modal logic.

Immanuel Kant (1724–1804): was an 18th-century German philosopher Russia. He is regarded as one of the most influential thinkers of modern Europe and of the late Enlightenment. Among his most important works are the Critique of Pure Reason and the Critique of Practical Reason, which examine the relation of epistemology, metaphysics, and ethics. It can be said that Kant wanted to know whether metaphysics, or, in other words, the science that discovers which properties do and do not adhere in objects that cannot be given in experience, is possible. To search for clues, he examined how it was possible for us to know that an object must have a certain property prior to the experience of said object. In the end, he came to the conclusion that the mind can only think in a particular manner, so all objects that it can think about must conform to this manner of thought. Therefore if the mind can only think in terms of causality. Kant said we can know some things through reason, but these things are only of how the world appears to us, and that the world we know is objective, compromising with the rationalists. But he also said that what we know through pure reason can only be applied to experience, and that it is through experience that we get most of our knowledge, compromising with the empiricists.

Wolfgang Amadeus Mozart (1756–1791): was a prolific and influential composer of the Classical era. His 600 compositions include works widely acknowledged as pinnacles of symphonic, concertante, chamber, piano, operatic, and choral music. Mozart is among the most enduringly popular of classical composers, and many of his works are part of the standard concert repertoire.

Thomas Edison (1847–1931): was an American inventor and businessman who developed many devices that greatly influenced life around the world, including the phonograph and a long lasting light bulb. He was one of the first inventors to apply the principles of mass production to the process of invention, and therefore is often credited with the creation of the first industrial research laboratory. Edison is considered one of the most prolific inventors in history, holding 1,093 U.S. patents in his name, as well as many patents in the United Kingdom, France and Germany.

Sir Jagadish Chandra Bose (1858–1937): was a Bengali polymath: a physicist, biologist, botanist, archaeologist, and science fiction writer. He pioneered the investigation of radio and microwave optics, made extremely significant contributions to plant science, and laid the foundations of experimental science in the Indian subcontinent. He is considered the father of radio science, and is also considered the father of Bengali science fiction. He was the first from the Indian subcontinent to get a US patent, in 1904. He made remarkable progress in his research of remote wireless signaling and was the first to use semiconductor junctions to detect radio signals. Subsequently, he made some pioneering discoveries in plant physiology. He used his own invention crescograph to measure plant response to various stimuli, and thereby scientifically proved parallelism between animal and plant tissues.

Guglielmo Marchese Marconi (1874-1937): was an Italian inventor, best known for his development of a radiotelegraph system, which served as the foundation for the establishment of numerous affiliated companies worldwide. He shared the 1909 Nobel Prize in Physics with Karl Ferdinand Braun, "in recognition of their contributions to the development of wireless telegraphy".

Carl F. Gauss (1777–1855): was a German mathematician and scientist who contributed significantly to many fields, including number theory, statistics, analysis, differential geometry, geodesy, electrostatics, astronomy, and optics. Sometimes known as the princeps mathematicorum and "greatest mathematician since antiquity", Gauss had a remarkable influence in many fields of mathematics and science and is ranked as one of history's most influential mathematicians. Gauss was a child prodigy. There are many anecdotes pertaining to his astounding precocity while a mere toddler, and he made his first ground-breaking mathematical discoveries while still a teenager. He completed Disquisitiones Arithmeticae, his magnum opus, in 1798 at the age of 21, though it would not be published until 1801. This work was fundamental in consolidating number theory as a discipline and has shaped the field to the present day.

Linus Pauling (1901–1994): was an American scientist, peace activist, author and educator. He is considered one of the most influential chemists of the 20th century and ranks among the most important scientists in history. Pauling was one of the first scientists to work in the fields of quantum chemistry, molecular biology and orthomolecular medicine. He is also a member of a small group of individuals who have been awarded more than one Nobel Prize, one of only two people to receive them in different fields (the other was Marie Curie). In 1932, Pauling published a landmark paper, detailing his theory of orbital hybridization and analyzed the tetravalency of carbon. That year, he also established the concept of electronegativity and developed a scale that would help predict the nature of chemical bonding. In 1954, Pauling was awarded the Nobel Prize in Chemistry. As a biochemist, Pauling conducted research with X-ray crystallography and modeling in crystal and protein structures. This type of approach was used by English scientists to discover the double helix structure of the DNA molecule.

Archimedes of Syracuse (287 B.C.–212 B.C.): was a Greek mathematician, physicist, engineer, inventor, and astronomer. Although few details of his life are known, he is regarded as one of the leading scientists in classical antiquity. Among his advances in physics are the foundations of hydrostatics, statics and the explanation of the principle of the lever. He is credited with designing innovative machines, including siege engines and the screw pump that bears his name. He used the method of exhaustion to calculate the area under the arc of a parabola with the summation of an infinite series, and gave a remarkably accurate approximation of Pi. Archimedes had proved that the sphere has two thirds of the volume and surface area of the cylinder (including the bases of the latter), and regarded this as the greatest of his mathematical achievements. The relatively few copies of Archimedes' written work that survived through the Middle Ages were an influential source of ideas for scientists during the Renaissance.

Leonhard Euler (1707–1783): was a pioneering Swiss mathematician and physicist who spent most of his life in Russia and Germany. Euler made important discoveries in fields as diverse as calculus and graph theory. He also introduced much of the modern mathematical terminology and notation, particularly for mathematical analysis, such as the notion of a mathematical function.[3] He is also renowned for his work in mechanics, optics, and astronomy. Euler is considered to be the preeminent mathematician of the 18th century and one of the greatest of all time. He is also one of the most prolific; his collected works fill 60–80 quarto volumes.

Marie Curie (1867–1934): was a physicist and chemist of Polish upbringing and, subsequently, French citizenship. She was a pioneer in the field of radioactivity, the only person honored with Nobel Prizes in two different sciences, and the first female professor at the University of Paris. She founded the Curie Institutes in Paris and Warsaw. She was the wife of fellow-Nobel-laureate Pierre Curie and the mother of a third Nobel laureate, Irène Joliot-Curie. Madame Curie named the first new chemical element that she discovered (1898) "polonium" for her native country

Euclid of Alexandria (300 BC): also known as Euclid of Alexandria and the "Father of Geometry", was a Greek mathematician of the Hellenistic period who was active in Alexandria, almost certainly during the reign of Ptolemy I (323 BC–283 BC). His Elements is the most successful textbook in the history of mathematics. In it, the principles of what is now called Euclidean geometry are deduced from a small set of axioms. Euclid also wrote works on perspective, conic sections, spherical geometry, and rigor.

Bernhard Riemann (1826–1866): was a German mathematician who made important contributions to analysis and differential geometry, some of them paving the way for the later development of general relativity. Riemann's published works opened up research areas combining analysis with geometry. These would subsequently become major parts of the theories of Riemannian geometry, algebraic geometry, and complex manifold theory. This area of mathematics is part of the foundation of topology, and is still being applied in novel ways to mathematical physics. Riemann made major contributions to real analysis. In a single short paper, he introduced the Riemann zeta function. He made a series of conjectures about properties of the zeta function. He applied the Dirichlet principle from variational calculus to great effect; Its justification took at least a generation. His work on monodromy and the hypergeometric function in the complex domain made a great impression, and established a basic way of working with functions by consideration only of their singularities.

Henri Poincaré (1854–1912): was a French mathematician and theoretical physicist, and a philosopher of science. Poincaré is often described as a polymath, and in mathematics as The Last Universalist, since he excelled in all fields of the discipline as it existed during his lifetime. As a mathematician and physicist, he made many original fundamental contributions to pure and applied mathematics, mathematical physics, and celestial mechanics. He was responsible for formulating the Poincaré conjecture, one of the most famous problems in mathematics. In his research on the three-body problem, Poincaré became the first person to discover a chaotic deterministic system which laid the foundations of modern chaos theory. He is considered to be one of the founders of the field of topology. Poincaré introduced the modern principle of relativity and was the first to present the Lorentz transformations in their modern symmetrical form. Poincaré discovered the remaining relativistic velocity transformations in 1905. Thus he obtained perfect invariance of all of Maxwell's equations, an important step in the formulation of the theory of special relativity.

Pierre de Fermat (1601-1665): was a French lawyer at the Parlement of Toulouse, France, and a mathematician who is given credit for early developments that led to modern calculus. In particular, he is recognized for his discovery of an original method of finding the greatest and the smallest ordinates of curved lines, which is analogous to that of the then unknown differential calculus, as well as his research into the theory of numbers. He also made notable contributions to analytic geometry, probability, and optics.

Why Einstein Was Able To Do What He Done Did.

Albert Einstein is considered one of the pre-eminent thinkers of our time. His accomplishments were foundational for modern understanding of the sciences and are the basis for many technological innovations, as well as the basis for present day investigations into the nature of reality. His originality and sheer output was astounding. His methods and pioneering efforts in the explorations of theoretical physics was so innovative and novel, that he was not awarded the Nobel prize for his greatest work, --the theory of relativity--, rather, for his explanation of the law of the photoelectric effect in 1921, a full 17 years after his "discovery". The conservative Nobel committee felt that the prize was to be awarded for a "new" discovery or the finding of a new "law" and Einstein's theory of relativity, although innovative, genius and groundbreaking in a way previously unknown, it did not fit into the pre-defined understanding of what constituted a prize winning accomplishment.

The question remains, how did Einstein do what he did?

Certainly, he was a unique individual, but also, his individual style, in practice, certainly constituted a method.

Just as we can learn from our mistakes, we can also learn from our successes.

The following are the major reasons why Einstein was able to do what he did.

1. His Circumstances: Einstein’s father and uncle were engineers who owned several businesses, the largest of which employed over 200 employees. They were early innovators in producing electricity, electric lights, dynamo’s, generators, etc. So Einstein’s upbringing was within an environment that not only naturally gravitated towards the sciences, but where his environment was one which encouraged his intellectual development in the sciences. Other aspects, such as His race, his culture/religion (Judaism), his geographic location, the age in which he lived, the problems that remained to be solved, his religion, socio-economic class, constitute a basis from which no one could replicate. Almost all of the great figures of our time were unique in the respect that the challenges of there times were suited to their abilities.

2. His Impudence: Einstein was quite naturally impudent, insubordinate, opinionated, questioned authority and hated being told what to do. He championed impudence and felt that it was one of his great qualities. He challenged authority, changed assignments to investigate what he found to be important and disdained rote learning.

3.His Academic Training: Johann Heinrich Pestalozzi: In high school, he was encouraged to drop out due to his difficulty in conforming to the curriculum. He followed this advice seeing as his father’s business had failed and it provided him the opportunity to move closer to them and pursue his desire to attend University. He flunked the entrance exam. (He passed the math and science portion, but flunked the liberal arts portion). He then attended a school run under the philosophy of the Swiss Educational reformer, Johann Heinrich Pestalozzi, where rote learning, standardized assignments and memorization was banned in favor of visualization, self-specified investigation, and visualization, imagination and creativity was stressed. Einstein flourished in this environment, but still was impudent.

4. His Faith & Science: His ultimate rejection of the Jewish religion formed the basis for his scientific investigations, in that he believed that the order of the universe was logical, understandable and not governed by change. As he famously said, “God does not roll dice with the universe.” And also, "What really interests me is whether God had any choice in the creation of the world." Einstein’s desire to unify the various scientific/physical laws and theories was his version of finding an orderliness of the universe that served as a substitute for religion. When asked if he believed in God, Einstein replied, "I believe in Spinoza's God, Who reveals Himself in the lawful harmony of the world, not in a God Who concerns Himself with the fate and the doings of mankind."

5. His Brain: Einstein, like many cerebral individuals, found greater pleasure in thinking, contemplation and finding solutions to problems than virtually anything else. His indulgence in this task was rewarding to a degree that he related his greatest joys in life, to times when he found solutions to problems. In Einstein's paper, "Fundamental Ideas and Methods of Relativity." Einstein revealed "the happiest thought of my life." It occurred to Einstein – thinking in visual terms – that if a man were falling from the roof of his house and tried to let anything drop, it would only move alongside him, thus indicating the equivalence of acceleration and gravity. "The acceleration of free fall with respect to the material is therefore a mighty argument that the postulate of relativity is to be extended to coordinate systems that move nonuniformly relative to one another . . . ."

6. His Focus and Dedication: This has several aspects. 1. Einstein refused to take work not related to his field. 2. The lack of an academic career (his impudence made him too difficult to be hired as a Jr. Professor) allowed him to focus on his own problems and areas of investigation, whereas if he had been an academic, he would have been directed on what to do, and the pressure to be published, would have lead to what he called “scientific superficiality”. 3. His job as a patent clerk was not as “lowly” on the surface as it may have appeared in folklore. The patents he reviewed were all of a scientific nature, and based on real world devices. His job required him to be discriminating, objective, and to use his powers of imagination to see if the plans he reviewed were actual working objects. 4. Because of his intelligence, he was able to complete a full days work in 2-3 hours, giving him the remaining time to work on his own theories and papers.

7. His Love of Music: Einstein played the violin and knew French, German and Italian, studied the great philosophers (Leibniz, Hume, Berkeley, Kant, Spinoza), which all fed his creativity, his sense of unity, balance and art, as well as furthering his understanding of differing concepts the ability to scrutinize and to draw from differing fields which expanded his creativity and genius to arrive at novel solutions.

8. His Use of Visualization: Einstein had a renowned ability to not only understand formula’s and equations but also to visualize them to the extent that he could build a model in his mind for scrutiny. Many of his theories were worked through by the process of “thought experiments”. Einstein knew math very well, but did not pursue it, for he felt that his true strength lay in physics, so he felt he did not need to know math as well. Einstein also was very focused and knew where to look to get the information he needed. Whether it was poring through experiments on light, waves, absorption, fluid dynamics, etc. he was able to find the information he needed to further his own ideas. Einstein also had a great ability to block out distractions, compartmentalize and to conduct several thoughts simultaneously. For example, during the presentation of one paper, he realized that he had erred in making some mathematical transformations. He asked if any of the mathematicians or physicist in attendance could see the solution. None did. He continued with his lecture. Ten minutes later, in the midst of his lecture he exclaimed, "I've got it!” he was able to work out the math, while simultaneously giving his lecture. Another example of his power of mind is that his Father and Uncle had been working for two weeks on a particularly troublesome aspect of math in the construction of a new device. Although Einstein was only 15 at the time, he solved the problem in 15 minutes. Einstein’s mind was different than most. As a child he was a late talker and this gave his parents reason to worry. When he did speak, he would practice, out loud, several times, the most routine of statements, working the words out for himself before stating them out loud. Once he found something he liked, he was able to use this caution and focus to serve as strength.

9. His Passion, Dedication and sense of Providence: Human beings, are magical, in the first and final analysis. Specifically, it seems to be, that anything humans focus their energies upon, eventually will succom to their will. First, the human will figure out how to attain that which they desire, Then, (and less significantly), they will set about to follow their plan. Finally (and least important), they will attain that which they desire. What they desire may be a thing, an understanding, a person, a goal... it does not matter. If Einstein had everything above (1-8), he would not have accomplished anything, had he not had the passion and single-mindedness to attain his goal.

10. He Viewed All Things Afresh: Einstein's natural ability and skepticism which caused him to look at problems anew. Many had thought of different aspects of his ideas, but their inner need to adhere to that which had already been established, blinded them to the possibility of pursuing that which had been indicated. The Definition of "Freshness" 1 a: having its original qualities unimpaired: as (1): full of or renewed in vigor : refreshed (2): not stale, sour, or decayed (3): not faded (4): not worn or rumpled b: not altered by processing; 3 a (1): experienced, made, or received newly or anew (2): additional, another b: original, vivid c: lacking experience : raw d: newly or just come or arrived 4 : disposed to take liberties : impudent

The most important lesson from the example of Einstein is that every human being is unique and FULL of potential from the day they are born, until the day they die. Every ability, special. Every deviation from the norm, potentially world saving. Every dream, a possible reality. The more we are all allowed, helped, facilitated in moving along our own paths, the better the chance that we will find our own unique destinations. It is also important to feed the mind with the basic chemistry of development. Historical Examples, Concepts, Development, Systems, Use of Creativity, Imagination, The potential of the senses. Originality. Also, to provide a well-rounded education. One that includes Music, Sports, Nutrition, Human Rights, Political Systems, An appreciation for different cultures. The needs of other animals, unique environments, great personalities, etc.

To label individuals as anything other than where their potential lies, is to rob that individual, of their essential humanity. To diagnose and to define individuals limits, to bar access, to divert from their path, to subjugate, to incarcerate, to deny, are all activities that rob not only that individual, but society, and the individual who is doing the robbing.

The Contiguous Being

imagine being so contiguous in your life, that there is no true awareness of a past or a present. yes, you have memories, but there is no true reflection other than the reflection of events and perhaps current understanding, but no insight that is not in full allegiance to that which was felt during the original experience.

imagine being so single minded in your existence that the voice of conscience was repressed and your sense of watching yourself was not in your locus. you were simply in action. no watching.

imagine that to have a conscience would be a dissociative event. there would be no abilty to distiguish that conscience from the feeling of being pervaded upon by some other force or conscience.

imagine being able to sit day after day, night after night, moment after moment in rain, cold, destitution, because your only consciousness was of th emoment and the full weight of the reality that if you were to do nothing, you would continue to suffer. the only suffereing you experienced was the suffering of the current moment. and so, you could endure the unendurable, for a seemingly unending amount of time, because for you, it was nothing more than a moment in time. for you it was nohting more than the fractional, infinitesimally small moment of "present" with no accounting for the instant moment or moments that had just passed, nor, event a momentary realization that in another infinitessimally small margin of time there was a future, that held the same degree of suffering.

imagine being old, and no reflection on having been young, or how much time had passed because, for you, there was only present.

the fantasy is that such beings would be wise. the reality is taht there are millions of such beings presently alive and they are anything but wise. they are simply humans that are alive.

Afro-Christianity

Continuing on my thesis that Afro-Christianity differs substantially, in the nature of the relationship and utilization of foundational elements of traditional Christianity, this essays hopes to further illuminate these differences.

To understand these differences fully, one must appreciate the ways in which Christ became infused with Americanism and Blackness, and the way in which Black African values were emphasized in the understanding of the bible, while at the same time, qualities hereunto not associated within the traditional African Spiritual Practices became infused into the African understanding with powers previously unassociated with their personalities. Many of these new understandings were contingencies demanded by newfound social, cultural as well as technological differences between the Afro and Euro traditions. Also, many qualities between the Afro and Euro traditions (religion notwithstanding) that may have caused Christianity to not be fully subsumed within an Afro-Psychological perspective, had already been mitigated by Euro transformations of the political, social and cultural nature. In the face of the renaissance, the enlightenment, the scientific revolution and the age of reason and philosophy, Christianity had already been transformed and re-cast to seamlessly transcend the possible boundaries of faith resulting in a practice of faith that was not to be confined to Reason, Philosophical Truth or Logic.

Mysticism, a long held practice and method of the indigenous to communicate with the divine could have been a possible blockage to the acceptance of Chrisitianity by indigenous and specifically Afro cultures. However, mysticism had previously been accepted in Christianity, as it had in Islamic faiths in the 8th and 9th century.

The native African and Native American traditions had long prescribed rituals and practices, the point of which was to put one into direct reception of the “truth”. Truth, did not have to be explained. Truth could be illuminated as part of the holy trinity, namely the “holy ghost”. Through the acceptance of mysticism, Christianity had found the “key” necessary to unlock access to the worlds indigenous cultures, religions and practices.

Reconciling religion and real life. The harshness of the conditions of slavery, of colonization, of being placed on reservations, etc. placed native folks in the position of the “meek” , the “poor” and destitute, who were foretold in the bible to be the inheritors of the world.

Origins of social contract theory (christian medieval theory), also placed those who were in the underclass and/or slavery as in God’s favor. In terms of political and class leadership, European societies had come up with the idea that God does not legitimate leaders, rather the authority of the leaders rises from and up through the people to their leadership, to the extent that those people believe their leaders are doing God’s will. All of this harkens back to the song of Mary. And the allegory illustrated by the birth in the manger stable, and the topsy-turvy nature of the three kings, the moor, the asian and the Caucasoid, paying tribute to this child born in the company of beasts.

The personality of Christ is compelling. No one really argues with that. The stage having been set by the traditional practice of the small Jewish sect, virtually all of the worlds spiritual traditions became infected with first, the sect of Judaism and then the cult of Christ.

In the beginning, there was the pervasiveness of the authority of the teachings built up from a long tradition that not only had a strong creation myth that was malleable and recognizable to virtually all creation myths, but also, an explanation for natural events, and a tale of devotional suffering and redemption as well as future promised salvation with adherence to a time tested covenant, that had examples of extreme moral test as well as innumerable perils.

Christ proclaimed himself the son of God. His path, as the way. his body, the bread, his blood, the wine and His life, a final reconciliation and fulfillment of God's covenant and promise to man, who was made in His image and given dominion over all things.

But also, the message of love, given by the life of Christ and demonstrated in his wisdom can not be underestimated. Christ put the common man directly in the path of God's love. No longer was God something to be divined by only priests, or Kings. Now, the common man, his sufferings, his trials, his tribulations, his wretchedness, now fully within God's purview and ever watchful eye. God became big brother. Seeing all, hearing all. Man could commune directly with God. Christ showed the way. But this big brother/God wanted nothing other than devotion. Prayer, Following his Commandments, and for us to love one another for us to be rewarded with eternal bliss in God's kingdom.

This association with the disenfranchised, the abused, the lowest levels of society, gave Christianity universal appeal to not only the conqueror, but even moreso the vanquished. For African peoples, who knew well their own teachings of Vodun as well as the various sons of God and sub-deities, there had never been one as great, powerful, rewarding and loving as Christ. Christ's power was met only by his devout devotional, undying and sacrificial love. In Vodun, the Shaman, the Witch Doctor, the mediator of heaven and the intemperate desires of nature/god was left to the divination of the village priest or priestess who could Divine the love and intentions of God almighty and destiny and the future. What They had never known was a personal relationship with the divine through the worship of an earthly being. Nor had they known an all powerful God, who asked for a covenant with man, and who, in exchange would provide scriptures and rules for living, if followed, would lead to eternal salvation in the kingdom of heaven, alongside God.

This God of the Christians, forced upon the native peoples, even in the African and later, the American tradition of slavery, the slave was exalted as loved, adored and welcome to the gates and kingdom of heaven, regardless of what lowly position they held in the present day.

All blessings were blessings of Christ. All interdiction of love and happenstance, were the blessings of Christ. all spiritual experiences, emanated from the firm embrace and spiritual love and guidance of Christ. All weakness our own, and that of man. All strength and righteousness was His and emanated from His strength.

Christ to the African, became the all-knowing, ever-present medicine man and shaman, who was the son of the one true God, and also, the ever-present watcher and interlocutor upon our daily miserable, wretched lives.

Christ's miracles were more miraculous. His promises, democratic and beyond imagination. His love, all encompassing, accepting and forgiving. No act, regardless of how evil, could ever separate imperfect man from perfect God. His love was always waiting. Always there, always available. All spiritual interdiction was the personified visitation of Christ, son of God, God himself, or the Holy Spirit, which were miraculously, one and the same. These were mind-blowing concepts for the indigenous peoples of the world. Life no longer was of ultimate importance. The afterlife became paramount.

People who do not understand the constant spiritual visitations of Africans and Native Americans, see these unique visitations and events as scary, or as something that they would be very disturbed to see. Or as proof of our being under the sway of The Devil. As heresy, insanity, of evidence of false idolatry, or of our swaying from the path of the one and true Christ.

To Africans, these spiritual visitations and experiences represent the very reason why Christ was able to supplant native and indigenous understandings for His own. For Christ had always been with us. As the messiah, it was only for us to hear of his living word, and his word to be brought to us, and suddenly, our understanding of how we had been in his graces all along, was now made complete and whole.

For Whites, these spiritual visitations may seem strange, but they aren't. Sometimes, after the fact, it can seem a bit creepy. But when you see the vision, or are visited by some other-worldly force, at the time, it seems like the most normal thing. Things are calm. There is no malice. The entities are from another realm, and so, could not hurt you even if it were their intention. Never do they want to, or try to, or do they act threatening. They have unfinished business. They have left pieces of themselves they must reclaim. They have spiritual connections formed through years of living that do not simply go away just because they are now dead. When you have a vision, or see these entities, you do not feel crazy, or weird, or confused. It's very lucid.

For the African and the Native-American armed with the knowledge that it is God, or Christ that understands, allows and sends these visions to give spiritual guidance and personal messages, the events are completely tamed and removed from the realm of doubt, (unless ones conscience lead one to believe that the visions were of the dark side and realm of the devil, who is also ever present and willing and able to work mischief and trickery upon those that lack faith and fall below the grace of God.)

Christianity, to the Native American and African American has survived into modern times, and revived native traditions, as well as given shelter to native practices and arts that were long ago stamped out by zealous Christianity wherever there was Christian conquest. There are many types of Vodun, and entities within it. Below it can be seen how basic elemental elements have been conceptually similar and have been subsumed into the Christian faith.

Firstly, the Vodun(s), like Christ are considered as the sons of Mawu, God the Creator; however in the Christian tradition, may of them have lost all of their relevance: Sakpata (earth); Xevioso (sky); Agbe (sea); Gu (iron & war); Mawu (agriculture, forests); & Jo (air/invisibility).

Lêgba who is Mawu's youngest son. He is different for he was given no power, for all of the major powers were distributed before he was born. He can be seen as a Judas/Caine/Ham, Lucifer type character whose jealousy and desire for power have corrupted him and lead him to acts of spite to upset the harmonious balance. At one he is to be feared, but also, he brings balance as he upsets the balance as he tests the wills and true natures of indivduals to abide by the word. It is he who loosens the rigid structure of the pantheon. He is the Vodun of the unpredictable, of what cannot be assigned to any other and he is characterised by daily tragedies; all that is beyond good and evil.

Another of the elements of the Vodun(s) that have found a dwelling place within the Christian understanding are the These are the eponymous deified ancestors. They maintain a link between the invisible world and human beings in their daily lives and are the basis for all that is intrinsically African and Native in the form of visitations and divination, and all of the ancillary, unexplained spiritual phenomena attributed to God's realm, but not thoroughly explained by Christianity.

The Omnipotent Mind

Omnipotent: Having unlimited power, authority, or force; all-powerful

Mind: The consciousness that originates in the brain and directs mental and physical behavior. Memory, recollection. Conscious thoughts; attention. Opinion or intentions. Intellect; intelligence. One considered with regard to intellectual ability. Mental or emotional health; sanity.

Contemplation: To ponder or consider thoughtfully. To intend or anticipate.

Imagination: The process or power of forming a mental image of something not real or present. Creativity; inventiveness, resourcefulness

Generalize: To render general rather than specific. To draw inferences or a general conclusion. To speak or think in generalities.

Genius: Brilliant mental ability or outstanding creative power. A person of the highest mental ability or the greatest creative power. A strong natural talent. The prevailing spirit of a place, person , time or group. A person who has great influence over another. The guardian spirit of a person or place.

The opening question in the investigation of omnipotence as it relates to mind, is why are humans (or at least some of them) seemingly so insatiable in their quest for knowledge? To escape ignorance, to draw out understanding, to combine understanding with something that resides within are all at least partial explanations. The desire to transform oneself, through the act of mental alchemy, with a result that in some essential and lasting way, empowers that individual through a newfound clarity of thought, understanding, perspective, or strategy. Transformation, that is thought to be an improvement, is surely signaled to us through the feeling of pleasure. It is pleasing to achieve solutions, to "grow" to change for the better, to become more efficient, and to solve. Perhaps all of these explanations for why we seek knowledge and growth, as well as the fact that we achieve pleasure though these through these thoughts, by these acts, while engaged in making these distinctions, are all "reasons". Beyond reasons, lies an intent, an inborn desire, an ongoing struggle, a programed action that we can not so much claim, as it claims us, or, "is" us.

We learn through; the senses, experience, observation, and action.

We deal with reality on a functional level beyond what our "senses" can detect. in the "stuff" we use, be it foods, fertilizers, chemicals, the bio-engineering, packaging, transportation, etc, all involve a level of reality beyond sight, sound, taste, etc. (except we can "see" the difference and "taste" the difference and "hear" the difference) the level that we manipulate is beyond our senses, with only the outcome being detectable.

The only reason we are able to deal with reality on these micro scales is because of three reasons. 1. the opportunity afforded by the chemical, sub-atomic structure of reality 2. Our ability to cognate, decipher, break apart, measure and conceive of new combinations and ideas about objects that we are then able to put into practice. 3. The innovation of methods to achieve this end.

It may seem that the world is in some overall sense seemingly incomprehensible. I only say this, because at this juncture of human understanding, many things, many important facts, conditions, states, properties, reasons, and causalities, as well as the notion or complexity, or even lack of intent is still beyond our comprehension. There is also the very real possibility that there is no "end" of knowledge, rather, it is continuous, and quite possibly, on the ultimate scales of interactions, beyond measure, beyond our ability to devise and perceive, and perhaps, abstract beyond meaning (for us). That notwithstanding, most of what we see and work with on a day to day basis is made up of ideas that have been around for centuries, if not millenia. High tech electronics, is built upon a series of ideas, all used together, and re-formulated and, through the power of imagination, used to create novel solutions. Very little is changed, the structure may be completely different, the basis, everything, but that is only because of the necessity of an idea for reorganization, which in truth, may be revolutionary, but in practice, represents a re-organization, or at best, an importation of a slightly different strategem.

[ The decision of which ideas come into practice and become widely disseminated, and which do not, is largely determined in the marketplace, largely by financial efficacy, or the ability to solve problems on a massive scale, for a target audience, whose tasks are in line with the solutions afforded by the new idea. The base, unenlightened marketplace creations, which appeal to not only needs, but the most selfish wants and gaudy attractions of the general lower motivations of man are but a small part of the meaningful contributions and creations of the human mind. ]

Historically, over time, enduringly, the basic stock from which these ideas arise remains essentially the same. Human ingenuity, diligence, passion, drive, determination, imagination, breaking problems into fundamental elements, outsourcing, collaboration, study, research, administrative process, oversight, alliances, patents, trademarks, intellectual property, licensing... these are ideas and abilities and processes that have been around in some form (or another), more or less for ages.

In terms of the history of philosophy, ethics, politics, etc. all of the world's ideas concern human life, and do not represent anything truly genius.

Thus, the importance of creativity, and pursuits that stress creativity to set the stage for our continuing ability to innovate and create. Music, sports, art, conflict, conquest, games, etc. all of these are areas that develop the talents that are relied upon so heavily by those who solve problems, those that innovate, and iterate. Talents and abilities such as dedication, pushing oneself to ones very limits, breaking through, challenging the seeming impossible, creativity, teamwork, coordination, practice, leadership, mastering ones role, learning from defeat, travel, competition, growth, culmination, management, contemplation, new strategies, deception, secrecy, dedication, desire, sacrifice, gathering tools, and talent...

And yes, war is a major contributor, motivator for humans to innovate. Games, competition, technology, all come down to learning basic survival skills and survival talents. War, continuing struggle, continuing conflict, to a conclusion... and then continued conflict, new alliances, all of which are a potent and essential form of "gamesmanship" that is both life giving, life saving and patently essential to the continuation of a peoples....

Teaching, is nothing more (when done right) than the dissemination of ideas that strike at a particular truth. The best students only require a mentor, whom they can learn from, observe, follow their recommendations and instructions and take what is given, and expand upon it and integrate it in new ways.

And it is but a simple note of truth and wisdom to say that what we should strive for is that which is deeper, that which is true, that which is sustainable, that which is translatable, generalizable.

Of the great sages and prophets, of the Greeks, specifically, Jesus, Mahavir, Gautama Buddha, etc, none of them wrote down or recorded their words. it may be speculated upon endlessly why this is so, but the general assumption is that to write these ideas and teachings down, would be to profane them. true knowledge was to be remembered. what was written down was that which was mundane. that which was essential, was transmitted orally. faults, errors in understanding were corrected verbally, and in person. Knowledge was fluid, dynamic, debated, discussed and given life anew. There were no additional "editions" to the bible. it was discussed, deepened, explicated. Even today, no one attempts to read the bible in seclusion in order to understand it's meaning. You go to church, you listen to the pastor, the story is interwoven with your life, true examples, modern day issues. There is illumination, there are scholars, researchers, bishops, scribes, seminaries... The word is not alive until it is spoken. The text remains the same. The task of the living is to expand their consciousness, their understanding, their practice, to make ever closer approximations, not with the literal word, but with the ever deepening, living word. This example is for any ancient text, or piece of teaching that is "classic" and does not adhere to the assumption of incompleteness that resounds today. The point being, that the living contemplation, the aliveness of the act of mindful contemplation is where any and all "power" of ideas resides, not within the text. Only as the text illuminates mind, is there power. For text itself, is profane in comparison, and in truth, merely a chemical composition of ink and pulp, with no power unto itself, until and unless read and comprehended by that which is living and capable of "acting" upon those inherent truths, or knowledge.

And it can be quickly seen that those qualities that distinguish a great student, from a mediocre one. A "great" student (and there is no reason why we can not all be one) has the ability to comprehend complex thoughts debate, and defend, and contemplate and logically apply and generalize their truths and apply them across wide ranges of even disparate or seemingly unrelated material. In short, the ability to not have to be told the same answer repeatedly, as the principle is replicated in slightly different context. The ability to deduce principles. The ability to learn techniques, or to perceive and elucidate the foundation of certain ideas.

And once again, most importantly and essentially, imagination. Virtually everything we see, touch, use in an urban setting, first existed in the mind of a human. And vice-versa, everything that exists in a natural state, is represented within the human mind and held, adorned and perfected over time to a increasingly truthful mental representations, such that over time, to "see" things is to at once observe and elucidate mindfullness and the thing itself. In the present day, where what we view, large is that which has been created or altered by human minds (and actions), we are in an age where this type of artificiality, begets more artificiality. We have entire generations that have known nothing but the combination of increasingly complex technologies. Once again, artificiality, begets artificiality. ever increasing and divorced from "nature" or that which is not man.

Turning another page in the discussion, omnipotence may be impossible to achieve individually, but the contemplation of omnipotence, or even the feeling of omnipotence is to be had for the taking. In an age where great ideas are realized on a daily basis, the contemplation of omnipotence is merely the extension of the mental ability to it's logical conclusion. It could be argued that omnipotence is a contemplation that human beings would be incomplete without having or aspiring to in some essential way, as a subtext to all acts that fit the definition of contemplation.

What exactly would be the defining qualities of the contemplation of the mind as a device, and process capable of conjuring up a complete representation of omnipotence? When I say, "complete" I mean, the fullest extent of the human capacity to imaginatively conjure up omnipotence, while engaging in the process of the contemplation of this state?

To conjure omnipotent contemplation would be, to comprehend omnipotence to the fullest ability of man... to the extent that such a contemplation would be equal to, or greater than, the fullest limits of the humane capacity to contemplate such a subject... would that not be the same, or equal to, the actual, limits of omnipotence itself? or, even would that not be the same as the actual contemplation of the actual experience of omnipotence itself? Because we are talking about limits, so the actual experience in this case would be the same as the contemplation to the highest/furthest degree. I'm talking about the most full and convincing experience an individual could have with such a thing, forever and ever.

One of the amazing things about the mind, is that it is limitless, to the extent that there always seems to be, a capacity, to understand, the great, eternal truths of existence. What I find specifically amazing about this seeming capacity, or, possibility, is that... somehow, the mind has built into it, a floating limit, that, has no seeming limits... It can be safely said that although we may not be able to contemplate existence "as it is" we can certainly contemplate existence, "as it is for us" and as a representation, --which may be the only thing that the entirety of existence is.. for we do not know-- this representation resides within the human mind. Inborn and complete, whether used or not.

The reason for this is not so much the amazing nature of human beings, or the human mind, rather, as a point of conjecture, seeing as the human mind is made of the "stuff" of existence, abiding by it's chemistry, it's physics, etc, the capacity to contemplate and understand existence itself, would be a priori for a device devised of the very stuff of that which is being contemplated. deep and completed, fully infused within the human mind, betwixt, around, and through it, is the very stuff that is being contemplated. When we contemplate omnipotence. we are thinking it on one hand. but on the other, we are divining, coaxing from the very nature of the object mind, the truth of the divine code, of that which came into existence, and plays by it's rules, and, as predicted and demonstrated, all of existence, through the forces, is aware of every other part, to the extent that it is all one, and the same, and seemingly indivisible. The mind is engineered, to serve as a mental representation of the universe and everything in it. As such, it is complete unto itself as a "universe" unto itself, yet, wholly dependent on the outside world for it's lucid reality-based divination.

And yet, as humans, our minds are not only mini-universes unto themselves, but programmable devices. Our own mini-sage's. We have the universe to contemplate, yet, we also have the ability to program our own minds and to contemplate and focus on that which we deem important. This is one of the reasons that man's "accomplishments" have been so pervasive. Not that we approach omnipotence, rather, that we can focus and specialize and gear our minds towards specific problems.

One of the major preoccupations of highly structured societies, is to establish a class of thinkers, teachers, leaders and intellectuals to serve the populace. To make full use of ones intellect requires that they integrate their knowledge and all aspects of self into a uniform whole of acceptance and understanding, and to continually further the process of learning and teaching. For the entire populace must be educated, exposed to education and have a voice to share their ideas and focus their talents. Everyone, has a talent. Everyone has an understanding, and the diversity of thought is not something to be graded or judged, for the most novel and unique discourses, viewpoints and truths, can not be predicted, nor reasonably, or reliably found in any particular group, area or type of individual. Intelligence means nothing in the face of individuality. Individuals can wallow in mediocrity and ignorance for decades, before (for example) a singular event, either subjective or external, occurs that suddenly thrust an understanding or purpose upon that individual that has enormous societal significance and that no one else, could or would ever be able to do, given the set, setting and time.

All of this is to say, "omnipotence" is the a priori condition of mind, and existence, and so, the mind as omnipotence, is a truth, rather than a specific contemplation or mere possibility. and Individuals will make use of their minds in novel, unpredictable ways. And so it seems that one of the major preoccupations of a wise and just society, would be to engage all of it's members in continual opportunities for mental self improvement and individual expression as well as to make them aware of the omnipotence of their own minds and the sublime truths that lurk for them to find and share if they follow their own unique pathways of self-experience and education.