Brethren, As it is,

1. 1 The principle of all Process education is that it is carried out on a group basis, not on an individual basis.

2 The Officer in charge of any group, whether it is the OP's Progress or the Chapter Priests, is concerned with teaching the group as a whole and not the individuals within the group as separate pupils.

3 Every individual has equal potential; NOT identical potential, but EQUAL potential. If we are seeking to bring out only one or two qualities, such as academic intelligence and practical capability, then we find evidence of UNequal potential; and those who possess a large quota of these qualities progress, while those who have a scarcity of them do not. But if we are concerned with bringing out ALL qualities, then we find that EVERYONE can progress equally along his own particular line of ability and contribution.

4 This requires a wide scope for recognition. And we can assume that if someone appears to be left behind, it is NOT because he lacks ability, but because we have failed to recognise and take into account his particular qualities.

5 Every Process group contains individuals of different natures and functions. Because Process education deals not with specialised fields of activity but with the basics of life, it can be geared to making full use of and giving full rein to all of these natures and functions.

6 By concentration on the group, we are not reducing everyone to the lowest common denominator, we are bringing out into full maturity each different and individual set of qualities, and instead of isolating them from one another and treating each set separately, we are bringing them together to complement one another and form a whole.

7 For example, the academically intelligent, the practically capable, the intuitively aware, the calmly accepting, the intellectually analysing, the coordinator, the enlightener, the listener, the relevant questioner; each has his place. There is no need for competition. There is no order of merit. The separate and highly individual functions, each as valid and valuable as the next, can complement one another.

8 In terms of showing their ability, the members of a group are not required to fulfil the same task and therefore to compete against one another in doing so. They are required to fulfil their own personal task in relation to an overall group activity. And that personal task is whatever comes most naturally to them.

9 If an individual is unhappy in his work, it is not because he is not doing what is required of him, it is because he is not doing what he requires of himself, in order to make his personal contribution to the overall situation.

2. 1 This form of education provides the true union of the creative and the receptive elements; in this case the individual and the group.

2 The accent is not on the merit of the individual and therefore the separation of the strong and the weak - for example, the intellectually strong or the practically strong or the intuitively strong. We are not concerned with the rise of the individual ABOVE the group.

3 Equally the accent is not on the homogeneity of the group; the suppression of individual merit in order to maintain a common level of worth and ability, so that no individual attains his full potential in case he SHOULD rise above the group.

4 The accent is on complete individual fulfilment WITHIN the context of the group.

5 An ideal? Yes; and an impossible one as long as we only recognise a very limited range of qualities and functions as being valid and meaningful contributions to the whole, and as long as we put even those few qualities and functions into a set ORDER of validity, one being 'better' or more important or worthier or more deserving or more valuable than another.

6 That is part of the human predicament, which is why a concept such as 'complete individual fulfilment WITHIN the context of the group' remains, in human terms, an impossible ideal. And instead, humanity is torn between the extremes of 'fascism' and 'communism', and the result is to some extent an oscillation from a bias towards one to a bias towards the other, but more commonly a tortured compromise of both.

7 But outside the human game, a full recognition of the true validity of ALL qualities and functions, without an order of merit, is possible. It requires a level of awareness and acceptance which only a complete and instinctive understanding of the structure of creation can give us. And when we have absorbed and truly owned the information contained in every BI from one to twenty, we shall have that understanding, and we shall have reached that level of awareness and acceptance.

8 Meanwhile all Process Education will be geared to that ideal.

9 Do not expect the ideal thereby to materialise overnight. Even within that structure, competitiveness will manifest. An order of merit will manifest. Accept them. Do not solidify them by trying to resist them, or by pretending they do not exist. Be aware of them, but do not allow them to dictate and therefore change the nature of the structure. If we understand them, how they come to be there, what effects they can create, and what they signify; i.e. a non-recognition of the validity of all functions; then we can begin to eliminate them by 'starving' them out of existence.

10 Their effect could be to make us recreate a human-game-type structure. If we do not allow that effect, they are 'starved'. The energy which they represent is compelled to remould itself into a form which is in sympathy not in conflict with the structure we have created.

11 And within each educational group, it is valid to have both experienced and inexperienced members; a scale not of merit or worth, but of function. The experienced members have a particular function in relation to their experience, particularly that of helping to educate the less experienced members. And the less experienced members have an equal and opposite function, of learning from experienced members. Neither function is above or below the other. They balance; they are not identical, but equal; equal and opposite. And all can progress by fulfilling their own personal functions.

3. 1 There are countless different qualities and functions, but invariably each has its diametric opposite. This can be seen in the more basic ones, such as experience and inexperience. Also it can be seen in intelligence. At one end of the scale you have academic, intellectual intelligence. At the opposite end you have intuitive, instinctive intelligence. Both have equal validity and value. Both are equally necessary.

2 If we operate on an individual basis then we find that one person seldom manifests both forms of intelligence equally strongly, and therefore there is a sense of failure and inadequacy around whichever is lacking. If we demand self-sufficiency, everyone is found wanting in certain areas. But if we seek coordination, and operate on a group basis, then where one is lacking another compliments him. Resources are pooled. We draw on one another's particular capabilities in order to compensate for our own deficiencies. The academically intelligent complements the intuitively intelligent and vice versa, instead of the two striving against one another, and both fee1ing a sense of failure.

3 And if one of a group appears to contribute nothing - or less than the others - to the whole, then we can assume that either we are failing to recognise the nature and value of his contribution, or, by an incomplete appreciation of qualities, we are not allowing him to make his contribution.

4 If we never lose sight of the basic and very essential function of burden carrying, such a situation need never arise.

5 Also we can assume that if a person lacks a particular quality, he has an equivalent excess of its diametric opposite. It may require bringing out, but it is there. The Game is played like an oscillating balance. When one side is on the up-swing the other must be on the down-swing, and vice versa. There cannot be a deficiency at both ends of the scale. Either there is an equal adequacy, or there is a deficiency at one end, offset by an excess at the other. That is the Law of the Universe.

6 If we compete with one another, we all inevitably have a sense of failure in some direction. If we try to be the same as one another, we find a very low common denominator, and suppress our individual talents and capabilities. But if we complement one another, with a recognition of ALL requirements, then we realise the full extent of our individual potentialities, and there is no sense of failure. Also there is harmony instead of conflict.

So be it.

{ Signature Robert ]



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