The following question often arises: Why are ailments, nervous disorders and the various pathologies between the saints of the earth and those who are clearly oriented towards light so frequent? I will answer that the tension on the physical vehicle, due to the change of forces, is usually excessively large, thus producing those undesirable conditions.

This article is addressed to all those disciples who wish to go beyond what the orthodox doctor tells them when consulted.

The medical history arises from the contact between the health team and the users. From the second half of the twentieth century between users and the health center, following the models of primary care. The medical history is the only document valid from a clinical and legal point of view. It is a document where the patient leaves registered and signed their recognition and acceptance of their health and / or illness situation and participates in decision making.

The medical history is the instrument used to develop the clinical method. It is applied through the registration of the information obtained from the patient through interrogation or anamnesis, physical examination and the review of complementary studies of Laboratory, Radiology and special techniques performed.

Disease is a form of transient imperfection, and death is nothing more than the method of refocusing energy, before initiating a progressive activity that leads eternally and constantly towards improvement. (0)

When considering diseases esoterically, it must be accepted as a basic proposition that every disease is the result of the misuse of forces, in a previous or present life. This is fundamental. In relation to this I will repeat some of my statements on this subject.

1. Ninety percent of the causes of disease are found in the etheric and astral bodies. The misuse of mental energy and the misapplied desire are the most important factors; However, as most of humanity is still in the Atlantean stage of consciousness, only five percent of the prevalent diseases are due to mental causes. The percentage varies with the development of the breed and its evolution. Therefore the disease is the manifestation of undesirable, vital, emotional and mental subjective conditions.

2. Everything concerning the health of man can be approached from three angles:

1. From the life of the personality - we are learning a lot about it.
2. Of humanity as a whole - which is beginning to be appreciated.
3. Of the planetary life - of this little we can know.

3. All illness is caused by the lack of harmony between the life form, between the soul and the personality; This lack of harmony exists in all the kingdoms of nature.

4. Most diseases have their origin:

1. 1. group
   2. as a result of an infection,
   3. malnutrition, understood physically, subjectively and esoterically.

5. The diseases of the masses, of the common citizen, of the intellectuals and of the disciples, differ widely and have different fields of expression.

to. The three main groups of diseases of the first two types mentioned are:

The tuberculosis.

Social diseases.

Cancer

b. The two main diseases of intellectuals and disciples are:

Heart ailments

Nervous diseases.

6. Disease is a fact in nature. When this is accepted, men will begin to work with the Law of Liberation, with right thinking, which leads to correct attitudes and guidance, and with the principle of non-resistance. The great anxiety of dying, a frequent characteristic in the final stage that immediately precedes death, is the lowest manifestation of this non-resistance, which psychologically governs the coma.

7. The Law of Cause and Effect or of karma governs all diseases. It covers individual, group, national and human karma as a whole.

Man-initiated causes, life after life, constitute the important factor; these develop as diseases, as some disastrous consequence in the circumstances and events, and as general conditioning of a certain incarnation. Man must learn to treat these causes, recognize them and discover what is the conditioning energy that produces the corresponding effect, first dealing with the task of counteracting the cause, opposing a trained will. Karma is not an inevitable, unavoidable or painful event. It can be neutralized, but this neutralization, as far as the disease is concerned, includes four lines of activity:

1. Determine the nature of the cause and the area of ​​consciousness where it originated.
2. Develop those qualities that are the opposite pole of the effective cause.
3. Practice harmlessness in order to stop the expression of the causes and avoid any outbreak of that unfortunate condition.
4. Take the necessary physical steps that will produce the conditions that the soul craves. These steps will include:

• A mental passivity and an acceptance of the reality of the effect - in the case we are considering in relation to karma - disease.
• The intelligent action in orthodox medical procedures.
• The collaboration of a healing group or a healer, to help in the internal spiritual healings.
• A clear vision regarding the result. This can lead to the preparation to live a more useful life on the physical plane or for the great transition called death.

But behind this judicious thinking and wise activity, there must be acceptance that there are certain general conditions that are externalized as poor physical health during this world cycle, not only for the human kingdom but also for the three subhuman kingdoms. The Law of imperfection exists, because the Great Realities (they exist throughout the phenomenal world) are analogously in the process of development and evolutionary development. Therefore, until They, as spiritual Beings, have not developed the "sublime control" - as it is called - of the substance of His phenomenal forms, they will not reach divine perfection. Disease is a form of transient imperfection, and death is nothing more than the method of refocusing energy, before initiating a progressive activity that leads eternally and constantly towards improvement.

First-class intelligences.

It seems that the imperfection of this divine energy produces a peculiar attitude that manifests itself in the power to crystallize, harden, bring triangulations and cause the great process of abstraction called death. Other of its results in the physical form are the innumerable crystallization processes, such as atrophy and old age.

Second type intelligences.

The imperfection of this great energy, with its constructive, vitalizing and cohesive power, was and is the power to overestimate, increase, accumulate, build too many forms, attract too many atoms and produce those conditions that lead to what has been called (esoterically) the suffocation of life, another way of dying, but dying as a result of excessive vitality, affecting the bloodstream, building within the already constructed forms and frequently creating an excessively powerful ethereal vehicle for the exotic external physical form. Other results are, for example, the appearance of tumors, cancer, excrescences, excessive development of bodily aspects, dilatation of organs and supernumerary body parts.

Third type intelligences.

The main effect of this imperfect maniobra and manipulation, as it is called, is mostly of an astral nature, producing the consequent poor physical health and undesirable effects that We have already studied in this treaty. Because this third ray energy is the energy of the substance itself, its imperfections are profusely demonstrated in the human tendency to disease. The illusion is the result of the mirage of the excessive use of third-ray energy for selfish and personal purposes and manifests primarily in the sixth or astral plane. As a result of this manipulation of desire and the uncontrolled maneuvers to satisfy it in material lines, there are ailments such as gastric and intestinal disorder and the various stomach disorders that devastate civic humanity Raised, much more than the wild races. Certain brain disorders and poor vitality are also their effects.

Fourth type intelligences.

We have here a clear indication of why humanity (the fourth kingdom of nature) succumbs so quickly and easily to disease. The conflicts that humanity is constantly fighting, both in group and individual form, lead - until they are understood and used as means to succeed and progress - to a constant devitalization. When this occurs, the resistance to the disease disappears, so we practically have all kinds of ill health and bodily ailments. The diffusion of energy produces a constant decrease of this resistance. As a result we have weakness, the rapid and bad reaction to native diseases on the planet itself, and the early acquisition of infectious and contagious diseases. This energy is behind what we call epidemics, and influenza is one of the main manifestations.

Fifth type intelligences.

It has been very difficult to describe the nature of the imperfection of the energy of the Lord of the fifth ray. In the activity of this energy that is manifested mainly in the fifth or mental plane, the origin of many psychological disorders and mental disorders will eventually be found. Separation is the outstanding feature - separation within the individual or between the individual and his group, making it antisocial. I dealt with this in an earlier part of this treatise and it is unnecessary to explain myself here about the difficulties ( Esoteric Psychology ). Other results are certain forms of insanity, brain injuries and those gaps in the relationship between the physical body and the subtle bodies, which manifest as imbecility and psychological disorders. Another type of disease, which appears as a result of this fifth ray force, is the hemicranea, caused by the lack of relationship between the energies that are around the pineal gland and the pituitary body.

Sixth type intelligences.

Quite curiously, the power of this sixth ray force (as it nourishes desire) is responsible for most of humanity's ailments and diseases, based on the misrepresentation of the mission and function of sex. Desire, embarrassment, weaknesses, perversions and the unilateral development of sex and other satisfactions arise from the misuse of this energy. The embarrassment caused by desire leads to violently demanding satisfaction and taking those steps that - right and wrong - provide satisfaction. The results cover a wide range, from sadistic cruelty and lust to those marriages contracted by physical desire and also those conditions that lead to many types of sexual diseases. A key to this global problem lies in the words of an ancient writing that says: "The imperfection of the Lord of Sixth Ray opened the door for an incorrect marriage between the poles."

Seventh type intelligences.

The effects of this lightning force are very peculiar and will prevail much more than before, as this lightning is now coming into power. This energy is widely responsible for infections and contagious diseases. The keynote of the work carried out by the seventh ray is to gather life and matter in the physical plane. However, when viewed from the angle of imperfection, it constitutes the gathering (if they can understand the implication) of Life, lives and the general experience of the creative process. This is symbolized in the promiscuity and incessant interaction of all life within all lives. Its result is the activity that all germs and bacteria display within the environment that will best nourish them.

These are abstruse and difficult concepts, but you should reflect on them, as a deep thought will lead to understanding. All illness and ill health are the result of the activity or inactivity of any of the seven types of energy, when they act on the human body. All physical illness arises from the impact of these imperfect energies when they strike, penetrate and pass through the centers of the body. It all depends on the conditions of the seven centers of the human body; through these the impersonal energies act, leading life, disease or death, stimulating the imperfections of the body or giving it health. Everything depends, as far as the human being is concerned, on the condition of the physical body, the age of the soul and the karmic possibilities.

Now, with all that I have given, concerning the seven rays and the seven Lightning Lords, much more can be discovered; these seven great Lives can be considered and known as the animating essences and active energies in everything manifested and tangible in the physical plane, as well as in all planes of divine expression; In saying this, I not only include the cosmic physical plane (composed of our seven planes of the system) but also the astral and the cosmic mental.

The main point that must be taken into account is that this law refers totally to the physical plane (dense and etheric) and to the effects produced by the conflict between energies and forces in the physical body. The forces are those limited and imprisoned energies within a form of any kind - a body, a plane, an organ, a center; the energies are those directed energy currents that impact, from a greater or more inclusive form and from a more subtle plane, on those imprisoned forces - if I can call them that - making contact with a coarser vibratory force. An energy is more subtle and powerful than the force on which it impacts or establishes contact; the force is less powerful but it is anchored . In these two words lies the key to the problem of the relationship between energies. Free energy, from the angle of the anchored point of contact, is somewhat less effective (within a limited sphere) than the energy already anchored there. It is essentially more powerful, but not as effective.

1. The conflict of these energies with the forces, and of the forces with each other, produces the bodily evils of man.

It will be observed here that diseases occur, according to the law, in two ways:

1. For the conflict of the energies with the forces.
2. For the conflict of the forces with each other.

Obviously, this dual struggle is expected at first sight. In the first place we have the struggle that is being waged in the life of personality, when the soul definitely directs its attention to its vehicles and tries to exert control. The more determined the person is to submit their personality to the control of the soul, the more the conflict will intensify, resulting in serious physical conditions. Under that classification we could catalog most diseases of disciples and mystics, largely of a nervous nature, and often affect the heart or bloodstream. In most cases they can be confined to the area above the diaphragm, and therefore to those areas conditioned by the coronary, laryngeal and cardiac centers. A number of cases that I will call "border" also fall under this category, but are limited to the transfer of energies (by the impact of the soul) from the solar to the cardiac plexus center, and the border involved is simply the diaphragm.

Within this first classification those difficulties originated could also be noted, for example, when the energy of the astral body makes an impact on the forces of the etheric vehicle, establishing an emotional disturbance and producing serious difficulties in the solar plexus, with the resulting gastric disorders, intestinal and hepatic, all being the result of the conflict between energy and forces. All I can do here is indicate the type of problem related to one or the other of those two categories; the subject does not lend itself to the brief elucidation that I try to give.

Within the second category, which concerns the conflict between forces and forces, the etheric body is involved, and the forces involved are those found in the major and minor centers, implying their mutual relationship and their internal reaction to the impact of energies from from outside the etheric body. These forces and their interaction produce the common diseases in man and control the disturbances of the physical organs and the areas of the physical body located around those centers, which are actually the main factors that condition the mass of human beings for long eons., or until the moment when the soul "pays attention" to the appropriation and full control of its mechanism in the three worlds. These secondary difficulties, due to the interaction between the centers, are of three categories, and should be carefully observed:

1. The interaction between:

• The centers above the diaphragm, for example, the coronary, laryngeal and cardiac and very occasionally the ajna center. b.
• The centers below the diaphragm and their relationship with each other.

1. The mutual relationship between certain centers, such as that which takes place according to the Transmutation Law, or the process of raising forces from one center to another,
   1. from the sacral center to the laryngeal,
   2. from the solar plexus center to the heart and
   3. from the center at the base of the spine to the coronary.

1. The impact produced by the "energy" (observe the technical accuracy of my sentences) from the centers above the diaphragm to those below the diaphragm.

This process occurs inversely from what takes place when the forces below the diaphragm are raised to the centers above the diaphragm. In this third type of relationship we have the application of the power of magnetism, and in the other the expression of irradiation. Both are closely allied at a certain stage of development.

In all relationships there is always the possibility of difficulties arising, resulting in an undesirable effect on the physical organs located within the area involved. In the early stages of the relationship of the centers located above the diaphragm with those below, the man generally does not realize what is happening and is a simple victim of the stimulus applied by the center from which the energy emanates, to the center that receives its impact, or victim of devitalization (resulting in many forms of physical ills) as the centers respond to stimulation. It's all about balance, and for this the intelligent man and the aspirant must fight.

We now come to a very ambiguous statement and it has been exposed for that purpose:

2. The conflict between the first and second persists for ages, until reaching the top of the mountain, the first great peak.

This refers vaguely (and I repeat on purpose) to the conflict between the energies above the diaphragm - which normally come from the soul, on its own plane - and the forces below the diaphragm. This is a big and persistent conflict; It begins when the solar plexus center dominates and is powerful, producing crises as in the Atlantean era. Because the mass of men has Atlantean consciousness and is dragged mainly by their emotional nature, such crises reappear today. Over time, metaphosically speaking, the solar plexus center begins to produce a radiating effect in response to the magnetic call of the heart center. When the first initiation is received, the first major interaction between the two and the first coordinated activity is established. The above is now related to the below, but the lower loses its identity with the above, as expressed in the Old Commentary . The mother disappears because the Christ-Child has taken the leading place. The soul exerts control and leads the aspirant from one mountain top to another.

In the first initiation, and increasingly in all the initiations, the energy enters into a greater conflict with the forces; the energy of the soul rushes into the ethereal body and all the centers become areas of struggle, one prevailing more than the others. The nature of the struggle is no longer of the forces between each other, but between energies and forces, and this creates acute evidence for initiation, and produces many evils. If among those who are preparing to receive or have received the first and second initiations, thus explaining the diseases of the saints.

Some great science will emerge from the centers that will clarify the whole complex problem, yet the time has not yet come. If this science were taught openly in the present, it would allow to direct the thoughts of men to the reality of the centers and to the zones that they control, and not to the energies that they flow through them. Then there would be an unhealthy and undesirable stimulation or devitalization of the substance of the centers, with the consequent acute illness. The law always governs that `` energy follows thought '' and that energy can be radiant or magnetic, but should not remain aesthetically contained within a center. The true science of the centers will only be freely imparted when - and only when - men know at least the rudiments to direct thought and control the energy impacts.

3. The struggle between the forces produces diseases, ailments and bodily sufferings that seek liberation in death.

There is an interesting difference here that should be noted. Death ensues as a result of two things:

1. The struggle between the forces, not between the energy and the forces. The conflict zone exists in the ethereal body and in the physical, and no energy penetrates from outside, because man is seriously ill.

1. The loss of the will to live. The patient has yielded: the internal struggle is very great for him; It cannot bring energy from outside to fight the antagonistic forces, and it has reached the stage where it does not wish to do so.

These two aspects of the process of dying indicate the fate of the patient, and should be immediately noticed by the curator who (when he discovers they are present) will apply his expertise to help the man die and not try Heal it. The gateway for life-giving energies closes; nothing can penetrate to help the curator in his work, and the conflict - of a general nature, or limited to a bitter struggle in a certain area - between the forces produces so much friction, that there is no hope, except death. In this sentence that we comment, I will point out that the disease refers to the point of friction or acute difficulty, and all the evils to the general way in which man reacts to the area where the disease is and to the general incapacity caused by the disease, while body aches refer to the discomfort of the area where the disease is located, and indicates its nature.

The pedagogical history arises from the contact between the team of teachers and the disciples, it is the only document valid from the educational and legal point of view, in which the student leaves registered and signed his recognition and acceptance of the teaching-learning process and participates in decision making.

The pedagogical history is the instrument used to develop the pedagogical method. It is applied through the registration of the information obtained from the student through an interview with their teachers or through the application of standardized tests.

The three components of personality: (3)

I will try to answer three questions that one of the students asked about education. I can only speak of the ideal, and in doing so I run the risk of giving the impression that I am a visionary and any approach could be considered impossible in our current system.

In response to the first question I will say that the main function of every educator is twofold:

1. Train the brain to respond intelligently to the impressions that come through the sensory mechanism and thus impart information about the external tangible world.
2. Train your mind so you can do three things:

• Intelligently apply the information imparted to the mind by the brain.
• To create mental forms that respond to the impulses that emanate from the physical plane, to the emotional reactions activated by the nature desire? Feeling, to the world of ideas that constitutes the environment of man.
• Go to the subjective spiritual self, so that the higher self can move from the condition of potentiality to an active regency.

The new education should tend to make the subject of the educational experiment feel conscious of its own mechanism; he must put him in front of life with his eyes wide open, open the doors to the world of relationships and objective phenomena; It should be taught that there is a door that leads to the world of Reality, which must be transposed at will, in order to establish and assume its relationship with other souls.

Each child should be studied under three aspects. First, make sure what the natural tendency of your impulses is. Does it tend to physical expression, to manual labor, in which a wide range of expression could be included, such as that of the mechanized worker and the technical capacity of an electrician? Do you have any latent ability for any of the arts; Does it react to color and form, or does it respond to music and rhythm? Does your intellectual capacity justify being trained mentally to learn analysis and deduction, mathematics or logic? Perhaps, with the passage of time, the youth of then will be classified into two groups: the mystic, with this denomination, would be grouped to those of religious, artistic and impractical tendencies; the occultist would include intellectual, scientific and mental types. When the adolescent has turned seventeen, the training given will allow him to emit his tonic clearly, will indicate the direction that the impulses of his life will probably follow. In the first fourteen years he should be given the opportunity to experiment in various fields. You should not insist on strictly vocational training, until the child reaches the last years of the educational process.

The day will come when children will be studied in the following aspects:

1. Astrologically, to determine the tendencies of life and the peculiar problem of the soul.
2. Psychologically, complementing the best of modern psychology with the knowledge of the seven types of rays that characterize Eastern psychology.
3. Therapeutically, paying special attention to the endocrine system, plus the application of modern common methods concerning sight, dentition, and physiological defects. The nature of the response mechanism will be carefully studied and developed.
4. Vocationally, in order to place them later in life, where their faculties and abilities find the fullest expression and allow them to fulfill their group obligations.
5. Spiritually. By this I mean that the apparent age of the soul will be studied, and approximately the stage of evolution will be established; it will be considered whether or not it has introspective tendencies, and also the coordination between:
   1. the brain and the response instrument of the external phenomenal world,
   2. the brain and the impulses of desires, in addition to emotional reactions,
   3. the brain, the mind and the world of thought.
   4. The brain, the mind and the soul.

These will be the subject of a careful investigation, so that the whole team of the child, in a latent or developed state, is actively operated and unified in a whole.

A study of their racial development would reveal a lot, because each child is a synthesis of the whole. For example, a study of the development of the idea of ​​God in human consciousness would be a valuable illustration of the phenomena of the development of thought. The sequence of growth, based on the process of development of the human being, could be classified, although briefly and inadequately, in response to:

1. The impact awakens the child's senses. Start hearing and seeing.
2. Possession and acquisition. The child begins to appropriate things, becomes self-conscious and begins to realize the personal self.
3. Human tendencies and the animal instinct that governs animal nature and desires.
4. The group. The child begins to be aware of his environment and that he is an integral part of a whole.
5. Knowledge, which begins when you receive information about the facts, which you then record by memorizing them; this will develop interest, correlation, synthesis and its application to the demands of life.
6. The innate need to investigate. It leads to experimentation in the physical plane, to introspection in the emotional plane, to intellectual study and interest in reading or listening, thus bringing the mind to the activity.
7. The economic and sexual pressure, or the law of survival, which forces the individual to use their equipment and knowledge, to take their place as a factor in group life and to promote group well-being through active work and the perpetuation of the species. 8 The exclusively intellectual perception.
8. It leads to the free and conscious use of the mind, to think individually, to create mental forms and, eventually, to give a firm orientation to the mind, towards an ever wider field of understanding and perception. These expansions of consciousness finally bring a new factor in the field of experience.
9. The Thinker or Soul. By registering this response man enters his kingdom. The top and bottom become one. Objective and subjective worlds are unified. El alma y su mecanismo funcionan como una unidad.

Lo antedicho evidencia que los educandos serán clasificados desde los puntos de vista que he considerado :

1. Los que pueden ser correctamente civilizados. Esto se refiere a la masa humana.
2. Los que pueden ser conducidos hacia el mundo de la cultura. Esto incluye un gran número de personas.
3. Los que pueden contribuir al acervo de la civilización y de la cultura con “el equipo” requerido en el proceso de actuar como almas conscientes, no sólo en los tres mundos del vivir instintivo e intelectual, sino en el mundo del ser espiritual, pero con una total continuidad de conciencia y una triple integración total.

No todos pueden pasar a los grados superiores y esto debe tenerse en cuenta. Para medir la capacidad debe basarse en la comprensión de los tipos de rayos (la ciencia de la sicología esotérica), en la captación de las condiciones de los sistemas glandular y fisiológico, en ciertos tests específicos y en la nueva astrología.

La siguiente secuencia surge por sí sola, al proyectar el plan de estudios para la juventud de las próximas generaciones: (5)

Desarrollo del instinto ………. Civilización….Educ. Primaria……Sendero del aspirantado

Entrenamiento del intelecto…Cultura ……..Educ. Secundaria… Sendero del discipulado

Formación de los intuitivos…..Desarrollo …Educ. Superior…………..Sendero de iniciación

Los siete atributos de la inteligencia.

Por lo tanto, el objetivo de la educación debería consistir en el entrenamiento del mecanismo para que responda a la vida del alma. El Yo Superior o Alma es, en tiempo y espacio, el summun de la conciencia de la Mónada. El yo inferior o alma es, para nuestro propósito, la parte de esa suma total que un individuo, en determinada vida, puede emplear y expresar. Esta actividad depende del tipo y de la calidad de la naturaleza corpórea, del mecanismo creado por la actividad del alma en otras vidas y del efecto de la reacción a las condiciones ambientales. El acrecentamiento de la perfección del alma, el profundo fluir de la conciencia y el desarrollo de la continuidad interna de percepción, además de la evocación de los atributos del alma y de sus aspectos en el plano físico, por medio de su triple mecanismo, son los objetivos de toda educación. Como se sabe, esos aspectos son:

1. Voluntad o propósito. Deberá desarrollarse a través de la educación, en tal medida, que la vida manifestada sea regida por el propósito espiritual consciente y la tendencia de la vida esté correctamente orientada hacia la realidad.

La voluntad correctamente dirigida tendría que ser una de las principales preocupaciones de los verdaderos educadores. Deberá cultivarse la belleza en todo sentido y la voluntad al bien y la voluntad de servir.

2. Amor-Sabiduría. Es en esencia el desarrollo de la con ciencia de todo; se lo denomina conciencia grupal. Su primer desarrollo es la autoconciencia, la percepci n del alma de que el hombre (en los tres mundos de la evolu ci n humana) es el Tres en Uno y el Uno en Tres. En consecuencia, puede reaccionar a los grupos de vida que est n asociados y constituyen su propia y peque a apa riencia fenom nica; por lo tanto, la autoconciencia es una etapa en el camino hacia la conciencia grupal, y es adem s la conciencia de lo inmediato.

Mediante la educaci n esta autoconciencia debe desarrollarse hasta que el hombre reconozca que su conciencia es parte inte grante de un todo mayor. Entonces se fusiona con los intereses, actividades y objetivos grupales. Con el tiempo se apropia de ellos y llega a ser consciente del grupo. Esto es amor. Conduce a la sabidur a, que es amor en actividad manifestada. El propio inter s se transforma en inter s grupal, lo cual deber a constituir el objetivo principal de todo verdadero esfuerzo educativo. El amor as mismo (autoconciencia) y el amor a quienes nos rodean (conciencia grupal) se transforman, con el tiempo, en amor al todo (conciencia de Dios). stos son los pasos a dar.

3. Inteligencia Activa. Concierne al desarrollo de la natu raleza creadora del hombre espiritual y consciente. Se desarrolla por medio del correcto empleo de la mente, con su poder de intuir ideas, responder a los impactos, inter pretar, analizar y construir formas a fin de revelarlas. As crea el alma del hombre. Este proceso creador puede describirse, en lo que respecta a sus etapas, del modo siguiente:

1. 1. El alma crea su cuerpo f sico, su apariencia feno m nica, su forma externa.
   2. El alma crea, en tiempo y espacio, de acuerdo a sus deseos. As viene a la existencia el mundo secun dario de las cosas fenom nicas, y nuestra moderna civilizaci n es el resultado de esta actividad creado ra de la naturaleza de deseos del alma, limitada por la forma. Reflect on this.
   3. El alma crea directamente a trav s de la mente infe rior, de all la aparici n del mundo de los s mbolos, que colma nuestras vidas de inter s, conceptos, ideas y belleza, mediante la palabra hablada y escri ta y las artes creadoras. ste es el resultado de los pensamientos de los pensadores de la raza.

El objetivo de la verdadera educaci n consiste en dirigir correctamente esta tendencia ya desarrollada. La naturaleza de las ideas, la manera de intuirlas y las leyes que deber an regir todo trabajo creador, son sus metas y objetivos. As llegamos al mundo de los atributos, que complementan la actividad de los tres aspectos, de la misma manera que los tres rayos mayores son destacados y ayudados por el trabajo de los cuatro rayos menores. Los cuatro desarrollos atributivos del hombre, a trav s de la actividad del alma en manifestaci n, son:

4. El atributo de armon a producido a trav s del conflicto. Conduce a la liberaci ny al poder eventual de crear. Es uno de los atributos que la educaci n deber a consi derar desde el ngulo de la intuici ny ser presentado como los objetivos de la personalidad y del grupo. Es el atributo latente en todas las formas y esa inquietud innata o descontento, que lleva al hombre a luchar, pro gresar y evolucionar, para poder finalmente unificarse y unirse con el alma. Es el aspecto inferior de la tr ada superior espiritual y mon dica que se refleja en el alma. Es la conciencia de la armon ay la belleza que impele al ente humano hacia el sendero de evoluci n, hasta el retorno ulterior a su Fuente de origen.

La educaci n debe, en consecuencia, tratar esta insatisfacci ny explicarla a los educandos, para que puedan comprenderse as mismos y actuar inteligentemente.

5. El atributo del conocimiento concreto, por el cual el hombre puede concretar sus conceptos y construir formas mentales a trav s de las cuales materializa sus visiones y sueños y da vida a sus ideas, lo hace por medio de la actividad de la mente concreta inferior.

El verdadero trabajo de la educación es entrenar al hombre inferior a discriminar correctamente para que llegue a ser realmente sensible a la visión y pueda construir con exactitud, de acuerdo al propósito de su alma, y crear en la tierra lo que será su contribución al todo. Es aquí donde debe comenzar el trabajo de la educación moderna. El hombre todavía no puede trabajar con inteligencia en el mundo de las ideas y de los cánones, porque no es aún sensible a los verdaderos valores espirituales. Ésta es la meta para el discípulo, aunque las masas no pueden todavía actuar en estos niveles. Lo primero que debe hacerse es entrenar al niño para que emplee correctamente la facultad del discernimiento y el poder de seleccionar y dirigir su propósito. Debe conducírselo a una comprensión más verdadera del ser y guiarlo para que trabaje inteligentemente en el campo de la actividad creadora que significa, en última instancia, emplear correctamente la “sustancia mental” (denominada chitta por Patanjali).

6. A continuación se considerará el atributo de la devoción, que surge y es el fruto de la insatisfacción y del empleo de la facultad de elegir. De acuerdo con la intensidad del descontento del hombre ya su poder de ver con claridad, pasa de una satisfacción temporal a otra, demostrando cada vez su devoción a un deseo, a una personalidad, a un ideal ya una visión, hasta que finalmente se unifica con el ideal más elevado a que puede aspirar el hombre. Ante todo el alma, y luego la Super-Alma o Dios.

Los educadores tienen así la oportunidad de ocuparse inteligentemente del idealismo innato que existe en todo niño y de la interesante tarea de guiar a la juventud del mundo, desde una meta ya lograda a otra. Pero esto deberá realizarse en el futuro como ultérrimo objetivo del alma, y como sucedía en el pasado que era una norma particular del sistema educativo de cada nación. Éste es un punto importante, pues hará resaltar el cambio de atención de lo no esencial a lo esencial.

7. Finalmente tenemos el atributo del orden, y la imposición de un ritmo establecido mediante el desarrollo de la facultad innata para actuar de acuerdo al ritual y al propósito dirigido. Este atributo particular de la divinidad está en la actualidad altamente desarrollado en un aspecto, de manera que tenemos hoy una humanidad muy sistematizada y existe la imposición autocrática de un ritmo ritualista en la vida pública en un sinnúmero de países, lo cual permite observar su perfección en la vida de nuestras escuelas públicas, pero es una perfección indeseable. Se debe parcialmente al reconocimiento de que el individuo es sólo parte de un todo mayor (reconocimiento muy necesario), ya la vez parte del desarrollo evolutivo de la raza. Sin embargo, debido a la aplicación deficiente de cualquier nueva verdad, lo cual significa que el ente, quedando sumergido en el grupo, tiene poca oportunidad para la libre acción de la voluntad y la inteligencia individuales y el propósito y la técnica del alma. Los educadores deberán trabajar con el principio del innato atributo y del instinto hacia el ritmo ordenado, haciéndolo cada vez más creativamente constructivo, proporcionando a través de él un campo para, el desarrollo de los poderes del, alma.

He hecho esta disgresión aquí a fin de inculcar ciertas ideas básicas que deberían fundamentar las tendencias educativas. Estas ideas, juntamente con las ya dadas, constituyen un enunciado de los objetivos que tienen ante sí los educadores del mundo, que ustedes deberán considerar de valor. La meta la sugerí anteriormente. Ahora la vinculo con las posibilidades, porque ya me referí al equipo (aspectos y atributos) que existe en cierta etapa de desarrollo, en todo ser humano. Con estas tendencias e instintos ocultos deben trabajar los futuros sistemas de educación. No deben hacerlo como lo hacen hoy con el mecanismo cerebral y con los aspectos inferiores de la mente, ni poner el énfasis sobre el esfuerzo de plasmar en el cerebro y la mente los hechos, así llamados, del proceso evolutivo y de la investigación en el plano físico. Sería muy útil tener presente que:

1. El cuerpo mental lo rige los rayos 1, 4 y 5.
2. El cuerpo emocional por los rayos 2 y 6.
3. El cuerpo físico por los rayos 3 y 7.

Sería de valor que los estudiantes se analizaran de esta manera. Se podrían trazar diagramas y estudiar los rayos que creen les corresponde y el efecto que producen en sus vidas, y de acuerdo a ello trazar un gráfico muy interesante de su propia naturaleza, cualidades y características. (4)

Los nueve logros del espíritu:

Por lo tanto es evidente que el objetivo del futuro y el esfuerzo del presente consisten en llevar a la humanidad a un punto en que -hablando en sentido esotérico- “entre en la luz”. La tendencia actual hacia el progreso, que se observa nítidamente en la raza, le permite adquirir conocimiento y trasmutarlo en sabiduría con ayuda de la comprensión, y llegar así a adquirir la “plena iluminación”. La iluminación es la principal finalidad de la educación.

La formación del cuerpo de luz o Yo Soy es el resultado de la energía del yo inferior con su acción refleja sobre la unidad superior, se le ha llamado loto egoico de nueve pétalos que protegen el capullo interno, donde se oculta la joya.

Debido a que los tres pétalos del conocimiento del loto egoico humano se han abierto en forma racial (al emplear la palabra racial me refiero a la familia humana y no a la raza aria), es posible que se abran también ahora los pétalos del amor. La energía que fluye de la hilera exterior de pétalos ha causado un efecto triple:

1. Ha vitalizado a toda la humanidad y producido la, civilización presente, activa e inteligente (o ¿debería decir intelectual?) y nuestra cultura moderna, dondequiera se halle. El cerebro de la humanidad está ahora abierto para ser vitalizado, de allí la educación en masa.
2. Ha abierto un canal para que los pétalos del amor puedan vitalizar el cuerpo astral de la humanidad y lograr así una colaboración general y expresar el amor grupal. El corazón de la humanidad está abierto para ser vitalizado, por eso han surgido en la actualidad movimientos filantrópicos de buena voluntad y de bienestar social.
3. Hará posible, con el tiempo, la vitalización del cuerpo mental por medio de los pétalos de la voluntad o sacrificio, y esto traerá la percepción del Plan, del propósito dirigido y de la síntesis grupal.

El primero de estos tres pétalos del conocimiento se abrió en la época de Lemuria y proporcionó cierta medida de luz a la conciencia humana en el plano físico. El segundo pétalo se abrió en la época Atlante, y llevó la luz al plano astral. En nuestra raza aria, el tercer pétalo se abrió y proporcionó al hombre la luz del conocimiento mental. Así se completó (en las tres razas) la ardua tarea de la vitalización del triple mundo manifestado (físico, astral y mental), y la energía de la inteligencia se trasformó en un poderoso factor dominante. Actualmente se está efectuando la tarea de vitalizar al hombre con la energía del amor, obteniéndose grandes progresos en ese sentido, y los efectos (que emanan del segundo aspecto de la divinidad) se producirán con gran facilidad en los reinos de la percepción consciente. Expongo esto con el fin de alentarlos.

Debido a la actividad de la energía del conocimiento tenemos:

Civilización…………Cultura…………………………Desarrollo

Colaboración…….. Comprensión…………………. Compasión

Hay analogías superiores para las cuales no poseemos todavía las palabras adecuadas.

La buena voluntad colaboradora es todo lo que puede esperarse de las masas en esta época, y constituye la sublimación de las fuerzas liberadas por la civilización. La comprensión amorosa debe ser la característica del grupo más culto e inteligente, mas la capacidad del correlacionar el mundo de significados con el mundo de los efectos externos. Reflexionen sobre esta frase. El amor grupal es y debe ser la característica más sobresaliente de los iluminados del mundo, siendo actualmente el poder motivador de los Maestros de Sabiduría, hasta que un número suficiente de discípulos exprese esta fuerza especial.

Cuando se abran los pétalos dé la voluntad o sacrificio del loto egoico humano aparecerá una tríada superior de analogías que serán conocidas como:

Participación………… Propósito………… Planificación

La actual planificación humana constituye la primera indicación del surgimiento del aspecto voluntad. El plan incluye programas y un programa incluye proyectos.

Por lo tanto, como resultado del proceso evolutivo de la humanidad, aparecerá esa categoría de fuerzas o energías, las cuales demostrarán, cada una de ellas, ciertas cualidades definidas que irán paralelas a la apertura de los pétalos del loto humano.

Sería muy útil trazar un gráfico circular en el que se represente el nivel de desarrollo de cada una de las nueve cualidades.

NOTAS DEL EDITOR.

0. Tomado de Curación Esotérica de Djwhal Khul

1. El pedagogo Juan Federico Herbart planteaba tres fases del proceso educativo: Régimen, Disciplina y Enseñanza.

2.Existen dos libros didácticos sobre el desarrollo de Disciplina y Hábitos: La quinta disciplina de Peter Senge y Los siete hábitos de las personas altamente efectiva de Stephen Covey.

3. Tomado del libro La Educación en la nueva era del Maestro Djwal Khul.

4. Una matriz DOFA que correlaciona fortalezas, debilidades, oportunidades y amenazas es muy útil acá. Es la Inteligencia la que predispone a la personalidad a mostrar ciertas fortalezas y debilidades.

5. Edgar Morin propuso a la UNESCO en 1999, Los siete saberes necesarios para la educación del futuro.