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"This universe of ours, what is it really? Here we are, centres of consciousness, surrounded by a buzzing confusion which we must try to understand. But we are of the selfsame stuff of the universe -- perhaps ultimately a cloud of energy interacting with other clouds of energy -- and on that account we are in the role more of participants than observers. We cannot distance ourselves from our ambient, hold it at arm's length for impartial scrutiny. This fact has been heavily underlined by modern physics since it sets limits to our knowledge. What we experience is not external reality per se but our interaction with it, so that in a very real sense we are constructing our universe from ourselves."
"Astrology is an art, rather than a science or a system of religious beliefs. But what, then, is art? The artist mediates between different dimensions of life. The images, sounds, words and forms which the artist utilises are languages which can communicate the meaningful patterns of levels of reality which would otherwise be incomprehensible or incommunicable to the rational mind. When we are affected by art, it is because the work speaks to us on many levels: intellectual, intuitive, emotional, visceral."
"People who dismiss astrology do so out of either ignorance or rationalism. Rationalists have their place, but their limited assumptions and methods must be kept out of the arts. Interpretation of poem, dream or person requires intuition and divination, not science."
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A Bit of a Bio:
Astro Inquiry is published in Washington State -- beaming out from Vashon Island. When I was 14 years-old, I made the dogged effort to write to as many astrologers in California as I could, seeing which, if any would take me on as a student. I lucked out with my teachers Ivy Goldstein Jacobson and Margaret Latvala, and studied with them through my high school years. A year later I became a member of Llewellyn George’s Educational Astrology organization in Los Angeles. I helped write, edit and publish the group’s quarterly newsletters... continues
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Frtiz Peters: Questions & Answers with Gurdjieff
When people ask me to recommend my favorite biography on G.I. Gurdjieff I instantly mention Fritz Peters‘ My Journey With A Mystic.
Although the title is a tad provactive and lacking (G. was much more than a ‘mystic’ — I’m not sure a fitting term has been compiled too encapsulate the man accurately), though the book is an honest to goodness journey. A wild, fun, heartfelt ride for certain. The book’s tenor is very human, the language simple and Peters’ recapitulation vivid and objective, alive. You won’t find a more engaging recounting.
In this section, G. describes the missed opportunities of poorly composed questions. Of which, in life, there are few genuine ones:
“You see what trouble I have with students? She ask stupid questions and I give stupid answers, but even though stupid, they honest.
But same is true even when someone—very rare—ask genuine question. When I give true answer, her unconscious already know answer is true because unless already know answer, unconscious cannot ask question. But, even so, she think I make joke, so will not listen.
In teaching is necessary to remember that no one really asks questions. Impossible to ask question about something you not already know, already have good idea. So I only give answers which she already know. Answer to such question everybody already know. Is usual, when person ask me question, to already know two answers: one pleasant, one unpleasant. Not really ask question, only want confirmation; want pleasant answer from other person than self, because already know pleasant answer not right.
But. . . if other person, like myself, give pleasant answer then can say to self that I tell this answer, and so not have to worry with conscience because is my fault.
But for serious man is not necessary find new answers, but new questions. Once you ask question, this mean you already have a very good idea about answer. For teacher is important make student ask new questions.
This reason why education in your country and in modern times upside-down. Teacher in school never make new student ask new question or try to discover new thing. Only answer old questions to which everyone already have answer or can find answer in self without effort.â€