Sacred Science Education reveals the Divine archetypes in observation of phenomena. In the 18th century, subject and object were split in science due to favoring the more “objective” science of Newton over the holistic science of Goethe. Since then the world has floundered into more and more fragmented awareness, except for the principles of quantum physics, which again, begins to acknowledge the place of consciousness and the observer as well as objects of observation.
Also, secular science of the modern age takes empirical data with statistical analysis without awareness of the sacred inherent in creation. In the mathamatics of harmonics, it can be shown how the One becomes the many through overtones, which may be interpreted as the creative field that, through the transmission of Divine Principles, becomes the phenomena of creation.
In sacred science education we aim to give directives for embodying the essential codes of phenomenalism atoms to stars—so that we, as humans, can fulfill our role in the universe. That role is to activate awareness of the archetypes of phenomena so that, through our greatest potential, we can return all to Prime Source, the One, the first One of the divine “word,” or Logos. This great cycle is, in truth, a spiral of infolding and outfolding that is eternally in a process of evolution.
The return to the One is in consciousness of multiple dimensions of reality at each moment as evolution unfolds. Evolution is not in contradiction to creation, but is the means by which creation unfolds.
SACRED SCIENCE PROCESS
In Sacred Science you need a balance of contemplation and experimentation. In contemplation you begin to see root patterns—archetypes—the primary language of phenomena. Without seeing the archetypes or root patterns (often common elements) you have endless descriptions, a plethora of data with no fundamental way of understanding it.
Once you have insight from contemplation (after observation) you can begin to theorize, that is, to find a conceptual structure that emerges from your insights into the root patterns.
Theory poses a questions or a model of reality and then seeks to test the question or model with experiments. The experiment does need objectivity just as contemplation needs subjectivity.
Sacred science needs both subjectivity and objectivity. The objectivity of the experiment includes controls, methods of analysis, neutral observers, placebos etc.
When the data returns from the experiment and is analyzed, the you have to observe again and see if the data correspond with your question or model. If not, you need to recognize discrepancies, scrutinize both your theory and the data. This draws you further into contemplation.
In contemplation you can open up and be receptive to spirit.
The sacred part of sacred science comes in contemplation. Here you go into a deep inner process of insight into root patterns—archetypes. Sometimes, at this phase, one needs to let go of the whole experiment and be willing to start again. Ones question might change. A new theory or model might be conceived. One needs to be sensitive and open to new possibilities. Allow spirit in. You might even pray for insight!
The active phase of the sacred science process cycle is in theorizing, designing and executing experiments to test the theory and then observing the results. Evaluation moves you into the more subjective inner side of sacred science. Evaluation leads to contemplation of root patterns and contemplation, which is highly receptive to possibilities, leads to insight of what the greatest reality of the phenomena might be. Again, then you adjust your theory or possibly leave it a tentative reality or consider it a proven fact.
SACRED SCIENCE FOR CHILDREN
In Sacred Science Education, harmonics, number, sacred geometry, color and movement are aspects of one universal language. Children know and can discover aspects of this universal language in stages of their own development. It is my intention to provide videos, DVDs, exercise books and charts for parents and teachers to use with children of varied ages as a program to maintain wholeness and integrity through the early, critically formative years of life.
If humanity is to fulfill its purpose on earth, Sacred Science Education is essential for the young. Since this program is in its inception stage and most likely will emerge more fully around 2005-2007, I welcome donations, interested parents, teachers and people in diverse fields to contribute their input at this time. Please send an email for questions, or give an indication of what you’d like to contribute.
