Marilyn Ferguson on Knowledge

"Another strong force for change: crisis. All the failures of education, like a fever, signal a deep struggle for health."

"You can only have a new society, the visionaries have said, if you change the education of the younger generation. Yet the new society itself is the necessary force for change in education."

"C. S. Lewis, novelist and essayist, described what seemed to him a kind of secret society of new men and women, "dotted here and there all over the earth." One could learn to recognize them, he said, and clearly they recognized each other."

"We can begin anywhere—everywhere. "Let there be peace," says a bumper sticker, "and let it begin with me." Let there be health, learning, relationship, right uses of power, meaningful work.... Let there be transformation, and let it begin with me."

"Relatives, colleagues, friends, and marriage partners, understandably threatened by these changes, often exert pressure on the individual...These pressures only widen the gap. You don't stop an immigrant by trying to revive his hopes for the Old World."

"We begin to see the unease and disease of our adult lives as elaborate patterns that emerged from a system that taught us young how to be still, look backward, look to authority, construct certainties. The fear of learning—and transformation—is the inevitable product of such a system."

"Sooner or later, if human society is to evolve—indeed, if it is to survive—we must match our lives to our new knowledge. For too long, the Two Cultures—the esthetic, feeling humanities and cool, analytical science—have functioned independently, like the right and left hemispheres of a split-brain patient. We have been the victims of our collective divided consciousness."

"We are learning to approach problems differently, knowing that most of the world's crises grew out of the old paradigm— the forms, structures, and beliefs of an obsolete understanding of reality. Now we can seek answers outside the old frameworks, ask new questions, synthesize, and imagine. Science has given us insights into wholes and systems, stress and transformation."

"This chapter is about learning in its broadest sense. It's about our surprising capacities, new sources of knowledge, mastery, creativity. It's about the learner within, waiting to be free. And it's about how the learner came to be unfree... about our culture's great learning disability, an educational system that emphasizes being "right" at the expense of being open. p. 280"

"Just as health is vastly more than medicine, just as learning transcends education, so a system of values is the context for the workings of any economy. Whatever our priorities—self aggrandizement, efficiency, status, health, security, recreation, human relationships, competition, cooperation, craftsmanship, material goods—they are reflected in the workings of the economy. p. 326"

"Critics call them narcissistic, not knowing the thoughtful nature of their inward search; self-annihilating, not knowing the spaciousness of the Self they join; elitist, not knowing how desperately they want to share what they have seen; irrational, not realizing how much further their new worldview goes toward resolving problems, how much more coherent it is with everyday experience."

"If education cannot be mended, perhaps it can metamorphose. As someone pointed out, trying to explain the difference between reform and transformation, we have been trying to attach wings to a caterpillar. Our interventions in the learning process to date have been almost that crude. It is high time we freed ourselves of attachment to old forms and eased the flight of the unfettered human mind. p. 321"

"Millions living today have experienced transcendent aspects of reality and have incorporated this knowledge into their lives. A mystical experience, however brief, is validating for those attracted to the spiritual search. The mind now knows what the heart had only hoped for. But the same experience can be deeply distressing to one unprepared for it, who must then try to fit it into an inadequate belief system. p. 362"

"Carl Jung, the Swiss psychoanalyst, was drawing attention to a transcendent dimension of consciousness usually ignored in the West, the union of the intellect with the intuitive, pattern-seeing mind. Jung introduced an even larger context, the idea of the collective unconscious: a dimension of shared symbols, racial memory, pooled knowledge of the species. He wrote of the “daimon" that drives the seeker to search for wholeness."

"There are illusions of rescue by technology, by the reshuffling of moneys and resources. But our temporary easing of this chronic illness—scarcities, dislocated markets, unemployment, obsolescence—is as dangerous as the medical treatment of symptoms when the cause of disease is unknown. Our intervention in the body economic, like intervention by drugs and surgery, often leads to severe side effects requiring further and deeper intervention."

"In the late 1930s a Polish count, Alfred Korzybski, pointed out yet another aspect of consciousness — language. Language molds thought, he said, laying out the principles of General Semantics. We confuse it with reality; it creates false certainties. With words we try to isolate things that can only exist in continuity. We fail to see process, change, movement. If we are to experience reality, Korzybski and his followers said, we must acknowledge the limits of language."

"The dream of light and liberation is poetically expressed in an apocryphal contemporary Aquarian Gospel of Jesus the Christ. For too long, it says, our temples have been the tombs of the hidden things of time. Our temples, crypts, and caves are dark. We have been unable to see the patterns. "In light there are no secret things.... There is no lonely pilgrim on the way to light. Men only gain the heights by helping others gain the heights.... We know that the light is coming over the hills. God speed the light. p. 386"

"The Transcendentalists — Ralph Waldo Emerson, Henry Thoreau, Bronson Alcott, and Margaret Fuller, along with several dozen others — rebelled against what seemed the dead, dry intellectualism of the day. Something was missing — an invisible dimension of reality they sometimes called the Oversoul. They sought understanding from many sources: experience, intuition, the Quaker idea of the Inner Light, the Bhagavad Gita, the German Romantic philosophers, historian Thomas Carlyle, poet Samuel Coleridge, Swedenborg, the English metaphysical writers of the seventeenth century. Their term for intuition was "transcendental reason." They anticipated the consciousness research of our time in their belief that the brain's other mode of knowing is not an alternative to normal reasoning but a kind of transcendent logic — too fast and complex for us to follow with the step-by-step reasoning powers of our everyday consciousness."