The
exploration of our identity and the nature of intelligence challenges the
conventional beliefs we hold about ourselves. The notion that we are a person
residing within a physical body entails the belief in a separate intelligence
that we can access and utilize. This perceived division of intelligence raises
questions about its origin and source, as it orchestrates our thoughts and
actions, animating our sense of self as an individual entity.
When
considering the utilization of intelligence for learning or teaching, a deeper
inquiry reveals that these capacities cannot be attributed solely to an
individual's independent ability. While we often perceive ourselves as capable
of learning, teaching, inventing, and discovering, the process of education
entails a dynamic interaction between the student and teacher. The transfer of
knowledge, labelled as "teaching," occurs organically as the
intelligence of the student engages with that of the teacher. This exchange of
information extends beyond human interaction, as evident in instances where
individuals absorb knowledge from sources such as computers, books, plants, or
animals, highlighting the interconnectedness of all forms of intelligence in
the act of learning.
The
dynamics of memory further underscore the intricate relationship between
intelligence and the retention of information. Memory functions autonomously,
dictating the processes of remembering and forgetting without deliberate control.
Our reliance on memory to navigate life underscores its role as a manifestation
of intelligence in action.
The
process of knowing raises additional questions about the essence of
intelligence and how it operates in the acquisition of new skills or languages.
The innate ability of individuals to learn and adapt to various languages or
skills challenges the notion of learning as a distinct, individual capacity.
Children, in their natural state of curiosity and receptivity, often exhibit a
swift grasp of new concepts compared to adults, highlighting the intuitive and
instinctual nature of learning beyond cognitive comprehension.
Exploring
our true self requires a shift in perspective away from the conventional notion
of identity as a distinct entity separate from the whole. The concept of
"I-ness" transcends individuality and embodies the universal capacity
for sensing and experiencing various sensory stimuli. Life, manifested as a
continuous process of sensing and knowing, encompasses all appearances and
activities within its expansive intelligence. The illusion of individuality
dissolves as life reveals itself as the underlying fabric of existence,
unifying all forms and experiences in a seamless flow of intelligence.
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