Imagine, for a moment, there is a huge mountain called 'All'. On the mountain are two nations in disagreement: Physics and Metaphysics. Metaphysics resides on the peak of the mountain while physics is at the base. The circumference of the mountain is dotted with small villages and each village has a good view of the mountain. No nation or village can see the whole mountain.

Within the Physics nation, and around the base of the mountain, are the villages called Physics, Chemistry, Biology, etc. Around the apex of the mountain and within the Metaphysics nation, are the villages of Buddha, Jesus Christ, Mahavira, etc. On the borderlands of the two nations, dotting the slopes, are the villages of Scientology, Psychiatry, ESP, and so on.

These nations and villages are all viewing the same mountain, and yet, if not in open argument, there is disagreement about whose view is the best view. Herein lies the state of human condition, and thought, today.

I hope to take the reader on an airplane ride around the mountain 'All'. Not only does the book provide a basic overview; it provides the reader with a set of 'x-ray glasses' to see what is at the core of 'All'.

How does Iamai do this? Any complete synthesis between thought systems/villages must find common elements in the thought systems without negating the intrinsic characteristics that make the thought systems/villages unique.

First, an examination of the strengths and weaknesses of the two types of thought systems/constructs (physics and metaphysics) may be helpful.

The science/math thought systems are accumulative. As Man learned, his thought constructs evolved; each new construct encompassed the old one and said, "this old one is a special case of the new one".

For example: the Newtonian view of the universe did not negate Copernicus. It only said the Copernican view is a special case. When Einstein came along, he did not negate the Newtonian construct. He said Newtonian view is only a special case.

No matter what thought system or construct that science/math develops to express physical form, it will still be a special case to a metaphysical thought system or construct that expresses all of Creation.

Traditional mystical or metaphysical thought systems/constructs are based on bursts of intuitive (enlightening) information that is translated into human context.

In ancient times, the mystic had to impart this 'spiritual information' in such a manner so the people could relate to it. The information translated into allegories and stories that were based on the peoples' perceptions at the time. These translations included the language of the region, local cultural allegories/parables, or the form of a continuing story (history and the Covenant).

Science is strong in cause and effect relationships within a given set of conditions. It is weak in general connections and parallels because there is no comprehensive overview (unified field theory).

The metaphysical constructs are comprehensive in nature. They are strong on overviews, unlike the science constructs. The science constructs are pieces of a jigsaw puzzle working toward an overview.

The beauty of the math/science constructs is that they can be passed down through generations or across cultures without losing meaning or intrinsic characteristics. (The oldest textbook used today is an Euclidean geometry book.)

The same cannot be said about metaphysical constructs to this date. Cultures are fluid and evolve, therefore information and the original ideas get lost. Anyone with an incomplete grasp of the culture (foreigner, someone from a different era, culture, child or teenager within that culture, etc.) is going to miss some information.

The resulting problem with this idea is that no world religion is the same 200 years after its inception. Information passed on by word of mouth or in allegory changes, or can lose, the original purpose the speaker had in telling the story.

And its interpretation.

Yes, the interpretation changes as cultures change. Whereas, if metaphysics is taught, using the logic of a mathematical format (like Euclidean geometry) the course should not change much. What I am trying to do is to set up mysticism and metaphysics in a logic format. Perhaps this format is appropriate today, because the perceptions of our technical civilization today involve science and math.

It is almost as if metaphysics is relating the information from the 'top' down to the human condition, while physics is relating the information from the 'bottom' up to the human condition.

Ironically, both systems have been, or are, a major influence in how we conduct our lives. The physics (science) system relates to how we individually participate with the matter around us. In addition, it influences the choices made by the whole (this shows as the effect of technology), whereas metaphysical thought systems have influenced our lives through world religions, psychology, and parapsychology.

For years metaphysical thought systems were the major influence in Man's cultures. Today their influence has been displaced by science thought systems. This displacement process has always been a peaceful one.

I have referred to both physics and metaphysics thought systems as constructs. That is exactly what they are. Both are mental symbolic fabrications, created and used by Mankind, in order to help us relate to the 'universe'. Neither constructs are the actuality; they are only tools to help us understand and appreciate the actuality. This book is a mental construct that synthesizes physics and metaphysics thought systems/constructs.

This book's definition of truth as "laws by which something works", unites physics (science and mathematics) and metaphysics under a common term. The 'truths' of science (laws of motion, quantum mechanics, matrices within physical matter - crystalline, DNA, government, etc.) become special cases of metaphysical 'truths' (Karma, creative vs. destructive, Creation Matrix, etc.).

One of the things I want to do is present a logic format that can be communicated and passed on with as little misinterpretation as possible. I wish to introduce a thought system or construct that incorporates science's jigsaw puzzle, uses science's universal math logic, and provides a synthesis with a metaphysical overview. This construct's overview not only includes the intuitive metaphysical information passed down through religions, it includes the border 'villages': psychology, ESP, music, etc.

Another reason for the math rationale in the format is because mathematics is the only symbolic logic system that juggles infinities within infinities... infinitely, and emerges with something that makes consistent sense.

There are many goals to this book. One of the goals is to help the individual become -- using a term from thaumaturgical magic⁷ -- a coordinated being. The idea of a coordinated being is: when it is time to think and do, a person works in Truth, in this Absolute order. When it is time not to act, a person does not do anything.

Most mystical exercises are a reference to this last part of not doing and getting out of thought. However, what I am trying to show here is that when thinking is done, if it's done in a logic order with truths, it can create a coordinated being. Are you clear on that, or should I go into that a little bit more?

Congruent is a word that comes to mind.

Congruent is usually in reference to another. Something is congruent to another.

In psychotherapy it means being -- what's inside is demonstrated.

I understand, and what I am doing is something different.

It is written Jesus said, "The kingdom of heaven is within you and without you."⁸ The same can be said of the laws/truths of physics. Gravity is 'within you and without you.' Accordingly, so are the laws/truths of motion, harmonics, thermodynamics, etc. They are all 'within you and without you'.

I am not equating the laws/truth of physics to the Truth of heaven. That would be ludicrous. It would be like equating a candle to the sun. What I am trying to do here is show patterns or connections. Just as a candle has some common characteristics with the sun, physics (and math) has some common characteristics with heaven.⁹

The 'coordinated being' idea is about the inside, the outside, and the whole, of which the inside and the outside are integral to the whole. It is similar to a child learning coordination of its body in conjunction with the laws of physics.

When it is time to do something, you do it. When it is time not to move, you do not move. When the book introduces the mirror concept¹⁰ and magic,¹¹ the congruent aspect of it -- as I understand what you are talking about -- will be mentioned. Congruent is more or less a direct relationship of one thing, with another.

Yeah. And coordinated is more...

When it is time to do something, do it. It is working in conjunction with the laws involved, inside and outside of the operator. An example, are the simple laws of leverage of your arm. Our arm is a third class lever. Yet, the laws that determine a lever are the same in the Pleiades as well as on Earth. Clear?

Motion and non-motion in terms of the laws of nature?

Yes. I wanted to bring the coordinated being concept to your attention. We will get into this subject later when we cover magic and the mirror. I am just introducing the concept now.

Another goal of this class is to get the student actively involved in setting up, and participate in, the logic system within them. This process will cause growth (when applied) whether the student believes in the logic system (or information) or not, because it is based on Truth. In other words: 'Believe it or nuts!'

When a person starts applying these Truths, they start participating in the Eternal aspect of the universe. That is what I am trying to get the individual to do with this format.

From such a framework, a person can reform his or her own personal reality, and can become more effective through the application of knowledge of universal mechanics and Eternal principles. Our minds are a neural matrix.¹² Usually our personal logic matrix has both truth and untruth programmed in it so it is a screwed up. We cannot always depend on what we get out of it. This course aims to give the student a set of guidelines for programming their own individual logic matrix/mind.

I am giving you a skeleton, and you are to put the flesh on it. This format has room for translation into individual lives as you flesh out the skeleton. Just as the book of Euclidean geometry gives you a skeleton of constructions and later you use these constructions to make your own determinations. Once you learn the constructions, you perform your own operations according to needs.

I will repeat myself, that there is a rational order underlying all things. I am just using the mathematical symbol system to reflect that logical order. This order is infinite and eternal. Just because this order is not immediately perceived by most of us does not mean that order does not exist.

You do not have to believe the information in this format. Nor does the use of the information require belief. However, if you keep doing the exercises, your participation in Truth will cause a change within you. Whether you believe in this information or not, continual application will produce an effect. You do not have to believe in gravity to walk.

Do you mean my participation in the process?

Yes... in the process, and setting up the conditions. Start setting up specific conditions, with Truth, and it lets Truth happen inside you.¹³ That, in itself, is going to cause a change within you. It goes back to the statement: Truth works when it is applied, independent of belief.

At the risk of being repetitive; there is a logic and order to things -- an Eternal logic and order. It is not new; it is older than Pythagoras is. When people start applying it, they will start exercising control of their own personal reality. It will make the metaphysical student much more effective because they will tend to be dealing with truths instead of untruths. The student will be aligning his or her own internal logic matrix to the Truth Matrix.¹⁴ This is starting to get into the postulates and theorems, the real beginning of this book.

Will you say that all over again, please?

Absolute Love has an Absolute, Infinite, Eternal Logic and I am using mathematical reasoning as an example or means to approach it. Mathematical thinking is used here as a way to approach metaphysics because mathematics is man's first logic system. The first logic system he ever conceived and is based on physical concepts that are applicable everywhere.

Mathematics is the one language that would allow us to be able to talk to/with beings from another planet. If they have any degree of technical expertise, they will be able to understand what we are saying. Because, using mathematics, we are talking about the laws of physical creation that we all have in common. However, it is not mathematics/mathematical thinking itself that is important. I am using mathematics as an introduction to this logic format. It works very well, because as I said, it is our first logic system.

Truth being Eternally constant, dictates that there is nothing new in this book. It is in the presentation of the metaphysical subject matter as a science class that makes this book different.

The following is a brief summary of this book:

The first chapter is the overview. It shows that the idea of the use of mathematical logic is not new. It does this by introducing the reader to Pythagoras and the Pythagorean mystery schools, plus the two mathematical proportions of pi and the golden section. From there, the second homework assignment is given - make your own mandala. Mandalas are to be made in preparation for some exercises in Chapter 6.

In the second chapter, a thought construct going from the 'top' down is introduced. It gives language terms precise meaning, treats these terms as if they were mathematical expressions, and assembles them into a set of postulates and theorems. It introduces concepts like 'Absolute Love has an Absolute Logic', 'a Truth Matrix and Creation', 'the creation of untruth', 'relationships of Truth to untruth', etc.

The thought construct of Chapter 2, plus implications, is continued in Chapter 3. This chapter continues the theme of going from the 'top' down. In this chapter, physics theory and the metaphysics theory are united with the introduction of the concepts involving correction, the mirror, bubbles of temporal/spatial reference (BTRs), and their matrices. The chapter illustrates how all form consists of BTRs within BTRs, from atomic particles to galaxies, from people to amoebas. Mid-chapter a long-term homework assignment is given -- truth perception by jumping parallels. At the end of Chapter 3, there is an introduction to the Eternal-temporal interface mechanics -- time folding.

Chapter 4 concludes the thought construct started in Chapter 2. It examines in detail how truth and untruth exist in the human thought matrix. It discusses the realities involved, the limits of perception, and the predominant elements of the human BTR matrix and Perceptual Lens Array. It discusses storages, focus control, and a breakdown of interactions of the elements within the human matrix. Comparisons are made between the human matrix's operation and a camera. Also in this chapter are some time and space exercises using the imagination to expand the 'mind's eye'. This chapter also works with levels of Truth ringing (from the 1st chapter) within the human matrix. The rest of the book pertains to usage of the thought construct introduced in Chapters 2-4.

Chapter 5 takes the components of the human matrix, treats them as numerical values, and produces a general Formula of Effectiveness for all human situations. The chapter familiarizes the reader with the front end of their matrix (Perception/Desires Lens) with a number of motivational analysis exercises.

Chapter 6 concerns itself with a number of different homework assignments and labs, both traditional and non-traditional. A short list would be: breathing, chanting and their basic categories; empty mind exercises with and without an external focus (mandalas); and several ways mentation can be used to get out of mentation. Each exercise is related back to the human matrix and its elements (Chapter 4). What the individual is doing with these exercises to their matrix is explained.

Once a person has been doing still mind exercises for a period of time, psychic phenomena begins. This is the realm of Chapter 7. It simplifies things by defining all psychic phenomena as communication within One Mind. We perceive these psychic forms as telepathy - either Mind-mind or mind-mind. The chapter gives brief definitions of some of the major manifestations of ESP and the routes taken through the human matrix (Chapter 4). Relating information given in Chapters 4 and 5, it introduces the reader to a number of exercises that can help cultivate psychic information flow through their matrix.

Chapter 8 is an extension to Chapter 6. It expands on how empty mind exercises are easier if done with short bursts of blankness. This chapter discusses the use of music and gives a lab and homework assignment, to accommodate this.

All the information of the previous chapters is pulled together in the ninth chapter - Concerning Magic. It defines the five kinds of magic - Black, White, Grey, Silver, and Gold, plus the four rules concerning magic. Chapter 9 discusses the Eternal to temporal mechanics (Chapters 2 - 4) of magic. It relates the human matrix (Chapters 4 and 5) to Truth Matrix mechanics (Chapters 2, 3, and 7). The chapter presents patterns and parallels (it parallels the magical operation to an architect building a house), and relates the operation back to the Formula of Effectiveness (Chapter 5). This chapter is the springboard to the last chapter.

In Chapter 10, the concept of Gold magic is extended into miracles. The chapter gives a short synopsis of world religions. The book finishes by taking the introduction and the first chapter of A Course in Miracles (The Principal of Miracles) and cross-references the ACIM material to the material in Iamai: A Journey Into the Unseen.