5.4 - Motivational Analysis;
Lab and Homework Assignment #5

When we begin motivational analysis and all the other exercises, this has to be said from the start: you must ask questions - observe -- honestly of the perceptual lens and the lens system. Do this dispassionately, without judgment, as an observer. You are trying to figure something out, as if it is a kid's toy or a crossword puzzle. In fact, it's better to look at it as if it's just a puzzle. In Chapters 7 and 9 this approach will be referred to as a disinterested interest.

This attitude is very important because we have already shown, with the perceptual window bandwidth, that there are many things you do not see right now. Just saying, "I don't know right now," is an honest answer. Recognizing ignorance is the beginning of knowledge.

As was expressed in a previous chapter²², it is similar to the concept of the fair witness in the book A Stranger in a Strange Land. (The part where somebody asked Jubal what does it mean: the concept of a fair witness. He demonstrated the answer by asking Ann (who was a fair witness) what color the house was on the hillside. Ann's response was, "It's white on this side, Jubal.")

This attitude must be taken into almost every work/assignment/exercise that we are going to do from here on. It's being objective. Just because a house is white on the side you are looking at, does not necessarily mean it's white on the sides you do not see. So you must be like a fair witness in doing these exercises. Be only an observer. Every time you make a judgment, you better watch out, because your judgment is most likely going to be wrong or be a distraction. The simple reason for this is there are things you do not see.

Or, if I make a judgment, I should just observe myself making a judgment.

Yeah, be the observer of yourself, recognizing that you are making a judgment...

And that way, I can correct it instantly?

Explain.

If I decide to observe instead of being attached to an outcome, then I've already changed my perception and it seems like the outcome would then be instantly different.

Yes, you have changed the flow through your lens. That's what this flow through the lens is -- going through the perceptual lens and making a judgment. Seeing the event, re-evaluating, refocusing. Then, yes at that moment, you have changed your choices.

Yeah, okay.

All this is in reference to Figure 4.4, again. Changing the flows and the choices with the exercises, is how I am trying to get you to focus-refocus your matrix. I cannot stress enough you must be aware of how much you do not know to begin with, and be very objective about it. In observing the human matrix mechanism with its perceptual window (or the ego mechanism) within you, one can see how the accumulation of truth and untruth occurs; how our perceptual lens inside this ego mechanism influences our choices.

We will talk about clear perception, clear desires, and one point focus to clear the lens up. Cleaning the perceptual lens area up will boost your effectiveness with the psychic experiments. It really helps to have clear desires to work with truth, absolutes, or with the whole.

We will explain about prioritizing your attachments and desires; what you want to do, or what you are going to apply. Generally, we will be covering an individual conscious exploration of your own lens to see what is the relationship between this and that, and that to the other, etc. We will work with relationships of desires to perceptions, and your attachments to desire and perceptions. That's what the motivational analysis exercise is meant to expose you to.

To begin this analysis, you have to start asking questions about your storage and lens elements. You need to ask questions about your perceptions. You want to start asking questions about your desires and your attachments. This will include asking questions of your questions. Again, (and I cannot repeat this enough) this is a totally objective observation exercise and be careful about making any judgments. Try to make none. Just watch yourself as if you are looking at pieces while doing a jigsaw puzzle. "This piece is brown with a bit of green on it. This other piece is brown, but not the right shade. Oh, this piece over here is the right shade; and it fits."

When we cover magic subject matter,²³ this motivational analysis will be very important, even essential. Motivations determine what category of magic is being worked: black, white, gray, silver, or gold.

This exercise begins as Homework and Lab Assignment #3 did. Look around the room and pick something, anything. Then, in your notebook, write down what the object is and along with it the category: "How do I see ______?" Then make a short list of perceptions to answer the question. You can insert anything you want into that blank. You can say life, God, the world as a whole, your culture, your society, other people, mate, boss, friend, the table, the wall, this finger, frying pan, etc. -- any subject is applicable. In fact, it is relatively important not to be exclusive, like the truth exercise of Lab #3 (Chapter 3.7).

After you have made a short list, go through the perceptions on the list and ask the question: "What do I want from ______?" That's the other half of the same question. Remember, perceptions and desires are linked. An example is: "How do I see this table, and what do I want from this table?" Any subject is applicable.

So, I just thought, how I see this table is a thing to rest on and what I want it to do is prop me up.

Are there other things besides that? That's all you see right now, but there are other things besides that, aren't there?

Yes, there are lots of other things, but that's all I see right now.

The idea of this exercise is to explore yourself; so making a list is relatively important. The list will help increase the spectrum of perceptions and desires that you will explore. After you ask, "How do I see ______, and what do I want from ______"; you ask "what could there be that I do not see about ______?" So you can ask: "What could there be about this table that I do not see?"

An example...

Okay, this knot in the wood of this table is an excellent example. There is a layer right here that goes through the table. I can see the rings, but there are aspects of the rings in the knot that is imbedded in the table that I cannot see. So what is there about the table I do not see? You can say; I am using it to hold me up. What you do not see right now is I use it to hold my food up, or I use it to hold a piece of paper while I am writing. You see there are aspects that you did not see....

Yeah, I saw a lot more things, too, but I picked the one that was most important to me now, so that was my desire influencing my perception.

Yeah, what do you want from the table?

That's what I wanted, for the table to hold me up. I saw other things, but I didn't actually focus on them, so that narrowed my vision.

Excellent. That's right, you are illustrating how the perceptual lens works here. How perceptions have a direct relationship to the desires. Thank you. Excellent example, and it also shows how any subject is applicable. Honest answers will affect your lens focus-refocus; how you set up and program yourself. This relates to the programming aspect of Figure 4.4 that controls the perceptions and desires through the focus control..

Observation is your only job here. I want to show you how perceptions and desires will lead to how you are programming your storages. For this to work, the only thing you need to do is to be honest and question. You have to be honest. Do not try to be too smart and fool yourself. Just be an observer. "I don't know.", is an excellent answer. Because with questions of a very large subject like God, life, the world -- of course you do not know, and you may have to chew on them. This is again focus over a period of time (Figure 5.2, f[Dt]) or one point focus over a period of time.

We may have to chew on the questions, and slowly turn these questions over inside until things fall into place (cognition). No judgment. Because with judgment your own ignorance, can lead you astray. Judgment plus is just as bad as judgment minus. Either way, plus or minus, the flow is going to go through the judgment triangle (Figure 4.4).

Huh?

Judgments against or judgments for.

Oh, like this is a good idea.

Yes. It can be just as detrimental as judgments against. The more judgment (what you allow to recycle through the lens) the more you will pump through your perceptual choice mechanism, which then will affect your choice, which will affect your programming, etc., and it will go into a loop again.

For this homework and lab assignment, sit down and make a list of seven subjects in the room. Anything you put your eyes on. I am also going to give you one of two more perceptional subjects. The student is going to fill out the other one of the two. Life is the first; and the second one -- you can either pick God or the world.

Just look at anything in the room, like the truth exercise. Just pick up anything in the room and write down the seven subjects.

Does it have to be in the room or anything that comes to my thoughts?

Anything that comes to your mind. Using what is immediately around makes it easier, generally speaking. Each item is going to head a separate category. Go to a new sheet of paper and put one category-item at the top of each piece of paper. Any item will do, it does not make any difference. An example is that ceiling fan.

Divide the paper in two columns. Now ask some questions. How do I see this fan? Start making a list on the left-hand side of the paper of what you see in the fan. The next step, after you have written what you do see, in the other column, start writing what you do not see. Like, you do not see the electricity. You do not see the air. You do not see the kosmic karmic korrection konundrum. (I can be silly because I am writing this. You have to be serious for the lesson to work. "Thpppt!")

With this list of what you see of the fan and what you do not see, then you start asking, "What do I want?" from each entry. Some of this could be zero. Let me look at your list.

I want to know what the laws of motion are that governs it. That's a want.

Okay, you want to know the laws of motion. You want the wind. You want the coolness.

These are things I don't see.

That is not quite true if physically feeling is something regarded as perception (sight, touch, feel, smell, or hearing -- they are all perceptions).

We are only working with perception here. You do not hear the sound or the electricity, or may not have any wants about them. You may want to include the electricity with any appliance and yet have no immediate desires. But you do not want to have to be exposed to it. Like the concept of rotary, there may be no wants...

Except if it doesn't go around, it doesn't have any effect, so I do have a want about that.

Okay... so now you are getting to see the connections between what you see and what you want and that's the whole basis of this exercise. To see these connections exist and how your motivation is directly connected to what you want/don't want from what you see.

Yeah, because technically speaking, everything I put down here I have some kind of attachment to, or some desire around, or else I wouldn't have thought of it probably.

Right. So you are getting the idea of this motivational exercise. The whole idea of this exercise is to expose you to your perceptional lens and storage.

Summary: The homework assignment for this class is: to have the people write seven things down. They would make a list of what they see about them; what they do not see about them; and write what they want pertaining to what they see. I would have them put it all into their journal or notebook.

An extra assignment that will expand this exercise is to ask questions such as, "Where do I think I am?" or, "When do I think I am?", and answering with the previous chapter's Space/Time Imagination Exercise

Any questions up to this point? To begin with, have you any questions about the previous material that we have covered? I know the formula kind of boggled your brain a bit, but ....

That's easy enough to do! No. It makes more and more sense to me. There's nothing really new that I'm hearing, but it's nice the way it's put together.

There is nothing new in any of this material in the end. It's because it's related to the Truth and the truth mechanism. Even if you have not heard it before, it still sounds familiar.

Before doing any exercises (either in this book or any exercise the student comes across later), a motivational examination is recommended. If an exercise is to be effective, desires and attachments must be kept to a low number. Most schools of thought stress no attachments to the outcome of an exercise/discipline. If attachments are zero, desires will automatically be one.²⁴

A simple examination would begin with a stretch of your perceptions, make them as broad or inclusive as possible. See as much as possible with your mind.²⁵ Then observe what you want, from what you see. Remember to just observe, be aware that desires exist. (Recognize any exercise is aimed at expanding the awareness and can increase the perceptions of your "mind's eye".)

With the expanded perception be aware there are things you cannot see. Use this awareness to foster a non-attachment to the outcome of the exercise. There are many things mental exercises can open up for you. Most of these things are outside your mental grasp right now. Use your recognition of your own ignorance to generate a non-attachment to the outcome of any exercise. This will increase the effectiveness of any exercise you do.