Science Of Freedom Workbook
Text: "The Philosophy of Freedom" by Rudolf Steiner
Topic 3.7 Chapter 3 Thinking As The Instrument Of Knowledge
3.7 Thought Being
Naturalism
[18] For everyone who has the ability to observe thought—and with the willingness, every normal person has this ability—this observation is the most important that can be made. What he observes is his own creation. He is not facing something that is, at first, unfamiliar to him. He faces his own activity. He knows how it comes about. He clearly sees into its conditions and relationships. He gains a secure point of reference from which he can seek, with a reasonable hope of success, the explanation for all other world phenomena.
Theism
[19] The feeling of having found such a firm foundation caused the founder of modern philosophy, Rene Descartes, to base the whole of human knowledge on the principle, "I think, therefore I am." All other things, all other events, are there independent of me. I do not know whether they are truth, or illusion, or dream. There is only one thing I know with absolute certainty, for I myself bring it to its sure and undisputed existence: my thinking. Perhaps it has another ultimate source. Perhaps it comes from God or from somewhere else, I cannot be sure. I am sure of one thing, it exists because I produced it myself. Descartes had no justification for giving his principle any other meaning than this. All he had a right to assert was that it is only in thinking that I grasp myself, standing within the world-whole, in the activity that is the most my own.
What the added words "therefore I am" is intended to mean has often been debated. It only makes sense on one condition. The simplest statement I can make about a thing is that it is, that it exists. What kind of existence it has cannot be more closely defined at first sight, in the first moment it appears within the range of my experience. Each object must first be studied in its relationship to other things, before we can determine the way it exists. An experienced event may be a series of perceptions, but it could also be a dream, a hallucination, and so on. Within only a brief moment, I am unable to say in what way it exists. I cannot read the kind of existence from the event itself, but I can learn this when I consider the event in relation to other things. But even then, I learn nothing more than how it relates to these other things.
Intuitionism
My search reaches firm ground only when I find an object, from which I can derive the reason of its existence from the object itself. This I am, as a thinker; for I give to my existence the defining, self-supporting content of my thinking activity. From here I can go on to ask: "Do other things exist in the same, or in some other way?"
Worldview Of Psychism
"ideas are at work in the world, and this implies that there must also be in the world some sort of beings in whom the ideas can live."
"Ideas cannot live just as they are in any external object, nor can they hang as it were in the air."
"ideas are bound up with some being capable of having ideas, ideas are connected with beings."
Rudolf Steiner, Human And Cosmic Thought lectures
The worldview of Psychism, as expressed in these quotes, emphasizes the intimate connection between ideas and the beings who conceive them. It suggests that ideas are not independent entities floating in the ether but are intrinsically linked to the minds that generate and comprehend them. Here are some topic 3.7 quotes and how they express the worldview of Psychism:
"What he observes (thought) is his own creation. He is not facing something that is, at first, unfamiliar to him. He faces his own activity."
That thought is self-created highlights the notion that the thoughts we observe are the products of our own mental activity. Unlike external objects which may initially appear foreign and unfamiliar, our thoughts are something we intimately create and understand. This intimate relationship with our own thought process is foundational to understanding our connection to the world.
"There is only one thing I know with absolute certainty, for I myself bring it to its sure and undisputed existence: my thinking."
A self-evident feature of thinking is certainty. Among all things one might encounter or experience, the act of thinking stands out as undeniably certain and self-generated. This assertion underscores the idea that while external reality might be uncertain or subjective, the process of thinking itself is a direct, incontrovertible experience, grounding one's existence and perception of the world.
"My search reaches firm ground only when I find an object, from which I can derive the reason of its existence from the object itself. This I am, as a thinker; for I give to my existence the defining, self-supporting content of my thinking activity. From here I can go on to ask: 'Do other things exist in the same, or in some other way?' "
The self-supporting existence of the thinker delves into the idea that a thinker's existence gains definition and substance through their thinking activity. It suggests that understanding one's existence and the nature of other things begins with the recognition of the self as a thinking entity. By acknowledging the self-generated and self-supporting nature of our thoughts, we establish a basis for exploring and understanding the existence and nature of other entities.
These quotes from the perspective of Psychism emphasize the central role of the thinking individual in the creation and understanding of ideas. They suggest that ideas are not detached from the beings who think them, but are fundamentally intertwined with their mental processes, providing a unique lens through which the nature of existence and reality can be explored.
MODULE 3.7 Thought Being
□ STEP 3.7 From the uncertainty of external things, to establishing a foundation of thought-content that defines one's identity and place within the world.
1. INTRODUCTION
In Module 3.7, "Thought Being," we explore a crucial transformation in our understanding of freedom: advancing from the uncertainty of external things to establishing a foundation of self-defining thought content. In our daily lives, we often encounter situations and phenomena that seem beyond our immediate understanding or control. This external uncertainty can lead to challenges, affecting our decision-making abilities and emotional well-being. For instance, faced with a complex and ever-changing economic landscape, individuals may find themselves overwhelmed and indecisive, unable to discern the best course of action for financial security. Similarly, societies grappling with cultural change might struggle to formulate effective and timely policies, leading to collective stress and anxiety.
However, there is a transformative shift that occurs when we engage in focused thinking. By thinking independently, we create thought content that is entirely our own. This is not just about processing or analyzing external information; it's about generating our own ideas and insights that define our understanding of ourselves and our place in the world.
Consider a neuroscientist who, through their research, starts reflecting deeply on the nature of human consciousness. This introspection leads to the development of unique thought content that blends scientific findings with philosophical inquiries about the mind and human experience. Their research evolves into more than just data analysis; it becomes a personal exploration of what it means to be human. This self-generated thought content shapes not only their scientific pursuits but also their broader understanding of human nature, embodying their identity as both a scientist and a philosopher.
Through this process, we become thinkers who not only understand but also define our existence. This self-generated thought content offers a firm foundation upon which we can build our understanding of the world. It's a shift from being at the mercy of external uncertainties to standing firmly on the ground of our self-defined existence.
In topic 3.5 we explore how the observation of our thought content can lead to a more profound understanding of ourselves, providing a firm foundation for understanding the world.
Thought-Content: Refers to the substance or material of one's thoughts, encompassing beliefs, values, ideas, reflections, experiences, and knowledge that an individual holds. It is the cognitive material that forms the basis of how one perceives, understands, and interacts with the world. Thought content shapes an individual's worldview, influences decision-making, and forms the foundation of their identity and actions. This content is not static but evolves over time through experiences, learning, and introspection.
Uncertainty of External Things: This refers to the lack of clarity and understanding about events, situations, or phenomena that exist outside of oneself. It encompasses everything other than thought content produced by one's own thinking.
Establishing A Foundation Of Thought-Content That Defines One's Identity And Place Within The World: This involves creating and relying on one's own thought content to define and understand one's existence and place in the world. Self-knowledge becomes a foundation for understanding the world based on one's own ideas, values, and reflections. This provides a unique and personal lens through which to interpret and engage with the world. It enables individuals to make sense of external phenomena in a way that aligns with their internal cognitive framework, leading to a more coherent and meaningful interaction with their surroundings.
Focused Thinking
Focused thinking helps an individual sift through the external noise and influences to find their authentic voice. In a world bombarded with information and differing perspectives, it can be challenging to discern one's own beliefs and values. Self-knowledge gained through the observation of one's thought-content provides a way to filter these external inputs and align them with one's own cognitive framework and principles.
For example, when faced with a moral dilemma, an individual engaging in focused reflection will not only consider the various external opinions and societal norms but will delve deeper into their own values and experiences to arrive at a decision. This process allows for a decision that is not only informed by external factors but is also a true reflection of the individual's personal ethos.
This self-awareness becomes the foundation upon which they build their understanding of the world, influencing how they interpret experiences, interact with others, and respond to various life situations. Focused thinking enables individuals to construct a unique perspective on the world, grounded in their personal thought content, leading to a more meaningful and authentic engagement with life and its myriad complexities.
2. LIFE EXAMPLES
Scenario: Architectural Design
Stage 1 - Uncertainty of External Things: An architect is overwhelmed by the diverse trends in architectural design, from modern to avant-garde styles. This barrage of external influences creates uncertainty, making it difficult for them to establish a clear direction or identity in their work.
Stage 2 - Self-Defining Thought-Content: After a period of introspection, the architect realizes a deep-seated passion for traditional design. This self-reflection leads them to embrace traditional aesthetics, aligning their work with their fundamental values of preserving cultural heritage and creating timeless structures. Their designs, now rooted in their personal convictions, distinctively reflect their architectural philosophy.
Scenario: Artwork Acquisition
Stage 1 - Uncertainty of External Things: An art collector faces uncertainty amidst the vast array of art styles and movements. They are exposed to various forms of art, from classical and realistic to modern and experimental. This overwhelming diversity creates confusion, making it challenging for them to determine their true preference or style.
Stage 2 - Self-Defining Thought-Content: Following a period of self examination, the collector realizes their profound affinity for abstract art. They understand that their attraction lies in the interpretive freedom and ambiguity that abstract art offers, allowing for personal and varied interpretations. This newfound clarity about why they are drawn to abstract art strengthens their commitment to this style, shaping their future acquisitions and defining their identity as an art collector who values open-ended expression and diverse perspectives.
Scenario: Alternative Medicine
Stage 1 - Uncertainty of External Things: A healthcare practitioner experiences uncertainty navigating the diverse world of medical treatments and philosophies. They are confronted with a wide array of healing methods ranging from conventional medical practices to various forms of alternative medicine. This multitude of options, each backed by different philosophies and efficacy claims, creates a sense of confusion and indecision.
Stage 2 - Self-Defining Thought-Content: After a period of thoughtful reflection, the practitioner develops a firm belief in the efficacy of holistic health and natural remedies. This belief stems from a deep understanding of the body's natural healing capabilities and a critical view of the side effects often associated with conventional treatments. Their commitment to alternative medicine becomes a reflection of their personal healthcare philosophy, informed by a thoughtful evaluation of different healing approaches and a strong conviction in the principles of holistic health.
Scenario: Culinary Preferences
Stage 1 - Uncertainty of External Things: In this initial stage, an individual finds themselves unsure about their culinary preferences amidst a vast array of world cuisines and diverse taste experiences. They experiment with different types of food, from various cultural traditions, feeling uncertain about what truly appeals to their palate.
Stage 2 - Self-Defining Thought-Content: The individual, upon introspective examination, discovers that their preference for spicy food goes beyond mere taste. They realize it's a reflection of an underlying cognitive pattern that seeks intensity and complexity in experiences. This preference for strong, bold flavors is a manifestation of their broader life approach, favoring vibrant and dynamic experiences. This self-awareness of their preference's deeper cognitive roots solidifies their choice for spicy cuisine.
Scenario: Approach to Learning
Stage 1 - Uncertainty of External Things: At this stage, a student feels uncertain about the most effective way to learn in an educational environment filled with varying teaching methodologies and learning styles. They experiment with different approaches, from structured classroom settings to group discussions, but struggle to find a method that resonates with them. This uncertainty in their learning approach leaves them questioning their academic abilities.
Stage 2 - Self-Defining Thought-Content: The student discovers success in self-directed learning steming from a cognitive personality that favors autonomy and self-exploration. They realize this approach aligns with their innate curiosity and desire for deep, personal engagement with subjects, rather than passive absorption. This self-awareness about their learning preferences confirms their approach and guides their future educational choices.
3. THE PHILOSOPHY OF FREEDOM TOPIC 3.7 QUOTE
"The simplest statement I can make about a thing is that it is, that it exists. What kind of existence it has cannot be more closely defined at first sight, in the first moment it appears within the range of my experience. Each object must first be studied in its relationship to other things, before we can determine the way it exists." "My search reaches firm ground only when I find an object, from which I can derive the reason of its existence from the object itself. This I am, as a thinker; for I give to my existence the defining, self-supporting content of my thinking activity. From here I can go on to ask: "Do other things exist in the same, or in some other way?"
The quote from topic 3.7 "I" Think addresses the nuances of understanding existence and gaining knowledge, particularly through the lens of Descartes' statement "I think, therefore I am." Let's break down each aspect of gaining knowledge as mentioned in topic 3.7:
It Exists: The initial step in gaining knowledge is the acknowledgment of existence. This is about recognizing that something is present or real in your experience. For example, when you see a tree, the first level of knowledge is simply acknowledging that the tree exists. Conversely, denying existence can be a common response to uncomfortable realities or truths. For instance, a person may initially deny the seriousness of a personal health issue, refusing to acknowledge symptoms or the need for medical attention, despite clear physical signs indicating a problem. This denial can be a defense mechanism to avoid dealing with the reality of the situation.
Its Relationship to Other Things: The next level involves understanding an object in relation to other things. This is where context becomes important. Continuing with the tree example, understanding its relationship to other things could involve recognizing its role in the ecosystem, its interaction with wildlife, or its impact on the landscape. Conversely, not considering an object's relationship to other things can lead to a limited or skewed understanding. For instance, a person might view a smartphone solely as a device for personal entertainment or communication, disregarding its broader impact on social dynamics, mental health, or even its environmental footprint. This narrow perspective misses the larger, interconnected implications of the object in the context of societal and environmental systems.
Derive the Reason of Its Existence from the Object Itself (The Thinker): This aspect of self-knowledge emphasizes the role of 'thinking' in shaping an individual's existence. It's about generating unique individual thought content that forms and defines one's identity. In this process, the individual is not only understanding but also actively creating who they are through their thoughts.
Through thinking, they develop a set of principles and rules that guide their actions and decisions. These principles aren't inherited or adopted from external sources but are the result of their own thinking – their contemplation on ethics, personal experiences, and aspirations. This self-generated thought content becomes the core of their identity.
Consider an entrepreneur deeply passionate about innovation. They spend considerable time studying the history of innovation, absorbing lessons and reflecting on what drives transformative ideas. Identifying as an innovator, their business embodies this passion. It's evident in every aspect of their enterprise, from groundbreaking products to novel strategies. Their identity as a trailblazer in innovation is not just a professional label but a reflection of their dedicated thinking and study, making their business a tangible manifestation of their innovative mindset.
In contrast, consider an individual who passively adopts the thoughts and beliefs propagated by a particular group, without engaging in personal reflection or critical thinking. Their thought content is largely shaped by external influences rather than self-generated understanding. As a result, their identity becomes a reflection of the group's collective mindset, lacking distinct individuality and personal essence. This person, rather than being an active creator of their own identity, becomes a mirror of the group's identity, echoing its beliefs and values without the imprint of personal, thoughtful contribution.
Do Other Things Exist in the Same Way I Exist, or in Some Other Way?: After gaining certainty in their own thoughts and defining their identity and role in the world through thinking, they are well-positioned to explore and understand the broader world. This self-knowledge becomes a benchmark against which they can compare the existence of other things in the world and how these other things relate to themselves.
Consider a teacher who, after years of experience and reflection, has gained a profound understanding of their educational philosophy and role as an educator. This self-knowledge extends beyond their teaching methods to encompass a deeper sense of their role in guiding the child to freedom.
Imagine a teacher whose approach is solely focused on preparing students to meet mandated testing requirements. This teacher, rather than developing a personal educational philosophy or reflecting on their role as an educator, adheres strictly to a prescribed curriculum aimed at standardized test performance. In this scenario, the teacher's identity as an educator lacks a distinct personal essence. They become more of an administrator of a system rather than an individual with their own unique style to teaching and learning.
Each of these stages represents a deeper level of understanding and knowledge. It starts from the simple recognition of existence, moves into understanding contextual relationships, progresses into knowing thinking and oneself, and culminates in self-knowledge providing a solid foundation upon which we can build our understanding of the world.
4. REFLECTION QUESTIONS ABOUT IDENTITY
Objective: Experience the joy of soaring into the realm of concepts.
"I think, therefore I am." How do you interpret this statement in the context of your own identity? Consider a belief or opinion you hold with absolute certainty. Is this belief tied to your identity? How much are you a product of your own independent thinking, and how much are you a product of external factors from your surrounding environment (race, tribe, nation, family, male or female, state, church)?
5. THE DILEMMA OF TOLERANCE
In the heart of a small, vibrant town stood Elmwood Primary School, a place where laughter and learning melded seamlessly. At its helm was Mr. Richard Thompson, a principal admired not just for his educational prowess but for his deep-seated commitment to leading the child to freedom, grounded in his libertarian philosophy of 'Live and Let Live.' His office, a sanctuary of calm amidst the school's lively corridors, reflected his belief in personal freedom and respect for individual choices.
The school buzzed with the energy of a new academic year. Among the new hires was Mr. David Richards, known for his innovative approach to early childhood education. However, on orientation day, Mr. Richards' appearance as a woman stirred a whirlwind of reactions. While some staff members lauded his courage and pioneering spirit, others were visibly perplexed, unsure how to reconcile this with their understanding of teaching norms.
Mr. Richards passionately explained his choice, framing it as an act of political solidarity with the transgender rights movement and a means to empower children exploring their gender identity. His plans for playtime dress-up sessions to encourage gender exploration further intensified the staff's mixed reactions. Children — as young as 5 — should be encouraged to disregard their anatomy and choose their gender based on what feels right.
Mr. Richards approach to gender freedom was proving successful, "I put words on the blackboard like “nonbinary” and “transgender” before the kids learn multiplication. When they are accepted and celebrated, we see a large number of conversions to nonbinary, queer or gender nonconforming."
That evening, Mr. Thompson sat in the quietude of his office, his mind a whirlpool of thoughts. He pondered his long-held 'Live and Let Live' philosophy, a belief system that had guided him through various crossroads in life. He recalled instances where this philosophy had enabled him to embrace diverse points of view and support individual expressions of individuality without criticizing them for behaving differently than him.
Yet, Mr. Thompson found himself at an impasse. His belief in personal freedom and respecting individual choices clashed with his responsibility towards the young minds entrusted to his care. The thought of impressionable children being exposed to complex ideas of gender identity at a tender age raised concerns about potential confusion and misunderstanding. This could confuse the child who learns through imitation at this stage of development, possibly causing a mental disorder of gender dysphoria.
He reminisced about his journey of embracing libertarian principles, recalling heated debates and insightful readings that had shaped his worldview. He remembered late-night discussions in college, where spirited exchanges with peers had first introduced him to libertarian thought. Those conversations had sparked a curiosity in him, leading to a deep dive into the writings of classic libertarian thinkers like John Locke and Robert Nozick. Their ideas on individual rights, personal autonomy, and the minimal role of the state in private lives resonated with him, laying the groundwork for his own beliefs.
As he progressed in his career as an educator, Mr. Thompson found these principles guiding his approach to teaching and school leadership. He fostered an environment where diverse ideas could flourish, and personal expression was valued. He recalled advocating for a student’s right to start a controversial club at school, defending it as a matter of free speech and personal choice, despite differing personal views.
His stance had always been to allow a broad range of expressions. This absolute belief in the sanctity of personal freedom had become a defining aspect of his leadership. These experiences, based in libertarian ideas, values, and reflections, had shaped his identity providing a personal lens and frame work through which to interpret and engage with the world. Each challenge and decision had added another layer to his understanding of what it meant to truly embrace freedom.
The night deepened as Mr. Thompson weighed his options. To proceed with Mr. Richards' employment under these circumstances would be a bold affirmation of his 'Live and Let Live' ethos. Yet, to reconsider the decision would acknowledge his concerns for the children's developmental needs. Now, facing the situation with Mr. Richards, Mr. Thompson realized that this was not just another challenge but a pivotal moment that called for him to reflect deeply on the very essence of his long-held beliefs.
6. PRACTICAL APPLICATION - BECOMING AWARE OF THOUGHT-CONTENT THAT DEFINES ONE'S IDENTITY
Objective: Adopt an individualistic attitude aligned with principles of freedom.
- Biographical Timeline: Create a timeline of their life, highlighting key events, decisions, and experiences. This helps to visually map out the significant moments that have shaped your thinking and identity. By reflecting on these milestones, you can gain insights into how their past experiences and choices contribute to their current thought patterns and self-concept.
- Value Clarification: Clarify their personal values. List values you consider important and reflect on how these values influence your daily decisions and perspectives. Understanding what values you hold dear can provide clarity on the underlying principles that define your identity and guide your interactions with the world.
- Personal Philosophy Statement: Write a personal philosophy statement. This involves reflecting on and articulating your beliefs, life goals, and views on what gives your life meaning and purpose. This exercise helps to making your internal thought processes more visible and understandable.
- Legacy Project: Envision what kind of legacy you wish to leave in the world. Asks yourself to consider how you want to be remembered and what impact you want to have. This reflection can illuminate your core values and beliefs, revealing the foundational thought-content that guides your life choices and sense of identity.
Establishing A Foundation Of Thought-Content That Actively Defines One's Identity And Place In The World: These practices not only involve discovering but also creating, living, and expressing thought-content that defines your identity and your understanding of your place in the world. - Active Learning and Knowledge Acquisition: Continuously seek knowledge in areas that interest you. This process of learning helps in forming informed opinions and perspectives that contribute to your identity.
- Creative Endeavors: Regularly engage in creative activities like writing, painting, or music. Creativity is not just an outlet for expression but a means to explore and solidify your thoughts and feelings, thereby shaping your identity.
- Experiential Engagement: Actively seek new experiences, whether through travel, trying new activities, or stepping out of your comfort zone. Experiences are a powerful way to generate new thoughts and expand your understanding of yourself and the world.
- Thoughtful Interaction with Others: Engage in meaningful conversations and interactions with a diverse range of people. These interactions can challenge and refine your thinking, contributing to a more defined identity.
- Personal Projects and Goals: Undertake projects or set goals that align with your interests and values. Achieving these goals or progressing in these projects can reinforce your sense of self and your role in the world.
- Reflection and Mindfulness: Regularly reflect on your thoughts, feelings, and actions. Mindfulness practices can help you become more aware of your internal thought processes and how they influence your identity.
- Journaling and Documenting Thoughts: Keep a journal or blog to document your thoughts, ideas, and reflections. Writing helps to clarify and solidify your thinking, contributing to a more defined sense of self.
- Principled Decision Making: Make decisions based on a set of principles or values that you hold. This practice ensures that your actions and choices are a true reflection of your thought-content and identity.
- Advocacy and Activism: Get involved in causes or advocacy work that resonates with your beliefs and values. Active participation in these areas can be a profound way to live out and reinforce your thought-content.
7. CLOSING THOUGHTS
As we draw Module 3.7 'Thought Being' to a close, we reflect on the profound journey from the ambiguity of external influences to a solid grounding in self-defining thought-content. The concept of 'Thought Being' is central to this journey, where one’s identity and understanding of their place in the world are shaped by the unique and personal lens of their thought-content.
"Thought Being" is the acknowledgment that our thoughts, more than anything external, define who we are. Our thought-content – comprising our beliefs, values, ideas, and reflections – provides a distinctive framework through which we interpret and engage with the world. It influences how we make sense of external phenomena and how we interact with our surroundings. For example, a teacher’s belief in the potential of every child can transform their approach to education, influencing not only their teaching methods but also their students' learning experiences.
Being aware of the thought-content we are creating is vital. It allows us to live authentically, making choices that genuinely reflect who we are. Consider a business leader whose decisions are guided by their commitment to sustainability and ethical practices. This awareness not only ensures that their professional actions are aligned with their personal beliefs, but it also sets a standard of integrity within their organization.
The benefits of establishing a foundation of thought-content are manifold. For the individual, it leads to improved decision-making, as choices are made in alignment with clearly understood personal values and beliefs. It fosters increased resilience, as understanding one’s identity provides emotional strength and a sense of purpose, especially when navigating life’s challenges. Furthermore, living authentically, in accordance with one's thought-content, results in a more fulfilling and satisfying life.
For society, the impact is equally profound. Individuals who understand their values and beliefs are likely to become effective, principled leaders, thereby contributing to better governance and ethical leadership. Additionally, when individuals with well-defined identities and thought-content come together, they contribute to the richness and advancement of cultural and intellectual endeavors, enriching the tapestry of society.
Producing independent thought-content through focused thinking is not just a path to personal clarity; it's a route to a more authentic, resilient, and effective existence. It's a process that not only enriches the individual but also has the potential to elevate society as a whole. It's important to be mindful of the thought-content we are producing, understanding its power in shaping our identity and our world.
