ANSWER

I have written extensively about this in book “Psychoenergetic Science: A Second Copernican-Scale Revolution” Chapter 7, pages 147-149, and in “Some Science Adventures with Real Magic” Chapter 1, pages 7-10, so here I will be brief.

I will start with my whole person metaphor. Think of a sphere consisting of three zones, outermost, mid and central. The outermost zone, consisting of two layers of uniquely different types of substance, (1) electric charge-based, positive energy and mass substance traveling at v<c and (2) magnetic charge-based, negative energy and mass substance traveling at v>>c. This I label the Personality Self, the biobodysuit that we put on when we are born into this distance-time classroom and that we shuck off when we appear to die and depart from this classroom.

The mid-zone, consists of three layers of uniquely different kinds of substance, (3) the emotion domain layer where the substance travels even faster than in layer 2, (4) the mind domain layer where the substance travels even faster and (5) the indwelling spirit domain layer where that type of substance travels still faster. I label this as the soul self, which is the truly evolving self in this entire construct. It perceives through the personality self into this distance-time classroom, much as a deep sea diver works through his/her diving bell into the strange, surrounding environment.

The central zone consists of our high spirit-self, our source-self or our god-self, whichever label one prefers to use.

All of the particles and waves associated with these various substances exist and function in the same general space and these can be divided into two categories, (1) those that function in the “simulator” to create a relative reality and (2) those that function in the fully spiritual domain to create an absolute reality.

For me, my working hypothesis is that consciousness is a byproduct of spirit entering dense matter and that spirit can only attach or bond to information that has been built into the various layers of the whole person by dint of our efforts put forth in this simulator classroom. I see this as one of the major reasons for our life experience in this particular classroom. A second major reason is that infrastructure built into the various layers of our whole self is positive information storage in our planetary system which produces negative entropy creation. This cancels some of the positive entropy (disorder) produced by various natural processes and thus restores thermodynamic free energy (potential) to our planet and solar system. One of the goals of our whole person appears to be to develop a state of coherence at the two interfaces between the three selves.

The seminal book by T. Norretrander, “The User’s illusion” Cutting Consciousness Down to Size” teaches us that, in the personality self, the information handling capacity of the human unconscious (the inner layer) is about a million times that of the conscious brain (the outer layer at less than 50 bits per second) which interfaces via our five physical senses with the physical reality aspect of our playpen classroom. Thus, we are only weakly conscious at this outer layer level of our personality level. It appears that the inner level does most of the work of accessing information from nature and, after fully processing and digesting that information, fashions small kernels of information to feed to the conscious brain so that it will be able to perceive and experience events occurring in the distance-time aspect of this playpen, however, it appears that the topic contents of these kernels of information are only those to which the conscious brain has heretofore given “meaning”. Information not seen as meaningful to the conscious brain appears to be ignored, rejected or dumped. It thus appears that for the human conscious brain to become more conscious of this playpen (simulator) it needs to give things more meaning in its life so that the unconscious layer of the personality self can feed it more information about the multiple aspects of nature, both inner and outer, of the classroom environment wherein it is playing.

In our day-to-day world, all of us go to school to learn knowledge, to learn to play, to develop relationships, to develop skills, to develop our psyches and egos, to learn to cooperate with each other, etc. Via this process, we build abundant information and infrastructure into ourselves and our growing egos are largely focused on our individual personality self. In this regard, we are largely unaware of the collateral damage that our thoughts, attitudes and actions do to others. We tend to think that our goals in this life justify any means that we choose to use to attain those goals. This is a great error on our part. Rather, the means we use to attain our goals, even very worthy ones, participate in co-creating the future that we, our children and our grandchildren must live in as a consequence of the collateral damage we have created.

One of the greatest hindrances to our ultimate development in consciousness becomes our personal ego, important as it is to us and to the world. Eventually, one must learn to both develop a strong ego and put it in service to the large whole of humanity. Then the unseen intelligence of the cosmos can work effectively thru you into this world. Then, you will really begin to grow in consciousness!