I found these surprisingly helpful.Īpparently a major point of meditation is to give glimpses of (desired) non-symbolic experience. We also had morning and evening positive psychology routines. The course consisted of roughly 4 meditation practices on a schedule. Have you ever experienced a state of timelessness and spacenessless? Some of the questions asking about non-symbolic experience were quite weird to me. We had to fill out a few hours of surveys on wellbeing and our quality of consciousness. (I will endeavor not to divulge too many details.) Am I ready to do this to myself, assuming it works? That’s fairly risky… and it seems potentially scammy, but when else will I get the opportunity to try it out? Here goes nothing ~ All for a price of 120$ as we are now guinea pigs.
#Non symbolic calculator series
Then in April, thanks to the Angel of Death inspired lockdowns, Jeffery had the free time to start a next series of experiments: take the most successful methods from the Finder’s Course and try to accelerate the process from 3-4 months to 45 days. He recently published a new paper: Clusters of Individuals Experiences form a Continuum of Persistent Non-Symbolic Experiences in Adults.
Alas, the price was increasing from the 500$ range to the 3000$ range over the years. I also wrote about being intruged by Jeffery Martin’s Finder’s Course, which claims to be experimentally put together based on interviews and studies of hundreds of awakened people around the globe. I wrote extensively on these fears and unappetizing reports of enlightenment in my lengthy meditation post.Īpparently such fears are a big roadblock for curious Seekers and Psychonauts. ‘Self’ will evaporate as if it never was, desire will fade away, and then one realizes nothing ever needed to be done in the first place. One may be blissful no matter what happens to oneself and the world. According to rumors and reports, practically anything can happen when one awakens. I was afraid of transitioning, to be honest.
Everything changes, yet everything remains the same. Apparently this is sufficient.Īs promised, it’s interesting. This paper concentrates on the underlying assumptions of the project and the technical issues raised by the design of a calculator for a non-strict functional language.Only to Location One, perhaps the most basic form. The Calculator Project has a strong empirical component which is not described here but its findings are summarized in the conclusion. We describe the special problems raised by the design of an evaluator for a non-strict functional language, together with the design choices that were made in achieving their solution. MiraCalc is one of only a few systems of its kind and it is, to our knowledge, the only one to have been in the ‘classroom’. The case for calculators is intended to set out the basic educational assumptions underlying the project and to motivate the detailed description of one of the tools that has been developed, MiraCalc, a calculator for the programming language Miranda (Turner, 1986). We provide some background to the project, based on a survey of existing tools and previous studies (Goldson and Reeves, 1993 Goldson et al., 1992, 1993). We begin with a case for computer calculators in teaching logic and programming where we set out reasons for using tools in teaching. We report a part of the work of The Calculator Project, a joint research project with QMW and the Open University (Fung et al., 1991).
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