We are used to degrees. Our school years are based on num-
bered degrees. We live and breathe different steps and thresh-
olds. We have to qualify and learn the lessons before we are
approved to achieve the goal we are seeking. The same applies
to life as well; the scale is different and we can keep trying as
many times as needed. Everybody’s learning curve and pace is
unique. Still, the goal is ultimately the same in each level—
some just jump from one level to another faster than others.
Our lifelong learning system is set up a bit differently than
the one we are used to in our own educational systems. Here
we have to try first and the reward or penalty is given later on.
The appraisal is not instantaneous, which makes learning
more difficult. This means that we are not quite following the
cause-reason causality anymore. Things seem to happen for
no particular reason or purpose. This causes confusion, which
is the real acid test. If we are to learn something, it has to be
verified in all the circumstances—otherwise it would be just
pure chance and not a conscious act of will. Learning should
not be based on lottery, should it?
Our level is preparation for the following ones. We get bits
and pieces of the forthcoming concepts but proportioned for
our own development and ability to handle them. These con-
cepts are spread around the world in various shapes and forms
in a way that we run into them everywhere. We only have to
keep our eyes open and be ready to receive and notice them.
Some of them are more obvious and others are hidden more
carefully. Still, we recognize them and can put them into the
bigger picture like a piece in a big puzzle. Gradually, we get to
know more pieces and start to get a feeling of the overall con-
cept. In tiny steps we improve our performance and learn some
important lessons—finally they turn into a part of our every-
day life and existence. Then we are ready for other lessons.
Like when we were in school, we learn the alphabet and
practice it so we can communicate. After a while of usage, we
start to ignore the letters as such and focus purely on the mes-
sage they carry. Often, we just forget that not everything we
say or mean can be expressed in words. Also, some precise
words do not necessarily mean that the very concept they
express is as exact. Similarly, we express and learn some con-
cepts and ideas derived from the next levels. They are not that
accurate or entire—they can be only described with the
alphabet and illustrations from our world. We need to trans-
late and use allegories. Every translation and derivation also
means that some information is lost in the process. The
meaning is not as exact anymore and things can get confused
and imprecise along the way. Therefore, the reflection of the
original source is not the original but simply its representation
or replica. Often, we take these copies as originals and get
messed up in our mind. This creates a lot of confusion, agony,
and misinterpretation. Still, we have to use these more-or-less
precise concepts in order to learn our lessons. They are like
toys and fairytales for children, harmless but they still serve a
purpose—they are meant for education and learning. Like
smaller children who are not yet allowed real items, similarly
we are given a nice sandbox in which to practice things. Yet it
seems that playing in the sandbox and getting involved with
the concepts we are learning drives most of us off the topic for
way too many moments.
Some of us get so carried away to play the game and form
our sand houses and lives so that anything else is secondary.
Big facades are torn down and sand grains thrown into other
people’s eyes are not that uncommon. A few of us are less
concerned with making temporary monuments than gaining
insight and knowledge for the more permanent foundations.
These types of people are harder to find and they cannot be
shaped like sand cakes. The tricky part is that we are given
enough to make us masters at our level but the degree test is
very hard and objective. The bar is high and it takes a rela-
tively long time to pass the test. Eventually everybody will get
promoted, but some are more ambitious in making progress
than others. And a few have had enough of the sand games
and want to move on. Fortunately, there is no limit to how
many cakes we have to bake. Only the results count. And the
weighting in the test is equal—for all of us. See you around!
This is the original text, and an edited version can be found in the Fragments of Reality -book.
