In Search of the Miraculous

Why, when we travel or study, do such monuments as the Sphinx, the pyramids and temples of Egypt, the Parthenon, Delphi, and statues of Greece attract us emotionally and psychologically?  Because they are miraculous. Monuments like these tell us stories and show us truths beyond our scope. They bring a clarity and attention unknown before. Are they part of a school’s task? They are beautifully precise and they are timeless. As Gurdjieff told Ouspensky,

“A miracle is the manifestation in this world of the laws of another world.”

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Remnants from Another World

These photos of the Sphinx and the Parthenon are evidence of another world, a world larger than man. There is such perfection in their construction that they have withstood the sands of time for centuries. Through millenia, withstanding the natural forces playing against them, they transmit a high level of energy and intelligence, in silent vigilance.

A View of Objective Art

My most recent journey to Greece brought to life the similarities and the consistent, objective messages contained in the monuments and art of these two ancient civilizations.  

While sitting in front of the Parthenon one day, I glimpsed that the Parthenon was on the same scale as the pyramids, and built for the same purpose. It contained, in its innermost core, the same information as the pyramids, as conveyed also by the Sphinx and the writings on the walls and columns of Abu Simbel and Luxor. The message was clear and definite.

The School of Greece

The births of Socrates, Plato, and Aristotle spanned nearly a century, which encompassed the building of the Parthenon. These philosophers’ esoteric understandings brought art, philosophy, and architecture to great heights.  

In the rock formation under the Acropolis, the profile of Socrates is visible beneath the Parthenon, as if he was the mentor of the temple. 

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What is a School’s Task?
–Transmission of Esoteric Knowledge

These civilizations put into bronze and stone information that could only have come from a higher source, conveying esoteric knowledge to future civilizations about the purpose of man on earth.

This scale was something that I had never experienced before. I began to understand the idea of ‘school work,’ a school’s task. And that this is the highest form of work on earth, to transmit esoteric knowledge to others.

This understanding of a school’s task, and the responsibility that stands alongside it, lives at the forefront of my mind. It keeps me ever watchful, and has become a guide for my work. A higher standard for Third Eye is possible when setting aims and choosing impressions. With this in front of me, it is increasingly possible to harmonize my own work with the task of the school. It helps me make decisions and take actions that best support both personal and objective esoteric aims.

Surely Hans Christian Andersen says it well when he says:

“It then seemed to him as if what he knew was not enough, 
and he looked upwards in the large huge empty space above him”.