Atrium Society Museum Presents Education and Resources for Understanding the Conditioned Mind

PROPRIOCEPTIVE LEARNING – UNDERSTANDING CONDITIONED THINKING

*Empirical insight - being derived from or relating to direct observation
rather than theory, speculation, dogma or ideals, i.e. looking at what is
factually, actually, without any interpretation.

The innate human faculty that can rectify conditioned thinking is called proprioceptive learning, also called Empirical insight. It is non-accumulative learning as opposed to knowledge, which is accumulative learning, the gathering and analysis of information to arrive at a certain intellectual theory or conclusion.

Proprioceptive learning is the ongoing state of non-accumulative observation that sees the conditioned thinking as it is without judgment or trying to change it, and in that moment of nonjudgmental observation realizes the danger of it and does not act on it, thus freeing the mind from its habitual conditioned divisive state of reaction.

Proprioceptive learning is an innate potential for psychological self-correction. This faculty is self-operating in that it sees what is unhealthy in the thinking process and in the moment of intelligent awareness it nullifies the effect of the conditioned thinking, thus making it ineffective. One doesn’t need to do anything, for proprioceptive learning is self-corrective in and of itself. But in order for proprioceptive learning to come into effect, the education of the young person has to address the nature and structure of conditioned thinking that is preventing this capacity from performing its innate capacity.

As Quantum Physicist Dr. David Bohm states, “We could say that practically all the problems of the human race are due to the fact that thought is not proprioceptive. Thought is constantly creating problems and then trying to solve them. But as it tries to solve them, it gets worse because it doesn’t notice that it’s creating them, and the more it thinks, the more problems it creates – because it’s not proprioceptive of what it’s doing.”

“One gives close attention to all that is happening in conjunction with the actual activity of thought, which is the underlying source of the general disorder. One does this without choice, without criticism, without acceptance or rejection of what is going on. And all of this takes place along with reflections on the meaning of what one is learning about the activity of thought.”