Is God Just a Straw Man?
Innovative Ongoing Research
on the Personal Unity
John L. Waters
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Copyright 2002 by John L. Waters. All Rights
Reserved
September 30, 2002
Revised October 1, 2002
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Professional philosophers and other recognized
intellectuals are respected and imitated by young
intellectuals including students of philosophy,
students of psychology, and students of speech and
writing. Even so, a student may remain naive as to
the risks of such devoted imitation. One risk is that
over the many years of development the mind, brain,
perception and personality are constrained and limited
by this sustained focus on sophisticated speech and
writing. The child socially conditioned to devote
himself or herself to developing verbal skills and
social skills neglects another type of sensitivity,
perception, and development. Not having cultivated
this atypical sensitivity, then, both respected
intellectuals and imitative students are apt to just
dismiss this subject as unreal, imaginary, or
deluded... and therefore a total waste of time.
Speaking of time, every single day, both at home and
at school a young child is expected to pay special
attention to words, gestures, voice inflections, and
meanings and to participate in social activities
involving fast-paced conversations with adults, older
children, and peers. A child who is slow in
developing verbal skills and social skills might well
be developing faster in another area of attention,
sensitivity, and intelligence. But if parents and
educators have no understanding of this alternative
developmental pathway, talent, and perception, the
atypical child will be inclined to outgrow the
alternative perception and as an adult he or she may
never promote this perception. The atypical persons'
communication deficit will make promotion difficult.
Schools reinforce coveted communication skills, and
quick students socialize easily with each other and
with their teachers. Using appropriate and
increasingly sophisticated words and gestures is part
of gaining respect as a student and as an
intellectual. Moreover, with so much daily emphasis
on language skills and social skills, the other
sensitivity and brain development is neglected all the
way from infancy up through the lower and higher
grades. This chronic neglect and lack of
understanding of the alternative developmental pathway
leaves a hole in our collective human understanding.
Vague words like intuition, extrasensory perception,
spirituality and creativity are a weak attempt by
wordy persons to hide their ignorance and ineptitude
in this non-traditional subject.
Society expects a child to demonstrate lack of
ignorance by mastering symbolic systems including the
appropriate use of gestures, words, voice inflections,
numbers, and dress and grooming to impress other
persons that he or she is up to speed and preparing to
succeed in conventional society. The alternatives
aren't taught in school but even so, certain persons
are talented in and preoccupied with some other
sensitivity and atypical use of the brain/mind/ and
body. But what is this sensitivity to? If the
leading socializers and the intellectuals simply can't
sense it, they will use words and gestures to
convincingly oppose or obscure the idea that they are
actually not paying any attention to a large part of
existence. Furthermore, those persons who are most
sensitive and developed in sensing this other part of
the world simply won't impress the students who look
up to the best socializers and the master
communicators who best use the learned symbolic
systems.
To a sensitive person the alternative sense is as real
as seeing colors and hearing musical tones. But what
exactly is this other sense? The schools don't
encourage children to develop it and use this sense
because it competes with and compromises social skills
and language skills and it draws a sensitized atypical
child away from social activities. The parents and
the educators want a child to concentrate on
developing good verbal skills and good social skills.
They want the child to be smart in the conventional
sense. Social pressure is put on every child to
develop the brain activities which sophisticated
socializers, talkers, writers, and intellectuals use a
great deal. The atypical other brain activity is
scorned, neglected, and allowed to atrophy from lack
of stimulation and from lack of use.
My work is to demonstrate this other developmental
pathway and promote this brain activity to large
numbers of people who are concerned about the human
situation in the world today, and the need for more
peace and more understanding of peace. I demonstrate
this other brain activity by going into a nonverbal
state of consciousness and I also present an
intellectual interpretation of the nonverbal body
language used by a person in this autistic or mystical
state of consciousness. In this way a serious student
can understand intellectually what is actually at the
bottom of this hole in modern education, philosophy,
psychology, perception, understanding, and popular
culture. My work helps fill in this gap in modern
knowledge.
My spoken and written communications aren't as
sophisticated as students and professional
intellectuals expect a legitimate researcher and
teacher to share, because my verbal development and my
intellectual development were complemented and
compromised by this autistic or mystical sensitivity.
My role now is to help make more clear what this other
realm is and how it is expressed. I might not finish
the job, of course. And if you consider how many
researchers have studied wordy language and social
interaction, you can appreciate that my research is
just the first stage in a new discipline and
awareness. So let's begin.
Over many years I've produced thousands of novelties
by letting this alternative brain activity prevail.
These pieces consist of freehand drawings, musical
improvisations, speeches, articles, poems, and
services rendered to persons who didn't really
understand what I was doing. A student of modern
philosophy, modern psychology or any other student
said to be intellectually gifted will have devoted a
great deal of time, energy, and brain growth and
development to the use of words and the relations in
thought which are said to be well organized and well-
reasoned. Some intellectuals cultivate more intuition
than others. The language of the body itself,
however, is nonverbal and transcultural. This
language I have used and cultivated, along with the
intelligence that is non-logical, non-rational,
precognitive, extrasensory, and complementary to the
retentive intelligence and the rational intelligence
that is emphasized in sociability and in intellectual
activities at school.
My present prose writings are the product of this
alternative process working in me to produce novel
music, art, writing, and other relevant works by
letting this brain activity continue. In this way
over the last 23 years, I've produced certain articles
that fill in the hole using clear language so that the
new theory can be tested by careful researchers who
devote themselves to this continuing study.
To complement my own organizational skills and
communication skills, I need to work with some
non-handicapped persons who are interested in this
subject and who aren't opposed to becoming more
sensitive or in studying more persons who are
sensitive in the way I am. Appropriate grants will
pay qualified individuals to edit, organize, and
present copies of my work for public review on
campuses, on the world wide web, and in various other
appropriate places.
10:00PM Monday, September 30, 2002
I had Chris Lee and Jen at the HSU Writer's center
critique this revision. They encouraged me to submit
this article for Paper Number Two in Phil 399 "The
Personal Unity" class.
4:00PM Tuesday, October 1, 2002
John L. Waters
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