From a beginner's mind to the world- A oneness genius' perspective - John Waters

Creative imagination and keen observation work together with strong
emotions to create new plans by assembling different musical notes,
different words, and other pieces of experience.

Out of long periods of creating music and writings of various kinds, all 
on a more or less amateur level - in manifestations of
 "zen mind, beginner's mind"
[[http://www.arvindguptatoys.com/arvindgupta/zenmind.pdf  "The practice
of Zen mind is beginner's mind. The innocence of the first
inquiry—what am I ?—is needed throughout Zen practice. The mind of the
beginner is empty, free of the habits of the expert,
ready to accept, to doubt, and open to all the possibilities. It is
the kind of mind which can see things as they are, which step by step
and in a flash can realize the original nature of everything. This
practice of Zen mind is found throughout the book." ]]
 and during periods of sensing the one-ness in myself that is the
same one-ness in nature and in other persons given to experiencing
this uplift and guidance, I (or the many faculties of nature in me)
have conceived of several humanitarian programs which are in the "zen
initiation" state of being created in unity and designed to work
together in unity with the energy of young people who are
interested in this new program of introducing one-ness to many people at
once with the assistance of music and art and literature all working
together to express the new culture-school-education curriculum which
complements the existing culture - wherever people are supportive of
these programs.

Down through the recent centuries and decades marketing and selling
"peace" per se haven't worked, as many different "peace teachers" have
gone to great personal efforts.  Let me just mention Baha'u'llah, and
Mohandas Gandhi, and "peace pilgrim" of the USA, [[
http://www.peacepilgrim.org/ ]] and Sri Aurobindo - to name four out
of hundreds of others.  The "peace" which I teach is different because
it produces and promotes a greater complexity than the present
religious schools and secular schools can possibly yet teach.  Indeed,
it is in the schools that the "new peace" I call "FAST peace" will
start.  The acronym "FAST" has three meanings which complement each
other:

1.  "Foundation for the Advancement of Special Talents,"

and

2. "Free Art in a Safe Territory,"

and

3. "Free Art of Self-Teaching."

In my personal presentations I demonstrate my use of this "Free Art of
Self-Teaching."

By specifying a "Safe Territory" the schools teach peace.  It is this
"Free Art" well-promoted - and well integrated with the other types of
art that are being taught in the schools - that brings Baha'u'llah's
prophesied "great peace."   The proof of that claim is in the testing
- the research and development.

This "Foundation for the Advancement of Special Talents" is introduced
on the internet here:

http://fastfound.blogspot.com/

dated 2005

To quote a brief part of the FAST plan:

"FAST Mission Statement and Plan

A. What is FAST? First of all, the acronym FAST stands for Foundation
for the Advancement of Special Talent. Here is the FAST mission
statement:
=========================================
FAST finds chronically disadvantaged persons who aren't receiving
adequate assistance and helps each one recognize and cultivate their
special talent. FAST provides counseling and equipment and FAST helps
a client receive income from and recognition for their special talent.
=========================================
The acronym FAST also stands for the basic services FAST workers will
perform, namely:

F = Finding the talent, and

A = Assisting the talent, and

S = Sponsoring and Supporting the talent including giving a stipend or
regular payment of money or other material assistance, and

T = Target marketing and other promotions as required."

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==========

My own special talents, training, and history include nature study and
mathematics, and I used these special talents along with others to
work up a program I call "The Human Integration Peace Program" and
"The Completed Academy" and "The Humane Pedagogy."  Over the years I
have tested this teaching independently and informally with individual
persons without social support.  Skepticism and fear of innovation
caused me to withdraw and focus on independent book studies and
interviews and writing papers about this subject - which basically
works to define talents and faculties which traditional schools
continually reject - ignore - refuse.  One such ignored faculty is
"the art of self-teaching" as described in detail by Dr. Rhoda Kellogg
in her book "Analyzing Children's Art."  Another ignored faculty is
"hidden intellect" as described by Dr. Barbara Brown in her book
"Supermind the Ultimate Energy."  Yet another rejected faculty or
talent is "psychoticism trait" as defined by Hans Jurgen Eysenck in
his book, "Genius the Natural History of Creativity."  These three and
other ignored faculties, when being integrated with the wonderful
human faculties which traditional schools do teach, work
synergistically to help teach human integration and peace in "The
Completed Academy" that is also "The Humane Pedagogy."

This new teaching doesn't attack or diminish the existing modern
schooling but adds to it.  The word "integration" connotes "addition."

The words "integration," "one-ness," "whole-ness," "holistic,"
"addition" and "summation," all connote the same human activity,
program, algorithm, process, and procedure - combining many different
parts and putting them together in one way or in some other way.  The
result can be 1. a new song or symphony, or 2. a new poem or prose
piece, or 3. a new painting, drawing, or assemblage, or 4. a new
practical invention, or 5. a new organization such as FAST.org itself.

A major activity of FAST.org - outlined in my blog

http://fastfound.blogspot.com/

is integration.

==========
==========

As a child I taught other children to do certain challenging things,
and my professional work was teaching - that is helping young people
to better integrate their understanding of the subjects I was teaching
- as an adult I was teaching mainly math and science at different
grade levels.  I tutored math and science to college students, high
school students, middle school students, and elementary school
students.

Over many decades I also followed a "psychoticism" path outlined by
Dr. Eysenck in his book.  This led in time to my working on improving
my physical health, emotional health, and mental health by defining
certain algorithms - principles - processes which keep wild/natural
animals and human beings healthy.  These principles are not applied by
present-day schools to keep students optimally healthy, however.  My
eccentric behaviors upset many people and caused me a lot of stress
and grief.  After 25 years of experimentation on this self-healing
work I reverted back to more ordinary diet and other behaviors.  I
nevertheless have retained the focus on "FAST" and "hidden intellect"
as described by Dr. Barbara Brown.  I demonstrate these behaviors now
usually in privately composing - mainly letters, articles, and essays
now.

Higher mental functioning is both skeptical and analytical, like a
strong man is strong on both the right side of his body and the left
side of his body, so that he can lift heavy weight up over his head.
All the complementary parts of the brain of a higher mental
functioning person are strong and integrated.  Also the person's brain
wave activities are well developed and modulated.  Faculties which are
not respected by the traditional schools interfere with such school
work.  

But higher intelligence and peace are desirable, and I believe that
there are students who are open to seriously considering new ideas.

Such students can work creatively to put into action a number of new
plans I have worked out.  To test these plans there will need to be
students to help finish and work the plans.  One plan I call "The
Peace Machine."  Another plan I call "FAST Peace."  Another plan I
call "SINCO" which stands for "Student Integration Network Cooperative
Outreach."  I have written papers about these plans.

Remember I am a "zenner" a beginner an initiator, not a finisher, a
renaissancer somewhat mercurial as was the well known observer,
thinker, proto-scientist Leonardo da Vinci.

I do not boast.  I am both serious and silly like a poet, and the
human poetential is universal.

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==========



There is yet another rejected faculty in children - which is the sense
of one-ness and peace which the prophet Baha'u'llah called "the great
peace" or "the most great peace" [[
http://reference.bahai.org/en/t/c/BWF/bwf-6.html ]] and he imagined
that this peace would be embraced by all of the nations.  Other famous
prophets have dreamed a similar dream.  But the higher intelligence
has strong observation faculties as well as other strong faculties.
We all observe that Baha'u'llah and the other "divine" prophets all
failed to bring the "peace prophecy" to fruition.  Nations still fund
and maintain, feed, and grow their "war machines."  The higher
intelligence with its greater complexity of realized human potentials
must create the new "peace machines." that work in concert - in
harmonious complementarity with the traditional religious schools and
secular schools.  Integration doesn't eliminate.  Integration
complements, - and adds.

This is the bottom line.  Integration - cooperation - coordination of
more and more - is key.

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==========

As soon as there is a body of persons willing to interact with me and
cooperate in editing my better papers and putting together short and
coherent pieces of writing to introduce my independent studies
1963-2017 - I will be free and eager to give personal presentations
where these finished works can be distributed free or on a sliding
scale.  My own unfinished works are all examples of a person uplifted
and blessed by the "zen mind beginner's mind" which needs to be
embraced rather than rejected because the traditionally educated minds
- even the most famous ones - continually fail to produce any testable
new school or society or culture in which the works of the three major
secular prophets listed in this paper are studied and integrated into
the standard curriculum.

Many "inspired" teachers gather up a following and start some new
"independent" school, and some "inspired" teachers even develop a
"cult" following, but the "most great peace" which Baha'u'llah and
other "divine" prophets envisioned  cannot be based on the "charisma"
of any one teacher, but must be based on the self-realization of every
single student - "from each according to his or her special abilities,
and to each according to his or her own special needs."  This quote
comes from communist promotional literature, but note that Marxist
Communism did NOT arise from studies that were at all like my studies,
and Marx didn't study the three seminal authors Rhoda Kellogg, Barbara
Brown, and H. J. Eysenck.  AND there are dozens of other seminal
authors whose writings I have studied.

So don't let anybody get away with calling me a "communist" or "an
aspiring cult leader."  The first step is working with me and getting
to know me in real space time.  In the same way future teachers of
unity will work with young people directly.  Reference books can't
replace real time interactions with the teachers of THIS subject which
is conscious human beings learning in theory and in practice about
each one of the latent human faculties and working with teachers who
demonstrate one or more of the special human talents which today the
cultures ignore, refuse, negate, and reject.

in expression of the well-known peace-maker prophecy Psalm 118.22:
"The stone which the builders refused is the capstone."

http://biblehub.com/psalms/118-22.htm

Begin quote:
"New International Version
The stone the builders rejected has become the cornerstone;

New Living Translation
The stone that the builders rejected has now become the cornerstone.

English Standard Version
The stone that the builders rejected has become the cornerstone.

New American Standard Bible
The stone which the builders rejected Has become the chief corner stone.

King James Bible
The stone which the builders refused is become the head stone of the corner.

Holman Christian Standard Bible
The stone that the builders rejected has become the cornerstone.

International Standard Version
The stone that the builders rejected has become the cornerstone.

NET Bible
The stone which the builders discarded has become the cornerstone.