Differentiation and Integration

Study (अधययन) is about seeing distinctions of realities or differentiating them,

appreciating their worthiness (मौिलकता) or their existential-purpose - and then
integrating these differentiations into one's world-view. Unless the differentiations
are done, one's world-view is immature. Until the study is complete, there may
remain some aspects which are undifferentiated and un-integrated, and there
may be some aspects which have been differentiated but have not yet got
integrated. Unless the differentiation is done, there is no question of integration.
For example - unless nature is differentiated from Spirit, there is no question of
appreciating co-existence of nature and spirit. Unless jeevan is differentiated
from body, there is no question of appreciating human-being - which is an
expression of co-existence of jeevan and body.

The integral and holistic view is never partial. Until all realities of existence are
differentiated and integrated - the integral and holistic view has not happened.
Getting this integral and holistic view itself is direct-observation (साकातकार). Study
builds this viewgradually for oneself.

Differentiation is to appreciate the value of constituents in the larger-picture, and

also to understand how that unit is an orderliness within itself. Differentiation is
the pre-condition for integration. Unless I appreciate the value of 'one', I can not
appreciate how all ones come-together. Integration comes after differentiation.
Differentiation is for integration.

Human-imagination (कलपनाशीलता) can see the distinctions of nature, and then

integrate these distinctions. That's how study happens. Imagination is not just
logic. Logic is only a part of imagination. Analysis presented by the teacher is
logical, but it is logic connected with purpose. If the teacher's presentation is
logically inconsistent - it will not be acceptable by student. So logical-consistency
is essential. However imagination is more than logic. Logic merely checks for
consistency. Imagination is what visualizes the possibilities, forsees roadblocks -
and touches the realities. Human-imagination is the fertile ground for study. Only
humans have imagination. Study is totally a human-phenomenon. That's why
only humans have the need and possibility of study.

In the process of study, the teacher is with the integral and holistic view, and he
presents the distinctions of existence to the students. The teacher already has
achieved the integral and holistic view, and student works towards it through use
of his imagination. Co-existence is the content or subject-matter of study. Study
culiminates in student attaining the same status as the teacher in terms of
understanding.

Nature saturated in Spirit (सता मे संपृकत पकृित) is the fundamental-form of co-

existence. Spirit includes all of nature. Spirit itself is the absolute-energy (मूल ऊजा)
for all inert-units of nature, and it is consciousness (चेतना) and knowledge (जान) for
the conscious-units (jeevans) of nature. Distinctions are in the units of nature - as
numerous statuses in existential-progression (िनयित कम). Spirit is the integrating
ground in which existential-progression gets evidenced. Study culminates as
jeevan's experiencing in Spirit - this happens only in human-tradition.
Experiencing (अनुभव) is how the integral and holistic view is established in self -
which then has continuity.

Source: Madhyasth-Darshan, while studying it.

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