GERMAN ACADEMY OF SCIENCE, 5 Logical Path, Cognition

COGNITION
KNOWLEDGE

FACULTY OF
EDUCATION

SCIENTIFICALLY STUDYING
UNIVERSALITY OF LIFE

THE LOGICAL PATH

The Logic of the Scientific Program

The Logic of the Scientific Path

Sayings of Great Thinkers
Related to the Logic of the Development of Consciousness

COGNITION / KNOWLEDGE FIFTH STATE COGNITION / KNOWLEDGE FIFTH STATE COGNITION / KNOWLEDGE

COGNITION / KNOWLEDGE
STUDYING UNIVERSALITY IN
EDUCATION
RESEARCH & DEVELOPMENT
SCIENTIFICALLY STUDYING THE STRUCTURAL UNIVERSALITY OF LIFE
IN

THE FIFTH
STATE OF CONSCIOUSNESS
cosmic consciousness

5
FIFTH STATE
COGNITION / KNOWLEDGE
COSMIC CONSCIOUSNESS
6^th– 9^th Study-Group

SCIENTIFICALLY STUDYING THE UNIVERSAL STRUCTURAL DEVELOPMENT OF EDUCATION
IN
THE FIFTH STATE OF CONSCIOUSNESS
cosmic consciousness

06. Inner Hearing to Musical Motif-Space

during the transition from the field of knowledge of our inner hearing to the field of knowledge of the musical motif-space

07. Musical Motif-Space to Intellectual Understanding

during the transition from the field of knowledge of the musical motif-space to the field of knowledge of our intellectual understanding

08. Intellectual Understanding to Musical
Sequence-Space

during the transition from the field of knowledge of our intellectual understanding to the field of knowledge of the musical sequence-space

09. Musical Sequence-Space to Cognitive Feeling

during the transition from the field of knowledge of the musical sequence-space to the field of knowledge of our feeling

- through universal tone analysis
- through universal sound analysis
- through universal integrated analysis
  of tone and sound
- through universal idea analysis
- through the integrated analysis of
  tone and idea
- through the integrated analysis of
  sound and idea
- through the integrated analysis of
  tone, sound and idea
- through universal motif analysis
- through universal sequence analysis
- through universal harmony analysis

At a conventional university
nowadays the endeavor
for “knowledge” and “truth”
runs out already within
the first three states of consciousness:

That is the reason why
(so far) the gate to the fourth and thus also
to the fifth state of consciousness
is closed
for the professors of the
conventional university
and accordingly for their students, too.

And as all of them
lack the authentic experience
connected with the
fifth state of consciousness,
therefore also the higher knowledge
gained on this specific
higher level of cognition
is personally totally alien to them all –
also in the area of
EDUCATION.

And even when
the conventional universities
refer to the statements
of the great thinkers, philosophers,
scientists, artists and prophets,
and, like thieves or blind believers,
make their knowledge and wisdom,
in the limited context of the
first three states of consciousness,
the subjects of their teachings
and their studies,
nevertheless the
higher states of consciousness
obtained by the wise and
demanded by them,
as well as the higher levels of knowledge
connected to these states of consciousness,
are personally completely alien
to the university professors and students:

As they all
are not able to take
the natural higher views of cognition
of the great thinkers, philosophers,
scientists, artists and prophets
and therefore
lack
those authentic experiences
in the higher levels of consciousness –
of which the wise report:
also in the field of
EDUCATION.

This section of education in the field of
COGNITION / KNOWLEDGE
concentrates –
starting from the first four states of consciousness –
by means of the scientific coordination of

inner voice,
musical motif-space
intellectual understanding
musical sequence-space and
cognizing feeling

on gaining the
fifth state of consciousness:
COSMIC CONSCIOUSNESS.

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“When I look at the intrigues, the violence and scene of turmoil in a drop of matter and then lift my eyes from there up into the air, to see the immeasurable space teeming with worlds as with little particles of dust, then no human language can express the feeling, that such a thought causes, and all subtle metaphysical analyzing gives very wide way to the grandeur and dignity characteristic to such a view.”
Kant

“The biggest community,
to which man belongs,
is the cosmos.”
Pythagoras, Plato

“Who looks at the world with reason,
the world looks at him with reason too.
Both are in interchanging regulation.”
Hegel

“When I commenced work on Rheingold in 1853, I was lying in bed. I felt suddenly as if I were immersed in a flood of flowing water. I imagined myself lying at the bottom of the Rhine. I could certainly feel and hear the moving, surging water sweeping over me.
I was in a semi-trance condition and when I awoke, I immediately realized that this vision was an inspiration – that my prelude to Rheingold had taken shape in my inner consciousness.
Then I understood the real essence of my own nature and that this vision of the rushing water was to be symbolic of my future musical creativitys – that the stream of my life was to flow from within me.”
Wagner

“We learn to appreciate the celestial,
we long for revelation.”
Goethe

“Who wants to build high towers,
has to dwell long on the foundation.”
Anton Bruckner

“The old primordial state of nature returns,
where human being faces human being.”
Schiller

“It is worthy of man,
to take that, what lies in the course of nature, natural too.”
W.v. Humboldt

“What is cosmic about us,
this we call the human nature.
To fulfill the cosmic law
of being universal human beings
brings enlightenment to us.
The realization of the harmony laws –
our universal education
we call culture.”
Konfucius

“Progress is that fast nowadays,
that, while someone declares a matter
to be completely impracticable,
he gets interrupted by someone else,
who has already realized it.”
Albert Einstein

THE WAY:

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Integrated universal process of learning
studying the inner human forces of
cognition / knowledge
activating the inner human forces of cognition
in the fields of mind, inner hearing,
neurophysiology, consciousness,
intellectual understanding & feeling
ability

06. Inner Hearing to Musical Motif-Space

Here in the sixth study-section of
cognition / knowledge
the concentration is on:

- the natural universal structural
development of cosmic human
existence, life, evolution & dignity

- the authentic cognitive path to
  universal education
  and

- the natural universal structural
  development of education

- in connection to objective scientific
research in the fields of education
under the auspices of medicine and

- in coherence with the universal musical   structural development of the natural   universal coordination of our inner   cosmic hearing ability with our
  universal ability of cosmic intellectual   understanding

- within the universal development of   human consciousness

- through universal analysis in the
  musical fields of cognition

The Cognitive Field of the Musical
Motif-Space
Structurally comprehending the motif-space in music depends on an even more precise functioning of the mind, because the latter determines the precision of the tonal-structural picture which contains the motifs that are still more complex in structure and function.

Mind, Feeling, and Understanding Functioning as Musical Tools of Cognizing the Field of Individuality
Furthermore, comprehending the musical motif-space and its portraying of the natural sphere of individuality depends on the cognitive capability of our intellect, because it is the intellect which, by virtue of our analyzing understanding, detects the unfoldments of individuality in the motif-space and by virtue of our synthesizing feeling, realizes this unfoldment of motifs to be a journey through life – pictured in the coherent melody as unity of the motif-development.

Sensing the Inner Motif Forces
A human quality is a force, and we get a feeling for the dimension of this force when qualities of opposing nature collide with each other.

The Motif Played without Dimension
We experience only little of the power with which that human quality rises from the field of our innermost conscience into the world of feeling and thinking and impels us to act, and we feel nothing of a skilful handling of our most important inner-human driving forces which, from the point of view of our great classical musicians, are meant to make us human beings free masters of ourselves.

“While the ideas were flowing in upon me – the motifs, themes, structure melodies, harmonic garb, instrumentation – in fact the entire musical measure by measure – it seemed to me that I was dictated to by two wholly different Omnipotent Entities.
I imagine that Shakespeare experienced similar sensations when he wrote such widely contrasting works as King Richard III and Midsummer Night’s Dream.
The capacity for the reception of so totally diverse influxes fills me with amazement.”
                    Richard Strauss
                 on his work at his two operas
                 Elektra & Der Rosenkavalier

“By kneading clay you form jars.
But only their hollow space, the nothing, enables the filling.
From walls, broken up by doors and windows, you build a house.
But only its cavity, the nothing,
gives it its value.
The visible, the existing, gives form to the work. The invisible, the nothing,
gives it essence and sense.”
Lao Tse

“To be silent is more than talking.”
Pythagoras

“On silence and trust the temple is built.”
Goethe

- during the transition from the cognitive
  field of our inner hearing to the
  cognitive field of the musical
  motif-space

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The Compositional Parameters
The compositional parameters are: the motif, the sequence, and the harmony. The rules by which these parameters move find their expression in the motif-technique, in the sequence-technique, and in the harmony-technique.

“During the transition from the cognitive field of our inner hearing to the cognitive field of the musical motif-space”:

Here we expand our studies of connecting the
subjective with the objective fields in education.

T he inner hearing is a
natural subjective instrument of
authentically studying education:

C onsciousness, inner voice, inner hearing, intellectual understanding, feeling ability & the intellectual coordinative ability are our natural subjective fields of studying
education.

T he musical motif-space within our mind
is a
natural objective field of
authentically studying individual education.

T he mind is our natural instrument of
subjectively & objectively studying education.

07. Musical Motif-Space to Intellectual Understanding

Here in the seventh study-section of
cognition / knowledge
the concentration is on:

- the natural universal structural
development of cosmic human
existence, life, evolution & dignity

- the authentic cognitive path to
  universal education
  and

- the natural universal structural
  development of education

- in connection to objective scientific
research in the fields of education
under the auspices of medicine and

- in coherence with the universal musical   structural development of our natural   ability of cosmic intellectual   understanding

- within the universal development of   human consciousness

- through universal analysis in the
  musical fields of cognition

For more information please click on the text.

The Process of Intellectual Consideration
Feeling and Understanding on the Path of Universal Cognition

Two kinds of cognition are known to man:
- cognizing the multiplicity by virtue of his understanding, and
- cognizing the unity by virtue of his feeling;
- and, in addition, the integrated form of these two paths can reveal itself to him.

Function of the Musical Motif
Recognizing the idea of individuality underlying the musical motif is like an impulse of becoming conscious in life; for, the listener experiences how a natural inborn inner-human universal ability penetrates an artificially put-on mental-psychical limitation without resistance.

Development of a Natural and Healthy Judgement
Here the intellect reveals increasingly higher qualities of life in increasingly higher levels of order and thus cultivates the listener’s natural, healthy sense of judgement of feeling and understanding.

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“Have courage to use your own reason!”
Kant

“It is already proof of a good reason,
when a person only knows,
how to ask in a good manner.”
Kant

“Just ask only reasonable and you will hear reasonable things.”
Euripides

- during the transition from the cognitive
  field of the musical motif-space to the
  cognitive field of our intellectual
  understanding

“During the transition from the cognitive field of the musical motif-space to the cognitive field of our intellectual understanding”:

Here we expand our studies of connecting the
objective with the subjective fields in education.

The musical motif-space within our mind
is a
natural objective field of
authentically studying individual education.

The mind is our natural instrument of
subjectively & objectively studying education.

The intellect is a
natural subjective instrument of
authentically studying education:

Consciousness, inner voice, inner hearing, intellectual understanding, feeling ability & the intellectual coordinative ability are our natural subjective fields of studying
education.

08. Intellectual Understanding to Musical Sequence-Space

Here in the eighth study-section of
cognition / knowledge
the concentration is on:

- the natural universal structural
development of cosmic human
existence, life, evolution & dignity

- the authentic cognitive path to
  universal education
  and

- the natural universal structural
  development of education

- in connection to objective scientific
research in the fields of education
under the auspices of medicine and

- in coherence with the universal musical structural development of our cosmic intellectual understanding with the integrative ability of our cosmic feeling

- within the universal development of human consciousness

- through universal analysis in the
musical fields of cognition

For more information please click on the text.

The Social Orders in Music
In the natural social spheres – pictured in the music spaces of the sequences – we can make the experience of living very different individual lives simultaneously and, thereat, personally walking very different personal life-paths simultaneously and in our experience we can move about, being one and the same person, in very different bodies and with very different modes of behaviour.

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“Cosmic habits in life
and a universal music
are the adornments of perfect man.
In enlightenment and music –
humanity and justice
the virtue of perfect man reveals itself.”
Konfucius

- during the transition from the cognitive
  field of our intellectual understanding to
  the cognitive field of the musical
  sequence-space

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The Musical Presentation of the Familiar
Human Life
This insight, too, only confirms the understanding that classical composition in essence is not at all of specifically musical nature. Reaching from the deep, inner silence to the outer sound-spaces, it simply represents human life as we know it.

The Roles of the Family Members
in Music
The world of the harmony is happiness resting within itself; all-uniting love is the essence of the sequence. The life-force hidden in the harmony is the enlivening nature in the motifs which permeates the world of music in a manifold creative and all-rejuvenating manner.

“During the transition from the cognitive field of our intellectual understanding to the cognitive field of the musical sequence-space”:

Here we expand our studies of connecting the
objective with the subjective fields in education.

T he intellect is a
natural subjective instrument of
authentically studying education:

Consciousness, inner voice, inner hearing, intellectual understanding, feeling ability & the intellectual coordinative ability & self
awareness are our
natural subjective fields of studying education.

The musical sequence-space
within our mind is a
natural objective field of
authentically studying social education.

The mind is our natural instrument of
subjectively & objectively studying education.

09. Musical Sequence-Space to Cognitive Feeling

Here in the ninth study-section of
cognition / knowledge
the concentration is on:

- the natural universal structural
development of cosmic human
existence, life, evolution & dignity

- the authentic cognitive path to
  universal education
  and

- the natural universal structural
  development of education

- in connection to objective scientific
research in the fields of education
under the auspices of medicine and

- in coherence with the universal musical structural development of the natural universal cognitive creativity of our cosmic feeling

- within the universal development of human consciousness

- through universal analysis in the
musical fields of cognition

For more information please click on the text.

Rules of Social Evolution in Music
The sequence-technique – under the auspices of the harmony laws of the microcosm of music, or of the Creator and Almighty Nature respectively, –
describes the rules to which the individual parts behave as they unfold towards wholeness; the sequence-technique describes the natural relation of the individual to the social community.

By virtue of it, the great classical composers trace out in their compositions universal patterns of perfect individual behavior in the community of men.

Social Standards in Music
In so far, in our time of unnatural upbringing and education with their devastating consequences, our classical composers establish natural social standards with the help of the sequence-technique, and on this level of universally creating music they provide practical patterns of experience – examples of a more and more fulfilling personal life in society.

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“Do that,
by what you become worthy,
to be happy.”
Kant
Critique of pure reason,
II: 2nd main part

“I did instinctively what Brahms did both instinctively and consciously. I composed as the spirit moved me, without compre- hending clearly that I was working with great cosmic law.
Whereas Brahms realized, just as Beethoven did, that he was being aided by Omnipotence. It is only a supreme creative genius who can rise to such heights.
We composers are projectors of the infinite into the finite.”
Edvard Grieg

“A purely rational world view
without all mysticism
is absurd.”
Erwin Schroedinger
Nobel Laureate for Physics

“If you do not feel it,
You will not hunt it down.”
Goethe

- during the transition from the cognitive   field of the musical sequence-space
  to the cognitive field of our feeling

_______________________________________________________
Here in the sixth to ninth study-section of cognition / knowledge
the concentration is on:

- the enhanced performance of   education & health in the function of   inner hearing, intellectual
  understanding & feeling

“During the transition from the cognitive field of the musical sequence-space to the cognitive field of our feeling”:

Here we expand our studies of connecting the
objective with the subjective fields in education.

The musical sequence-space
within our mind is a
natural objective field of
authentically studying social education:

The mind is our natural instrument of
subjectively & objectively studying education.

The feeling is a
natural subjective instrument of
authentically studying education:

Consciousness, inner voice, inner hearing, intellectual understanding, feeling ability, the intellectual coordinative ability & self
awareness are our
natural subjective fields of studying education.

THE AIM:

Embodiment knowledge –
the humane conscious personality

THE APPROACH:

Release of psycho-physiological manifestations of stress

THE METHOD:

Music as a harmonic data carrier
scientifically activating the refinement of the inner human forces of cognition / knowledge

Here in the sixth to ninth study-section of cognition / knowledge the concentration is on:

- the further refinement of thinking
- the further refinement of inner hearing   and
- the further refinement of   neurophysiological & physiological   processes
- the functioning of consciousness
- the development of intellectual   understanding
- the development of feeling ability

THE STYLE:

Music according to the laws of nature – application of the natural harmony laws of the microcosm of music

medical

educational

THE HARMONY LAWS OF NATURE
STRUCTURING THE
PROCESS OF THINKING
INNER HEARING
CONSCIOUSNESS
INTELLECTUAL UNDERSTANDING FEELING &
NEUROPHYSIOLOGY

PREPARATORY STUDIES:
FACULTY OF
MUSIC & MUSICOLOGY

PROGRAM

06. Inner Hearing to Musical Motif-Space

_______________________________________________________

Within the first five study-sections,
starting from the waking state of consciousness, the cognition has been moving freely between the four first states of consciousness.

SCIENTIFICALLY STUDYING
THE UNIVERSAL STRUCTURAL DEVELOPMENT OF COSMIC HUMAN EXISTENCE, LIFE, EVOLUTION & DIGNITY –
THE AUTHENTIC COGNITIVE PATH TO UNIVERSAL EDUCATION
AND
THE NATURAL UNIVERSAL STRUCTURAL DEVELOPMENT OF EDUCATION –
IN CONNECTION TO OBJECTIVE SCIENTIFIC RESEARCH IN THE FIELDS OF EDUCATION UNDER THE AUSPICES OF MEDICINE –
AND IN COHERENCE WITH THE UNIVERSAL MUSICAL STRUCTURAL COORDINATION OF OUR INNER COSMIC HEARING ABILITY WITH OUR UNIVERSAL ABILITY OF COSMIC INTELLECTUAL UNDERSTANDING
WITHIN THE UNIVERSAL DEVELOPMENT OF HUMAN CONSCIOUSNESS
THROUGH UNIVERSAL ANALYSIS IN THE MUSICAL FIELDS OF COGNITION
DURING THE MUSICAL PROCESS OF COGNITION

Here the path of the scientific development of consciousness continues.
Through this further systematic scientific refinement / development of
   thinking,
   inner hearing,
   consciousness,
   intellectual understanding and    neurophysiological &
   physiological functioning,
the COGNITION / KNOWLEDGE
now reaches the
fifth state of consciousness:
COSMIC CONSCIOUSNESS.
The COGNITION / KNOWLEDGE program continues concentrating on the further refinement / development of    thinking,
   inner hearing,
   consciousness,
   intellectual understanding,
   feeling ability,
   neurophysiological &
   physiological functioning.

07. Musical Motif-Space to Intellectual Understanding

_______________________________________________________

SCIENTIFICALLY STUDYING
THE UNIVERSAL STRUCTURAL DEVELOPMENT OF COSMIC HUMAN EXISTENCE, LIFE, EVOLUTION & DIGNITY –
THE AUTHENTIC COGNITIVE PATH TO UNIVERSAL EDUCATION
AND
THE NATURAL UNIVERSAL STRUCTURAL DEVELOPMENT OF EDUCATION –
IN CONNECTION TO OBJECTIVE SCIENTIFIC RESEARCH IN THE FIELDS OF EDUCATION UNDER THE AUSPICES OF MEDICINE –
AND IN COHERENCE WITH THE UNIVERSAL MUSICAL STRUCTURAL DEVELOPMENT OF OUR NATURAL ABILITY OF COSMIC INTELLECTUAL
UNDERSTANDING
WITHIN THE UNIVERSAL DEVELOPMENT OF HUMAN CONSCIOUSNESS
THROUGH UNIVERSAL ANALYSIS IN THE MUSICAL FIELDS OF COGNITION
DURING THE MUSICAL PROCESS OF COGNITION

08. Intellectual Understanding to Musical Sequence-Space

_______________________________________________________

SCIENTIFICALLY STUDYING
THE UNIVERSAL STRUCTURAL DEVELOPMENT OF COSMIC HUMAN EXISTENCE, LIFE, EVOLUTION & DIGNITY –
THE AUTHENTIC COGNITIVE PATH TO UNIVERSAL EDUCATION
AND
THE NATURAL UNIVERSAL STRUCTURAL DEVELOPMENT OF EDUCATION –
IN CONNECTION TO OBJECTIVE SCIENTIFIC RESEARCH IN THE FIELDS OF EDUCATION UNDER THE AUSPICES OF MEDICINE –
AND IN COHERENCE WITH THE UNIVERSAL MUSICAL STRUCTURAL COORDINATION OF OUR COSMIC INTELLECTUAL UNDERSTANDING WITH THE INTEGRATIVE ABILITY OF OUR COSMIC FEELING
WITHIN THE UNIVERSAL DEVELOPMENT OF HUMAN CONSCIOUSNESS
THROUGH UNIVERSAL ANALYSIS IN THE MUSICAL FIELDS OF COGNITION
DURING THE MUSICAL PROCESS OF COGNITION

09. Musical Sequence-Space to Cognitive Feeling

_______________________________________________________

SCIENTIFICALLY STUDYING
THE UNIVERSAL STRUCTURAL DEVELOPMENT OF COSMIC HUMAN EXISTENCE, LIFE, EVOLUTION & DIGNITY –
THE AUTHENTIC COGNITIVE PATH TO UNIVERSAL EDUCATION
AND
THE NATURAL UNIVERSAL STRUCTURAL DEVELOPMENT OF EDUCATION –
IN CONNECTION TO OBJECTIVE SCIENTIFIC RESEARCH IN THE FIELDS OF EDUCATION UNDER THE AUSPICES OF MEDICINE –
AND IN COHERENCE WITH THE UNIVERSAL MUSICAL COGNITIVE CREATIVITY OF OUR COSMIC
FEELING
WITHIN THE UNIVERSAL DEVELOPMENT OF HUMAN CONSCIOUSNESS
THROUGH UNIVERSAL ANALYSIS IN THE MUSICAL FIELDS OF COGNITION
DURING THE MUSICAL PROCESS OF COGNITION

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