Learning involves a side to side and an up and down.
Horizontal learning is conducted within a certain paradigm, vertical learning breaks paradigms.
Another way of putting it is that that new knowledge that does not fit in with my current paradigm is simply ignored.
Paradigmatic transformation brings with it the potential to absorb new knowledge, to frame it in a different way or apply it to a greater variety of situations.
The beauty of paradigmatic transformation is that as it matures it is more and more able to accomodate pre-existing and yet-to-be realised paradigms – the latter manifesting as an open mindedness that “my way” is not “the high-way”.
Vertical or paradigmatic learning is thus of far more value than factual or horizontal learning. Wider schemes of understanding can accomodate greater expanses of thought and greater still, suppose that there may be no circumstances of thought.
Something a more paradigm-closeted person will find it hard to comprehend. There may be a space of no-thought for such a being, but this is because they are mainly resting in their paradigm. Meditation as a result will only be marginally useful as an exercise. It’s clearing a limited bathtub instead of racing for freedom of the sea.
Notice how our commentary has evolved. We began by describing a succession of expansive paradigms that are involved in vertical learning, whereas now we are aspiring to a state of no paradigm existing at all.
This is curious and cannot really be understood.
It is akin to a tree after a life of growing taller finding its branches not touching the sky but somewhere by its roots. At that point the tree will experience a systemic/existential collapse. The process by which it understood itself has been so expanded, so intrinsically opposed that its new found understanding – rushing towards its roots – cannot be accomodated in the old framework. Not only does the understanding collapse, but its whole life-experience collapses too.
Like a barrel full of Jim Beam aged 50 years beyond the recommended eight. Its contents is no longer whiskey, its housing rotten and obsolete.
This gives a clue to paradigmatic learning and once its value has been realised – being not the filling of the cask but the breaking open into the free flow of space – now being weightlessly whisky – we can take a look at how to encourage paradigmatic as opposed to virtual learning.
It exists in becoming a paradox hunter – no longer seeking to explain but putting pressure on the edges of where your current understanding falls down. Seeing what ties you down and what areas frustrate you.
As paradigms break down, the mental and emotional will increasingly appear one – thus your reaction to being dumped is equivalent to being told that your finger is no longer an accomplice to your arsehole but has been free-wired to government intelligence-gathering orchestras. You thought you were a freedom fighter. In fact, you are a mole.
Both cases are examples of where paradox detection can be applied.
This is not to endorse a life of toxic frustration but to engage, through increasing gradations of understanding, in an arrival at unmitigated peace.
Others would remark that the peace comes first, then paradigms melt like diffusions of miscorrection.
Gate Gate Paragate Parasamgate Bodhi Sva
Go! Go! Go Beyond! Go beyond the highest degrees of awakening! Oh…..yeeeeesss!
So that seems a good place to rest.