June 4, 2024 • 38 mins
https://forbiddenknowledge.org/
What if everything you know about education is wrong? In this episode of the Forbidden Knowledge Podcast, I, Nathaniel Heutmaker, unravel the profound distinction between teaching “what to think” versus “how to think.” We begin with a historical tale of a Roman general and a slave, revealing the transformative potential of the Trivium Method—grammar, logic, and rhetoric—in fostering independent thought. This method stands in stark contrast to modern education's reliance on rote memorization, which often leaves individuals unable to distinguish their own thoughts from those imposed upon them. Understand how adopting unexamined beliefs can lead to life-altering decisions and learn the significance of owning your thoughts for a liberated and authentic life.
Let's grapple with a provocative notion: your thoughts shape your reality. In our discussion, we emphasize the importance of changing one’s mind when faced with compelling evidence and how beneficial thoughts can lead to better actions, resulting in a more fulfilling life. Through the lens of the Trivium Method, we critically analyze how empowering critical thinking can challenge entrenched power structures, drawing inspiration from historical critiques by figures like Sir Thomas Moore. Discover why it’s essential to teach people how to think, rather than what to think, for a more enlightened and equitable society.
Finally, we dissect the Trivium Method itself and its practical applications across various fields. From breaking down contradictions to navigating complex scientific results, this method provides a systematic approach to achieving comprehensive understanding and transforming knowledge into wisdom. We explore its foundational aspects, its role in the seven classical liberal arts, and how its stages—grammar, logic, and rhetoric—can align thoughts with reality and refine the expression of conclusions. Whether it's answering fundamental questions in medicine or applying it to everyday decision-making, mastering the basics of the Trivium Method is your gateway to systematic learning and ultimate success. Tune in, subscribe, and join me on this enlightening journey into the heart of critical thinking and beyond.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:01):
there was this general I forget his name off
the top of my head, but he wasworking for Caesar and he
decided to take one of theslaves that was there underneath
him, and the story goes that hestarted to teach the slave how
to think using the TriviumMethod, and eventually Caesar
finds out that that's what'sgoing on.
And Caesar says something tothe effect of you can't teach
(00:25):
him this.
If you teach him this, he won'twant to be a slave anymore, and
then he'll pass it on to otherpeople that are slaves, and then
we will have a huge problem onour hands.
Speaker 2 (00:45):
Thank you.
Speaker 1 (01:27):
Hello and welcome to the Forbidden Knowledge Podcast.
My name is Nathaniel Hoitmacherand I will be your host.
In the last few episodes we'vebeen going over honesty and the
importance of doing so, and how,if you stray from being honest
in your various differentendeavors including with
yourself and with other people,all the problems that occurs
(01:52):
from it and how it's actuallyagainst what the world even
demands of us, from a strictlypure point of view when looking
at things.
Strictly pure point of viewwhen looking at things.
So I think we've covered thattopic enough for the beginning
of all this and just the basicsof the season, and we will be
(02:13):
continuing onward.
In this episode we'll befocusing on the very basic
bare-bones structure of how tothink, bare-bones structure of
how to think.
But before we get into that, Iwant to explain the difference
between what to think and how tothink In our modern era.
(02:35):
Most people think that they knowhow to think, but in reality
most of their thoughts are nottheir own and they have no way
of knowing how to distinguishbetween what is their own
thought, what isn't their ownthought and whether the thoughts
that they have and have beenhanded to them make any sense.
We think that because we'vebeen educated through public
(02:59):
schools or through privateschools or whatever the deal is,
that we've gotten from it, thatthat means that we have a mark
of an educated mind.
This is true to a certainextent, but it also makes it so
that way.
Are these your own thoughts?
Do you know how to distinguishbetween the thoughts that you've
(03:20):
learned in whatever textbookthat you've read, versus
whatever your own view is on aparticular subject?
How do we make decisions whenwe have conflicting information?
See, a lot of the time inschool they make it so that way.
All you do is regurgitateinformation.
(03:42):
That's not thinking.
Regurgitate information.
That's not thinking, that'sjust making it so.
That way you parrot back whatyou've learned.
That's a robot.
A robot can tell you to do that.
You type in two plus two equalsfour and it says four whenever
you type that in.
That's not a human being,that's not thinking, that's just
(04:03):
regurgitating anything with it.
But the problem becomes when wetake on these thoughts and make
them our worldview.
So, as an example, if I take ona particular thought about
something that's not my own,then someone comes and says, hey
, that particular thought isstupid.
And here's the reason why mostpeople because they've added it
(04:26):
to their identity of who theyare, rather than viewing it as
just, say, technical knowledgeand understanding of how the
world works.
They go and they get offendedby it, and then they lash out at
the person who's telling themthat that's not their own
thought, or that it's a stupidthought, or whatever the deal is
.
That's not their own thought orthat it's a stupid thought, or
whatever the deal is.
That's going on on thatparticular point for things, and
(04:48):
it makes it so that way.
People have done all sorts ofyou know, absurd things because
of their beliefs.
And if what happens when theirbeliefs don't align with reality
, or that their beliefs aregiven to somebody else?
Given, excuse me, to them bysomebody else?
So how do we rectify this?
(05:09):
What if the belief you have isactually something that's
antithetical to life andantithetical to truth and
antithetical to decency?
What then?
How do we sort out whetherwe're doing the right thing or
not?
How do we sort out whetherwe're making it so that way you
know we're doing the right thingor not?
How do we sort out whetherwe're making it so that way you
know we're doing harm tosomebody else or not?
(05:30):
How do we make it so that waywhen it comes to our own
personal journey of achievingour goals, that these are
actually our thoughts and thatthis is actually what we want to
do rather than what we've beentold that we should do been told
that we should do.
An example that I gave earlierin this series was to make it so
that way when we had a clientof mine that I brought up.
(05:51):
He had his father tell him notto go after his dream when he
was 12 years old and because ofthat he didn't go after it.
And now he's in his mid-30s andhe's only started to really
actively go after it now thathe's working with me directly,
but for 20 something years henever went after his goal.
How much time is wasted becauseof not being able to sort out a
(06:16):
particular thought?
Now, I don't blame him for whathappened, and he shouldn't
blame himself.
He was a 12 yearyear-old kidwhen this was told to him, but
he didn't have any way offiltering out whether this was
right for him to do or right forhim not to do, or what his
father was telling him made anysense or not, because he's 12
years old and that's the thingis that we don't know what we're
(06:39):
carrying around with us, howmuch it can impact our lives in
a negative sense, simply becausewe can't be honest with
ourselves.
And even if we are trying to behonest with ourselves, that
maybe we don't even know what isactually our thoughts and what
aren't our thoughts.
And so this is the differencebetween what to think and how to
(07:01):
think.
The what to think is you'vebeen told this, you've read this
, you've done this, blah blah,blah, blah, blah somewhere else,
or it comes from somebodyelse's secondhand thing with it
and it makes it so.
That way, those thoughts aren'tyour own thoughts.
That doesn't mean you can'tadopt them as your thoughts.
If you actually believe themand if you actually understand
(07:24):
what they're entailing andwhatnot, and they make sense and
all that other stuff, there'snothing wrong with that.
But it can be very detrimentalif you take on the wrong thought
and you take on something thathurts you in terms of achieving
your goals or achieving yourdreams, or it hurts you in the
sense of making it so.
That way you're doing harm toyourself and other people by
(07:45):
going on a path that makes it soyou're not having the very best
possible life for yourself andfor others, or that you're
directly doing something that isnot okay and not realizing that
it's not okay because you werebrought up in that particular
environment.
You can see this with certainforms of people being you, you
know, raised, racist and thatkind of thing.
(08:07):
You know that skin tone matterssomehow rather than the content
of the character of theindividual.
Or you can also see this withcertain people who are brought
up in certain ideologies thatare, you know, that are not good
and whatnot.
People who believe in slavery asan example and whatnot.
It doesn't matter whatever.
(08:28):
It is anybody who believes thatslavery is good or that it is
natural, or that there's nothingwrong with it, or it's just the
way that things are.
These people are having a mindvirus inside of them.
That is not okay and it makesit so that way.
It's hurting them and the worldaround them with it.
It's okay to have a thought inyour head that's not okay and it
makes it so that way.
It's hurting them and the worldaround them with it.
It's okay to have a thought inyour head that's not good.
It's not okay to have thatthought in your head in
(08:50):
perpetuity, meaning forever.
You need to be able to changeyour mind when presented with
the proper evidence that makesit so.
That way, you realize this isnot okay.
This was not a good thought.
I should not continue to takeactions based upon these
thoughts, and so that's.
The other thing is that ourthoughts determine our reality,
(09:13):
because what we think about aparticular situation we might
act on, and if we do act onthose thoughts, then that
becomes who we are as anindividual.
So we need to be very carefulabout what we take to heart
inside of ourselves.
If you take on something that'snot good for you and not good
for somebody else, then you'reharming yourself and the world
(09:35):
around you.
If you're taking on somethingthat's not good for you
personally, then it makes it sothat way you are living a life
that is not what it could be interms of the best option for
yourself, and it makes it sothat way you have to sort out
what is proper and what is notproper in order to live a better
life, and so this is why weneed to do the shadow work, in
(09:59):
order to make it so that way wecan do better for ourselves,
because the world desperatelyneeds a better situation, not
just for, you know, individuals,but for everybody as a whole,
and our world is created byindividuals making decisions.
And so if people have access togood information and they have
(10:22):
access to good decisions ways inorder to weed out various
different techniques of stuffthat are not good for them and
what is actually right and good,then they'll make better
decisions and therefore we'llhave a better world.
But if you just follow thecommands and dictates and orders
of your parents, even ifthey're well-meaning, or of
society, even if they'rewell-meaning, or of other people
(10:44):
and that kind of stuff, orpoliticians and that kind of
thing and so-called leaders,what are their motivations?
Why are they behaving the waythat they are?
And so this is what we're goingto be going over the next few
episodes at a minimum is thebasic understanding of how to
(11:05):
think, rather than what to think, and to make it so we can get
the core truth about any matter,assuming that there's enough
information for you to go and dothat.
So what I'm going to be talkingabout next is something called
the Trivian Method, and it'sjust an introduction.
There's nothing really specialabout it in any way, shape or
(11:26):
form that I'm going to be doingin this particular episode.
I'm literally just going to begiving an overview of how it
works and how it was used byancient people all over the
world as a process fordiscovering truth, and it is the
precursor that our ancientforebearers used in order to
(11:47):
make it so that way we candiscover the world around us,
and it's a precursor to what wewould call the scientific method
today, the true scientificmethod today.
And one of the things I want togo into is a story, very briefly
.
There was this general I forgethis name off the top of my head
(12:10):
, but he was working for Caesarand he decided to take one of
the slaves that was thereunderneath him, and the story
goes that he started to teachthe slave how to think using the
Trivium Method, and eventuallyCaesar finds out that that's
what's going on, and Caesar sayssomething to the effect of you
(12:30):
can't teach him this.
If you teach him this, he won'twant to be a slave anymore, and
then he'll pass it on to otherpeople that are slaves, and then
we will have a huge problem onour hands.
I'm paraphrasing on purpose,but that's kind of what it came
(12:57):
down to in terms of the basicunderstanding of it.
And this general was goingthere and teaching it to someone
who was a slave and making itso that way.
It was not okay for that tohappen from the perspective of
the ruler at the time period,because it would upset the
established order.
And that was just the way thatit was.
(13:21):
The rulers that are tyrantsnever want anybody to be able to
stand up for themselves or ontheir own, or think for
themselves and on their own,because then they can't have
anybody to rule over or itbecomes extremely difficult to
rule over somebody.
And so now, with that littlestory out of the way, we'll go
(13:43):
into the trivia method and howit works as a whole.
So I'm going to start withanother quote that I think also
helps illustrate what I'm tryingto get at and talk about here.
It's from Sir Thomas More, wholived between 1478 and 1535,
from his book Utopia 1635.
(14:06):
From his book Utopia.
For if you, the rulers, sufferyour people to be ill-educated
and their manners to becorrupted from their infancy,
and then punish them for thosecrimes to which their first
education disposed them, whatelse is to be concluded from
this, but that you first makethieves, outlaws in that era and
then punish them.
What else is to be concludedfrom this, but that you first
make thieves, outlaws in thatera, and then punish them.
(14:29):
In other words, he's showingthat the people that were in
power at the time created thesystem that made it so.
That way, these people would bethe way that they are simply
because they did not teach themhow to think properly.
(14:49):
And, of course, we can see theaccumulated effects of having
omitted the Trivium method oflearning how to learn from our
school curriculums today.
Our elementary schools, as wecall them now, used to be called
grammar schools.
There's a reason for thisbecause they were teaching the
(15:13):
grammar, as it's known, thefirst step of the Trivium Method
, and the Trivium Method alsohas logic and rhetoric as the
other two steps for what's goingon.
And, to put this in modernparlance, the easiest way to
understand this would be inputfor the grammar stage,
(15:35):
processing for the logic stageand rhetoric for the output
stage.
In other words, when you'redoing the grammar stage, you're
getting all of your informationthat you need on a particular
topic in order, and then you'regoing to have all that set up
and ready, which makes it so.
That way, you have the input,then you're going to use logic
(15:55):
and look for any inconsistenciesthat you can find and use
various different techniques inorder to make it so.
That way you can process thatinformation.
This goes over here, that goesover there.
This makes it so.
That way we know what actuallyhappened.
There's contradictions betweenthese two sides.
Maybe this one's propaganda,maybe they're both propaganda.
(16:15):
You know you have to sort allthat out, or you know you could
also have it to where it's justsomething else entirely, to
where it's like well, this isnot the results I expected,
based upon our currentunderstanding of science, and it
gave us a completely differentresult.
So how do we rectify thissituation now that we've done an
experiment?
And then the last step, theoutput would be whatever it is
(16:40):
that you get from the first twostages, so the information or
lack thereof, the ability toprocess correctly the
information that's been handingto you or lack thereof, and then
the output that stems from it.
This is what the basics of theTrivium Method are.
So the next thing I'm going tobring up is the meaning of what
(17:02):
the Trivium Method means, likethe actual literal meaning of it
, and something that we've allprobably heard of at one point
or another in our lives theseven classical liberal arts but
may not be familiar with, inwhich the Trivium Method is the
first three of the classicalliberal arts, with the next four
being arithmetic, geometry,music and astronomy.
(17:25):
So together they form anintegrated classical Trivium,
which is a Latin word meaningthe place where three roads meet
, of course, for those are thethree metaphorical roads listed
above, aka input, processing,output or, as we also mentioned
earlier, grammar, logic andrhetoric, as it was known to the
(17:45):
ancients.
However, to avoid confusion,we'll just call them parts or
steps from here on.
So these steps also form thefirst three of the classical
liberal arts and sciences.
The last four parts werecollectively called the
quadrivium.
When you have this, as Imentioned earlier, arithmetic,
(18:06):
or number, geometry, number inspace, music, or number in time,
and finally astronomy, thefourth one, or number in space
and time.
So, as you can see, each stepbuilds upon itself in terms of
the quadrivium as well.
You have number, then you gotnumber in time, excuse me,
(18:28):
number in space, then number intime, and then number in space
and time.
So they keep building on top ofeach other in terms of how you
can use them and what you'regoing to be using them for, and
this makes it so.
That way you can go and do muchbetter for the understanding of
the world around you.
With arithmetic you can dobasic math and make it so.
That way you can, you know,make sure that you have the
(18:52):
proper number of things that youneed with it.
With geometry, you can start tounderstand the grand design of
the universe and how it cameinto being, as well as making it
so that way you can go andbuild things properly for
yourself and do all these otherthings that are going on.
Music makes it so.
That way we use an entireglobal process of our brain so
we can be creative with numbers.
(19:13):
And make it so that way we canconnect with other people and
have a generative process thatgoes inside of us.
And then astronomy connects usto the cosmos above us and make
it so.
That way we can see the grandmajesty of life all around us
and maybe perhaps even make itso that we can discover what our
purpose is and why we're hereand other things that the
(19:35):
ancients asked themselves whenthey looked upon the stars and
the sky and whatnot.
Anyway, this is what the sevenclassical liberal arts were, the
trivium and the codriviumcombined.
So now I'm going to continue onwith the basics of the trivium
method and we're going to breakit down.
The first step is grammar,which literally just means
(19:56):
knowledge of that which existsin terms of how it's used in the
trivia method, and it answersthe four questions of a subject
who, what, where, when.
So who are the entities thatare involved?
What transpired, where islocation and when is time.
(20:22):
Logic, which is just theunderstanding of the
interrelationships of that whichexist, which we answered in the
who, what, where and when.
And this answers the why of thesubject, why they did what they
(20:43):
did, what transpired the waythat it did, the reason why they
were at the location and timethat they were doing with it.
And then, of course, rhetoric,which is communication of
grammar and logic, or the firsttwo steps of it, which would be
input and processing, makes itso.
That way provides the how ofthe subject.
So if we take a particularsubject let's say that we're
taking medicine as an examplefor what's going on then you
(21:06):
would make it so that way, youstart with asking the questions
of who was involved, whathappened, where does it hurt you
know these could be if you havemultiple patients and whatnot
and where it hurts inside ofthem the time that it happened,
like how long ago, how long thesymptoms have been on with it.
Then they have to figure outthe why of all these things with
(21:28):
it and then, once that's done,then they can come up with a way
of dealing with that and thatbecomes the how of the subject
how to take all the informationthat has been put together and
take action in the world basedupon it to make a good decision.
That's literally how well everysingle version of any
particular field works.
You have to answer all thesequestions and then you have to
(21:51):
make it so that way you canunderstand it.
So this is literally abreakdown process of every
subject that there is and how tolearn it properly.
And even one subject we haven'teven discovered yet or don't
understand exists yet, becausewe haven't gotten the basic
grammar in order to know thatthey even do exist.
So this is what's happening inthis particular thing, and I'm
(22:12):
trying to show you the power ofbeing able to have this
particular method at yourdisposal.
So this is the order that youhave to do everything and no
matter what subject you're doingit is and how long you think
that you've been an expert at aparticular subject.
This is what you have to doevery time a particular subject
(22:33):
matter comes up with it.
Our understanding of thingsconstantly change.
We get new knowledge, we getnew information, we have new
experiences, whatever.
So the trivium is presented toin the grammar stage, and this
is where you take raw data andyou just gather factual data
into a coherent body ofknowledge.
Then, in the next stage, thelogic stage or the processing
(22:56):
stage, in order to gainunderstanding of that body, you
have to systematically eliminateall found contradictions within
it to the best possible thatyou can.
You can use basic logicalskills in terms of figuring out
whether what's being done isthere, makes any sense
(23:16):
whatsoever, and that's not hardto do for certain fields.
But then each field has its owntools to help with that.
Archaeology is going to have adifferent method for figuring
out truth than medicine will,than you would in chemistry or
than you would in what you woulddo for linguistics, as an
example.
Each one has their own way oftrying to process and eliminate
(23:40):
the data that has contradictionsin it to make it so.
That way you can go on to thenext stage, the rhetoric stage,
which is where you wiselyexpress and utilize the valid
knowledge and understanding inthe real world.
It is especially important toremember, though, that when you
ask questions such as what, thatthere is no presupposition on
(24:02):
it, meaning that you don't havea preconceived idea of what's
going on, that you don't have anotion of what's going to occur
ahead of time when it comes tothis.
A perfect example of this isthat a man treating a woman
poorly does not prove theexistence of a patriarchy, or
(24:24):
that men in general oppresswomen.
Why?
Because the man might treatother men the same way, for
starters, and some women mighttreat other women poorly in the
exact same way, and ergo, inthis particular example, just
because you see it happen onetime, you might need more data
in order to reach a particularconclusion about what's going on
(24:46):
.
So you don't want to come toconclusions too different
sources as you can in order tomake it so that you can truly
fully grasp a subject matter.
Now, of course, you might bethinking I don't have time for
all this.
Well, okay, if you really careabout the subject, then you'll
(25:26):
make time for it.
And the reason why I bring thatup is because, when it comes to
your personal life and whatwe're trying to do here.
If you want to spend yourentire life being on the wrong
track and feeling like you'relost in your life and all that,
then you're right.
You don't want to do that.
You want to move as quickly inquotation marks as possible
rather than making it so.
That way, you actually make thecorrect decision for yourself
and then keep moving forward.
See, this is where peoplestumble around a lot, as they
(25:48):
keep thinking that they knowwhat they want, when in reality
they don't know what they wantout of life, because they
haven't done enough reflectivework on themselves in order to
understand what they truly wantto do with their lives and what
they truly want to get out oflife.
Now back to the trivia method interms of me teaching you some
(26:09):
of the basics.
So, in the beginning stages inthis case, the gathering of data
, information, the input stage,what was formerly called grammar
you know each way of doingthings might be different.
So, as an example, if you wantto take actual grammar rules
from actual languages, englishis going to be different from
(26:31):
Russian or from Latin or fromHindi or from Quechua, whatever,
and you have to understand thebasic rules of that particular
language first before you canstart actually using the
language properly and whatnot.
This is the same thing for anyparticular field of human
(26:54):
knowledge and endeavor.
There are certain things youhave to understand about stuff
before you can do it.
Now, some of it is instinctual,like walking.
We can see that other humansare walking and as a child, we
want to imitate our parents andother adults around us who are
capable of walking, so webelieve that we can, and then
(27:14):
eventually we make a bunch ofmistakes along the way, falling
over and all that other stuff,and eventually we figure it out
and we can walk Some of it.
We don't need to have words forand a rule book for and all
that other stuff, because it'sjust part of life.
Other things though certaindisciplines you need to be able
to make it so that way youunderstand the rules of that
(27:35):
particular discipline in orderto be able to understand how it
functions and work and why theyhave that particular rule sets
for things and knowledge ofthings in order to be able to
speak.
That that's why you knowthere's medical terminology for
medicine which is different thanyou know other fields of
science and whatnot.
(27:56):
Some of it overlaps, of course,because we're using Latin.
Whatnot?
Some of it overlaps, of course,because we're using Latin.
But the point is is that youneed to understand the stuff
that's actually going on insideof yourself, and this is how
make it so.
That way you understand theserules, then you can go much
further and go on to the nextstage of whatever particular
(28:20):
thing that you're trying to workon and fully comprehend.
So, in the logic stage, in theprocessing stage, the whole
point of it is to develop thefaculty of reason and establish
valid, non-contradictoryrelationships among the facts.
It also makes it so.
That way you can have basic,systematic understanding and
(28:42):
guide to thinking for correctunderstanding of any particular
topic without logical fallacies.
It is the art ofnon-contradictory identification
of things, and so you need tomake it so, that way we can tie
it to the real, objective worldaround you.
If we, as human species, claimthat we want peace and we
(29:04):
currently don't have peacebecause we're at war, all the
time, in conflict with ourselvesand with other people, then
there are certain conditionsthat have not yet been met in
order to make it so.
That way we can have peace orabundance, or whatever it is
else that we claim that we wantas a species and as individuals,
and so we have to be able tohonestly answer and look at
(29:29):
those facts and look at whatthey are for ourselves and that
kind of stuff.
And so the whole point of usingthe logic stage of things in
order to make it so we can getwhat we want out of stuff is to
tie it to objective reality andto make it so that way we can
bring our subjective thoughts ofthe mind and our subsequent
actions of the body into harmonywith the rhythm of the
(29:52):
objective universe.
It's a poetic way of sayingjust to make it so we align
ourselves with reality andactually do things that need to
be done in a proper sense for it.
This does not mean we ignoreour impulses in the sense of how
we feel about a particularsituation.
It depends on what it is.
If you're angry at a factbecause you don't like the fact,
(30:12):
because it goes against yourparticular belief system, about
something that doesn't changethe fact, it just means that you
don't like the fact and it'schallenging what you currently
hold on to.
However, in the case of makingit so that way, it's a dream of
yours and it's actually a realdream, which will go making it
into reality later anddetermining how to come to that
(30:35):
conclusion of what you want todo with your life that's
actually beneficial to yourselfand to other people, then you
know that's something that'sunique to you, that is
subjective.
But it is also objectively truethat if you go and do another
path that isn't that way,they're going to be miserable
and unfulfilled and you're goingto take that out on other
people and it makes it soeverybody else is going to have
(30:56):
more nonsense that they have todeal with and you're never going
to be truly happy and fulfilledin your life.
So you need to take yoursubjective aspects of yourself
and use it to fit with thereality that's around you, to
make it so that way you can goand do better things.
A very simple understanding ofthis is that if you're hungry,
you need to eat.
(31:16):
Subjectively, you feel hungryfor what it is.
It's not something that can beexpressed outwardly or shown
100%.
Maybe you know you considergrumbling of the tummy and
whatnot as something that'sgoing on with it, but the point
is is that it's a feeling insideof you that you have and
objectively, you need to takecare of that particular feeling
(31:40):
you have and, objectively, youneed to take care of that
particular feeling.
You know, in order to make thathappen this could be true of
other things that come up, evennatural stuff too, but there's a
bridging of the gap that has tohappen.
You can be thirsty, you can dowhatever it needs to be done.
So that's what I mean here, bybringing your subjective
thoughts of mind, and then yoursubsequent actions of the body,
into harmony with the rhythm ofthe objective universe.
(32:01):
All right, and on to rhetoricnow, or the output.
So this step applies knowledgeand understanding, and when you
apply knowledge andunderstanding to something, you
automatically get wisdom.
And so this step consists ofusable knowledge that allows one
to explore and find the properchoice for coherently expressing
(32:23):
whatever conclusions have cometo based upon the first two
stages.
Naturally, those would be theconclusions reached through
those stages and any subject,whether it may be in writing or
verbal argumentation or whatever.
So this makes it so.
That way you can actually takewhat you found and use it in the
(32:46):
real world.
That's all that the rhetoricstage is in terms of how to
apply it into your real life, orthe output stage of things with
it.
It's not really a hard step tounderstand in any way, shape or
form.
Understand in any way, shape orform, and it is the final
(33:08):
result out of the previous twosteps and gives you the how of
something like how you canachieve your goal or at least
how you can figure out the nextstep of what needs to be done
for your goal.
Say, your goal is a much moreambitious goal, like getting
people to live on Mars.
You're going to have to figureout a lot of hows to make that
happen and you're going to haveto have a high level of
understanding of things.
(33:28):
In comparison to, say, makingit so that way.
I can, you know, just put ashirt on or whatever.
The deal is Very simple thingthat most people can do every
day in comparison to the amountof level of understanding that
we need to have in order tosurvive on another planet.
(33:49):
But it's the same process, allright, this might be getting a
little heady for most people, soI'm just going to try to make
this simplified and easy forthis last little bit.
The system as a whole is makingit so that way.
You have knowledge.
Then, once you have thatknowledge, you get understanding
(34:10):
from it.
You be able to make it so.
That way you get wisdom whichallows true learning.
So first stage is discoveringand arranging a body of
knowledge under general grammar,aka the rules of that
particular system.
The second part is fullyunderstanding that knowledge
under formalized logic in orderto make it so.
That way you can get thedesired results for yourself and
(34:31):
weed out any contradictionsthat are going to hamper
whatever your goals are.
Finally, when you get to thelast stage, this will allow the
expressing of that knowledge andunderstanding.
And the above are threedistinctly different but
interrelated disciplines thatyield objective, verifiable
truth when applied as anintegrated unit.
(34:53):
This is all that it is.
It's just a system ofscientific method that you can
do for yourself on any topic.
You can do it in your internalworld as well, and making it so
that way, that's the case, forthat you can figure out why
you're angry about something orhow anger even arises inside of
you as an individual.
(35:13):
If you make it so that way, youtake the cases of all the anger
that you have with it, ormultiple with it, just like
we've talked about before.
You can't just do it with one.
Okay, I have 100 of these cases.
Is there something I can learnfrom this anger that pops up
with it.
Yeah, okay, this is.
I'm angry when people do this.
I'm angry when this happens.
I'm angry when that happens.
(35:34):
I'm not angry when these thingshappen though when I thought
that I would be when really someother feelings I have.
Whatever the case is, it allowsus to go and do that.
This is a system to make it so.
That way you can do it foranything, for what's going on.
It is something that's notdivided up into various
different types of knowledge.
Different types of knowledgewould be stuff that we've
(35:56):
touched on before medical field,finance, history, archaeology,
archaeology, linguistics orwhatever it is that you're doing
.
These are all different fieldsof knowledge, and making it so
that way you understand thatparticular body of knowledge is
going through the same step andprocess every time.
(36:17):
So this is what the Atphiummethod is about.
It's an introduction to it.
I hope that you find thisinteresting.
I know that's probably notsomething that's a fun topic,
but it is extremely useful topicand we're going to dive into it
a couple more episodes probablyand just get the basics down
(36:41):
down so that way you can takethis and use it for yourself in
various different aspects ofyour life.
If you've enjoyed this episode,I would really encourage you to
make it so.
That way you subscribe to thepodcast and make it so that way
you leave a rating for it.
It'll really help us out a lot.
Also, if you are so inclined todo so and want to get more
(37:05):
information about stuffregarding everything that has
happened on this podcast seasonthus far, then please sign up to
my email list in order to makeit so.
That way you can stay inconstant contact and get new
information and updates aboutnew opportunities all the time,
including the fact of making itso that way you can work with me
(37:27):
one-on-one as a client.
Thank you very much.
I hope you've all gottensomething out of this.
We will continue on with theimportant aspects of the trivia
method aka how to think in thenext episode.
Thank you.
there was this general I forget his name off
the top of my head, but he wasworking for Caesar and he
decided to take one of theslaves that was there underneath
him, and the story goes that hestarted to teach the slave how
to think using the TriviumMethod, and eventually Caesar
finds out that that's what'sgoing on.
And Caesar says something tothe effect of you can't teach
(00:25):
him this.
If you teach him this, he won'twant to be a slave anymore, and
then he'll pass it on to otherpeople that are slaves, and then
we will have a huge problem onour hands.
Speaker 2 (00:45):
Thank you.
Speaker 1 (01:27):
Hello and welcome to the Forbidden Knowledge Podcast.
My name is Nathaniel Hoitmacherand I will be your host.
In the last few episodes we'vebeen going over honesty and the
importance of doing so, and how,if you stray from being honest
in your various differentendeavors including with
yourself and with other people,all the problems that occurs
(01:52):
from it and how it's actuallyagainst what the world even
demands of us, from a strictlypure point of view when looking
at things.
Strictly pure point of viewwhen looking at things.
So I think we've covered thattopic enough for the beginning
of all this and just the basicsof the season, and we will be
(02:13):
continuing onward.
In this episode we'll befocusing on the very basic
bare-bones structure of how tothink, bare-bones structure of
how to think.
But before we get into that, Iwant to explain the difference
between what to think and how tothink In our modern era.
(02:35):
Most people think that they knowhow to think, but in reality
most of their thoughts are nottheir own and they have no way
of knowing how to distinguishbetween what is their own
thought, what isn't their ownthought and whether the thoughts
that they have and have beenhanded to them make any sense.
We think that because we'vebeen educated through public
(02:59):
schools or through privateschools or whatever the deal is,
that we've gotten from it, thatthat means that we have a mark
of an educated mind.
This is true to a certainextent, but it also makes it so
that way.
Are these your own thoughts?
Do you know how to distinguishbetween the thoughts that you've
(03:20):
learned in whatever textbookthat you've read, versus
whatever your own view is on aparticular subject?
How do we make decisions whenwe have conflicting information?
See, a lot of the time inschool they make it so that way.
All you do is regurgitateinformation.
(03:42):
That's not thinking.
Regurgitate information.
That's not thinking, that'sjust making it so.
That way you parrot back whatyou've learned.
That's a robot.
A robot can tell you to do that.
You type in two plus two equalsfour and it says four whenever
you type that in.
That's not a human being,that's not thinking, that's just
(04:03):
regurgitating anything with it.
But the problem becomes when wetake on these thoughts and make
them our worldview.
So, as an example, if I take ona particular thought about
something that's not my own,then someone comes and says, hey
, that particular thought isstupid.
And here's the reason why mostpeople because they've added it
(04:26):
to their identity of who theyare, rather than viewing it as
just, say, technical knowledgeand understanding of how the
world works.
They go and they get offendedby it, and then they lash out at
the person who's telling themthat that's not their own
thought, or that it's a stupidthought, or whatever the deal is
.
That's not their own thought orthat it's a stupid thought, or
whatever the deal is.
That's going on on thatparticular point for things, and
(04:48):
it makes it so that way.
People have done all sorts ofyou know, absurd things because
of their beliefs.
And if what happens when theirbeliefs don't align with reality
, or that their beliefs aregiven to somebody else?
Given, excuse me, to them bysomebody else?
So how do we rectify this?
(05:09):
What if the belief you have isactually something that's
antithetical to life andantithetical to truth and
antithetical to decency?
What then?
How do we sort out whetherwe're doing the right thing or
not?
How do we sort out whetherwe're making it so that way you
know we're doing the right thingor not?
How do we sort out whetherwe're making it so that way you
know we're doing harm tosomebody else or not?
(05:30):
How do we make it so that waywhen it comes to our own
personal journey of achievingour goals, that these are
actually our thoughts and thatthis is actually what we want to
do rather than what we've beentold that we should do been told
that we should do.
An example that I gave earlierin this series was to make it so
that way when we had a clientof mine that I brought up.
(05:51):
He had his father tell him notto go after his dream when he
was 12 years old and because ofthat he didn't go after it.
And now he's in his mid-30s andhe's only started to really
actively go after it now thathe's working with me directly,
but for 20 something years henever went after his goal.
How much time is wasted becauseof not being able to sort out a
(06:16):
particular thought?
Now, I don't blame him for whathappened, and he shouldn't
blame himself.
He was a 12 yearyear-old kidwhen this was told to him, but
he didn't have any way offiltering out whether this was
right for him to do or right forhim not to do, or what his
father was telling him made anysense or not, because he's 12
years old and that's the thingis that we don't know what we're
(06:39):
carrying around with us, howmuch it can impact our lives in
a negative sense, simply becausewe can't be honest with
ourselves.
And even if we are trying to behonest with ourselves, that
maybe we don't even know what isactually our thoughts and what
aren't our thoughts.
And so this is the differencebetween what to think and how to
(07:01):
think.
The what to think is you'vebeen told this, you've read this
, you've done this, blah blah,blah, blah, blah somewhere else,
or it comes from somebodyelse's secondhand thing with it
and it makes it so.
That way, those thoughts aren'tyour own thoughts.
That doesn't mean you can'tadopt them as your thoughts.
If you actually believe themand if you actually understand
(07:24):
what they're entailing andwhatnot, and they make sense and
all that other stuff, there'snothing wrong with that.
But it can be very detrimentalif you take on the wrong thought
and you take on something thathurts you in terms of achieving
your goals or achieving yourdreams, or it hurts you in the
sense of making it so.
That way you're doing harm toyourself and other people by
(07:45):
going on a path that makes it soyou're not having the very best
possible life for yourself andfor others, or that you're
directly doing something that isnot okay and not realizing that
it's not okay because you werebrought up in that particular
environment.
You can see this with certainforms of people being you, you
know, raised, racist and thatkind of thing.
(08:07):
You know that skin tone matterssomehow rather than the content
of the character of theindividual.
Or you can also see this withcertain people who are brought
up in certain ideologies thatare, you know, that are not good
and whatnot.
People who believe in slavery asan example and whatnot.
It doesn't matter whatever.
(08:28):
It is anybody who believes thatslavery is good or that it is
natural, or that there's nothingwrong with it, or it's just the
way that things are.
These people are having a mindvirus inside of them.
That is not okay and it makesit so that way.
It's hurting them and the worldaround them with it.
It's okay to have a thought inyour head that's not okay and it
makes it so that way.
It's hurting them and the worldaround them with it.
It's okay to have a thought inyour head that's not good.
It's not okay to have thatthought in your head in
(08:50):
perpetuity, meaning forever.
You need to be able to changeyour mind when presented with
the proper evidence that makesit so.
That way, you realize this isnot okay.
This was not a good thought.
I should not continue to takeactions based upon these
thoughts, and so that's.
The other thing is that ourthoughts determine our reality,
(09:13):
because what we think about aparticular situation we might
act on, and if we do act onthose thoughts, then that
becomes who we are as anindividual.
So we need to be very carefulabout what we take to heart
inside of ourselves.
If you take on something that'snot good for you and not good
for somebody else, then you'reharming yourself and the world
(09:35):
around you.
If you're taking on somethingthat's not good for you
personally, then it makes it sothat way you are living a life
that is not what it could be interms of the best option for
yourself, and it makes it sothat way you have to sort out
what is proper and what is notproper in order to live a better
life, and so this is why weneed to do the shadow work, in
(09:59):
order to make it so that way wecan do better for ourselves,
because the world desperatelyneeds a better situation, not
just for, you know, individuals,but for everybody as a whole,
and our world is created byindividuals making decisions.
And so if people have access togood information and they have
(10:22):
access to good decisions ways inorder to weed out various
different techniques of stuffthat are not good for them and
what is actually right and good,then they'll make better
decisions and therefore we'llhave a better world.
But if you just follow thecommands and dictates and orders
of your parents, even ifthey're well-meaning, or of
society, even if they'rewell-meaning, or of other people
(10:44):
and that kind of stuff, orpoliticians and that kind of
thing and so-called leaders,what are their motivations?
Why are they behaving the waythat they are?
And so this is what we're goingto be going over the next few
episodes at a minimum is thebasic understanding of how to
(11:05):
think, rather than what to think, and to make it so we can get
the core truth about any matter,assuming that there's enough
information for you to go and dothat.
So what I'm going to be talkingabout next is something called
the Trivian Method, and it'sjust an introduction.
There's nothing really specialabout it in any way, shape or
(11:26):
form that I'm going to be doingin this particular episode.
I'm literally just going to begiving an overview of how it
works and how it was used byancient people all over the
world as a process fordiscovering truth, and it is the
precursor that our ancientforebearers used in order to
(11:47):
make it so that way we candiscover the world around us,
and it's a precursor to what wewould call the scientific method
today, the true scientificmethod today.
And one of the things I want togo into is a story, very briefly
.
There was this general I forgethis name off the top of my head
(12:10):
, but he was working for Caesarand he decided to take one of
the slaves that was thereunderneath him, and the story
goes that he started to teachthe slave how to think using the
Trivium Method, and eventuallyCaesar finds out that that's
what's going on, and Caesar sayssomething to the effect of you
(12:30):
can't teach him this.
If you teach him this, he won'twant to be a slave anymore, and
then he'll pass it on to otherpeople that are slaves, and then
we will have a huge problem onour hands.
I'm paraphrasing on purpose,but that's kind of what it came
(12:57):
down to in terms of the basicunderstanding of it.
And this general was goingthere and teaching it to someone
who was a slave and making itso that way.
It was not okay for that tohappen from the perspective of
the ruler at the time period,because it would upset the
established order.
And that was just the way thatit was.
(13:21):
The rulers that are tyrantsnever want anybody to be able to
stand up for themselves or ontheir own, or think for
themselves and on their own,because then they can't have
anybody to rule over or itbecomes extremely difficult to
rule over somebody.
And so now, with that littlestory out of the way, we'll go
(13:43):
into the trivia method and howit works as a whole.
So I'm going to start withanother quote that I think also
helps illustrate what I'm tryingto get at and talk about here.
It's from Sir Thomas More, wholived between 1478 and 1535,
from his book Utopia 1635.
(14:06):
From his book Utopia.
For if you, the rulers, sufferyour people to be ill-educated
and their manners to becorrupted from their infancy,
and then punish them for thosecrimes to which their first
education disposed them, whatelse is to be concluded from
this, but that you first makethieves, outlaws in that era and
then punish them.
What else is to be concludedfrom this, but that you first
make thieves, outlaws in thatera, and then punish them.
(14:29):
In other words, he's showingthat the people that were in
power at the time created thesystem that made it so.
That way, these people would bethe way that they are simply
because they did not teach themhow to think properly.
(14:49):
And, of course, we can see theaccumulated effects of having
omitted the Trivium method oflearning how to learn from our
school curriculums today.
Our elementary schools, as wecall them now, used to be called
grammar schools.
There's a reason for thisbecause they were teaching the
(15:13):
grammar, as it's known, thefirst step of the Trivium Method
, and the Trivium Method alsohas logic and rhetoric as the
other two steps for what's goingon.
And, to put this in modernparlance, the easiest way to
understand this would be inputfor the grammar stage,
(15:35):
processing for the logic stageand rhetoric for the output
stage.
In other words, when you'redoing the grammar stage, you're
getting all of your informationthat you need on a particular
topic in order, and then you'regoing to have all that set up
and ready, which makes it so.
That way, you have the input,then you're going to use logic
(15:55):
and look for any inconsistenciesthat you can find and use
various different techniques inorder to make it so.
That way you can process thatinformation.
This goes over here, that goesover there.
This makes it so.
That way we know what actuallyhappened.
There's contradictions betweenthese two sides.
Maybe this one's propaganda,maybe they're both propaganda.
(16:15):
You know you have to sort allthat out, or you know you could
also have it to where it's justsomething else entirely, to
where it's like well, this isnot the results I expected,
based upon our currentunderstanding of science, and it
gave us a completely differentresult.
So how do we rectify thissituation now that we've done an
experiment?
And then the last step, theoutput would be whatever it is
(16:40):
that you get from the first twostages, so the information or
lack thereof, the ability toprocess correctly the
information that's been handingto you or lack thereof, and then
the output that stems from it.
This is what the basics of theTrivium Method are.
So the next thing I'm going tobring up is the meaning of what
(17:02):
the Trivium Method means, likethe actual literal meaning of it
, and something that we've allprobably heard of at one point
or another in our lives theseven classical liberal arts but
may not be familiar with, inwhich the Trivium Method is the
first three of the classicalliberal arts, with the next four
being arithmetic, geometry,music and astronomy.
(17:25):
So together they form anintegrated classical Trivium,
which is a Latin word meaningthe place where three roads meet
, of course, for those are thethree metaphorical roads listed
above, aka input, processing,output or, as we also mentioned
earlier, grammar, logic andrhetoric, as it was known to the
(17:45):
ancients.
However, to avoid confusion,we'll just call them parts or
steps from here on.
So these steps also form thefirst three of the classical
liberal arts and sciences.
The last four parts werecollectively called the
quadrivium.
When you have this, as Imentioned earlier, arithmetic,
(18:06):
or number, geometry, number inspace, music, or number in time,
and finally astronomy, thefourth one, or number in space
and time.
So, as you can see, each stepbuilds upon itself in terms of
the quadrivium as well.
You have number, then you gotnumber in time, excuse me,
(18:28):
number in space, then number intime, and then number in space
and time.
So they keep building on top ofeach other in terms of how you
can use them and what you'regoing to be using them for, and
this makes it so.
That way you can go and do muchbetter for the understanding of
the world around you.
With arithmetic you can dobasic math and make it so.
That way you can, you know,make sure that you have the
(18:52):
proper number of things that youneed with it.
With geometry, you can start tounderstand the grand design of
the universe and how it cameinto being, as well as making it
so that way you can go andbuild things properly for
yourself and do all these otherthings that are going on.
Music makes it so.
That way we use an entireglobal process of our brain so
we can be creative with numbers.
(19:13):
And make it so that way we canconnect with other people and
have a generative process thatgoes inside of us.
And then astronomy connects usto the cosmos above us and make
it so.
That way we can see the grandmajesty of life all around us
and maybe perhaps even make itso that we can discover what our
purpose is and why we're hereand other things that the
(19:35):
ancients asked themselves whenthey looked upon the stars and
the sky and whatnot.
Anyway, this is what the sevenclassical liberal arts were, the
trivium and the codriviumcombined.
So now I'm going to continue onwith the basics of the trivium
method and we're going to breakit down.
The first step is grammar,which literally just means
(19:56):
knowledge of that which existsin terms of how it's used in the
trivia method, and it answersthe four questions of a subject
who, what, where, when.
So who are the entities thatare involved?
What transpired, where islocation and when is time.
(20:22):
Logic, which is just theunderstanding of the
interrelationships of that whichexist, which we answered in the
who, what, where and when.
And this answers the why of thesubject, why they did what they
(20:43):
did, what transpired the waythat it did, the reason why they
were at the location and timethat they were doing with it.
And then, of course, rhetoric,which is communication of
grammar and logic, or the firsttwo steps of it, which would be
input and processing, makes itso.
That way provides the how ofthe subject.
So if we take a particularsubject let's say that we're
taking medicine as an examplefor what's going on then you
(21:06):
would make it so that way, youstart with asking the questions
of who was involved, whathappened, where does it hurt you
know these could be if you havemultiple patients and whatnot
and where it hurts inside ofthem the time that it happened,
like how long ago, how long thesymptoms have been on with it.
Then they have to figure outthe why of all these things with
(21:28):
it and then, once that's done,then they can come up with a way
of dealing with that and thatbecomes the how of the subject
how to take all the informationthat has been put together and
take action in the world basedupon it to make a good decision.
That's literally how well everysingle version of any
particular field works.
You have to answer all thesequestions and then you have to
(21:51):
make it so that way you canunderstand it.
So this is literally abreakdown process of every
subject that there is and how tolearn it properly.
And even one subject we haven'teven discovered yet or don't
understand exists yet, becausewe haven't gotten the basic
grammar in order to know thatthey even do exist.
So this is what's happening inthis particular thing, and I'm
(22:12):
trying to show you the power ofbeing able to have this
particular method at yourdisposal.
So this is the order that youhave to do everything and no
matter what subject you're doingit is and how long you think
that you've been an expert at aparticular subject.
This is what you have to doevery time a particular subject
(22:33):
matter comes up with it.
Our understanding of thingsconstantly change.
We get new knowledge, we getnew information, we have new
experiences, whatever.
So the trivium is presented toin the grammar stage, and this
is where you take raw data andyou just gather factual data
into a coherent body ofknowledge.
Then, in the next stage, thelogic stage or the processing
(22:56):
stage, in order to gainunderstanding of that body, you
have to systematically eliminateall found contradictions within
it to the best possible thatyou can.
You can use basic logicalskills in terms of figuring out
whether what's being done isthere, makes any sense
(23:16):
whatsoever, and that's not hardto do for certain fields.
But then each field has its owntools to help with that.
Archaeology is going to have adifferent method for figuring
out truth than medicine will,than you would in chemistry or
than you would in what you woulddo for linguistics, as an
example.
Each one has their own way oftrying to process and eliminate
(23:40):
the data that has contradictionsin it to make it so.
That way you can go on to thenext stage, the rhetoric stage,
which is where you wiselyexpress and utilize the valid
knowledge and understanding inthe real world.
It is especially important toremember, though, that when you
ask questions such as what, thatthere is no presupposition on
(24:02):
it, meaning that you don't havea preconceived idea of what's
going on, that you don't have anotion of what's going to occur
ahead of time when it comes tothis.
A perfect example of this isthat a man treating a woman
poorly does not prove theexistence of a patriarchy, or
(24:24):
that men in general oppresswomen.
Why?
Because the man might treatother men the same way, for
starters, and some women mighttreat other women poorly in the
exact same way, and ergo, inthis particular example, just
because you see it happen onetime, you might need more data
in order to reach a particularconclusion about what's going on
(24:46):
.
So you don't want to come toconclusions too different
sources as you can in order tomake it so that you can truly
fully grasp a subject matter.
Now, of course, you might bethinking I don't have time for
all this.
Well, okay, if you really careabout the subject, then you'll
(25:26):
make time for it.
And the reason why I bring thatup is because, when it comes to
your personal life and whatwe're trying to do here.
If you want to spend yourentire life being on the wrong
track and feeling like you'relost in your life and all that,
then you're right.
You don't want to do that.
You want to move as quickly inquotation marks as possible
rather than making it so.
That way, you actually make thecorrect decision for yourself
and then keep moving forward.
See, this is where peoplestumble around a lot, as they
(25:48):
keep thinking that they knowwhat they want, when in reality
they don't know what they wantout of life, because they
haven't done enough reflectivework on themselves in order to
understand what they truly wantto do with their lives and what
they truly want to get out oflife.
Now back to the trivia method interms of me teaching you some
(26:09):
of the basics.
So, in the beginning stages inthis case, the gathering of data
, information, the input stage,what was formerly called grammar
you know each way of doingthings might be different.
So, as an example, if you wantto take actual grammar rules
from actual languages, englishis going to be different from
(26:31):
Russian or from Latin or fromHindi or from Quechua, whatever,
and you have to understand thebasic rules of that particular
language first before you canstart actually using the
language properly and whatnot.
This is the same thing for anyparticular field of human
(26:54):
knowledge and endeavor.
There are certain things youhave to understand about stuff
before you can do it.
Now, some of it is instinctual,like walking.
We can see that other humansare walking and as a child, we
want to imitate our parents andother adults around us who are
capable of walking, so webelieve that we can, and then
(27:14):
eventually we make a bunch ofmistakes along the way, falling
over and all that other stuff,and eventually we figure it out
and we can walk Some of it.
We don't need to have words forand a rule book for and all
that other stuff, because it'sjust part of life.
Other things though certaindisciplines you need to be able
to make it so that way youunderstand the rules of that
(27:35):
particular discipline in orderto be able to understand how it
functions and work and why theyhave that particular rule sets
for things and knowledge ofthings in order to be able to
speak.
That that's why you knowthere's medical terminology for
medicine which is different thanyou know other fields of
science and whatnot.
(27:56):
Some of it overlaps, of course,because we're using Latin.
Whatnot?
Some of it overlaps, of course,because we're using Latin.
But the point is is that youneed to understand the stuff
that's actually going on insideof yourself, and this is how
make it so.
That way you understand theserules, then you can go much
further and go on to the nextstage of whatever particular
(28:20):
thing that you're trying to workon and fully comprehend.
So, in the logic stage, in theprocessing stage, the whole
point of it is to develop thefaculty of reason and establish
valid, non-contradictoryrelationships among the facts.
It also makes it so.
That way you can have basic,systematic understanding and
(28:42):
guide to thinking for correctunderstanding of any particular
topic without logical fallacies.
It is the art ofnon-contradictory identification
of things, and so you need tomake it so, that way we can tie
it to the real, objective worldaround you.
If we, as human species, claimthat we want peace and we
(29:04):
currently don't have peacebecause we're at war, all the
time, in conflict with ourselvesand with other people, then
there are certain conditionsthat have not yet been met in
order to make it so.
That way we can have peace orabundance, or whatever it is
else that we claim that we wantas a species and as individuals,
and so we have to be able tohonestly answer and look at
(29:29):
those facts and look at whatthey are for ourselves and that
kind of stuff.
And so the whole point of usingthe logic stage of things in
order to make it so we can getwhat we want out of stuff is to
tie it to objective reality andto make it so that way we can
bring our subjective thoughts ofthe mind and our subsequent
actions of the body into harmonywith the rhythm of the
(29:52):
objective universe.
It's a poetic way of sayingjust to make it so we align
ourselves with reality andactually do things that need to
be done in a proper sense for it.
This does not mean we ignoreour impulses in the sense of how
we feel about a particularsituation.
It depends on what it is.
If you're angry at a factbecause you don't like the fact,
(30:12):
because it goes against yourparticular belief system, about
something that doesn't changethe fact, it just means that you
don't like the fact and it'schallenging what you currently
hold on to.
However, in the case of makingit so that way, it's a dream of
yours and it's actually a realdream, which will go making it
into reality later anddetermining how to come to that
(30:35):
conclusion of what you want todo with your life that's
actually beneficial to yourselfand to other people, then you
know that's something that'sunique to you, that is
subjective.
But it is also objectively truethat if you go and do another
path that isn't that way,they're going to be miserable
and unfulfilled and you're goingto take that out on other
people and it makes it soeverybody else is going to have
(30:56):
more nonsense that they have todeal with and you're never going
to be truly happy and fulfilledin your life.
So you need to take yoursubjective aspects of yourself
and use it to fit with thereality that's around you, to
make it so that way you can goand do better things.
A very simple understanding ofthis is that if you're hungry,
you need to eat.
(31:16):
Subjectively, you feel hungryfor what it is.
It's not something that can beexpressed outwardly or shown
100%.
Maybe you know you considergrumbling of the tummy and
whatnot as something that'sgoing on with it, but the point
is is that it's a feeling insideof you that you have and
objectively, you need to takecare of that particular feeling
(31:40):
you have and, objectively, youneed to take care of that
particular feeling.
You know, in order to make thathappen this could be true of
other things that come up, evennatural stuff too, but there's a
bridging of the gap that has tohappen.
You can be thirsty, you can dowhatever it needs to be done.
So that's what I mean here, bybringing your subjective
thoughts of mind, and then yoursubsequent actions of the body,
into harmony with the rhythm ofthe objective universe.
(32:01):
All right, and on to rhetoricnow, or the output.
So this step applies knowledgeand understanding, and when you
apply knowledge andunderstanding to something, you
automatically get wisdom.
And so this step consists ofusable knowledge that allows one
to explore and find the properchoice for coherently expressing
(32:23):
whatever conclusions have cometo based upon the first two
stages.
Naturally, those would be theconclusions reached through
those stages and any subject,whether it may be in writing or
verbal argumentation or whatever.
So this makes it so.
That way you can actually takewhat you found and use it in the
(32:46):
real world.
That's all that the rhetoricstage is in terms of how to
apply it into your real life, orthe output stage of things with
it.
It's not really a hard step tounderstand in any way, shape or
form.
Understand in any way, shape orform, and it is the final
(33:08):
result out of the previous twosteps and gives you the how of
something like how you canachieve your goal or at least
how you can figure out the nextstep of what needs to be done
for your goal.
Say, your goal is a much moreambitious goal, like getting
people to live on Mars.
You're going to have to figureout a lot of hows to make that
happen and you're going to haveto have a high level of
understanding of things.
(33:28):
In comparison to, say, makingit so that way.
I can, you know, just put ashirt on or whatever.
The deal is Very simple thingthat most people can do every
day in comparison to the amountof level of understanding that
we need to have in order tosurvive on another planet.
(33:49):
But it's the same process, allright, this might be getting a
little heady for most people, soI'm just going to try to make
this simplified and easy forthis last little bit.
The system as a whole is makingit so that way.
You have knowledge.
Then, once you have thatknowledge, you get understanding
(34:10):
from it.
You be able to make it so.
That way you get wisdom whichallows true learning.
So first stage is discoveringand arranging a body of
knowledge under general grammar,aka the rules of that
particular system.
The second part is fullyunderstanding that knowledge
under formalized logic in orderto make it so.
That way you can get thedesired results for yourself and
(34:31):
weed out any contradictionsthat are going to hamper
whatever your goals are.
Finally, when you get to thelast stage, this will allow the
expressing of that knowledge andunderstanding.
And the above are threedistinctly different but
interrelated disciplines thatyield objective, verifiable
truth when applied as anintegrated unit.
(34:53):
This is all that it is.
It's just a system ofscientific method that you can
do for yourself on any topic.
You can do it in your internalworld as well, and making it so
that way, that's the case, forthat you can figure out why
you're angry about something orhow anger even arises inside of
you as an individual.
(35:13):
If you make it so that way, youtake the cases of all the anger
that you have with it, ormultiple with it, just like
we've talked about before.
You can't just do it with one.
Okay, I have 100 of these cases.
Is there something I can learnfrom this anger that pops up
with it.
Yeah, okay, this is.
I'm angry when people do this.
I'm angry when this happens.
I'm angry when that happens.
(35:34):
I'm not angry when these thingshappen though when I thought
that I would be when really someother feelings I have.
Whatever the case is, it allowsus to go and do that.
This is a system to make it so.
That way you can do it foranything, for what's going on.
It is something that's notdivided up into various
different types of knowledge.
Different types of knowledgewould be stuff that we've
(35:56):
touched on before medical field,finance, history, archaeology,
archaeology, linguistics orwhatever it is that you're doing
.
These are all different fieldsof knowledge, and making it so
that way you understand thatparticular body of knowledge is
going through the same step andprocess every time.
(36:17):
So this is what the Atphiummethod is about.
It's an introduction to it.
I hope that you find thisinteresting.
I know that's probably notsomething that's a fun topic,
but it is extremely useful topicand we're going to dive into it
a couple more episodes probablyand just get the basics down
(36:41):
down so that way you can takethis and use it for yourself in
various different aspects ofyour life.
If you've enjoyed this episode,I would really encourage you to
make it so.
That way you subscribe to thepodcast and make it so that way
you leave a rating for it.
It'll really help us out a lot.
Also, if you are so inclined todo so and want to get more
(37:05):
information about stuffregarding everything that has
happened on this podcast seasonthus far, then please sign up to
my email list in order to makeit so.
That way you can stay inconstant contact and get new
information and updates aboutnew opportunities all the time,
including the fact of making itso that way you can work with me
(37:27):
one-on-one as a client.
Thank you very much.
I hope you've all gottensomething out of this.
We will continue on with theimportant aspects of the trivia
method aka how to think in thenext episode.
Thank you.
Popular Podcasts
Crime Junkie
Does hearing about a true crime case always leave you scouring the internet for the truth behind the story? Dive into your next mystery with Crime Junkie. Every Monday, join your host Ashley Flowers as she unravels all the details of infamous and underreported true crime cases with her best friend Brit Prawat. From cold cases to missing persons and heroes in our community who seek justice, Crime Junkie is your destination for theories and stories you won’t hear anywhere else. Whether you're a seasoned true crime enthusiast or new to the genre, you'll find yourself on the edge of your seat awaiting a new episode every Monday. If you can never get enough true crime... Congratulations, you’ve found your people. Follow to join a community of Crime Junkies! Crime Junkie is presented by audiochuck Media Company.
24/7 News: The Latest
The latest news in 4 minutes updated every hour, every day.
Stuff You Should Know
If you've ever wanted to know about champagne, satanism, the Stonewall Uprising, chaos theory, LSD, El Nino, true crime and Rosa Parks, then look no further. Josh and Chuck have you covered.