CONSCIOUSNESS

6. Culture and the Humanities 223
This is because the locus of control is structurally split between corporate and government
entities in their respective roles of product makers and regulators. The only remaining issues
at this point are to determine the range, depth and locus of regulation to impose including
enforcement protocols. The basis for this view comes specifically from the U.S. Supreme
Court?s 1980 Diamond v. Chakrabarty decision essentially ruling that recombinant genetic
material is patentable and is thus, by extension, property. This does not mean that public or
professional influences are insignificant, but it does mean that evolution has essentiallyl been
corporatized. To clarify one critical point, life forms that exist in nature are not patentable, but
new life forms created by human manipulation of genetic materials that did not previously
exist in nature, are. Thus, we can anticipate and preferably manage not only a wealth of new
medicines and vaccines, a quantum leap in the green revolution, but a rationally regulated
neo-eugenics that focuses on informed individual choice to extend human possibility beyond
the constraints of convention and culture. P12
6.10 Education
343 Building Better Human Beings from the First Flickering of Consciousness.
Activating mastery of art & science of being human - Learning to lift the skirt of
consciousness & take advantage of yourself. Natalie Geld (Los Angeles, CA)
The mind leads - the body follows. Simple, right? Not really. From our first flickering of
consciousness, we are taught what to think, not how to think. Unfortunately, most of us know
more about our iPhone Apps than about what makes us tick. Thoughts and emotions tweak our
chemistry and, in turn profoundly shape our lives. We humans are walking chemistry Labs -
Petri dishes for our own human experiments - quantum possibilities awaiting our observation.
We look at the great minds as being anomalies. They use their minds differently - consciousness
is key. This is our time to begin introducing students to the vital, exciting and challenging
domains of consciousness, of our quantum potentiality. In the 2008 conference, Brack and
Hill noted that most undergraduate and graduate students in the healing sciences “... admit to
distrusting science as any form of guide for working with “real human problems.” And they
proposed: “helping to map human problems onto the domain of Quantum Mechanics, Chaos/
Complexity theory, and Consciousness offers exciting new perspectives on the human experience.”
Great idea - let’s grease their wheels before they reach grad school. Many in general
are science phobic, thinking science is something for what’s ‘out there.’ Generally our chemistry,
biology and physics courses in primary education (perhaps even secondary and beyond,
you tell me) tinker with external forces to reveal process and potentiality; using equations,
beakers, elements, a blowtorch, philosophical discussions, or a frog, cat, pig and scalpel. Our
bodies, our minds are mysterious and fascinating and the perfect ‘tools’ for mastering the art
and science of being human; the practice of which illuminates the resonance of science in our
lives. Supple, fertile minds of youth are eager for the discovery of how to tap and use their
potential, and wither when their studies and experiences don’t make sense for them. There is
opportunity for expanding current curriculum to include an experiential examination of consciousness.
Quality instruction on the science of being human, simplifying our complex mind/
body maps and experimenting with our individual chem labs, will generate improvements for
students across the board - including critical thinking, creativity, self-reliance, innovation and
motivation, as well as building a foundation for free thinking minds. I turn my 10 minutes of
Q&A time toward you, to spark a dialogue and tap into this collective consciousness, this very
dazzling pilgrimage of mastery and ingenuity for ‘how.’ P6