the ultimate zen assessment – pseudo object oriented reality…

Warning – the analogy to object oriented programming is FALSE

(if you want to see the point of this post go here)

Everything you and I perceive takes place in the mind. Your senses provide information to your mind. Your mind becomes aware of what you call reality due to information supplied by your senses which is then subsequently processed according to your established interpretative neural networks. These networks are evolved through awareness and analysis of these perceived conditions during your evolution as a perceiving, conceiving being… i.e. whatever you have experienced and then ‘made of’ these experiences.

Clearly, this involves your total historical and psychic environment. It is then clear that ‘this certain something’ that ‘you’ perceived was an interpretation of an interpretation, and was only an image of ‘the real thing’ whatever that was. This certain ‘real thing’ cannot be known absolutely. That is why great masters such as HUANG PO pointed out the ‘error’ of conceptual thought processes:

“There is no  “self”, no “other”. There is no “wrong desire,” no “anger,” no “love,” no “victory,” no “failure.” Only renounce the error of conceptual thought processes and your nature will exhibit its pristine purity-for this alone is the way to enlightenment.” HUANG PO, Wan Ling Record 24, p.86.

This ‘error’, is merely the knowing that what is perceived as ‘the truth, the Absolute Real Reality,’ even in its brute external form, as Searle would describe it, is NOT IT ITSELF. It is only ‘one interpretation of it’, and this is all we CAN KNOW. We cannot know ‘IT ITSELF’, because for us there is no ‘it itself.’ All we can know is what we perceive and then conceive through interpretation. This is relative reality and is different for all beings. This is ‘our world’… This is ‘my world’, this is ‘your world.’ This is why it is said that we ‘create the world.’ This is why there are as many cities you live in as there are perceivers of the city. There is not ‘a city’. There are no unique events.

Clearly there are ‘events’ at some level. There are earthquakes, there are floods. There are divorces. There is love. You will be hurt by the master’s stick. Yet you are the perceiver. You ‘create’ your specific take.  You create ‘your’ world. The external, the unknowable, is the CLASS which is knowable to us only as a fragment or ‘taste’. The specific, our individual  realities, are the INSTANCES.


huatou: I am the world

what can you see?

This shows the proportional relationship between 3 entities without specifying number. The ‘wavefunction’ is whole.


If you decide to ‘collapse’ this ‘wavefunction’ you will see specific relationships.

If you call the black rod 7, the others are 5 and 2.

If you call the black rod 70, the others are 50 and 20.

If you call the black rod 6, the others are two sevenths of six and five sevenths of 6.

If you measure them with a 1-rod then you can see these:

5 + 2 = 7

2 + 5 = 7

The above shows an extremely powerful law of algebra

7 – 5 = 2

7 – 2 = 5

The above mentioned law doesn’t work with this pair

If you call the black rod 1 you can see that:

five sevenths and two sevenths make one

1 minus five sevenths is two sevenths

1 minus two sevenths is five sevenths

If you call the yellow rod 1 you can see that:

seven fifths take away two fifths is one

one is equivalent to five fifths

If you call the red rod one you can see that:

seven halves less five halves is two halves

five halves plus two halves is seven halves


seven divided by five is one remainder two

seven million divided by five million is one remainder two million

The image is a CLASS. It is INFINITE as it is not collapsed.

The specific cases are INSTANCES. They appear when you measure the image.

Numbers, what are they?

Everybody thinks they know what numbers are, and at a common functional level, most believe they do, and what they do with them tends to work well enough. As to what they actually are, this is much more problematic. Bertrand Russell defined them a few decades ago. This is what he said, followed by what his, (the best) definition of a number looks like:

(I’m leaving this out for now)

Mmmmm!   Best left alone. One thing you need to know is that they are not as obviously simple as you probably thought. There are a few things to make clear. What are numerals? These are signs that are made to represent numbers. They are not numbers. These signs can take many forms. Different languages have different sounds for numerals and different squiggles. The important thing is that they Represent numbers. I will say it again, the noises and squiggles that are made ARE NOT NUMBERS. They are indicators which point to the idea of number. Number is an idea. The way you imagine a number has IMMENSE consequences for what you do with them. The zen way of Cui is a billion light years distant from the way they tend to be imagined in the curriculae of most school systems.

When a Cui zen master sees a mark on a piece of paper known as a numeral, he senses an immense set of possibilities. He senses a whole world of relationships. He does not sense one position on a number line. He feels ‘worlds’. He senses holistic wholes floating in a sea of infinite soup. He is ready to collapse this infinite whole into one of its possibilities according to the best solution appertaining to the present moment. He sees the whole but has the power to collapse this ‘wave function’ into a specific form. If there are several marks on the paper which have been interpreted by the perceiver as being a ‘written problem’, the Cui zen master will select the ideal form of the number which he senses (as a whole) in order to solve the problem effectively, often immediately. He collapses the ‘wave function’ of the number into its job-specific eigenvalues. He chooses a specific form of the number in order to solve the problem effectively and aesthetically. I am using the metaphor of quantum electrodynamics here because it is (a little bit) isomorphic, or of similar form. The master will be aware that there are many different ways of solving the particular problem and he will take responsibility for choosing that particular way. He will not be upset if someone demonstrates another way, he will be grateful for this fresh perception, having had his stock of possibilities increased.

This is not just true concerning the perception of number, it is true in relation to the whole of the beautiful, creative, imaginary world of maths.


It is like learning to play an instrument properly and being able to write music yourself rather than learning a few simple tunes from memory. It is like learning to be a painter rather than messing about. It is about being creative rather than mechanical. That’s all., but IT IS ALL.

Enjoy the world rather than be fearful of it.

emptiness 1 and 2

It’s all a game….maths is a game played in the mind. All of maths is perfectly pure, it has only an isomorphic relationship with the real world. Isomorphic means of similar form. The real world applications are reduced and imperfect versions of the pure ideas. Sometimes the ideas that can be thought of have no corollary in the ‘real’ world. An example of this is the square root of minus one. It is actually very useful in certain calculations and the results however certainly can be of practical significance.

What you see when you make a pattern of rods or put any rod down is up to you. If you are relatively unconditioned you are free to see more possibilities. This is an important attribute of the perceiver. Part of the teacher’s role is to allow this to be. To allow the perceiver to be free to perceive and then to conceive.