3rd PART

"MEDITATION"

 

CHAPTER III

"FORMAL LAWS OF THE THOUGHT"

 

1. Law of the contradiction.

It is resulting from the Law of the Polarity, so well described by the Theosophy as an Universal Law and registered by the logic. One of the supporters of the mind is his opposite - the day evokes the night; the good evokes the evil; slavery evokes freedom. She exists in order to generate the necessary doubt so that the man's internal operation is driven by his free will. Discards, great philosopher that lived from 1.596 to 1.650, elaborated the "Method of the Systematic Doubt" for evolution of the reasoning and that has been accepted from Renaissance to the days today.

2. Law of the half excluded. It is to help the controversy of the polarity.

I should decide for one of the poles, or else I enter in conflict. A thing cannot be and not to be at the same time. For instance, if the man is rational, he cannot be irrational at the same time. To workout, we should think about the middle term as the denial of the two opposed poles. For instance: cold, lukewarm and hot; to think in the lukewarm as no cold and no hot. The modern mathematics trains that tactics with the geometric illustrations of the Logical Blocks, taking the child to classify, for instance, the figures "no circle."

3. Law of the identity, or of the similar.

Here enters the capacity of association and of analogy, two indispensable attributes to develop the intuition. They are the keys of the Meditation. If we are alerts, we will notice that all the current perception always brings the memory of something previous, just as similar people, similar forms, ideas associated.

4. Law of the contiguity.

It is not association, it is dependence, complementation.

For instance: flower, brings the idea of garden, of vase etc.; school, can bring chalk, teacher etc. These two laws - of the identity and of the contiguity - they are great to organize the memory. They are true hangers to hang the ideas; to create the habit of tying all the new knowledge, for association or dependence, with something already known.

5. Law of the repetition.

Aristotle said: To "repeat is to learn." This sentence was badly interpreted by the didacticism. She formed the concept that one should repeat to decorate. But what he wanted to say is that, the more times I pass by the same subject, presented or worked in different ways, more I internalize the idea. This thought of Aristotle was well captured by some studious. For instance, the fundamental argument of the Speed reading - Dynamic reading - is that reading more quickly; I can go by the same subject in several books.

Guided by that thought, educator Brunner created a learning method that he denominated of "Spiral of the Knowledge" and that is very efficient. It consists of the progressive approach of levels throughout the school, from the first to the University, containing each approach a larger level of inclusion and complexity.

6. Motivation.

Already mentioned when we treated of the attention, but it is formal Law of the thought.

 

After the presentation of these laws that implicate in the process immediate, direct of the reasoning, we pass for the functions of the intelligence.

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