Mr. Amin Dezhakam's speech:
Thank you very much. Of course, we should also bear in mind that most of what was discussed in the previous session relates to the Second Journey [when a person is liberated from addiction]. A major part of this journey involves discovering what our inner desires truly are. In the First Journey [the curing process of liberation from addiction], inner desires are not an issue at all. We have only one desire, and that is to free ourselves from the satanic forces, break free from substances, and finally reach the zero point—the starting point.
These matters are not discussed much during the First Journey because our primary concern our substances. We must first resolve our problem with them. The continuation of these discussions, however, relates to the Second Journey. In my opinion, this was a very important subject because I personally struggled with it a great deal. I was constantly chasing one desire after another, jumping from one thing to the next and from one subject to another, wasting enormous amounts of energy in the process. In a way, this was a trick or the deception of Nafs [the Carnal (lowest) Self].
In the previous session, I brought up the issue of comparison. As we discussed, comparison can genuinely hold people back. We must always keep one point in mind, whether we find ourselves in a position of weakness or strength: whatever a person acquires, whether it is an ability or a limitation, is the result of what they themselves have brought about through their own efforts and what they have acquired up to that point.
If someone reaches a very high level of achievement, or if you see someone who excels at something, speaks exceptionally well, has a thorough understanding of technical matters, or possesses outstanding artistic talent, you should understand that they have paid the price for that ability over a very long period—perhaps many years. What we see in that person in a single moment is the outcome of all the time and effort they have invested.
Two people attend the same class, and the instructor teaches them both. One quickly catches on, while the other seems to make no progress at all. We overlook everything else and focus solely on that class: They attended three sessions, while I attended five, yet they have made far more progress than I have. But this is only one page of the book. We know nothing about their past. Perhaps the person sitting in class with us today, who grasps the instructor's explanations almost instantly, has endured ten years of hardship or gone through ten years of different stages of learning and development.
A human being is like a piece of land. As explained in the Worldview booklet, the land of one's own being must be cleared of rocks, obstacles, rubbish, and debris. Now, imagine that our land is full of rocks and obstacles. A tractor is brought in to plow it, but after moving just one meter, it gets stuck. The driver climbs down to investigate and discover why the tractor is stuck. The driver sees a stone and has to remove it before restarting the tractor. The tractor then plows another two or three meters before encountering a large boulder. Once again, the obstacle must be removed. Then the tractor encounters a weed and it will be removed.
By contrast, another person's land has already been clean. They start the machine, begin plowing, and continue moving forward without interruption. Eventually, the seeds are sown, and the land produces a crop. Our own land may not be like that, and there is no need to feel distressed about it.
But what do the destructive forces do? They constantly induce and instill thoughts in our minds, telling us, “Look at how hard you've worked, and yet you've achieved nothing! That person put in only a little effort and got results. So there is no justice. God does not establish justice. You are working hard and enduring hardship, yet you are getting nowhere.”
What can these suggestions bring about in a person? They can give rise to envy and, eventually, hatred. However, when we understand that whatever we have gained, just like whatever others have gained, has been paid for in full, down to the very last small achievement, we can free ourselves from these comparisons and redirect our energy toward our own development.
We can then say, “That person is learning quickly now because they have already paid the price for it. There is nothing wrong with that. I, too, will pay the price. I will level the land of my own being and remove the obstacles within myself. Then, as I continue, I will also succeed in my studies and make progress in learning.”
Another point to consider is that the want or desire we carry within ourselves is extremely important. A person may ask God to help them acquire a particular skill in a certain field. Another may aspire to be a master, while someone else may wish to understand concepts fully, right down to their ultimate depths.
Let me use science as an example. Our understanding develops through different levels. In the field of science, we may begin as an elementary school teacher, then advance to become a middle school teacher, a high school teacher, a university professor, or even a professor who teaches other university professors. Eventually, we may become discoverers of scientific laws. At that stage, we do more than teach professors; we also contribute new laws to the body of scientific knowledge.
Of course, everyone working in this field must acquire knowledge, whether they teach elementary school students or university professors. However, the levels they attain differ. Someone who teaches university professors must be highly knowledgeable and experienced. They must explore far more details, examine many different perspectives, and delve much deeper into their field. Someone who wishes to contribute new laws to science must go even further. They must experience many things within themselves and undergo considerable hardship before reaching the stage of Kashf and Shuhud (in Mysticism, Mystical Unveiling and Spiritual Witnessing and Insight).
Now, suppose one person's aspiration is to reach the stage of Kashf and Shuhud, while another's is to become a middle school teacher. Can these two people receive the same education and training? No. Will they follow exactly the same paths? No. Their paths may overlap for a while, and they may share certain stages, but beyond a certain point, things change.
The person who seeks Kashf and Shuhud may need to invest far more time. Reaching that stage might require fifty years of effort. They may not even be able to accomplish it within a single lifetime; several lifetimes [life after life] might be necessary to develop and complete this process gradually, step by step. By contrast, someone who wishes to become a middle school teacher might only need to complete a two-year associate degree, undergo teacher training courses, and then begin teaching at a school.
So, as you can see, our wants and desires play a decisive role in determining the kind of training and education designed for us. However, because we cannot remember our desires or recall what we originally asked for, and because we are unaware of what our Inner Want truly is, we quickly begin comparing ourselves with others whenever we encounter problems and obstacles in this life, we make comparisons immediately, and then we feel distressed. Keep this issue of desire in mind alongside the point I discussed earlier, and you will see how this can help us put an end to comparison.
Of course, when I use the word comparison here, I do not mean comparing things for scientific purposes. For example, we might compare one ruler with another. We are given a standard ruler and told that it measures one meter. We then take another ruler and compare it with the standard to determine whether it also measures one meter and meets the required standard. Similarly, if we have a one-kilogram weight and another one-kilogram weight, we can use a scale to weigh tomatoes and determine whether they weigh one kilogram. This is not the kind of comparison I am talking about.
When learning science, examining laws, or conducting experiments, we constantly make comparisons, and there is nothing wrong with that. However, when I speak of comparison in this context, I mean comparing two fundamentally different things—for example, comparing one kilogram of oranges with one meter of fabric. Comparing one human being with another in terms of their stages of development is like comparing a kilogram of oranges with a meter of fabric! They may look similar on the surface, or appear to be alike in some respects, but inwardly, they are entirely different. When it comes to comparison, the best thing we can do is compare ourselves with our former selves.
For example, suppose we are currently using drugs and consuming five grams of opium a day. We can compare our present condition with the time before we began using drugs and examine how much we have lost and how much damage we have suffered.
Alternatively, suppose we are now on our recovery journey [to be liberated from addiction] and consuming one gram of opium a day. We can compare our present condition with how we were before joining Congress 60, when we were consuming five grams a day. What was our life like back then? We could barely drag ourselves out of bed before noon. We struggled to work even four hours a day, and we had no energy or motivation for anything. Comparison must be used this way, when we apply it to ourselves and our own progress, we can work toward improving ourselves.
However, if we go through life constantly comparing ourselves with different people, that is not the right approach due to the underlying issues, I discussed earlier, and because we are unaware of those [hidden] issues, comparing ourselves with other is not true.
However, we can have role models. We can look up to other people as examples to follow. There is a difference between taking someone as a role model and comparing ourselves with them.
We can use someone as a model, just as fashion designers use a well-proportioned person as a model for their drawings. In the same way, we can choose someone who is well-proportioned [well-built] or someone who has succeeded in a particular field as a model for ourselves. For example, after joining Congress 60, we might meet someone who has [been liberated from addiction], become a guide and is now helping others recover successfully. We can take that person as our model and ask, “What did you do to achieve this? What steps did you take to reach this point?”
The reason is that the laws governing human beings apply to everyone. If I drink water, my thirst is relieved. If I follow the gradual tapering process on my recovery journey, my body's opioid-like system begins to function properly again. If I step into water, I get wet. If I move against gravity, I have to exert energy. Anyone else who wants to climb a mountain against the force of gravity must also expend energy. These are laws, and they apply to all human beings.
So, what do we do when we take someone as a role model? We learn from them the principles and laws they have followed to achieve their results, and we seek their guidance and support. One example of this is sitting in a legion and choosing a guide. In fact, by choosing a guide, we are taking that person as our role model, and there is nothing wrong with that.
Let us leave that point here for now. I would like to continue by discussing Science itself.
First, let me ask you a question: How would you define science? Science involves discovering laws that point to what is true, correct, or real. In other words, when we discover or identify certain laws, and those laws are grounded in and conformed with TRUTH pointing to righteousness and correctness, we can call that science. To put it more simply, or to express it in more familiar terms, anything that reflects truth and correctness must be consistent with the laws that operate and govern the natural world.
If we look at the Noble Word of God— the Holy Quran—we find the statement that “God created the heavens and the earth in truth” [Surah At-Talaq, verse 12; Surah Al-Mu'minun, verse 86]. This means that the heavens and the earth he heavens and the earth were created in truth. Elsewhere, it refers to God as the One who constructed the seven heavens and established the Throne above them, and who encompasses them all through His knowledge.
When we examine the divine verses [in the holy Quran], we find that the heavens and the earth were not created in vain [Surah Sad, verse 27]; they were created in truth. Therefore, there are laws governing the creation of the heavens and the earth, laws that do not change. If we discover these laws and come to understand them, that understanding constitutes science.
However, if we take something that falls outside these laws—or something that does not conform to them—and invent a set of arbitrary rules, dress them up to make them look impressive, and present them to others while wearing the attire of a professor or a doctor, that is not science. Why? Because it is not grounded in truth and righteousness. Eventually, “the truth will unveil and reveal itself” [an utterance by Master Hossein Dezhakam], and the outcome will turn out to be something entirely different from what was promised. What is an example of this? Detoxification.
Detoxification is presented as a law. People say, “If you undergo this procedure, take this substance under certain conditions, and swallow this pill, it will take twelve to sixteen hours for such-and-such a substance to leave your body.” This is presented as a scientific rule. However, according to the principle I am explaining, because this claim does not reflect truth and correctness, it does not constitute science.
Why does it fail to reflect truth? Because an addict is not actually poisoned; they are not suffering from poisoning. The truth is that one substance had simply been replaced by another [the opioid-like substances naturally produced in the body are replaced by external substances like opium or hashish]. However, because of this misunderstanding, the proposed rule—Detoxification—does not reflect or point to the truth. That is why, when this approach is put into practice, it produces nothing but damage, disastrous outcomes, complications, and endless difficulties.
So, we can conclude that if something is truly science, it must produce results, its outcome should also be a good, pleasant one, and one that yields sweetness.”. This happens when science is applied in the proper way.
Now, why have I brought up the subject of science? Because we have discussed Cognizance or Knowledge extensively in the Worldview pamphlets and sessions, and it is a topic that is constantly revisited. We talk about education, experience, and contemplation—the three sides of the Triangle of Cognizance or Knowledge. What are we seeking through education, and what must happen for us to say that genuine learning has taken place? Certain conditions must be met for learning to occur. If we examine the matter carefully, we will see that the only thing that must take place in education is [transmission of] science.
I will leave that point here for now, but I need to add one brief remark. When knowledge enters a person's being—that is, when [Scientific] Knowledge is transferred from one person to another—it brings about changes within the recipient. Knowledge is something that can be transmitted from one person to another; it does not fully develop on its own. Learning these laws and understanding them is not something that happens in isolation. We cannot simply go and sit on an island, continually study and examine certain issues, and expect this process to unfold entirely by ourselves. Knowledge must be bestowed; it must pass from one person to another.
Master Hossein Dezhakam has explained this in his talks, emphasizing that there must be an exchange of knowledge between the guide and the pupil (rahjoo, a person under the guidance of a guide on the recovery journey). This process of transmission must take place between them.
If this were not the case—if another person [a teacher or a guide] did not need to be involved—then there would be no point in establishing Congress 60 or holding its classes. Everyone could simply take a book, read through a few Valleys and other materials, rush home, and study alone. At the end of the month, they could come back, take an examination, and be told, “You have passed the guidance exam. You are now a teacher and have attained the rank of a master.” But in practice, this is not possible.
Education is something that must be transmitted from one person to another. This transmission may take place in the Visible (Manifest) Aspects: I sit here, an instructor sits in front of me, and they transmit knowledge to me through this process of exchange. Alternatively, it may take place through the Invisible (Hidden) Aspects: I sit here while another teacher, in another place or another circle of life, conveys that knowledge to me. Therefore, education can take place through both Visible (manifest) and Invisible forms. If there is no other person to convey that knowledge, whether in another world or another realm, the education process will not occur.
Education, moreover, can serve either the acquisition of science or knowledge or it can be used for destructive purposes. In other words, beneficial knowledge can be transmitted, but so can its opposite [destructive knowledge can also be transmitted].
What is an example of the opposite? Consider what happens when we begin using addictive drugs. We encounter people who freely teach us all sorts of things: new methods of drug use, where to obtain new substances, how to use them without anyone noticing, and what we should do to make the process work as smoothly as possible and achieve our intended results. This, too, is a form of learning, but one that leads in a destructive direction.
The important point here is that learning, in its broader sense, cannot take place entirely in isolation. This is why we say, “Evolution takes place collectively”, because a significant part of evolution involves learning, and learning requires a collective environment in which it can take place.
Destructive forces make very effective use of this principle. How do they do so?
First, they provide false or misleading teachings.
Second, they exploit the fact that learning cannot take place entirely on one's own; it requires interaction between at least two people or within a group. If learning depends on such interaction, it can also be disrupted. How can this disruption be done? Either the teaching itself can be counterfeit and fake or something can happen that makes a person incapable of learning—something that renders them unteachable or unreceptive to education. If destructive forces succeed in doing this, they achieve their aim.
Now, let us look at certain events in history. We need to pay attention to how some things genuinely repeat themselves in different forms. I have discussed this before, but I would like to continue our discussion of science.
Consider the Middle Ages in Europe. Does anyone know which years this period covered? Who is good at history and can tell us? What years did the Middle Ages span in Europe?
After to listening to some participations, Mr. Amin responded, yes, that answer is better; it is closer to the mark. The Middle Ages generally refer to the period beginning around the sixth or seventh century CE and extending to the sixteenth century. In other words, the medieval period lasted approximately a thousand years.
The Middle Ages are considered a very important period for the Europeans. We may have only heard a little about them, but Europeans attach considerable importance to this era, and it represents an important part of their history.
What important events took place during the Middle Ages? The Crusades. What else? The establishment of Christianity—or, more specifically, the Church—as the foremost decision-making and executive authority throughout Europe. This did not happen overnight, either; it was a gradual process that unfolded little by little.
What other events took place in Europe? The killing of scientists. [one of the audiences says they burned Newton]. Mr. Amin continued; they did not burn Newton! (laughs) It was Galileo. Of course, witches existed, too; let me mention that. Witches are very clever. They cause trouble and then let other people be burned in their place!
What else happened? We will discuss these matters in future sessions, but for now, I want you to keep them in mind.
Another thing that happened repeatedly during the Middle Ages was the outbreak of devastating diseases throughout Europe. Smallpox, the plague, cholera, and other diseases, including leprosy, repeatedly swept across the continent. An outbreak might begin in one village, spread throughout Europe, and eventually return to the very village where it had started, leaving half the continent devastated.
If people survived the wars [in the Europe], they might die of cholera or the plague. If they survived those two, they might be imprisoned, killed, and made to disappear on charges of causing unrest. Such was the chaotic state of affairs in Europe at the time.
But let us leave these matters here for now. We will continue the discussion in the next session. Thank you for listening to me.
Thank you very much. We have discussed science to some extent and offered a definition of it. Then we turned our attention to the Middle Ages. Today, we will understand why I brought up that historical period.
We must regard science as one of the foundations [of our understanding]. As I explained, science consists of laws that must reflect truth and correctness. However, there are also certain ideas and principles that can be passed off as science. These, too, may be presented as sets of laws, but they are not science because they do not reflect truth and righteousness.
We also discussed why such ideas cannot be considered scientific. When they are applied to someone—that is, when a treatment or course of action is prescribed on the basis of such a law—we may end up with results that are the very opposite of what was intended.
A particularly clear example, in my view, is detoxification. People who consider themselves as the men of knowledge, because of their academic qualifications and credentials including physicians, sometimes put forward incorrect principles. They use their professional standing to support what they say and pass certain ideas on to us as science. However, we must remain alert and remember that NOT everything is science, and not every proposed law qualifies as scientific knowledge.
How can we recognize “science”? One indication is that science produces results; it bears fruit. When it is introduced into a community or imparted to an individual, it should bring about a transformation in that person.
How, then, is this knowledge transmitted? It is transmitted through education and instruction. It is not simply a matter of going off alone into the mountains, sitting in isolation, and thinking continuously until our knowledge somehow increases. Experience can be gained independently or through interaction with our environment. Contemplation or thinking, too, can take place on our own. But education cannot take place in complete isolation. There must be a teacher or instructor to transmit that knowledge to us. This is precisely why we say, “Evolution takes place collectively [in a group].”
Even if we can gain some experience in isolation, although the amount we can gain [through experience] this way is limited, and even if we can think independently, we cannot receive instruction entirely on our own. Therefore, cognizance does not develop fully in isolation [the triangle of cognizance consists of three sides of contemplation, experience and education]. The many people, teachers, and instructors who have come before us are not there without reason. If we choose to deprive ourselves of their guidance and attempt to discover everything on our own, we will be making a very serious mistake.
Now, let us return to the subject we touched on at the end of the previous session: the Middle Ages. Why did I use this period as an example? Because it is widely regarded around the world as the darkest period in human history—a time when humanity suffered immense harm. And it was by no means a short period. It did not last just ten or twenty years; it lasted approximately a thousand years.
Today, I want to explain what kind of thinking gave rise to such an era. If we look at history, we see that the period preceding the Middle Ages coincided with the Roman Empire, when conditions were not at all like those of the medieval period. If we go back even further, we reach the civilization of ancient Greece, an age of wisdom and knowledge.
So, how did such an era emerge after a period characterized by wisdom, knowledge, and freedom of expression? If you read ancient Greek texts, you will see the kinds of ideas that existed at the time. How, then, did such an era come into being after the Roman Empire? What caused it? Surely, we would expect something better and more advanced to emerge instead.
The cause was none other than a series of distortions introduced into certain divine teachings. If we examine the matter carefully, we can see that the Middle Ages coincided with the growing power of the Christian Church. As time went on, the Church increasingly accumulated financial resources and political and executive authority, and this situation continued to develop.
One belief that prevailed at the time, particularly among the Church authorities, was that human beings are the noblest of all creatures. In other words, we are God's noblest creation, the best of all beings. Another belief also prevailed: not you, but we—those of us within the Christian Church—are the ones who have a direct or exceptionally close relationship with God. In other words, although human beings were considered the noblest of all creatures, the Church's representatives regarded themselves as even more exalted.
Now, if we look at the knowledge of that period, we find that people believed the Earth was the center of the universe. Right? You must have seen cartoons and films depicting this. It was a very important issue at the time. They believed that the Earth stood at the center of the universe, with the other celestial bodies revolving around it, all moving around the Earth in extraordinarily complicated patterns. In this view, the Earth was the center of everything. This belief was so deeply entrenched that no one dared to stand up and challenge it or propose an alternative model.
If we examine the beliefs promoted by those who held power within the Christian Church, we find certain doctrines that are explicitly rejected in the Noble Word of God [the holy Quran]. In other words, the beliefs held by the Churches were not teachings that originated with the Prophet of Christianity, Jesus Christ.
For example, one belief they held was that Jesus was the Son of God. Let me clarify that I have nothing against Christians, but I need to discuss this point so that you can understand the [bad] consequences a particular belief can produce.
If we look at the Noble Word of God—the Holy Quran—I think the relevant verse is in Surah Al-Imran—we find God asking Jesus, “Did you tell people to worship you and your mother as two gods, besides God? Did you say such a thing?” [Surah Al-Ma'idah, verse 116].
Jesus Christ, peace be upon him, responds, in essence, “You know what is within me, but I do not know what is within You. I could never say something that I have no knowledge of and I cannot express anything I have no right to say. You know that I never said such a thing.”
Elsewhere in the Noble Word of God, there is a passage addressing those who say that the Messiah is the Son of God. The Holy Quran describes the gravity of this claim in such terms that “the heavens are nearly torn apart by the enormity of what they say.” Their statement is portrayed as so grave that it threatens to make the heavens collapse [Surah Maryam (Mary), verse 88-90]. And if we look at the world around us, we can also see the consequences of such beliefs.
Why did people come up with such a claim? What was the reason behind it? If someone wants to elevate their own status, what is the best way to do so? One of the easiest ways is to elevate the status of those with whom they have a close relationship.
For example, if a Pupil (Rahjoo, someone on the recovery journey) wants to make themselves appear exceptionally important, they might say, “My guide is absolutely unmatched. There is Congress 60’s guides, and then there is my guide!” (laughs) “You couldn't find anyone like my guide in all seven heavens. Nobody can explain and unravel concepts the way they can. My guide is in a class of their own!” Similarly, someone who wants to elevate their own status might exaggerate the importance of their father, Congress 60, or the people with whom they are associated. But their real aim is not necessarily to show respect for that person or those people. Rather, it is to elevate them so far that, by association, they themselves are elevated as well. And once they have reached such lofty heights, they can do all sorts of things from that elevated position [they misuse that position to satisfy their own wishes and desires].
The opposite is also true: when someone wants to discredit another person, they try to bring them down. Suppose someone has accomplished something important, but another person wants to make that achievement seem insignificant. They keep belittling the individual until the achievement itself loses its importance in people's eyes. These are forms of satanic suggestion. Such ideas and practices are Satanic Inductions [the negative or evil thoughts instilled in human beings].
The system established by the Christian Church promoted this kind of thinking. Its representatives essentially argued, “Well, Christ is the Son of God and is, in a sense, he is possessing a status second only to God, he is no less than God. And we are His successors; we are following in His footsteps. So we, too, are practically like God in our own right. We are like God's children, beings of a similar status.” By adopting this line of thinking, they gave themselves permission to take control of everything. That was one way of thinking.
Another belief that prevailed was that the Earth was the center of the universe, and any suggestion to the contrary was unacceptable. Their argument went something like this: “God created the heavens and the Earth, and He knows how He created them. It is none of your concern to investigate how He created them, how the heavens rotate, or how any of this works. If any of you tries to find out how the heavens move, what the celestial bodies are, or how the universe operates, you are interfering in God's affairs. You are meddling in God's business. And the punishment for anyone who interferes in God's affairs is severe: death, imprisonment, or other forms of punishment.”
Now, when someone elevates themselves to an extremely high position, there must be some guarantee that they can remain there. No one must notice that they do not deserve this high position, right? Once they have established themselves in that position, no one must be allowed to realize the truth about it. So, how can they prevent people from discovering the truth? What can they do to keep people from understanding reality? We have already defined science as the discovery of laws that reflect truth and righteousness. Therefore, if someone wants to prevent others from uncovering the truth, one way is to keep them from understanding it. And to achieve that, they must prevent people from understanding and acquiring scientific knowledge. If people do not learn science, they will never discover the truth. The person in power can then rest assured that they will be able to remain in their elevated position. These are methods used by those who establish systems of personal power to maintain their positions of authority.
But where did the belief that the Earth was the center of the universe originate? What gave rise to it? It stemmed from a self-centered view of humanity. Human beings considered themselves so important, so superior, that they believed the entire universe must revolve around them. Their thinking was essentially this: “I am so important that all the heavens must revolve around me. I matter so much that everything must turn around me.”
Gradually, however, this way of thinking [Ptolemaic system] began to change. Individuals such as Galileo, Copernicus, Kepler, and Newton came along and discovered laws that demonstrated that the Earth did not occupy the position people had assumed [Copernican system]. The Church strongly opposed these ideas.
But why did the Church oppose them? Suppose someone said, “The Earth revolves around the Sun; the Sun does not revolve around the Earth.” What difference does that make? In itself, the question of which body revolves around the other might seem relatively unimportant. What mattered was that this discovery undermined the very belief system through which the Church had maintained its power. If that belief was overturned, the Church could no longer preserve its authority in the same way.
Why might some physicians oppose approaches [like what practiced in Congress 60] that challenge conventional detoxification practices? That is a question worth considering. Why would they resist? One possible reason, as I see it, is that they might lose some of their income and professional influence as a result. That, in this line of argument, is why they oppose such ideas.
Many years passed, and over the course of two or three centuries, the situation that had characterized the Middle Ages changed dramatically. New figures emerged, including Louis Pasteur, along with many other outstanding scientists. They discovered microorganisms and established new scientific principles. As a result, many of the devastating diseases that had plagued humanity were brought under control or eradicated in certain parts of the world.
Other major changes followed. People's incomes, living standards, and security improved dramatically. Life changed beyond recognition; the overall transformation was profound.
Now, let me ask you a question: During the Renaissance, which came first, science or art?
Art came first. Good! That is the correct answer. Why?
Art began to flourish in Europe around the fourteenth and fifteenth centuries. Leonardo da Vinci, who lived during the fifteenth and sixteenth centuries, was one of the remarkable figures of that period.
Do you know who first laid the foundations of human anatomical illustration? Leonardo da Vinci. He was the one who made these contributions. At the age of twelve, Leonardo was already drawing at a level comparable to that of Raphael, one of the greatest painters of his time. As a teenager, he would secretly visit places where human bodies were kept. In those days, the dead bodies were treated with great respect and were kept in special places. Leonardo had befriended the person responsible for looking after the bodies—perhaps at a morgue or some other place where they were stored.
He would sneak in, and the person would show him the bodies. Leonardo would then begin dissecting them, opening up their arms and legs and making incisions so that he could draw all the blood vessels. On subsequent occasions, he would document the vessels alongside the bones, then the muscles, and then the different layers of the body. He dissected and illustrated these structures layer by layer, producing remarkably detailed anatomical drawings some five or six hundred years ago. His illustrations were extraordinarily comprehensive. We could say that “art” began to flourish in the European Renaissance roughly one or two centuries before science reached its full flowering.
The reason, in my view, is that sensation is the first faculty that activates the intellect. Sensation comes first and stimulates Aql or Wisdom. Once Aql has been activated, it begins to work and engage in proper reasoning and thought, eventually producing scientific knowledge. Since sensation comes first, it develops earlier, and art—which emerges from this faculty—also appears, flourishes, and spreads earlier. As some people put it, there is a phase difference between the two.
Now, if we put all these points together, what conclusion can we draw? A mindset in which human beings place themselves at the center of everything, seek to maintain an elevated position, and pursue power is precisely the opposite of science.
This raises another question for me: How much greater are today's global economic output and monetary wealth compared with what they were five hundred years ago?
Every year, we hear about economic growth. For example, people might say that the global economy has grown by seven percent. What does that mean? It means that the world's total economic output has increased by seven [or four] percent compared with the previous year. In simple terms, if the average economic output per person were equivalent to one thousand dollars this year, it might rise to approximately one thousand and forty or one thousand and seventy dollars the following year, although the population has increased, [therefore,] people's purchasing power would increase accordingly. So money and economic output begin to grow, and purchasing power increases. But where does this growth come from?
Consider how poor people in Europe once were. People would take a piece of bread, go off to a corner, and eat it. Fresh bread might have been their best meal. Perhaps they could also have some milk, or occasionally manage to get an egg. Wealthier people might eat chicken and other foods. Later, chicken became a common food that many people could afford. People ate chicken and fish, and bread became readily available to almost everyone. It was no longer something special. Production had increased considerably. What brought about this change?
Look, people in Europe used to be very poor. Everyone would take a piece of bread, go off to a corner, and eat it. Their best food, for example, was fresh bread. Fresh bread was considered the best food they could have. They might also drink some milk or, if they were lucky enough to get one, eat an egg. The wealthy, on the other hand, might eat chicken and things like that. Later on, chicken became something everyone could afford to eat; it became a common food that most people had access to. People ate chickens and roosters, and they ate fish, too. Everyone had bread by then, so bread was no longer anything special. Food production had increased. What was the reason for that?
My own belief is that science is what increases wealth. In earlier times, the scientific knowledge and technological capabilities [we have today] simply did not exist. Once scientific knowledge began to advance, wealth increased as well.
In the Worldview course, do we not say that money in the physical world plays the same role as energy in the hidden aspects [the unseen, invisible world]? If we accept this analogy, we can conclude that when science increases in the world, what happens? Energy increases. It begins to grow. Therefore, if we want to generate more energy, what must we do? We must produce more knowledge.
This is a general principle I am proposing, but it is not merely an assertion; it can be examined through statistics [historical data]. If you investigate major turning points in history, you will see that certain inventions brought about significant economic advances. The invention of the wheel, for example, transformed economic activity. The invention of the steam engine brought another major leap forward. The development of electricity led to yet another transformation.
If we look closely, we can see that, whether we approach the matter from a highly technical perspective or simply in broad terms, whenever we discover new laws and develop new knowledge, those discoveries can fundamentally change the economy. They can transform the way economic activity works.
Do we not say that “all of existence is reflected within our own being”? [this is a sentence you always hear in Congress 60]. So, if a person wants to raise their level of energy, what should they do? They should acquire Science. It is as simple as that.
If a person wants to raise their level of energy and become able to see and feel more beauty, they need to acquire knowledge. Energy is what enables us to feel, and as our Energy spectrum rises to a higher level, we become more capable of appreciating beauty and experiencing greater delicacy.
If we want to experience more of the beauty of creation, we must acquire Science. That is why the Prophet Muhammad has said, “Seek knowledge from the cradle to the grave.”
Science is something through which we can transform our own [level of] energy. When we come to Congress 60, our knowledge changes. As our knowledge changes, so does our level of energy. And when our energy level changes, our feelings about the world change as well.
I think that is enough for today's session. We can leave the rest for next time. Thank you.
Translated by Elahe
