We have been able to verify by direct experience that it is impossible to comprehend what love is without comprehending in an integral manner the complex problem of the mind.

Those who suppose that the mind is the brain are completely mistaken. The mind is energetic, subtle, and can become independent from matter; under certain hypnotic states or during everyday physical sleep, the mind can be projected to very remote places in order to see and hear what is happening in those places.

In laboratories of parapsychology, noteworthy experiments have been made on individuals in a hypnotic state.  During their hypnotic state, these individuals were able to recall—with minute detail—information about events, people, and occurances that were taking place during their hypnotic trance at very remote distances. After the completion of those experiments, scientists were able to verify the authenticity of that information; they were able to verify the reality concerning the facts and accuracy of those events.

So, by means of those experiments in the laboratories of parapsychology, it has totally been demonstrated, through observation and experience, that the brain is not the mind.

Indeed, we can state with surety that the mind—independent of the brain—can travel through time and space in order to see and hear things that happen in remote places.

The reality of extrasensory perception has already been completely demonstrated; only a dim-wit or an idiot could think of denying the reality of extrasensory perceptions.

Understand: the brain is made to elaborate thought, but it is not thought. The brain is merely the instrument of the mind; it is not the mind itself.

We need to study the mind in depth if we truly want to know in an integral manner that which is called love.

The minds of children and youngsters are more flexible, ductile, quick, alert, etc.

Many are the children and youngsters who enjoy asking their parents and teachers about this, that, and these other things. They want to know something more, this is why they ask; they observe, they see certain details that adults do not appreciate or cannot perceive.

As the years go by and we become older, our flexible mind little by little assumes a crystalline form. Thus, the minds of old people are fixed, stone-like, and do not change, not even under cannon shots. Yes, old people are like that, and like that they die, they do not change; they approach everything from their fixed point of view.

The chattering of old people, their prejudices, fixed ideas, etc., all appear like a rock, a stone that does not change in any way. This is why there is a common saying that states, “Old people use culture to torture even in the sepulture.”

Therefore, it is essential for teachers, who are in charge of molding the personality of their students, to study the mind in depth so that they can be capable of intelligently guiding the new generations.

It is painful to comprehend how the mind becomes fixed little by little as time goes by. The mind is the executioner of reality, the slayer of the true; the mind is the destroyer of love.

Whosoever arrives at old age is incapable of loving because his mind is filled with painful experiences, prejudices, fixed ideas like spikes made of steel.

Nevertheless, there are old lascivious men who believe that they are still capable of loving, but indeed what is actually happening is that they are filled with senile sexual passions, thus they mistake passion for love.

Every old lascivious man or woman passes through tremendous lustful, passionate states before dying; regrettably, they believe that this is love.

Thus, love between old people is impossible because their minds destroy it with “chattering,” “fixed ideas,” “prejudices,” “jealousy,” “experiences,” “memories,” “sexual passions,” etc. The mind is the worst enemy of love.

Love no longer exists in super-civilized countries, because the mind of their people only likes the scent of factories, bank accounts, gasoline, and celluloid products, etc. Yes, there exist many bottles for the mind, and the minds of people are very well bottled up.

Some of them have bottled up their minds within abominable communism, yet others have bottled up their minds within merciless capitalism.

There are some who have bottled up their minds within jealousy, hatred, desire of becoming rich, a good social rank, pessimism, attachments to certain people, or attachment to their own sufferings, or within their family problems, etc.

Regrettably, people delight in bottling up their mind. Those who truly decide to smash the bottle into pieces are an oddity.

We need to liberate the mind, however, people adore their slavery; therefore, to find someone in life who does not have their mind entirely bottled up is a great oddity.

Teachers must teach their students all these things. They must teach the new generations how to observe their own mind, and how to investigate and comprehend it. Thus, only in this way, by means of profound comprehension, can we prevent our mind from assuming a crystalline form, from becoming frozen, from becoming bottled up.

The only thing that can transform the world is love; however, the mind destroys love.

We need to study our own mind, to observe it, to profoundly investigate it, to truly comprehend it. Thus, only in this way, by becoming masters of ourselves, masters of our own mind, will we kill the killer of love; thus, we will become truly happy.

Those who live fantasizing a great deal about love, those who live making projections about love, those who want love to work in accordance to their likes and dislikes, projections and fantasies, norms and prejudices, memories and experiences, etc., will indeed never know what love is, since in fact, they have become enemies of love.

It is necessary to comprehend in an integral manner the processes of the mind when it is under the effect of a state of accumulated experiences.

Many times teachers reprimand students as is their right, yet they do it stupidly, without any serious motive; teachers do not comprehend that every unjust reprimand lingers resentfully within the mind of their students. Thus, usually, the outcome of such a mistaken procedure against the students is the loss of love towards their teachers.

The mind destroys love, and this is something that school, college, and university teachers must never forget.

It is necessary to comprehend in depth all of those mental processes that terminate the beauty of love!

It is not enough to be a parent; it is necessary to know how to love. Parents believe that they love their children because they begot them, because they relate to them, thus they keep hold of them such as when someone keeps hold of a bicycle, a car, or a house. So, such a sense of possession and dependency is usually mistaken for love, but it can never be love.

Teachers in the school, which is our second home, believe they love their students because they are responsible for them, but that is not love. The sense of possession or dependency is not love.

The mind destroys love; only by comprehending all of the mistaken functioning of our mind—namely our absurd way of thinking, our wrong habits, mechanical or involuntary behaviors, wrong way of looking at things, etc.—can we truly experience and live that which does not belong to time, and which is called love.

Those who want to transform love into a piece of their mechanical routine, those who want to compel love to walk upon the mistaken track of their own prejudices, cravings, fears, experiences of life, selfish ways of looking at things, mistaken ways of thinking, etc., do in fact terminate love, because love never allows itself to be subdued.

Those who want to compel love to work under their “I” namely, as “I like,” “I desire,” “I think,” will lose love, because Cupid, the God of Love, will never submit to being enslaved by the “I.”

We have to annihilate the “I,” the “myself,” the “self-willed,” so that we do not lose the child of love.

The “I” is a collection of memories, cravings, fears, hatreds, passions, experiences, selfishness, envies, ambitions, lusts, etc.; thus, only by separately comprehending each defect, by separately studying and directly observing it—not only in the intellectual level but also in all the subconscious levels of the mind—will each defect disappear; this is how we die from moment to moment. Thus, in this manner and only in this manner, can we achieve the disintegration of the “I.”

Those who want to bottle up love within the horrible bottle of the “I” lose love and remain without it, because love can never be bottled up.  Regrettably, people want to bottle up love, they want to compel it to behave in accordance to their habits, desires, customs, etc. Yes, people want love to submit to their “I,” and this is completely impossible, because love does not comply with the “I.”

Enamored couples, or better said, impassioned couples, assume that they can compel love to faithfully march on the track of their own desires, concupiscence, errors, etc., yet this manner of proceeding is totally mistaken.

So, enamored or sexually impassioned couples (which is what is more abundant in this world) often say “Let’s talk about us!” then, afterwards come conversations, projections, longings, and sighs between them. Each of them has something to say, thus they express their projections, desires, how they look at things of life, thus, each wants to compel love like the engine of a train, and to slide it along the projected rigid steel tracks of their mind.

How wrong, how lost are these enamored or impassioned couples! How far away from reality they are!

Love does not comply with the “I,” thus, when soul-mates want to chain it down by the neck and subdue it, it escapes, leaving the couple in disgrace.

The mind has the bad habit of comparing. A man compares one girlfriend with another; a woman compares one man with another. A teacher compares one student with another student, as if all of his students do not deserve unique appreciation. Indeed, all types of comparisons are abominable.

The one who gazes at a beautiful sunset and compares it with another does not really know how to comprehend the beauty that he has before his eyes.

The one who gazes at a beautiful mountain and compares it with another that he saw yesterday is not really comprehending the beauty of the mountain that he has before his eyes.

True love does not exist where there is comparison. A father and a mother who really love their children will never compare them with anyone; they will simply love them, and that is all.

A husband who loves his wife never makes the mistake of comparing her with anyone else; he loves her, and that is all.

The teachers who really love their students never discriminate among them, they never compare them amongst each other; they truly love them, and that is all.

A mind divided by comparisons and enslaved by dualism destroys love.

A mind divided by the struggle of the opposites is not capable of comprehending the new; it becomes petrified, it becomes frozen.

The mind has many depths, regions, subconscious areas, nooks; nevertheless, something valuable is in its center: this is the Essence, the Consciousness.

When the dualism of the mind is terminated, when the mind becomes integrated, serene, quiet, profound, when it no longer compares, then the Essence, the Consciousness, awakens; this awakening must be the true objective of fundamental education.

Let us distinguish between objectivity and subjectivity. Awakened Consciousness exists within objectivity, whereas subconsciousness, that is, sleeping Consciousness, exists within subjectivity.

Only objective Consciousness can enjoy objective knowledge.

The intellectual information that is presently collected by the students from all of the schools, colleges, and universities is one hundred percent subjective.

Understand this: objective knowledge will never be acquired without objective Consciousness.

Students must first achieve Self-cognizance, and thereafter objective Consciousness.

Objective Consciousness and objective knowledge are achievable only when we tread upon the path of love.

It is necessary to comprehend the complex problem of the mind if we truly want to tread upon the path of love.

Fundamentals of Gnostic EducationThis chapter is from Fundamentals of Gnostic Education (1970) by Samael Aun Weor. The print and ebook editions by Glorian Publishing (a non-profit organization) are illustrated to aid your understanding, and include features like a glossary and index. Buy the book, and you benefit yourself and others.
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