The Science of Peace


Advanced scientific concepts

Part 1 - A platform for Peace

In the historic sense, in regarding her research methodology, Mary Baker Eddy was a pioneer that ranks among the greatest. She followed the best tradition in humanist education that had been developed over the centuries and used it as a starting point to go forward.

Contrary to popular opinions that is held within the circles of the so-called Christian Science movement, Mary Baker Eddy's discovery, the revelation of the absolute divine Principle of scientific mental healing did not result from her personal healing. It must be acknowledged that her initial healing was an experience gave her a new focus, but that it was itself the result of a chain of prior scientific discoveries that set the stage for the required healing to be possible and to occur. She said herself that God had been graciously preparing her over many years for the "reception of this final revelation of the absolute divine Principle of scientific mental healing."*202

The designation of her discovery as the 'final' revelation is justified in that sense. When an aspect of Truth is revealed, that revelation is final. When an aspect of divine Principle is discovered, it does not need to be discovered again. It is here to stay. For this specific aspect the discovery process is complete. The result is final, because the process is complete. Nothing needs to be added. Once the principle of the wheel was discovered, for example, that discovery was final. In this case a step in the unfolding of man and civilization has been taken that had created a New World. The finity in this equation applies to the Old World. The Old World without the wheel was brought to an end. It existed no more. The Old Word is naturally finite. The primitive, erroneous, and incomplete are both finite and temporal. Error can extend its reign only to the point at which a revelation, sometimes called a discovery of Truth supersedes it. The term finity, therefore, applies only to that which is left behind, the Old World.

When Mary Baker Eddy speaks of her reception of Christian Science as the final revelation of the absolute divine Principle of scientific mental healing, she declares that a New World has been created. The Old World existed no more from this point on in which Christ healing was deemed a miracle of a bygone age and the sole province of one single man, Christ Jesus. Scientific mental healing had become the newest facet of civilization. The principle was put on the map. It is here to stay. It brought to light an aspect of the capability of man that no one can erase again.

This does not mean that Christian Science is itself finite in its scope and application. In that realm we have just begun. If Christian Science were a religion, it would be finite then, but Christian Science is not a religion. The Christ in man is the active manifest of divine Mind giving mankind the quality of omniscience, reflecting the divine omniscience.

When Mary Baker Eddy turned over the last page of the Old World, the new page unfolding before her was set on higher ground. A discontinuity had occurred. A quantum jump in the development of what it means to be human in the image of the divine, was made. What did not change, however, was the need for the continuing unfolding of the divine idea reflected in man, which itself has no limits and boundaries. Mary Baker Eddy said of herself that regardless of the progress that had been made she still found herself a willing disciple, waiting at the heavenly gate for the mind of Christ (the forever unfolding manifest of divine Mind). Contrary to general perception, Christian Science is not finite. Its revelation is complete, but not its unfolding.

The discovery of the principle of the wheel in distant ages was the final revelation of this particular principle in terms of the discovery having been made, but the unfolding of the this principle has never ended to the present day. The wheel is an element of civilization, without which civilization could no longer exist. The same holds true for Christian Science.

Christian Science is an element of civilization without which civilization can no longer be maintained. The present collapse of civilization in almost every sphere is proof of a deficiency. Fortunately, in the movements of divine wisdom the solution has already been provided. When Mary Baker Eddy turned the page that closed the chapter in history in which the human being was deemed small, limited, and impotent in terms of its perceived potential, she opened the gates to a New World, and apparently not for the sake of convenience to merely provide a better alternative for healing disease. She evidently opened the gates to something far bigger. The pioneer that conceived the revelation was evidently several steps ahead in discerning the human need and in providing for it.

It is probably unlikely that she could have foreseen the deep reaching collapse of civilization that we are presently facing on so many fronts, which all reflect the same glaring deficiency in the scientific self-perception of mankind as the reflected image of God, but she understood the inevitable trend of an 'empty' civilization that devoid of the perception of man as bound to divine Principle and its reflection in civilization.

A dynamic structure for scientific and spiritual development.

Contrary to general perception, Christian Science is not a faith-based system that employs thought formulas like magic incantations that scare away evil or evoke special powers as in ancient mysticism. In fact, such a thing is impossible in science. Many people may have discovered that a certain breakthrough in self-perception has caused a profound healing, but found later that suddenly those identical steps don't yield the same results in other situations. Some people then say to themselves, the process no longer works. But that's not unnatural, is it, if the process is not broadly based of divine Science? Without Science mental healing, even Christian healing, becomes faith healing, a kind of mysticism.

Take the wheel for example. Once the principle of the wheel was discovered it was immediately applied in the most obvious manners, as the wheel for a cart for example. That application created a profound breakthrough in transportation, but it did little in helping mankind to move on the water and to power boats. Apparently it took a long time until the idea of the principle of the wheel had its first marine application. Christian Science is a bit like that. It is an infinite idea that can help us to eradicate all sorts of errors. Unfortunately, a single step of progress doesn't win the war. More steps are needed. More progress is required.

In order to power those steps of progress Mary Baker Eddy created her pedagogical structure as an infinite development structure. She didn't just provide four cardinal points for us to consider with her pedagogical structure, and four broadly outlined scientific development streams, she also gave us specific definitions for every vital aspect. Every single element of her foursquare development structure has been precisely defined by her, and not just in one way, but in numerous ways. She did this by creating a number of individual structures that are made up of sixteen parts, one part for each of the sixteen elements of the foursquare structure. Nor did she do this just once. She created ten individual structures, which all, element by element, relate to the individual elements of her foursquare pedagogical structure, and which thereby also relate to one-another.

The ten related structures can be divided into four types. Three of these types of structures are provided as groups of three, and one of the ten is so big, with so many aspects attached to it, that it can be considered as a group in itself. Please refer to Appendix "Summary" for an illustration of the four groups.

A platform for peace

"In my Father house are many mansions," said Christ Jesus to his disciples, "I'll go and prepare a place for you." He might have added, "this place will be a place of peace." It has been this author's experience that Mary Baker Eddy pedagogical structure comes to light in the same manner and has the same effect.

Mary Baker Eddy laid the foundation for an exceedingly complex structure, but which also contains surprisingly simple and powerful elements which are clearly defined in a precise manner and come to light with a remarkable clarity, such as the sequential application of the 16 textbook chapters, the 16 elements of the Lord's Prayer in the textbook (p.16), and the 16 verses and associated scenes in Mary Baker Eddy illustrated poem, Christ and Christmas. Few would argue that the textbook is a book that presents Christian Science in a sequentially developing fashion, and that the Lord's Prayer and Christ and Christmas are equally so arranged so that all of those can be sequentially associated with the four development streams of the pedagogical structure in the sequence in which they are given, stream after stream from the bottom up. This makes it a safe proposition to associate the resulting structure with the Christian Science bible lessons, since the lessons contain textbook citations from across the 16 chapters. Few would argue with that too, whereby peace and progress are assured.

However, the deeper we go into the scientific realm, Mary Baker Eddy's directly likable references become thinner and for the tallest building blocks there aren't any direct links provided at all, so that one is required to rely completely on the guidance of the science involved with only the metaphor's in Christ and Christmas standing as one's aid. Here conflicts are bound to arise, drawn from differences in opinions based on incomplete perceptions. Allow me to give you an example.

The most extensive associative structure that Mary Baker Eddy created is the Glossary of the textbook. The Glossary presents us a collection of terms that Mary Baker Eddy has evidently chosen for the pedagogical structure, and has defined their meaning for. They are all alphabetically ordered. Among the terms defined some that have been given a double definition with a diversity of meaning for the same term, separated into separate sentences. If one counts them all, the total adds up a few in excess of 144, which is the number that one would expect to find according to the metaphors in Christ and Christmas and also according to the measure given for it in Revelation 21 in which the city foursquare is described. In Christ and Christmas several metaphors present the factor 9, and one also presents the factor 16. If a 16 element structure could be build with a substructure of 9 element each, 144 building blocks would be required. So what is one to do with the extra ones that are counted.

One runs into a conflict here with what one expects and what one sees in black and white before ones very eyes. And that conflict can become deep reaching to the point that it sours the whole 'soup' and creates even conflicts in relationships.

One has two options at this point. One can say with Aristotle, the philosopher for empires, that what one sees IS what one gets, and that IS it. Consequently one buckles under finds a way around the problem by building something that doesn't quite fit the metaphor. If what one sees Is what one gets, what choice does one have?

Well, one has a second option. One can say with Plato, the philosopher of the sciences that if what one sees with the eyes presents a paradox one needs to close the eyes and begins to see with the mind, paying attention to the possible existence of underlying principles that would correct the visual perception. That's the kind of thing we do all the time, of course. Every time we see a pair of railway tracks apparently merging in the distance we know that this perception is incorrect, because the mind, recognizing the principle of optical perspective helps us out and corrects what we perceive. One can do the same thing with the double definitions in the Glossary. One can look at the overall pattern with the mind's eye open to whatever principles might be reflected in the pattern, and if one does this, it suddenly becomes obvious that five different types of dual definitions exist with five different principles governing the nature of their representation. If one follows this course, the end result adds up to 144 definitions being recognized in the Glossary. On the thereby established platform the seeming conflicts become resolved and vanish from sight, and peace resumes.

On the surface the second option appears to be simple, and it would be so if the current scene of science were not totally Aristotelian in nature. The scientific sense that still ruled to some degree during Mary Baker Eddy's time has been largely destroyed by the modern version of empiricism where actual truth has no place and is overruled by sensual perception and scientific mysticism. How deep a trap has been created by the perversion of the scientific method of discovery and perception with the mind's eye was illustrated a few years ago in Chicago. A group of students set up a table in a busy public place with a large sign offering a hundred dollars to the first person who could geometrically double as square (in area). Many tried, but failed, including some university professors. By nightfall the hundred dollars were still in their pocket. What the people could not do in our modern age, was solve a problem that a slave boy picked at random had been able to do in conversation with Socrates more two millennia ago. We find the discovery process illustrated in Plato's Meno dialog. The students illustrated that we lost the ability in our increasingly empirical Aristotelian world to see with the mind's eye, as the entire education process has thereby been 'blinded.'

It appears that Mary Baker Eddy might have created her paradoxical setup in the Glossary intentionally in order to cause one to learn the process of seeing with the mind's eye for the discernment of universal principles that are otherwise not apparent, but which are essential for resolving religious differences and other kinds of hard-to-crack paradoxes. In short, she created an ontological paradox built into the structure of the Glossary, a paradox that is designed for our learning as a first step for setting up a stage for healing the greater differences, especially the religious differences. We face a huge challenge here, especially in the world of religious differences, ensuing into battles in which millions have been killed.

For example, when in 1947 the British colonial government in India, in its last act before being driven out, hurried through the partitioning of the Indian subcontinent along lines of religious division, they left behind a lengthy legacy of suffering and conflict that began horrendously and continues to simmer to the present with nuclear bombs standing in the background. In 1947 close to 14 million people were uprooted by the religious division of India. This huge mass of people migrated across the newly defined religious borders in probably the largest mass-movement of people in history. Along their path of migration upwards to 1.5 million people were killed. Sikhs massacred travelling Muslims and Muslims retaliated and killed Sikhs in an atmosphere fueled by a seething religious hatred that was stoked from the background for political objectives. There had been mass-protests in the streets against the religious partitioning of India, with millions shouting with one voice, "we are brothers, we are brothers." They were answered with machinegun fire. And in spite of the resulting horrors of this unspeakable tragedy culminating from religious conflicts, this particular tragedy was probably a small one in the endless seeming 'ledgers' of religious wars.

Mary Baker Eddy's pedagogical structure is about developing the scientific process for healing, including the healing of the seemingly unhealable, thereby bringing peace to the struggling heart. And this process of building peace goes on and on.

For example, the building of a foursquare structure out of ten related structures and 144 sub-elements opens up near infinite possibilities, and with it infinite reason for religious conflicts. For example, the 144 sub-elements can be arranged in so many patterns that if they were all counted a number would result that is 250 digits long, which is an infinite number for all practical purposes (shown below). However, there is only one Truth. The question needs to asked here, is the Truth reflected in a form or is it reflected in the mind. The whole of mankind is individual in form as an infinite expression of the one infinite Mind. The same holds true for the expression of divine ideas and the perception of principles.

With her pedagogical structure Mary Baker Eddy presented a form that can has many faces as are counted in the number below. If the form had a million different faces the number counting them would only be 7 digits long. That's infinitesimal in comparison with a 250 digits long number. But which one is true. Which one is reflecting absolute Science? Can there be a finite form representing the infinite?

With a structure that contains that many possibilities as the huge number below indicates, numerous scientifically correct structures can be created, depending on the parameters that one chooses for creating them. Each would be exact, powerful, profound, and complete in representing the nature of divine Science, and be rich in valuable healing lessons. It is tempting to think that a pedagogical structure must have a finite face. What purpose would it serve? A pedagogical structure exists as a platform for our learning, for spiritual development, for scientific development; it exists as an invitation to ponder and to give a face to what we discern. In real terms only the inspiration of Mind can determine what we discern. The insistence on a specific form of dogma closes the door to inspiration and opens it to religiosity.

Let's consider the large number below. That number itself cannot be considered to be absolute, though it is mathematically precise for what it represents as factorial 144.

5,550,293,832,739,304,789,551,054,660,550,388,117,999,982,337,982,762,871,343,070,903,773,209,740,507,907,044,212,761,943,998,894,132,603,029,642,967,578,724,274,573,160,149,321,818,341,878,907,651,093,495,984,407,926,316,593,053,871,805,976,798,524,658,790,357,488,383,743,402,086,236,160,000,000,000,000,000,000,000,000,000,000,000 (See:

The religiosity of form would dictate to us, for example, that everything must be counted in decimal form, because we have ten fingers on our hands. But this is not the only parameter that exists for documenting quantities. Take the above number that is the quantitative result of calculating factorial 144, the result is exact and finite. But that is true only according to what a limited perception of mathematics would tell us. It would tell us that any other number would be wrong. Fortunately this limited perception falls by the wayside when one begins to see world with the mind's eye that looks for underlying principles. When on gets to that stage it becomes obvious that the above number is only one of countless different numbers that can represent the same quantity, depending on the base of the numbering system that one chooses. In that wider sense every one of the countless different numbers that could be created would be equally correct and precise, though each being totally different in form. For example, the above number is a decimal number, based on counting from zero to nine for each digit. One could just as well use the hexadecimal numbering system where each digit counts from zero to fifteen (0123456789ABCDEF). The above value would thereby be presented in a totally different form that would still represent the same value. That is how the higher dimension of science takes all the finity out of form depending on underlying principles.

Against the background of the above consideration one begins to discern a possible reason why Mary Baker Eddy could not have presented her pedagogical structure in a finite form, because a finite form for it simply does not exist are can be created. The form depends on ones choice of the parameters, and those depend on where one stands in the line of scientific and spiritual development. Of course, this development is without limits. And even if we all came in our development upon one single form, the individual perceptions of interpreting that form in the mind would still be potentially as numerous as are the grains of sand on the seashores of the world.

The logical fact is that the development of divine Science can have no limits, and therefore no finite form. A region can be finite, with a rigid finite doctrine that is cast in stone, but not so a Science that is open to the infinite.

So what good is all of that?

It all adds up to peace, and joy, and power. In the above consideration we loose all reason for judging one-another, while the field opens itself wide to boundless explorations and sharing ideas in the dimension for unfolding spiritual ideas that is without possible limits so that the value of the outcome can only be judged by the peace and brotherhood that results on the human scene, and the flow of healing, and joy, and love, and power. The value of spiritual attainments can only be judged in terms of what we gain in ever greater freedoms for reflecting the divine nature in human civilization, like birds taking to the sky. On this infinite platform we all stand side by side with one-another, governed by the one Mind, the Mind that is God reflected in infinite individuality. Mary Baker Eddy's pedagogical structure is a tool in our journey towards the infinite.

Here begins our journey of exploring the tool. Mary Baker Eddy's outlined pedagogical structure is a tool that helps us to explore the land of infinite Spirit, the land of metaphysics, the land of healing, the land of respecting one another as divine beings. It is also a tool for exploring the platform of the Principle of Universal Love. On this note I would like to present my discoveries about Mary Baker Eddy's pedagogical structure as a tool, and the various aspects that came to light by using the tool. The discoveries were derived through years of pondering and a the determination of being as faithful in following her outlined forms and metaphors that she put forth to get us started.

As one would expect there exist quite a number of outlined forms and metaphors that present themselves as an invitation to ponder profound ideas and concepts in order that they may take shape in thought. And even as it stands today after 20 years of utilizing the tool, the present stage of my perception of it is still but an example of how Mary Baker Eddy's outline can be recognized. I personally found the recognition extremely useful, and therefore worth sharing as a shared research example. Thus, when in some places I say "this IS," I simply mean to say that it IS so in my perception. And that is all that anyone can really say, even from the highest standpoint of Science.

So, let's begin by looking at what Mary Baker Eddy has outlined in terms of hints, descriptions, metaphors, and associated structures.

Let's begin this task with the simplest outlined forms, that of three groups of three related structures, of which each group combines structures that are similar in nature.

 The Textbook Group

The Appendix - The Textbook Group  combines three progressive structures that are made up of 16 parts each. The largest of these is the Christian Science textbook, which is a structure of 16 chapters. The Lord's Prayer is another such structure. It is a progressive structure divided by Mary Baker Eddy into eight parts, interspersed with eight statements of her scientific interpretation, resulting in a structure of 16 stanzas. Another associated structure of that group is the 16 part structure of Mary Baker Eddy's illustrated poem, Christ and Christmas. The book of the poem contains 16 verses, each with an associated scene. The 16 elements in each part of this group cover the 16 elements the foursquare structure in a progressive fashion.

The scenes in Christ and Christmas were created as paintings produced by James F Gilman under commission by Mary Baker Eddy. Thus Christ and Christmas carries the metaphor for the foursquare pedagogical structure, and thereby provides a metaphor for the textbook chapters. Some paintings in Christ and Christmas have two verses of the poem associated with them. The resulting arrangement divides the scene across two elements, which enables it to be perceived as a compound scene. In most cases the scene can be simply divided in half, so that each half pertains to a different element. In only one case does a compound scene apply to both elements, in this case the painting is circular.

But what is the utility of it all?

Actually, the utility is more profound than it may appear. Since these structures are all progressive structures that apply to the foursquare structure in the same manner, and they therefore relate to each other. Each element represents a specific step in the development chain. Since the individual structures are all progressive structure, their first element coincides with the lowest level element in the first column. From there they progress upward in the column and cycle on to the next column through the whole foursquare matrix, column by column. Please see Appendix Group 1 for an illustration of the process. As I said, the utility of this arrangement is more profound than it may appear, because it draws the entire structure into the daily process of individual scientific and spiritual self-development that is facilitated through the daily Bible lessons.

In churches of Christ Scientist there is no sermon preached. The sermon is a Lesson Sermon, consisting of texts being read from the Bible, interspersed with corresponding texts from the textbook. Each textbook selection, of course, is from a specific chapter that has a specific place in the pedagogical structure. Therefore, each lessen citation has a built-in link to the foursquare structure. Thereby the Lesson-elements gain a specific significance which is defined by the definition of the "cardinal point" that define the foursquare structure, and the definition for its column. The lesson elements are thereby also further defined by the related element of the Lord's Prayer and the related metaphor provided in the related scene and verse from Christ and Christmas. With these three interconnections the dimension of the lesson citation grows enormously.

The challenge in Divine Science, which Christian Science builds on, is to eradicate the errors of primitive and limited mortal sense with a scientific sense of divine Truth. That sounds simple, right? But how does one eradicate a perception that is erroneous, even while it is perceived to be the truth? It is not easy to eradicate errors in thinking that are not regarded as errors. Here one's development in divine Science comes to light as a valuable resource.

A simple example is society's near total devotion to the fascism of greed, manifest in the relentless privatization of wealth, and so forth, that has become a deep-reaching obsession. Everyone has been taught to love it, even while its effect is destroying civilization. A higher-level standpoint is required to deal with those errors scientifically. Universal Divine Science can take us to those higher levels of Principle-oriented thinking by means of scientific discoveries.

The total denial of the divine Principle of universal Soul that the current privatization obsession reflects, is deemed to be the ideal of civilization. Virtually no one regards this obsession as based on a fundamental error. In most cases it is not even recognized that this error is destroying civilization. Therefore no correction of the error is actively sought. In fact, those daring few who stand up and point out the fundamental error, like the American economist and statesman Lyndon LaRouche has done for 35 years, is being laughed at, scorned, and ridiculed, and thrown into jail by those who profit from the universal error and who don't want the error to be discovered. They hail Adam Smith, the king of the fascism of greed (misnamed modern economics), and honor him like he were a god. The underlying error cannot be recognized at the level of thinking at which the error is created or imposed. It can only be discovered when society's thinking is raised to a higher-level standpoint that unfolds in divine Science.

The same happens in the world of Christian Science healing. The errors that are not detected continue to cause suffering until they are detected. The process that Mary Baker Eddy has put in place to break this deadlock is the Bible lesson process that is linked to the whole pedagogical structure and its profound riches, which focuses the individual constantly onto every aspect of its riches in countless different contexts. In this recycling through the vast domain of divine Science, in many cases, hidden errors simply disappear and healing unfolds that isn't always immediately recognized. That is what many people have reported who found themselves reading through the textbook in search for something else. They came upon an aspect of truth that suddenly had a profound meaning for them, and in the flow of it, healing resulted. The pedagogical structure that Mary Baker Eddy poured such great riches into that all of her major works became a part of it, comes to light as a scientifically active impetus that enormously enriches both the Bible lessons and the textbook as foundations for healing.

A summary index has been provided in the book Universal Divine Science, Spiritual Pedagogicals , under the heading: Textbook Chapter References. The index draws together the specific definition for the applicable cardinal point, and everything that pertains to it, and the same for the specific column, in conjunction with the applicable verse and scene from Christ and Christmas and the applicable stanza from the Lord's Prayer. This reference work greatly expands the dimension of the Bible lessons and the textbook chapters.

In addition, for the same reason, I have prepared a special Divine-Science focused presentation of the textbook that incorporates many of the unique features of Mary Baker Eddy's pedagogical structure that the textbook itself is a part of. The unique presentation is available under the title Science and Health with Key to the Scriptures in Divine Science.*203 Further, I have created five sets of the early Lessons Sermons from 1898, 1899, and 1909, have been prepared in a similar manner, linking the Bible lessons with the rich background in Divine Science that Mary Baker Eddy's foursquare pedagogical structure provides. They are available under the title: Bible Lessons in Divine Science.*204

These kinds of scientific development processes, which Mary Baker Eddy has documented in her development structure for our use, were evidently fundamental to her discovery of Christian Science in the first place, a discovery that was rooted in the universal sphere of Divine Science.

The ever-searching mind had broken new ground in pioneering territory. It had seen what no eye had ever seen, and no consciousness had ever dealt with in terms of the complexities of reality that lay far in advance of the realm of general experience. Animals learn by experience; they react to changes in their environment or to the failures and successes in their daily course and are able in some fashion, by reacting to their experiences, to alter their behavior to some degree. Mankind has been able to move far beyond those limited experiences, and with the human intellect, through scientific development, establish a channel to the infinite and divine, discovering its roots in divine Principle. This is our basis for creative discovery where the mind moves ahead of the physical experiences, where the mind creates a platform in thought on which new types of greater experiences can unfold. In this chain of creative discovery, the actual experiences come into play as but a confirmation of what the advancing thought had already established.

Plato's pioneering work on the process of scientific discovery brought us quite a few steps towards the point where we are at today, where divine revelation in Divine Science takes us still ever-closer to home. This scientific process is not a human-mind process. It is not human mind-power that unfolds in the metaphysics of Christ healing. It is a divine process. Divine Science takes us into the land of divine metaphysics, to metaphysics manifesting divine Principle.

The resulting advanced experiences subsequently cement the mental discoveries together into concrete facts that furnish a higher basis in spiritual consciousness from which to advance further towards still more absolute conclusions that in turn lead to still higher experiences. This is what Mary Baker Eddy may have meant when she said about her initial healing that she must know he science behind that experience.

Obviously she understood a great deal about the spiritual facts before her healing took place, having searched for these facts for all of her life. Obviously her having experienced the evidence thereof didn't bring her 'journey' to an end, but opened up a new beginning. She said that she must know the science involved. Her evident goal was to make her discovery scientifically accessible as a universal platform for the healing of mankind. In order to reach this goal, she realized that she must understand clearer than ever before the underlying principles that she had merely touched upon earlier as advanced concepts. Now they came into her life with substance, in the form of a profound healing.

Here is what she said about it herself:

"When apparently near the confines of mortal existence, standing already within the shadow of the death-valley, I learned these truths in divine Science: that all real being is in God, the divine Mind, and that Life, Truth, and Love are all-powerful and ever-present; that the opposite of Truth,--called error, sin, sickness, disease, death,--is the false testimony of false material sense, of mind in matter; that this false sense evolves, in belief, a subjective state of mortal mind which this same so-called mind names matter, thereby shutting out the true sense of Spirit....

"For three years after my discovery, I sought the solution of this problem of Mind-healing, searched the Scriptures and read little else, kept aloof from society, and devoted time and energies to discovering a positive rule. The search was sweet, calm, and buoyant with hope, not selfish nor depressing. I knew the Principle of all harmonious Mind-action to be God, and that cures were produced in primitive Christian healing by holy, uplifting faith; but I must know the Science of this healing, and I won my way to absolute conclusions through divine revelation, reason, and demonstration. The revelation of Truth in the understanding came to me gradually and apparently through divine power. When a new spiritual idea is borne to earth, the prophetic Scripture of Isaiah is renewedly fulfilled: 'Unto us a child is born,... and his name shall be called Wonderful.'"*205

Evidently, the healing process that she experienced was similar to what the great spiritual pioneers in biblical history had also experienced and may have meant to indicate by their declaration that man is created in the living image of God, which they had deduced from their own experiences drawn from far-advanced spiritual perceptions. Evidently those far-advanced perceptions have been lost sight of in modern times. However, Mary Baker Eddy proved that they can be regained on a spiritual scientific basis.

Advanced scientific and spiritual development is an aspect that sets mankind apart from even the highest species of animal life. This type of advanced development may have had its beginning in the distant ages of the development of mankind itself. Mankind has developed the recognition of itself as a spiritual species with a spiritual capacity that can be utilized to shape everyday experiences in life. Unlike an animal, man is not at the mercy of experiences, but has the capacity to direct, create, and control experiences. Man is not bound to the low-level mode of living material experiences, but has dominion over them.

The break-out point in human history at which the advancing creative discoveries of the mind were putting man far ahead of any other species of life is reflected in the development of art, music, and the spiritual development of thought through the unfolding of advanced ideas that provide freedom. The most central of these advancing ideas, in terms of increased freedoms and higher standards of living, is the unfolding discovery of universal principles. This is profound, since God is divine Principle reflected in All.

This theme of universal divine Principle was spasmodically touched upon in numerous ways in the ancient societies, those that existed long before Plato and Christ Jesus. This theme was also touched upon by the various founders of the worlds great monotheist religions. This theme, which Christ Jesus had raised monumentally to divine height, was applied in the 15th Century in Europe to a large extend in a kind of spiritual revolution, notably during the forty-year-period beginning in 1440. This was the period in history when the idea of the Common Wealth of the Nation was developed that might have been the outgrowth of the teaching foundation, called the Brotherhood of the Common Life, which preceded this period and had produced many geniuses. That was the period in history in which cardinal Nicolas of Cusa, one of the geniuses and founders of the Golden Renaissance, made his mark in history, championing the rediscovered idea of man as existing in the living image of God.

Perhaps it is largely due to Cusa's work on the rediscovery of the divine image in man that the unfolding historic period became a period of remarkable humanist progress in which the Eastern and Western churches were brought together to some degree into a single ecumenical fraternity based on the divine image of man and the universality of Truth, thus healing the breach by way of a scientifically spiritual affiliation called the Filioque. The idea of the Filioque first emerged in the 13th Century but was fully put on the map by the Council of Florence in 1438-1445.

This theological affiliation lasted into the next century, at which point it was destroyed by Venice in its effort to destroy the Renaissance, a treachery that succeeded. Thus budding universally unifying perception of man as the living image of God has never been profoundly revived again to the present day, except by Mary Baker Eddy's revolutionary declaration that God is divine Principle.

Still, the underlying idea of the Golden Renaissance, that man is created in the living image of God did change the course of human development for all times to come. The root of our modern civilization was laid in this period. The dark ages ended with this sparking recognition of man as being created, and existing, as the living image of God. From the Golden Renaissance epoch on, in spite of the efforts by Venice to squash it, a gradual scientific and spiritual revolution began that nothing could hold back, in which the movements of the mind precede the unfolding experiences that were themselves revolutionary to anything that had been experienced before. Up to the beginning of the Golden Renaissance most of humanity, especially in Europe, had lived under various forms of oligarchic feudalism, pressed into serfdom or slavery, living in poverty and often in fear of their very lives. This chain was broken with the unfolding idea of the divine image of man that was reflected in the Filioque and became manifest in the unfolding idea of the modern nation state of common wealth that emerged through the work of the renowned Council of Florence under the leadership of Cusa, based on the principle of man as the image of God.

The so derived idea of the sovereign nation-state of common wealth was first instituted in France under Louis XI. It was designed to raise the status of the common man, both politically and socially through education. Poor boys and girls were taken out of their locked-in status to pauperism and given a classical humanist educational experience that unlocks the genius within man. As the result, France flourished as a nation. Soon, other nations matched to some degree the path taken by France.

From this unfolding idea that preceded the revolutionary experiences, a shift in the nature of human civilization was launched that enabled a sharp rise in population density and correspondingly higher standards of living that an advanced society brings about. It resulted also in a revolutionary uplift in culture, such as in art, music, architecture, and the development of science and technologies.

This single idea that man is created in the living image of God, that had changed the experiences of millions of people, nonetheless did not reveal a fundamentally new actuality. The recognition of an aspect of divine Principle by which the lives of so many people were raised to ever-higher standards of living, had always existed. It existed in divine Mind, and only needed to be discovered humanly for the experiences of the people to reflect the reality that had always been real, forever.

No species of animal has yet undergone such a fundamental shift in experiences as those that we human beings brought about by the creation of advanced ideas that unlocked some long hidden principles. Only mankind has undergone such a fundamental shift in experiences. However, it must also be recognized that the achieved shift in human experiences can reverse itself if the advanced ideas are lost sight of, by which the bright moments of civilization became lost, sometimes for long periods when the human mind was held back for political objectives. Many such regressions have been experienced in history. Almost always they were intentionally created. The treacheries of the oligarchic society of Venice, for example, imposed such a carefully crafted reverse shift onto the people of Europe in the sixteenth century, with devastating consequences. Nevertheless the principles that had been discovered and put on the map, had remained. They had blossomed at various times into some bright moments of freedom and progress, even if they were consistently squashed again.

Mostly the renaissance movements of scientific and spiritual progress were squashed by the various methods of the Venetian Empire that soon became a world-engulfing imperial force by which the British Empire was created. America lay somewhat isolated from this degrading force. In North America the renaissance spirit that had uplifted Europe continued to develop quite extensively, while it was being squashed brutally in Europe. Mary Baker Eddy's advanced discoveries emerged from the background of this profound humanist renaissance for which America had become the last pioneering territory on the planet in her time. Furthermore, the discovery of Christian Science by Mary Baker Eddy occurred in a part of North America where the pioneering humanist renaissance spirit had its most deeply rooted history.

All of these aspects coming together were apparently needed for Mary Baker Eddy to be able to raised the level of mankind's scientific spiritual perception to a whole new level, representing a whole order of magnitude in advances. She raised the platform for perception beyond the tallest perception that Plato had achieved, who had still regarded the human mind as causative in the discovery process of universal principles. Mary Baker Eddy discovered and proved that the real causative source for discovery and understanding exists on a higher level than the human mind, and unfolds as the natural emanation of the divine Mind that is reflected in humanity. Nothing short of that can explain the profound healing experiences that she helped bring about almost effortlessly, which still totally defy all lower-level established rationality.

Mary Baker Eddy however encountered a major problem with that success. The problem was defined in what she recognized apparently from the beginning as necessary, that of making her scientific advances accessible for the universal healing of mankind. That problem posed a far greater challenge than the healing process itself. She had proven that the healing process could be successfully taught. She had taught it herself from 1867 on. Fourteen years later, in 1881 she had opened her own college for this purpose, the Massachusetts Metaphysical College, where she had taught for another eight years the science of this healing process. Then in 1889 she closed her college and started what may be called a second stage in making her discovery of the divine Principle of scientific mental healing, which she called Christian Science, as an element of Divine Science, accessible universally.

The second stage began with a major revision of her textbook, Science and Health, with Key to the Scriptures. The revision was published two years later in 1891. Almost immediately thereafter, as it were in the same process, her illustrated poem Christ and Christmas was created, that was published in 1893. Since Christ and Christmas contains the metaphor for her pedagogical structure, the conceptional architecture of that structure was apparently fully complete at this time.

Coincident with this second stage, a type of universal church was established. In 1892 she conveyed a parcel of land in a Deed of Trust for the building of an edifice for a congregation, which she determined shall be styled "The First Church of Christ, Scientist." In 1895, the governing instrument became the Manual of the Mother Church, The First Church of Christ, Scientist, in Boston, Massachusetts.

Mary Baker Eddy never taught again personally on a regular basis after that second stage had been initiated. She reopened her college in 1899, ten years after its closing, in the form of an auxiliary to her church. From this point on the formal teaching in this college, and all formal teaching throughout the field of Christ Scientists was based entirely on her pedagogical structure from this point on, under the authority of the Manual. She selected two of the most advanced constituent elements of her pedagogical structure as platforms for all formal teaching of Christian Science.

She designated for the primary one of these, the 24-element structure of the (textbook) chapter, Recapitulation. In addition to this foundation for teaching, she designated for the advanced class (the normal class for the education of teachers), also the 32-element Christian Science Platform. She provided both of these structures as completed structures, perfectly arranged to the last detail. They are also the most complex of the fully completed structures that she provided as constituent elements for the foursquare pedagogical structure. Only the Glossary structure extends beyond that foundation, which was designed to be built from the ground up.

It has been suggested that Mary Baker Eddy didn't publish her pedagogical structure, and that it therefore should remain obscured. The fact lies in the opposite. She did publish it by making its two platforms the mandatory subject for all formal teaching. In this manner she published the pedagogical structure as a whole by way of discovery rather than by turning it into a doctrine. She pointed to two of the highest-level summary constituents of it and said in essence, "this is what you teach. You must discover what it is that I have set before you, so that you can teach it.

By mandating this specific teaching she literally mandated the discovery of everything else that lies underneath, such as the basic architecture of the pedagogical structure in terms of its cardinal points and development columns, and the basic constituent parts of the foursquare structure, the textbook chapters, the Lord's Prayer stanzas, the metaphors in Christ and Christmas, and so forth. With the mandate for this higher-level teaching the publication of the pedagogical structure was virtually assured, and it was put in place enshrined in the Church Manual.

The challenge that she evidently faced was to create a pedagogical structure that is not limited or finite, since the reflection of divine Mind cannot be limited, finite, or be circumscribed in the form of a doctrine, but has to open-ended and be built on the process of discovery itself. Her un-imposed, un-dogmatic, open-ended pedagogical structure was evidently designed to reflect the very platform on which she stood herself. She said at one point about herself that, although "rejoicing in some progress she still finds herself a willing disciple at the heavenly gate, waiting for the Mind of Christ."*206

She evidently didn't expect to be alone at this position of a willing disciple at the heavenly gate, waiting for the Mind of Christ. By placing her teaching on the highest formal platforms of the pedagogical structure (Recapitulation and the Christian Science Platform - two types of formal platforms) she set up a high-level stage on which the infinite development of Divine Science through the 144 element Glossary structure could unfold. From this point on she no longer provided a completed form. All the Glossary elements are provided alphabetically ordered. She provided nothing but the elements themselves so that the development process from this point on would have to rest exclusively on the science involved, wrought through inspiration, and discovery; unfolding the manifest of infinite Mind.

Mary Baker Eddy's pedagogical structure therefore is built on a revolutionary concept that is presently nowhere utilized in education. The earliest formal education system, The Brotherhood of the Common Life that gave rise to the Golden Renaissance, was probably the closest historic example of the type of 'teaching' that her pedagogical structure was evidently created for.

The earliest formal education system in Europe was built on the experiences of young boys who were taught in monasteries to copy ancient manuscripts like the writings of Plato, who thereby became independent thinkers of their own, and discoverers of profound concepts and ideas. It appears that Mary Baker Eddy has utilized this kind of renaissance process and gave it a scientifically advanced form. She provided the fundamental structure for scientific and spiritual development, and then opened the door to infinity. Her formal education requirement were set up at the leading edge of the formal structures to the open door to the infinite structures unfolding discovery, inspiration, and scientific development.

Foundations for formal teaching

Since this leading edge of her formal education is revolutionary in its concept, I have added a brief summary for those who are interested in exploring what the two platform structures include that have been mandated by Mary Baker Eddy for formal education in her church.

All platform type structures begin with the highest element and then dig deeper to encourage an awakening. This means that the starting point of their mapping unto the foursquare structure must begins at the highest element in the fourth column and then proceed downward row by row. This principle applies to both the platform that constitutes the chapter Recapitulation and to the Christian Science Platform in the chapter, Science of Being.

However, there are additional structures associated with these two major platforms. As it was the case with the textbook structure that has two similar, additional structures associated with it, both of the platforms have each two similar structures associated with them; each forming its own group. 

The Recapitulation Group

The Recapitulation Platform Group is the primary of the two. The Recapitulation Platform is designated for the primary teaching, is located in the textbook chapter, Recapitulation and contains 24 elements. The chapter Recapitulation is made up of 24 questions and answers, enough to cover the upper three rows of the pedagogical structure. Ultimately this is sufficient to gain a sense of reality, since as the John the Revelator points out about the city foursquare, there shall be no night there. The last row of the pedagogical structure is coincident with the terms NIGHT and HELL that Christian Science is designed to eliminate in human experience. In other words, Christian Science is designed to establish Christianity as the outcome of the divine Principle of the Christ idea in Christian history. That is the target in Christian Science treatment, to establish the moral domain.

As is shown in Appendix - Recapitulation Group, there exist two additional platform type structures that are related to the 24-element platform in the chapter Recapitulation. One of these additional structures is the platform of the Bible Lesson topics. Mary Baker Eddy has defined 26 of these, one for each week in half a year. The size of this platform is determined to be 26 by the number of weeks in a year. Mary Baker Eddy could do nothing about that. However, she could create an interface to accommodate this number, and that she did.

The 24 Recapitulation questions have among them two double questions that enable the two additional lesson topics to be associated with the Recapitulation Platform. The double questions are questions 20 and 22. (Please refer to the Overview: The Recapitulation Group.)

In the same manner as the lesson topics can the 26-element structure from the Glossary definition for the term ADAM be associated with the Recapitulation questions. In this manner the 26 definitions for the name ADAM are being invalidated by the Recapitulation Platform and by the Bible lesson structure. The end result of combining the recapitulation questions with the definition of Adam is shown in Overview: The Recapitulation Group.

There are 24 elements listed in the Appendix. Each listing begins with the Recapitulation question and its sequential number (which is shown for identification purposes). It is then followed by the corresponding part of the ADAM definition, which is followed in turn by the corresponding Bible lesson topic. All three make up the recapitulation group. As shown in the Overview, the combined elements of the three associated structures are applied from right to left, line by line, row by row, covering the first three rows.

It should be noted that the "Recapitulation" platform is primarily designated for the primary class teaching. It combines all the essential elements that are important for effective Christian Science treatment. The most important of these are the Bible lessons. Mary Baker Eddy said that the prosperity of Christian Science largely depends on the Bible lessons.*207 The foundation on which the lesson topics rest is the Recapitulation Platform.

Although the chapter Recapitulation has never been given the title of a platform, it is structurally a platform. In fact it is the platform that Mary Baker Eddy had based all her personal teaching on. The chapter was her teaching manual. She brought this manual into the pedagogical structure and added the specific Adamic denials that stand in the way, and added the lesson topics as well. What a rich foundation for teaching Christian Science healing she established thereby! This group of structures provides a rich platform to work from in the field of Christian Science treatment.

A similar arrangement of associated structures was built around the 32-element "Christian Science Platform" in the chapter, Science of Being.

This article and its illustrations are a part of the book
Universal Divine Science: Spiritual Pedagogical