23 Jan The True Nature of Reality: Ultimate Reality and Education – 11

Welcome to the final stop for creating our mental model for contemplating reality. In our last exercise, we pondered the scale of our perceived reality (everything we conceive to be real) compared to that of Ultimate Reality, something we termed Actuality. Reality contains everything we experience through our five senses plus anything our minds are able to conceptualize. Actuality encompasses truths unknown to us, all the things out there in the universe (or right here inside of us) that we do not yet fully realize.

The terms Reality, Non-Reality, and Actuality (or Ultimate Reality) sound very “other worldly”, exotic, esoteric even, but this journaling series is not leading us to some foo-foo, pie in the sky idea of existence. It is not guiding us towards higher energies, synergies, or new dimensions overflowing with vague terminology and foggy concepts. Contrarily, this course seeks to escape this kind of magical and decorative thinking. It is more interested in what is real, like the chair your are sitting in, or the air you are breathing; matters that we can fully test and understand.

one circleIn our final model for searching out the true nature of reality, the circles are finally aligned in their proper places, with the circle of Actuality encompassing everything that exists, with our perceived reality lying somewhere inside, and with non-reality found within our own perceptions and conceptualizations.

The interaction among these three circles is based in a concept familiar to us all, the idea of Education. There are two types of education, Valid Education and Invalid Education, which are defined in the following manner: Valid education is any learning or practice that is a part of Actuality, and Invalid Education is any learning or practice that is a part of Non-Reality. One moves us towards truth, and the other, away from it.

Valid education means we learn something real that we did not know before. For example, imagine you lived back in a time when the world was believed to be flat. You would believe it to be true, because at that point in time, a flat Earth would be at the height of your understanding of the world around you. The flat world would be a part of your reality, but is it a part of Actuality? At some point in history, it was proven that the earth was round, and in that moment, our perceived reality expanded as we grasped this new knowledge from the circle of actuality, and pulled it into the circle of our perceived reality. In this way, Valid Education is the most common process by which our perceived reality grows and understands more and more of ultimate truth. Of course, Invalid Education can hinder us from grasping more truth and has the power to keep our circle of perceived reality small, while encouraging the circle of non-reality to grow and take over our ideas of what is real.


Name something that is common knowledge today, that was not a part of perceived reality one thousand years ago.

Name something that is a part of your daily life that did not exist when you were in high school.

How real does the world feel to you?

What does that realness tell you, realizing that many of the things you believe to be real today, will be different one hundred years from now?

After contemplating that much of what you believe to be real will be different in the future, how does real does your world feel now?

Can the feeling of realness become an obstacle to gaining more knowledge and insight about the world around you?

What makes education valid or invalid?

How does valid education help us understand more of the unknown (Actuality)?

How does invalid education keep the unknown (Actuality) hidden and expand the circle of non-reality?

Can you think of a reason why some people would not want to acquire more knowledge?

Can you think of a reason why some people would not want their perceived reality to change?

Can you think of a reason why some people would want their circle of non-reality to grow, even though it moves them away from Actuality?

How much control do we have over Actuality? How much control do we have over Non-Reality?


Michael Ken