1) For whom are the computer files

Transcription

1 Guide for Using, Modifying, and Creating Unified Field Charts by Dr. Volker Schanbacher, MERU, Holland August 2011 This guide deals with 4 aspects, please read them carefully before using the computer files. 1) For whom are the computer files (IMPORTANT!) 2) For whom are the charts (IMPORTANT!) 3) Working with Adobe InDesign and Illustrator to modify or create Unified Field Charts 4) Specific Rules regarding the Content of the Unified Field Charts 1) For whom are the computer files These computer files are only for a selected group of faculty members of Maharishi University of Management, Fairfield who work at the development of Unified Field charts. They should consent to follow an agreement between Maharishi University of Management, Fairfield and the Education Ministry of the Global Country of World Peace, which includes the following points: (1) not to give out the computer files or parts of it to anyone else except those determined by the Dean of Faculty of MUM, Fairfield. (2) Printouts are made exclusively for the use at classes of MUM, Fairfield and classes of Maharishi School of the Age of Enlightenment, Fairfield. (3) Printouts for other educational institutions associated with MUM, Fairfield need permission from the Education Ministry of the Global Country of World Peace. (4) Printouts for any other purpose whether within USA or outside USA also need permission; in this case we usually expect to have royalties paid to the International TM movement for the development of these charts. (The general layout of this version of these charts was done years ago in Holland under the guidance of Maharishi and took a long time till the final layout was finished. In addition, the remake of the 19 charts for the 19 individual disciplines in Adobe InDesign and Illustrator, including preparation and the formatting, took several full days for each of the 19 charts, which means in total at least about 2-3 months of work.) 1

2 2) For whom are the charts The 19 Unified Field charts that were sent to MUM in October 2009 (updated Aug/Sep 2011) occur in two versions. Depending on the layers that are switched ON or OFF in Adobe InDesign you will get charts with or without Vedic Science terminology (see the document 0 Note on layers of InDesign - Aug2011.rtf ). It was the clear instruction of Maharishi in autumn 2007 that charts containing reference to Vedic Science should not be used for public presentations, also they should not be used in the first years of Consciousness-Based Education in schools and universities, except for a few special cases. In more detail: The versions of Unified Field charts containing Vedic Science terminology should be used only for India (and some other countries with Vedic culture), for Maharishi University of Management, Fairfield, for Maharishi University of Enlightenment (USA), and for advanced years of Consciousnessbased colleges and universities after the students have gained some familiarity with Maharishi s Science and Technology of Consciousness and the students are ready to learn specific aspects of Maharishi s Vedic Science. In general, Maharishi wanted to have Vedic Science terminology introduced at universities at the end of the second year of Consciousness-Based Education, the same applies for schools. Dr. Bevan Morris said that he would prefer the charts without Vedic Science terms for the first years at Maharishi University of Management, since this is also the policy for other universities. (Following the above-mentioned general policy one could use the charts with Vedic Science terms at the end of the second year at a MUM.) (For detailed questions one may consult the Education Ministry of the Global Country of World Peace.) 3) Working with Adobe InDesign and Adobe Illustrator to modify or create Unified Field Charts Around 1996/97 Maharishi asked us to make new Unified Field charts which were quite different in the general layout from the charts printed in At that time the general layout and some of the fundamental charts, like the physics chart, where done in Freehand by computer specialists in MERU, Holland. The first set of about 18 to 19 charts was finalized in 1997, which included contributions from MUM faculty. After the first set of 18 to 19 charts was finished (using the computer programme Freehand) they were sent to MUM, Fairfield for review by the faculty. The revised charts that came back from MUM to MERU, Holland in 1998 obviously had several improvements with reference to the disciplines. However, it became clear to us that the computer work for this new version was often done by people who had not much experience with reference to the standard 2

3 that we have at the International level. For example for about one quarter of the charts the boxes of the disciplines were done in greyish colours, although the 1997 version had nice colours. Also everyone had his or her own style of working in Freehand which required quite some work from the people at MERU, Holland to create 18 to 19 charts that looked the same in their general features. We would like to avoid such complications this time because we just don t have the time any more to redo 19 charts once more. It was an exception that I spent in total about 2 months for revising charts that are presently used only at MUM, Fairfield (although I hope that they will be used in the future also for other purposes). Therefore please follow the suggestions described below if you think that you want to submit your contributions to the education ministry for improving the chart. Of course if you make charts just for yourself this is not necessary. * The overall work for the chart is done in Adobe InDesign CS5; this includes text columns at the sides, the blue Unified Field band, the TM cone, and the headings. Only the central part containing the individual discipline is imported as Adobe Illustrator file into InDesign. For this to work it is important that one does not change the layer structure and the dimensions of the Illustrator charts that I sent you!!! Please, use only Adobe InDesign CS5 on Macintosh to modify or create charts based on the 19 charts that I have sent you in October 2009 (updated Aug/Sep 2011). (The switch to PC and other programmes can create endless font problems and other problems with the text. Likewise downgrading to InDesign CS4 or CS3 is theoretically possible but leads to many problems with formatting, so please don t use older InDesign.) * For faculty doing the individual disciplines we recommend that they work only on the Illustrator files and write the text for their discipline (right column upper half) in a simple word programme, like MS Word, and then give the whole to someone experienced in Adobe InDesign to finish the work. * Use only Adobe Illustrator CS4 or newer (better CS5) on Macintosh to modify or create charts based on the 19 charts that I have sent you in October 2009 (updated Aug/Sep 2011). (The switch to PC and other programmes can create endless font problems and other problems with the text.) * If you are new to Adobe Illustrator, don t use this chart for learning Adobe Illustrator while making the modifications that you wish to send us. Within a few minutes you can mess up the layers and grouping of elements in such a manner, that it is easier for us to make the chart new than taking your computer file. * Please acquaint yourself first with the layer structure, colours, and other features of the chart before you start with modifications. 3

4 * Do not rename layers and keep text on the appropriate pre-existing text layers and graphics on the appropriate graphics layers (this applies in particular to InDesign). * Do not change the dimensions of the chart and its subunits (like width of space for discipline, position of ministry of government, the y-coordinate of the column with the numbers for the layers, the y-coordinate of the column with Invincibility not here, position of text column and Maharishi picture, etc.). * Use always CMYK Process colours, do not change the colours which are presently in the colour palette, but make new one s if needed. We have a few standard colours for the text columns (in InDesign) and the text in boxes (in Illustrator), for example the colour Text in Boxes , please keep it that way. If you prefer values different from CMYK = for your own print you may create a second separate computer file for printing where you change the values for CMYK as you like. A similar logic applies to some other standard colours used in common elements. * The fonts that should be dominantly used are the Open-Type fonts TimesLTStd, TransTimesLStd, SymbolOT, Helvetica LT Std (TimesLTStd is virtually identical to Times). I have added these fonts for your reference, together with a ReadMe- File on fonts. * If I have time I may do some improvements on the central graphics that is unique for each discipline. For example in several charts the text within boxes could be improved. We have the experience that text in FULL CAPS is more difficult to read and therefore it may be better to change it to Title Case. Also sometimes some small modification of colour or size of the stroke of boxes could be good. * I am aware of the fact that not every faculty member can easily make or modify charts in Adobe Illustrator CS4 or CS5 since it requires both proper equipment and some time of training with the software. Therefore it would be desirable that charts are done by a few computer experts if possible. * If you have just a few minor remarks regarding improvements that you would like to communicate to me I prefer if you do this by sending me an via Jim Fairchild or Dean of Faculty Dr. Cathy Gorini, who are coordinating this. This makes it much easier for me than getting a full chart where I have to first check what has been changed. * Always observe the points regarding content explained below in section 4. 4

5 4) Specific Rules regarding the Content of the Unified Field Charts Since everyone from the faculty has been trained in making Unified Field charts there is no need for me to go into all the basics, I just would like to discuss a few topics that I feel to be necessary to be mentioned. 4a) Unified Field Chart versus a Flow Chart for the Curriculum. At several occasions I learnt that accomplished educators in the field of consciousness-based education made charts that superficially looked like Unified Field charts but were in fact flow charts for the curriculum. Because I really had to explain to them that their charts were in fact not Unified Field charts I would like to discuss this aspect. Typically in consciousness-based education the curriculum is structured as described in the following example. (At MUM the duration for individual units may be different than in the example, but the example demonstrates the general principle.) We have learned from Maharishi that Total Knowledge is presented in such a manner that in the first lesson you teach the whole. Then again in the first week (or something like that) you teach the whole again. Like this you have several consecutive units of let s say a month or 3 months so that in each such unit you teach the whole in a more elaborate manner. In each of these units you have to go through the Unified Field chart from top to bottom (principle of synthesis) and back from bottom to top (principle of analysis). Here the top of the chart should represent the most expressed diversified values; and as you progress towards the bottom these values should get progressively unified. Therefore a Unified Field chart has to be made in such a way that this is possible and that in each of these consecutive teaching units all of the boxes of the chart are covered at least at a glance. In contrast a flow chart for the curriculum is a different thing because the same aspect can be repeated several times from different angles. For example in a physics course you would explain in the first lesson just briefly that the Unified field has been discovered by superstring theory and how it has been discovered and what are some of its properties. Then in the first week you speak a little bit more about superstring theory. Then in the first month you might have even several lessons on superstring theory. Then in the following three months you may present some of the connections of superstring theory to other related areas, like cosmology. Therefore in the flow chart for the curriculum you may have superstring theory or related areas at four distinctively different places. But in the Unified Field 5

6 chart superstring theory can appear only once at the bottom of the chart. (Actually for the present Unified Field chart of Physics we just say Super Unification without explicitly mentioning superstring theory. It is only in the text of the chart that we explain that super unification is achieved by superstring theory.) In order to not confuse the students it is best to make a flow chart for the curriculum in such a manner that it flows from left to right and not from bottom to top. There may be no need to make a flow chart for the curriculum, but in case that you make one please avoid anything that can give the impression that it is a Unified Field chart. If you want to have a flow chart for the curriculum then put lesson 1 on the Unified Field on the far left side and write above it first week (or something appropriate); the sequential unfoldment of the 4 forces as the second box from left and write second week above it, and so on, from left to right and say each time week.... 4b) Eight levels Around August 2006 Maharishi asked to make all Unified Field charts with eight levels (corresponding to the 8 fundamental aspects available in 1. earthly quality of awareness, 2. liquid quality of awareness, 3. fiery quality of awareness, 4. airy quality of awareness, 5. spatial quality of awareness, 6. intellectual quality of awareness, etc. please refer to the TM-cone in the new Unified Field charts). In seven of the 19 unified field charts I have so far rearranged the levels so that we have 8 levels (this was done for Physics, Chemistry, Physiology, Astronomy, Law, Business Administration, and Agriculture). For the other areas this still has to be done and Maharishi told me that we may use the previous ones until we have accomplished this for all. There are 7 levels above the Unified Field and the Unified Field is the eighth level. In general, Maharishi wanted to have the blue background colour reserved mainly for the Unified Field and have the background of the upper 7 levels as well as the TM cone in yellow, orange, or light beige colours (and not bluish). Please also note that if you progress from the first level above the Unified Field towards the top then usually each consecutive level is a little bit wider than the previous one (although there may be a few exceptions for good reasons). Therefore please do not make for example levels 4, 5, 6, 7 all with the same width but make the upper ones wider than the lower ones!!!!!! Just like the TM-cone is expanding from bottom to top. This graphical aspect should visualize the process of diversification as you progress towards more superficial levels. The instruction to have these 8 level means that a previous instruction for making 6

7 Unified Field charts (used in the 1990ies) where you have a 3x3 structure with Rishi, Devata, Chandas from left to right and also from bottom to top is not any more fully applicable. One still should make a 3-fold structure from left to right, reflecting Rishi, Devata, Chandas, if possible. However the vertical progression is now in terms of 8 and not in terms of a 3-fold structure reflecting Rishi, Devata, Chandas. When doing the 8 levels, meaning 7 levels above the Unified Field, you may still think in terms of Rishi, Devata and Chandas, if this fits easily, like for example having levels 2 and 3 assigned to Rishi, levels 4-6 assigned to Devata, and levels 7-8 assigned to Chandas, but this is not any more the priority. 4c) Vedic Terminology As mentioned above the Unified Field charts can be made with or without the use of Vedic terminology. It was the clear instruction of Maharishi in autumn 2007 that charts containing reference to Vedic Science should not be used for public presentations also they should not be used in the first years of Consciousness- Based Education in schools and universities, except for the few special cases mentioned earlier under point 2). Only after the students have gained some familiarity with Maharishi s Science and Technology of Consciousness, the students should learn specific aspects of Maharishi s Vedic Science. Therefore it might be helpful if the faculty of MUM could think of helping to formulate the text describing the respective discipline (found at the upper half of the text column at the right hand side of the chart) without any reference to Vedic terminology. This would facilitate to make charts that could be used also at other universities. As a hint we replace Maharishi Vedic Science and Technology by Maharishi s Science and Technology of Consciousness, we replace Atma by Self. 4d) Further Aspects of the new type of Unified Field charts As mentioned earlier in August 2006 Maharishi gave new instruction for Unified Field charts. One aspect was to have the 8 levels mentioned earlier under point 4b). In addition there are other new features: * The TM cone should be at the left of the discipline. * In the TM cone Maharishi wanted to have 8 circles together with some description of the corresponding eight levels (please refer to the chart). * Invincibility not here should be to the right of the central part displaying the various boxes of the individual discipline. * Furthermore, Maharishi also requested on the very far right of the charts important formulas (related to the different levels). So far I did not have time to do this properly, but I wanted to mention it at least. For example in Physics we would have important mathematical formulas related to the main areas. In Chemistry we 7

8 would have some important chemical formulas (here I actually have some formulas related to the mechanics of transformation and the transition state, but I did not have time to integrate it in the chemistry chart); also we could put the periodic table with the various numbers for each element. In Mathematics we could have axioms of set theory at the bottom and some specific formulas of major areas at the upper levels. In areas of Humanities, Arts, Social Sciences, and Commerce we hardly can put mathematical formulas, but may be we can put some basic principles. Note added to 4d): Laura Ticciati, the head of the school division of the International Foundation for Consciousness-Based Education told me that she felt that the description of the 8 levels at the TM cone (1. earthly quality of awareness, 2. liquid quality of awareness, 3. fiery quality of awareness, 4. airy quality of awareness, 5. spatial quality of awareness, 6. intellectual quality of awareness, etc.) would be a little bit too much for the Unified Field charts for high-school classes. If for some reason there is a good argument why this text may be not adequate for high-school classes we can make the Unified Field charts for high schools without it. In the Adobe InDesign file one simply has to switch off the layer called 7 elements text at TM Cone. But in general it would be good to keep the description of these 8 levels given to us by Maharishi. 4e) Common elements of all 19 Unified Field Charts The 19 Unified Field charts have a variety of common elements. The general background and the TM cone is identical for all charts and always at the exact same position. Furthermore the text on the left side is identical for all 19 charts, except that in the top heading and in the first paragraph the name of the discipline (Physics, Chemistry, Physiology, etc.) is different for each chart. In this way we make sure that the main ideas of the Unified Field chart are found in all charts. (The text was formulated some time ago by scientists and educators from MERU, Holland.) If you make modifications to the Unified Field charts please consider these aspects. The main title of the charts follows the same pattern for all charts: Moderns Science (or alternatively Humanities, Arts, and Social Sciences/ Commerce/ Agriculture) Discover(s) Their/Its Source in Maharishi s Vedic Science and Technology the Science and Technology of Consciousness (or Source in Maharishi s Science and Technology of Consciousness ) For the right text column one has: The three sections Life in Accordance with NL, National Law upheld by NL, Alliance with NL are the same for all 19 disciplines (the text was formulated 8

9 some time ago by scientists and educators from MERU, Holland.). The section The Unified Field the Invincible Basis of Nature is identical for Physics, Chemistry, Physiology. The section The Unified Field the Invincible Basis of Nature is also identical for Astronomy, Electrical Engineering, Computer Science, Statistics, Education, Psychology, Literature, Music, Art, Law, Political Science, Economics, Business Administration, Marketing, Agriculture (but different from the previous 3 disciplines). For Mathematics the section The Unified Field the Invincible Basis of Nature is similar to the previous disciplines, but a few words are different. Please also note that only for the disciplines Physics, Chemistry, Physiology the column with Where is invincibility in [discipline]? has the wording More Invincibility and Only a... degree of Invincibility. The reason being that only for those disciplines it is very easy to verify by concrete examples that the degree of Invincibility is increasing as on progresses from top to bottom. 4f) No 3D Elements Maharishi didn t want to have real 3D elements in Unified Field charts printed or drawn on flat paper. This means for example that the TM-cone should be a triangle and not a 3D cone; likewise boxes should be arranged from left to right and top to bottom, but not from front to back in a fictitious third dimension. (Drop shadow and such graphical elements are of course OK.) However, Maharishi encouraged his artists to make video animations (or even still pictures) for specific video displays that allow 3D vision. (Such 3D vision is accomplished either by using specific glasses or specific video screens (with a mesh etc.) that make it possible that the left and right eye have the impression that they see the same object from slightly different angles so that 3D vision is achieved. Some years ago some one of Maharishi s computer specialists made a 3D image of the sequential unification of the 4 forces as a first step for having a 3D Unified Field chart. 4g) The Use of Arrows in Unified Field Charts (and arrangement of boxes) One of the most important theoretical principles that Maharishi has given to the world is the importance of the GAP. Previously all commentators of the Veda referred to the expressed values, to the Mantra aspect, but Maharishi revealed the importance of the GAP, how the consecutive value emerges from the previous value. More general, Maharishi emphasized that it is important to investigate into the GAP that relates one value to 9

10 the other one. This principle of the GAP, or the relation of one value to the other one, is also most important to construct a Unified Field chart. Some time ago I made a kind of Unified Field chart or better a chart elaborating on some specific aspects of the Unified Field chart (mainly from the perspective of physics) where I focused just on the 3-in-1 structure and on the GAPs between the boxes. I attach a small part of it, so that you see how it is done (its filename is 3in1.jpg ; here in the text it may be somewhat too small to recognize the details, therefore you should look at the original jpg). If you take a horizontal line in this chart (for example the level of atoms), you see how the Rishi value (in the example: the principles of Atomic Physics ) gives rise the Devata value at this level (in the example: the dynamism underlying the structure of an atom ). In this chart you see a comment on the GAP between the Rishi and Devata value that describes the mechanics of the emergence of the Devata value from the Rishi value. Then further to the right you see a comment on the GAP between the Devata and Chhandas value, it explains in the present case how the atomic structure (Chhandas value) emerges. Like this you see at every level the 3-in-1 structure and you really understand the relationship between the 3 values. After having completed this, Maharishi asked me that in addition to this horizontal connection between the 3 values, I should now also display in the same chart the 10

11 vertical connection for each of the 3 values. That means for example how the Rishi value of the atomic level emerges from the Rishi value of the nuclear level and how the Rishi value of the atomic level gives rise to the Rishi value of the molecular level; the same for the Devata value, and the same for the Chhandas value. If someone gets a few lessons just on this chart, he or she will really learn how important it is to make proper arrangement of the boxes in a Unified Field chart and how each box relates to the other box. This does not mean that now everyone should make such a chart also for other disciples (although it would be a valuable exercise), I just wanted to use this chart for the purpose to explain that those making a Unified Field chart should realize that the arrangement and connection of boxes is something where you have to be aware of the GAPS between the boxes both horizontally and vertically. Whenever you draw arrows between two boxes you should be aware of the relation between those two boxes, how are they related to each other. I saw the case of charts where you had on different levels 3 larger boxes each containing themselves a set of 3 or 4 smaller boxes where each such set was connected in the same manner by arrows (both horizontally and vertically); please refer to illustration discussed further below. I was asking why these arrows where drawn the way they were done. The answer was that this is how it was found in some template for Unified Field charts; but the person could give no convincing answer regarding the logic why one box was related to another box. Students are smart and they may ask the teacher regarding the logic behind the arrows connecting boxes and therefore the person making the charts should make arrows only if such a logic exists. If you have difficulties to connect individual boxes by arrows you can always take recourse to a simpler principle where you just make some (preferably fairly broad) vertical arrows pointing from one level to the next level. In the case of the Physiology chart this is achieved by a single arrow between two levels, but you could also use a set of equally distributed broad arrows if this looks better. The original Physiology chart constructed by Dr. Keith Wallace under the guidance of Maharishi (which later on was modified to the chart that you received in October 2009 (updated Aug/Sep 2011)) also demonstrates another important principle regarding the arrangement of boxes. (For your information: in the chart that you received now there are 8 boxes for 8 (Organ) Systems pertaining to the 8 major systems that have been correlated by Maharaja Adhiraj Rajaraam to Mandalas 2 to 9 of Rik Veda, which in turn are correlated to the 8 Prakritis.) The layers with boxes pertaining to Macromolecular Systems, Cell Components, Cells, Tissues, (Tissue systems); Organs, (Organ) Systems, Organism are arranged sequentially above each other because this is in accordance with the natural 11

12 hierarchical structure displayed by Nature. It would not make sense to make a larger box called Cell Structure and arrange within this larger box 3 smaller boxes called Macromolecules, Cell Components, Whole Cells where these 3 smaller boxes are arranged horizontally and connected by arrows as demonstrated in the counter-example found below. Similarly the box called Individual Macro Structure is a counter-example how it should not be done. There is no objection to have Macromolecules, Cell Components, Whole Cells in a common box but in case you do this you should arrange them vertically to reflect Nature s structure. Counter-example, how not to do 12

13 In this counter-example of the two boxes called Individual Macro-systems and Cell Structure (displayed in the figure with filename UF Biology counter example.jpg ) one looses the whole logic and the beauty of the original Physiology chart. Also the use of arrows is confusing in this example. 4h) 3-in-1 Sub-structure At some time (in the 1990ies) it was the idea to make the boxes in such a manner that you have a 3-in-1 structure not only in the structure of the Unified Field chart from left to right, but also that on each level each of the three parts (left side, middle, right side of chart) has again a 3-in-1 subdivision as shown in the counterexample above. It is very nice if you can achieve this, for some disciplines this may work. But do not force it artificially!!! The counter-example above shows that forcing such a sub-division artificially contradicts the very idea of a Unified Field chart. If you force such a layout artificially, then it may happen, that items that should be on top of each other are forced side by side; or it may happen that you draw arrows where they do not make sense. Arrows should be there where they make logically sense, as explained in the previous section, but arrows should not be blindly put for the sake of forcing upon a structure that actually does not exist. When students study the charts they should be able to understand why a subdivision and arrows occur, only then they can see the connectedness between all sub-areas of a discipline, and its connectedness back to their source, the Unified Field. (Unfortunately, I saw that some charts were made for high-schools classes where such a 3-in-1 sub-structure was artificially forced without having any relation to reality; in those charts sub-divisions and arrows were made for the sake of arrows and not for the sake of understanding how one box relates to the other. The above counter-example was taken from such a chart, which I asked to be improved. Unfortunately, in some other disciplines we still have such charts, which should be improved as soon as possible.) 4i) Capitalization There are three main reasons to capitalize words that are usually in lower case: (a) If the expression is a trademark, please refer to 4h). (b) Specific words that Maharishi likes to capitalize, like: Nature in the sense of Creation (but human nature, the nature of something is of course in lowercase), Unified Field, Pure Intelligence, Transcendental Consciousness. If you want to know which are these words please read some of Maharishi s 13

14 books, like Ideal India, Celebrating Perfection in Education etc. (c) Disciplines and sub-areas like Physics, Chemistry, Mathematics or Nuclear Physics, Molecular Chemistry, Thermodynamics, Analysis. Maharishi wanted to have these with first letter in capitals. (I have used this convention also in the Unified Field charts.) If you want to get some feeling for this please read some of Maharishi s books, like Ideal India, Celebrating Perfection in education etc. Exceptions to the above rules: In USA we had the case that the use of words like Creative Intelligence with capital C and I gave the impression that we teach something religious if we speak about the curriculum of the Science of Creative Intelligence. We clearly want to avoid this because this could cause serious trouble. Therefore whenever we think that capitalization of some specific words (like Creative Intelligence) gives others the impression that we teach a religion then we use lower case. Also if you think that capitalization creates a strange impression on some readers we try to avoid it. However, it is desirable that the decision with regard to capitalization is not made by individual persons according to their taste, but by the faculty as a whole so that for example all Unified Field charts have a common style. 4j) Unified Field charts for Universities and Schools plus other types of charts * For universities we have at International Unified Field charts in the following 19 areas: Physics, Chemistry, Physiology, Mathematics, Astronomy, Electrical Engineering, Computer Science, Statistics, Education, Psychology, Literature, Music, Art, Law, Political Science, Economics, Business Administration, Marketing, Agriculture. In the case of computer science we really should update the chart, since a lot of development took place in the past 15 years since the chart was done. Also Electrical Engineering could be improved. * For schools educators working for the school division of the International Foundation for Consciousness-Based Education (headed by Laura Ticciati) have developed Unified Field charts for high-schools. They cover the areas of: Physics, Chemistry, Biology, Algebra and Calculus, Geometry, Probability and Statistics, Foreign Language, History, Literature, Music, Art, Sports and Dance, Government, Economics. The computer files are at MERU with Roger Audet and their distribution is 14

15 handled by Laura Ticciati. These charts are still in the old layout and should be converted as soon as possible also to the new standard. Please refer also to the remark at the end of section 4d) regarding the description of 8 levels at the TMcone. Some of the Unified Field charts for schools need clear improvement according to the criteria mentioned in sections 4g), 4h) (and possibly 4a)). * There are also numerous simplified Unified Field charts which Maharishi wanted for books and other public materials. These charts show only the major areas of a discipline, this means they contain fewer boxes. Also for these charts there is no text at the left and right side of the chart. A special case of these simplified charts are charts that focus on sub-disciplines of a discipline; for example: Solid State Physics, Mechanics (Physics), Quantum Cosmology (Astronomy), Inorganic Chemistry, Organic Chemistry, Physical Chemistry, Biochemistry, Cell Biology, Molecular Biology, Algebra (Mathematics), Analysis (Mathematics), Topology (Mathematics). * Charts for Invincibility: The majority of the simplified charts are also made in a second version where the focus is on Invincibility and not on the discipline. The difference to the previous simplified charts is that in the subheading it reads: Where is True complete Invincibility? Let us search into the different levels of [name of Discipline]: Also in these charts for Invincibility there are no head of state, no Ministries of Government, no column of Natural Law and National Law. Furthermore the arrows in the central graphics representing the discipline run from top to bottom (instead of from bottom to top), because here the idea is to probe more fundamental levels of Natural Law and see how complete Invincibility is discovered when one arrives at the most fundamental level of the Unified Field. Otherwise these charts look very similar to the simplified charts of the previous point. 4k) Trademarks This section may be not up-to-date, since we had some changes in trademarks, you may consult with Dr. Bill Goldstein for recent changes. Several expressions used in the Unified Field chart are expressions with trademarks. Details for US trademarks are found in the file policy_servicemarks_policies_2009_03.pdf which is not for general distribution but only for recertified governors. Other countries have other rules and other trademarks. In the Adobe InDesign file you find 2 types of layers, one for British English and one for American English. Those two different layers have not only a difference in BE and AE, but also you find differences regarding trademarks. 15

16 Typical registered trademarks are: Transcendental Meditation (in US and the Netherlands) TM (in US only) TM-Sidhi (in US only) Maharishi Technology of the Unified Field (in Netherlands only) Maharishi Vedic Science (in the Netherlands only) Typical Common Law trademarks (Service Marks for US only) are: Transcendental Meditation Sidhi Program (US) (or Transcendental Meditation Sidhi Programme for BE used in the Netherlands) Consciousness-Based (in US and the Netherlands) Consciousness-Based Education (in US and the Netherlands) Maharishi Transcendental Meditation (in US only) Maharishi Vedic Science (in US only) (in the Netherlands this is a registered trademark) Maharishi Vedic Science and Technology All trademark expressions are usually written with first letter of each word in capital letters. It was the instruction of Maharishi not to use any more TM as abbreviation for Transcendental Meditation, which means that we also should not use any more TM-Sidhi. (There is only one exception, if we quote the Collected Papers then we quote them as printed on their cover and this is Scientific Research on Maharishi s Transcendental Meditation and TM-Sidhi Programme.) Therefore for the Sidhis we use now the expression Transcendental Meditation Sidhi Program which is a common law trademark with capital P. In particular we should not use any more the formerly used expression the Maharishi Transcendental Meditation and TM-Sidhi program(s). We thought about how this expression could be best reformulated without becoming to clumsy. We find a good way would be to use the following expressions: a) Maharishi Transcendental Meditation and the Transcendental Meditation Sidhi Programme (without the word the in front of Maharishi); or b) Maharishi Transcendental Meditation and the Maharishi Transcendental Meditation Sidhi Programme (in exceptional cases); or c) Transcendental Meditation and the Transcendental Meditation Sidhi Programme (this we use only after we have used at least once the expression Maharishi Transcendental Meditation ). 16

17 For example we would say practice of Maharishi Transcendental Meditation and the Transcendental Meditation Sidhi Program or experts in Maharishi Transcendental Meditation and the Transcendental Meditation Sidhi Program. (In British English we do it a little bit different at the moment, you can see this if you open the Unified Field chart in Adobe InDesign and make the layers with British English visible.) If you find another good solution that respects the use of the common law trademark Transcendental Meditation Sidhi Programme you can of course also use this, but it would be very desirable that we have one style in all the Unified Field charts. If possible we try to avoid to write Transcendental Meditation and Transcendental Meditation Sidhi Program in one sequence but put it in two separate sentences or two subordinate clauses. Addition: Two examples for copyright and trademark notes put at bottom of chart USA: Copyright 1997, Maharishi Vedic University Press, The Netherlands Maharishi University of Management, Fairfield, Iowa. 1998, 2008 Maharishi University of Management, The Netherlands. All rights reserved, worldwide. Maharishi, Transcendental Meditation; Maharishi Transcendental Meditation, Maharishi Science and Technology of Consciousness, Transcendental Meditation Sidhi Program, and Yogic Flying are registered or common law trademarks, licensed to Maharishi Vedic Education Development Corporation, USA, a 501(c)(3) non-profit educational organization, and used under sublicense or with permission. The Netherlands: Copyright 1997, Maharishi Vedic University Press, The Netherlands Maharishi University of Management, Fairfield, Iowa. 1998, 2008 Maharishi University of Management, The Netherlands. All rights reserved, worldwide. Maharishi, Transcendental Meditation, Maharishi Technology of the Unified Field; Science and Technology of Consciousness, Transcendental Meditation Sidhi Programme, and Yogic Flying are registered or common law trademarks, licensed to Stichting Maharishi Ayurveda Products, The Netherlands and used under sublicense or with permission. 17