Cricket’s Journey

by

Barry T Rubin

Bazzawan Productions

Cricket’s Journey

by

Barry T Rubin

Published By: Bazzawan Productions

Address: 1 Potcote Farm CottageTowcester, NorthantsNN12 8LPUnited Kingdom

Title: Cricket’s JourneyISBN: 0-9550759-0-4

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Copyright © Barry T Rubin, 2005. All rights reserved.

Table of Contents

Introduction and Acknowledgements

Artwork and Aphorism Acknowledgements

Foreword

PART ONE: Lessons with Master Pei

0. The Twin Glasses of Water1. The Spoon & the Pea2. The Leaf & the Stones3. The Glass of Water & the Gold Nugget4. The Crab & The Dog5. The Sunflowers6. The Truth

PART TWO: Lessons with Master Ling

7. The Dragonfly & The Dragonfly8. Man & Woman

PART THREE: Lessons with Master Chang

Eight Principles of Sustainable Survival

Introduction and Acknowledgements

This primer is a fictional account of lessons presented by Shao Lin priests,Master Pei and Master Ling, to the young disciple, Koo Le Chang, fondlyreferred to as ‘Cricket’ on his journey of enlightenment.

My intention is to stimulate thought, promote understanding, educate alittle and, most importantly, provide some gentle entertainment.

The inspiration for creating this primer was the 1972 Kung Fu televisionSeries starring David Carradine as (Caine or Kwai Chan King), Phillip Ahn(as Master Kan), Keye Luke (as Master Po), Radames Pera (as young‘Grasshopper’) and many others. The recurring themes of non-violence andconflict resolution reveal the power of understanding in human relationsand provide an ideal springboard for developing and extending theparadigm into new areas. This body of work was sustained by theinnovative script writers, creative producers and directors, and allsupporting cast, making the series unique and of enduring value. I say‘thank you’ to all involved.

I express my deepest thanks and support to my wonderful wife Jane whohad the long-suffering task of assuming the role of ‘Cricket’ in actual triallessons and for invaluable comments throughout, excluding the oddexpletive and the occasional non-sequitur. She also took on the task ofediting the manuscript with keen wit and sensitivity, for which I am mostgrateful.

I would also like to thank my dear brother Norman for his eruditecriticisms, endless patience and good humour, and special thanks to mydaughter Lani for her brief but incisive criticism of lesson 8 which led to atighter presentation of the logic.

Finally, I am grateful to my friends Phil and Halina Webber, and Ben andLisa Gylsen, whose thoughtful and insightful comments resulted in anessential restructuring of the presentation of this primer.

As an aside, it is perhaps important to mention that the writing and actualtesting of lessons gave rise to immense pleasure and at times,uncontrollable laughter!

Barry T Rubin, England, Summer 2005

Artwork and Aphorism Acknowledgements

I take great pleasure in thanking all those companies and individual artists,designers and photographers who have kindly granted permission to use theirimages in the development of this book. A detailed list of the source of theseimages is provided below.

Artwork:

1. The combined image of the Buddha and Cosmic Ripple appearing throughout this primer opposite each lesson and opposite ‘8 Principles of Sustainable Survival’ and page separators was created by altering and fusing two images obtained from the internet:

a. Cosmic Ripple: http://www.redfieldplugins.com/samples/Cosmic07L.jpgb. Fluorite Buddha: http://www.geoclassics.com/buddahindex.htm

All photographs, artwork and content © copyright 1995-2002 Geoclassics.All rights reserved. Claudio

2. Lesson 3: The image of the gold nugget was taken from the goldbay internet site andmodified.

a. Gold Nugget: http://www.goldbay.com Image cropped from a photograph

3. Lesson 4: The images of the dog and the crab were taken from the internet and thenmodified:

a. The Crab: http://www.thedailybuzz.com Image cropped from a photograph – original source not found

b. The Dog: Image cropped from a newsletter photograph – original source not located

4. Lesson 5: a. Van Gogh’s Sunflowers: This image was created by taking a photograph of a

reproduction of the painting, then modifying the image and finally converting the image to a jpeg format.

b. The image of nested Yin-Yang cycles created was based on an introduction tothe concept of embedded cycles: http://www.tnlc.com/eep/circles.html

5. Lesson 6: The image of the pocket watch was taken from the eBay internet site andmodified.

a. Image cropped from a photograph – original source not located

6. Lesson 7: The Dragonfly image was taken from The Dragonfly Museumhttp://stephenville.tamu.edu/~fmitchel/dragonfly/gomscan.jpgWeb Site Sponsored by The Texas Agricultural Experiment StationCopyright 1997 by Forrest Mitchell

All other Artwork was created by the author from original photographs and drawings.

Aphorism:

1. Lesson 8: Modified from the original aphorism:‘The desire of the man is for the woman, but the desire of the woman is forthe desire of the man.’ -Madame de Stael, writer (1766-1817)

Foreword

The lessons reproduced in this primer have been constructed from fondmemories of my training on a path to enlightenment with my Shao LinMasters, Master Pei and Master Ling.

In my formative years I studied under the guidance of Master Pei whotaught love and understanding and who remains in my consciousness as abeloved friend. Lessons 0 through 6 represent a small sampling of histeachings.

In later years I developed a keen interest in scientific enquiry, and I wasfortunate to study with Master Ling who taught me lessons in analysis andthe proper formulation of questions. Lessons 7 and 8 represent the widerange of his teachings. These two lessons may appeal more to those witha scientific bent, and Lesson 8 requires a basic understanding of logicalinequalities to be fully understood. Nevertheless, the flavour of these twolessons can be appreciated without any specialist knowledge.

I now teach in a Shao Lin temple following in the steps of my Masters. Thelessons I give centre on the elucidation and understanding of eightprinciples of sustainable survival. These principles have been formulatedfrom my understanding and total life experience along the journey so far.

It is therefore natural for this primer to be partitioned into three partswhich reflect my continuous journey.

Part One: Lessons 0 to 6 with Master PeiPart Two: Lessons 7 and 8 with Master LingPart Three: Eight Principles of Sustainable Survival

Following in the tradition of my Masters, the intentions of the lessons areto stimulate thought, promote understanding, enhance education andprovide entertainment.

Master Chang (‘Cricket’) 2005

PART ONE

Lessons with Master Pei

The Early Years

Lesson 0

The Twin Glasses of Water

Master Pei: Good morning Cricket. Your young inquiring face shineswarmth and gives my heart great pleasure. Are you ready for today’slesson?

Cricket: Yes, Master.

Master Pei: Presented in front of you are two apparently identical glassescontaining exactly equal volumes of pure water. The environmentsurrounding each glass is also identical in terms of temperature, pressure,light and so on. Within one week’s time, one glass will have a significantlyreduced volume of water. Examine the scene carefully, Cricket, and ponderhow this is possible?

Time passes…

Cricket: Master, I have analysed the scene and conclude that theevaporation rate of water will be equal over time given the condition thatthe external variables in the experiment remain fixed. The expectation isthat in one week’s time the volume of water in each glass will be reducedby the same amount.

Master Pei: Very good Cricket, but one glass will contain less water.

Cricket: Master, I do not understand how this is possible.

Master Pei: Cricket, watch carefully. [He raises one glass to his lips, drinkshalf the volume of water, then slowly returns the half full glass of water toits place on the table].

Cricket: Master, I am confused.

Master Pei: Well Cricket, when you realise that you are one of thevariables in the experiment, you are invited to participate in thatexperimental outcome.

Cricket: Master, is then all life and my part in it to be seen as a researchproject?

Master Pei: Yes, Cricket, but only if you so choose.

Lesson 1

The Spoon & the Pea

Master Pei: Good afternoon, Cricket. Are you ready for today’s lesson?

Cricket: Yes, Master.

Master Pei: Presented in front of you is a spoon and a pea. Pleaseexamine the scene carefully, Cricket, and ponder the question, ‘Which ismore powerful, the spoon or the pea’?

Time passes…

Cricket: Master, I have studied the scene and conclude that the pea ismore powerful than the spoon.

Master Pei: And why is that, Cricket.

Cricket: Well, Master, the pea has the potential to germinate and mayprovide food for the hungry. The spoon has not equal potential and is justa tool.

Master Pei: Very good, Cricket. But is it not true that the spoon may crushthe pea? Is not also true that the spoon may be used to plant the pea?

Cricket: Yes, Master. That is so, but I do not fully understand.

Master Pei: Well, Cricket, when you realise that both the spoon and thepea are resources which may be used in a variety of ways, would it not bebetter to inquire into the nature of power?

Cricket: Master, I am now totally confused.

Master Pei: Cricket, neither the spoon nor the pea is intrinsically morepowerful. Only the control of resources and how these resources are useddetermine their power.

Cricket: Master, now I see.

Lesson 2

The Leaf & The Stones

Master Pei: Good morning Cricket. You seem alert and well rested. Areyou eager for today’s lesson?

Cricket: Yes Master.

Master Pei: Presented in front of you is a leaf and a pyramid of stones,finely balanced. Observe carefully what the leaf and stones have incommon and when you have finished studying them, ponder the question:Where does beauty lie?

Time passes…

Cricket: Master, I have studied the scene and note that the leaf has aprominent central vein with slightly asymmetric branch veins all along itshorizontal axis. The green asymmetric region along the central axis againstthe pale wax background gives the impression of a leaf within a leaf. Thepyramid of multi-coloured stones is also symmetric about its long axis, andsymmetric along the remaining axes. Also, the stones are finely balanced,easily disturbed and the pyramid is readily collapsed.

Master Pei: Very good Cricket, but you have not mentioned beauty.

Cricket: Master, I do not understand.

Master Pei: Cricket, are not both the leaf and the stones of this earth? Isnot the leaf intimately tuned to the cycle of nature just as the delicatelybalanced pyramid of stones? Also, do not the stones consist of the mineralswhich may provide sustenance to the leaf? Do not the leaf and the stonesremind us how all nature is connected, in harmony and therefore beautiful?

Cricket: Yes Master, I see.

Master Pei: Well then Cricket, when you have achieved the balance withinand know inner harmony, only then will you find where beauty lies.

Lesson 3

The Glass of Water & the Gold Nugget

Master Pei: Good morning Cricket. Are you ready for today’s lesson?

Cricket: Yes Master.

Master Pei: Cricket, in front of you is a glass of water and a gold nugget.Examine each carefully and then ponder the question, ‘which is morevaluable, the glass of water or the gold nugget?’

Cricket: The glass of water, Master.

Master Pei: Why is that Cricket?

Cricket: To a man dying of thirst, the gold nugget has little value. A manis also unlikely to drown in a glass of water.

Master Pei: Very good, Cricket. But is it not true that the gold nuggetcould provide a well for many to drink? Is it not also true that the goldnugget could be hoarded out of greed or accrued in the pursuit of power?

Cricket: Yes, that is true.

Master Pei: Cricket, is it not also true, that an insect having flownrecklessly into the glass of water may drown whilst seeking to drink?

Cricket: Master, I do not understand.

Master Pei: Both the glass of water and the gold nugget are of this earth.Each has its own path. The value that each man imputes to each dependsupon the circumstances. No thing has innate value independent of itself.

Cricket: Yes Master, I see.

Lesson 4

The Crab & The Dog

Master Pei: Good afternoon, Cricket. You seem puzzled and sad. Why isthis?

Cricket: Master, this morning early as I was walking by the sea, I cameupon a baby crab on the beach, apparently baking to death in the hotmorning sun.

Master Pei: And how did you respond, Cricket?

Cricket: The crab appeared be suffering from the heat of the sun and if Idid nothing the crab would surely die in a few hours.

Master Pei: What did you decide, Cricket?

Cricket: I moved the crab to where the sand was wet, dug a shallow holeand buried the crab with moist sand. I was not aware that a dog at least amile away had observed my activity. Moments after leaving the crab, thisdog had streaked down to the site, promptly dug up the crab and devouredthe creature alive before I could repel him.

Master Pei: I now understand why you are sad.

Cricket: Master, had I not buried the crab, it would have baked to itsdeath. Even though I tried to save the crab, the dog ate it. I do notunderstand what to do.

Master Pei: If you had chosen to intervene differently and brought thecrab directly from the beach to the sea, is it not true that the crab’s chanceof survival might have been increased? If you had chosen not to interveneand left the crab alone, is it not true that the tide may have risen andwashed the crab to the safety of the sea in time? Is it not also true that,had you chosen not to intervene, the crab might have been spared aviolent death?

Cricket: I did not consider these possibilities. But Master, how shall I knowwhether to intervene or not? Which is the correct path?

Master Pei: Cricket, when you are aware of all nature, know yourself tobe in harmony with nature and revere all life, the question is not one borneof conflict - action versus inaction or intervention versus non-intervention.Rather, ask yourself this question – ‘may choice itself be blind’? It mattersless that the choice is correct than how that choice affects the universe.

Lesson 5

The Sunflowers

Master Pei: Good morning, Cricket. Are you ready for today’s lesson?

Cricket: Yes, Master.

Master Pei: Presented in front of you is a picture of Van Gogh’s renownedpainting of Sunflowers. Please examine the representation carefully, andtell me what you see.

Time passes…

Cricket: Master, I see a lovely painting of sunflowers in a vase.

Master Pei: Is that all you see, Cricket? Look more closely again and tellme what you see in detail.

Cricket: Master, I see an arrangement of sunflowers at various stages intheir development – fresh young flowers, those that have withered andthose in some intermediate state of development.

Master Pei: Very good, Cricket. But is there not a metaphor for the cycleof nature being displayed before your very eyes?

Cricket: This may be so Master, but I do not fully understand.

Master Pei: When you blink your eyes, in that instant you have changedand the world about you has also changed. You are part of the cycle thatyou attempt to observe.

Cricket: Master, I am now totally confused.

Master Pei: Cricket, the snapshot of the painting observed by yourawakened mind reveals the life cycle of changes of sunflowers all within atwo dimensional static painting. When you have become aware of thedynamic cycles of nature, cycles within cycles, only then can you begin tocomprehend your contribution to the living canvas of life.

Cricket: Master, now I see.

Lesson 6

The Truth

Master Pei: Good evening, Cricket. You seem to be deeply puzzled. Doyou wish to discuss this matter?

Cricket: Yes Master. How shall I know the truth?

Master Pei: Is it knowledge about the truth or truth itself that you seek,Cricket?

Cricket: Truth itself, Master.

Master Pei: Cricket, when you have learned to empty yourself of alldesire, habit, and even thought itself, only then will truth be revealed toyou as the poet and seen as a benediction.

Cricket: But Master, even once seen, will others know or understand thissame truth?

Master Pei: Why does this matter, Cricket?

Cricket: If others do not know my truth, their truth may be different?

Master Pei: Is it not true that all creation and every element in its finestdetail is unique?

Cricket: Yes, Master. As you have taught, what is apparently identical isnot at its deepest level. That is so.

Master Pei: Does not this imply, therefore, that at the deepest level yourtruth may necessarily differ from the truth of others?

Cricket: But Master, if this is true, then what actually matters?

Master Pei: Well, Cricket, if the truth seen is born without intention,neither good nor evil, is it not more important how that truth is used thanhow that truth is seen?

Cricket: Yes, Master, now I understand.

PART TWO

Lessons with Master Ling

The Middle Years

Lesson 7

The Dragonfly & TheDragonfly

Master Ling: Cricket, in front of you are two exquisite dragonflies,seemingly identical. Each has died naturally. With all your skill andknowledge, examine the two dragonflies carefully and answer thequestion: Are the dragonflies identical?

Cricket: I have looked at each dragonfly separately, and then bothsimultaneously side by side through the magnifying glass, and to the nakedeye, they appear identical.

Master Ling: Very good Cricket. Now examine their DNA.

Cricket: Master, DNA analysis reveals that their base pair sequences donot exactly match. At this fine level of structure the dragonflies are indeeddifferent and therefore are not identical.

Master Ling: That is so. Now Cricket, examine the deeper level offundamental particles from which all matter is thought to be created andanswer the question: Are two electrons in the same ground state with thesame quantum numbers identical?

Cricket: If I attempt to look at the electrons, my very act of looking affectstheir behaviour so that I do not possess the means to answer the question.If I do not look, then the answer can only be hypothetical. In the casewhen two electrons have identical quantum numbers, they would appearto be identical.

Master Ling: Even if this seems so, does not nature inform us that evenat this elemental sub-atomic level, a fine structure may exist. Is it not alsotrue that the birth of each fundamental particle in space-time is affectedby the universal field at the time and place of its birth? The universal fielditself is in constant flux, so each particle birth experiences a differentuniversal field. No matter how small, every fundamental particle bears itsunique signature, as does all nature.

Cricket: Master, I do not understand what all this means.

Master Ling: If nature is seen only through the eyes of statistics,uniqueness is blurred. Complexity itself gives rise to unique organisation.All life, all nature, is fundamentally unique.

Lesson 8

Man & Woman

Master Ling: Good morning, Cricket. Today we digress from the regularlesson format and consider some aspects of the relationship between manand woman. For the purpose of this exercise, we will formulate a constructbased on one of the principles of the Yin Yang Circle with which you arewell acquainted: the dynamic balance of opposites (that is, within eachYang is contained its opposite small region of Yin, and within each Yin iscontained its opposite small region of Yang). Hence, every problemcorrectly posed contains elements of the embedded solution and so forth.

Cricket: Well Master, I am intrigued. The subject is vast, complex anddeep. Where shall we begin?

Master Ling: Let us first consider the Yin Yang Circle diagram below wherewe have constrained the Yang element to Man or Male and the Yin elementto Woman or Female.

We further assign the biological determinants (M,m) and (F,f), where (M)and (F) are the dominant regions, and (m) and (f) are the correspondingopposite smaller regions, respectively. So, within each male there is asmaller region of female and within each female there is smaller region ofmale. The relative extent of (m) and (f) may vary.

Cricket: Master, what do you mean by biological determinants?

Master Ling: The biological determinants are determined at the moleculargenetic level and are expressed in physical characteristics such as brainsize, genitalia, glands, musculature, and so on; also in biochemicalcharacteristics, for example hormones and metabolism; and possibly ininnate psychological characteristics.

Cricket: Master, in other words, the biological determinants are thegenetic traits which define ‘man’ as male (M,m) and genetic traits whichdefine ‘woman’ as female (F,f).

Master Ling: Well put Cricket. Let us proceed further. We now introduce aset of external determinants (a,r) - for example: social, cultural, economic,environmental, and so on - which are superimposed upon the biologicaldeterminants. Here (a) represents those external determinants which areattractive and (r) represents those external determinants which arerepulsive.

Cricket: Master, I do not understand, perhaps an example would clarify.

Master Ling: The set of attractive or repulsive determinants will dependupon the history and resources that the male and female bring to theirpotential relationship; these may include the way the individuals werebrought up, their value systems, their customs and habits, status andmaterial wealth, etc. The learned attributes of sensitivity to others’ needs,integrity, trust, understanding the consequences of actions, andindependence, may be seen as attractive. On the other hand, the attributesof avarice, zealous ambition, love of power, abuse and dependency may beseen as repulsive. The set (a,r) depends critically on the overallconditioning of the individuals involved. It is also true that the very sameattributes which are seen as attractive to one individual may appearrepulsive to another.

Cricket: I understand, Master, so how may we progress this construct?

Master Ling: The biological determinants (M,m) and (F,f) combine withthe external determinants (a,r) to form the hybrid base set of Male andFemale determinants:

(M,m) + (a,r) (Ma,Mr,ma,mr) Male

(F,f) + (a,r) (Fa,Fr,fa,fr) Female

The hybrid base set accounts for the overlay of external conditioning on thebiological determinants. Each biological determinant is now dressed in thehabit determined by external attractive and repulsive determinants.

Cricket: Master, although the basic biological determinants seem relativelystable over thousands of years, the influence of external determinants -including social, economic, cultural and environmental impacts - appearsvariable and subject to more frequent fluctuation. How does this variabilityaffect the validity of the external determinant (a,r) in this analysis?

Master Ling: Good question, Cricket. The entire system is dynamic andsubject to cycles of change. The determinant (a,r) has meaning only in thetime frame when the external variables are relatively stable.

Cricket: Master, even assuming the determinant (a,r) is stable, is it notnatural to inquire, ‘how do the external variables impact a male/femalerelationship, what is the nature of relationship and what defines a stablerelationship between man and woman?’

Master Ling: Thank you, Cricket. These are indeed relevant questions. Toexplore a possible approach, we now construct the hybrid matrix whichmay give some measure of the combined interaction of biologicaldeterminants and external determinants:

The external determinant combinations in the hybrid matrix (aa), (ar), (rr)may be interpreted as operators on the biological determinants in thehybrid combination. They are respectively, highly attractive, neutral (thatis, the attractive component is cancelled by the repulsive component or,vice versa), and highly repulsive. The order of attractive strength imposedby the external determinant on the hybrid combination is:

(aa)>(ar)>(rr)

If the formation of a relationship between man and woman is createdagainst a socio-cultural background in which the individuals are responsiblefor the creation of progeny, then the hybrids may be grouped in fourcategories according to biological dominance subject to the assumptions:

(M>m) and (F>f), (M>f) and (F>m)

where it is understood that (M>m) means that M is given greater weightthan m (or that M occupies a greater area than m in the Yin Yang circle).Similar comments hold for (F>f), (M>f) and (F>m). With theseassumptions it is clear that:

(MF)>(Mm), (MF)>(Ff), (Mm)>(mf), (Ff)>(mf)

Consequently, with these conditions, the elements in the hybrid matrixmay be grouped into four categories such that:

Category 1: MFaa>MFar>MFrrCategory 2: Mmaa>Mmar>MmrrCategory 3: Ffaa>Ffar>FfrrCategory 4: mfaa>mfar>mfrr

For this case the relative strength of the hybrid Categories is as follows:

Category 1>(Category 2 or Category 3)>Category 4

and the strength of the hybrid Category 2 = hybrid Category 3.

The relative strength of the hybrid within each of the four distinctcategories is modulated by the external combinations (aa)>(ar)>(rr) asdescribed above.

Cricket: Master, it is readily apparent in this scenario that (MFaa) is thestrongest hybrid combination which applies to a heterosexual relationship.Both biological and external determinants are mutually reinforced – allcomponents are attractive. But what is the meaning of the othercombinations?

Master Ling: Well, Cricket, within the heterosexual relationship,combinations involving the lesser biological determinants (m, f) give riseto degrees of maleness or femaleness. For example, in the combination(Mmaa), the dominant male biological determinant (M) of the man is highlyattractive to the opposite lesser male biological determinant (m) of thewoman, and vice versa. In this relationship, the woman evidencesmaleness. Similarly, in the combination (Ffaa), the dominant femalebiological determinant (F) of the woman is highly attractive to the oppositelesser female biological determinant (f) of the man and vice versa. In thisrelationship, the man evidences femaleness. Other combinations exhibitvarying strengths and degrees of maleness or femaleness according to thecategories outlined previously.

Cricket: Master, this is an interesting description, but is it possible tomeasure in some way the stability of a relationship using these hybridcombinations?

Master Ling: Cricket, when you look for a measure of stability in aprocess, you implicitly require knowledge of how that process varies overtime as well as other factors. Our construct so far has employed themanipulation of logical representations subject to certain assumptions. Toproceed further, we need to introduce and understand the kinetic aspectsof the process.

Cricket: Master, I am poised. What is this kinetic approach?

Master Ling: Cricket, by analogy with chemical kinetics, we consider theman and woman to be reactants in the crucible of life which may react toform a relationship under certain conditions. The relationship is the productof the reaction. The extent to which the reaction proceeds to formation,and the reverse extent to which the reaction proceeds to dissolution, maybe used to define a measure of stability.

Cricket: Master, please elaborate.

Master Ling: Consider the following general equation:

We may now apply this equation to the specific case at hand. The separatemale and female components of Yang and Yin on the left hand side of theequation combine at a rate R1 to form the Yin Yang relationship representedby the completed circle on the right hand side of the equation. Similarly,the dissolution of the Yin Yang relationship into the separate componentsof Yang and Yin occurs at the reverse rate R-1.

When (R1 = R-1), the probability of formation of the relationship is exactlybalanced by the probability of dissolution of the relationship.

When (R1 >> R-1), the probability of formation is much greater than theprobability of dissolution.

When (R1 << R-1), the probability of dissolution is much greater than theprobability of formation.

Cricket: Master, it should be possible to define a stability coefficient of therelationship based on the relative rates.

Master Ling: Cricket, it may be beneficial to understand the underlyingenergetics of the process before attempting to define a stability coefficient.

The diagrams below represent the potential energy profiles for the reactionin three cases. In each case, the initial state is designated as the separateYang and Yin components and the final state is designated as the combinedYin Yang circle. We focus our attention on the reverse reaction for thedissolution of the relationship (R-1) into separate Yang and Yin components.

For the dissolution reaction to occur an energy barrier must be overcomein each case. This is called the standard free energy of activation (ΔG*-1).

Case 1: (R-1 << R1), (ΔG*-1 > ΔG*1)

The rate of dissolution is very much less than the rate of formation. Thecorresponding activation energy of dissolution (ΔG*-1) is greater than theactivation energy of formation (ΔG*1). The probability for dissolution issignificantly reduced compared to the probability of formation and therelationship is relatively stable.

Case 2: (R-1 = R1), (ΔG*-1 = ΔG*1)

The rate of dissolution equals the rate of formation. The correspondingactivation energy (ΔG*-1) of dissolution equals the activation energy (ΔG*1)of formation. The probability for dissolution is exactly balanced by theprobability for formation. The relationship is in equilibrium, oscillatesbetween stability and instability and represents a metastable state.

Case 3: (R-1 >> R1), (ΔG*-1 < ΔG*1)

The rate of dissolution is much greater than the rate of formation. Thecorresponding activation energy (ΔG*-1) of dissolution is less than theactivation energy (ΔG*1) of formation. The probability for dissolution issignificantly increased compared to the probability of formation and therelationship is relatively unstable.

The table below summarises the three cases discussed above and permitsthe derivation of a stability coefficient (SC).

From the table it is clear that:

- R1 ≤ (R-1 - R1 ) ≤ R-1

Adding R1 through the inequality and then dividing through the inequalityby the sum (R-1 + R1) yields the stability coefficient (SC):

0 ≤ SC ≤ 1 where SC = R-1 /(R-1 + R1)

Cricket: Master, when SC is less than 0.5 the relationship is relativelystable and when SC is greater than 0.5 the relationship is relativelyunstable. Can we use this analysis to assign a measure of stability to thecombined biological and external determinants in the hybrid matrixcategories discussed earlier?

Master Ling: Yes, Cricket. The table below summarises the result.

Cricket: Master, the assignment of the hybrid combinations along the scaleof stability in the table seems clear except for the entry (MFrr) asmetastable. Please clarify.

Master Ling: Cricket, excellent point. In this combination more weight hasbeen given to the primary biological determinant (MF) than the externaldeterminant (rr). If both determinants were given equal weight, thecombination (MFrr) would transfer from the Metastable to the Unstablecolumn. This demonstrates the deeper thrust of your question. A muchmore detailed knowledge of the properties of both the biological andexternal determinants are required to enable a more exacting assessmentof the stability coefficient. Although such knowledge is in principle possibleto obtain, the research requirement is beyond the scope of this exercise.

Cricket: Master, this examination of stability in the formation anddissolution of relationship has stimulated a series of questions about thenature and applicability of the construct. I would welcome your responseto these questions.

Master Ling: Cricket, please proceed – one question at a time.

Cricket: Master, is there not interaction between the biologicaldeterminants and the external determinants?

Master Ling: Yes, Cricket. The extent of this interaction, its subtlety andcomplexity, is outside the scope of the simplistic treatment we haveproposed. This means our analysis is further constrained to zero or minimalinteraction between the biological determinants and the externaldeterminants.

Cricket: Master, is it possible for an unstable relationship to transform intoa stable relationship and vice versa?

Master Ling: Cricket, yes this is indeed possible. You will recall that thesystem is dynamic and subject to cycles of change. As man and womanbecome aware of their conditioning due to external determinants and tothe influence of their biological determinants, they begin to understand thefactors which inform the role of desire and decisions in their lives.Transformation then becomes more likely. A relationship may deepen or fallasunder.

Cricket: Master, this construct employs a mechanistic approach and doesnot seem to account for the emotional nor the spiritual nature ofrelationship. Feelings characteristic of very stable relationships (such astrust, mutual respect, passion, compassion, tenderness, oneness, balance,freedom, independence), or feelings characteristic of unstable relationships(such as distrust, lack of respect, suffering, strain, distress, abuse, lack ofcompassion, fear, dependence) are not mentioned and do not seem to bepart of the construct.

Master Ling: Cricket, this criticism is correct so far as the construct hasbeen developed. With further research and delineation of the properties ofthe biological and external determinants, many of the characteristics youhave mentioned may be included in the construct. Although mainlydescriptive in its present form, this construct may be further expanded toinclude a predictive capacity.

Cricket: Master, is the construct sufficiently general to apply to theformation and dissolution of other relationships?

Master Ling: Yes, Cricket. In principle this approach may also apply wherethere is bonding or separation between two same-sex individuals: male-male, female-female.

Cricket: Master, in the construct considered in this discussion, it wasassumed explicitly that the man and woman were primarily responsible forthe creation and caring of progeny. Hypothetically, what would be theeffect on the hybrid matrix and the stability coefficient if this responsibilitywere removed from the individuals and handed over to political masterswho determined the creation of progeny by artificial genetic techniques?

Master Ling: Cricket, this question has many ramifications which extendwell beyond the confines of the construct. However, taken at face value theanswer is clear. In this hypothetical situation, the effect of the biologicaldeterminant in the formation and dissolution of the relationship is entirelyremoved. The stability coefficient of the relationship is determined solelyby the external determinant. In such circumstances, biological evolution isno longer controlled by natural selection but is rather subject to directhuman intervention and control. Does mankind have the wisdom to directhis own evolution?

Cricket: Master, history does not suggest that mankind has sufficientwisdom.

Master Ling: Cricket, when mankind has learned to respect all life andnature and has replaced all suffering with compassion and love, only thenwill mankind be ready to direct his own cosmic evolution should he sochoose.

PART THREE

Lessons with Master Chang

The Now Years

8 Principles of Sustainable Survival

The lessons I now teach in the Shao Lin Temple centre on the elucidationand understanding of eight principles of sustainable survival. Theseprinciples have been formulated from my understanding and total lifeexperience along the journey so far. It is hoped that an understanding andpractice of these principles may lead to personal fulfilment and a worldgoverned by compassion and informed by beauty.

Master Chang (‘Cricket’)

∞ Share all natural resources and knowledge, locally and globally.

∞ Employ sustainable and renewable processes in the usage of all natural resources.

∞ Preserve, defend and promote biodiversity.

∞ Understand the interconnectedness and interdependence of all things and processes.

∞ Be aware of and consider the potential consequences of all actions or inactions.

∞ Revere all nature, know yourself to be part of nature and act with compassion towards all living species.

∞ Respect others, promote freedom and integrity in all relationships and celebrate diversity.

∞ Understand that conflict and harmony are a dynamic balance of opposites in the Yin Yang Circle and that inner peace can only be found by riding the Yin Yang axis.

Bazzawan Productions

ISBN 0-9550759-0-4