Paul Corazza, Ph.D., Volume Editor
Anne Dow, Ph.D., Volume Editor
Softcover, 444 pp.
Published in 2012
The articles in this volume discuss the foundations, applications, and teaching of mathematics from a Consciousness-Based perspective, based on insights from the Vedic Science developed by Maharishi Mahesh Yogi.From this perspective, all knowledge itself is understood as arising from within the field of pure consciousness or pure intelligence, according to fundamental principles.
As the articles here discuss, these principles:
• comprise the formative dynamics for mathematical foundations displayed in the fields of set theory, category theory, topos theory, and the lambda-calculus
• furnish crucial pedagogical tools in the field of mathematics education, thereby promoting effective teaching and learning
• offer an intuitive basis for advanced research in contemporary mathematics
• present a new subjective tool that provides a technology for directly expanding the consciousness and level of fulfillment of mathematicians themselves.
The core technology of Consciousness-Based education is the Transcendental
Meditation technique, a simple, natural, effortless procedure that gives the experience of consciousness in its pure, silent state — the unbounded field of creativity and intelligence from which all thought, all knowledge, all creative expression, indeed the whole cosmos emerge.
This natural experience, celebrated by philosophers and writers throughout the ages, in turn gives rise to numerous scientifically validated benefits, including integrated brain functioning, increased intelligence and creativity, increased field independence, improved learning ability, reduced stress, better health, and increased longevity.
This Part 2 of the mathematics volume: Applications of Maharishi Vedic Science to
Mathematics Education and Mathematics Research includes articles that discuss applications of Consciousness-Based Education to the field of mathematics education and other articles, in which Maharishi Vedic Science is used as a tool for deeper research into mathematics itself.