Temporary Hiatus

 The Journal of Connected Consciousness will not be accepting articles until later in the year 2021.

Please check back later in the year.

Thank you.

Janice Harter

Editor, 

The Journal of Connected Consciousness

Science and Spirituality Become Harmonic Frequencies

Some years ago, I had previously touched upon the concept of human transmutation, an alchemical change throughout thousands of lifetimes that facilitates the de-materialization that is matter into spirit into light. In light of recent discoveries (no pun intended) made by CERN it might be an appropriate time to revisit some of the initial ideas behind my belief that matter is derived from light and thus will return to light. (See my original post for an in depth look into the process that is matter into spirit into light).

So then, what does it mean to become light? Berkley lab published a recent news article with the headline titled, "CERN’s Large Hadron Collider Creates Matter From Light," in which it states:

"Researchers at the U.S. Department of Energy’s Lawrence Berkeley National Laboratory (Berkeley Lab) played a key role in an analysis of data from the world’s largest particle collider that found proof of rare, high-energy particle interactions in which matter was produced from light."
(Originally published by symmetry magazine)

"The Large Hadron Collider (LHC) plays with Albert Einstein’s famous equation, E = mc², to transform matter into energy and then back into different forms of matter. But on rare occasions, it can skip the first step and collide pure energy – in the form of electromagnetic waves."

Further:

"This research doesn’t just illustrate the central concept governing processes inside the LHC: that energy and matter are two sides of the same coin. It also confirms that at high enough energies, forces that seem separate in our everyday lives—electromagnetism and the weak force—are united."

So, practical experiments conducted in Switzerland by CERN and its Hadron Collider suggest that indeed matter is derived from light. However, we too are made of matter, we are created from light and through DE-materialisation shall return to light. While this concept may have been symbolically or literally retold in various religious materials is it often the case that they are left ambiguous, without the ability to merge areas of discipline we cannot expand upon the idea that we as humans shall return to God or "light." You see, too often phrases and long held beliefs are simplified to the extent that you either believe without explanation or more appropriately, fill in the gaps in order to explains some of the why's and how's.

Because flesh cannot simply turn into light, it is acknowledged almost universally among all beliefs that a soul is extracted from the body upon death ready to pursue God in whichever form this takes place. This is of course dependent upon our individual assumptions of the afterlife. Because we are not separate from God, we  therefore, cannot move into God or towards God or light. The idea of distance between us and God would contradict the fact that we are indeed one with God having a human experience. Rather than moving towards God we have to think of our journey as one of transmutation, a DE-materialization of flesh to spirit and then to light moving in the opposite direction of creation that is light to spirit and then to flesh.

We have explored in general terms how these processes take place. Let’s dive in a bit more deeply. The body undergoes changes from birth to death as we age. The physical deterioration of the body is evident. What is not evident to the naked eye however, are the molecular and chemical changes occurring through the course of one lifetime. Not only do these changes occur as a result of ageing but in fact the culmination of our experiences, our life lessons, our sufferings, our revelations and inspirations are all forming and changing us at a molecular level. Sometimes intense trauma can go so far as to express itself outwardly upon the physical body.

When the body has changed as a result of life's experiences imprinting itself upon us physically, so too does the soul change. The soul that has been infused with the body undergoes its own transmutation. It changes concurrently and in proportion to the changes taking place within the physical body. Again, directly correlating originally with the natural ageing process and importantly, with the many trials and tribulations experienced in the Earth realm. One can say that the Earthly experience is a vehicle through which we advance the soul or spirit. In other words, a soul will infuse itself with flesh specifically to experience life and thus not only learn lessons but inevitably change its own properties along the way.

A soul that has left the body isn't immediately all knowing and one with light. It has however changed. It has become more light when compared to itself prior to its Earthly experience. It then will become integrated with a body that is compatible with its newly attained light. The body will appear to be the same as the one prior but it’s the changes in DNA within the subsequent body that will facilitate a compatible pairing with the soul needing to infuse itself again with flesh. This means that across the entirety of the universe there are souls experiencing life at various stages of advancement. The term "old soul" is in fact a literal description of the soul’s age or level of experience.   

        
News Articles:
https://newscenter.lbl.gov/2020/09/23/lhc-creates-matter-from-light/

https://www.symmetrymagazine.org/article/lhc-creates-matter-from-light

also see this contributors other contribution “Matter into spirit”

http://journalofmcc.blogspot.com/2018/07/matter-into-spirit-how-science-and.html 

James Luc Barry

Artist, Reiki practitioner and Editor/Publisher of Matter into spirit.  After a spiritual awakening in 2012, Luc James Barry began exploring spiritual themes stemming from his experiences more in depth through written works and his blog.  You can contact the author through his blog and contact information below:


http://matterintospirit.blogspot.com/?zx=abdf4f2a3aae41bd
https://www.facebook.com/profile.php?id=100015198972004
lucbarry@gmail.com

My Healing Journey: It Began with Breast Cancer

 I was under a tremendous amount of stress. My partner was diagnosed with progressive cerebellum disfunction. She progressively started to lose her ability to write, and then to walk. We went through a lot with her illness -- always in and out of the hospitals, intensive care units (ICUs), and long-term acute care hospitals. She progressively became solely dependent on me for everything. She was estranged from her family.  At the end, she would lay in our living room with a tracheotomy and a respirator.  We had an ICU in our living room where she passed away. I took some time to grieve at a friend’s house, and within two weeks after her death, I was showering and found a lump in my right breast. I was so scared that my whole body went numb.

 

My worst fear was realized when my doctor confirmed that I did, in fact, have breast cancer. I went through radiation, chemotherapy and a lumpectomy and had 17 lymph nodes removed.  As I reflected over what was happening, I knew I did not care for myself in the ways I needed. I recognized that I was living my life almost identically to the way my mother lived her life.  I was doing with my partner, the same things my mother would do with my father.  She was anxiety ridden because of my father’s alcoholism, and I was anxiety ridden because of my partner’s disease. My mother escaped into her work, and I also escaped into mine.  My mother died from advanced stage breast cancer that metastasized, and I was just diagnosed with breast cancer. I knew innately that the thoughts that I was having was causing my dis-ease, although I did not know how to change.

 

I knew that I wanted to be well, and I would do just about anything to be well.  Gilda’s club is a cancer support group for anyone going through cancer. This group is now called Cancer Support Community of North Texas. I met lots of people there; it is a beautiful community. It is a place of refuge during a confusing and lonely time. I was supported and felt nurtured at Gilda’s. I expressed and could self-reflect by telling my story to others. I hoped that I could comfort others going through what I had gone through and inspire others to realize there is hope.   We are in this together. I made meaningful and lasting relationships there: some who have passed away and some that I will be friends with for the rest of my life. I realized during all of this that the connection with people is so meaningful and so nourishing and enriching.   

 

Gilda’s club offered different things like classes, lectures, art, and yoga. I faithfully signed up for several activities including a lecture on the topic of permanent healing given by a teacher at the School of Metaphysics. The speaker talked about how our thoughts manifest in the body as either ease or dis-ease.  I became aware that if I could change the way I thought about myself, my life, and others, my body would also change. I wanted to know and learn more, so I signed up for a Mastery of Consciousness class at the School of Metaphysics.

 

The School of Metaphysics coursework is structured to be a weekly class where I had classmates and a teacher who lovingly led us through a series of lessons, and mental and energetic exercises to aid us to go within.  The first one was a self-respect exercise. This was great because I had not really been looking at myself or giving myself my own attention. The self-respect exercise taught me to look within myself so that I could see me in a new and fresh light. Through this exercise, I was able to look deep into my soul knowing that I was much more than this physical experience. 

 

We also focused on dreams and dream interpretation. I learned that dreams are messages from our inner self and each week, we interpreted them. Our dreams can aide us to know ourselves on deeper levels and can be incredibly nourishing when you listen. Dreams are a big part of this course of study. Another profound mental exercise we practiced is a concentration exercise. This one was the clincher. I was learning exactly what was going on in my mind and how to change it. My consciousness was shifting changing for the better. I learned how to see my emotions and inform them. I was grateful to know my emotions were a guide to lead me to my core negative beliefs. For instance, anger, sadness, and frustration may lead me to a thought or belief such as “I can’t make it work.” For this reason, it was good to have a teacher who kept us on track. We would do these exercises and come back to class and talk about our experiences. This was amazing to me. The exercises are mind blowing. The daily practice supported me to slow my thoughts down to perceive what was going on in my own head so that I could change what was inhabiting my mind.

 

Those negative core beliefs were replaced with thoughts/beliefs like, “I can do this.” This was the key to my healing. 

 

The practice of concentration was aimed to prepare me for deeper meditations.  Before practicing concentration, my mind and body was so busy.  I was learning how to slow the mind and body down so that I could be calm and relaxed to mediate. I do not believe that I could have had deep meditations if I had not prepared myself through my class studies. Meditation coupled with a separate practice of visualization encouraged my change.   I was on a journey inward to explore learning who I was as a physical being, and as a spiritual being. I was changing my DNA!  I learned to visualize who I wanted to become.   There is a special formula for this.   It is so thrilling to know we all are conscious creators; we are the captain of our ships. I had a burning desire for healing and wholeness and filled my thoughts with images to manifest that reality.

 

I chose to become Healing Class director to deepen my understanding of permanent healing.  I relied upon elements from a book entitled, “Permanent Healing,” by Dr. Daniel Condron.  This book reveals mental causes that produce physical effects in the body.  I have seen many healings occur.  In class, we create a healing field for distance healing every Sunday night at 7:30pm for anyone requesting service.  My own healing is magnified through serving in this way.

 

I have also taught a 10-week class entitled “Superconscious Healing.”  This short course will take you all the way back to infancy connecting the dots including your parents and how you can understand yourself on all levels to cause your own healing. I highly suggest this course. I have seen people heal mentally, emotionally, and physically though these healing modalities. I have been without cancer for over ten years and I am grateful for the opportunity that my studies have afforded me. I realize that I cannot control the future; however, I have ever growing confidence that I can continue to evolve my thoughts and beliefs to be in alignment with a healthy and whole me.  I have confidence that you can do this too.

 

 

Lesley West is a teacher and a student at The School of Metaphysics (SOM) in Dallas, Texas.  Lesley is passionate about permanent healing Lesley started at the SOM in 2009 she remains diligent about learning more about herself and has a strong desire to aide others. For more information on the School of Metaphysics and location visit www.som.org and if you want to know more about dreams visit Dreamschool.org. Nurse and massage therapist by trade.

Master Change & Master Your Life

 Which is harder staying the same or changing? Change is an ever present and constant force of nature. The nature of the physical is change. When we are resisting change, we are looking to understand and gain knowledge. Life is our journey of inner growth. When we push against something, we have the potential to learn more about that event and or person. Our resistance can be a way of saying to ourselves to slow down and take a moment to understand the circumstance. When we surrender to change, we are in the natural flow of life. The journey to understanding steps to change is the journey of inner evolution. I have given my life to learning to cause productive change; to evolve. My education began early: I was born into a family where abuse was rampant and then in my grade school years was given a second chance in a loving and consistent home. My early adulthood was fraught with emotional pain. The bright side was that through it, I began to understand how I could break family patterns and evolve my way of thinking. I wanted to move beyond merely surviving to flourish and thrive. I became a counselor to deepen my understanding and started helping others understand this journey as I put things into practice in my own environment. Life has given me many opportunities to practice what I preached. The hardest lessons have been learned while raising my own two children. In some ways, I had to throw out most of everything I “knew” from my family of origin and learned a different way to be as a parent. Combining what I have learned through my life journey, as a Licensed Professional Counselor, and studies at the School of Metaphysics, I have developed and continue to practice and hone the following steps of change. I hope my journey can offer some form of understanding for your own life.

 

Benjamin Franklin said, “death and taxes are inevitable” and I say, “so is change”. Remember the nature of the physical world is change. Everything that is created in the physical world within moments begins deteriorating and therefore changing. We humans seek out change in this ever-present drive to see what we want to create in life. Whether you want a different body, a successful business, a creative lifestyle, or improving personality qualities, change is part of that process. What are the steps of change and how can we best use this information to become our ideal self?

 

 Steps to change 

 

1.     Stillness: (Disconnect from your world – yes even digital) Be present in the moment. When we take the moment to become still, we have an opportunity to really understand our own thoughts. Our thoughts are who we are. To change our needs is to be honest with where we are. What are our thoughts and beliefs?  These have produced the reality of our today. Our inner thoughts have manifested the world that we have created around us. If we have not taken this inner journey to slow down and understand, reason, and accept our thoughts then how do we truly know where we stand.  Stillness was not something I thought possible for myself. I was a huge multi-tasker with a short attention span. My memory and concentration were very poor. I began to learn how to calm the mind and still the constant thoughts. What occurred was the connection to my inner self. This led to wanting more of that time of stillness where peace seemed to reside.

 

2.     What is the story or event? Write down the story or situation without judgment to self or others. This is the time to really express everything that might have occurred not only in the content but adding details and emotions. Allow truth and honesty to be present. It is so important to be very honest not only with what has occurred and how you feel.  I experience this when I looked at the past and it’s lasting effects. Carrying and reliving these stories had major effects on relationships and my connection to others.

 

3.     Observe Emotions: Sit with the emotions and observe. Not only is it important to understand thought, emotions have equal value. Emotions are messengers. What are they telling you? Allow them. They are not good or bad they just are. The emotional system allows you to connect in a deeper way with the things that are most important to you. If we denied emotions, then we are essentially denying a part of ourselves.  For me expression of emotion resulted in being hurt or ignored by my biological father. My mother had issues with mood regulation. She would be up and joyful and then depressed and withdrawn.  I internalized that emotions were not to be trusted. My emotions would be shoved down and ignored or burst out uncontrollably. This only further validated that I could not trust them.

 

4.     Reflection: Reflect on where I have experienced a similar situation/emotion. Where did this happen to me in my childhood? Where did I do this to myself today? Where do I do this to other people today or in the past? Now is the time to be open and allow what memories to come to you. The only way we can understand how to create change is to know the details. In reflection we can see similar patterns, maybe habits or behaviors, and any limiting thoughts.   As an adult this poor understanding of pain and emotions lead to food addictions, activities that numb the pain, and mentally checking out from situations. I had to explore why the childhood trauma affected my ability to connect, open to intimacy, and trust others.

 

5.     Identify limiting thoughts: Identify any ego minded interpretation, limiting thoughts, and underlying beliefs holding understanding back. These ideas have helped you to this point in your life. These are not ideas that should be examined with shame and guilt. Many times these ideas were created in a sense to help survive many events in your life. This time look at these thoughts, behaviors, and ideas and ask if they are still serving you? Do these thoughts align with the idea you have for your change or creation? If not how can this be modified? There were many thoughts that limited my ability to love myself. Thoughts around that I was not worthy of receiving love. These thoughts in my teenage years lead to some very dark places. As an adult I was constantly working to measure up. If I could prove I was good enough then maybe someone would love me.

 

6.     Acceptance: What is the lesson learned in this situation?  Ask yourself “What is it about this person or situation that I value or appreciate?” Can you accept the situation as it is right now? Many times, to be able to see options for change we must move into acceptance. This allows you to accept all parts of the whole. We become more open to possibilities when we can accept where we are, the journey to this point and what we have learned. This was a difficult step for me because I did not understand acceptance. In reality I wasn’t accepting myself; therefore, I did not understand how to accept the situation. I had to come to terms with loving myself today as I am. Loving myself in a way that I do not have to measure up for another. Accepting that my life today is just exactly where it needs to be.

 

7.     Forgiveness: This state is about you and not the other person or event. Forgiveness including self-forgiveness is a state of release that allows you to move forward. When we can move into the state of forgiveness, we allow release. I work daily with people who have lived through childhood trauma. This journey to forgiveness has nothing to do with the other person or situation. It has everything to do with you.  I forgave my childhood trauma so that I could live. I did not want to survive anymore; I wanted to thrive. I wanted to be free. Forgiveness is about me.

 

8.     Ideal/Action: What do you want to evolve? What do you want in your life? Decide what thoughts you want to bring to the future? Now we can decide the course of action in a state of response instead of reacting. We have a choice. And as we choose, we understand any effect or consequences of that choice. Every choice has influence.  I chose to have a different life. I chose to raise my children differently. I chose to have a loving and lasting marriage. I chose to create a life that nurtured and loved myself and my journey.

 

9.     Monitor your thoughts and behaviors. Catch negativity and bring thoughts back to the ideal (best possible version you would like to be). This takes attention to your present moment and internal thoughts. Especially when the negative self-talk begins quickly. Stop and bring the focus back to what you want to create.  I would constantly say, “I am sorry” over every-day things. I would have Inner talk such as, “I am so stupid” or “Why can’t I do that?” My understanding of my thoughts was about lack of self-love and I was creating the life around me confirming my lack of self-love. I was the only one responsible to change this. This had nothing to do with anyone else.

 

10.  Gratitude and thankfulness - A powerful state of being that allows the understanding of the lesson to permeate the self and body. In this state we can appreciate the journey and the understanding of the lesson. If we hold that everything in life whether we see it as negative or positive has value, and a lesson to be learned then we can learn how to respond instead of reacting to events in our lives. Gratitude can help us hold that space where we can see the lessons faced in every situation. When we learn to see the lesson in every situation then we will cause inner change and evolution, we can have positive impact on our families, communities, and in the world. You can be the change maker.  This was significance for me. I was always learning even in good and in difficult times, who I am today and is the reason I spent my life helping others. My parents did their very best and I am grateful to be able to connect with others knowing the pain they experience. It gives me a greater depth in loving others along their journey.

 

There was a great therapist named Dr. Murray Bowen who developed Family Systems theory in counseling. He described what happens when someone makes a change in a family system. The change maker can create change in the system although the system will no longer be in homeostasis. There will be pushback from those around you to have you return to the way you were before the change. (Hold your thought or idea of what you want in your mind. Hold steady to the change that you want to create no matter the difficulty that might arise.) When the changemaker stays steady on the course, the whole system will adapt to the change. Even wonderful changes and positive movement can sometimes scare people. They prefer to stay in the known Hell then to move into peace. Hold steady on your vision of that change so that you can see the end result. 

 

Since the physical nature is change, when you choose to stay the same, you are pushing against this natural flow. This resistance can cause disruption, exhaustion and disharmony. When we learn to move with the natural flow we begin to harmonize with the physical nature. This is a journey worth taking. Finding your path on how you create change in your life is an important skill in creating the life you want. 

 

 

 

Wendy Vann MS, LPC lives in Broken Arrow, Oklahoma. She has been a Licensed Professional Counselor since 1989. She is the author of Sensory Integration Plus. A family’s story of loving children through their journey of learning regulation. She is a student, teacher and director at the School of Metaphysics (SOM) in Tulsa, Oklahoma. Wendy began studying at the SOM in 2016. Wendy‘s philosophy is that every event in life is a chance to learn something about yourself. For more information on the School Of Metaphysics and locations, visit www.som.org. For more information about dream interpretation, visit www.dreamschool.org.

Morphogenetic Fields and Archetypal Psychology

INTRODUCTION

Personality theory is one of the most exciting, relevant, significant and research-driven areas of study and research in Psychology. It has given rise to a plethora of psychological paradigms (Aamodt, M. & Raynes, B., 2001; Alfonso, Herminia Corazon M., 2001; Allport, Gordon, 1937; Feist, Jess & Feist, Gregory J., 2006). It is able to develop translation protocols whereby cutting edge research can reach mass consciousness through various literary sources, including massive outputs in the book publishing business year after year. Together with Psychometrics (Psychological testing and measurement) and Psychotherapy, Personality theory research and development is the very heart of Psychology itself (Cattel, R.B., 1990; Eysenck, 1982; Feist, Jess & Feist, Gregory J., 2006; Fraenkel, Wallen & Hyun, 2012; Gardner, 1983; Goleman, 2006). People from all walks of life are fascinated with its findings, lessons and insights.

From one dimension of knowledge acquisition, the field of Archetypal and Analytical Psychology (Jungian Psychology) is one of the most interesting. Though the concept of the archetype has been known since the time of the great Lord Plotinus of Alexandria, the field itself is one of the youngest in the whole array of the social sciences. Given scientific impetus by the brilliant insights of Dr. Carl Jung, research into the archetypes continues to stimulate interesting discussions from all sides of the scientific spectrum. Popularized by current writers of archetypal, transpersonal, evolutionary and humanistic psychology, the once-nebulous concept of the archetype is now definitely instilled in the popular consciousness of modern man. It has driven much research and continues to encourage those courageous enough to explore uncharted territories in the fields of psychology and education. During the time of Jung, he contemplated the possibility of psychology itself and this subfield of Jungian psychology (Archetypal psychology) as the central core in the search for cross-fertilization and interdisciplinary dialogue in the social as well as the natural sciences. This incredible dream can still be a reality.

From another dimension of knowledge acquisition, the field of evolutionary biology is gaining renewed interest. This comes at a time when new research in the cutting edge fields of science like complex systems theory, information theory and quantum physics are just about to reach mass consciousness. Due to the technical sophistication inherent in these fields, their most technical findings have been limited to those who have been mentally initiated at the highest levels. Yet, there is a growing clamour to make the recent findings of these fields more comprehensive to the general reader as well as the avid student of science. In evolutionary biology, the controversial concept of the morphogenetic field is still relevant, since confirmatory research has not been exhausted in this area.

Using the principles of knowledge synthesis, cross-fertilization and integration, this paper attempts to develop a theoretical framework for personality structure and development in archetypal psychology by linking the concept of the collective unconscious with that of the morphogenetic field. While doing this, a parallel objective would be to present a theory of the archetypes from a different point of view, postulating them in the light of the interaction of the collective unconscious with the morphogenetic field. It is the hope of this study to enlighten the general reader on the nature of the archetypes, their functions in personality development, and their nativity as a function of the multidimensional interaction of the collective unconscious with its corresponding morphogenetic fields.

DISCUSSION

The Collective Unconscious is a cauldron of information characterized by latent imagery, intelligence and archetypal power. On the other hand, the morphogenetic field is a dynamic topology characterized by expressive potency, versatile functionality and dynamic power to demonstrate the archetypes. The former is powerful information at its very core while the latter possesses the dynamic architecture and matrix with which to express the archetypes of mankind. Together, they fuse energy and matter and information and biological architecture into a fluid form which incarnates in space and time. Together, they give rise to Life. They produce Life in all its myriad forms.

The primacy of the collective unconscious is fundamental. In his book, The Origins and History of Consciousness, Erich Neumann makes quite a powerful statement:

The cardinal discovery of transpersonal psychology is that the collective psyche, the deepest layer of the unconscious, is the living ground current from which is derived everything to do with a particularized ego possessing consciousness: upon this it is based, by this it is nourished, and without this it cannot exist. (Neumann, 1954, page 270).

It is the primary postulate of this paper that this dynamic interaction of collective unconscious and morphogenetic field is the causative agency that gives rise to the dance of the archetypes, arrayed in logical progression from incipiency to culmination. Using this paradigm, personality structure and development can be viewed as a function of this dynamic interaction in space and time. The secondary postulate of this paper is that this multiphasic interaction can be conceptualized as occurring in twelve distinct but connected stages. These twelve stages are a natural progression of the creation, maintenance and development of a complex dynamic system. Being aware of this dynamic interaction, we can extend the exploratory mandate of this paper as the ability to integrate both Archetypal Psychology and Evolutionary Biology with Complex Systems Theory.

These twelve stages of dynamic interaction between collective unconscious and morphogenetic field can be comprehended better if we associate and represent them with relevant associations in the archetypal world. Let us represent them in a table and then discuss them comprehensively within the table.

Table 1: Phases of Interaction Between Collective Unconscious and Morphogenetic Field

DYNAMIC PHASE OF INTERACTION BETWEEN COLLECTIVE UNCONSCIOUS AND MORPHOGENETIC FIELD	METAPHYSICAL AND EPISTEMOLOGICAL CONSIDERATIONS OF THIS INTERACTION IN SPACE AND TIME	ASSOCIATED ARCHETYPAL SYMBOLISM AND PERSONALITY CORRELATES
I	In this initial phase, collective unconscious interfaces with a morphogenetic field. The information potential of the former tries to assert itself in the latter. In order to succeed, its relative strength must exceed that of the latter. Morphogenetic field finds that collective unconscious is irresistible initially. A singularity is born.	The Inceptor/Warrior Archetype. Has overwhelming amounts of energy potential. The fundamental impetus is to express this energy in significant contexts. The capacity of energy to express itself becomes the very attractor state. The personality is driven, impulsive, aggressive, competitive and narcissistic. This has been popularized as child or the warrior archetype.
II	This second stage is morphogenetic field’s reaction to the first stage. Like an immune system, it reacts in an extreme manner and tries to stabilize the collective unconscious in a topological framework. Dialogue is born between collective unconscious and morphogenetic field. An unstable equilibrium is maintained.	The Builder/Naturalist Archetype. This is a reaction to the first stage. The morphogenetic field, in its attempts to stabilize, encases the incipient collective unconscious in a matrix strong enough to hold it. Here, the personality is attracted to nature and its products as a reflection of this attempted stabilization. The personality is acquisitive, stubborn, materialistic, and determined to master its environment.
III	In this stage, collective unconscious and morphogenetic field try to improve the relations between each other by attempting all forms of paradigmatic communication and exchange. While respecting each other as separate entities, they nevertheless initiate tentative attempts at cross-fertilization. These attempts to integrate communication protocols achieve novel states of information processing.	The Communicator/Prodigy Archetype. Being a model of initial cross-fertilization, the personality is dualistic, superficial, and easily distracted. On the positive side, it is versatile, open-minded, and has almost unlimited curiosity to explore novel states and experiences. It is also adept at mastering communication protocols. A true genius in information processing is born.
IV	In this stage, collective unconscious and morphogenetic field achieve a unique form of integrated state. Existing now as an informational field with an existing data memory enclave dedicated to the promotion of its uniqueness. States of contemplation are achieved whereby the being reflects on the stream of its shared consciousness framework. The collective unconscious is still predominant at this stage, though and manifests through Art in various forms.	The Caregiver/Nurturer Archetype. This archetype is particularly devoted to memory. Its nativity and history are given paramount significance. Manifesting in personality as emotionality. Emotions serve as the engine of growth. The personality is intuitive, perceptive, emotional, secretive and creative. And there also exists a predilection to be affiliated with nativity and caregiver systems. The personality is unusually attracted to history.
V	This stage is an emergent stage whereby the alchemical fusion that occurred in the preceding stage culminates in the creation of a new kind of personality, which nevertheless carries elements of the previous developmental phases. The new complex system can be characterized as an adult, able to withstand interpersonal relations with others. As a nucleus of continuing development, the ego develops considerably in this stage. It begins to act as the center of consciousness. Apt descriptions of this stage would be terms such as the adult, or the individuality. A personal unconscious is now sharply defined and differentiated.	The Star/Artist Archetype. In this developmental stage, a strong ego is of paramount importance. By developing a strong ego, the personality can now begin to express itself on equal terms with other personalities. Also born are such parameters as occupational excellence, and smooth interpersonal relations between it and others. With a strong ego, the individuality is able to wisely manage the massive energy potential still on tap which has been its legacy since the very first incipient stage. The individuality is creative, and attracts all sorts of creative environments.
VI	In previous stages, the being gradually discovers that its morphogenetic field is a very powerful transformer or transducer of energy. Without a strong ego, the being had to rely on the maintenance of a precarious balance between itself and environment. It also surrendered itself to the whims and caprices of this unstable equilibrium. With a strong ego, the individual is now able to manipulate, explore, and express the powers of its morphogenetic field and project this ability towards mastering its environment.	The Worker/Engineer/Logician Archetype. With a strong ego now developed in the preceding stage, the individual is empowered to master its environment. And master its environment, it shall. By leaps and bounds! This personality possesses isomorphic intelligence. He/she is hardworking, determined, precise, and accurate. He takes great pride in his/her work. She/he is a paragon of craftsmanship.
VII	Reflecting stage three where the creation of novel communication protocols is at a maximum, this stage is characterized by a similar objective. The difference is that the individuality, now possessing a mature ego, is able to focus its emergent powers on complementarity, and the ability to enter into significant relationships with others. This phase is a contemplation of self and otherness.	The Diplomat/Lover Archetype. Complementarity is pursued as the personality possesses a healthy blend of awareness of the needs of Self balanced with that of the Other. The personality is diplomatic, charming and given to social constructs and activities. There is the ability to be sensitive to the needs of others. This is the perfect personality for diplomacy.
VIII	In this stage, the mature ego is able to contemplate and experience fusion with another on a very intimate level. Reflecting stage four, it prioritizes conjugation protocols whereby large sets of informational memory patterns are exchanged. Exclusivity in conjugation is a must. Alchemical fusion of two beings may occur in ecologies of intimacy. Which means a personal unconscious, with a morphogenetic field set comes into conjugation with another. The resulting fusion and transmutation is extremely powerful.	The Researcher/Detective Archetype. This personality archetype carries a hidden sensuality, but one laced with an intense desire for extreme experience. It is all or nothing for this person. He/she is inspired by potent partners, those who can delve into the depths of an awesome erotic connection. His/her body responds to those who appear challenging, whose own psyches are as tormented by the same intensity of feeling as his/her own. Intimacy must be discreet, dedicated and devouring.
IX	The individuality now achieves another emergent stage. The healthy and mature ego demonstrates a variety of functions. Firstly, it is able to transfer its informational capacity to other individuals by serving as mentor. Secondly, it contemplates and undergoes the wisdom quest, the search for the True Self. Morphogenetic fields should serve the interests of both quest, mature ego, and True Self.	The Mentor/Philosopher Archetype. At this level, the individual is able to integrate a host of experiences, insights and skills into a synthesis. There is the pursuit of adventure for the sake of adventure. However, as the individual matures through life, adventure is sought for its capacity to generate insight through experience. There is a healthy blend of extroversion and introversion.
X	In this particular stage, the fully mature ego of the personality assumes full control. Thus, it attempts to push the collective unconscious into the background, with varying moments of success. The energies of the personality are marshalled towards perfecting the individual personality in its particular ecology. Self aspires to become master of its environment. The personality interacts with the morphogenetic fields of other beings, but control is the primal objective. Control gives the ego security and stability.	The Leader/Administrator Archetype. Here, the personality is able to integrate its skills, talents and abilities and come up with a very strong and integrated sense of individuality.  These sets of skills are then marshalled to master its environment at all costs. However, this personality has a predilection for sequential control and mobilization of resources. A lower ground is firmly mastered first before moving to higher ground. A sense of power goes with its ability to see the bigger picture.
XI	In this phase, the personality created by the interaction of the morphogenetic field with the collective unconscious is able to interact with other morphogenetic fields without necessarily establishing control from its existential locus. It does this by solidarity linkages, interactive networks that give and receive information. Information processing therefore can partake of a huge plethora of knowledge databases.	The Genius/Iconoclast Archetype. A strong sense of individuality is combined with fraternal sensitivity. This predisposes this individual to seek to commune with group spirit. There is a great deal of openness and solidarity. It is said that these individuals love Humanity as a whole, but hate people.
XII	This is the final stage in the dialogue between the unconscious and its variety of morphogenetic fields. Ideally, centroversion directs movement towards wholeness, unity and individuation. The individuality contemplates and experiences the dissolution of the ego in the fullness of the True Self. The cosmic voyage reaches culmination in the ambient fire of the True Self. The circle is complete.	The Mystic/Recluse/Hermit Archetype. In this culmination stage, centroversion directs the personality into arenas of wholeness. Concepts, images, and experiences of unity preoccupy the ego. Individuation is of paramount importance. Dissolution of the ego is met with acceptance and understanding. The personality display ideal traits of compassion, humility, maturity, balance, altruism, wisdom and the capacity to experience empathy with all beings.

Classical paradigms in physics and the natural sciences have established laws governing the nature of physical reality. These paradigms revolve around the study of energy and matter. The dance of energy and matter comprise the nature of reality itself, in its various levels and dimensions. The fabric of reality is the nuanced perspective that arises when energy and matter interact within space, time and scale. From an analogous standpoint, psychology and the social sciences (Kuhn & Hacking, 2012; Larsen & Buss, 2008;   Maddi, 1996;  Mayer, Caruso, & Salovey, 2000; Wiggins, 1996) can benefit from the understanding that personality dynamics arise as a consequence of the multimodal interaction between the collective unconscious and the morphogenetic field. Viewed in this way, personality dynamics (Alfonso, 2001; Conley, 2012; Goleman, 2006; Gray, 2014; Hall, Lindzey, & Campbell, 1998; Sparrow & Knight, 2009) can be understood as the foreground and manifestation of interactional perspectives that arise when collective unconscious and morphogenetic field dance in the background. This conceptual framework is a powerful way of explicating the myriad personality traits that exist in the human psychological ecosystem.

CONCLUSION AND RECOMMENDATIONS

To conclude, this paper has attempted to develop a strong theoretical framework for an understanding of archetypal personality structure and development using a fusion of the combined powers of Archetypal Psychology and Evolutionary Biology. The inception and development of the archetypes, essential parameters of personality development, has been explained and illustrated as the dynamic phases of the dialogue and interface between the Collective Unconscious and its complexes with the Morphogenetic Field and its energetic properties. These phases demonstrate a natural flow from incipiency to culmination, from creation to wholeness. In all these phases, the developing ego is shown to be striving towards self-individuation.

As recommendations, this author makes the following: First, it is our hope that more students of Psychology in general and Jungian psychology in particular explore, study, analyze and research more correlates of the archetypes using a variety of other methods, while allowing for cross-fertilization and interdisciplinary integration. Second, that more applied research be performed on Archetypal Psychology in the various social sciences, as they are veritable sources of data. May this paper inspire and encourage more studies into Archetypal Psychology in general.

BIBLIOGRAPHY

Aamodt, M. & Raynes, B., (2001). Human relations in business: Developing

            interpersonal and leadership skills. Australia: Thomson Learning.

Alfonso, Herminia Corazon M. (2001). Socially Shared Inquiry: A self-reflexive

communication approach to social research. Quezon City: Great Books Trading.

Allport , G. W. (1937). Personality: A psychological interpretation. New York:

            Holt, Rinehart & Winston.

Atkitson, Rita et al. (1990). Introduction to psychology, (10^th ed.) New York:

            Harcourt Brace Jovanovich Publishers.

Booth, Wayne C., Gregory Colomb & Joseph Williams. The Craft of Research.

            Chicago, United States: The University of Chicago Press, 2003.

Boyatzis, R.E. (1982). The competent manager: a model for effective

            performance. New York: John Wiley & Sons.

Bradberry, Travis & Jean Graves. (2009). Emotional Intelligence 2.0. San

            Diego, California: TalentSmart Publications.

Brand, C., Egan, V., & Deary, I . J. (1993). Personality and general intelligence.

In G. L. Vn Heck, P. Bonaiuto, I. deary, & W. Nowack (eds.), Personality psychology in Europe (Vol 4, pp. 203-228). Lisse, The Netherlands: Swets & Zeitlinger.

Cattel, R.B. (1990). Advances in Catellan personality theory. In L.A. Pervin

            (Ed.), handbook of personality: Theory and Research (pp.101-110). New

            York: Guilford press.

Conley, Chip. (2012). Emotional Equations. Simple Truths For Creating Happiness and Success. New York: Simon and Schuster, Inc.

Cronbach, L. J. (1970). Essentials of psychological testing. (3^rd ed.) New York: Harper & Row.

Drucker, Peter (1967). The Effective Executive . New York: Harper and Row.

Eckman, P., Davidson, R. (eds.). (1994). Fundamental questions about

            emotions. New York: Oxford University Press.

Eysenck, H.J. (1982). Personality Genetics and Behavior. New York : Praeger.

Feist, Jess & Feist, Gregory J. (2006). Theories of personality sixth edition. McGraw-Hill book company.

Fisher, Roger and Shapiro, Daniel. (2005). Beyond reason: using emotions as you negotiate. New York: Viking press.

Fraenkel, J. R., Wallen & Hyun. (2012). How to design and evaluate research in education. McGraw-Hill International Edition.

Frost, B. C. and Hoffman, B. (1995). Multiple Intelligences of Transformational

            Leaders: An Empirical Examination.

Garcia, R. (2000). Level of Emotional Intelligence and Leadership Competence

            of Department Heads of the University of Mindanao System.

Gardner, H. (1983). Multiple intelligences: The theory in Practice.

New York: Basic Books.

           

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligence.

 New York: Bantam Books.

Gardner, Howard. Frames of Mind The Theory of Multiple Intelligences.

Basic Books, Inc. New York. United States. 1983.

Goleman, Daniel. Emotional Intelligence. Bantam Hardcover Editon.

            New York: Bantam Books, 1995.

Goleman, Daniel. (2006). Emotional Intelligence. Why It Can Matter More Than

            IQ. Tenth Anniversary Edition. New York: Bantan Books.

Goleman, D. (1998). Working with emotional intelligence. New York:

Bantam Books.

Goleman, Daniel. (1988). The Meditative Mind. New York: Jeremy Tarcher/Putnam Books.

Good, Carter V & D. E. Scates. (1972). Methods of Research. Philippines: Appleton-Century Crofts, Inc.

Gray, David E. (2014). Doing research in the real world. London: Sage Publications.

Gufford, S. (1999). The Development of Emotional Competence. New York.

Hall, Calvin S., Lindzey, Gardner & Campbell, John B. (1998). Theories of personality fourth edition. New York: John Wiley & Sons, Inc.

Jackson, D. N. (1984). Personality research form manual. Port Huron, MI: Research Psychologists Press.

Kaufman, G. (1993). The structure and content of creativity concepts:

An inquiry into the conceptual foundations of creativity research. In. S.G. Isaksen, M.C. Murdock, R.L. Firestein, &D.J. Treffinger (eds.) , Understanding and recognizing creativity: The emergence of a discipline (pp.141-157). Norwood, NJ: Ablex.

Kuhn, Thomas. The Structure of Scientific Revolutions. Chicago, United States:

            The University of Chicago Press, 1962.

Kuhn, Thomas (1970). The Structure of Scientific Revolutions (2nd, enlarged ed.). Chicago: University of Chicago Press.

Kuhn, Thomas and Ian Hacking. The Structure of Scientific Revolutions. 50^th

            Anniversary Edition. Chicago, United States: The University of Chicago

            Press, 2012.

Larsen, Randy J. & Buss, David M. (2008). Personality psychology: domains of knowledge about human nature. New York: McGraw-Hill Companies.

LeDoux, Joseph. (2002). Synaptic self: how our brains become who we are. New York: Penguin Books.

Luzter, E. (1984). Managing Your Emotions. Victor Books, a Dimension of SP

            Publications, Inc.

Macionis, John J. (1998). Society: The Basics. New Jersey: Prentice Hall, Inc.

Maddi, Salvatore R. (1996). Personality theories a comparative analysis. Pacific Grove: Brooks/Cole Publishing Company.

Mayer, J.D., Caruso, D.R., & Salovey, P. (2000). Emotional

            intelligence.  In R.J. Sternberg (ed.), Handbook of intelligence:

            New York: Cambridge University Press.

Neumann, Erich. (1954). The Origins and History of Consciousness. Princeton University Press, Bollingen Series XLII. New York.

Pervin, L.A., John, O. (2001). Personality: theory and research. New York:

John Willey and Sons.

Saarni, C. (1990). Emotional competence: how emotions and relationship

            become integrated. In R.A. Thompson (Ed), Nebraska Symposium on

            motivation: Volume 36, socioemotional development (pp. 115-161).

 Lincoln: University of Nebraska Press.

Salovey, Peter, Brackett, Marc A. & Mayer, John D. (2004). Emotional Intelligence: key readings on the mayer and salovey model. United States: Dude Publishing.

Salovey, P. et al. (1999). Coping Intelligently: Emotional intelligence and the

            coping process. In C.R. Snyder(Ed), Coping: the psychology of what

            works (pp.141-164). New York: Oxford University Press.

Shaw, M.P. & Runco, M.A. (Eds.), (1994). Creativity and Affect. Norwood, NJ:

            Ablex.

Sloma, Richard, (1990). How to measure managerial performance. New York:

            McMillan Publishing Co., Inc.

Sparrow, Tim and Amanda Knight. (2009). Applied EI: The importance of

            attitudes in developing emotional intelligence. Jossey-Bass Publishing.

Strunk, William Jr. The Elements of Style. Unabridged republication of the

            original edition. New York: Dover Publications Inc., 2006.

Taylor, G.J., Bagby R.M. & Parker, J.D.A. (1997). Disorders of affect regulation:

            Alexythymia in medical and psychiatric illness. New York: Cambridge

            University Press.

Taylor, F.W. (1974). Scientific management. Connecticut: Greenwood Press.

Tellegen, A. (1991). Personality traits: Issues of definition, evidence and

            assessment. In W. M. Grove & D. Cicchetti (Eds.), Thinking clearly about

            psychology: Essays in honor of Paul E. Meehl (Vol. 2, pp. 10-35).

            Minneapolis: University of Minnesota Press.

Whetten, D.A., & Comeron, K.S. (1998). Developing management skills.

New York: Harper Collins.

Wiggins, Jerry. (1996). The Five-Factor Model of Personality: theoretical

            perspectives. New York: The Guilford Press, a division of Guilford Publications, Inc. 

Sensei Erwin Rimban was born in the Philippine Islands. Since a young age he has been fascinated by the esoteric realm and avidly read books on world history, philosophy, astrology, mythology, the social sciences and similar fields. Educated at the University of the Philippines, where he graduated Cum Laude, he added Evolutionary Biology to his plethora of interests. After graduating from college, he spent many years in the tourist destination of Baguio City where he pursued a career in writing and teaching, while at the same time finding time to be a meditation teacher. His hobbies include chess, poetry and Tarot counseling. Currently, he is active in organizational work, where he is promoting advocacies in educational philosophy, spiritual counseling, and environmental issues. He is also the founder and mentor of a learning organization and Wisdom Community, the ANAM CARA Philippines Learning Organization. He has written numerous essays on wisdom, metaphysics, mysticism, psychology, history, educational philosophy and psychotherapy