Ego Is The Chronic Disease

[Warriorlight]

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Ego Is The Chronic Disease​

haumai deeragh rog ha –
EGO IS A CHRONIC DISEASE​

This kookar of the Guru and Gursangat has put some words together based on the Puran Braham Gyan for Puran Bhagtee as very kindly presented by Dhan Dhan Guru Patshahians, and all the Sants and Bhagats in Shabad Guru Shri Guru Granth Sahib Ji, to explain the Deeragh Mansik Rog – Haumai – Deep and Chronic Mental Sickness – Ego and how it is responsible for the separation of our soul from Almighty.

This text is being written under the Puran Hukam of Dhan Dhan Paar Braham Parmesar, take some time and read it and bring in to your daily life, practice it in your daily life.

The worst enemy of our soul is our Ego – Haumai – Ahankaar – this is the worst enemy of our soul because this is the one that has kept us apart from the Param Jyot Puran Parkash Dhan Dhan Paar Braham Parmesar for ages together. It is the most tough and difficult to control and also gives birth to so many other enemies and mental sicknesses that reside in our physical body, and control our mind and soul. One of the worst enemies is the Maya that has been born through the Haumai, and the Maya has appeared in different forms around us in our daily life in various forms, including our own physical body, blood relationships, worldly comforts, countless material objects and the list goes on. In other words the effect of Maya on our soul and mind is due to our own Haumai, and if there is no Haumai, there is no effect of Maya on our deeds and behavior, our dealings and our actions and reactions. The next difficult Doot that sustains the status of the Doot is the Moh, and the existence of this form of Maya is responsible for all our sorrows and misdeeds, which are complementary to each other. The next form of Maya is the Lobh – the greed, the desire to own wealth by fair or foul means, there is a reptilian brain that resides inside the human brain, the mentality to grab and run, which takes us mentally so much down that we don’t hesitate to do any heinous act to grab and become rich and richer at any cost. Again if we are free of Haumai, the Lobh – greed form of Maya will not be able to distract us, because nothing belongs to us except the Almighty, everything else is perishable only, only divinity and spirituality will go with us, so why keep attached to these forms of Maya.

The next enemy of our soul is Anger – Krodh – which is again due to ego, Haumai, whenever our ego gets hurt we get hurt emotionally and we become angry, these are again complementary things. Kaam is also born from Maya and is another enemy of our soul. In a nutshell the Ego – Haumai – Ahankaar is our worst enemy, is worst mental sickness, is responsible for our separation from the Almighty for ages together, and is a major roadblock in the path to Sach Khand.

 

[A_seeker]

All the above discussion becomes meaningless if one doesnt know the sadhna or yajna how to overcome these .

 

[Warriorlight]

All the above discussion becomes meaningless if one doesnt know the sadhna or yajna how to overcome these .

Hi Bhai, I'll post about that next.

 

[ravneet_sb]

Learners Are Trapped in Old Versions of Spiritual Awareness and Learning Philosophy​

A major challenge faced by contemporary seekers is that new ideas are repeatedly interpreted through old frameworks. Whenever a new philosophy, research proposition, or model of learning emerges, there is an instinctive attempt to find an existing spiritual, philosophical, or religious reference against which it can be compared.

This tendency creates a fundamental problem.

If a thought has no exact historical reference, it does not necessarily mean that the thought is incomplete or invalid. It may represent a genuinely new framework of understanding. Yet learners frequently attempt to mix and match such ideas with established spiritual traditions. In doing so, the originality and purpose of the new philosophy can easily be lost.

This is particularly relevant to IMMORTAL Learning Philosophy, which proposes a structured journey from the acquisition of information to transformation through experiential learning.

There are many established paths of spirituality, philosophy and self-development. The greater challenge, however, is learning how to decipher them. Without a clear learning framework, students of philosophy can become influenced by superficial interpretations, personalities, institutions and preachers rather than developing the ability to independently examine, experience and validate what they are learning.

IMMORTAL Learning Philosophy seeks to address this problem by connecting learning with what may be described as Immortal Non-Dual Core Learning Principles—principles in which learning is not considered complete merely because something has been heard, read, remembered, discussed or intellectually understood.

The distinction can be explained through a very simple example: an apple.

Stage 1 — Information Acquisition​

Suppose a learner can read the word apple, write it, pronounce it, hear someone speaking about it and even remember a detailed description of it.

At this stage, the learner possesses information about the apple.

The learner may participate in discussions, quote books, debate interpretations and even teach others what has been read. Yet none of these activities necessarily establishes that the learner has understood the apple through direct experience.

Information therefore represents only the first stage of learning acquisition.

When information is mistaken for wisdom, it may actually strengthen intellectual arrogance. The learner accumulates terminology, quotations and arguments and begins to identify with what has been acquired. Knowledge then becomes something to display rather than something through which to transform.

The seeker may consequently become capable of speaking extensively about reality without having experienced that reality.

Stage 2 — Knowledge and Visualisation​

The next stage requires the learner to move beyond words and examine the subject from different perspectives.

The learner begins to understand what an apple looks like, how it grows, what it contains, what its characteristics are and how it relates to human use. Information starts developing into structured knowledge and visualisation.

This is certainly a higher level of learning, but it still carries a danger.

The learner may now believe: I understand the apple.

Such intellectual or conceptual understanding can produce an even subtler form of arrogance because the learner possesses a more sophisticated explanation while still lacking direct experience.

Therefore, visualisation or conceptual realisation should not be confused with transformation.

Stage 3 — Awareness of Purpose​

At the third stage, the learner begins asking a fundamentally different question:

Why am I acquiring this knowledge?

Learning now moves from knowing what something is toward understanding what its essence or purpose means for life.

The learner no longer studies the apple merely as an object of discussion. The learner recognises that it contains nutritional value and that its essence can contribute to the body.

This represents the emergence of purposeful awareness.

The learner now understands that information and knowledge were never intended merely for accumulation. They were preparation for application.

Yet even awareness remains incomplete until it enters action.

Knowing that an apple may nourish the body does not provide nourishment.

Stage 4 — Doing, Practice and Experiential Learning​

Transformation begins when the learner finally acts.

The apple is consumed.

What had previously existed as a word, an image, a concept and an intellectual understanding now becomes experience.

The learner does not merely know about nourishment; the body receives it.

This is the critical transition from education as acquisition to education as utilisation.

The same principle applies to philosophical and spiritual learning. Reading about compassion is not compassion. Understanding discipline is not discipline. Discussing awareness is not awareness. Describing humility does not make a person humble.

A principle begins to transform the learner only when it becomes part of lived behaviour.

Thus:

Information → Knowledge → Visualisation → Purposeful Awareness → Practice → Experience → Transformation

ਤਿਥੈ ਘੜੀਐ ਸੁਰਤਿ ਮਤਿ ਮਨਿ ਬੁਧਿ॥
ਤਿਥੈ ਘੜੀਐ ਸੁਰਾ ਸਿਧਾ ਕੀ ਸੁਧਿ॥ ੩੬॥


ਤਿਥੈ Where/ How to ਘੜੀਐ Carve ਸੁਰਤਿ Imaginative Mind/ Khyal/ Bring Visualisation/ Realisation ਮਤਿ (memory/ connected to fives senses store of sound images and experiences) ਮਨਿ (Emotion Essence)
ਬੁਧਿ (Wisdom/ Application/ Right/ Wrong Sense/ Utility of Subject, Discipline of Doing to attain results)॥

ਤਿਥੈ ਘੜੀਐ Wher How to Carve ਸੁਰਾ Mindset (Holistic) of Champions ਸਿਧਾ (Achievers) ਕੀ ਸੁਧਿ (Purity/ Awareness)॥ ੩੬॥

The distinction is profound.

You may read about an apple.
You may describe an apple.
You may visualise an apple.
You may understand its nutritional value.
But nourishment begins only when the apple is consumed.

In the same way, the purpose of learning is not merely to know. Its higher purpose is to become.

The Seeker's Real Journey​

From this perspective, the journey of the seeker is not primarily a journey of collecting more spiritual information. It is a continuous process of correcting the method of learning itself.


The learner must repeatedly examine:

Am I merely receiving information?
Have I converted information into knowledge?
Do I understand its purpose?
Have I applied it?
Have I experienced its consequences?
Has that experience transformed the way I live and act?

This also changes the role traditionally assigned to the spiritual teacher or philosophical authority.

A teacher should not become the destination of the seeker. The teacher, text or institution can at best facilitate learning. Ultimately, a philosophy must become capable of being examined, practised and experienced by the learner.

IMMORTAL Learning Philosophy therefore challenges the assumption that intellectual familiarity with spirituality is equivalent to spiritual development.

Information can make a person informed.
Knowledge can make a person articulate.
Awareness can make a person conscious of possibility.
Practice creates experience.
But only lived experience has the potential to create transformation.

The ultimate measure of learning, therefore, is not how much a learner can explain, but what the learning has enabled the learner to become (PATHWAY of BHAKTI) Live the IDEA of NON DUAL IMMORTAL Learning Principles which are free from Bondage of Space Time and Form.

ਜਿਨੀ ਨਾਮੁ ਧਿਆਇਆ ਗਏ ਮਸਕਤਿ ਘਾਲਿ॥
ਨਾਨਕ ਤੇ ਮੁਖ ਉਜਲੇ ਕੇਤੀ ਛੁਟੀ ਨਾਲਿ॥ ੧॥

ਜਿਨੀ Those ਨਾਮੁ (Used for Expression of Realization) ਧਿਆਇਆ (Imbibe) ਗਏ ਮਸਕਤਿ ਘਾਲਿ (Suffering/ Hardship)॥
ਨਾਨਕ ਤੇ ਮੁਖ ਉਜਲੇ (Brings Radiance) ਕੇਤੀ ਛੁਟੀ ਨਾਲਿ (Instincts of Evolution carried through it is a transition from dependence through the umbilical connection to independent experience C॥ ੧॥

All seekers shall cross stage 1 of Learning and attain complete system EARLY to achieve results