True and profound insight is like a rare jewel that very few ever partake in within (and “as”) life. Profound insight is not what someone can merely — through effort — acquire or obtain. Insight is not like a materialistic possession; one cannot merely “have it”; one cannot merely decide to “get it.” It would be erroneous, for example, to say that “I have an insight.” Profound insight, besides not merely being what one can possess… is beyond the limitation of a fragmented, so-called central “I” or controller. The so-called central regulatory agent may think it has something… but what it has will not likely be profound insight. Real insight may come when the mind is intelligently empty (and not merely filled with the crass, fragmentary patterns of others).
Unfortunately, profound insight eludes most minds. The fact that most minds operate via fractional conflict, a fallacious (isolated) center, and operate via mostly mere details and function (with and “as”) separative patterns, has a lot to do with this. Correct education can help us to go beyond our limited ways. Before that can happen, educators themselves must change positively.
No doubt, most people who read this blog posting will merely reduce insight into an abstraction, to another idea. However, doing so is like never having the passion to really look at nature; it’s like going through life with an empty heart… never really feeling.