philosopher, mystic, and writer (c. 1866–1877 – 1949)
George Ivanovich Gurdjieff (Russian: Георгий Иванович Гюрджиев, Georgij Ivanovich Gjurdzhiev; 13 January c. 1867 – 29 October 1949) was a Greco-Armenian mystic and spiritual teacher of what came to be called "the Work" or "The Fourth Way", in which he taught people how to increase and focus their attention and energy through various awareness exercises. According to his teachings, such inner development is the beginning of a possible further process of change, and spiritual evolution.
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Before going on with this first chapter, which serves as an introduction to all that I plan to write, I wish to inform your so-called “pure waking consciousness” of the fact that, in the chapters following this warning, I shall expound my thoughts intentionally in such a sequence and with such logical confrontation that the essence of certain real ideas may pass automatically from this “waking consciousness,” which most people in their ignorance mistake for the real consciousness, but which I affirm and experimentally prove is the fictitious one, into what you call the “subconscious” — which in my opinion ought to be the real human consciousness — in order that these concepts may mechanically bring about by themselves that transformation which in general should proceed in the common presence of a man and give him, by means of his own active mentation, the results proper to him as a man and not merely as a one- or two-brained animal I decided to do this without fail so that this introductory chapter, intended as I have already said to awaken your consciousness, may fully justify its purpose and, reaching not only your, in my opinion, “fictitious consciousness” but also your real consciousness, that is to say, what you call your “subconscious,” may compel you for the first time to reflect actively.
"Contemporary man, owing to certain, almost imperceptible conditions of ordinary life which are firmly rooted in modern civilisation and which seem to have become, so to speak, " inevitable " in daily life, has gradually deviated from the natural type he ought to have represented on account of the sum-total of the influences of place and environment in which he was born and reared and which, under normal conditions, without any artificial impediments, would have indicated by their very nature for each individual the lawful path of his development in that final normal type which he ought to have become even in his preparatory age. Today, civilisation, with its unlimited scope in extending its influence, has wrenched man from the normal conditions in which he should be living. It is, of course, true that modern civilisation has opened up for man new and vaster horizons in different technical, mechanical and many other so-called " sciences ", thereby enlarging his world perception, but civilisation has, instead of a balanced rising to a higher degree of development, developed only certain sides of his general being to the detriment of others, while, because of the absence of an harmonious education, certain faculties inherent in man have even been completely destroyed, depriving him in this way of the natural privileges of his type. In other words, by not educating the growing generation harmoniously, this civilisation, which should have been, according to common sense, in all respects like a good mother to man, has withheld from him what she should have given him ; and, it appears, that she has even taken from him the possibility of the progressive and balanced development of a new type, which development would have inevitably taken place if only in the course of time and according to the law of general human progress. From this follows the indubitable fact, which can be clearly established, that, instead of an accomplished individual type, which historical data would
The crowd neither wants nor seeks knowledge, and the leaders of the crowd, in their own interests, try to strengthen its fear and dislike of everything new and unknown. The slavery in which mankind lives is based upon this fear. It is even difficult to imagine all the horror of this slavery. We do not understand what people are losing. But in order to understand the cause of this slavery it is enough to see how people live, what constitutes the aim of their existence, the object of their desires, passions, and aspirations, of what they think, of what they talk, what they serve and what they worship. Consider what the cultured humanity of our times spends money on; even leaving the war out, what commands the highest price; where the biggest crowds are. If we think for a moment about these questions it becomes clear that humanity, as it is now, with the interests it lives by, cannot expect to have anything different from what it has.
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"The Institute For Man's Harmonious Development", is due to the fact that the future representatives of this " typicality " have never, either with a view to the real understanding of actuality, or in the period of their preparatory age, or, again, in the period of their responsible life, absolutely never, and in spite of the obvious necessity of such a step, laid themselves open to experience, but have contented themselves with other people's fantasies, forming from them illusory conceptions and, at the same time, limiting themselves to intercourse with those like them, and have automatised themselves to a point of engaging upon authoritative discussions of all kinds of seemingly scientific, but, for the most part, abstract themes.
In this connection, it is interesting to remark that I, as well as many others, noticed that when he himself used these sayings in conversation, it always seemed to every hearer that they could not have been more apt or better put, but that if anyone else made use of them, they seemed to be entirely beside the point or improbably nonsense.