So, we see that the ground of intelligence must be in the undetermined and unknown flux, that is also the ground of all definable forms of matter. In… - David Bohm
" "So, we see that the ground of intelligence must be in the undetermined and unknown flux, that is also the ground of all definable forms of matter. Intelligence is thus not deducible or explainable on the basis of any branch of knowledge (e.g. physics or biology). Its origin is deeper and more inward than any knowable order that could describe it. (Indeed, it has to comprehend the very order of definable forms of matter through which we would hope to comprehend intelligence.
About David Bohm
David Joseph Bohm (20 December 1917 – 27 October 1992) was an American-British scientist who has been described as one of the most significant theoretical physicists of the 20th century and who contributed unorthodox ideas to quantum theory, neuropsychology and the philosophy of mind.
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Additional quotes by David Bohm
But what is [the] quality of originality? It is very hard to define or specify. Indeed, to define originality would in itself be a contradiction, since whatever action can be defined in this way must evidently henceforth be unoriginal. Perhaps, then, it will be best to hint at it obliquely and by indirection, rather than to try to assert positively what it is.
One prerequisite for originality is clearly that a person shall not be inclined to impose his preconceptions on the fact as he sees it. Rather, he must be able to learn something new, even if this means that the ideas and notions that are comfortable or dear to him may be overturned.
But the ability to learn in this way is a principle common to the whole of humanity. Thus it is well known that a child learns to walk, to talk, and to know his way around the world just by trying something out and seeing what happens, then modifying what he does (or thinks) in accordance with what has actually happened. In this way, he spends his first few years in a wonderfully creative way, discovering all sorts of things that are new to him, and this leads people to look back on childhood as a kind of lost paradise. As the child grows older, however, learning takes on a narrower meaning. In school, he learns by repetition to accumulate knowledge, so as to please the teacher and pass examinations. At work, he learns in a similar way, so as to make a living, or for some other utilitarian purpose, and not mainly for the love of the action of learning itself. So his ability to see something new and original gradually dies away. And without it there is evidently no ground from which anything can grow.
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In a way, techniques of meditation can be looked on as measures which are taken by man to try to reach the immeasurable, i.e., a state of mind in which he ceases to sense a separation between himself and the whole of reality. But clearly, there is a contradiction in such a notion, for the immeasurable is, if anything, just that which cannot be brought within the limits determined by man's knowledge and reason.