The container was the power itself
It did not have a rule It did not need apprenticeship It was a protector It was a teacher It had a definite form Non-ordinary reality was utilizable Non-ordinary reality had component elements The special states of ordinary reality They were produced by the teacher Cuing about the environment Cuing about behaviour The recapitulation of the experience The recollection of events The description of the component elements Emphasis Positive emphasis Negative emphasis Lack of emphasis Guiding special consensus The extrinsic level of non- ordinary reality The preparatory period The period prior to non-ordinary reality The period following non-ordinary reality The transitional stages The teacher's supervising The intrinsic level of non-ordinary reality Progression towards to specific Specific single forms Progressive complexity of perceived detail Progressive from familiar to unfamiliar forms Specific total results Progression towards a more extensive range of appraisal Dependent range Independent range Progression towards a more pragmatic use of non— ordinary reality
Progression towards the specific in special states of ordinary reality
THE CONCEPTUAL ORDER
The Apprentice The fallacious adoption of the conceptual order The bona fide adoption of the conceptual order Reality of special consensus The reality of special consensus had pragmatic value
