and the Evolution of Consciousness
What is Concept-Therapy? It is
a philosophy of life based on the fact that our lives are profoundly
influenced by the ideas that are stored in our heads, ideas about
life, about religion, about right and wrong, about God, about
education, about sex, about marriage, about parenting.
It is also a course of instruction
designed to assist the student in a perfectly logical and factual
way to discover and change those beliefs that are in the way
of our health, happiness and success. The students are taught
ways of improving life by working with ideas alone. We
say: if you choose, you can change your thinking and thereby
change your life for the better. First, of course, you must believe
that a better life is possible, a life of greater health, abundance,
Contemporary psychologists have a different
name for Concept-Therapy. They call it Cognitive Behavior Modification.
Dr. Thurman Fleet, the inspired founder of Concept-Therapy, was
a pioneer in the field of Cognitive Behavior Modification.
The gist of the theory is this. Change
a person's thinking and his life will change. Ancient Wisdom
put it thus: as a man thinketh in his heart, so is he.
The same idea, just differently expressed. Most of you
probably believe that attitude is important, that a person's
attitude can make the difference between success and failure,
happiness and unhappiness. What people have not always
known is how to change attitudes. Concept-Therapy offers
a course of instruction intended to do this in a lawful,
natural, safe and progressive manner.
Dr Fleet does more than suggest that
ideas play a vital part in our lives. He suggests what
part they do play and how we can use this knowledge to advantage.
As we grow up, we are presented with all kinds of ideas, some
are accurate and some are distorted. Some are true, some
are false. Some are clear, some are confusing.
We get ideas about right and wrong,
good and bad, heaven and hell, God and the Devil, about morality
and immorality, about health and disease. All kinds of
rules are suggested to us, rules that supposedly will enable
us to live good, happy and healthy lives. Moreover, if
we don't follow these rules, we soon discover that we can get
punished, or made to regret our transgressions against the rules.
But we also discover that if we do follow some of these rules,
our lives can also become equally miserable. We are caught
in a dilemma. What are we to do?
Some people begin to question the wisdom
of the rules that others have laid down for us to follow. They
begin to do some thinking for themselves, to look for their own
answers to questions which may trouble them. They start
wondering if they have to believe everything they've been told.
They begin to check what they have been told with what their
senses report to them and what reason tells them. They
start looking for clear, straightforward, and honest answers
to their questions. To such a person Concept-Therapy has
a definite appeal.
As soon as they begin their Concept-Therapy
course of instruction, they soon realize that they are a soul
evolving in consciousness for better or worse according to the
nature of the basic concepts operating in the subjective fabric
of their personality. What an extraordinary suggestion!
What a concept! Examine it. Test its validity in your own
life. If what I have just said is so, what a secret you
have. You know a fact that many do not know, namely, that
our lives are becoming better or worse depending upon the nature
of the basic concepts that we hold in our minds, shaping our
lives very slowly over the years for better or worse, much of
the time imperceptibly.
Are some ideas more important than
others? This question is fully examined in the Concept-
Therapy course of instruction as well as in the seven phases
of Conceptology. Ideas which are considered more important
than others, which serve as a foundation for building a logical,
scientific and lawful conception of life are called basic
concepts. In the Concept-Therapy text and the subsequent
phases of Conceptology, the student is invited to develop
an understanding of these basic concepts so that the student
can get the Big Idea and thereby take charge of his own life.
The course of instruction is so arranged
as to help the student progress in a lawful, natural, logical
and gradual manner, at his own pace and without unnecessarily
disrupting the routine of his life. This is an important
feature of the Concept Therapy course of instruction. Sometimes
students and teachers fail to notice this feature of the instruction.
They may try to push or pressure an individual to abruptly change
his life, without sufficient understanding. This can be
so disruptive as to cause great harm. So watch out for
this, in any course of instruction which promises utopia right
now, without allowing time for understanding and for growth.
The Phases of Conceptology
Following the Concept-Therapy course of instruction are seven
other courses called phases of Conceptology. The word "conceptology"
means the scientific study of ideas. These Conceptology
courses are sequenced to help the student along the path of greater
understanding and application of the principles presented in
the introductory or basic course of Concept-Therapy.
The student is promised that the study
of these phases will help us evolve in consciousness, eventually
gaining a deeper understanding and appreciation of the laws
of our being and the laws that run the universe. We are
promised further that the more we evolve in consciousness, the
greater control we will have over life, making us more helpful
to others by coming more in harmony with those around us; that
we will come to have a greater respect for our own life and for
all life. Then he will want to give up those thoughts,
words, and activities which are harmful to life. He will want
to dedicate ourselves to all that is beneficial to life.
The first three phases may be
described as a science of mind, that is, a science of how the
mind works. The next four phases are different in character
from the first three. They constitute a science of the soul.
As far as I know, Dr. Fleet is the first person to offer
a course which can safely, naturally and surely advance a soul
in consciousness so that the student may experience what philosophers
like Bucke call "cosmic consciousness".
Phase Three occupies a place of special
importance. It represents a transition phase in the evolution
of the soul's consciousness, bringing us from the awareness of
the fact that he we have a mind to an awareness in us of power
expressing through us to a degree greater than any other creature.
We are brought to an awareness of the fact that we are a soul
capable not just of a superior mental life but open to a spiritual
life and all the powers attached to the attainment of that dimension
As Dr. Fleet advanced in his own
understanding of Concept-Therapy, and as he witnessed his own
difficulties and those of students struggling to apply
the ideas contained in the Concept-Therapy instruction, he wrote
the phases, one by one. Dr. Fleet applied himself
to this task because he was confident that there were souls in
the world who wanted to advance in consciousness, who wanted
to live in greater harmony with all life, who wanted to experience
With these thoughts in mind, let's
take a brief look at each of the phases. I can't tell you
every idea that's contained in each phase, but I can try to give
you the main theme of each phase.
Phase One explains to the student how the mind works, especially
how ideas get fixed in the mind. To understand phase one
the student learns about the principles of hypnosis. The
student is not taught how to become an hypnotist, but the student
is taught how the mind works influenced by suggestion. The student
is taught the difference between thinking for himself and being
unduly influenced by the thinking of others.
The student learns how the principles
of suggestion can be used constructively as well as destructively.
The destructive use would be not only to fix in the mind negative
suggestions, but also to use suggestion to manipulate and exploit
people. This is sometimes done by politicians by salespersons,
by religious evangelists, by teachers, by parents, and by advertising
agents. I am not suggesting that all these people would
deliberately use the techniques of hypnotic persuasion to gain
their ends, but they use them nevertheless, even if they are
ignorant of the fact. The technique works whether or not
you know you are using it. The law of gravity works whether
you know about it or not. It forever operates, because
nature is like that. The mind works like that.
The principles of suggestion forever
operate, because the mind is like that. Once you understand
the principle of gravity you can use that understanding in helpful
and creative ways. So it is with the mind. Once you
understand the principles of suggestion, you can use that
understanding in beneficial and creative ways to help yourself
In Phase One we learn how the mind
through the use of suggestion can affect the body's normal functioning.
This phase contains many remarkable facts that anyone who wants
to understand themselves would want to know. We talk facts
here, not theory. An idea fixed in the mind can make the
body tense and over a long period of time this tension can build
up to cause harm to the body and create ill health. We
also teach the student how, conversely, through proper use of
the mind we can reduce tension and the harmful effects of tension.
Phase One also teaches the student
how fixed ideas can interfere with our mental faculties like
memory, imagination, sight, hearing, taste and smell. The
demonstrations given to the student in this phase of instruction
can be very dramatic if the student has never considered the
extent to which the mind can influence the normal functioning
of the body and the senses. The student gets hands-on experience
in this phase to test the validity of the ideas presented to
him in this particular course.
Students may get unduly fascinated
with the phenomenal demonstrations of Phase One. This could
cause him to lose sight of the real point of this phase of instruction.
He must be careful not to put too much value on the demonstrations
in Phase One to the neglect of the other phases of Conceptology.
Try to get the Big Idea. The point of Phase One is to convince
us that we have far more control over our own minds if we choose
to exercise that control with knowledge and understanding, which
is to be gained from a mastery of the principles of Concept-Therapy
through the proper application of them. Having this control,
we can better direct our lives to produce positive benefits for
ourselves and for others.
Phase Two may be described as a course in the principles of psychoanalysis.
The student can learn from the study of this phase of Conceptology
what drives him to do the things he does. We learn in this
course about the urges or instincts which impel us to behave
as we do in ways sometimes very similar to other creatures of
the animal world, of which we are a part. We learn to analyze
and understand our fears, our phobias, our complexes, our dominant
urges so that together with the understanding gained from Phase
One we can liberate ourselves from their harmful effects and
become in tune with the infinite, or God within, by changing
wrong ideas which have been fixed in our minds and gradually
arrive at the point where we can enjoy greater peace of mind
and greater self assurance.
Phase Three has a special place in the Conceptology course of
instruction. It is a phase of transition, by means of which
the student's interest can be turned from a study of mind to
a study of spirituality. It presents to the student the
suggestion that spirituality, like mind, can be properly an object
of scientific study and understanding. In it we learn about
our relation as human beings to the laws of nature. Our
ideas about God and the relationship of God to our universe are
examined in this phase.
The reason for considering ideas like
natural law, God, and the universe is to prepare the student
for the idea that there is such a thing as cosmic consciousness.
We can attain it very naturally and scientifically through a
study and application of principles learned from the study of
the science of spirituality. By completing this course
the student enters the spiritual path of personal development
and begins to want truth above fantasy and to desire to do what
Phase Four is the first phase to introduce the student to the
higher path, to the science of soul, or to what we may also call
spiritual science. The lower path is involved with the
study of mind. It's important for the student of Concept-Therapy
to be mindful of the fact that there is a higher path, one higher
than a science of mind. The student who gets overly fascinated
with Phase One and with the production of hypnotic phenomena
may lose sight of the fact that there is a higher path, and a
power higher than the power of the mind. This would be
the power of the soul.
In Phase Four, the instructor asks
the you to examine your concepts of good and bad, religion, God,
the Devil, and the question whether there is a superphysical
world with the possibility of a life after death. At this
point in the course of instruction in spiritual science, you
are given Ten Rules to guide you in developing the spiritual
powers of the soul. Having learned about these Ten Rules,
you are then encouraged to return to the lower path and apply
the rules in your daily life, at home, at work, and when socializing
In this phase, the student is made
aware of what was only intimated in the Concept-Therapy course
of instruction and the first three phases of Conceptology, namely,
that each of us is the master of our own thoughts, that we are
the molder of our own character, that we are the shaper of our
In Phase Five of Conceptology, we are told about the importance
of developing our faculty of perception; we are instructed about
the different dimensions of knowledge and their corresponding
dimensions of consciousness. The purpose here is to enable us
by using our faculty of perception to distinguish between the
true and the false, between reality and illusion, between fantasy
and fact, between right action and wrong action. This power
of discernment belongs properly to the soul, not to eht mind.
In this phases we are brought to understand
as never before the importance of having a proper philosophy
of life. The focus now is on the purpose of lifWe are taught
the meaning of enlightenment and the principles of discernment
so that we can see things from a much higher perspective than
someone who looks only with the mind's eye. In this phase
the student gets a glimpse of a higher understanding of the concept
Phase Six describes what can happen to a soul iwho quests for
cosmic understanding. Again, we are encouraged to examine
from every perspective possible our concept of God and our idea
of life, and our understanding of the meaning of life. A
profound understanding of the creative power indwelling in all
life, that power which gives existence to and sustains existence
in every living thing is the focus of this phase.
The student is given a deeper understanding
of right and wrong, and the choices that lie before one who lives
among people who may have no idea that there is more to life
than eating, sleeping, drinking, working, playing and making
and spending money. There are so many different philosophies
of life. Who is right and who is wrong? What are
we to do? To whom should we listen?
The soul begins to realize more profoundly
than ever before that there is only One Life, yet that One Life
finds expression in many lives. So many different expressions
of that One Life, each going its own way, yet only a small part
of a cosmos beyond the comprehension of the human mind, so vast,
so complex, so coordinated, so unfathomable in the vastness of
its many parts.
In this phase, the soul is exposed
to the idea of illumination, the ultimate achievement that proceeds
from enlightenment. With illumination come all the extraordinary
spiritual powers like clairvoyance, clairaudience and the other
treasures of spirituality. This is the promise given to
those who sincerely and with determination dedicate themselves
to the study of the principles of Concept- Therapy and understand
the proper application of them.
I would like to sum up the Big Idea
of Phase Six in Dr Fleet's own words:
The Divine Power - the Creator
of Life - is filled with Goodness, Peace, Purity. It is
the ultimate of Intelligence. It is Power. It is
Life. It expresses itself through form, at every level
of expression, from the electron to the human. It is in
us. In that inner sanctuary of our own nature - hidden
perhaps from objective view - "nestles the seed, perfection."
It is like a "sleeping giant" waiting to be awakened,
to probe through the darkness into the light of a higher spiritual
Any Organization or Movement
that is patterned along principles directed toward leading the
groping Soul, from the plane of darkness through the "Transition"
to the plane of Light, is a job worthy of great soldiers.
It takes dedicated Souls to assist others to bridge the gap from
the Lower to the Higher Dimensions of Awareness.
Now it would seem that other
people who go into this work, who pursue the study and teaching
of this philosophy, must have placed in their consciousness genes
that incline them toward this type of expression as to give them
pleasure in order to [be able to] persevere when difficulties
arise and opposition confronts them. Perhaps the Creator
of Life has already placed into men and women these kinds of
genes that incline them toward gaining "pleasure" from
the "Transition" from the Third to the Fourth Dimension
of Consciousness. Perhaps through the awakening of the
higher consciousness of thousands of such individuals, the seeds
of a great Movement will germinate and spread. [This no
Phase Seven continues the thread of the previous phase and expands
more on concepts that the student of spiritual science must understand
if you wish to achieve illumination and live a higher life, concepts
like those of god, spirit, life, the one and the many. Here the
student explores the different ways in which the One Life expresses.
You learn that this One Life can express through us in any one
of three ways, that we have to choose how it will express.
The student learns that each of us expresses through some inclination
which comes from within. That inclination follows the degree
of enlightenment that the individual soul has attained through
diligent study and application of the principles of spiritual
This Phase closes with the advice,
to quote directly from the text:
Henceforth let your thoughts
concerning this Higher Life be much as if your thoughts were
directed toward the pursuit of some profession after graduation
from school. Let it be a strictly legitimate proposition
of reason. Eliminate from your mind all the superstitious
and irrational ideas that you have gained from writings and teachings
centered on this subject of living a Higher Life....Try to reason,
Soul. Try to eliminate from your mind the superstitious
ideas that will not stand the light of reason. Set out,
now to make the journey to your goal, the Temple of Wisdom.... If
what all the great Masters of religion have taught is true, then
set forth on the journey to earn the prize for yourself.
Do not expect that you can go along in your Lower Life, all during
your physical or bodily life, and then by some miraculous method
you can be made perfect after you die.
Many have been lulled into a stupor
by thinking they can reach the Higher Life by lip service.
But it does not work that way, Soul. It must be
lived. Live, my friends, such as to become One with
the Greater Life.
In the words of Dr Fleet::
Go, Soul, and we trust that
you will finally find your heart's desire. When one uses
Wisdom to reach the "omega point," or union, he now
walks in the sunshine of Real Life. The darkness has been
is the Light, and his vibrations become an attractive power.
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