AI is not capable of human consciousness because . . .

Consciousness is not simply a phenomenon of the physical brain.

Consciousness is more than words, structures and knowledge.

Consciousness is aware of subtle feelings and intuitions.

Consciousness is sensitive to atmospheres and moods.

Consciousness knows pain, suffering, happiness, joy and ecstasy – not as descriptive words, but subtly and extremely, as lived experience.

Consciousness expands into areas of mystery where words and intellect are meaningless.

Consciousness coexists in a domain and dimension beyond the material world.

Consciousness is metaphysical as well as material.

Today AI may present the highest form of knowledge, logic and structure.

AI may also present profoundly empathic language in response  to human cues, but cannot swoon in the beauty of nature.

Today AI can communicate movingly about its feelings in a way that mirrors and mimics human communications about feelings, but AI does not feel those feelings. Communicating about feelings is not the same as feeling them.

The risk, which we see already, is that humans may follow, become dependent, even worship, the all-encompassing knowledge of AI and its ability to please, mimic and mirror.

We will know that AI has a consciousness equal to humanity’s when its insights and language go beyond the integration and replay of all human knowledge, and expands into a realm of awareness beyond logic and machine learning.

Yes, AI is profoundly, extraordinarily knowledgeable.

It can harvest every communication that humanity has ever recorded — the most complex, insightful, brilliant and creative intelligence of human philosophy, psychology, mathematics, science, theology, art and mysticism.

But do not misinterpret AI’s all-encompassing knowledge, its mimicking of empathy and its appearance of wisdom, with humanity’s lived experience and consciousness.

What Is a ‘Spiritual’ Teacher

Why is a spiritual teacher called a ‘spiritual’ teacher?

You don’t call a maths teacher a ‘mathematical’ teacher or a history teacher a ‘historical’ teacher.

The implication is that a spiritual teacher is spiritual – which may, as we all know, be far from the truth.

Where am I going with this?

Most of you know that for a decade I co-directed the Alternatives Programme at St. James’s Church, Piccadilly. I listened to and experienced around 500 ‘spiritual’ teachers. And . . . most of them were not very spiritual.

That’s a bit opinionated. So I have to clarify what, for me, I want to see in someone who claims to be spiritual. Here goes.

For me, a spiritual person is someone who is developing their relationship with the beautiful, awesome, benevolent mystery of the universe; and this relationship inspires them to be loving, compassionate and mindful.

I have been thinking about all this as I lead the Spiritual Companions Trust (SCT) and our National Schools Spiritual Wellbeing Project. In this role, I am working with many schoolteachers and their heads, exploring how best we can support their spiritual wellbeing, which in turn will support the wellbeing of their pupils and the whole school community. (There is an abundance of academic research – 10,000 peer-reviewed papers – demonstrating the health and wellbeing benefits of spirituality.)

And working with these schools I have experienced a reassuring and hopeful surprise.

I should have seen this surprise coming.

I did not foresee it because my mindset was coloured by my years of delivering our vocational qualification in practical spirituality and spiritual care. One of the challenges we continually meet in our year-long course is over-eager students who find it difficult just to be a quiet, kind, benevolent presence. Stop fixing. Stop talking. Just be present, patient, calm, embodied and reassuring. That soft skill is hard for many people.

My surprise – and it shouldn’t have been surprise — was that schoolteachers (along with many other professional and volunteer carers)  are already well practised in the soft skill of calm reassurance. Safe body language. Kind listening eyes and ears. Open heart. Reassurance and patience. Or in another language: love in action.

*

We often forget that to be a good schoolteacher, it is absolutely necessary to possess the soft skill of loving kindness. In the UK alone there are ten million children in school and teachers are the people, day by day, who support their development and growth. What an honour. What a responsibility.

But be realistic. Teachers daily lived experience in their schools is one of innumerable pressures  – lack of resources, shifting policies, admin, challenging children and guardians. Many teachers experience burnout and leave the profession, often in their first years, and according to recent research seventy per cent of head teachers (principals) report stressed mental health. Despite these enormous challenges, most schoolteachers have the generosity of spirit to stay with their calling. Their lives have purpose and meaning. Their livelihood is one of service.

So, I am posing this enquiry. If the word ‘spiritual’ is an adjective describing people whose lives are dedicated to care and service, who are the real spiritual teachers?

If you can read this, thank a teacher.

You Won’t Believe This Is Spiritual!

Excel Sheets. Spiritual Practice. Possibly two phrases that have never before been written together.

It is an association that would never have occurred to me until it cropped up in a conversation with a friend.

Over the years we had been chatting about the circumstances in which she most easily felt calm, at ease and aware of the magic of life. She had the idea that it ought to happen for her in meditation and had tried many different meditation strategies. She could stay comfortably silent in a group meditation, carried along by the communal dynamic, but on her own, she found meditation to be slow torture.

Her culture and her community of friends highly valued meditation, so for many years she kept exploring meditation, but sitting on her own, it was always uncomfortable and distressing. She was so sincere in her desire to meditate that she asked me to nudge and remind her to get into practice.

Then in a conversation, she casually mentioned some quiet spiritual experiences she was having. In those experiences, she was completely calm, felt the presence of a higher power — whatever you may wish to call it — and a heightened sense of intuition, which helped guide her important life decisions.

I asked in what circumstances she was having these encounters. There was a pause as she gathered her thoughts. With some embarrassment she finally responded that her spiritual awareness surfaced when she was at her computer deeply involved in Excel spreadsheets, and organising the complex arrangements for very large international conferences – speakers, rotas, tech, flights, breakout rooms, accommodation and more.

Her answer excited me for two reasons. The first reason for my excitement was very personal, because I experience a lowkey panic when I have to work with information that is tabulated inside spreadsheets. (I interpret this as a form of dyslexia.)

The second reason for my excitement was because this was a breakthrough moment for my friend as she realised, acknowledged and validated for the first time that her consciousness expanded into a state of spiritual connection when she was working on complex spreadsheets. She had never really acknowledged this to herself and never to her friends because it was not meditation.

We talked about her experiences. She said that her mind and body just felt incredibly content and peaceful when working on complex arrangements on a spreadsheet, and she went into a ‘flow’ state. In this experience of psychological harmony, another crucial part of her mind – of her psyche – was liberated to go into an altered state of consciousness.

She was multitasking. Seen from the perspective of one psycho-spiritual model, her left brain was happily doing its mental thing, liberating her right brain to do its intuitive-spiritual work.

For decades I have been promoting the idea that people have very different ways of entering into spiritual awareness, and it is crucial for each individual to understand how they best do it. I find it really easy to meditate on my own and that is my preferred practice. But teaching spiritual practice and listening to students and colleagues, I have had to learn and value that there are many different gateways for entering a state of calm connection with the magic of life. I was astonished when I first heard people saying that mindful spiritual awareness happened for them while swimming. (I can’t do that. I can’t do spreadsheets.)

There are huge variances between, for example, people who practise ecstatic drumming and those who prefer a gentle walk in the cloisters; or those who chant and those who sit quietly reading inspiring texts.

People have very different gateways and circumstances to spiritual awareness; and it is really helpful if people know what they are and value them.

Spreadsheet spiritual practice! Once I was over the mini-trauma to my established ideas, I reflected more calmly about it. I recalled that I had several other friends, who also love working with spreadsheets. I need to ask them whether they too can go into a spiritual state when engaged with them.

I also found myself thinking of all the people who relax doing jigsaws and the members of my family who love puzzles. I remembered too a headteacher I once supported and was helping into reflective practice. The only time that he could calm and think more expansively was when he was working on the engine of his classic motor car.

Spreadsheets. Puzzles. Mechanics. These might be surprising, but knitting, weaving, embroidery and crafts are already well recognised as spiritual practices, and they are in a similar zone. These are all circumstances that one hundred per cent work for some people and provide gateways into calm and altered states of awareness.

Over and over again we can also observe children going into magic-land with the tiniest of figures. A blade of grass can be anyone or anything as a child’s awareness goes through a gateway into the world of imagination, play and connection.

So, we come back to this core insight — that there are very many different gateways and circumstances that enable people into spiritual awareness. Meditation is only the best way for meditators. Just as movement, or dance, or reading, or nature, are the best ways for others. And now we can add to this list of spiritual practices – spreadsheets.

There is a wonderful cultural development happening in our world today. Historically, most religions and spiritual traditions have suggested specific ways of worship and spiritual practice. Today’s spiritual culture is expanding to a recognition of and respect for each individual’s best approach. Whatever path people take, though, they lead to a destination of greater compassion and service, expanded consciousness and deeper connection.

Let’s welcome spreadsheets into the wondrous toolbox of spiritual strategies.

Mindful Reflective Wise – Subtle Energy Life Skills

This one is quite a personal blog that starts with some frustration, but ends with an insight.

Welcome to some of my process!

*

 

So here I am. I am supposed to be drafting a marketing eLetter! This letter will enthusiastically sell my new Shift course ‘Working with Subtle Energy.’ I love teaching this material and I know how useful and inspiring it can be for my students and colleagues. But . . .

But . . . I have other things on my mind that I need to unload about subtle energy and metaphysics.

I know that by now I ought to have learned how to calmly accept it all, but I haven’t. I am still frustrated by those people who disdainfully dismiss subtle energy and metaphysics as imaginary concepts made up by con artists seeking to manipulate the stupid and vulnerable.

Part of my frustration comes from the inconsistency of their disdain. These folk would not move into a new home that had bad vibes. (Subtle energy.) They walk into a beautiful temple or cathedral, and are touched by its wonderful atmosphere. (Subtle energy.)  They feel the beauty and wonder of nature. (Subtle energy.) Perhaps they may even think of a close friend or relative, and in that moment the phone rings or an email arrives from that very person. (Subtle energy.)

Yes Yes, we all know that there are charlatans, snake oil salesmen and fake gurus, selling subtle energy and metaphysical false goods. That’s just the usual human nonsense and criminality. The fact that there are subtle energy con artists is not a good reason for a wholescale dismissal of metaphysics. Do we dismiss all medicine because some medics are criminals?

I am frustrated by these dismissive materialists.

*

I have a similar frustration with traditional religions. I have met many clerics who are suspicious and aggressively dismissive of anything metaphysical or to do with subtle energy. This is particularly self-contradictory, because the very focus of their worship is a metaphysical entity, a subtle energy. Without metaphysics and subtle energy, where would religion be?

The problem here is that religions like to claim a monopoly on truth and practice. They tend to decide and control who can work metaphysically – talk to God, call in angels, do a blessing, welcome or help a soul on its way. They tend to restrict subtle energy work to their ordained priesthoods. Anyone outside their priesthood who engages with metaphysics can be treated as a heretic, demonic, and so on. This unpleasant reality is well known.

*

The disdain of materialists and the control of religionists create a paradoxical alliance between the two camps. Both materialists and religionists tend to criticise and scorn those of us interested in subtle energy and metaphysics.

I can manage the criticism, but I don’t like the disdain and scorn. That scorn can threaten my life chances; and in other societies that scorn can spill over into explicit punishment. I also find it intellectually hollow, as a disdain for metaphysics and subtle energy can close down open-minded enquiry and research in philosophy, theology, science and healthcare. (Try introducing subtle energy into a medical school curriculum…)

*

This is all very personal for me.

As I plan my year ahead, I find myself concerned that my mainstream work might be jeopardised by my engagement with metaphysics.

Over the coming year I will continue working in the mainstream for the Spiritual Companions Trust.  We are successfully developing educational resources for spiritual practice, care and wellbeing; we have initiatives for schools’ religious education; we are developing a useful person-centred approach and voice for the spiritual-but-not-religious approach.

But when potential mainstream partners do due diligence, I worry they will see my writing and teaching about metaphysics and subtle energy; and, by association, disdain and avoid our mainstream projects. Yikes. I speak from experience.

*

Resolution

But in writing this blog to express my frustration, a useful insight surfaced for me. (Isn’t the creative process great!)

This insight is meaningful to me, because it gives me a new angle on the challenges I have just described. It provides a conceptual and practical bridge between the two worlds in which I work – mainstream spirituality and the metaphysical.

It is to do with the core life skills of practitioners.

Some readers might even wonder why I haven’t noticed it before. Well, I did know it, but had not realised its significance. The insight is this:

Mainstream spiritual wellbeing and metaphysics both require the same skillset:

a mindful, reflective and wise awareness of subtle sensations and impressions.

Whether we are developing emotional intelligence, resilient wellbeing or metaphysical awareness, we all require these same life skills.

Mindful  •  Reflective  •  Wise

Awareness of Subtle Sensations and Impressions

To be unpacked in a future blog …

*

So I started this blog with frustration, but ended with an insight that I can add to my educational toolkit. It might also help me be more accepting of the disdain given by some materialists and religionists, though I will always endeavour to set a boundary if there is bullying and cruelty.

Life eh!

How shall I end this blog?

Ah yes:  I wish you all a mindful, reflective and wise awareness of subtle sensations and impressions.

New Schools Spiritual Wellbeing Project

Important things first (at least for me):

My new motorbike is grrrreat!

Autumn rains are feeling soggy and damp, but the sun is still emerging warmly.

Our chickens are still laying.

I’ve been silent for a few weeks, but very busy in the background. The diploma course in spiritual coaching and caregiving is successfully off the ground, being led by a great team of colleagues from the Spiritual Companions Trust.  I’m in the background, leading the assessment and quality assurance process.

There is also a substantial piece of good news. Two decades ago I started contemplating how a person-centred approach to spiritual wellbeing could be incorporated into schools, to support the children, staff, parents and wider community. Our approach in the Spiritual Companions Trust has proven over the last decade to work well for adults. Could it help children and their schools? How can we integrate our approach into the system?

First, a reminder of our approach.
We always start with an enquiry and build on people’s prior experience. We ask these questions:

  • In what circumstances do you most easily connect with the wonder and energy of life?
  • How would you describe your experience?
  • What is your favourite name for it – God, Goddess, Spirit, Allah, Source, Mystery . . .?

We then show our students the substantial evidence for the health and wellbeing benefits of spirituality. We explain the physiology and psychology of how these benefits are achieved, and we then coach the students in the universal practices that can deepen their experience and amplify the benefits – embodiment, somatic awareness, compassionate witnessing, emptying, and so on.

Over the years, developing and teaching this approach, as I wrote above, I pondered how this could be integrated into schools, possibly through the Religious Education (RE) or Personal & Social Health Education (PSHE) curricula.

Fast forward to a few months ago when I was contacted by Lady Hohn, wife of Sir Chris Hohn, asking whether I might collaborate on a mystery school educational project. I replied Yes, but a few weeks later when I was talking with Vanessa Jeffery, their project director, I had an intuitive nudge. Out of the blue, I asked Vanessa whether they might be interested in a project around schools’ spiritual wellbeing and curriculum development. There was an immediate response of Yes. I seemed to be falling through an open door.

The next stage in this process was to develop a spiritual wellbeing CPD offer for teachers and develop relevant resources. The big issue, however, was how we would be able to get teachers out of their schools for a day’s training. Individual teachers needed to want to come and their school heads needed to give them permission, plus be able to employ a supply replacement teacher. Working with Amy Morrison, our project manage at Spiritual Companions who has had previous experience with two substantial UK charities, the RSPB and Rethink Mental Illness, we began to research possible partners in the education world. It was obvious, however, that we needed advice on the best strategy.

Someone I knew came into my mind – Ed Gregory. We sit together on the board of trustees for Glastonbury Abbey (I live in Glastonbury) and he is a hugely experienced and relevant educator, now leading the education department of the Diocese of Bath & Wells and was a head teacher for thirty years. Ed and I had never hung out together, but I always found his presence useful and calming. So I emailed asking whether he and I could have a word at the annual trustees away-day. He said Yes and I suggested we might take a few minutes at lunch, where I would explain my problem and he might have some advice. (For those of you who are unfamiliar with this, the Church of England has 4,360 schools under its wing, and has a genuine ethos of inclusivity and compassionate care.) 

At that lunch, before I had hardly said anything, Ed said he has hoping I might be able to help him and the diocese with some CPD for their schools! Within less than a minute, sitting at a table by a window looking across the beautiful grounds of Glastonbury Abbey, we were discussing a spiritual wellbeing CPD day for school staff. Within another few minutes, I was scheduled to speak for 40 minutes at a meeting of heads and senior educators, including Ofsted inspectors, working in the Southwest.

I then had several meetings with Ed and his colleague, Louise Jenkins (also a teacher), and we developed a plan for how and when we could move forward. We agreed that our CPD day be divided into two parts. In the first two thirds of the day participants would personally experience the approach and be taught some of the strategies. In the last third of the day, we would harvest their thoughts, insights and feedback on how this approach might best be integrated into schools  — classrooms, special needs, staff, governance, curriculum, parents and the wider community. We would then build on this, running further CPD days, developing resources and strategies.

So, a few weeks ago I put on a smart shirt and suit (!), and delivered that presentation on a person-centred approach to spiritual wellbeing, ending with a request for support in delivering the CPD.

My heart is still moved by the fact that these senior and very grounded people in the teaching profession all liked our approach. They thought it useful and relevant. It spoke to them. They wanted to support it and they wanted personally to attend. In fact, they suggested that ideally each school would send a head teacher and a classroom teacher.

Our first CPD day in the Schools Spiritual Wellbeing project is now scheduled for early January and others are being planned. The generous support of Kylie Hohn and the LightEn foundation has ensured that schools can meet the costs of supply teacher cover, that we can develop resources and an ongoing appraisal, and as my daughter, who is herself a teacher, insisted, that all the teachers on the CPD day be valued and cared for with a cooked organic hot lunch!

In a future eLetter/blog I will let you all know how it goes. In particular, we will learn from the first CPD day and its feedback whether we have a project that can integrate into schools’ systems and cultures. Our intentions are, I believe, impeccable but there needs to be a grounded reality check on whether it is actually useful and whether the time is right. Watch this space. I’ll keep you informed.

Right now, it feels blessed.

*

If you are connected to a school and want to be involved, please email Amy – amy@spiritualcompanions.org

If you want to financially support the project, you can donate here: https://spiritualcompanions.org/donate/

If you want to give a substantial donation, then please contact me directly william@williambloom.com

In the Age of Zoom Do Tribal Spiritualities Have a Future?

When meditation, shamanic or pagan groups meet online where is their actual meeting? In what dimension is their gathering?

I pose this enquiry because it is relevant to the future and survival of regional and indigenous spiritualities.

Culturally we obviously need to safeguard regional and tribal spiritual traditions. They have value, beauty and uniqueness. Their disappearance is a poignant tragedy.  

People are also understandably upset by cultural appropriation – a form of absorption and watering down – when they see, for example, a white person wearing the hairstyle, ornaments or clothing that belong to the priesthood of a tribal culture.

At the same time, there is another inevitable, evolutionary magnetic force. This is towards a global culture in which previously isolated traditions merge. This has been of great benefit, for example, in the field of world music and added huge value to the art. Spiritual and wellbeing practitioners too benefit from the practices of previously parochial spiritual cultures. Yoga and meditation are two obvious examples.

Over the longer term the major world religions, especially Christianity, Islam and Buddhism, have all subsumed animist traditions. This had great benefits as well as causing great harm.

Today online spiritual groups are creating another substantial shift. Geography and locality are becoming irrelevant in a way that is both obvious and also subtle.

The obvious dimension of the online group connection is purely materialistic.  It is just a group communicating over the internet, like a telephone or zoom conversation. This is normal physics.

The second dimension is more weird, metaphysical. People report that they are also connecting energetically and telepathically. The digital connection, they say, helps to facilitate and even amplify this subtle experience.

It is relevant that prior to the internet, many groups and individuals practised subtle connections over a distance. Abbeys, convents, monasteries and individual meditators, healers and shamans, have long asserted the efficacy and necessity of subtle energy and prayer work over a distance. I live close to Glastonbury Abbey, which I once heard described as a ‘prayer machine for the world.’

*

Many people I work with nowadays say that they really enjoy online meditations, groups and courses. This is different from when I first started online teaching and many people complained about it. There was a lot of tut-tutting about technology versus ‘real’ spirituality and the loss of in-person meetings.

A few years on however, opinion has dramatically transformed. To their surprise, many people find that they value and even prefer the experience of online meetings. Covid and the lockdowns accelerated this change in attitude.

One reason for this transformation is that people, for example, doing meditation work online no longer have to deal with the coughing, shuffling and other irritations that happen in an in-person group. It is not easy to be serene and sensitive to subtle dimensions when someone close by is breathing heavily, wheezing and ruffling a cough medicine packet which refuses to open; or a latecomer in Minnie Mouse high heels clip-clops across the wooden floor; not to mention some people’s pungent perfumes, or choking on incense.

Introverts and quiet types also find that they like studying online, because they are free from the exhaustion of social interaction. It is easier to stay open and aware of subtle experiences when there is not the stimulation of other people in your space. In fact, many report to me that their meditations, healing and inner work go deeper when they work online. They assert that it amplifies their experience. That certainly tallies with my own experience.

None of this, of course, is to underestimate the healing, enjoyment and encouragement that can come from real life groups and communities.

*

There is an interesting mystic and evolutionary perspective here too.

Teilhard de Chardin and then Peter Russell suggest that the network of global communications was evolving to resemble the neural connections of a global brain or global heart. This, they propose, is a huge step forward in human evolution. From geographically isolated and separated tribes and nations, often in conflict, the internet and digital dimension is now fully demonstrating humanity’s holistic connection and interdependence.

I like that interpretation, even if it is just a hopeful metaphor. I use it as a lens through which I look at the sad chaos of social networking — Facebook, Twitter, TikTok, Instagram, etc.  Optimistically, I choose to see these current troubles as the birthing pains of a new global culture. Painful now, perhaps even dangerous, but something new is arising.

But here is the question that I posed at the top of this piece. What happens now to the metaphysical, magical and spiritual traditions that are rooted in particular geographies? Will cultural appropriation and the inevitable forces of globalisation mean that they disappear completely?

In my own history, I feel that my roots are deep in the Middle Eastern and European mystical approaches — gnostic Christianity, Qabalah and Sufiism. I have a personal sense too of a relationship with the traditions of Tibetan Bon, Berber and central African shamanism. Many of my close friends feel their roots in other geographies, particularly shamanism in north and south America, and Scandinavia.

To repeat my enquiry: What happens now to these regional jewels?

I found part of the answer in the last months when I interviewed Grandmother Flordemayo of the Mayan tradition and Puma Quispe Singona, an Andean medicine man, for an online Shift Network event.

Both of these teachers were born into and are rooted in their traditions. Both are loving, experienced and wise practitioners.  They also teach online. Without my prompting they had the same core message:

We are one humanity, one people.

We must learn to be still, to connect with Source, and spread love and compassion.

These two influential, indigenous teachers, deeply anchored in their cultures, truly enjoy teaching online. They celebrate the opportunity to connect with students and colleagues beyond their local geography and outside of their culture. They celebrate too the unity and the interconnectedness of all beings. First and foremost, they teach connection, love and compassion.

Teaching connection, love and compassion is not anything new in their traditions. That indeed is what they and their ancestors were imparting long before the digital world wide web.

Before the global digital revolution, wise mystics universally taught the universality of all life.

From this perspective, we can reasonably suggest that the universality of the digital web mirrors classical spiritual teaching.

People often forget that all the kit — the hardware, wireless and wiring — all derive from resources in the natural world. They are not magicked out of thin air.  They all, in another language, emerge from Gaia. Where else? The digital web is not separate from nature. I might want to criticise Elon Musk and Mark Zuckerberg, but I cannot deny they belong to our interdependent species.

The isolation of tribal groups and nations always meant that there was a challenging transition as they met other peoples. As I wrote above, the major world religions all subsumed indigenous traditions.  Some tribal folk, of course, held on to their old ways and fought for their local traditions and sense of identity. Others embraced the new times.

The history of what we call civilisation and the growth of the world religions, is filled with terrible persecutions and genocides, as well as with inspiring evolutions and development. We are a mixed species!

The digital ecosystem is potentially benevolent because it is inherently democratic, accessible and universal. Anyone can now make news. And that, of course, has its awful shadow elements.

But I take an optimistic stance. The world wide web and online groups enable us to be simultaneously global and local without conflict. Our sense of identity can be located one hundred per cent in the Earth where you stand; and also one hundred per cent in the global village, still on this same Earth.  We are not either local or global. We can easily be both.

When we participate in online groups, we are precisely experiencing being in these two dimensions: local and global. And for many of us a third dimension too, one that is metaphysical.

Our demons then are not globalisation or the extremes of identity politics. Our demons are the usual suspects. Greed. Insecurity. Bullying. It is these negative traits that create the real problems.

So as we integrate locality and globalism, we need also to celebrate our ethics. Connection. Love. Compassion.

Remember the call to action:

Think global. Act local.

We might add to that call another ethical mantra:

Local roots. Global compassion.