Musori is a concept I’ve been thinking about for quite sometime now. MuSori is my take from the Korean phrase  Mu-son So-ri Ya? (what is this sound?) I realized my art is poongmul and with it I hope I can best create something meaningful in this world to share with everyone. But I soon realize that I need to organize like minded people who are seeking the truth. So I will incorporate some traditional musical beats into this but for now I need to find like minded people.

Musori Mission statement:
know your ROOTS
seek the TRUTH

With these three core statements I hope to create good lumber, a metaphor that Dosan Ahn Changho used with this statement “We need a blueprint and an architect to build a house, but we mostly need good lumber. Without good lumber, an excellent blueprint and a skillful architect are meaningless.”

If you are interested in joining Musori please email me at

MUSORI by Han Kim

Who: Anyone

“Adapt what is useful, reject what is useless, and add what is specifically your own” -Bruce Lee

What: Musori’s guiding principles based on the Trivium Education method
know your ROOTS
seek the TRUTH

When: How about now?

Why: To help create good lumber according to Dosan’s quote “We need a blueprint and an architect to build a house, but we mostly need good lumber. Without good lumber, an excellent blueprint and a skillful architect are meaningless.”

How: By applying it to yourself what is useful, reject what is useless and adding your own to Musori like Bruce Lee mentioned.

“Love yourself, love others” –Dosan Ahn Chang Ho

“If one loves, one need not have an ideology of love”-Bruce Lee

Who is loving oneself? Who am I?

Activity: Art Game with Han
This allows for the person to see where they stand in life and that drawings change all the time.
Try out learn about your Briggs Myer test, if you already know it, great job of knowing more about your roots. something else to check out

Is love an act of helping to fulfilling needs? Maslow hierarchy of needs and Tony Robbins six needs:

Maslow’s hierarchy of needs is a theory in psychology proposed by Abraham Maslow in his 1943 paper “A Theory of Human Motivation” in Psychological Review.[2] Maslow subsequently extended the idea to include his observations of humans’ innate curiosity. His theories parallel many other theories of human developmental psychology, some of which focus on describing the stages of growth in humans. Maslow used the terms “physiological”, “safety”, “belongingness” and “love”, “esteem”, “self-actualization”, and “self-transcendence” to describe the pattern that human motivations generally move through.


Maslow’s hierarchy of needs is often portrayed in the shape of a pyramid with the largest, most fundamental levels of needs at the bottom and the need for self-actualization at the top.[1][7]While the pyramid has become the de facto way to represent the hierarchy, Maslow himself never used a pyramid to describe these levels in any of his writings on the subject.[citation needed]

The most fundamental and basic four layers of the pyramid contain what Maslow called “deficiency needs” or “d-needs”: esteem, friendship and love, security, and physical needs. If these “deficiency needs” are not met – with the exception of the most fundamental (physiological) need – there may not be a physical indication, but the individual will feel anxious and tense. Maslow’s theory suggests that the most basic level of needs must be met before the individual will strongly desire (or focus motivation upon) the secondary or higher level needs. Maslow also coined the term “metamotivation” to describe the motivation of people who go beyond the scope of the basic needs and strive for constant betterment.[8]

The human mind and brain are complex and have parallel processes running at the same time, thus many different motivations from various levels of Maslow’s hierarchy can occur at the same time. Maslow spoke clearly about these levels and their satisfaction in terms such as “relative,” “general,” and “primarily.” Instead of stating that the individual focuses on a certain need at any given time, Maslow stated that a certain need “dominates” the human organism.[9] Thus Maslow acknowledged the likelihood that the different levels of motivation could occur at any time in the human mind, but he focused on identifying the basic types of motivation and the order in which they should be met.

Physiological needs

Physiological needs are the physical requirements for human survival. If these requirements are not met, the human body cannot function properly and will ultimately fail. Physiological needs are thought to be the most important; they should be met first.

Air, water, and food are metabolic requirements for survival in all animals, including humans. Clothing and shelter provide necessary protection from the elements. While maintaining an adequate birth rate shapes the intensity of the human sexual instinct, sexual competition may also shape said instinct.[2]

Safety needs

With their physical needs relatively satisfied, the individual’s safety needs take precedence and dominate behavior. In the absence of physical safety – due to war, natural disaster, family violencechildhood abuse, etc. – people may (re-)experience post-traumatic stress disorder or transgenerational trauma. In the absence of economic safety – due to economic crisis and lack of work opportunities – these safety needs manifest themselves in ways such as a preference for job security, grievance procedures for protecting the individual from unilateral authority, savings accounts, insurance policies, reasonable disability accommodations, etc. This level is more likely to be found in children because they generally have a greater need to feel safe.

Safety and Security needs include:

  • Personal security

  • Financial security

  • Health and well-being

  • Safety net against accidents/illness and their adverse impacts

Love and belonging

After physiological and safety needs are fulfilled, the third level of human needs is interpersonal and involves feelings of belongingness. This need is especially strong in childhood and can override the need for safety as witnessed in children who cling to abusive parents. Deficiencies within this level of Maslow’s hierarchy – due to hospitalismneglectshunningostracism, etc. – can impact the individual’s ability to form and maintain emotionally significant relationships in general, such as:

  • Friendship

  • Intimacy

  • Family

According to Maslow, humans need to feel a sense of belonging and acceptance among their social groups, regardless whether these groups are large or small. For example, some large social groups may include clubs, co-workers, religious groups, professional organizations, sports teams, and gangs. Some examples of small social connections include family members, intimate partners, mentors, colleagues, and confidants. Humans need to love and be loved – both sexually and non-sexually – by others.[2] Many people become susceptible to loneliness,social anxiety, and clinical depression in the absence of this love or belonging element. This need for belonging may overcome the physiological and security needs, depending on the strength of the peer pressure.


All humans have a need to feel respected; this includes the need to have self-esteem and self-respect. Esteem presents the typical human desire to be accepted and valued by others. People often engage in a profession or hobby to gain recognition. These activities give the person a sense of contribution or value. Low self-esteem or an inferiority complex may result from imbalances during this level in the hierarchy. People with low self-esteem often need respect from others; they may feel the need to seek fame or glory. However, fame or glory will not help the person to build their self-esteem until they accept who they are internally. Psychological imbalances such as depression can hinder the person from obtaining a higher level of self-esteem or self-respect.

Most people have a need for stable self-respect and self-esteem. Maslow noted two versions of esteem needs: a “lower” version and a “higher” version. The “lower” version of esteem is the need for respect from others. This may include a need for status, recognition, fame, prestige, and attention. The “higher” version manifests itself as the need for self-respect. For example, the person may have a need for strength, competence, mastery, self-confidence, independence, and freedom. This “higher” version takes precedence over the “lower” version because it relies on an inner competence established through experience. Deprivation of these needs may lead to an inferiority complex, weakness, and helplessness.

Maslow states that while he originally thought the needs of humans had strict guidelines, the “hierarchies are interrelated rather than sharply separated”.[5] This means that esteem and the subsequent levels are not strictly separated; instead, the levels are closely related.


Main article: Self-actualization

“What a man can be, he must be.”[10] This quotation forms the basis of the perceived need for self-actualization. This level of need refers to what a person’s full potential is and the realization of that potential. Maslow describes this level as the desire to accomplish everything that one can, to become the most that one can be.[11] Individuals may perceive or focus on this need very specifically. For example, one individual may have the strong desire to become an ideal parent. In another, the desire may be expressed athletically. For others, it may be expressed in paintings, pictures, or inventions.[12] As previously mentioned, Maslow believed that to understand this level of need, the person must not only achieve the previous needs, but master them.


In his later years, Maslow explored a further dimension of needs, while criticizing his own vision on self-actualization.[13] The self only finds its actualization in giving itself to some higher goal outside oneself, in altruism and spirituality.[14]

Six Basic Needs That Make Us Tick: Tony Robbins

Nov 20, 2014

I’ve seen it a million times–people can equate their net worth with their self worth. Their identity is married so deeply to their bank statements and quarterly portfolio reports that they’ve forgotten that money is simply a vehicle for trying to meet our needs, almost all of which are not financial. We’re all familiar with the cliche that money cannot buy happiness, but I’m convinced that almost everybody has to learn that lesson the hard way because let’s face it; the idea of having enough money to throw at your problems until they’re solved is a seductive impulse.

It certainly was something I constantly thought about as a kid. Growing up, money was always out of reach. It was always a source of stress because there was never enough of it. I remember knocking on the neighbor’s door to ask for food for my brother and sister and me.

Then, on a Thanksgiving Day when I was 11 years old, something happened that changed my life forever. As usual, there was no food in the house, and my parents were fighting. I heard someone knocking at the front door. I opened it a crack and saw a man standing on the steps with grocery bags filled with enough food for a big Thanksgiving dinner. I could hardly believe it.

Fast forward several years to when I was 17. I saved my money from working nights as a janitor and went out on Thanksgiving and fed two families. It was one of the most moving experiences of my life. I’d learned the joy of giving and to this day I consider contribution to be one of the six most important things every person needs.

Whatever emotion you’re after, whatever vehicle you pursue—building a business, getting married, raising a family, traveling the world—whatever you think your nirvana is, there are six basic, universal needs that make us tick and drive all human behavior. Combined, they are the force behind the crazy things (other) people do and the great things we do. ;) We all have the same six needs, but how we value those needs and in what order, determines the direction of our life.

Need 1: Certainty/Comfort

The first human need is the need for Certainty. It’s our need to feel in control and to know what’s coming next so we can feel secure. It’s the need for basic comfort, the need to avoid pain and stress, and also to create pleasure. Our need for certainty is a survival mechanism. It affects how much risk we’re willing to take in life—in our jobs, in our investments, and in our relationships. The higher the need for certainty, the less risk you’ll be willing to take or emotionally bear. By the way, this is where your real “risk tolerance” comes from.

Need 2: Uncertainty/Variety

Let me ask you a question: Do you like surprises? If you answered “yes,” you’re kidding yourself! You like the surprises you want. The ones you don’t want, you call problems! But you still need them to put some muscle in your life. You can’t grow muscle—or character—unless you have something to push back against.

Need 3: Significance

We all need to feel important, special, unique, or needed. So how do some of us get significance? You can get it by earning billions of dollars, or collecting academic degrees—distinguishing yourself with a master’s or a PhD. You can build a giant Twitter following. Or you can go on The Bachelor or become the next Real Housewife of Orange County. Some do it by putting tattoos and piercings all over themselves and in places we don’twant to know about. You can get significance by having more or bigger problems than anybody else. “You think your husband’s a dirt bag, take mine for a day!” Of course, you can also get it by being more spiritual (or pretending to be).

Spending a lot of money can make you feel significant, and so can spending very little. We all know people who constantly brag about their bargains, or who feel special because they heat their homes with cow manure and sunlight. Some very wealthy people gain significance by hiding their wealth. Like the late Sam Walton, the founder of Wal-Mart and for a time the richest man in America, who drove around Bentonville, Arkansas, in his old pickup, demonstrating he didn’t need a Bentley—but of course, he did have his own private fleet of jets standing by.

Significance is also a money maker—that’s where my dear friend Steve Wynn has made his fortune. The man who made Las Vegas what it is today knows people will pay for anything they believe is “the best,” anything that makes them feel special, unique or important, anything that makes them stand out from the crowd. He provides the most exclusive, luxurious experiences imaginable in his casinos and hotels—they are truly magnificent and unmatched in the world.

Need 4: Love & Connection

The fourth basic need is Love and Connection. Love is the oxygen of life; it’s what we all want and need most. When we love completely we feel alive, but when we lose love, the pain is so great that most people settle on connection, the crumbs of love. You can get that sense of connection or love through intimacy, or friendship, or prayer, or walking in nature. If nothing else works, you can get a dog.

These first four needs are what I call the needs of the personality. We all find ways to meet these—whether by working harder, coming up with a big problem, or creating stories to rationalize them. The last two are the needs of the spirit. These are more rare—not everyone meets these. When these needs are met, we truly feel fulfilled.

Need 5: Growth

If you’re not growing, you’re dying. If a relationship is not growing, if a business is not growing, if you’re not growing, it doesn’t matter how much money you have in the bank, how many friends you have, how many people love you—you’re not going to experience real fulfillment. And the reason we grow, I believe, is so we have something of value to give.

Need 6: Contribution

Corny as it may sound, the secret to living is giving. Life’s not about me; it’sabout we. Think about it, what’s the first thing you do when you get good or exciting news? You call somebody you love and share it. Sharing enhances everything you experience.

Life is really about creating meaning. And meaning does not come from what you get, it comes from what you give. Ultimately it’s not what you get that will make you happy long term, but rather who you become and what you contribute will.

Now think about how money can fulfill the six human needs. Can money give us certainty? You bet. Variety? Check. Obviously it can make us feel important or significant. But what about connection and love? In the immortal words of the Beatles, money can’t buy you love. But it can buy you that dog! And it can, unfortunately, give you a false sense of connection because it attracts relationships, although not always the most fulfilling kind. How about growth? Money can fuel growth in business and in learning. And the more money you have, the more you can contribute financially.

But here’s what I truly believe: if you value Significance above all else, money will always leave you empty unless it comes from a contribution you’ve made. And if you’re looking for significance from money, it’s a high price to pay. You’re looking for big numbers but it’s unlikely you’ll find big fulfillment.

The ultimate significance in life comes not from something external, but from something internal. It comes from a sense of esteem for ourselves, which is not something we can ever get from someone else. People can tell you you’re beautiful, smart, intelligent, the best, or they can tell you that you are the most horrible human being on earth—but what matters is what you think about yourself. Whether or not you believe that deep inside you are continuing to grow and push yourself, to do and give more than was comfortable or you even thought possible. The wealthiest person on earth is one who appreciates.

What is love to oneself?

“I have come to discover through earnest personal experience and dedicated learning that ultimately the greatest help is self-help; that there is no other help but self-help— doing one’s best, dedicating one’s self wholeheartedly to a given task, which happens to have no end but is an ongoing process. I have done a lot during these years of my process. A swell in my process, I have changed from self-image actualization to self-actualization, from blindly following propaganda, organized truths, etc. to searching internally for the cause of my ignorance.” Bruce Lee

GOD=Principles of Generation, Principles of Operation, Principles of Dissolution=LIFE=LOVE

When to love? When is love first experienced?


Where is Love to oneself?

Why to Love one self?
“In life, what more can you ask for than to be real? To fulfill one’s potential instead of wasting energy on [attempting to] actualize one’s dissipating image, which is not real and an expenditure of one’s vital energy. We have great work ahead of us, and it needs devotion and much, much energy. To grow, to discover, we need involvement, which is something I experience every day — sometimes good, sometimes frustrating. No matter what, you must let your inner light guide you out of the darkness.” Bruce Lee

Denial of Death perhaps.

“Of course you’re there. Death is always there. So why was I afraid? Your leap is swift. Your claws are sharp and merciful. What can you take from me which is not already yours? . . . Everything I have done until now has been fruitless. It has led to nothing. There was no other path except that it led to nothing — and before me now there is only one real fact — Death. The truth I have been seeking — this truth is Death. Yet Death is also a seeker. Forever seeking me. So — we have met at last. And I am prepared. I am at peace. Because I will conquer death with death.” Bruce Lee

How to Love one self?

The writer E.L. Doctorow said that “writing a novel is like driving a car at night. You can only see as far as your headlights, but you can make the whole trip that way.”

I think we can all attest from personal experience that the cultural pressure to get a stable and well paying job is strong. What I’d like to examine is what a stable job means for a human being in the long term. First off, let’s scrap this idea that everyone is going to find a job they are “passionate” about. This absolute sham is indoctrinated during grade school and seems to be the auto-pilot response as to why people do what they do. “So why did you choose to get into accounting?” “Well, I’m just really passionate about numbers and helping people.” Give me a break. The large majority of people stay in their jobs because of the security it offers. We submit to sacrificing 80% of our time in order to gain the privilege of telling ourselves we are stand-up members of society.


What’s difficult to reconcile, especially at a young age, is that habits sink in. When we’re 23 years old, the brain is still malleable and our options are still wide open. These years are pivotal in terms of personal growth and finding a wholesome direction for your life. Many people would argue that joining a large company and working long hours is a wholesome direction. I think for the majority of kids that choose this path, it’s a death trap. As Benjamin Franklin put it, “most people die at 25 and are buried at 75.” Meg Jay, PhD, wrote a book called “The Defining Decade: Why Your Twenties Matter” Backed by neuroscience her argument is that during our twenties we set in stone the neural patterns that will stick with us for the rest of our life. If during our twenties we choose to work 9-5 each day at a job which doesn’t stimulate our curiosity into the mysteriousness of life, do you think one day we will wake up and then start to live?

This is arguably the most common misconception among modernized cultures and we even have a name for it; mid-life crisis. The thought process is that if we create a career, save money, and live by the rules, then we will have the time and opportunity to live in a utopia. This is flat out wrong. If we establish workaholic habits during our twenties that are characterized by doing nothing more than legwork for “the man”, how do we expect to break out of these habits come 40, 50, or 60? This is what I call being employed by culture. Culture offers the promise of safety. We will have financial and social security but we will not be exploring our fullest potential as human beings. When we figure this out at 40, we will most likely already have enough responsibilities on our plate to keep us serving the system.

The System

This is no accident either. Most people will say that the 9-5 structure is the way the system has evolved. A common phrase used by those who uphold the leviathan is “reality”. The 9-5 structure is “reality”. The real story is that the 9-5 structure is inculcated during the educational years and then blindly accepted by the majority while transitioning into the workforce. As we pointed out in another post, one of the founding fathers of the American educational system, Thomas Alexander, is quoted for referencing how the American system will emulate Prussian design. “The Prussian is to a large measure enslaved through the medium of his school…his learning instead of making him his own master forges the chain by which he is held in servitude…the whole scheme of Prussian elementary education is shaped with the express purpose of making ninety five out of every hundred citizens subservient to the ruling house and to the state.” This is the way it works. We don’t see it as a social construction precisely because it is a social construction. We have been swimming in the 9-5 from day one and label it as “reality” while continuing to ride the conveyor belt of servitude.

Taking Control

What can you do about it? At the risk of sounding cliché, you can begin to take control of your story. Begin to employ yourself. Find anything you can commit to 100% and go that way. It was MLK who said “faith is taking the first step, even when you don’t see the whole staircase” I’m not advocating for people to give up everything at once. That will come naturally. If you read what we said about beginning a new routine, the moral of the story is to begin by taking one pill rather than the whole bottle. The same methodology can be applied here. Start with your free time. Take it back by all means necessary. I don’t care if you are tired from your job. This is your life. If your habit is to go home after work and half-heartedly flip through channels or browse the web, nothing is going to change. The time you spend alone with yourself is the most precious time you have. This is your proving ground. It’s where you decide who you are, what values you uphold, and ultimately how you are seen in the eyes of yourself and others. When no one is around, what are you doing?

Second, begin to look at what you need in life. There is a hilarious skit by Louie CK where he mocks people who complain on flights. “YOU’RE FLYING” he exclaims. Albeit the comedic value, the underlying message CK puts forth is gold. We live in an age where each one of us lives like the Kings of old. We have an abundant supply of food, access to unlimited information, and a constant stream of entertainment. What more could we ask for? We have it all and yet we are still wrapped up in our mid-life crises. Christopher Wallace hit the nail on the head in saying, “more money more problems.” Not that I think money is a bad thing. Money is and can be a useful tool. I am targeting the cultural infatuation with material things as opposed to mental prowess. We have a plethora of examples from pop-culture pointing out that overdosing on the good life is not only unhealthy, but crude. Yet we continue to feed ourselves with mainstream news, television, and junk-food seemingly unaware that those are the moments to regain control.

Asking the Right Questions

What’s more important to you? Command of your mind, education, and life-force or Porsche’s, clothes, and whatever else materialism wants us to awe over. In many cases I don’t think this question has been properly thought through. We’ll say education but act under the spell of materialism. The trick is to transform the means to yours ends into ends themselves. Said otherwise, if wealth comes through your focused and persistent effort, so be it. If wealth doesn’t come through your focused and persistent effort, then that is fine too. It’s about making what you do in life come alive and knowing that is wealth itself. It’s not that this awareness is unachievable in the 9-5. It’s that the 9-5 structure is stigmatized with pre-existing biases from the education system; work is bad, recess is good.

I like to say the modern system keeps us in balance by keeping us out of balance. For 80% of our time we are tied to the monotony of the 9-5. Then we have 20% of our time to childishly lash out with our adult fantasies. Balance is maintained by keeping people fluctuating between the two extremities of dull and flamboyant. I advocate for the middle way. Anyone who has ever been successful at anything will tell you one pointed consistency is behind their mastery. As Calvin Coolidge said, “Nothing in this world can take the place of persistence. Talent will not: nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not: the world is full of educated derelicts. Persistence and determination alone are omnipotent.” Whether or not the 9-5 routine was designed by the higher powers, the fact remains that it is a blender for persistence. How can people be persistent if they are half-heartedly in a job which takes up the majority of their working hours? They can’t.

The takeaway is to begin and begin now. People are not homogeneously at the same level of conscious awareness. This is why the Greeks said “Know Thyself”. One piece of advice may work for one person but faulty for another. It’s about making wise decisions to optimize your human potential during your time on earth. You must know yourself in order to guide your story towards wholesomeness. We can’t know where it will end up but that is the beauty in writing your own novel. Have faith and be fearless.

Whenever you feel depressed try taking a cold shower…

“NO EGO, WE GO!” Wim Hof method. Cold shower to listen to nature get back to your senses.

During my civil service I had to spend 3 weeks at sniper school to become a sharpshooter. It was tough but enlightening at the same time. The entire story is too long for reddit to bear so I listed only the key bulletpoints and lessons learned.

• Get comfortable being uncomfortable. Whether lying in the dirt or doing anything that we don’t want to – it doesn’t matter. This will determine the way we handle anything that life throws at us. This way we’re preparing ourselves for situations that are not perfect and won’t be perished by the difficulties.

• Adversity is to be expected and welcomed. Challenges are inevitable part of life. Moreover they make us who we are. There is a difference in yielding to obstacles and overcoming them. The former implies to coping while the latter is thriving and self-empowerment.

• It is easier to do it the hard way. As humans we always want to take the path of least resistance. However this is conditions us in a negative way. Without adversity we would get too soft. In the long run having it tough will make us more able to overcome any obstacle.

• We’re a lot more durable than we give ourselves credit for. A lot of the time it is our mind that gets in our own way. This applies to physical and mental activities – our maximum is always higher than we think. If we are forced to suffer freezing weather or pain with no way out then the only thing we can do is to simply adapt and endure.

• Putting in more effort will yield extraordinary results. After coming to the realization that we’re powerful beyond measure exceeding ourselves becomes easy. It’s important to always give our best. Pushing our boundaries further will make us grow and make us better. Never have I regretted taking the extra step or rep further despite the difficulty.

• Pain as well as comfort are temporary. Whether we’re experiencing physical hardship or coziness it doesn’t matter. The workout will reach its end, the weather will get warmer, the feeling of safety and dryness will soon be replaced by freezing conditions – everything will be replaced by its polar opposite one way or the other. By realizing this we will be able to endure for longer as well as appreciate the comfort we’re currently in more.

• The person beyond our comfort zone is awesome. Continuing on the previous bulletpoint. If we put in just a little bit of effort and exceed our limitations then we begin to see ourselves differently. We are more capable and confident in our own abilities. Success and self-love becomes a habit.

If you want to read about the whole story and my experience then here is the link to my blog post about it:

What it is

The Ikigai is a Japanese concept, translated as “a reason for being”. It is the central point of a balance between different driving forces. More info here:

Based on four questions

  • What do I love?

  • What does the world need?

  • What will people pay me for?

  • What am I good at?

Why it’s good

Apart from apparently being good for a long life (see Wikipedia), and as the Japanese say, it bringing satisfaction and meaning to life, there are many benefits. You get to know yourself better, you find and clarify some positive driving forces, as well as find opportunities to have a balanced and complete guiding compass for navigating in life choices. In other words: it’s sweet to plot your reason for being!


  • Environment: Perhaps the most important thing is to do this exercise in a good environment. You might want to bring a notebook and meditate in the forest, or some other place where you can relax and contemplate peacefully. (It’s good to have a good sitting posture.)

  • Material: Notebook/scrap paper, pen, scissors, some kind of thicker/nicer paper (or any blank paper will do).

Step 1: Brainstorming

Write down the four questions (listed above) in your notebook. Take your time to brainstorm answers for any of them. It doesn’t matter which question you answer, just make a list of words/sentences. Don’t worry about how good answers you actually find, but at least do try to find some good answers.

If you’re having trouble finding answers, just write the first thing that comes to mind. If it’s still difficult, try it a few days in a row, and then you should definitely have a good list.

Step 2: Drawing the Graph

See the image:

Step 3: Plotting the Graph

Now look at your brainstorming list, and find one of the words/sentences that feels most significant to you right now. Write it down neatly in the corner of a blank sheet of paper, and cut out the word/sentence from the paper.

Look at the graph, and the four questions, and see how well your word/sentence answers each of them. Then place your word/sentence on the graph accordingly:

  • The more your word/sentence is something you love and NOT something you can be paid for, the more upwards on the paper you put it (and vice versa).

  • The more your word/sentence is something the world needs, and NOT something you are good at, the more to the right you put it (and vice versa).

Repeat this step a few times, until you feel satisfied.

Step 4: Understanding Your Graph

Now you should have a graph. Think of the graph as having four sections: top, top right, right, bottom right, bottom, bottom left, left, and top left. See how well distributed your words/sentences are in these sections.

  • If any of the sections is empty, you might want to ponder why that is. Or you might do another brainstorm just to find words/sentences that fit there.

  • If any words/sentences are on the top left (or near it), these words/sentences make up your mission. You might find a better word/sentence that define your mission, and if you do that, use it.

  • If any words/sentences are on the bottom left (or near it), these words/sentences make up your vocation. You might find a better word/sentence that define your vocation, and if you do that, use it.

  • If any words/sentences are on the bottom right (or near it), these words/sentences make up your profession. You might find a better word/sentence that define your profession, and if you do that, use it.

  • If any words/sentences are on the top right (or near it), these words/sentences make up your passion. You might find a better word/sentence that define your passion, and if you do that, use it.

Step 5: Having Your Ikigai

Now you can pat yourself on the back! If you are satisfied with your results, you might write down (or paste) your most significant, plotted words/sentences on the piece of paper. Otherwise, if you feel you need more time for this, you may go back and repeat the exercise later. Whether you found your ultimate Ikigai or not, as long as you have done this exercise, you have taken a good step towards it!

How To Be A Brain 12 Steps To Getting Good Grades

by Ziva Branstetter, Daily News Staff Writer


Don’t look now, but there’s a smart student inside you waiting to get out. No, not the kind with tape on his glasses and a pocket protector. The kind of smart student who knows the secret to school: It’s a game, and only the students who figure out how to play it will win.

Adam Robinson says he knows how to play the game, and in his new book, ”What Smart Students Know” (Crown Trade Paperbacks, $16), he tells you all the rules.

Who the heck is Adam Robinson? The guy who went to the Wharton School of Business and Oxford, figured out how to ace the SAT and other standardized tests in 1980, formed a national test preparation company called The Princeton Review and sold about 2 million books, that’s who.

After years of working with students to help prepare them for standardized tests, Robinson, who now lives in New York, noticed some patterns. The smart students thought the same way about school and had many of the same study habits. Robinson realized that these weren’t necessarily the most intelligent students, but the ones who had learned how to play the game.

So listen up. Here are Robinson’s rules. (He calls them the 12 principles all smart students know.)

1. Nobody can teach you as well as you teach yourself.

As you suspected all along, a few of your teachers really stink, most are

average and a few are fantastic. Because everybody learns in different ways and at different speeds, Robinson said, the best person to teach you stuff is you.

2. Merely listening to your teachers and completing their assignments is never enough.

How many times have you sat in class, listened to the lecture, read and reread the assigned chapter and not understood the material? You need to do more – much more – to absorb the information.

Based on his work with smart students, Robinson came up with a method of studying called CyberLearning. It’s a 12-step process that he says can be

applied to just about anything you are assigned to learn. (See story on Page I-11 for a full explanation.)

The bad news: It’s hard work. The good news: Once you do it, Robinson says, you will know the material inside and out and won’t have to worry about coming up blank on a test.

3. Not everything you are assigned to read or are asked to do is equally important.

Remember the “80/20″ rule: Eighty percent of what is really important in a chapter or other assignment will be contained in only 20 percent of the assignment.

To figure out what is important in a textbook, Robinson advises you to look for any key terms, concepts or ideas, look closely at the beginning and end of a chapter or section, look for anything in boldface or italics, figure out the gist of all charts or diagrams, and read chapter summaries closely.

It’s also important to be aware of your responses to the material, he said. Don’t quit until you have cleared up anything that confuses you.

To figure out the important stuff in a lecture, pay special attention to anything your teacher writes on the board, things she takes a long time to explain, questions she raises but does not answer and anything in handouts.

4. Grades are just subjective opinions.

Whoever said school was fair? “Smart students realize that teachers often award grades more to the student than to his or her work,” Robinson said. So work especially hard during the first weeks of the term, and pay close attention to your teacher’s pet peeves and personal biases (but don’t kiss up).

5. Making mistakes (and occasionally appearing foolish) is the price you pay for learning and improving.

If you’re too scared to raise your hand in class with a question, you may never find out the answer.

6. The point of a question is to get you to think – not simply to answer it.

As simple as it sounds, Robinson said it’s important to engage your brain in the learning process. If your teacher asks an obvious question, think about it before reeling off the easy answer.

7. You’re in school to learn to think for yourself, not to repeat what your textbooks and teachers tell you.

This becomes more important as you advance in school, particularly in

college, where you’ll be asked to state and defend your opinions. Thinking on your own will also come in handy on essay tests.

8. Subjects do not always seem interesting or relevant, but being actively engaged in learning them is better than being passively bored and not learning them.

Robinson dismisses the old complaint that “I’ll never use algebra in the real world.” That doesn’t change the fact that you have to take the class, so you might as well learn it and get a decent grade, he says. You can do that by actively learning – asking yourself questions, trying different ways to tackle a problem – instead of passively listening and rereading.

9. Few things are as potentially difficult, frustrating or frightening as genuine learning, yet nothing is so empowering.

Robinson said this is “kind of a tough-love message.” “Learning is tough, and anyone telling you different is wrong,” he said. But think about the last time you really worked to understand something in school. Wasn’t it cool to finally figure out the answer on your own?

10. How well you do in school reflects your attitude and your method, not your ability.

“A lot of kids realize that school is far from an ideal place to learn, so they go, ‘Forget this, I’m out of here,’ ” Robinson said.

Instead, change the way you view yourself. If you believe you are a smart student, that’s half the battle.

“I believe that you can train intelligence just as well as you can train for anything else,” Robinson said.

Robinson likes to use the example of Japan, where students emphasize hard work over natural intelligence. In one experiment, groups of Japanese and American students were each given an unsolvable math problem. The American students worked on the problem for about 10 minutes and gave up before discovering it couldn’t be solved. The Japanese students had to be stopped after working for 10 hours.

11. If you’re doing it for the grades or for the approval of others, you’re missing the satisfactions of the process and putting your self-esteem at the mercy of things outside your control.

Basically, you’ll get the most out of school if your goal is to learn as much as you can for yourself. If you just work for the grades, that’s something you can’t control (see Rule No. 4) and you may be discouraged.

12. School is a game, but it’s a very important game.

Unfortunately, nobody in school tells you how to play the game, Robinson said, and that’s why he wrote his book.

“In 18 years of schooling, no one had ever bothered to show me . . . how to learn. It always seemed to be taken for granted that either you know how to learn, in which case you were smart, or you didn’t, in which case you were dumb.”

In school, students are “given instructions like read, think, learn, understand, and no one had ever shown them what it meant to actually do that,” Robinson said.

He acknowledged that his view that school is a game “is a cynical view . . . but that doesn’t remove your responsibility to learn and play the game and get an education too.”

I have followed the some of the 12 questions the author tells you to ask yourself as you learn new subjects.

1. What’s my purpose for reading this?

2. What do I already know about this topic?

3. What’s the big picture?

4. What’s the author going to say next?

5. What are the “expert questions”?

6. What questions does this information raise for me.

7. What information is important here?

8. How can I paraphrase and summarize this information?

9. How can I organize this information?

10. How can I picture this information?

11. What’s my hook for remembering this information?

12. How does this information fit in with what I already know?

Learning facilitation

Educational resources are usually labelled according to educators curricular goals. I propose to do the contrary, to label four different approaches which enable the student to gain access to any educational resource which may help him to define and achieve his own goals:

1. Reference services to educational objects – which facilitate access to things or processes used for formal learning. Some of these things can be reserved for this purpose, stored in libraries, rental agencies, laboratories and showrooms like museums and theatres; others can be in daily use in factories, airports or on farms, but made available to students as apprentices or on off-hours.

2. Skill exchanges – which permit persons to list their skills, the conditions under which they are willing to serve as models for others who want to learn these skills, and the addresses at which they can be reached.

3. Peer-matching – a communications network which permits persons to describe the learning activity in which they wish to engage, in the hope of finding a partner for the inquiry.

4. Reference services to educators-at-large – who can be listed in a directory giving the addresses and self-descriptions of professionals, paraprofessionals and freelances, along with conditions of access to their services. Such educators… could be chosen by polling or consulting their former clients.

John Taylor Gatto’s 14 Themes of the Elite Private School Curriculum (as listed in part in The Ultimate History Lesson)

1. A theory of human nature (as embodied in history, philosophy, theology, literature and law).

2. Skill in the active literacies (writing, public speaking).

3. Insight into the major institutional forms (courts, corporations, military, education).

4. Repeated exercises in the forms of good manners and politeness; based on the truth that politeness and civility are the foundation of all future relationships, all future alliances, and access to places that you might want to go.

5. Independent work.

6. Energetic physical sports are not a luxury, or a way to “blow off steam,” but they are absolutely the only way to confer grace on the human presence, and that that grace translates into power and money later on. Also, sports teach you practice in handling pain, and in dealing with emergencies.

7. A complete theory of access to any place and any person.

8. Responsibility as an utterly essential part of the curriculum; always to grab responsibility when it is offered and always to deliver more than is asked for.

9. Arrival at a personal code of standards (in production, behavior and morality).

10. To have a familiarity with, and to be at ease with, the fine arts. (cultural capital)

11. The power of accurate observation and recording. For example, sharpen the perception by being able to draw accurately.

12. The ability to deal with challenges of all sorts.

13. A habit of caution in reasoning to conclusions.

14. The constant development and testing of prior judgments: you make judgments, you discriminate value, and then you follow up and “keep an eye” on your predictions to see how far skewed, or how consistent, your predictions were.

I came across this youtube video titled “The Ultimate History Lesson: A weekend with John Taylor Gatto” which started my journey to study the Trivium. I highly recommend starting with the first bottom video of this page  to see Gene Odening interview about the Trivium and continue with the final other 3 videos. I been listening to them over and over and over and still gain a bit of insight of my reality. After that here are a few other links to help with your studies.  this site alone has a tons of website links of resources. There are fortunately many starting to learn, I hope you will join the many to seek the truth for yourself.

I emailed Gene Odening in regards to wanting to claim my humanity below is what he sent me.

Thank you for your interest in the Liberal Arts and Sciences.  Thanks also for for discerning the essence of the message… the part about “claiming your humanity”.
Just a quick comment here to advise patience when starting the study of these topics. It usually takes 1 1/2 to 2 years of repeated exposure to the material regarding the basic and major thrust of these studies – the Trivium - before a marked improvement in discernment (prudent judgement), accuracy and clarity of thought, and an increase in self-confidence is noticeable to the student him/herself. When these skillshave been developed within the individual, it is then proper to pass along or introduce these basic ideas to others. After this introductory period, the benefits of systematic critical/creative thinking accrue at an accelerating rate until the individual student’s intellectual potential is actualized.


{***Note: The web link URL’s included in this email may have to be cut-and-pasted or entered manually. Of late, respondents have indicated being misdirected or obtaining error messages when clicking on the links. As this email was first assembled in 2009, many of the links have since been modified or are now broken. A Google word search may also be useful. }

Best Regards – Gene Odening _______________________


[1] General Grammar, [2] Formal Logic, [3] Classical Rhetoric. As these disciplines are learned and practiced together, they form the overarching, synergistic system for establishing clarity and consistency of personal thought called the Trivium.


[1] Arithmetic, [2] Geometry, [3] Musical Theory, [4] Astronomy form the Quadrivium.


The Trivium comprises the first three of the liberating arts which have to do with Letter symbols, Qualities, and Mind.


The subjects of the Quadrivium - the second four of the Liberating Arts & Sciences – have to do with Number symbols, Quantities, andMatter.


In human perspective, the total of Reality is Matter and Mind.


The following is a quotation of the last paragraph from: The Lost Tools of Learning [the Trivium Method], an essay written by Dorothy L. Sayers in 1947.


“What use is it to pile task on task and prolong the days of labor, if at the close the chief object is left unattained? It is not the fault of the teachers–they work only too hard already. The combined folly of a civilization that has forgotten its own roots is forcing them to shore up the tottering weight of an educational structure that is built upon sand. They are doing for their pupils the work which the pupils themselves ought to do. For the sole true end of education is simply this: to teach men how to learn for themselves; and whatever instruction fails to do this is effort spent in vain.”


{The illiterate of the future will not be the person who cannot read. It will be the person who does not know how to learn.– Alvin Toffler}

Follow the URL below to read or to download the entire text of The Lost Tools of Learning..


* Use the ideas presented in Sayers’ short essay as the baseline for your self-education in Trivium studies. Re-read this essay, and other material to be presented, in spaced repetition over time; new insights will continue to become apparent through each successive reading. To paraphrase and expand on parts of Ms. Sayers’ last quoted sentence, the object is to teach people to learn for themselves so that they may develop the one faculty of mind – among several – which they CAN develop systematically; their rational faculty.


Rational (provisional meaning) – the human mental capacity to perceive, understand, and use ratios; and to use all of the skills and abilities subsumed under that capacity (like using organized language, formalized mathematics, and for developing philosophy & cosmology — for example).

From Wiktionary:

–Synonym: ratiocination

–1. Reasoning, conscious deliberate inference; the activity or process of reasoning.

–2. Thought or reasoning that is exact, valid and rational.

–3. A proposition arrived at by such thought.

There are a number of books and resources listed below, but the basic sources to concentrate upon initially are the following:

1. Grammar from the first 3 chapters of Miriam Joseph’s book The Trivium.

2. Logic (dialectic) from Peikoff’s recorded lecture series Introduction to Logic.

3. Rhetoric from Cothran’s book Classical Rhetoric with Aristotle: Student Guide, along with 2 additional, supplementary books; one by Roberts and the second by Adler & Van Doren.

>>The book The Quadrivium published by Wooden Books gives a very good introduction to its own subject-matter.


BIBLIOGRAPHY and further resources –



> General Grammar is a systematic guide to gathering raw, factual data into a body of coherent Knowledge.


>> Aristotelian Logic is systematically applied Understanding – through the elimination of all explicit and implicit contradictions within the statement of the previously gathered Body-of-Knowledge.


>>> Classical Rhetoric is usable Knowledge and Understanding; or, in other words, systematically expressed Wisdom.

Regarding Grammar:

1. The Trivium - a book by Sister Miriam Joseph (Rauh) is an introduction to the three branches of the trivium. Chapter # 3 contains a cogent explanation of  ”general” grammar. General grammar describes the principles of grammar itself; special grammar prescribes the application of those principles to a particular language or to a particular formal field-of-study. Start by reading and re-reading the first three chapters of this book until the subtle distinction between descriptive General and prescriptive Special grammar is fully comprehended.

Aside from the first three chapters having to do with grammar, it is not recommended that students new to this material begin their initialstudy of logic and rhetoric with this particular work. Her treatises on logic and rhetoric (composition) have many extraneous elements not suited to a contemporary philosophic-layperson’s comprehension of the subjects. Because many would find these sections quite dense in style — due to their being written along lines of the medieval Scholastic Tradition — it is then suitable to return to this book after reviewing the material listed below by Peikoff and/or Copi & Cohen regarding logic. Miriam Joseph’s book is best used as a reference work, by utilizing its index of terms, to clarify and to elaborate concepts encountered in the material just mentioned, rather than being used as a narrative work to be read linearly. In other words, it is recommended that attempts to read this book from cover-to-cover be postponed for the 1 1/2 to 2 year period after commencing these studies.

Regarding Logic:

2. Introduction to Logic - a recorded lecture course given by Dr. Leonard Peikoff in the 1970′s. This is the most appropriately constructed exposition on the subject of logic to which a layperson can relate. It is presented in plain English and without superfluous content which might detract from the real-world applications of logic. This is the core of the Trivium Method. This lecture series is now available as an MP3 download, complete with case-study exercises, for the very reasonable price of $11.50 at the site listed below.


Review of this material over time is an important aspect in the study of logic and this particular medium is ideal for that purpose. My personal habit has been to review this course at least every other year since first having obtained the recordings in the late 1970′s. I continue to realize new insights with each subsequent review.


Upon finishing this series of talks, a return to Miriam Joseph’s book, as well as those listed below, will generate supplemental insight which otherwise would not be apparent. This is a long lecture series – 27 hours of talks divided into 10 distinct lectures – which presentation should be spaced, likewise, over 10 or more weeks. The exercise of taking notes during the lectures will help in maintaining focus.
Online order from:—next, proceed to the Leonard Peikoff section under Product Categories, and then to the title Introduction to Logic (MP3 download)

Since first compiling this bibliography, Lionel Ruby’s book, Logic: An Introduction, has become available as a print-on-demand publication. This book appears to have been the model for Dr. Peikoff’s lectures and will serve as a good adjunct or substitution for his lecture series.

Regarding Rhetoric:

3. RHETORIC – Systematic Wisdom

—a. >See Appendix

—b. Classical Rhetoric with Aristotle, Student Guide - by Martin Cothran (Note: the books Rhetoric by Aristotle & W. Rhys Roberts, as well as How To Read a Book by Mortimer Adler & Charles Van Doren are also required for this course.)


1. Teaching the Trivium: Christian Homeschooling in a Classical Style - a book by Harvey and Laurie Bluedorn.

There are at least three very informative audio lectures, in the form of podcasts, at the Bluedorn’s web site - - as well as some other valuable teaching /learning aids. The podcasts are titled: “Teaching the Trivium” #1 & #2, and “The Bare Bones Basics of Debate”.

The materials available from this site contain much value and wisdom. Please exercise patience with the presence of religious fundamentalism here – if this view conflicts with your personal values – in order to extract the full measure of this wisdom.

2. The Well-Trained Mind - a book by Dr. Susan Wise Bauer. This is another, equally valuable source. The book outlines a Classical primary and secondary curriculum. Dr. Bauer follows Dorothy Sayers’ and the Classical Education Method of distinguishing childhood, primary training as the “grammar stage”; and adolescent, secondary education as the “logic & rhetoric stages”.  She also suggests teaching all disciplines — from language and literature , to mathematics, to the sciences — through the chronological /historical development of each. This approach tends to integrate the particular subject within the student’s mind and to demonstrate the relationship of one discipline to all others as the holistic enterprise of general knowledge and understanding. Please start by reading Dr. Bauer’s outline of this methodology on her site at:

> Here is a 12 minute duration, closely related YouTube video explaining concepts similar to Dr. Bauer’s regarding Classical Education and the role of the Trivium.

3. Introduction to Logic - a book by Irving M. Copi and Carl Cohen

Books listed above are available from, or from unless otherwise noted.


1. The website titled Trivium Education.

2. The website titled Trivium Binder.
3. The Lost Tools of Learning – an essay by Dorothy L. Sayers

4. John Taylor Gatto
->YouTube – John Taylor Gatto – 01 The Elite Private Boarding Schools
This is the first of a 19 part series on education, including a segment on the Prussian School Model, an Underground History of Education (#12), and the Politics of Power (#18).

“All types of knowledge, ultimately mean self knowledge” Bruce Lee

“It’s never enough just to tell people about some new insight. Rather, you have to get them to experience it in a way that evokes its power and possibility. Instead of pouring knowledge into people’s heads, you need to help them grind a new set of eyeglasses so they can see the world in a new way.”

– John Seeley Brown


The quadrivium – consisting of the four subjects which are integrated by Number — [1] Arithmatic, [2] Geometry, {3] Musical Theory, and [4] Astronomy — has not been properly presented to the Western general public since the time of the so called Age of Enlightenment in the 17th century. There is a series of very unique booklets published by Wooden Books in the United Kingdom which, in concert with using the internet for specific clarifications, explain the four subjects in the classical fashion; i.e., in the manner that these subjects are most properly and effectively introduced. One must experience these books before an appreciation for their distinctive method of communication can be fathomed; i.e., using text on one page and coordinated graphics on the facing page. All of the titles listed below as pertaining to the quadrivium are Wooden Booklets.

1. Arithmetic / Number in Itself – exists Outside of Space and Time (a pure abstraction)

—a. Sacred Number; the Secret Qualities of Quantities – by Miranda Lundy

—b. Useful Mathematical & Physical Formulae – by Matthew Watkins

2. Geometry / Number in Space (the uniting of number in extension)

—a. The Golden Section – by Scott Olsen

—b.Sacred Geometry – by Miranda Lundy

—c. Platonic & Archimedean Solids – by David Sutton

—d. Symmetry – by David Wade

—e. Q.E.D. – by Burkard Polster

3. Music / Harmonic Theory – Number in Time (the uniting of number in duration)

—a. The Elements of Music – by Jason Martineau

—b. Harmonograph – by Anthony Ashton

4. Astronomy / Cosmology – Number in Space & Time (synthesizing number in the dimensions of extension & duration)

—a. A Little Book of Coincidence in the Solar System – by John Martineau

—b. The Compact Cosmos: Journey through Space & Time – by Matt Tweed

{Since this bibliography was originally composed, a compendium titled The Quadrivium has been published in one volume which includes the titles Sacred Number, Sacred Geometry, Platonic & Archimedean Solids, Harmonograph, Elements of Music, and Little book of Coincidence. This is available at an extremely reasonable price.}
All of these booklets have been made available at , from , or they can be ordered directly from in the U.K.

Additional Internet Resource Thread:



RHETORIC – Systematic Wisdom – persuasively expressing and using Knowledge and Understanding.

> (Definition of Art – Anything produced by the “arm” of man ["arm" is being used metaphorically to reference etymology]. This is, again, a broad definition that includes the concept of “fine art” which is the most popular connotation of “art”. It can be either an idea having only mental existence or a physical art-ifact produced by the “arm” of man from an idea. An unwritten poem passed on from one person to another is an example of the former; a novel, an opera, a sculpture, a space shuttle, or the protocols of medicine are examples of the latter.)

Systematic Wisdom is not the art of persuasion and explanation itself, but the art of selecting the best means of persuasion and explanation from a set of known principles.

As a body of Knowledge has been gathered and arranged, and an Understandable summary or conclusion has been made from that arrangement, the choice of how best to communicate this information to others must be considered and, in the process, the subject being examined usually comes into a still sharper focus to the author of the propositional argument. At this point of clarity, the entire propositional argument can be called a “Statement of Rationale”. That is, the conclusion, and – of equal importance – the thought processes behind that conclusion have been stated. In a modern context, what is often overlooked when considering the Wisdom Phase is that it can be more than a form of conceptual expression; i.e., of simply being the Art of Persuasion. In times past, civic matters were the major concerns, and the art of having others come to one’s point of view was of paramount importance. Today, due to its product of mental clarity, rhetoric can also be used to provide a physical outcome by deducing a “Statement of Protocols” (a set of instructions) from the Statement of Rationale. A physical result or a man-ufactured artifact can be actualized by proceeding from Knowledge, to Understanding, and on through the Wisdom Phase. Again, this is a broader view of rhetoric than the view proposed by the ancients.

The elements of Systematic Wisdom are:
1. The five stages (or what are called “canons”) of composition:

[1] invention, [2] arrangement, [3] style, [4] memory, and [5] delivery.
2. The three types of discourse: deliberative (political), judicial (forensic), and ceremonial (epideictic). They are related to time: future, past, and present tense, respectively.
The Past and Future belong to men; the eternally present Now belongs to the gods.
3. The three appeals: rational, emotional, and ethical. Stated more succinctly in Classical terms: the rational is the Logos of the proposition or argument being presented, the emotional is the Pathos of the audience, and ethical is the Ethos of the author or orator of the proposition.
4. Types of proofs: in-artificial (which is external, objective evidence), artificial (is subjectively devised or invented by the author of the proof or argument).
5. The topics: common topics (genus or kind, comparison, and consequence); special topics (the right and expedient, the just and unjust, praise and blame).
> Oration (Wisdom presented in formal speech)
6. Arrangement: the five parts of classical oration: introduction (exordium), statement of facts, confirmation, refutation, and conclusion (peroration).
7. Style: diction (selection of most appropriate words), sentences (length, type, and variety), rhetorical figures (schemes and figures of speech or tropes).
Skilled Wisdom authors can use the discipline in two senses. In its most fundamental form, Systematic Wisdom is the art of efficiently passing thoughts from one person to others. In its most effective form, it is the art of passing “validated” thoughts from one person to others.
The internet is a valuable adjunct to the concepts presented above. A simple word search on any of the technical terms listed should suffice to bring the proper clarification needed to implement a useful rhetorical dissertation.
> The work of Wisdom is the cogently expressed communication of Knowledge and Understanding. It leads to a higher levels of knowledge and understanding: the knowing of Knowledge and the understanding of Understanding.
> The effect of Wisdom is to demonstrate the usefulness of Knowledge and Understanding. That is, it is to display the insight – the thought process – in an article of persuasion or in the formulation of an outcome.
> Through the skilled use of rhetoric, all planned human activity can be communicated and directed. This is a two edged sword. Rhetoric / Wisdom can be directed to beneficial or to malevolent goals.
Let us end by reviewing some of the personal benefits which are inherent in the Trivium Method. The following will be most efficiently and effectively realized by using the trivium to train the mind for critical and creative thinking: 1] the path to a challenging, productive livelihood can be intelligently defined; 2] sound physical and psychological health, a judicious ethical standard, a high level of self-esteem and the sense of well-being can be optimized; 3] rewarding personal relationships will manifest through the cultivation of beneficial ethics and well being; and 4] the astuteness to best discern the issues (i.e., the quality of information) regarding security will be developed. That is only the beginning. An adherent of the Method can acquire elevated levels of penetrating insight which would otherwise not be available. Through that insight he can also self-teach the contents of a propositional argument or of an entire, formalized subject of knowledge if he chooses to bring his – likewise – heightened focus to doing so. The Trivium’s three part pattern and progression of personal thought is the most practicable manner in which to learn any new topic. When a culture’s government, education systems, and news media are not corrupt, the constant need for “fact checking” is not as critical as it is during the periods of dis-information and propaganda like that which we are currently experiencing. The trivium is the premier method for independent fact checking. The next two benefits of insight are corollaries: 1] a person is truly educated in that he can now thoroughly entertain any idea without necessarily or blindly embracing it; and, 2] traveling somewhat in another direction, he becomes free from the prison of his own prejudicial opinions … he obtains an open mind.


Education’s purpose is to replace an empty mind with an open one.
– Malcolm Forbes

Because the trivium harmonizes subjective thought with objective reality, one could, in fact, develop new and original propositional arguments and entire bodies of knowledge as competently as those respected people who have preceded her or him. An integral person, one who is fully mindful, is limited only by his or her interests and ambitions.
He is happy, as well as great who needs neither to obey nor to command in order to be something –
– Johann Wolfgang von Goethe  (paraphrase)


“You know what I want to think of myself? As a human being. Because, I mean I don’t want to be like “As Confucius say,” but under the sky, under the heavens there is but one family. It just so happens man that people are different.”-Bruce Lee




Every moment…


Logic of Love?


The Five Love Languages: How to Express Heartfelt Commitment to Your Mate is a 1995 book by Gary Chapman.[1] It outlines five ways to express and experience love that Chapman calls “love languages”:

Chapman’s book claims that the list of five love languages is exhaustive.[3] [4] According to this theory, each person has one primary and one secondary love language. The official website for the book provides a test for users to try and determine their love languages.

The book has been on the New York Times Best Seller list since August 2009.[5]

Chapman suggests that to discover another person’s love language, one must observe the way they express love to others, analyze what they complain about most often, and what they request from their significant other most often. He theorizes that people tend to naturally give love in the way that they prefer to receive love. It is also possible to find another person’s love language by asking those same questions.

LPT: I feel x whenever y happens I would like z…. And to try to never use the word “you” as that puts many people on the defensive. I’m also in marriage counseling.

You should also avoid saying ‘you made me feel’. When you are saying ‘you made’ you are giving that other person the power to affect your emotions.

A better way to phrase it would be: “My understanding is that you meant x, when I heard that I felt y.”

By phrasing it like ‘my understanding is x’, you create a dialog and the other person is less likely to become defensive and has a chance to add/correct a potential misunderstanding without causing conflict. You didn’t tell them that they said x, you told them what you understood them to say.

When you say ‘when I heard that I felt y’ you are taking responsibility for your feelings and emotions. Ultimately, no one else has the power to ‘make’ you feel anything unless you give them the power to do so. It may seem like a subtle difference in wording, but it can have a positive effect when combined with other communication tools

Actually you should take more ownership of your feelings in the situation. You are actually placing the blame on the other individual for your own interpretation of things and how you should feel.

You should actually phrase things as “I feel “X” whenever “Y”. I would appreciate “z”.”

Example; I feel worried and upset when you come home late without letting me know you are ok. I would appreciate it if you could call me to let me know that you will be out so I know not to worry.

MUSORI’s Curriculum of Growth (always subject to change)

General Grammar:

Phonetics training

Vocabulary retention and building

physical training


Music by beats (learn timing)

Feelings expression

Record observations

Reading list: Picture books to build basis vocab, later chapter books to build reading comprehension,

Read biographies like Benjamin Franklin, Marcus Aurelius or other heroes

Classical Logic:

Learn of fallacies and process of truth

Scientific Method: Hypothesis, Experiment, Data, Conclusion, etc

Mental exercises

Dosan principles of truth


Socratic Methods


Reading out aloud

Writing journals

Handwriting exercises

Speaking postures




This is me doing that, sharing my notes I have so far, if you want a copy of my other notes I rathered from the internet email me at I hope you share what you learned to others so we can all claim our humanity. -Han