Agor, Weston H. Trainer Guide. Bryn Mawr, Pennsylvania: Organization Design and Development, 1985: 001-015, 15 pages (BF 698).
  A manual to accompany the AIM Survey. Suggested training design, Introduction, Administering the survey, Scoring/interpreting part I, Suggested activities for part I, Interpreting part II, Comparison to national norms, Practical application, Group analysis of the exercise, Practice exercises for developing intuitive ability, Sample abstract exercises, Wrap up, Resources.


Alexander, C. N.; Davies, J. L.; Dixon, C. A.; Dillbeck, M. C.; Druker, S. M.; Oetzel, R. M.; Muehlman, J. M.; and Orme-Johnson, D. W. Growth of Higher Stages of Consciousness: Maharishi's Vedic Psychology of Human Development. Chapter 12 in: Higher Stages of Human Development: Perspectives on Adult Growth. Edited by Alexander, C. N. and Langer, Ellen J. New York: Oxford University Press, 1990: 286-341, 56 pages (BF 724).
  A summary of the theory of Transcendental Meditation following the Maharishi system of Vedic psychology. In this system, there are six levels of knowing: Action and senses, Desire, Mind, Intellect, Feeling and intuition, and Ego. The higher levels of knowing remain preconscious until conscious awareness can function at a fine enough "resolution" of fast enough "shutter speed" to observe them.


Bennis, Warren. Operating on Instinct. Chapter 5 in: On Becoming a Leader. Reading, Massachusetts: Addision-Wesley Publishing Company, 1994: 101-112, 12 pages (BF 637).
  This chapter is replete with examples of intuition in the business arena. The author says of becoming a leader: So the point is not to become a leader. The point is to become yourself (The Intuitive Self), to use yourself completely - all your skills, gifts, and energies - in order to make your vision manifest. You must withhold nothing. You must, in sum, become the person you started out to be, and to enjoy the process of becoming.


Bolen, Jean Shinoda. The Tao of Psychology: Synchronicity and the Self. San Francisco: Harper & Row, Publishers, 1979: 001-108, 108 pages (BF 698).
  What is the Tao - what the dance is, Jung, synchronicity, and the self, The Agatha Christie approach to synchronicity, Like a waking dream, Significant meetings and the synchronistic matchmaker, The synchronistic wisdom of the I Ching, Parapsychological pieces of the synchronicity puzzle, The Tao as path with heart, The message of the Tao experience: we are not alone.
___. The Synchronistic Wisdom of the I Ching. Chapter 6 in: Ibid.: 062-071, 10 pages.
  Synchronicity arises spontaneously. Through such events, we realize there is a linkage between ourselves and the world that we cannot account for logically. The I Ching teaches principles through which it may be possible to learn to live in harmony with the Tao, the invisible meaning giving matrix of the universe. In its words, we discover eloquently descriptive metaphors for our circumstances.


Briggs, Katharine C., and Myers, Isabel Briggs. Myers-Briggs Type Indicator, Form G - Self Scorable. Revised ed. Palo Alto, California: Consulting Psychologists Press, 1993: 001-008, 8 pages (BF 698).
  This version of the MBTI package is a single self scorable booklet. The assessment implements the Jungian psychological classification of types as extraversion (E) versus introversion (I), sensing (S) versus intuition (N), thinking (T) versus feeling (F), and judging (J) versus perceiving (P). A four letter code represents individual results, e.g. INFJ - an introverted, intuitive, feeling, judging type.


Brown, Molly Y. A Model of Human Growth. Chapter 2 in: The Unfolding Self: Psychosynthesis and Counseling. Los Angeles, California: Psychosynthesis Press, 1983: 011-023, 13 pages (BF 637).
  Identification exercise, Personal self and higher self, Beyond the self, Levels of consciousness (field of awareness, lower unconscious, middle unconscious, higher unconscious, collective unconscious), Personality functions and the will, Survival and self expression, Exercise: seeking a loyal soldier, Two dimensions of growth (personal and transpersonal).


Capacchione, Lucia. In My Own Hands. Chapter 1 in: The Power of Your Other Hand: A Course in Channeling the Inner Wisdom of the Right Brain. North Hollywood, California: Newcastle Publishing Co., 1988: 011-024, 14 pages (BF 637).
  This chapter contains an example of a dialogue based on writings alternating between using the dominant and non dominant hand. This process begins by writing stream of consciousness content with the non dominant hand and switching to the dominant hand to respond. Continue in this fashion using the dominant hand to respond to the non dominant writing. Then do the same with the non dominant hand in response to the dominant writing. This alternation between hands evokes a dialogue between the rational and intuitive minds.
___. The Upper Hand and the Other Hand. Chapter 2 in: Ibid.: 025-044, 20 pages (BF 637).
  Handedness: The preference of one hand over the other, Right is right: Majority rule, Theories of handedness (Biological theories (Genetic, Visceral distribution, Right/left brain) Cultural theories (Sun worship, Hand that wields the sword, Dualistic thinking)) The conspiracy against the left hand. The left hand does not have a very good press. It is surrounded by a general of suspicion, fear, and outright condemnation.


Csikszentmihalyi, Mihaly. Flow: The Psychology of Optimal Experience. New York: Harper & Row, Publishers, 1990: 001-240, 240 pages (BF 575).
  Happiness revisited, The anatomy of consciousness, Enjoyment and the quality of life, The conditions of flow, The body in flow, The flow of thought, Work as flow, Enjoying solitude and other people, Cheating chaos, The making of meaning.
___. The Conditions of Flow. Chapter 4 in: Ibid.: 071-093, 23 pages.
  Most likely flow results either from a structured activity, or from an individual's ability to make flow occur, or both. People with flow learn to be indifferent to themselves and their deficiencies. They center their attention of external objects. Topics are Flow activities, Flow and culture, The autotelic personality (Neurophysiology and flow, The effects of the family on the autotelic personality), The people of flow.
___. Cheating Chaos. Chapter 9 in: Ibid.: 192-213, 22 pages.
  Tragedies transformed, Coping with stress, The power of dissipative structures (Unselfconscious self assurance, Focusing attention on the world, The discovery of new solutions), The autotelic self: a summary (Setting goals, Becoming immersed in the activity, Paying attention to what is happening, Learning to enjoy immediate experience).


Csikszentmihalyi, Mihaly. The Mind and History. Chapter 1 in: The Evolving Self: A Psychology for the Third Millennium. New York: HarperCollins Publishers, 1993: 003-027, 25 pages (BF 701).
  The perspective of evolution, The global network, At the hinges of the new millennium, Chance, necessity, and something else, Are we hopelessly bad? The emergence of the self. Inside each person there is a wonderful capacity to reflect on the information that the sense organs register, and to direct and control these experiences. If we ever think about it, we give it such names as awareness, consciousness, self, or soul. Having a self reflective consciousness allows us to write our own programs for action, and make decisions for which no genetic instructions exist.
___. Who Controls the Mind? Chapter 2 in: Ibid.: 028-054, 27 pages.
  Eternal dissatisfaction, Chaos and consciousness, Why is happiness so elusive? The limits of reason, The addiction to pleasure, stress, strain, and hormones. Rational thought works well within the boundaries of rational "games" such as chess or geometry. The future, however, is not constrained by rules and predictable outcomes. We need to cultivate more than logic if we want to thrive in it. We must foster intuition to anticipate changes before they occur; empathy to understand what cannot be expressed; wisdom to see the connection between apparently unrelated events; and creativity to discover new ways of defining problems.
___. The Veils of Maya. Chapter 3 in: Ibid.: 055-085, 31 pages.
  Illusion and reality, World of the genes, World of culture, World of the self. In order to gain control of consciousness, we must learn how to moderate the biases built into the machinery of the brain. We normally allow a whole series of illusions to stand between ourselves and reality. Built out of genetic instructions, cultural rules, and the unbridled desires of the self, these distortions are comforting, yet they need to be seen through for the self to be truly liberated.
___. Evolution and Flow. Chapter 7 in: Ibid.: 175-206, 32 pages.
  The elements of flow, Why is flow rewarding? The consequences of flow, What happens when flow is absent? Flow in everyday life. Elements of flow: 1) clear goals and unambiguous feedback, 2) balance between the opportunities for action and a person's ability to act, 3) effective merging of action and awareness, 4) focusing on the present, 5) loss of self consciousness, and 6) distortion of the sense of time. Consequences of flow : 1) creativity, 2) peak performance, 3) talent development 4) productivity, 5) self esteem, 6) stress reduction, and 7) clinical application.


Dass, Ram, and Gorman, Paul. The Listening Mind . Chapter 4 in: How Can I Help? Stories and Reflections on Service. New York: Alfred A. Knoff, 1985: 093-121, 29 pages (BF 637).
  In the clarity of a quiet mind, there is room for all that is actually happening and whatever else might also be possible. When we function from this place of spacious awareness rather than from our analytic mind, we are often surprised to find solutions to problems without our having "figured them out." We often call this quality of mind "intuition" but often we don't trust or honor it.


de Bono, Edward. The Six Thinking Hats. From Part Two in: Teach Your Child How to Think. New York: Penguin Books, Inc., 1992: 074-096, 23 pages (BF 723).
  White hat: facts, figures and information; Red hat: emotions, feelings, hunches and intuition; Black hat: Caution, truth, judgment and fitting the facts; Yellow hat: Advantages, benefits and savings; Green hat: exploration, proposals, suggestions and new ideas; Blue hat: Thinking about thinking and control of the thinking process. Why hats? Hats often define a role that we are playing and they can easily be put on and taken off.


Ferrier, Loretta, and Briese, Monica Dructor. The Foundation for Lasting Change. Chapter 1 in: Dance of the Selves. New York: Simon & Schuster, 1992: 00 1-012, 12 pages (BF 637).
  Two very unique powers exist inside each person. They are very much like two individuals. They are the intuitive/creative self and the cognitive/logical self. If these two powers work synergistically, a person moves through life with ease and satisfaction. But most people don't naturally experience a synergy between their intuition and logic. These can also be expressed as the inner feminine and the inner masculine. The goal of this work is to create a passionate inner marriage that will result in the integration of the two.
___. Once Upon a Metaphor: Your Inner Fairy Tale. Chapter 2 in: Ibid.: 013-021, 9 pages.
  Your inner fairy tale may gnaw at you as you try to maintain your theories on being the "new woman" or "new man." For example, your intuitive nature may be asleep, just like Snow White, who was kissed back to life. Your masculine, being cognition and logic, may operate according to His belief that the feminine power, like the Sirens of Medusa, will destroy you if you venture too near. As your internal masculine and feminine change, your fairy tale will dissolve and you will create a new reality for yourself, one without the shackles of fear.
___. Business Success with the Internal Marriage. Chapter 10 in: Ibid.: 208-236, 29 pages.
  Guidance without manifestation (too feminine/intuitive), Manifestation without guidance (too masculine), Developing your intuitive guidance, Guidelines for building your feminine in business, Guidelines for strengthening your masculine in business, Developing both hemispheres, Playing toward integration, The role of emotions in business success, Controlling emotions through breathing, Moving toward success, Business in the nineties.


Gaboury, Placide. We've Been Away So Long. Canadian Journal of Counseling. 21 (2-3): 142-152, 11 pages (BF 637).
  Western society has neglected its Yin dimension. We have forgotten the positive and creative aspects of our intuition. Instead, we have overdeveloped our capacity to rationalize. We are more than ever divided on account of this, as though half of ourself has been lost. We must recover the root of our possibilities, which cannot be released as long as the Yang dimension takes over.


Gazzaniga, Michael S. Nature's Mind: The Biological Roots of Thinking, Emotions, Sexuality, Language, and Intelligence. New York: Basic Books, 1992: 001-204, 204 pages (BF 701).
  Preface, Selection theory (ST) versus instruction, Lesson from biology: modern immunology, Plastic brain and ST, Developing mind: interaction of genes and environment, Language and ST, Specialized brain circuits: selecting for intelligence, Selecting for mind, Addictions, compulsions, and ST, ST and the death of psychoanalysis, Health care, aging, and ST, ST and clues to conscious experience.
___. Selection versus Instruction. Introduction in: Ibid.: 001-007, 7 pages.
  For the selectionist, the absolute truth is that all we do in life is discover what is already built into our brains. The environment 'selects' from the built in options; it does not modify them. All the ways that human societies try to change minds are doomed to fail. They succeed when they allow each individual to discover what millions of years of evolution have already bestowed upon mind and body.
___. Selection Theory and the Death of Psychoanalysis. Chapter 8 in: Ibid.: 159-177, 19 pages.
  To disbelieve in the psychoanalysts' view of psychological states is not to deny the complexity of human experience. Something in our evolutionary experience explains why we have accumulated all these mental states. They result from the simple introduction of the capacity of the human brain to make voluntary expressions which allow for deception and the resulting complex psychological states that go with the hiding of intentions.
___. Selection Theory and the Clues to the Nature of Conscious Experience. Epilogue in: Ibid.: 199-204, 6 pages.
  There are some aspects of human consciousness that we tend to lose sight of. First, one does not learn how to be conscious. When the brain starts to function, up it comes, just like a turbine. Second, the feeling of being conscious never changes in life. Consciousness is a feeling, a feeling about things that doesn't seem to change. Selection theory points us in the direction of specialized systems.


Gendlin, Eugene T. The Six Focusing Movements and What They Mean. Chapter 5 in: Focusing. New York: Everest House Publishers, 1978: 054-064, 11 pages (BF 698).
  Preparation: find a time and place to sit quietly in a place that is slightly unfamiliar, First movement: clearing a space, Second movement: feeling for the problem, Third movement: finding the crux, Fourth movement: labeling, Fifth movement: checking back with the feeling, Sixth movement: another round.
___. What Focusing is Not. Chapter 6 in: Ibid.: 065-069, 5 pages.
  Focusing is not a process of talking at oneself: lectures and self castigation feel unpleasant and produce not useful change, Focusing is not an analytic process: self analysis tends to emphasize the "stuck" quality. Focusing, by contrast, is optimistic. It envisions a person as a process, capable of continual change and forward movement.
___. Clearing a Space for Yourself. Chapter 7 in: Ibid.: 070-080, 11 pages.
  Clearing a cluttered room, Finding the right distance from your problems, Permission to feel good, Not as a monument, Setting down the burden, The conforming list, body trust, The friendly hearing.
___. If You Can't Find a Felt Sense. Chapter 8 in: Ibid.: 081-097, 17 pages.
  Where to look for a felt sense, Getting a left sense, When words get in the way, When there is no feeling, Relaxing your body, When nothing feels bodily, If you find your mind wandering, If you have few feelings, If you feel blank, or stuck, or empty, If you are angry at yourself, When you are afraid to focus, If you avoid your feelings, If too many feelings come too fast, If your critic makes you feel bad, If you always feel bad, Emotion versus felt sense.
___. If You Can't Make Anything Shift. Chapter 9 in: Ibid.: 098-105, 8 pages.
  Deliberate letting go, Letting the body really shift, Some triggering questions, When the crux comes but then you are stuck, Using imagery, Pretend it's find, then see what comes to say it's not, Looking up the answer in the back of the book, Checking in, Don't say, "It must be . . .".


Levey, Joel, and Levey, Michelle. Quality of Mind: Tools for Self Mastery and Enhanced Performance. Boston: Wisdom Publications, 1991: 001-226, 226 pages (BF 637).
  Part one: Relaxation (Dynamic relaxation and guidelines for developing relaxation skills (8 topics)) Part two: Concentration (Focusing the mind and guidelines for developing concentration skills (10 topics)) Part three: Meditation (What is meditation? and guidelines for developing meditation skills (30 topics)) Part four: More strategies for mental fitness (6 topics from mastering stress to biofeedback)


Maslow, Abraham H. Notes on Innocent Cognition. Chapter 19 in Part 6 Being Cognition in: The Farther Reaches of Human Nature. New York: Viking Press, 1971: 251-259, 9 pages (BF 698).
  In innocence everything moves toward becoming equally probable; everything is equally important; everything is equally interesting. We have to differentiate between two kinds of B cognition. The first is cosmic consciousness in which the whole of the universe is perceived. The other is an extreme narrowing of consciousness down to a particular percept. In the latter instance we may see the whole world in a wild flower and in the former identify with the whole of the universe.
___. Furthers Notes on Cognition. Chapter 20 in Part 6 Being Cognition in: Ibid.: 260-266, 7 pages.
  Nineteen characteristics of being cognition and deficiency cognition of the world are compared. For example, seen as whole - seen as part, seen from many sides - from only one side, made richer - reduce richness, not desired - need gratifying, self-forgetful - ego centered, outside time and space - in time and space, absolute - relative, unique - general, sacred - ordinary, amusing - serious, noninterchangeable - interchangeable.


Maslow, Paul. Intuition versus Intellection. Section 4 in: Intuition Versus Intellect. Valley Stream, New York: Life Science Press, 1957: 093-120, 28 pages (BF 701).
  Contrasted types of thinking, Naivete and self consciousness, Never change and ever change, Art and the genetic compound, The intuitive basis of aesthetics, The basic art types.


Ornstein, Robert E. Is This the Person to Whom I'm Speaking. Part VI in: The Evolution of Consciousness: The Origins of the Way We Think. New York: Prentice Hal l Press, 1991: 201-214, 14 pages (BF 701).
  Mind in place and mind out of place (Why good people do bad things), Interpreting our selves. While there are many minds, there are many more situations in the world, so we recruit one mind for many situations. The squadron of simpletons is recruited for different jobs. This process underlines our problems making judgments, making decisions, making do.
___. Getting to Know "Yous". Part VII in: Ibid.: 2 08-249, 42 pages.
  On rationality and adaptation, Observing the conscious self (Need to know, Blindsight, Subliminal perception, Mommy and I are one), Knowing the individual simpletons (Mobilizing creativity: one mind isn't all, Sideminding it, Shifting to a positive mind in place). Use this information to get our selves under some kind of conscious, willed, command.


Pascual-Leone, Juan. Reflections on Life Span Intelligence, Consciousness, and Ego Development. Chapter 11 in: Higher Stages of Human Development: Perspectives on Adult Growth. Edited by Alexander, C. N. and Langer, Ellen J. New York: Oxford University Press, 1990: 258-285, 28 pages (BF 724).
  Outlines a theory of adult ego development based on the philosophers Max Scheler and Karl Jaspers. In this formulation, a creative spiritual intelligence stage is reached which has been called meditative thinking in contrast to calculative thinking. In this attitude, human intelligence is protected from misleading biases and the power and sensitivity of valid thinking is enhanced. This attitude suggests the qualities of the intuitive mode of thinking.


Pearce, Joseph Chilton. Toward Autonomy. Chapter 18 in Part III Transforming the Given in: Magical Child: Rediscovering Nature's Plan for Our Children. New York: E. P. Dutton, 1977: 171-181, 11 pages (BF 721).
  A common theme in the dreams of seven-, eight-, and nine-year olds is death and resurrection. We dismiss these dreams as psychological compensations. They are considered techniques for avoiding adjustment to the harsh realities of life. Perhaps, if we took our cues from our children, we would find that their dreams are trying to tell them something, just as their play tries to tell us something. Children often try to tell us what we in our blindness and deafness have so seriously failed to tell them.
___. The Cycle of Creative Competence. Chapter 19 in: Ibid.: 182-192, 11 pages.
  The child's intelligence at eleven is some two-thirds developed. They have knowledge of their world; they relate creatively with it; and they survive in it. They have creativity, imagination, and personal power. This is the journey into the mind, the creation of realities, the point at which the logical structuring beneath the surface merges full with the play in awareness.
___. Thinking about Thinking: Formal Operations. Chapter 20 in: Ibid.: 193-200, 8 pages.
  If the nonpersonal conceptual system can learn so fast and thoroughly with suggestology, what would be the possibilities for the whole mind, if conscious volition and the inner work were in harmony? That is what nature drives for and what should unfold in late preadolescence and adolescence. Then every event in life, every unfolding moment, would be learning, and eventually, the creativity that such learning would give.
___. Journey into the Mind: Creative Reality. Chapter 21 in: Ibid.: 201-215, 15 pages.
  The magical child is one whose ability is his or her focus and who does not lose himself or herself to content or memory. Considering the brain as a hologram, it acts as a hologram of an earth which is a hologram of a larger hologram. This functions in us as a primary process, which, is the sum of all things. The author states that his examples show conclusively that one mind brain can be powered by another mind brain and the mind brain can be powered by the primary process itself.
___. The Second Bonding: Yin and yang. Chapter 22 in: Ibid.: 216-222, 7 pages.
  The first bonding was to the earth. The second bonding is through the double helix male female pair bond. We are a threefold organism, consisting of body, mind brain, and something variously refereed to as spirit or soul and which the author represents as primary process. We find this expressed in the triune brain itself. The progression is from the concreteness of the purely physical kind of knowing toward the purely mental, and the primary process is always the functional matrix on which it rests.
___. Renewing the Promise. Chapter 23 in: Ibid.: 223-229, 7 pages.
  God works, and man plays. As soon as we try to do the work, we mess everything up. So we need bring nothing except our volitional ability to respond to the needs of the situation. To respond to the needs is simply to open to the inner intent without attempting to understand. This play in the face of apparent problems is a kind of deep play for very high stakes. Through our willingness to play, God's work underneath can take place. When we say yes to our divine intent, the right words and actions are given to us.


Pearce, Joseph Chilton. Intuition. Chapter 7 in: Magical Child Matures. New York: E. P. Dutton, 1985: 067-074, 8 pages (BF 721).
  The development of the right hemisphere may not be an academic proposition. Its classroom in the living earth, its teaching material matter itself and models of intuition. The curriculum for this development is built within us, and has an explosive, universal longing for expression. And its expression is through play, storytelling, and "Let's pretend"; its "prime time" is the first seven years, with a secondary time from age seven to eleven. Our problem is not that we have over emphasized the left hemisphere and starved the right, it is that we have hardly touched on the capacities of the new brain.
___. Always Becoming. Chapter 18 in: Ibid.: 183-196, 14 pages.
  When athletes suspend the interference of intellect and allow the body's intelligence to take over, their muscles respond magnificently, as though of a mind of their own. In this "not doing", a force takes over and one's entire motor system is bypassed. This will of God is only an implied, subtle phenomenon. It is a blueprint of the instant moment that can be filled only by our response in that instant. To be enacted, the implicate order hint must use an explicate order actor who must be willing to be used, someone whose will resonates with the will behind the hint.


Sharp, Daryl. Personality Types: Jung's Model of Typology. Toronto: Inner City Books, 1987: 001-119, 119 pages (BF 698).
  Introduction to Jungian typology, Extraversion and the four functions, Introversion and the four functions, Concluding remarks, The clinical significance of extraversion and introversion, A dinner party with the types.
___. Introduction to Jungian Typology. Chapter 1 in: Ibid.: 011-035, 25 pages.
  The basic model, Rational (thinking and feeling) and irrational (sensation and intuition) functions, The primary (dominant) function and auxiliary functions (complement to dominant), The inferior function (opposite to dominant), The two attitude types (Introversion, Extraversion), The role of the unconscious, Caveat to the reader.
___. Concluding Remarks. Chapter 4 in: Ibid.: 089-100, 12 pages.
  No system of typology is ever more than a gross indicator of what people have in common and the differences between them. Type testing can be helpful and misleading. Typology and the shadow: the shadow is comprised of personality characteristics that are not part of one's usual way of being in the world, and therefore more or less alien to one's sense of personal identity.


Sinetar, Marsha. A 21st-Century Mind is Logically Intuitive. Chapter 4 in: Developing a 21st-Century Mind. New York: Villard Books, 1991: 065-082, 18 pages (BF 637).
  Creative adaptive openness, Finding strength through nondoing, Ideas need time to incubate, Stimulating intuition: Power tasks, Valuing choices: The role of positive self value, Dreams can and do serve life, Many paths lead to intuition, Advanced phases: Using daily life for self discovery, The sometimes trying nature of the creative mind


Singer, June. Dynamic Union in Tao. Chapter 15 in Part 1 Yesterday in: Androgyny: Toward a New Theory of Sexuality. New York: Anchor Press/Doubleday, 1976: 192-207, 16 pages (BF 692).
  We have the capacity to transcend our dualities and recover our wholeness. We need to become aware of the undivided which preceded all gods and all theologies. We need to find ways to live our lives as persons who are undivided in our selves - we need to find ways to fuse the opposites within us. This is what the process of individuation is all about.
___. The Way of the Flowing Stream. Chapter 23 in Part 2 Today and Tomorrow in: Ibid.: 323-335, 13 pages.
  A secret knowledge belongs to the androgyne. It is secret because its very nature is that it cannot be shared, taught or spoken about. It is the knowledge that comes of working with oneself toward levels of consciousness in which the opposites within one's own being become apparent. One can only do this in silence while the noise of the world is stilled and the reflecting surface faces inward.


Steiner, Rudolf. Intuitive Thinking as a Spiritual Path. Translated by Michael Lipson. Hudson, New York: Anthroposophic Press, 1995: 001-288, 288 pages (BF 595).
  Steiner believed that the greatness of human nature derived from its spiritual core. This core becomes transparent when we consider life with the purified form of thought that intuitive thinking provides. This form of thinking which is accompanied by self awareness is as revealing and genuine as any spiritual experience. It can elevate us to the universal aspects of the cosmos.


Szent-Gyoergyi, Albert. Drive in Living Matter to Perfect Itself. Synthesis: The Realization of the Self. 1974; 1 (1): 012-024, 13 pages (BF 637).
  For quite some time science has recognized the principle of entropy that causes organized forms to gradually disintegrate into lower and lower levels of organization. But there is mounting evidence for the existence of the opposite principle - syntropy. Through this influence, forms tend to reach higher and higher levels of organization, order, and dynamic harmony.


Taggart, William, and Torrance, E. Paul. Human Information Processing Survey. Bensenville, Illinois: Scholastic Testing Service, 1984: 001-041, 41 pages (BF 698).
  Brain specialization (left rational and right intuitive) in information processing, Administration of the Human Information Processing Survey, Profiling the Survey results, Using the material in a one day workshop, Applying the results of the profiles, Administration of the research edition survey, Reliability and validity of the survey instrument, Bibliography.


Taggart, William, and Hausladen, Barbara. Personal Style Inventory. Odessa, Florida: Psychological Assessment Resources, 1993: 001-004, 001-009, 001-009, 001-005, 27 pages (BF 698).
  The Personal Style Inventory consists of four booklets: Survey, Strategy Profile, Personal Development Program, and PDP Examples. This assessment tool, which is based on three modes of rational and three modes of intuitive behavior, is designed to empower individuals by helping them achieve greater flexibility to increase their respect for diversity and their responsiveness to change. Each person can contribute more effectively to team efforts. Personal flexibility in the use of rational and intuitive styles is the foundation for addressing these organizational issues.


Taggart, William. Trainer's Manual for the Personal Style Inventory. Odessa, Florida: Psychological Assessment Resources, 1993: 00 1-085, 85 pages (BF 698).
  The Personal Style Inventory based on three modes of rational and three modes of intuitive behavior is designed to empower individuals by helping them achieve greater flexibility to increase their respect for diversity and their responsiveness to change. Each person can contribute more effectively to team efforts. Personal flexibility is the foundation for addressing these organizational issues. A number of exercises are described that help individuals become more awareness of rational - intuitive ways of behaving and achieve greater personal flexibility.


Torrance, E. Paul; Taggart, William; and Taggart, Barbara. Administrator's Manual for the Human Information Processing Survey. Bensenville, Illinois: Scholastic Testing Service, 1984: 001-009, 001-005, 14 pages (BF 698).
  The Human Information Processing Survey consists of 40 forced choice items in which the respondent chooses among three alternatives for each item. The choices for each item are associated with three scales: Left (rational), Integrated, Right (intuitive). The raw scores are converted and used to prepare both the Strategy and Tactics Profiles of an individual's processing preferences. This assessment package encourages an individual to develop a flexible, rational - intuitive style so that they can use the problem solving strategy and tactics that are most appropriate for a given situation.


Vargiu, James G. Subpersonalities. Synthesis: The Realization of the Self. 1974; 1 (1): WB 009-WB 020, 12 pages (BF 637).
  The inner one and the many ones, Subpersonalities, Exploring psychological complexity, The cast of characters, How they get together.


Ward, Milton. Mental Difficulty. Chapter 8 in: The Brilliant Function of Pain. New York: Optimus Books, 1977: 60-62, 3 pages (BF 515).
  The author states that our world has never had more facts and figures at its disposal and has never seemed more at sea politically, economically and emotionally. But if we meditate on the pain we suffer instead of the problem, we find that our decision making is an intuitive process.


Wynne, Louis, and Klintworth, Carolyn S. Warm Logic: The Art of the Intuitive Lifestyle. El Paso, Texas: Skidmore-Roth Publishing, 1990: 001-141, 141 pages (BF 637).
  Chaos and confusion, Warm logic, the birth of intuitive action, Inventorying the present, The impartial universe, The fictitious future, Filtering the world: Rules, Filtering the world: Goals, Filtering the world: Plans, Filtering the world: Work, Obstacles to intuitive action, The demise of intuitive action, Affirmations: facilitating intuitive action, Releasing: the rebirth of intuitive action. Warm Logic is the wisdom of nature manifesting itself as wordless guidance. You have been hearing and feeling it for a long time but have often been dissuaded from moving with it by all the conventions of post industrial society.
___. Warm Logic: The Birth of Intuitive Action. Chapter 2 in Part 1 in: Ibid.: 013-026, 14 pages.
  Your action are intuitive when they are sensitive to the entire situation you are dealing with - including your entire past experience with similar situations. You cannot achieve such sensitivity by following a rigid set of procedures, such as a manual, a formula, or even a computer program. On the contrary, the way to proceed is to not do, to act without feeling the need to understand why you are doing what you are doing to let the contingencies in the situation carry you.
___. Inventorying the Present. Chapter 3 in Part 1 in: Ibid.: 027-035, 9 pages.
  Inventorying the present is your introduction to intuitive action. It asks you to non critically summarize as much of the current situation as you can. This summary may include the opinions of others without any attempt on your part to organize or systematize any part of the situation. You let the situation's demands and conditions do that for you without you explicitly trying to intervene or influence what is included.
___. The Impartial Universe. Chapter 4 in Part 1 in: Ibid.: 037-047, 11 pages.
  The universe is impartial; it doesn't care what we think is right or wrong. The universe just is. As a part of that universe, we too, just are - neither right nor wrong. It is our labels for each other that give us the idea that aspects of the universe have value. When we resist the universe's natural and impartial flow, when we see it as something other than what it is, we stress ourselves. Watch out for the conflict between what is and what you have been taught ought to be!
___. The Fictitious Future. Chapter 5 in Part 2 in: Ibid.: 051-066, 16 pages.
  When making a choice of actions, you can't foresee all the consequences and, to be intuitive, you must stop trying to. Any attempt to describe the future, particularly your own future, is futile. It becomes stressful when things don't turn out the way you thought they would, and such attempts prevent you from enjoying life's surprises. Much of the current stress may come from thinking things were supposed to have worked out differently from the way they are now.
___. Obstacles to Intuitive Action. Chapter 10 in Part 2 in: Ibid.: 101-112, 12 pages.
  The chief obstacles to intuitive action are your own talking and thinking - your analysis and understanding of the situation you are attempting to deal with - the problem you are trying to solve. This talking and thinking often take the form of given rules - universal statements of should and ought, although more situation - specific derived rules may also get in the way, as well as the plans that you feel need to be adhered to. Your analysis of a situation should be resisted until it absolutely forces itself on you - till it can no longer be disregarded by you.
___. The Demise of Intuitive Action. Chapter 11 in Part 2 in: Ibid.: 113-122, 10 pages.
  Acting intuitively means living every minute of your life recognizing that you are not the master of your fate; that you share with nature responsibility, credit, and even blame for what happens to you. There are countless unfathomed and unnamed contingencies having their say. You can influence these contingencies in both the social and in the inanimate world, but only inasmuch as you accommodate yourself to them. If you fight them, or attempt to dictate to them, you'll lose.


Zolla, Elemire. The Androgyne: Reconciliation of Male and Female. New York: Crossroads Publishing Company, 1981: 001-095, 95 pages (BF 692).
  The stalking archetype, Literary incarnations, The archaic triads, Shamanic wounds, Taosim and tantra, Greek and Indian mythology, The Jewish esoteric tradition, St. John the Baptist, Early Christianity, Androgyny and power in Christianity, After the reformation, Plates (Numerous illustrations), Themes (14 themes represented in various art forms).


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