An Outlook into Meditation


It is “the process of rendering things into deep thinking”.

When a thing is immutable in a person’s mind, then Meditation suffices.

As a Cardinal Substance, and unlike other form of thinking Meditation isn’t careless.
It is a deliberate and profound activity developed by the Studied Human.

A Person can incite meditation…if a constant point of inference is the mind.

Meditators are Dictators.

They utilize the advantageous effect of Meditation to Achieve an Efficacous result.

They are known as Thinkers.

Now, The Main Functions of these Thinkers(Meditators) is Thinking.
In this Case, Their Thinking would become intense overtime.

Thus, Meditation is “the technical intensification of a thoughts”.

It is technical because it uses Techniques

e.g Comparing and relating 3 disparate reasons…

The Expected Product from Meditation isn’t achieved at once.
The Product is the Outgrowth of Concepts, Rationality, and Mentality.

Meditation is painstaking.
Thus, determined and set-minded Persons are Susceptible for it.

Products of Meditation

i. Understanding.

ii. Conceptions.

iii. Regenerated Mentality.

iv. Focus.

v. Character.

Causes of Meditation

i. Perturbation.

ii. Pressure.

iii. Experience(s).

iv. Learning(Voracious persons).

v. Disposition(pending).

Uses of Meditation

i. To Produce Essential Understanding.

ii. To emanate a Solution to a esoteric Issue.

iii. To Promote an Apprehensive State(of a human).

iv. To Refine the Frivolous Way of Thinking.

Advantages of Meditation

i. For Novices, It builds up the Mind.

ii. In Practice, it refines the mind.

iii. An Ample Understanding is Achieved.

iv. It mitigates Mortification.

v. It Promotes attentiveness(High Rank)
vi. It has no Limits.

vii. It is mostly rewarding to scholars and students.

viii. Scientists utilize meditation to draw Hypothesis.

ix. It Has an outstanding imbue.
x. It Can Produce Superb Humans.

Popular Meditators

i. Aristotle – The most superb thinker.

ii. Plato – The most illustrative thinker.

iii. Socrates – The most influential thinker.

iv. Isaac Newton – The most Impregnable thinker.

v. Albert Einstein – The Most Rational thinker.



Every now and then, we are faced with the benefits and disadvantages of management.

Management is the act of utilizing our resources well, so that they won’t go scarce or empty.

Every Establishment/Apparatus that has resources must be able to manage.  Nigeria, for one, happens to be on the unfavorable side of management.

Resources are the useful things that can solve “practical demands”/needs.

A Potential need is the need of the moment. E.g. Food, Water, etc. Potential needs are very important, and they always have strong affect.

A Dynamic need is the need on the go. E.g. While Walking, one might need to rest.

Dynamic needs are useful for the activity to be in process.

At any point in time, Resources fall in any of the following categories.

  1. Emptitude.
  2. Paucitude.
  3. Elitude.
  4. Plentitude


  1. Emptitude is a dreadful situation whereby there are no resources to meet potential and dynamic needs, or the potential and dynamic needs cannot be realistically met.
  2. Paucitude: An undesirable situation whereby the available resources cannot meet the potential and dynamic needs, or the potential and dynamic needs can’t work with the available resources.
  3. Elitude: a desirable situation whereby the available resources can meet with the potential and dynamic needs, or the potential and dynamic needs can work with the available resources.
  4. Plentitude: a desirable situation whereby the available resources is more than enough for the potential and dynamic needs, or the potential and dynamic needs can work more with the available resources.





Unfortunately, Nigeria falls under the paucitude category. I.e. most Nigerians are In paucitude.

In the Resources Realm, Majority represents the whole.

Take for instance, there are 12 People In a group, and they fall into different resource categories.


First 2 = Emptitude

Second 5 = Paucitude         

Third 2 = Elitude         

Fourth 3 = Plenititude


The reason why majority represents the whole is that their effects will be high in the establishment/group than any other minors.


A Group always have resources necessary to operate.

The Members of the group are the ones that use the resources to perform the consigned group functions, or the things that that would make the group a palpable structure.





To Get the Resources in the Group, Work must be put into effect.

Work is defined as the activity that ensures the derivation of resources, or the activities that bring resources.


A Person does work, to procure resources. Thus, the more work a person does, the more resources he/she gets.


From this, we can say the people in the plentitude category do more work.

Everybody can’t be a particular category, and the people in the Emptitude Category  favor those in the other categories.


For Instance, if there are 100 Resources in a Group, and everyone is made to work to get the resources.


Anyone that doesn’t work gets no resources, and if there are no resources, no potential and dynamic needs can be met, and by such, we thus brand the situation as emptitude.





On the other hand, anyone that does work gets resources notwithstanding for a tangible reason, and the higher the work, the higher the resources, and if there resources howbeit, the reason being tangible, potential and dynamic needs can be met.


Now, if everybody does the same pedigree of work (The Higher Work), then there will cease to be  emptitude and plentitude.


The resources would go moderately to each members of the group, and no one would complain of no resources, nor  rejoice of too much resources.



The Group Prime Structure should then be in view.






An Exegesis on School

An Exegesis on School

Exegesis is (according to oxford advanced learners dictionary) a detailed explanation of a piece of writing.

It is a sufficient redress to a written material that was hard to interpret, due to limitations in the semantic structure.

Thus, if we compare one and one, and two and two, we would arrive at an ethical conclusion that our exegesis is a mirror to which the concept of school (piece of writing) is viewed.

Now, having brushed up the pre-requisites, we advance into the prelude. School (in our times) has been considered to be one of the most exciting and boring organization on earth, especially to teenagers, and youths.

In Excitement, we would probably say that it offers us the chance to meet new friends, interact, and imbibe moral visions. We would partake in social activities, play field games, have lots of fun and more…

In Boredom, we tend to dislike the very instance of school.  We’ll take lessons that are irrelevant to our personality. We are coerced to sit for long durations writing notes. Our desire for fun keeps accentuating until we become fun-sick.

We should see from this angle that the first consideration (Excitement) isn’t durable. Plausibly, we mistake the true identity of the organization.

School wasn’t set up for excitement. Its primary role is to educate, and teach its sustained inhabitants. Excitement is merely a by-product that isn’t guaranteed to exist.

Therefore, going to school for excitement is contrasted to building a house on a weak soil.

The building will surely be erected, but it won’t last long enough to meet the satisfaction of the builder. Thus, it will collapse under any internal/external influence. It is unstable, and relies on the grace of the enervated foundations.

Since it’s a weak soil, the house shouldn’t be big, as a big house will overpower the weak soil.

Going to school in pursuit of satisfaction is a sheer waste of time, and a substantial display of mental retardation.

However (on the hand), going to school for its primary goal is not a waste of time. It is a use of time. The time, in this sense, is used to build and work for the future. It takes a long period to build, and the only device to uphold is FAITH.

In this wonderful context, faith is defined as the thing that gives assurance of the thing to expect. In this case, the thing to expect is satisfaction.

We go to school to expect satisfaction in the future. The satisfaction is in course to the rationality of what we aim to achieve in the future.  In essence, school can be likened to a religious organization which incites its cohort to withhold faith.

In a School, there are essentially two classes of students.

First class is the unserious students.

They are the ones that mirror the bad side of the school to the observers. What they do is to play, catch fun, and make merriment in places that are not essential, relevant to the condition of being on the spot.

They’ll waste their time and resources, to the extent of wasting those of other students. They’ll do these and more till their very essence of living in school is culminated.

Then there is the second class which has the serious students.

They are the ones to which purpose is designated for. You’ll see students reading with interest and studying with passion. They know the value of being in school, and they give no space for extraneous fun.

Their definition of fun would probably be an academic exercise that stretches the moral vision of school. These classes of students aren’t always with friends.


Now, how can justify the usefulness of school to the first class, and how does it affect the relationship to their concept.


We begin by establishing coherence.

Justification is the process of making justice to a particular activity. Justice is making the activity “just”, free from its guilt, rendering right principles to enforce rightness, and so on.

When something is useful, it can be used, and its usefulness is “how it can be used”.

A concept is a central idea that governs the effectuation, establishment, and moral value of a thing. It is the initial thing that gave rise to the new thing.

Thus, we can say that concepts produce new things.

Then, we expound.

The first class does not appreciate school. They see its usefulness in a different way. Reasonably, a social organization where people gather to catch fun.

However school is not intended for fun, but education, and so… it’s not useful for them. They won’t get much of the fun they’d want.

They should rather be in an organization that tags fun as full time item.

Their concept of school is misguided. There are deluded to think on the inessential part of school.

Thus, their relationship to the concept of school is irrelevantly a delusion.

The first class relishes pleasure to the core, and (thus) will always be searching for it. For instance in the class, receiving a particular lecture, you’ll hear mischievous jokes, irascible comments, and so much of its likes.

All these are for their own pleasure. They are encouraged if the class expresses an ovation, discouraged and lugubrious if otherwise.

Although, so far we’ve been viewing relative component of these first class, we’re yet to consider their intellectual and ethical component.

We approach logically…

The first class students can be intellectually graced, or the same  depraved.

If in grace, they’ll use their propitious blessing to their advantage. For instance, a talented public speaker could carry the whole class along with his rhetorical devices, a good singer is aware of the right intonation, pitch, e.t.c. they can produce melodious sounds far enough to get the required ovation.

However, if it dominates, the environment of the class would be intellectually bound. It then imparts trifles of intellects to the inhibitors.

Nevertheless, an unstructured model of learning can also be made.

If depraved, they’ll cause an invaginated type of nuisance. They’ll disrupt the flow of learn and instate their retardation into work.

Of course, if it succeeds, the environment of the class would be be in retardation.

On the other hand, the first class of students can be ethically graced. Then we’ll be viewing how they consider the rightness of their acts. It tends positive it is in ovation, negative if otherwise.


What is the relationship between the first class, second class, and the class?


Apart from the fact that they all contain the keyword “class”,

The ‘first class’ disturbs ‘the class, and the ‘second class’ is an appreciated victim.  The class’ contains the ‘first class’, and the ‘second class’.

Now, if the ‘first class’ disturbs the class, they disturb themselves, and the second class.

The ‘second class’ acts as a fringe to the ‘first class’.Ergo, if there is no ‘second class’ (which is unlikely), then there is no class, but a group.

Emphatically, the ‘first class’ disrupts the usual flow of ‘the class’, so as to make due an equality with the intellectual second class, and stratification with the ‘second class’.

Their deeds illuminates ostentation, promotes egotistic satisfaction, and destroys social integration.

It negatively reinforces ‘the class’, introduces reason to the intellectual second class, and banishment from the second class. – Final

The denouement to this set up is that the school has its periphery, uniqueness, and uses.


Cause is Stimulus, Rationalization, and Activation.
Stimulus is the Basics of all Cause.

Upon Effectuation, Cause is viewed to be the reason of an effectuated action.

A Cause can be of the Standard Type or the substandard Type.
The Standard type is its SRA, while its substandard is the negation of R(rationalization…if you like), i.e SA.

In Praxis, it is discovered that humans who utilize SRA in causing a action are usually considerate and sensitive.
To Account for this, a construe to each stage would be drawn.

The Stimulus Stage is the first stage. It involves the response to impulses usually through the senses.
An Impulse is the force that can incite the stimulus.
Ergo, A Human might Perceive a sound, The Sound, acts as the impulse.
The Sound(Impulse) Saturates in the Consciousness of the Human through the medium of Senses. The Induced Sound is then termed Stimuli.

Thus, Stimuli is the Induced Impulse that saturates in the Consciousnes of the human.

Once Conscious, the human is bond to Respond. There is no cause for it.
This way, the Stimulus Stage is Passed!

The Rationalization stage is the second stage.
It is the Transient Period where the human subjects the Stimuli into rationality.
A Function of the brain which introspects the nature, location, type, and function of the Stimuli.
However, a Superb Feat will be Introspecting into the Cause of the Stimuli.
Yet, a Mere Human brain is delimited to that activity.
It is a consigned activity for Supernatural humans.
To Rationalize directly the cause of a stimuli is a tedious task for the human brain.
A Plausible Corroboration is simply an emprical ideology.
The Brain effectuates on a Cause.
With no premises(For the Coursed Cause), the brain also effectuates on the cause of the Effectuating Cause.
Literaly, This means doing 2 Things with the brain at a go.
and still effectuating the Main Cause
The Resultant effect when a human endeavours to breach the delimiter by constant calls is the Inquistion Defect

The Activation is the Last Stage in the Series.
The Rationalized substance is the Precipitate from the Rationalization Stage.
To Activate it, a Action(Of it) should Manifest in an unfathomable Spontaneous manner.
If an Attempt to modify the action nascents, then the action produced is the Impressing Defect, otherwise viewed as the omission of R in SRA. I.e SA.

In Standard Events, The Activation Stage is Mostly Manifested.
The Plausible Actuality is that most human’s are in Placidity and Congrous to whatever Effects of Life.
The Exception to this precept is the conventionality of Scientists, philosophers,Psychologists,Scholars, e.t.c