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This series is a continuation and should be read in order. If you are not familiar with previous posts you may have trouble understanding later ones.
And now Chapter 14 Part 7
This ability of the kav to bring this revelation about comes from the power of the essential-self light that is hidden within the essence of the giver before its contraction into one point. Meaning, that the limited explanation and the knowledge of how to make the assessment for what level of explanation should be given, are both part of the mentors complete understanding of the subject. As was explained in chapters one and two, that the length and width of a concept come from the depth and the understanding of the depth is reached only through the length and width. This means that if the professor possesses a truly deep understanding of mathematics he will necessarily possess the length - to bring the concept down so as to explain it simply so that even a child will understand. Only that this revelation comes only in the manner of a kav and not as it is within the essence of the mentor where - within the essential understanding of the mentor - the concept is in the abounding proportions of the actual essence of the mentor’s great and powerful intellect, much beyond that of a layman. On the other hand, within this kav the light of the essence comes into revelation only according to the level of the recipients - that which they will be able to receive. Nonetheless, this revelation is still similar and a likeness to the light of the essence concealed within the point etc. for, even though this is a simpler explanation, yet, it still explains the concept and eventually through these explanation the true intent can be reached. Only that in the kav it comes in a manner of an issuance to below and, therefore, it comes in the form of a line and this is also why it is a heyuli for all of the light and influence received by the recipients etc., for, being that this limited explanation is connected and rooted in the understanding of the mentor himself, it can, therefore, serve as the source for even the most advanced students all the way until an understanding on the level of the professor himself. For, the kav does not represent a true limitation and it can expand its measure indefinitely as the student grows, it is only being revealed now in a limited manner because it is bringing the concept to less advanced students, but the mentor retains the ability of expanding the explanation to its original state. The same can be understood from the analogy of the builders measuring rod, that it does not place any actual limit on size of the building. The proportions to be measured out by the rod remain completely in the hands of the builder himself. Therefore, he can break the rules if he so desires and make a measurement larger or smaller than what is dictated by the blueprint because he’s the one that made the blueprint and so he can change it (similarly, the professor can break the rules of his original conceptual "point" and mention a topic that has nothing to do with mathematics or the class plan because he made the plan only as a guide for himself, but is in no way limited by it) and this explanation will suffice for the understanding.
End of Chapter 14 - a summary will follow
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The material in this series is copyrighted by Rabbi Yossi Markel