Clairvoyance and Occult Powers

The Project Gutenberg eBook, Clairvoyance and Occult Powers, by Swami Panchadasi
E-text prepared by Julie Barkley, Sjaani, and the Project Gutenberg Online Distributed Proofreading Team
INCLUDING CLAIRVOYANCE, CLAIRAUDIENCE PREMONITION AND IMPRESSIONS CLAIRVOYANT PSYCHOMETRY CLAIRVOYANT CRYSTAL-GAZING DISTANT CLAIRVOYANCE PAST CLAIRVOYANCE FUTURE CLAIRVOYANCE SECOND-SIGHT PREVISION CLAIRVOYANT DEVELOPMENT ASTRAL-BODY TRAVELING ASTRAL-PLANE PHENOMENA PSYCHIC INFLUENCE—Personal and Distant PSYCHIC ATTRACTION PSYCHIC HEALING TELEPATHY MIND-READING THOUGHT TRANSFERENCE and other PSYCHIC PHENOMENA

In preparing this series of lessons for students of Western lands, I have been compelled to proceed along lines exactly opposite to those which I would have chosen had these lessons been for students in India. This because of the diametrically opposite mental attitudes of the students of these two several lands.
The student in India expects the teacher to state positively the principles involved, and the methods whereby these principles may be manifested, together with frequent illustrations (generally in the nature of fables or parables), serving to link the new knowledge to some already known thing. The Hindu student never expects or demands anything in the nature of proof of the teachers statements of principle or method; in fact, he would regard it as an insult to the teacher to ask for the same. Consequently, he does not look for, or ask, specific instances or illustrations in the nature of scientific evidence or proof of the principles taught. He may ask for more information, but solely for the purpose of bringing out some point which he has not grasped; but he avoids as a pestilence any question seeming to indicate argument, doubt of what is being taught him, or of the nature of a demand for proof or evidence.
The Western student, on the other hand, is accustomed to maintaining the skeptical attitude of mind—the scientific attitude of doubt and demand for proof—and the teacher so understands it. Both are accustomed to illustrations bringing out the principles involved, but these illustrations must not be fanciful or figurative—they must be actual cases, well authenticated and vouched for as evidence. In short, the Western teacher is expected to actually prove to his students his principles and methods, before he may expect them to be accepted. This, of course, not from any real doubt or suspicion of the veracity or ability of the teacher, but merely because the Western mind expects to question, and be questioned, in this way in the process of teaching and learning.