Rules for Reality

There are a distinct set of rules for the Subjective and Objective Realities (definition) 

First we must come to grips with our typically inherited relationships to them. Not long after we are born we are handed things to grasp and shown how to manipulate them. After all we have the objective reality in common with our caretakers. Soon they are given names. Not too long after we learn the importance of a blanket and food. Then money, a car, a house, grades and degrees (others can and do verify them), clothes, watches, and so on.  All are objective and we are taught how very important (in some cases how not important) but still there is the relationship to the ‘things’ that can be verified by others.   

Subjective realities are not given quite so much importance; even at times, by and large, regarded as unreal. As our grades and degrees are real, but how you feel about them is pretty much unreal to the point they are disregarded and even more disregarded is how they ‘seem’ or ‘occur’ for you. Not all the time, but for most of us most of the time. Thus, when we are not doing too well in a subject area the teacher is likely to pile on the homework thinking all that is needed is more practice. If math occurs for someone as unpleasant, useless, boring, or they are simply no good at it for some reason, the difficulty is described in terms of some other objective phenomena, such as genetics, phobias and the like. 

What would make a difference here is to go to work on the ‘occurring’, the subjective reality of the person regarding the situation they are dealing with. If the subjective reality can be shifted to interesting, useful, fun etc. the performance of the student will impacted. 

We don’t typically go to work on shifting others’ and our own subjective realities since they are most often treated as unreal or inconsequential. 

Here are some unaccounted-for ways in which these realities work.