Think Forward.

The Pruning Shears of Revision, Teshuvah, Metanomia and the two Repetances 4780

Deep Neville Goddard, 1 y.
Neville once said that Revision is his greatest contribution. The concept of revision is present in Kabbalah as *Teshuvah*. Teshuvah is often translated as *repentance*, in hebrew it literally means *going back in time*. Accomplishing a Teshuvah from a Kabbalistic point of view, means going back in time, in one's mind eye and *revise*, change the past event. Relive the event in imagination not as it happened, by how it ought to have happened. By doing so we are able to change the future, and avoid the negative consequences of past event. In other words what Neville calls *Revision*. Kabbalah is often a balance between *Judgement* and *Mercy*. Two words that are loaded with meaning in Kabbalah, They are not opposite concepts, but two separate axes or modes that the divine light appear to operate from in lower levels of consciousness. But for now let's consider that judgement is receiving the consequences of our actions, and as such Kabbalah is often concerned with the lessening of the severity of Judgement. Teshuvah appears then as a primary means to do so. It means going back to that moment right before the regretted event happened, understand the emotional setting that made one do what he did, and then change it. Both emotionally (once again emotions are of primary importance) and in actions. This results in *Metanomia*, the greek word in the bible that is also translated as repentance. Metanomia means a radical change of mind that must come with a new emotional setting. And this is where the brilliance of Neville shines, by tying these two concepts together Teshuvah and Metanomia, two very different words, both translated as repentance, he is able to explain deep Kabbalistic mysteries. Teshuvah is the method (or the technique) Metanomia is the sign and the seal. The sign of the successful Teshuvah and the end of the successful Teshuvah. Teshuvah is something to do whenever one begins to feel remorse or regret. As Neville said at the end of *The Pruning Shears of Revision*: == Don't blame, only resolve. ==
Deep Neville Goddard Deep Neville Goddard

Deep Neville Goddard

Neville Goddard was taught Kabbalah by the Rabbi Abdullah in New York at the beginning of the 20th century. Decades after his death, Neville is now becoming one of the most prominent mystics and proponent of mind metaphysics and what he termed the Law of Assumption. Here we try to rediscover what deep Kabbalistic knowledge Abdullah taught Neville.


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Waking Up in the Dark: School Schedules Adapted to Morocco's 21st-Century Child... 102

Aziz Daouda, 7 h.
- Politics - Society - Lifestyle -
2.9 min read.
What inspired these lines is a letter published by a father on social media, which states in essence: "I am writing to you as a concerned parent, but also as a citizen exhausted by a government choice that, year after year, ignores common sense: maintaining a schedule where our children wake up when it's still pitch black to go to school. Every morning, it's the same absurd scenario: wake-up at dawn, children torn from sleep, eyes still closed, bodies tired, forced to go out into the darkness, sometimes in the cold, to reach their school. Sleepy students in class, weakened concentration, growing irritability. How can we talk about quality learning in these conditions?" Beyond fatigue, there is danger. Many parents lack the means to accompany their children. These children walk alone on streets still shrouded in darkness, exposed to risks of traffic accidents, assaults, or incivilities. This fact alone should question the relevance of this schedule. Yet the government persists in defending this choice in the name of economic or energy arguments, without ever weighing the well-being, health, and safety of our children against them. We are not asking for the impossible, only a return to a human rhythm, adapted to the reality of our society. Through this letter, I hope this debate will finally be opened seriously. Our children are not adjustable variables. They deserve a normal wake-up, in daylight, and a school that respects their fundamental needs." It lays out the ordeal experienced by children and parents and challenges the school rhythm imposed on our children. In fact, current school schedules are based on an organization largely inherited from the early 20th century, designed for a society with more stable temporalities, not at all connected and less exposed to constant stimulation. However, scientific studies have converged for some time on a single observation: there is a growing gap between these institutional frameworks and the biological, cognitive, and psychosocial needs of the contemporary child. Even better, the 21st-century child evolves in an environment marked by the omnipresence of screens, the multiplication of digital interactions, and the porosity between school time, family time, and leisure time. Research in chronobiology clearly establishes that exposure to artificial light, particularly blue light emitted by screens, delays melatonin secretion, the key hormone for falling asleep. This late-night exposure permanently disrupts wake-sleep cycles in children and adolescents, making early bedtime biologically difficult, regardless of the educational rules set by families. In this context, maintaining very early school schedules amounts to instituting a chronic sleep debt in the child. Yet, the role of sleep in learning is now solidly documented. Neurosciences show that sleep is essential for memory consolidation, emotional regulation, and the proper functioning of executive functions such as attention, planning, and cognitive control. Regular sleep deprivation is associated with decreased academic performance, increased irritability, and attention disorders that can exacerbate learning difficulties. North American studies provide particularly instructive insights: delaying the start of classes, associated with improved sleep time, leads to better academic results, attendance, mental health, and a reduction in road accidents involving adolescents. The American Academy of Pediatrics explicitly recommends later school schedules for adolescents, in line with their naturally shifted circadian rhythm. Lacking precise studies in Morocco, let's look at what is said elsewhere. Research shows that during adolescence, the biological clock physiologically shifts toward a later bedtime. Forcing a very early wake-up thus directly conflicts with a normal biological process. Ignoring this well-established data undermines the very conditions of learning and well-being. To cognitive fatigue are added issues of safety and social inequalities. The early schedules still imposed in Morocco expose many children to travel in darkness, increasing road and urban risks. For example, OECD studies emphasize that learning conditions extend beyond the classroom: travel time, accumulated fatigue, and family context strongly influence academic trajectories. The most modest families have less leeway for adaptation in accompaniment, secure transport, and educational compensation, turning school schedules into an indirect but real factor of inequalities. Economic, organizational, or energy imperatives cannot justify the status quo. Several international analyses show the exorbitant long-term costs of sleep deprivation: in terms of school dropout, anxiety disorders, reduced productivity, and health problems. These cumulative costs far exceed the adjustments needed for a reform of schedules. The OECD regularly insists on the importance of investing in student well-being as a condition for the effectiveness of education systems. Rethinking school schedules is therefore neither about comfort, laxity, nor whimsy. It is a rational approach, grounded in robust scientific data. Pedagogical effectiveness is not measured by the number of hours spent at school or the earliness of wake-up, but by the quality of attention, the cognitive availability of children, and the engagement of students and teachers. This reflection must fit into a comprehensive approach. Experts emphasize the need to coordinate school schedules, screen time management, workload, balance between family and educational life, and mental health. A high-performing education system is one capable of integrating scientific insights and evolving with the society it serves. In the era of permanent connectivity, persisting with rigid patterns institutionalizes fatigue from childhood. Taking into account the needs of the child, rather than the constraints of the adult world, is not a pedagogical utopia. It is a scientific, social, and ultimately political imperative. Morocco has all the means to undertake a genuine reflection on the issue and should initiate it as the basis for a true education reform.

Chapter 1: Core Premise 213

Satta4959, 20 h.
I observe a pervasive but rarely examined habit in contemporary thought: human inquiry is arranged along an implicit spectrum of objectivity. Physics, chemistry, and formal mathematics are placed at one extreme, treated as paradigms of certainty grounded in measurement, reproducibility, and invariant law. This placement arises not from intrinsic epistemic superiority but from historically contingent access to precise measurement, tractable variables, and high signal-to-noise environments, which permit cumulative knowledge to develop rapidly. At the opposite extreme, the humanities and much of the social sciences are relegated to a realm of supposed subjectivity, governed by interpretation, cultural contingency, and perspective. This relegation is enforced institutionally and socially, producing professional hierarchies that shape curricula, research funding, and the perceived legitimacy of knowledge. Between these poles sit disciplines that trouble the classification itself, including economics, management, medicine, and the biological sciences, which are alternately criticized as insufficiently rigorous or regarded as scientific yet compromised by complexity, variability, and ethical constraint. These hybrid domains demonstrate that epistemic rigor is not a function of disciplinary label but of methodological discipline, computational capacity, and explicit assumption. When this hierarchy is treated as natural, it imposes lasting intellectual costs. Entire domains are exempted from the expectation of cumulative, model-driven understanding, while others are placed under perpetual suspicion. This work advances a precise claim: the pursuit of objective understanding constitutes a single methodological enterprise across all domains of inquiry, including the humanities and social sciences. What varies is not epistemological kind but the sharpness of feedback, the density of noise, the degree of reflexivity, and the number of interacting causes. Across domains, the foundational sequence is constant: assumptions and value premises must be made explicit; relevant variables must be operationalized; formal models must be constructed to generate discriminating implications; and these models must be tested, revised, and compared against empirical and practical constraints. Recent advances in computational power, large-scale data availability, causal inference, machine learning, and large language models expand the frontier of tractable analysis, allowing patterns, structures, and regularities to be extracted from domains previously dismissed as irreducibly interpretive. All phenomena—physical, social, abstract, or experiential—can, in principle, be made objective. Subjectivity is transient, caused by incomplete models, missing information, or limited computation. Closing these gaps allows objectivity to emerge. Mastery of this principle enables the solving of any problem at any scale. Philosophy, science, and mathematics function as concentric orbits guiding this process: philosophy frames questions, establishes principles, and explores meaning; science observes, measures, and maps relationships; mathematics and computation formalize, predict, and optimize outcomes. Inquiry begins at the periphery, where concepts are clarified and commitments articulated. It moves inward through observation and measurement, where claims encounter resistance from reality, and converges through formalization, where ambiguity is reduced to structure. Truth functions as a limit rather than a possession. Progress is measured by the narrowing of plausible explanations rather than by rhetorical victory. Subjectivity arises when models omit variables, when data under samples reality, or when available methods cannot discriminate among competing models. Bias and intuition are temporary artifacts, not permanent human limitations, and their systematic reduction across domains is a procedural goal. Reality itself is a lattice of interdependent facts and relationships; knowledge emerges by mapping these connections rather than through siloed disciplines. Abstract, social, and physical phenomena obey universal principles of causality and interdependence. Truth can be formalized without stripping meaning or emotion from human experience. Framing the right question is the first step toward convergence, and philosophy provides principles and direction that prepare for empirical investigation. Observation across atomic, molecular, neural, societal, and abstract layers uncovers interdependent patterns and reveals leverage points. Probabilistic, chaotic, and quantum systems remain tractable under formal modeling, and extreme human phenomena such as beauty, creativity, morality, and emotion can be represented as multi-layered functions connecting biochemistry, cognition, and culture. Insight arises from cross-layer, interconnected modeling, not from adherence to disciplinary silos. Observation, therefore, is universal; patterns are extractable across domains once measurement, computation, and lattice connections are sufficient. Formalization then converts observation into quantifiable prediction and optimization. The objectivity pipeline proceeds as follows: define, identify variables, map relationships, model, simulate, verify, and optimize. Framing from philosophy guides the science layer, while mathematics converges all domains into predictive structures. Algorithms, AI, simulation, and probabilistic reasoning serve as tools of universal objectivity. Multi-layer latticework modeling connects human, natural, and abstract systems, transforming observation into scalable, actionable insight. This pipeline ensures that domains previously deemed “interpretive” achieve the same procedural rigor as classical sciences. Applications demonstrate the universality of this approach. Supply chains, healthcare, infrastructure, climate, poverty, geopolitical strategy, ethics, cognition, and AI alignment are analyzable as interdependent networks. Objectivity identifies leverage points missed by siloed approaches. Bias, both cognitive and institutional, becomes a transient artifact rather than a limiting factor. Knowledge functions as infrastructure: scalable, auditable, and self-improving frameworks for human and organizational reasoning. The final proposition is simple and universal: objectivity is a meta-method, a universal operating system for truth, creativity, and progress. It is scalable from the smallest ethical dilemma to planetary-scale systemic challenges. Convergence toward truth is procedural, measurable, and general. The pursuit of objectivity is not limited by domain, disciplinary prestige, or cultural convention; it is constrained only by the current state of models, data, and computation. The following chapter establishes this framework, embedding all concepts, thinkers, and orbits into a single, cohesive narrative of rigorous inquiry.
bluwr.com/chasingtruth/chapter-1...

The Radiance of a Lady 301

Boucharfou, 1 d.
- Lifestyle - Poetry - Romance -
0.4 min read.
​Your love illuminates my heart, And you have forbidden me to reveal this honor. How can the light of your brilliance be dimmed When it radiates from everywhere? It shines like a sapphire, a diamond, or a jewel, And dazzles everyone with your blonde beauty. You do not believe in my love, In turn, While I can love no one else but you; This is my destiny, this is my faith. You are my heart and my soul, You are my destiny, you are my law. I cannot bear it when you are far away, beautiful woman, You who soothe my heart in flames. In you, I find all my vows, You who make my days happy. ​Dr. Fouad Bouchareb Inspired by an Andalusian music piece, "Bassit Ibahane" December 13, 2025 https://youtu.be/wlvhOVGyLek?si=5tt6cm0oChF1NQJJ

Mustapha Hadji, African Ballon d’Or: From the Silence of the Pastures to the Voice of the Stadiums... 315

Aziz Daouda, 1 d.
- Politics - Society - Sports -
3.4 min read.
Mustapha Hadji's record of achievements fits into a few lines, but each one carries immense weight in the history of African football, Moroccan youth, and especially for Mustapha himself. African Ballon d’Or in 1998, key architect of Morocco's epic run at the World Cup in France, respected international, elegant playmaker, discreet ambassador for football and the youth of Morocco's pre-desert interior. Titles, distinctions, numbers. And yet, reducing Hadji to his record would miss the essence: a rare human journey, almost cinematic, that begins far from the spotlight. For before the European pitches, before the anthems and trophies, there was a douar near Guelmim. A harsh, rugged region where childhood unfolds to the rhythm of the sun and the herds. The wind is dry and fierce. The horizon stretches endlessly. Children there gaze at the Atlas and the majesty of its summits at every moment. The soil is hard and rocky. Like many children his age, Mustapha became a shepherd as soon as he could walk, as soon as he could be independent. He quickly became the guardian of what his family and douar held most precious: goats and sheep. He learned patience, solitude, and observation early on. Qualities that would later make him a unique player, able to read the game before others, sense the ball, and adjust his movement. The turning point came with family reunification. Destination: France. The shock was immense. Change of language, climate, social codes. At school, Mustapha struggled to fit in. He didn't understand everything, spoke little, often withdrawing into himself. But where words failed, the ball became his language. It was on neighborhood fields that his talent began to shine. Instinctive, fluid football, almost poetic. No calculations, just the joy of playing, of finally expressing himself, of showing what he was capable of. Around him, kind eyes lingered. Coaches, educators, humanistic figures who saw beyond academic or linguistic struggles. And above all, there was a father who rose early to work and a mother who watched over them. A constant, demanding, protective presence. She guided, encouraged, reminded them of the importance of work and discipline. It was in her genes. She knew where she came from. Nothing was left to chance. From there, the ascent became unstoppable. Club by club, Mustapha Hadji refined his game. He wasn't the strongest or the fastest, but he understood football. The ball adopted and loved him. He played between the lines, made others play, elevated the collective. His style stood out in an era dominated by physicality. He imposed a different grammar: that of intelligence and creativity. 1998 marked the pinnacle. The World Cup in France revealed Hadji to the wider public. Morocco captivated, impressed, came close to a feat. Hadji was its technical soul. Months later, the African Ballon d’Or crowned this singular trajectory. Continental recognition, but also a powerful symbol: a child of Guelmim becoming a reference in African football. Without ever denying his roots, he elevated them in his story. He always evokes them with nostalgia and gratitude. After the heights, Mustapha Hadji didn't turn into a flashy icon. He remained true to a certain sobriety. That of the Moor descending from the man of Jbel Ighoud. Like his 40 million compatriots, he embodies 350,000 years of history, no scandals, few bombastic statements. Rare elegance, on and off the pitch. Later, he would pass on knowledge, support, advise, always with the same discretion. Mustapha Hadji's story deserves more than a one-off tribute. It calls for a series, a long-form narrative. Because it speaks of exile and integration, transmission and merit, raw talent shaped by effort and human guidance. Above all, it reminds us that behind every trophy hides a child, often silent, who learned to turn fragility into strength. In a modern football world sometimes afflicted by amnesia, Mustapha Hadji's path remains a lesson. A lesson in play, but above all a lesson in life. During the 4th African Days of Investment and Employment, dedicated to football as a vector for socio-economic inclusion, held at the Faculty of Legal and Social Sciences - Souissi, in Rabat, Mustapha was invited to the stage by Dounia Siraj, the icon of sports journalism, another example of success from innovative, committed, confident youth. She masterfully directed a ceremony where she had to, among other things, give the floor to Fouzi Lakjaa and Midaoui. She did so without flinching, with a steady voice and dignified posture. Mustapha spoke and shared his story. The words were powerful, precise, and true. The posture was dignified. The audience was moved. The many young students listened in awe. They were living a unique moment. Rare inspiration. Mustapha, smiling, recounted. The words flowed in a breathtaking narrative. That's when I spoke up to challenge Moroccan cinema. Doesn't this unique story, like so many others, deserve to be told in a film, in a series? Mustapha's words and expressions are so powerful that, translated into images, they could show all emerging youth the values of work, seriousness, self-confidence, and commitment. The Marrakech Festival had just closed the day before. As Mustapha spoke, I dreamed of seeing a film about Mustapha Hadji win the Golden Star... at a future edition. Moroccan cinema should play that role too. That of perpetuating the Kingdom's youth successes. Cinema must tell us, and especially the youth, these great stories of achievement in countless fields—and God knows there are many. Don't the stories of Nezha Bidouane, Hicham El Guerrouj, Said Aouita, Salah Hissou, Moulay Brahim Boutayeb, Abdelmajid Dolmy, Si Mohamed Timoumi or Achik, Nawal El Moutawakel deserve to be told in books, in films? Those of Jilali Gharbaoui, Mohamed Choukri, Abdelouhab Doukkali, Abdelhadi Belkhayat, Tayeb Seddiki, Tayeb Laalj, Fatna Bent Lhoucine, Fadoul, Miloud Chaabi, Haj Omar Tissir (Nesblssa), and many more—don't they deserve to be brought to the screen? Thank you, Si Mustapha, for being a great player, a national pride, and above all for continuing to do what you do with brilliance: motivating and inspiring our youth, sharpening our national pride through this renewed education, the pillar of a sovereign Morocco that lifts its youth toward a prosperous and enlightened future.

Law 30-09 on Physical Education and Sports in Morocco: An Obsolete Brake on Sport Development... 334

Aziz Daouda, 1 d.
- Politics - Society - Sports -
2.8 min read.
Promulgated in 2010, Law 30-09 aimed to modernize Moroccan sports governance, regulate the associative movement, and pave the way for professionalization. Fourteen years later, its record is mixed: while it established a formal structure, it has always been said that it fails to meet the demands of modern sports and lacks incentives and encouragement. Today, it is accused of being a **structural brake** on Moroccan sports due to its rigid, ill-adapted, and partially unconstitutional framework. Worse still, launched well before the royal letter to the sports assemblies of 2008, the project underwent no adjustments to align with royal directives. The authors likely believed it sufficiently addressed the letter's content and saw no need to withdraw it. The questioning, already sharp since its promulgation, has intensified in light of the 2011 Constitution, which elevates physical activity to a citizen's right and requires the State to promote high-level sports while fostering associative participation. The approach of the 2030 World Cup, moreover, demands urgent legislative adaptation. During the 4th edition of the African Days of Investment and Employment, dedicated to football as a vector for socio-economic inclusion and organized by the Faculty of Legal, Economic, and Social Sciences-Souissi in Rabat, the president of the Royal Moroccan Football Federation, Fouzi Lekjaa, stated bluntly that Law 30-09 had run its course and that a new version was needed to support the country's sporting development. The main issues first stem from a **discordance with the 2011 Constitution**. Designed before this fundamental revision, Law 30-09 does not explicitly guarantee the right to sports as a citizen's right. It limits associative freedom through a discretionary approval regime, contradicting the constitutional principle of freedom of association enshrined in the 1958 Public Freedoms Code, which remains in force. Similarly, it assigns the State a vague role in regulation and funding, undermining federations' autonomy and exposing them to administrative paralysis. It is also clear that there is **ambiguity in the status of professional athletes**. Despite constitutional recognition of the right to work and social protection, the law defines neither a clear sports contract nor specific protections. This legal vacuum fuels recurrent conflicts between clubs, players, and federations. A **disconnect with modern sports** is also evident. Tied to a bureaucratic and centralized vision, the law ignores international standards and performance- or objective-based governance mechanisms. Professionalization remains incomplete: clubs lack stable legal structures, economic models are precarious, and private investors are discouraged. The role of local authorities remains unclear, despite advanced regionalization, making sports investments dependent on local wills rather than a coherent national framework. The law's rigidity hampers rapid contracting, flexibility for infrastructure, and federations' independence. It generates administrative delays for public-private partnerships, the absence of status for sports companies, and difficulties integrating international norms, thus blocking attractiveness for private capital. One can thus suspect its **incompatibility with FIFA requirements and the 2030 World Cup**. Criticism extends to the education sector with a certain **inadequacy with educational reform**. While Morocco invests in school and university sports, the law omits any systemic integration between schools, universities, clubs, and federations, as well as pathways between mass and elite sports. The law unduly mixes amateur and professional sports, without distinguishing associative management from clubs' commercial activities. Another weakness lies in the definition of concepts and thus the clear assignment of resulting responsibilities. It subjects the associative fabric, the pillar of the sports movement, to excessive oversight, creating legal insecurity and constant workarounds. Finally, it conceives sports as an educational or cultural activity, ignoring its economic potential: sports jobs, sponsorship, broadcasting rights, specific taxation, and job creation. Conceived in a pre-constitutional context, Law 30-09 is today **obsolete, rigid, and partially unconstitutional**. It hinders governance, professionalization, and the sports economy at a time when Morocco is projecting itself toward major global events. The situation thus leads to the need for a new law: modern, aligned with the Constitution, the intent of the 2008 royal letter, the demands of modern sports in line with international bodies, and responsive to the imperatives for the 2030 World Cup, while inventing a new mode of management and administration detached from political timelines. A mission-oriented administration is widely desired. The new law must align with the constitutional framework by clearly defining concepts, enshrining sports as a citizen's right, protecting associative freedom, and clarifying the State's role (framing, funding, audits, performance contracts). It should distinguish between amateur and professional sports, between clubs and associations, and establish full professionalization: professional athlete status, mandatory sports companies for clubs, regulation of private investments. It must enable sports integration into the national economy via a dedicated tax framework, specific investment code, sectoral recognition, and modernization of sponsorship and TV rights. It must harmonize with FIFA 2030 requirements through greater flexibility, regulate infrastructure, and secure major projects. The new law should define the State's responsibilities in training frameworks and required levels, making academic training the foundation of a national system capable of meeting practice demands and society's true needs. It must also specify the role and responsibilities of regions and local authorities in mass sports, proximity infrastructure creation, and supervision—a sort of municipalization of mass physical activities. This long-awaited new law is **urgent, strategic, and essential** to align Moroccan sports with international standards and national ambitions.