BC - Being And Becoming
Smart Home And Life

Hi, I’m Lee Hayden, physicist, website owner, manager, and author .  I am pleased to welcome you to the Hayden Center For Educational Excellence.  The Hayden Center  offers students a variety of educational programs of study, each  program leading to an opportunity to  experience a unique  form of  lifestyle  enrichment.  Click here to review the available programs of study, courses, durations, and costs.  Contact Lee Hayden at 707-945-1294 for additional information.

At the Hayden Center, the student selects a personal lifestyle enrichment program from the following:  self-actualization, personal true-self, or community true-self.  (Alternatively, the student may select an individual course such as this course.)  Programs are implemented as free brief courses and associated fee-based short courses.  The Hayden Center provides the educational environment that supports the student’s attainment of the selected lifestyle enrichment program or coursework.

This is a free brief course.  Similar  to all  brief courses,  it only introduces and   summarizes the key ideas  contained in the associated fee based short course.  Short courses are uniquely beneficial because they are conducted in a  face-to-face in person or on-line learning environment which assures the studied material becomes working knowledge.  As brief/short course author ,  I sincerely strive to produce courses whose content meets or exceeds common standards of excellence, objectivity, reliability, and life enrichment.  To enroll in the short course, phone Lee at 702-945-1294.

Completion of the present course is essential for students with the goal of becoming a personal center of excellence  and is highly recommended for students enrolled in the Personal True-Self Program and/or  the Community True-Self Program.

As website author, I accept full responsibility for the contents of this brief course.  I’m Lee Hayden and I commit  to making this a course of high quality and exceptionally beneficial to you.

This course is titled “Being, Doing, and Becoming”.  The course is an introductory,  high level, and philosoophical overview of the cyclic  process of moving from any given level of consciousness to the next higher level.   It also includes information that allows a student to 1) understand various levels of consciousness and 2) estimate their present level and next target level.

The desire to live an enriched lifestyle is deeply embedded in every human being, but, unfortunately, gets blunted or lost in the complexities of the reality in which we experience our lives. Not only is reality complex, but we human beings are also complex. We human beings are necessarily  understood as a complex set of needs formed at the  intersection of our dreams, desires, education, values, empathy, aggression, security, self-esteem,  belief system, freedom, responsibilities,  commitments, and numerous other personality identifications.  Reduction of this complex set of needs to a meaningful, manageable, and documentable representation of the present level of consciousness is a difficult task.   Similarly, synthesis of a target level of consciousness is a difficult task.  Consultation with an independent, mature, and trustworthy third party is recommended to assure effective task definitions and accomplishment.

In this course, you will learn:

1)  How to understand and use the three main steps of  the being, doing, and becoming process to raise your level of consciousness.  The process is cyclic and  the  level of consciousness is cyclically raised until the target level of consciousness is reached.  The ultimate target level is an enriched lifestyle known specifically as either Self-actualization, Personal True-Self, or Community True-Self,  

2) Being is an existential state where you experience  your life in reality.  In response to personal experiences of reality, a person either conforms to reality, adapts, or learns from and changes reality.

3) Doing is an existential state where

4) Becoming is an existential state where

In general, achieving an enriched lifestyle is a some what time consuming process consisting of a set of difficult tasks.  Even partial mastery of  these tasks will provide incremental lifetime benefits.  Partial mastery usually stimulates motivation for even greater mastery.

Achieving an enriched lifestyle requires knowledge of the personal growth process.  Personal growth is accomplished using a repetitive cycle with multiple  applications of the being, doing, and becoming cycle.  Thus, students recognize the concept that there are multiple levels of growth and learn to characterize their own specific level.

Each higher level of personal growth is at least partially characterized as a higher level of moral reasoning, i.e., higher level of moral intelligence.

Our lives are lived in reality.  Our sensory systems interface with the external world and provide sensory information to the brain. The philosopher John Locke maintained that all knowledge was first in the senses before the brain. The philosopher Emmanual Kant disagreed and argued that some knowledge is first in the brain and then gets acknowledge throught  the sensory system.  Thus, our brain has knowledge of experiences and develops a theory about those experiences.  The reality we experience is produced  by  the “Self-Organizing Universe” paradigm. Shown below.  Review Now.  

At the Hayden Center, the overarching principle  is: we human beings are  products of a self-organizing universe. An artist conception of a self-organizing universe is shown above. The human brain is the most complex organization of matter known to have been produced by the self-organizing process. The brain posseses a learning mechanism which transforms experiences (information) acquired from our sensory systems into knowledge.  Knowledge  re-inforced multiple times becomes a  personal belief.    

The human brain is a remarkable production by the self-organizing universe. The brain’s  present structures include not only  structures used by pre-man who conducted his life intelligently in an unconscious existence, but also the frontal cortex which provides a higher level of intelligence, a conscious awareness of the ability to reason and form judgements,  a conscious  awareness of experiences and feelings, and a conscious  awarenss of personal beliefs. It must be recognized that many  judgements, feelings, and beliefs are outside conscious awareness or are only recallable by intensive effort.

Being, doing, and becoming are sequential steps  in a personal growth  process designed to achieve  self-understanding, self-development, and personal growth.   Repetition of the personal growth  process occurs as the student increasingly acknowledges and unravels  personal belief system limitations inherent in each of us.  The achievement of increasingly higher levels of personal growth  is not mere hopeful speculation or idealism, but a very practical accomplishment.


As discussed in another Hayden Center course,  the picture introduced previously is an artist’s conception of a self-organizing universe beginning with a chaotic/simple organization of matter near the time of a big bang, striving to  produce increasingly complex organizations of matter, and ending with  unknown or unknowable  possible destinies shown in the picture.  Each new and more complex organization of matter depends on the previous and less complex organization of matter. Each organization of matter experiences birth, childhood, adolescence, maturity, senescence, and death. By this process, the universe has produced stars, planets, forests, mountains, rivers, fish, skunks, bear, and much more.  The most complex organization of matter produced by the universe is known as Man. With the introduction of Man, the universe became conscious. We believe that Man or some sort of evolved Man will exist for a very long time. There is no reason to believe that Man represents the final complexity of organized matter.

Let’s consider a star.  A star is born and exists in 1) a  state of being while it organizes during childhood and adolescence, 2) a state of doing while it produces energy for its local environment during maturity, and 3) a state of becoming while it produces heavy elements necessary for subsequent complex organizations of matter (including life) during scenescence.

A star performs its function totally naturally, i.e., it follows the physical laws of the universe. Unlike we human beings, a star is not conscious.  Thus,  it does not need to make choices regarding its future.

We human beings must make choices according to our personal belief system.  For present purposes, a choice corresponds to a decison we make relative to entering a state of being, doing, or becoming. Our choices reflect the present state of our free mind and our values. Many of our values represent choices to which we are devoted and are our personal estimates of truth. An old adage says  that “we live our lives according to our devotions”.  The adage may be somewhat true; however, our values must change as the world, including Man, self-organizes.

Some people conform to their environment and their values are the same as the people in that  environment.  Their environment might be a group of people with the same educational level, an extended family,  national culture, social culture, racial culture,  or a religious culture. Generally, it can be a source of conflict when values of different organizations or cultures conflict.   Other people adapt to their environment and their values often change somewhat.   

Still other people learn from their environment and often make major changes to it and their values.  Hopefully, you are capable of learning not only from your own environment, but also from other environments.  For example, you have already discovered the learning benefits of cultural diversity in classroom situations..

However, I know only one truth with absolute certainty:  “I think; therefore, I exist in a state of being.”  I recognize that my experience of objects external to myself is greatly limited by the poor resolution of  my senses. Thus, external objects may be in various individual steps in each of the states of being, doing, or becoming.  Consequently, I must form theories about the existential purpose and properties of external  objects in the universe and the universe itself.  You and others are probably in the same predicament, but your experiences are different.  Each of us must address three ultimate existential questions. What will I do next?  What will you do next?  What will the universe do next?

This course focuses primarily on the first of these three questions.  What will I do next?  Of course, I must frequently predict what you and the universe will do next before I determine what I will do next.

You may be satisfied with your present situation in life and choose to do nothing next.  Or, you may choose to learn more about the present philosophical subject as your next to do.  But, no matter the choice, others and the universe will be ultimately impacted.  The extent of your impact on yourself, others, and the universe is not predictable./

As author of this course, my opinion is that  personal belief systems contain multiple beliefs that limit a person’s growth. Furthermore, most people are unaware of this limitation. When each limitation has been identified and resolved, then that person has achieved their true-self state of being. However, resolving these personal limitations is often a difficult and arduous task. Resolving only a few limitations  sometimes dramatically enriches a person’s lifestyle.  Achievement or near-achievement of the true-self state of being is a major accomplishment.

Changing a limiting belief is an exhiliration, exhaustive, and bewildering task.  Achieving an insight into the cause of a limiting belief is often exhilirating. The fresh and profound  knowledge and understanding of the cause contribute to the exhiliration.  The problem is that knowledged and understanding is not yet fully elaborated within and accepted by the unconscious structures of the brain. Human unconscious intelligence has over many hundred thousands years longer than conscious intelligence.  Unconscious intelligence plays a much greater role in our lives than previously recognized.

Or example,  if a friend correctly points out an error in our judgement, then we will go to extreme lengths to rationalize that judgement.

Most adults, happy or unhappy, don’t believe they can rise to a new level of consciousness or change their personal belief system.  They believe  their interpretaion of their experiences in reality is valid, not amenable to change, and not worthy of re-examination and re-learning.  Consequenty, they do not believe the concept that their belief system limits their personal growth.  They perceive the concept of a true-self as whimsical. Other people, because of painful life experiences or because they are leading a life of quite desperation, prayerfully hope the statement is valid.

The individual states of being (initial), doing, becoming, and being (final) may be viewed as the personal growth process shown in the figure above.  The goal is to transition from an initial state of being to a final state of being. This process is normally repeated multiple times during the many learning phases during  a person’s lifetime. With consciousness process awareness, focus, and dedication,  a person’s life is greatly enriched each time the process cycle is successfully accomplished. The specific number of cycle repetitions is highly dependent on the individual.  The highest level of achievement at the Hayden Center resulting from repetitions of the being, doing, and becoming cycle is the personal true-self or community true-self.

Personal belief systems are enhanced each time the being, doing, becoming cyclic process is accomplished.  The enhancement occurs because one or more limiting beliefs has been eliminated or, better yet, replaced by a new belief which is closer to that person’s true-self.

Ttheoretically, each process cycle starts with an initial being state,   transitions  to the doing state followed by the becoming state , and then to the next higher being state.  The initial being state and next being state correspond to separate levels of learning, i.e., knowledge acquired during the next being state is an expansion of knowledge acquired during the initial being stqate. The  being state does not change personality behaviours and attributes significantly during  learning.  Learning may best be characterized as academic. The learning level and duration is highly dependent on the individual person. Although a person’s knowledge of cognitive intelligence, emotional intelligence, and social intelligence may have been acquired even to a very high degree, that knowledge remains academic and may not yet be labeled as working intelligence. Academic knowledge is potential working intelligence. Thus, knowledge first exists as academic knowledge measurable in an educational testing environment and then becomes intelligence masurable in the real world reality.

Knowledge about individual beliefs that limit personal growth is learned during the being state.  This knowledge is academic and not yet working knowledge.

The doing state, as we define it, is a testing period of time.  Existing academic learning begins the transition into working knowledge and associated new behaviors. However, the newly found working knowledge and associated new behaviors are challenged by a sometimes harsh, chaotic, or uncaring environment. On one hand, the environment overpowers the individual or the individual is ineffective. Consequently, the individual does not experience significant cognitive, emotional, or social  improvements and the conversion of academic knowledge into working knowledge is unsuccessful.  The doing state then terminates without the individual entering the becoming state and without any substantial benefits of prior learning.  

On the other hand, however, the individual  may gradually celebrate an increasing number of  triumphants and a decreasing number of failures over the environment. Isolation and fear  from some components of his environment transform into  connection and appreciation. Continued testing of the environment transforms into self-acceptance. In some cases, instead of conforming to  environment, he/she learns from and changes both themselves and the environment. Eventually, the individual becomes a new person into a higher level being state.

One or more Individual beliefs are bravely  tested during the doing state while performing activities outside his/her comfort zone .

The transition to a higher level of consciousness and belief system with replacement beliefs occurs during the becoming state. After successful completion of the becoming state, the individual has entered the final being state. The final being state is now the initial being state if the process is repeated.

Each repetition of the being, doing, and becoming process creates an incremental lifestyle enrichment. The ideas of “scope of thinking”,  “critical thinking”, and “risk management” are inherent in each process repetition. Thus, lifestyle enrichment  occurs when the student learns to change his/her scope of thinking and learns to think more critically. In this case, both the breath and depth of thinking is changed.  

Scope of thinking requires an examination of the student’s own personal belief system, identification of as many strong beliefs as possible, intuitively selecting a candidate belief as a possible limiting belief, and then attempting to get on the other side of this candidate belief.  This other side represents thinking outside the student’s comfort zone. Thinking within and outside the student comfort zone is labeled inside thinking and outside thinking, respectively.

Application of critical thinking skills to inside thinking is a very difficult task; application to outside thinking is even more difficult.  Unfortunately, the tasks are even more difficult when student critical thinking involves use of cognitive intelligence, emotional intelligence, social intelligence, and moral intelligence.

After identification of a candidate limiting belief, the student must perform real world actions to evaluate the character of the belief. Application of risk management skills to real world actions is important.

As apparent from this brief course, lifestyle enrichment can be a complex task. The short course addresses the topics discussed previously in considerable detail.

The being, doing, and becoming consciousness raising cycle may be integrated with Maslow’s hierarchical chart of human needs. The integration is accomplished by re-framing each of Maslow’s human needs as a level of consciousness need. Thus, Maslow’s chart identifies “what” levels of consciousness are needed and the consciousness raising cycle provides the “how” a specific level of consciousness is obtained.  Abraham Maslow’s well-known hierarchical chart of human needs is presented below and discussed more fully in the short course. The chart identifies seven needs and includes a brief definition of each need.

According to Maslow, each lower level need should usually be satisfied before attempting the next higher level need.   The important point now is that satisfaction of each need is accomplished by one or more cycles of being, doing, and becoming as just discussed.

Where do you place yourself on Maslow’s chart?

Suppose a person, such as yourself,  is not satisfied with their present role in their life - not satisfied with their present lifestyle.  Suppose there are periods during which you are relatively happy, yet there are longer periods during which you are relatively unhappy.    You glance around - there are people living the good life.  Some are living the really good life - beautiful home, expensive cars, and other life luxuries.  Why not you?  You glance around again - there are also unhappy people every where - just like you.  There is a measure of comfort knowing that others are in the same situation. Perhaps, you should blame the government for your situation and take your anger to the streets. Or, maybe even blame your family.   

Becoming personally accountable and responsible for our personal situation is very difficult. Thus, becoming fully absorbed in this brief course content is similarly difficult.  Exactly how does a person move from a given level of being to the next higher level of being?  Is this movement even possible?  How does a person confirm that such a movement has taken place?  Do we know of situations where this has happened?

Some groups of people experience their lives by conforming to their perception of reality. Other groups of people adapt to their perception.  Still other groups of people experience their lives by learning from their perception of reality and then changing it. Of course, the  BIG personal question immediately arises: in which group of people am I ?

We are always exactly the person we create ourselves to be within our own mind.

Our own mind has created the person we are presently.  The mind of each of us functions from the consciousness level that we have developed.  Therefore, we become our own perception of what we are.  We are no more, and we are no less.  By elevating our consciousness level, we elevate our perception of ourself, we elevate our perception of other people, we elevate our perception of our world, and we elevate the reality of our world.  Each of us can raise our level of consciousness and enjoy the benefits associated with that raised level.

As stated previously,

Our own belief system contains resistances that are  sometimes our worst enemy!

If we perceive ourself as being dumb, then we will be dumb because that belief will allow us to drift through life without being responsible for what we are creating.

Some common methods for developing our personal belief system are presented in Table 1.


In striving to move from a given level of consciousness to the next level,  it must be remembered that it is one or more resistances in our own  personal  belief system that represents a limitation.  Thus, our  personal belief system contains one or more thoughts, attitudes, or beliefs that must be purged if we are to more to a higher level. As just mentioned, our own belief system contains resistances that are sometimes our worst enemy.  These resistances were created by ourselves and serve a beneficial purpose in our past and even up to the present moment.  Therefore, they may be very difficult to recognize.

Although certain forms can be healthy, some forms of resistance that hide anger are especially limiting to personal growth.  For example, we may release our anger to do “dirty work” by deliberately attempting to hurt another person. Thus, we are attempting to hurt another person while we simultaneously play the innocent victim.  We may even feel we have a natural right to express our anger  - we are justified - the other person deserved punishment and humiliation.  If we let this beast growl, then there is a strong probability that we possess an embedded anger. It is very important to understand the various forms of anger and how they are manifested to assure minimal impact on the quality of our life and our personal growth.

It is our beliefs that developed our mind’s level of  consciousness. It is our beliefs that become our understanding of what life is all about. Our beliefs become major restrictions to the higher  life that we are attempting to build for ourselves.   If we attach to specific belief, then we limit our openness to explore and understand new truths that may be beyond that specific belief. Beliefs are created by man's need to judge. Man has learned the behavior of labeling each event in his life either right or wrong in relationship to his belief system. Our  life  is restricted by our belief system if the belief doesn't allow us to look beyond what we have already accepted as truth.  It doesn't allow us to change and grow in our consciousness.

Our confidence in ourselves is proportional to our confidence that our understanding of reality is valid.  Thus, if our self-esteem is high, then we are more likely to publicly engage others in conversation and argument. Indeed, we probably seek and enjoy participation in such engagements.   

Contemporary Man’s understanding of reality is provided by the Self-Organizing Of The Universe Paradigm.  To possess a reality-based thinking talent, it is imperative for students to possess a working knowledge of the Self-Organizing Universe paradigm.

Based on the Self-Organizing Universe paradigm, the universe is organizing matter to increasing complexity. Man, i.e., Man’s brain,  is the most complex known organization of matter produced by the universe to date. Man is part of the fabric of the universe as are galaxies, stars, planets, rocks, water, and porcupines, With its production of Man, the universe became conscious.

Before the ascent of Man, the universe alone was the creator of increasingly complex organizations of matter.  But, now, Man is also producing complex organizations of matter.

During its lifespan, every object in the universe experiences the following stages:  birth, childhood, adolescence, maturity, senescence, and death.  Each stage performs an essential function.  For example, only stars produce the heavy elements essential for human life and such production occurs only during senescence.

How we choose to experience our lives is very much a critical function of our understanding of reality.  Our perception of reality forms the basis of our core beliefs. Unfortunately, the prevailing mindset of many people continues to correspond to a deeply rooted conscious core belief in a fixed, static, and material universe. This core belief may also have a partially unconscious component. From this core belief and life experiences, an overall belief system,  personality, and sense of identity emerge. The inability to perceive themselves as capable of change is  a critical limitation of this perception of reality, especially in our contemporary world undergoing rapid change.  While this core belief is active, it is impossible to become our true-self or even become a self-actualized person.

Becoming a self-actualized person is a top level  human  need, but requires that person to be open to change. A self-actualized person’s  characterization includes being motivated, curious, creative, spontaneous, self-disciplined, and self-directed. In addition and importantly, such a person learns from both internal and external environments (situations) and possesses the capability to change both as necessary.

Often, building self-esteem is an automatic process. Such automaticity occurs when the knowledge seeker experiences surprise, excitement, or some other emotion when the new knowledge is discovered or unraveled. Usually, the degree of emotional response is proportional to the complexity of the situation associated with the discovery.  

What do you see when you look at yourself?  Of course, it is not always easy to express or recognize our beliefs, especially when beliefs are partly unconsciousness.

It should be noted that when a conscious belief and a unconsious belief disagree, the unconscious belief will win out.

Thank you for visiting this brief course.  This brief course has provided a  sample of the information provided in the short course.

BC - Being, Doing, And Becoming

The ideas at the Hayden Center are generally consistent with those of Ilya Prigogine.   Ilya Prigogine received the Nobel Prize Of Chemistry in 1977 for his contributions to our understanding of the 2nd law of thermodynamics. His book is titled “From Being To Becoming” and discusses the theory and physical experiments that demonstrate the ideas of a self-organizing universe.  Part 2 of the book is labeled “Becoming” and one of the Part 2 chapters is labeled “Self-Organization”.  The books cover is shown below.

Short  Course Cost

Title: Being and Becoming  

Session Length


Unit Cost

Basic 1 Hour Session



Basic Plus One Extension
Two 1 Hour Sessions