I have two ten year olds who are going through the process of

learning basic math. One of them finds it easy to think of numbers

in terms of patterns. Multiplication as a form of addition etc. The
other one prefers to memorize the multiplication tables and adds and
subtracts from memory. I.e. 8+5=13 rather than 8+1+1+1+1+1 = 13. I
also hear them talking about time travel, building a time machine and
spinning plans to use these inventions to become superheros.

I can imagine them when they are in middle school and high school,
learning algebra/geometry. In algebra they will both be more similar
in the methods that they use acquire the knowledge. The rules become
more defined and rigorous and less open to the unique way each
individual might want to process the acquisition of the knowledge.
So, although they may each have a unique wiring of their minds…or
certain predispositions, this uniqueness will be less obvious. A
mistake/error in process ends up in a wrong answer. That is just the
way Algebra works. Maybe, just maybe they will read some articles
about theoretical math/physics and become interested in their
childhood plans in a new/different form. They may even decide to go
on with the math and develop further. Or they might just be pleased
that they can do what many other people haven't or couldn't do and
stop their math education here.

If they both decide to go further, past University, perhaps into the

realm of theoretical mathematics, they will engage at a level of
inspiration and intuition that we call "creative", but that can also
be seen as the "point past mastery". Here they may still be
interested in time travel, but in a distinctly different way.
Furthermore, they will most likely be teaching Master's and PhD
candidates, helping the newbies to cut through the underbrush and
move to creativity and inspiration.
__________________

In our religious practice and expression, we all begin with our own
version of learning the rules and applying the rules. There are as
may ways of doing this as there are ten year olds learning math for
the first time : ) Anyone have a recent count on the number of
religions and sects in the world today LOL We are all talking about
God, getting to God, building and making things to get to God.

As we practice more, we come to a more unified expression and our

exterior agreement increases. Groups are larger and more inclusive
(not more identical, but more inclusive of diversity). In other
words, we see more sameness than we do differences. Here, we don't
talk so much about "getting to God" as we do about "pleasing God".
So, many will stop here but some will continue.

Were we to be in the presence of a group of Masters, only they could

distinguish amongst themselves. We would not be able to. The
uniqueness would be exclusively their collective experience. And I
suspect that collective experience is marked by very very little
differences. They are usually teachers, teaching others how to get
to God, since that level of mastery is not really needed to teach
people how to please God.

_________________

In our spiritual life, we all begin with very distinct ways of

understanding and processing the notion of evil and/or "bad/sin". It
is so unique to each individual that, really, it is almost impossible
to get an agreement beyond the general 10 commandments. We all have
a different process for arriving at the conclusion that "thou shalt
not kill", and our behavior is not shaped by the knowledge or the
understanding of that rule (thou shalt not kill), rather, our
behavior is shaped by the rationalization or process of "how" we get
to that result.

Contemplation in spiritual life leads one to begin to understand that

error/mistake/sin is a vehicle for correction. A vehicle to
discipline each individual's practice of the religion. Here we see
that process is as important as the rule. The process is as
important as the conclusion. In order to find the correct process,
we use trial and error, over and over. With a good mentor, this
disciplining of process it is a bit quicker. Here we see the
necessity of error. The necessity of sin and yes, the necessity of
evil. This is a very stable religious point. Here, one can begin
the process of purging anger, hate and reaction. In other words,
once the seeker is in a position to give thanks to error/sin/evil for
all the help it has provided, one can also being to purge those very
things from within.

At the level of spiritual Mastery (I suspect), sin/error/mistakes

become paint brushes in the hands of an artist rather than brushes in
the hands of a kindergartener. The eye of an untrained viewer may
see "mistakes" while the connoisseur will perceive perfection and
beauty. When something "new" is revealed to humanity in
a "perfected" or understandable form, we call that Mastery or,
perhaps in the case of Einstein and the like, we call it genius.
Either way, error/sin/mistake as it is understood at the lower
levels, does not exist at the higher levels. At the higher levels,
everyone is a connoisseur of creation and can clearly see the beauty
and perfection of every form, the tools and the instruments for
creating that perfection. The Master mathematician may see many
errors that are taught in the lower levels of math, errors that are
perpetuated and promulgated. However, because he has traveled
through the entire process, he might even hesitate to call these
things mistakes, and he most assuredly will not be an advocate of
changing the process.
And Allah knows best