LESSON 5 OF 5: PYRAMID TIME

The final lesson is about time. The Great Pyramid can teach us great deal about time, with respect to astronomical and astrological synchronicity. It is a tool the Ancient Egyptian priests used that, superimposed against the night sky, allowed them to study the stars and precession of time.

In 1983, a construction engineer named Robert Bauval made a startling observation that the arrangement of the three Giza plateau pyramids mimics that of the three stars of Orion’s belt. What is known as the Orion Correlation Theory suggests the Great Pyramid is correlated with the relative positions of various constellations as they appeared circa 10,5000 B.C. This hypothesis evolved into a great revelation concerning the time-dependant nature of this device – that stars are the clock governing its operation and that the Great Pyramid was probably constructed thousands of years before it’s renovation by Pharaoh Khufu in 2,560 B.C.

Using astronomy simulation software, at about 10,500 B.C. the Great Pyramid’s shafts and passageways would have been directly aligned to constellations that were central to the Ancient Egyptian religion. These are namely the gods Osiris, represented by Orion, Isis, represented by Sirius, Seth, represented by Lepus, Nephthys, represented by Ursa Minor, and Apep, represented by Draco. Furthermore, the constellations of Leo, the Lion, and Virgo, the Virgin, were directly facing the Sphinx at the rising of the Sun. It is this astronomical understanding that leads us to take another step back to study how pyramids all over the word are embodiments of the Hermetic principle, “As above, so below.”

Apart from being a tool inextricably linked to the stars, the Great Pyramid was also used as a giant sundial. The shadows cast by the pyramids against the flat and level ground of the Giza plateau would have been tracked throughout the day, for thousands of years. This explains how the Ancient Egyptians were aware of the precession of the equinoxes. Using the data collected as well as a complex understand of geometry and mathematical algorithms they essentially extrapolated patterns in time.

In this respect, could the pyramid have been an instrument to measure solar activity? Today, NASA satellites STEREO-A & B constantly monitor the Sun for developing sunspots and potential Coronal Mass Ejections (CME’s). Although the Sun follows roughly a 22-year cycle, physicists have proposed that the Sun could undergo major changes like a pole-shift. Periods of violent sun activity would affect our magnetosphere and ionosphere, possibly inducing the necessary AC magnetic field conditions required for pyramids around the world to activate.

The Great Pyramid has withstood the test of time. It is the only remaining ancient wonder of the world. Are pyramids bound to play a larger roll in humanity's future – uniting us under a common understanding? The premise of a “pyramid time,” is exactly that notion – that the Great Pyramid is that uniting factor, silently waiting for the Sun to return so it may spread the love and compassion we so much deserve. Pyramid Time is a forum for discussing the possibility of a natural New World Order.

LESSON 4 OF 5: THE HERMETIC SCIENCE

The fourth lesson concerns the invisible science. Before we begin reverse-engineering the Great Pyramid for remnants of scientific knowledge, it is important to understand what is meant by “the invisible science.”

In the Judaic, Christian and Islamic traditions, the word “Amen” is uttered at the end of every prayer. It is derived from A.mn, the Ancient Egyptian god of hidden animation, constructed using the quill hieroglyph (‘A’) – representing knowledge, and the weaver’s comb (‘mn’) – representing the act of compressing the fabrics of reality. The domain of Amen is that which is invisible to the naked eye – namely the quantum world.

Over the past few decades, an increasing number of scientists and engineers have proposed that the Great Pyramid of Giza is in fact an instrument – a device constructed with knowledge of invisible forces – and not just the tomb of a Pharaoh. The Great Pyramid of Giza Research Association (gizapyramid.com) is one outlet that has provided a forum for scientists and engineers to express their findings and observations. Many claim that the precise geometry, measurements, and materials of the inner shafts and cavities of the Great Pyramid indicate a complex understanding of modern engineering methods.

For example, the Great Pyramid’s blocks are composed of limestone, or calcium carbonate, which is a dielectric material. According to chemist Joseph Davidovits, President of the Geopolymer Institute in France, the blocks are a synthetic composite (i.e. cast like bricks using powdered limestone) and various complex chemical compounds he terms “geopolymers” were used as a mortar to coat every block. From an electromagnetism standpoint, each block – being dielectric – will exhibit its own electrical capacitance, but applying a polymer to its surface may increase it – impacting the overall capacitance of the Great Pyramid.

Another interesting scientific fact concerns the dark-green quartz-granite stone in King’s chamber. The change in material from limestone to granite may not have been an aesthetic choice at all. Granite exhibits piezoelectric properties, meaning kinetic energy (such as sound) may be transmuted into electrical energy and vice versa. When acoustical engineers performed sound experiments in the King’s Chamber, they found that the granite emitted an electrostatic field – strongest when stimulated at a frequency of 440 Hz. This is the resonant frequency of the chamber, the granite coffer, and the granite’s molecular structure – suggesting the builders were aware of the principles of harmonic coupling. In other words, the King’s Chamber was designed to be electrically alive.

Moreover, electrical engineers have noted the dimensions of the airshafts in the King’s chamber are 21.1 cm and 14.3 cm. This indicates knowledge of the design criteria for waveguides of the hydrogen line. The hydrogen line, having a wavelength of 21.1 cm and frequency of 1.43 GHz, is used extensively in radio astronomy and is the only form of electromagnetic radiation capable of passing through our atmosphere and reaching distant systems in our galaxy.

These are a few examples of what scientists and engineers have found within the Great Pyramid. An overwhelming plethora of evidence suggests the builders were less occupied with aesthetics, and more concerned with function. Stay tuned to Pyramid Time, where we will exhibit various articles concerning subjects that appear to be coincidences, but are rather true reflections of the invisible science within the “House of Nature.”

Recommended Reading:
Dunn, Christopher. Giza Power Plant: Technologies of Ancient Egypt. Bear & Company. (1998)

LESSON 3 OF 5: THE PYRAMID INCH

A third lesson to learn from the Great Pyramid of Giza is about metrology, or the science of measurement. Throughout history, astronomers studied the Great Pyramid for clues to the geometrical order of the cosmos. However, this geometry was only as precise as exact measurement.

In 1638, English mathematician John Greaves (1602–1652) journeyed to Egypt to derive the length of one of the oldest standard units of measure, the Egyptian royal cubit. In Egypt, Greaves met Italian scientist Tito Livio Burattini (1617–1681), who sought to determine the metrology used to build the Great Pyramid. They took measurements of the exterior, although the base was covered by sand and debris, and the interior passages/chambers. Later, during his tenure as an Oxford professor of astronomy, Greaves published these findings in a book called the Pyramidographia (1646).

Upon studying the Pyramidographia, Isaac Newton (1643–1727) postulated that the builders of the Great Pyramid used a “sacred” cubit measuring 24.9 to 25.02 inches instead of a “profane” royal cubit, measuring 20.6 to 20.65 inches. More than a century later, English publisher and pyramidologist John Taylor (1781–1864) used Newton’s conclusions concerning the “sacred cubit” to define a unit of measure called the “pyramid inch.” The pyramid inch is about 1/1000 greater than a modern British inch.

Although the pyramid inch is a subject of great debate, defining such a measure is noble meteorological exercise and pursuit. In principle, Newton’s sacred cubit expresses the Great Pyramid’s geometry as whole number multiples of exactly 25 “pyramid inches,” as opposed to multiples of 20.65 British inches with the royal cubit. Furthermore, the sacred cubit and pyramid inch allow one to interpret the measurements of the Great Pyramid in an intuitive manner.

It was Newton who suggested, and Taylor who championed the idea, that one pyramid inch is equivalent to one solar year. They believed that tracing the inner passages of the pyramid, with it’s twists and turns, reveals a chorological blueprint of man’s history throughout the ages – marking Biblical events such as the Exodus and Birth of Christ.

In addition, the base length of the Great Pyramid measures 365.24 sacred cubits, which is the number of days in a year. In comparison, using the royal cubit we obtain a base length of 440 royal cubits and perimeter equal to 36,256 British inches. With the sacred cubit, the perimeter is instead 36,524 pyramid inches, or 100 times the number of days in a year. This harmony of measurement magnitudes throughout the Great Pyramid present the pyramid inch as the likely unit of measure used by the builders in their metrological approach.

Taylor’s book The Battle of the Standards: The Great Pyramid Metrology and British Identity (1864) was a campaign against the adoption of the metric system in England, and relied on results from his book The Great Pyramid (1859) to show a divine origin for British units of measure.

LESSON 2 OF 5: SQUARING THE CIRCLE

The second thing you can learn from a pyramid is how to Square the Circle, a mathematical exercise steeped in ancient tradition and the first peak into the divine geometry of the Great Pyramid. In Masonic tradition the Square and Compass inherit a multitude of esoteric meanings, one of these being that a Square and Compass are geometrical tools used to construct elementary squares and circles.

The origin of the word geometry comes from the Greek geo- meaning “Earth,” and -metria, or “measurement.” In Squaring the Circle, we can determine the proportions of the Earth and the Great Pyramid in tandem. Although Squaring the Circle is traditionally considered an exercise of equating the area of a square to that of a circle, we instead equate the perimeter of a square, with side length b, and circumference of a circle, with radius r.

What is called Kepler’s Triangle, or the Golden Section, is the link between the square and the circle. Its slope is the Golden ratio, phi = 1.618033 – a universal constant that resonates throughout nature and the cosmos. In other words, if you take the height of the Great Pyramid, 280 cubits, and divide it by half its base, 440 cubits, you find the same relationship. If you take the Earth’s equatorial radius, 6378.1 km, add it to the Moon’s radius, 1737 km, and divide it by the Earth’s Equatorial radius you arrive at the same value.

To this day, the Great Pyramid is the most comprehensively surveyed building on Earth. There are many more relationships hidden within the Great Pyramid’s measurements that can teach us about astronomy and geometry. Here are a few links to get you started:

http://greatpyramid.blogspot.com/
http://www.americanscientist.org/issues/pub/2004/9/astronomy-and-the-great-pyramid
http://www.dartmouth.edu/~matc/math5.geometry/unit2/unit2.html
http://www.world-mysteries.com/mpl_2.htm

LESSON 1 OF 5: THE POWER OF IMAGES

The first thing to learn from a “pyramid” is the significance of the word itself. The word “pyramid” originates from Ancient Greek, coined by Herodotus (484 – 425 B.C.) using the words pyr-, meaning “fire” and -miden, meaning “in the middle.”

Herodotus spent time in Egypt, where he was initiated into the oral traditions of the mystery schools at Memphis, the capital of the Old Kingdom. Wisdom and knowledge of the pyramids was kept under the jurisdiction of the priesthood of Ptah, god of speech and stone-based crafts. Ptah was patron deity of Memphis, which was referred to as ht-ka-ptah or the “Sanctuary for the Spirit of Ptah.” This phrase was transliterated into Greek as the word Aegyptos, the origin of the modern English name “Eygpt.”

However, the indigenous name of Ancient Egypt in the Old Kingdom was actually km.t, meaning “km land.” The word “alchemy” originates from the old Arabic al-khem, a reference to Lower Egypt (the Nile Delta). Interestingly, the word km means “black, image, unknown, alien, fiery, cast.” If we take the meaning to be “black,” the reference is to the land of black peoples, the black soil of the Nile, or perhaps esoterically to the land of black magic.

Etymology is a useful tool to open one’s imagination and prepare for understanding. Lets take the Greek verb legō, meaning “to count, tell, say, speak.” Its origin is the noun logos, meaning “word, reason or logic.” In English, a “logo” is a graphic or symbol, such as the image of a number, letter or entire word. An important language to learn in the study of the Hermetic tradition is Egyptian hieroglyphics. Although hieroglyphs are not present within the Great Pyramid of Giza, we can still learn from this ancient language that an image – like a pyramid – can be a word.

The pyramid glyph is used independently or as a determinative placed at the end of a word, such as mr. The word mr means “pyramid”, “mountain”, “love”, “ocean” and a multitude of other things. But, when the word mr is constructed using the owl (‘m’) – representing wisdom, the mouth (‘r’) – representing speech, and ends with a pyramid determinative it literally refers to a “pyramid.”

The Great Pyramid of Giza was given the special title of pr.ntr, or “House of ntr.” The ntr, a flag or axe, is a hieroglyph of great controversy. In context, it describes the power of a “god” or “divinity.” However, its phonetic similarities to the English word “nature” reveals an aspect of cause-and-effect, necessary in understanding the role of the gods and their influence over the natural world. Therefore, the Great Pyramid is literally a “House of Nature.”

So, the first thing a pyramid can teach us is the value of a single image, symbol or word. It can teach us that interpretation and imagination are inherent qualities of mankind that should be exercised alongside the pursuit of knowledge. From the perspective of the Ancient Egyptians, an image spoke a thousand words.

PYRAMIDOLOGY: LEARNING FROM A PYRAMID

The Merriam-Webster dictionary defines pyramidology as “the study of, or theory about, mathematical or occult significance in measurements of the Great Pyramid of Egypt.”

Before we trip-out on mathematics and the occult, you should know that pyramidology is also used to refer to pseudoscientific and sensationalist speculation regarding pyramids. Imagination is essential to the pursuit of knowledge, however the truth is there is only one truth about pyramids.

To clarify, pyramidology is about pursuing the teaching that lies at the foundation these engineered feats. Whether it be the builders of the Great Pyramid at Giza or the Pyramid of the Sun at Teotihuacan, the teaching, the knowledge and the motives of the builders are one and the same.

So, for your pleasure, lets start with a simple question: What can I learn from a pyramid?

WHAT IS PYRAMID TIME?

Welcome to Pyramid Time! Whether you are looking for answers or simply seeking premature enlightenment, this blog will surely entertain a new world reality that will tickle your mind's eye.

Pyramid Time is a collection of historical, mathematical, scientific and spiritual articles aimed at expanding one’s understanding of the Hermetic tradition through the study of pyramidology.

Educate yourself on little known facts about pyramids, whilst initiating yourself into an inquisitive mindset that will keep you coming back for more.

In time, you will realize that pyramids all over the world are not only the location of the Hermetic teaching, but are the teaching themselves.