two is being aware of what other people are thinking and feeling. Despite these problems, we do experience a "meeting of minds" with other individuals at certain times. People are even able to ignore the words actually said, and say something like "I don't agree with what you are saying; but I do agree with what you mean." Schumacher argues that one of the reasons we can understand other people is through bodily experience, because so many bodily expressions, gestures and postures are part of our common human heritage. Schumacher observes that the traditional answer to the study of field two has been "You can understand others to the extent you understand yourself." Schumacher points out that this is a logical development of the principle of "adequateness": how can you understand someone's pain unless you too have experienced pain? Field three is understanding oneself as an objective phenomenon. Knowledge in field three requires a person to be aware of what other people think of them. Schumacher suggests that the most fruitful advice in this field can be gained by studying the Fourth Way concept of "external considering". Schumacher observes that relying on just field one knowledge makes one feel that they are the centre of the universe; while focusing on field three knowledge makes one feel that they are far more insignificant. Seeking self-knowledge via both fields provides more balanced and accurate self-knowledge. Field four is the behaviourist study of the outside world. Science is highly active in this area of knowledge, and many people believe it is the only field in which true knowledge can be gained. For Schumacher, applying the scientific approach is highly appropriate in this field. Schumacher summarises his views about the four fields of knowledge as follows: Only when all four fields of knowledge are cultivated can one have true unity of knowledge. Instruments and methodologies of study should only be applied to the appropriate field they are designed for. Clarity of knowledge depends on relating the four fields of knowledge to the four levels of being. The instructional sciences should confine their remit to field four, because it is only in the field of "appearances" that mathematical precision can be obtained. The descriptive sciences, however, are not behaving appropriately if they focus solely on appearances, and must delve in meaning and purpose or they will produce sterile results. Self-knowledge can only be effectively pursued