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 Post subject: Re: Solution
PostPosted: Sat Nov 05, 2011 10:00 pm 
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Lyricus Discourse 3
The Nature of Knowledge


Student: Is there a technique to gain knowledge of God?

Teacher: What God do you speak of?

Student: The one and only source of all.

Teacher: No.

Student: Why then are there some who seem blessed with the knowledge of God, and some that seem completely ignorant of his presence and value? Surely those who are enlightened discovered a technique to secure their knowledge.

Teacher: There are no techniques. This is the great fallacy that has swept across the universe of sentient beings. We persist in our belief that there is a formula or ritual or teacher that can bring us enlightenment – or the knowledge of God.

Student: If there is no technique or teacher, then why does all of this exist? Why do you, my teacher, sit before me? Or why are there books and learned masters here, in this instructional setting? Are you telling me they’re all worthless?

Teacher: When there are questions there are answers waiting to be heard. All of this exists for the questions of people such as you. If these questions did not exist, this would not exist.

Student: But what’s the point if the answers are not bringing me closer to the knowledge of God?

Teacher: Why doesn’t the knowledge of destruction lay in the hands of the many instead of the hands of the few?

Student: What do you mean?

Teacher: Why is the knowledge of how to destroy humankind – on a mass level – so carefully safeguarded?

Student: You’re talking about weapons of mass destruction?

Teacher: Yes.

Student: Naturally the technology is so destructive it needs to be managed and controlled by responsible governments.

Teacher: Why is it controlled?

Student: If it were in the power of any one person to destroy the lives of many, he or she might do so if they became sick of mind.

Teacher: Is the knowledge of mass destruction the opposite of the knowledge of mass enlightenment?

Student: I don’t know.

Teacher: What if you were given the power to enlighten the masses of humanity or destroy humanity? Would you not be the most powerful person on earth?

Student: I can’t imagine how I could be more powerful.

Teacher: How would you choose to wield your power?

Student: I suppose I’d have to have many advisors helping me to make the right decisions in order to build a great society that was rich in culture and learned citizens.

Teacher: What if the citizens that you ruled rebelled? What if they chose to be independent of your power? What would you do then?

Student: But if I had the power to enlighten them, why would they rebel? They would be enlightened and, as a result, they would choose to live harmoniously.

Teacher: But some might not want to be enlightened. Perhaps they feel that they know what is best for their development and would resist an outside source, no matter how benevolent and wise.

Student: Then I would let them have their own way.

Teacher: Even if they killed themselves and behaved in decadence?

Student: I would try to teach them how to behave properly so they would learn to live harmoniously.

Teacher: Do you think they would listen?

Student: If they didn’t, I’d place the good and respectful people separate from those that were warring and cruel.

Teacher: I see. So you would divide your citizens into two groups?

Student: It would be the only way to bring harmony to some, if it couldn’t be brought to all.

Teacher: And if the warring and cruel citizens ultimately had children that desired to live in harmony, what would happen then?

Student: They would only need to ask and they could rejoin the society.

Teacher: So the citizens of your society would accept them without any problem and confer upon them the same social benefits that they themselves enjoy?

Student: Yes.

Teacher: And if they didn’t?

Student: I would have to order it – make it a law – I suppose. But again, if I had the power to enlighten my citizens, they surely would forgive those that were led astray by their parents, and let them re-enter the broader society.

Teacher: And what would be the result if one of these new citizens murdered someone within your enlightened society?

Student: They would be expelled and punished.

Teacher: Not enlightened?

Student: I would assume they were not able to be enlightened.

Teacher: So your power to enlighten was not perfect.

Student: I guess not.

Teacher: And what if the decadent society decided that the enlightened society should be conquered?

Student: Why would they attack if they knew I had the power to annihilate them?

Teacher: Perhaps they believed you didn’t actually possess the power, or if you did, that you would never use it.

Student: We would then have to defend ourselves and capture the decadent society’s leaders and lock them up until they changed their ways of thinking and acting.

Teacher: Then your power to destroy was not perfect either.

Student: Not in the same way I thought it was.

Teacher: You have answered these hypothetical questions wisely. Do you see how power complicates?

Student: Yes.

Teacher: Do you understand that having the power to enlighten or destroy is a type of power that most people consign to God?

Student: Yes.

Teacher: So I was asking you to play God, hypothetically.

Student: I understand, but how does that answer my question about gaining the knowledge of God?

Teacher: It may not. I simply wanted you to have a glimpse of the perspective of the human-imagined God.

Student: Why?

Teacher: If you want the knowledge of God, you must have some perspective on the position of a God.

Student: But I didn’t mean that I wanted to have the knowledge of the God that humans have created.

Teacher: It’s the only knowledge you can have.

Student: Why can’t I obtain the knowledge of the true God, First Source? Why isn’t there a technique that I can use to find and acquire this knowledge?

Teacher: Let’s return to our hypothetical scenario. Suppose that your power to destroy was simply a thought away. If you became angry, your power to destroy would be unleashed and the recipient of your anger would be obliterated.

Student: Would it work the same way for enlightenment? In other words, would I be able to enlighten with a simple thought?

Teacher: Yes.

Student: Okay.

Teacher: How many times a day do you have an angry thought and a thought to enlighten someone?

Student: I don’t know. On a good day, I don’t have any angry thoughts.

Teacher: On a bad day?

Student: Maybe three or four.

Teacher: Each time you have these thoughts, if you were angry with a person, your anger would harm the object of your rage.

Student: What about the other side of the coin. What if I were loving and kind, would my thoughts enlighten them as well?

Teacher: Precisely.

Student: So, with nothing but my thoughts, I can harm or help a person.

Teacher: Yes.

Student: Then wouldn’t it make sense that if I had the knowledge of God, I would also have the discipline to control my thoughts and emotions?

Teacher: No.

Student: Why?

Teacher: Because your dominant reality is that of a human being with all of its weaknesses and foibles. You are designed to have spontaneous thoughts and emotions. You have instincts that respond to stimuli, and you cannot control your natural thoughts or emotions. You can suppress them. You can ignore them. You can even extinguish them, but only for a period of time.

Student: And this is why I can’t have the knowledge of God?

Teacher: Correct.

Student: Then every human is sealed inside a world of limitation because they have this inability to control their impulses – be they thoughts or emotions? It seems unfair.

Teacher: Perhaps, but this same limitation is liberating.

Student: In what way?

Teacher: Do you know the will of First Source?

Student: No, but I think I have an idea of what is aligned with the will of God and what is not.

Teacher: If you truly know what is aligned and what it not, then you would need to know the will of First Source, would you not?

Student: I mean that I know the general direction or intention of God’s will.

Teacher: But not the details?

Student: Correct. I know that what is of love and light is aligned with the will of God, and what is of evil and darkness is not. But I might not be able to distinguish between the more subtle shades of light and darkness or good and evil.

Teacher: I see. And how did you arrive at this conclusion?

Student: It is what I have been taught.

Teacher: And who taught you this?

Student: My teachers, the books I’ve read. Everyone believes this don’t they?

Teacher: And because you have been taught that the will of God is knowable, you believe you can make the judgment that a loving act is aligned, but an evil act is not.

Student: Basically, yes.

Teacher: What if I suggested to you that understanding the will of God is one and the same as possessing the knowledge of God?

Student: I’m not sure that I understand what you mean.

Teacher: What do you think I mean? Make an effort to express your thoughts, no matter how murky they may be. Sometimes the fog lifts only when you struggle to see through it.

Student: I have the sense that you’re suggesting that if I understand what the creator desires from his creation, I would also understand a key component of the knowledge of God. In other words, in order to have the knowledge of God, I must know what God wants from me, what he desired me to become.

Teacher: And what do you think God wants you to become?

Student: Liberated.

Teacher: From limitation?

Student: Yes. Exactly.

Teacher: First Source desires that you live without limitation, but creates a soul carrier and a setting for that soul carrier to live within that is rooted in limitation. Why do think it is the will of God that you shrug off your limitations?

Student: Because if I have no limitations, I am liberated of the things that reduce my spiritual awareness.

Teacher: And what will you do then – when you are free of all limitation?

Student: I’m not exactly sure, but it will be blissful and likened to what Buddha called Nirvana – freedom from desire.

Teacher: Why would your Creator create you, set you in a soul carrier that was bound to a reality of limitation, construct an elaborate universe school to educate you, and commission a vast array of instructors, only to enable you to pass into Nirvana or a blissful state?

Student: I don’t know. That’s in part what I’m trying to understand.

Teacher: Are you sure?

Student: Well it’s certainly one of the things I’m trying to understand.

Teacher: If you’re trying to understand this, then answer my question.

Student: But I don’t know the answer.

Teacher: Try to articulate it as best you can.

Student: I agree it doesn’t make sense that God would have me educated in the ways of the universe and then leave me to simply enjoy it, but I don’t know what else I would do. No one paints this picture very clearly.

Teacher: The picture, as you put it, is found in the service to a plan. The plan is the collective unfolding of souls to realize the singular nature of universehood as an undivided process.

We move from neighborhoods to cities, to states, to nations, to continents, to hemispheres, to planets, to solar systems, to galaxies, to local universes, to superuniverses, to the Grand Multiverse – the all-encompassing structure of our collective unity.

And every step we emerge the victor of the lesser state of being in that our lives increasingly exemplify the presence of our collective perception of what is best for the evolutionary course set forth by First Source for the Grand Multiverse.

Student: Okay, so this is the reason? To simply be able to hold the perspective of what is best for the Grand Multiverse? How can I ever know such a thing?

Teacher: You cannot.

Student: So again, I’m frustrated in ignorance. This seems to be the theme of spiritual matters.

Teacher: It is only because you take the undivided process and leap to its end, wishing to bring it closer into your reality of now. Your patience is exceeded by your vision of what is to be.

Student: I know. But what can I do about it?

Teacher: Define the knowledge that you need to accomplish each step of your process. Don’t profess to need the knowledge of God before you have the knowledge of your earth world or the knowledge of your human instrument. Frame your knowledge in the context of your design.

Student: How do you mean that?

Teacher: You are a physical body with complex, emotional impulses and instincts; you are also a system of nerves and data collectors that feed your consciousness and brain. Moreover, you are a collective of consciousnesses that span your entire species and time. These elements comprise your human instrument.

Like most seekers, you try to understand the mysterious substance of your inmost spirit – the Wholeness Navigator – before you understand your human instrument. And even more to the point, you seek to understand the Creator and sustainer of the Wholeness Navigator before you understand your inmost spirit.

You have intuited the undivided process because it is stored within you, but if you stretch the reach of your understanding it is because you seek to know the stars before you know the planet upon which you stand. And I ask you, what good is the knowledge of the stars when your home is misunderstood?

Student: You’re saying that I need to study my body and mind before I study the soul?

Teacher: No, I’m saying the knowledge of God that you seek is contained in every step of the undivided process. It is not realized in some sudden, elusive revelatory experience at the end of your journey. It is found in every step along the way.

Student: Yes, I understand this in concept. I’ve heard this many times before, but I sense that you’re making a different distinction here.

Teacher: Perhaps. I’m only recommending that you understand the soul carrier before you seek to know the soul, and that you understand the soul before you seek to understand its creator. Otherwise, if you first channel your energy into understanding the Creator, you will see it marginally, and this partial knowledge will deform your understanding of the soul carrier and the soul within it.

Student: But how will I know that my understanding of the soul carrier is adequate so that I can embark on the understanding of my soul?

Teacher: The human instrument is an amazing composite of miraculous connections between the material and non-physical worlds. When you understand these connections, they will guide you to your understanding of the soul within you.

Student: So then I should really be asking you about how I can gain the knowledge of these connections. Is that correct?

Teacher: Yes.

Student: So how do I? Is it the chakras that are key?

Teacher: Much has been said and written about the energy centers that are revealed within the human instrument, but these energy centers are not the connections between the physical and non-physical realms.

What weaves together the physical body with the non-physical bodies is what we refer to as the phantom core.

Student: What is this composed of?

Teacher: The phantom core is not composed of anything material. It is like a shadow of soul consciousness that can move between the realms of the human instrument.

Student: So it can operate equally well within the mind and body?

Teacher: The phantom core is the consciousness that moves between the body, emotions, mind, and genetic mind at speeds greater than light. Yet it is a point of awareness that distributes the experiences of the human instrument to the soul.

Student: Does it embellish the experiences or simply report them like a recorder?

Teacher: It reports everything in extraordinary terms.

Student: How do you mean?

Teacher: Even in the quiet moments of your life when you are staring through a window or reading a book, there is a great universe of experience that is perceived by this phantom core, and every miniature detail is faithfully recorded and transmitted to the soul.

The phantom core is the super consciousness of the human instrument. It is separate from the soul, and is considered the soul’s emissary to the natural world in which the human instrument must interact.

It is through this awareness that soul experiences the natural world of limitation and separation, drawing in the experiences that help it to build appreciation for the Grand Multiverse that is the garment of First Source.

Student: Why have I never heard of this before?

Teacher: Who should tell you?

Student: You, for one.

Teacher: I just did, were you not listening?

Student: Yes, but I’ve been your student for two years and this is the first I’ve heard of this phantom core. Why?

Teacher: We teach through association and metaphor. You have been taught about the phantom core, you just haven’t heard its name before now. And now that you have its name, it crystallizes in your mind a clearer picture of its design and purpose.

Student: But two years it takes for me to know its name?

Teacher: For some it is two hours for some it a lifetime. It depends on the person and how they arrive at their answers. You sought the unknowable before you sought what is to be known in your present life – where your consciousness resides now.

Student: Okay, we’ve established that I’m a dreamer –

Teacher: There’s nothing wrong with seeking the unknowable. I am not suggesting that you have wasted your time in the pursuit of a dream.

Student: But it seems that I need to place more time in understanding this phantom core. What do you recommend I learn in this regard?

Teacher: Learn all that you can about the human body, emotions, and mind. Make it the focus of your study for a period of time – perhaps a year or two, depending on the availability of your time.

As you do this, take notes about the features of the human instrument that either seem connected or anomalous. For example, the brain is dominated by the data received from the eyes. Why do the eyes not dominate consciousness?

As you produce your notes, organized around connections and anomalous phenomenon, begin to define the structure of the human instrument as one would if they were making a map of the interaction between the body, emotions, mind, and genetic mind. Remember that the phantom core is the shadow of the soul and operates seamlessly between the folds of the human instrument. It is the first perceiver and transmitter of the experience that consumes the human instrument of a specific individuality. It is the continuity of the undivided process within the material realms, while the soul is the continuity of the undivided process within the non-physical realms.

Student: And what about the Wholeness Navigator?

Teacher: It is the bridge of continuity between these two worlds. The Wholeness Navigator is the interlock between the worlds of time and the worlds of non-time. It is the fusion of the soul and the phantom core, integrating this vast experiential storehouse of data, and making it coherent as a force of transformation.

Student: It will take me a long time to create this picture and understand the connections.

Teacher: It will take you a lifetime, if you are fortunate. However, if you set forth upon the path of First Source without first understanding the fundamental structures within which your soul operates, you will pursue a mirage. God will appear and disappear, and doubt will shake you every time a new occurrence crosses your path. It will seem that all is impermanent, even the face of God.

Student: You said a moment ago that the Wholeness Navigator uses the experiences of the soul carrier and soul as a force of transformation. Transformation of whom and for what purpose?

Teacher: The transformation is of the individual personality – the God-fragment that sojourns in both the worlds of time and non-time, and is devoted to the One Plan that embraces all forms, personalities, and opinions therein. This personality is the identity that endures the shape shifting of forms and the ceaseless churning of time to become a conscious extension of the One Plan.

The purpose of this transformation is to explore the Grand Multiverse as emissaries of First Source, creating new opportunities for the expansion and ongoing evolution of the One Plan.

Student: I suspect you purposely gave me an abstract answer as a way of reminding me of the task ahead.

Teacher: I gave you what is available to be given. Words themselves are an abstraction, are they not?

Student: If you don’t mind, I want to return to my task: studying the human instrument. Is there a model I can use so I can compare my approach with others?

Teacher: There may be some who would gladly share their research and findings. I would encourage you to collaborate with your fellow students. It is a very useful practice.

Student: You spoke of connections in the human instrument and anomalous phenomenon. Can you please elaborate on these?

Teacher: The connections of the human instrument are the threads that make up the fabric of the phantom core. These threads weave together the pathways between the physical body, emotions, mind, and genetic mind. Within each of these are sub-layers, just as the skin of the human body is different than the nervous system, which is different than the skeletal structure.

The body is therefore made up of many layers and sub-components that comprise the total structure. This is equally true for the emotions, mind, and genetic mind.

The connections between these layers or strata of the human instrument, which number 24 primary systems, each originate from the Wholeness Navigator. In other words, these threads have a common ground and spiral out touching each of the 24 primary systems, binding them together in a holistic system.

Student: What are the 24 systems? Do I know them?

Teacher: It is not important to recognize each of them individually. Some have not been discovered in the world of time and space. I only mention the number so that you can know the depth of the human instrument and its impeccable and miraculous structure.

Student: Why is this so important?

Teacher: The human instrument is regarded by most cultures as a body that is vulnerable and fragile. It is considered flawed and imperfect because it degenerates over time and is susceptible to disease. In some areas, it is considered nothing more than an animate object for the sensing of pleasure or pain. It is held in low regard, and even those who feel a spiritual imperative, regard it as the lesser or lower self.

Student: But it is the lower self isn’t it?

Teacher: It is the vessel of the transcendent soul. When you see a vessel of beauty, do you wonder what is inside it?

Student: I guess when I see a beautiful vessel – like a work of art – I assume the vessel is for appreciation, not utility.

Teacher: It doesn’t require a utilitarian function because its beauty is sufficient a purpose. Correct?

Student: Exactly.

Teacher: The human instrument is the same way. It is a beautifully conceived creation; so much so that most believe it is empty. Its purpose is in itself. They do not see the 24 strata, they perceive only the five dominant strata: skin, muscle, bones, emotions, and mind.

Student: Why? Why do we only see these five and not the whole 24?

Teacher: You are taught these perceptions by your educational indoctrination and society as a whole, and conversely, you are not taught to appreciate and understand the other 19 strata. In most cases, these strata require more vigilance and persistence to understand and appreciate.

Student: So how do I learn about the other dimensions of the human instrument?

Teacher: You study the human instrument. You study the body, emotions, mind, and genetic mind. You learn to understand this sacred vessel for what it truly is: the exploratory, albeit temporary, vehicle of your inmost, immortal consciousness in the worlds of time and space.

Student: But if you gave me information about the 24 strata, wouldn’t it help me in my studies?

Teacher: Perhaps, but it is not necessary to understand all of these levels with the human mind. And here again, you seek to know the staircase before you understand the first few steps. It is the function of time to make the staircase comprehensible in steps, not singular revelations.

Student: I understand.

Teacher: I have highlighted the universal path; now tell me what you have learned.

Student: Okay, I’ll do my best. The phantom core connects the 24 levels of the human instrument, and is the observing consciousness of the worlds of time and space for the human soul. The phantom core has multiple threads, for lack of a better description, that weave these 24 levels together, and it uses these connective threads like pathways to move – as a consciousness – from one level to the next at quantum speeds. It then passes this experiential information to the soul, which then processes this incoming data in order to evolve its understanding of how to align with the One Plan and increasingly bring light to the darker outposts of the Grand Multiverse.

Teacher: Take a deep breath. You have listened well.

Student: Did I get it right?

Teacher: Are you concerned about being right or are you interested in learning?

Student: Are they so different?

Teacher: They can be polar opposites.

Student: I’m interested in learning and being right.

Teacher: You asked me at the beginning of this dialogue, as to whether there is a technique to gain the knowledge of God. Do you remember?

Student: Yes.

Teacher: And have you discovered your answer?

Student: No. I don’t think there is an answer.

Teacher: Perhaps there’s an answer, but it is different for every human. All beings approach their creator in a unique path that has never been navigated before. If you stitched together the vast reservoir of your experience in the worlds of time and space, do you think it has ever been replicated?

Student: I don’t know. I’ve never thought about it before. Perhaps at a basic level it has.

Teacher: Only if you grossly simplified it would you see any similarity in the paths of the ascending souls to their Creator’s realm. Truthfully, we are each as unique as the planets that number the Grand Universe, and it is precisely this uniqueness that prevents a universal technique from ever becoming the magical pill of enlightenment.

Student: I understand this. Was this done as part of the design?

Teacher: Yes.

Student: I guess the real question is what knowledge is required in order to construct my own techniques for gaining the awareness of my own, multi-layered self?

Teacher: You are on your way if it is your practice to make this inquiry every morning that you arise, and you feel yourself a magnet attracting this very knowledge into your life through every facet of your experience.

Student: Does it help if I believe that the phantom core is present within me and absorbing this knowledge even if my conscious mind is not?

Teacher: It does and it is.

Student: I am grateful.

Teacher: You are most welcome.


http://www.wingmakers.com/lyricus3.html

_________________
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 Post subject: Re: Solution
PostPosted: Sat Nov 05, 2011 10:02 pm 
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Joined: Sat Jan 03, 2009 11:12 am
Posts: 158
Shayalana wrote:
Anyone open for discussing the WMM? :D


You mean "Anyone supporting my bias and judgemental attitude open for discussing the WMM?".

Also what kind of a sudden impulse has drived you to post entire Philosophy Chambers and Lyricus Discourses ? If Starduster was less biased, she wouldn't be lenient about it, would she ? You know, broadband and spam..


Last edited by Urahara on Sat Nov 05, 2011 10:09 pm, edited 1 time in total.

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 Post subject: Re: Solution
PostPosted: Sat Nov 05, 2011 10:07 pm 
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Quote:


Lyricus Discourse 4
Universe Relationship


Teacher: And so you desire to experience the Wholeness Navigator. Have you decided how?

Student: This is why I wanted to meet with you. I thought you could instruct me on a method or technique to achieve this.

Teacher: If I could do this, wouldn’t all that exists here (the ashram) be obsolete? Wouldn’t all of your education fall to yourself? Wouldn’t all of your connection to people erode into an existential journey of self-knowledge?

Student: I don’t understand.

Teacher: You have assembled the inner and outer knowledge like a bridge without a middle, and the missing middle section is your experience of that which confirms that the two ends do indeed join; that there is cohesion between these worlds; that the bridge has function. Yes?

Student: Yes.

Teacher: If you found this middle section within your experience, your bridge would be built and you could pass between the inner and outer worlds unencumbered and independent. You would desire to then teach others how to build their own bridges. Yes?

Student: Exactly.

Teacher: Do you think any of the teachers that have lived on earth have built this bridge and not shared it with others?

Student: No.

Teacher: Then where is this technique you speak of? Is it hidden so well that none of the world’s finest teachers can articulate it into a sensible methodology?

Student: Are you saying that none have built this bridge?

Teacher: No. I’m saying that none have wanted to build this bridge.

Student: Then why does it consume me so?

Teacher: Because you believe it can be built by answers, by experience, and by initiative.

Student: And it can’t?

Teacher: It cannot be built anymore than you can build something that is already built.

Student: What do you mean?

Teacher: Can you build this rock? (I was holding a rock I had gathered from the ground.)

Student: Do you mean can I build an exact duplicate?

Teacher: No, I mean this rock?

Student: No. It’s already built.

Teacher: So is your bridge.

Student: Okay… I understand this in concept, but if you’ve never experienced it, what good is it if it’s built?

Teacher: That depends on you.

Student: In what way exactly?

Teacher: Do you see what’s present more than you see what’s missing?

Student: I don’t know… I’m not sure what you mean.

Teacher: You have knowledge and discipline. You have intuition and insight. You have initiative and cunning. You have power of will and persistence. Are these more important to you than the missing conscious experience of the Wholeness Navigator?

Student: I believe that when I have the experience of the Wholeness Navigator, it will supercede these other things, or it will put them in some kind of collective order and I will be a better person and therefore a better teacher because of it.

Teacher: But if you cannot build something, how do you teach its construction?

Student: But then you’re saying that I already have this experience and so does everyone else; it’s just that we don’t know it. And again, I realize this in concept, but it seems like some do have this experience.

Teacher: Even at this moment you are having this experience, as am I.

Student: Yes, but you’re probably conscious of it, I’m not.

Teacher: No, I’m conscious of us. I’m conscious of wherever and whatever I turn my attention to. I cannot turn my attention to the Wholeness Navigator because it is of an energetic frequency that is out of the range of the senses of this body and mind.

Student: So you’re saying that the Wholeness Navigator or human soul is invisible to our human senses no matter what we do? There isn’t any technique that will allow us to attune to it, or it to us?

Teacher: Correct.

Student: So my desire is unfounded?

Teacher: Your desire is natural and well founded; it is just that it will not culminate in the experience you hope for.

Student: Then why do I feel like something vital is missing? Why do I have this nagging belief that my unanswered questions hold me back from my rightful path?

Teacher: As I said before, your attention shifts to what is missing because you have invited the impossible into your world and idealized what others before you achieved in the sharing of their knowledge. You believe that great knowledge can only come from the experience of the unknown, hidden worlds in which the human soul lives, and without this experience you are unable to fulfill your promise.

Student: But many of the greatest teachers shared their vision of these inner worlds and dimensions of which the Wholeness Navigator is a part. If I cannot explore these worlds as they, how can I hope to expand the consciousness of my time?

Teacher: I will share a secret with you. It is not something I do with satisfaction but rather a sense of duty. The accounts of the other worlds are clothed in the very same fabric as dreams. The mystics, saints, and even some of the greatest teachers of the human species lived in bodies with the same limited range of perception as you and I. Their sometimes-spectacular accounts of other dimensions and planes of existence were subjective, non-replicable lucid dreams that were retold as objective worlds of splendor.

Student: Are you saying that the accounts of mysticism are fabrications?

Teacher: Some are. Some are misinterpretations of lucid dreams. Some are encounters with the meta-dimensional worlds of the future multiverse. Some are encounters with off-planetary beings. Some are planned deceptions. The point I’m making is that those who speak loudest of their experiences of the human soul and the worlds in which it resides are often seeking to describe their own glory more than an objective reality.

Student: This will take me a moment to absorb. You seem to be impugning my own teachers, with whom I hold the greatest of respect.

Teacher: I told you that I take no satisfaction in this. Nor am I trying to discredit any teacher. Let me describe it this way. If I discovered a place upon earth that no one else had ever come upon, and I made a map with coordinates of this discovery, I would be able to explain to anyone who can read a map how to find this same place. I could also lead people to it based on my experience.

Why then are there no maps of the inner worlds? And before you answer, remember that while there are maps, they are not consistent in scale or measure, and thus, they do not describe the same inner geography.

Student: I agree there is incongruity about the structure of the multiverse, but this doesn’t necessarily mean that it doesn’t exist.

Teacher: I’m not suggesting that it doesn’t exist. There is no map! There are no cartographers of these worlds because these worlds are infinite in scope. How do you map the infinities of First Source? With paper and pen? How do you reduce the extraordinary vision of our collective Creator to words and methodologies?

Student: Are you saying it’s all impossible – this desire to experience the inner dimensions of my being?

Teacher: The best teachers allow for the possibility, and at the same time never consider it missing in their lives. The fascination of phenomenon is replaced with the consent of the real qualities of the human spirit to shine through their countenance, words, and deeds, and to do so with their unique personality intact.

Student: How then can the consciousness evolve if every generation teaches nothing new about the inner worlds? Or worse yet, only adds to the confusion of how these worlds operate within our consciousness?

Teacher: As I said before, the bridge, or consciousness, in this case, is built. It cannot be evolved, improved, or enhanced. It is a multi-faceted consciousness that is as far beyond the human mind as the boundaries of the universe are beyond earth. The appreciation of this consciousness is what requires evolution; and its application as a source of guidance and inspiration is what requires instruction.

Student: Exactly what I wanted to get to. This is precisely what I want to teach, but if I myself have no experience of this super-consciousness, how can I help others to evolve their appreciation?

Teacher: You have been asking for help to experience something that cannot be experienced, instead of choosing to tell the universe what you want to appreciate.

Student: I don’t understand.

Teacher: The universe responds to your directives, not your questions, hopes, and prayers. If you choose to define your future by telling the universe what you desire to experience and appreciate, and you hold these thoughts in your mind with fierce persistence, the universe – by its own design – will respond accordingly. If, on the other hand, you ask questions and pray for answers, the universe will respond with a deafening silence because you have not given it direction.

Student: This is the co-creative process you speak of, and I understand the principles of this, but how does it relate to my desire to expand my understanding of consciousness and teach this understanding to others?

Teacher: Desire is not a directive. Simply desiring to achieve something does not engage the universe; it engages your personal power and applies your will to achieve a goal. Praying, as it was originally intended, held two complementary purposes: To demonstrate to the universe that an individual made choices regarding their destiny, and expressing gratitude to the universe for its unfailing support.

Student: Given what you’ve said, I assume it doesn’t make sense to make a directive to the universe that I want it to bring me the personal experience of the Wholeness Navigator?

Teacher: You can make any directive you select. The universe is not obligated to respond, it simply does. By your selection the universe knows you. You are revealed in this simple act, and through this intimacy, the universe will respond in kind and reveal itself.

If you direct the universe to bring you the experience of the Wholeness Navigator, it will bring you this experience, but you will not have consciousness recollection because, as I’ve said before, the signature vibration of the Wholeness Navigator is not perceptible to the human senses or mind. There is no method to capture the experience – the mind is like a camera, but the senses – the film – are not present.

Student: So the universe responds according to the directive, but I may think it wasn’t listening because I don’t recall the experience?

Teacher: Yes. It is a frequent occurrence with higher dimensional directives, something akin to a perceptual omission. The condition can create resentment and an uneasy sense that the universe is indifferent or even malfunctioning, despite the fact that most individuals consider the breakdown to be their own fault – at least consciously. However, in most students, lurking below the guilt of the conscious mind is the sense that the universe is indifferent, or even worse, purposely non-responsive.

Student: How do I direct the universe? Is it a forceful command?

Teacher: Each individual is a creator of his or her wisdom path. As such, they must create the priority and structure of their path on their own. They may tap resources like teachers or books, but the creation of the path is their own, regardless of the external circumstances such as religious conformity. Once this is understood and internalized, it becomes the foundation from which you operate. This is one’s spiritual duty, and it is the first step on the path of co-creation with the universe.

The second step upon this path is the informed assignment of priority. There is a sequence to all directions – an order in which they build to an end goal or achievement.

Student: Please explain how this applies to spiritual revelation?

Teacher: When you have a goal to comprehend your identity – not only as a human being but also as a spirit-fragment of First Source, you must break your goal into component building blocks, and see the order within the process. Underlying this order is the fluidity that provides for rapid transformation and adaptation. Once this is defined you direct the universe to respond to this plan by the simple and persistent act of defining and, most importantly, re-defining it. The thought uppermost in your mind is that the universe is “eavesdropping” on your plans, and shifting or re-arranging your material, emotional, mental, and spiritual environments in direct response to its observations. It does this without regard to what you would call your worthiness. It does this because it is its nature.

Student: What if my plans are just plain wrong or ill conceived?

Teacher: You will most likely be frustrated or unsatisfied by the events that unfold.

Student: Can you give me an example?

Teacher: If someone plans to begin their teaching profession before they have adequately trained as a student, and the universe responds in kind by providing them students, they may perpetuate their own misunderstandings upon those they teach. This is a common example for would-be teachers of the spiritual arts.

Student: But what you said earlier, about defining your plan and its order, if you truly did this properly would you not avoid the ill-conceived plan?

Teacher: The universe watches faithfully your every movement and emotional connection to your goal. The ability to avoid the ill-conceived plan rests mostly in the discovery of your original voice – sorted out from the thousands of voices that have influenced you – and to allow this voice to define and direct your approach to your divinity. It is this voice and the judgment and insight behind it that places you and retains you in the security of the universe.

Student: But there are so many more insightful than I. Why would I listen to my own voice amidst those of my teachers?

Teacher: Do you listen to your teachers, or do you compare their words with what resonates with what you sense is true?

Student: To be candid, I compare their words with my own sense of truth.

Teacher: So you already listen to your own voice?

Student: In a way, I suppose. But I use my voice as a ruler, measuring the words of my teachers with my intuition or… or some related faculty. I don’t originate the thought or idea – I simply evaluate it.

Teacher: And why do you do this? Why do you assign yourself the diminished role of measuring and analyzing instead of creating and invention?

Student: Because I am inexperienced and lack knowledge.

Teacher: But you just agreed that you have experience in evaluating the substance of your instruction – that you can perceive the truth and value of an instruction, principle, or suggestion.

Student: Yes, but it is one thing to have the knowledge and skill of evaluation, and quite another to be able to invent or perceive the knowledge of truth within oneself.

Teacher: Why?

Student: I’m not sure that I know how to explain this.

Teacher: The knowledge that will transform you derives from your personal experience of two fundamental phenomena: the Light and Sound vibrations of First Source.

Student: Exactly, and how to achieve this experiential knowledge of the Light and Sound requires expert instruction – the kind that only the highest spiritual teacher can supply.

Teacher: Do you appreciate the transformation of consciousness? Is it something you have directed the Universe to supply, or are you waiting for a teacher to take you by the hand and lead you to the Light and Sound? In other words, are you waiting to evaluate the instruction of a human being, or are you directing the Universe to supply this experience?

Student: I came here, to this ashram, to learn how to experience the Light and Sound of First Source so I can bring this knowledge to others.

Teacher: So you are waiting for a human being.

Student: Perhaps this is the way the Universe would respond to my directive, to bring me a teacher who can show me the way.

Teacher: The Universe and you are the teacher. Together you are the active, unswerving, tireless, ceaseless, on-demand pathway that can provide the direct experience. Or, you can wait for the Universe to send you messengers clothed in human form who are less active, direct, energized, responsive and enduring – if that is your choice… your directive.

Student: So you’re telling me to become more of an active partner with the Universe.

Teacher: Add responsibility and acceptance of your capacity to partner with the Universe, and you have properly evaluated my instruction.

Student: But I feel as if you’re suggesting that teachers do not serve a role in this process. Is this true?

Teacher: Everyone upon your life-path will serve a role in this – teachers included. The Universe will arrange the right words, the rights sounds, the right light, the right meaning to enter your life-path, and these will come through nature, humans, animals, technology, and combinations thereof. The process, the Universe, and you are inseparable when properly directed.

Student: So the real knowledge is knowing how to direct the Universe?

Teacher: It is the one relationship you will have that is responsive to the impressions of your thoughts and the expressions of your heart. You can direct it and it will respond.

Student: What is the key to directing the Universe?

Teacher: To feel in union and harmony with the Universe. To truly feel that the Universe flows through you and in doing so creates the life-path upon which you walk. To trust this life-path, knowing it is a co-creation between you and the Universe, and to demonstrate this trust in matters small and large. Assuming all of these foundations are in place, then it is merely articulating the highest possible expression of your deepest heart.

Student: How do I come to know this?

Teacher: You listen to your original voice. You allow it to be expansive, mysterious, paradoxical, boundless, and joyful. When you give this part of you an opportunity to express itself, it will articulate the innermost yearning of your heart and soul, and it is to these yearnings that the Universe is most attuned to hear and respond to.

Student: But doesn’t the Universe also respond to our thoughts and prayers?

Teacher: There are those who will tell you that you can ask the Universe for abundance, health, good relations, new job and anything else your mind desires, and it will respond to your wishes. The Universe is neutral to your material status within the worlds of form. How successful you are as a human being – measured by the system of men – is not the concern of the Universe, it is the concern of the socially trained mind and ego.

Student: But there are practical implications of this partnership with the Universe isn’t there?

Teacher: If your highest aspirations from the deepest part of you are being supported by the Universe, you are more likely to succeed in your material quest for prosperity and right relations – for the two are related, are they not?

Student: Yes.

Teacher: However, those of power devise the system within the worlds of form, and it is this power that dictates the definition of prosperity. The Universe is not involved in these matters, it is humans in power who define such things, and the Universe is not aligned to these definitions.

Student: So the two paths are not compatible?

Teacher: What two paths are you referring to?

Student: The petitions of human prosperity and practical survival, and the aspirations of my highest self.

Teacher: There is no inherent incompatibility. It is simply a matter of where you place your focus and how you define prosperity, right relations, success, and so forth. If you try to direct the Universe towards the field of human prosperity and material concerns, do so with the understanding that the Universe is indifferent about these concerns, and you are really petitioning the Genetic Mind, not the Universe. You may receive some support from the Genetic Mind and psychic influences therein, but generally it does not supplant the time-honored system of practice, persistence, creation, evolution, and patience.

Student: I think I understand your counsel. Thank you for your advice.

Teacher: You are most welcome.




http://www.wingmakers.com/lyricus4.html

_________________
The SI IS.

"Oneness, Truthfulness and Equality"


Cathedral - CS&N
https://www.youtube.com/watch?v=7MaSU0ABrnY


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 Post subject: Re: Solution
PostPosted: Sat Nov 05, 2011 10:08 pm 
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:wink:

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https://www.youtube.com/watch?v=7MaSU0ABrnY


Last edited by Shayalana on Sat Nov 05, 2011 11:35 pm, edited 1 time in total.

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 Post subject: Re: Solution
PostPosted: Sat Nov 05, 2011 10:08 pm 
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:D

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Cathedral - CS&N
https://www.youtube.com/watch?v=7MaSU0ABrnY


Last edited by Shayalana on Sat Nov 05, 2011 11:35 pm, edited 1 time in total.

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 Post subject: Re: Solution
PostPosted: Sat Nov 05, 2011 10:21 pm 
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Another form of righteous outshouting.


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 Post subject: Re: Solution
PostPosted: Sat Nov 05, 2011 11:31 pm 
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Quote:
Lyricus Discourse 5
The Interface Zone


Student: I was meditating this morning and found myself distracted by the sounds of my fellow students. Is there a technique to block these distractions so I can concentrate better on my meditation?

Teacher: What do you hope to accomplish with this improved concentration?

Student: I’ll perform my meditations with greater clarity, and this in turn will result in deeper insights.

Teacher: I see. Does any of this deeper insight include the perception that the outer world is not a distraction to the inner world, but rather a catalyst for learning?

Student: So you’re saying that I shouldn’t worry about distractions when I perform my meditations?

Teacher: Isn’t worry the source of your distraction?

Student: I suppose it is. But if these distractions—

Teacher: They are not distractions. They are phenomenon of the outer world—vibrations traveling in the ethers from sources you have no control over. That and nothing more.

Student: But these vibrations influence my mind and my ability to concentrate. Isn’t concentration a vital component of successful meditation?

Teacher: Again, what influences your mind is not external vibrations, but your reaction to them.

Student: So how do I change my reaction so I can be more successful in my meditations?

Teacher: Is this issue only relevant to your meditations?

Student: It’s during my mediations that I notice it the most.

Teacher: Do you notice the fear or stress that the external world brings you as well?

Student: Yes.

Teacher: Isn’t this fear akin to a distraction?

Student: I suppose.

Teacher: Yet without it, wouldn’t you have the tendency to lapse into complacency?

Student: I don’t think so.

Teacher: Fear, and all the so-called negative emotions, can represent distractions, but they are catalysts and instigators of action just as well. Are they not?

Student: I see your point, but these distractions and fears are leading me away from my spiritual studies and cause me to behave in a manner not consistent with a spiritual person.

Teacher: And how does a spiritual person behave?

Student: They are poised and benevolent. They are tranquil in the face of distractions and fears. They exude peace and exemplify compassion. They express divine love to all.

Teacher: You have adequately described a mythological saint, but you have not described a spiritual person. Even in total darkness, a spiritual person can discover light. They are truth seekers and they wear the countenance of a thousand different personalities. They are not truth tellers. They are not truth expressers. They are not saints. They are truth seekers.

Student: My definition is a little idealistic, I’ll admit to that, but why is this important to the discussion around fear and distractions?

Teacher: Isn’t your concern related to your view of what constitutes a spiritual person’s behavior and your perceived shortcomings relative to that image?

Student: You’re suggesting that all of this can be traced to this fundamental misperception?

Teacher: Yes. It is a significant part of what energizes your reaction to fear and distractions. It is a form of self-judgment that defines your response to the external world. As you cling to the image and behavior of what you believe defines a spiritual person, so do you adjudicate your comparative performance, and in this regard, you will dependably fall short.

Student: But if I’m frustrated as a result of my idealistic image of how I think I should behave, are you suggesting I only need to temper my expectations and my frustration will end?

Teacher: Why should your frustrations come to an end? For what purpose do you choose to experience contentment and calm? Did you incarnate into this world for the purpose of composure and regal repose?

Student: I’m only saying that I desire to demonstrate spiritual values—of which peace and contentment—

Teacher: Spiritual values are as much about turmoil and stress as they are about peace and contentment. Spiritual values are not monotonic nor are they benign.

Student: But you speak like spiritual values are undefined and encompass… anything.

Teacher: You started this dialogue with the opinion that you were frustrated with external noise that prevented your successful practice of meditation. I pointed out to you that the issue was not noise or distraction, but your narrow perception of what behavior constitutes spiritual conduct and what does not.

Student: Yes, and I agree, but still spiritual behavior is not about anger, hatred, and greed. You agree with this much don’t you?

Teacher: If you define too narrowly what actions and activities constitute spiritual behavior, you will become not only a judge of yourself but all others as well. You unwittingly close down your interface zone.

Student: What is the interface zone?

Teacher: The interface zone is the aspect of your consciousness that interacts with the species with which you share a common biology. It is physically contained in your DNA, which acts as a node within a vast network that is ultimately connected to First Source.

Student: And what is this vast network?

Teacher: DNA is both a network within the individual body as well as a node within the species’ collective “body” or genetic mind. The human species is connected through this network, which is made possible through the DNA.

Student: So you’re saying that what happens inside me is transmitted to all other humans?

Teacher: The Interface Zone is like a computer on a network. You are not aware of the network unless you are interfacing with your computer. To access the network and retrieve and share information, you must be present at your computer. Similarly, the Interface Zone requires that you bring your attention to it in order to access this network that spans the entire species.

Student: You’re saying that I can communicate with everyone who is human?

Teacher: The Interface Zone is the originator of language – all languages. Language is encoded into this aspect of the DNA and it bubbles to the surface of human expression. This means that the human DNA brings language to the species and receives language from the species. It is a doorway that opens in both directions.

Student: Are you saying that I can communicate with my fellow species—at the level of DNA—through words?

Teacher: Yes.

Student: This is a little hard to believe.

Teacher: Isn’t this what mantras and affirmations do within your body? Don’t these words and frequencies alter you, even physiologically?

Student: Yes, I believe that based on my experience, but you’re saying that these same words communicate beyond my body into the species at large. This is a hard concept to understand let alone believe.

Teacher: It does not automatically communicate to the DNA network anymore than your thoughts are automatically communicated to the computer network. On the computer network you must convert your thoughts to words and enter them via a keyboard into your computer, and then select the path to send your thoughts to the network.

Student: I understand how this applies to the computer network, but how does this work on the DNA network?

Teacher: The Interface Zone is the equivalent of a computer node and it requires software and activation in order to access the network.

Student: And what is the software and how do I activate it?

Teacher: You desire to know this before you desire to understand why you would want to have access to the DNA network?

Student: My curiosity leapt ahead of my logic. Can you tell me why I would want to establish an Interface Zone?

Teacher: The Interface Zone is the meeting place of the physical and energetic levels. It is the transport of language between the two vibratory worlds. It is the gateway from the individual to the species. It is highly relevant in most biological species, but humans have sealed this gateway through the expression of their individuality and the pursuits of their ego.

Student: You’re speaking of group consciousness… like ants and bees?

Teacher: Yes, but there are countless species that have this capacity and exercise it.

Student: If humans have sealed this gateway, there must be a reason.

Teacher: It is the act of polluting the genetic mind that has kept this gateway sealed.

Student: Polluting the genetic mind?

Teacher: Thoughts are the only real form of pollution to the human species. Beyond purely instinctual expression, thoughts assemble language and language assembles behavior. This behavior can be destructive to the genetic mind of the species and can place severe limitations on its capacity to discern the soul from the soul carrier.

Student: So humans learn to identify with the soul carrier and not the soul?

Teacher: Yes.

Student: And who seals the gateway?

Teacher: Humans… subconsciously they know it is in their best interest to close this doorway in order to prevent irreversible damage to the genetic mind. Intuitively they know that a time will come when it will be reopened and the Interface Zone will once again be accessible to humanity.

Student: And how will it be unsealed?

Teacher: There are select individuals who will open this gateway for the purpose of transforming the genetic mind of the species. These individuals embody what is to come relative to the human species. In a sense, they are time travelers who bring the future of human capacities to the present-day. They transmit the future vision first, and then the tools to activate others.

Student: I still don’t feel I understand the purpose of all this.

Teacher: It is largely through the activation of the DNA network that humankind will discover the Grand Portal because access to the genetic mind is essential to this discovery, as is the extra-sensory communication between those destined to assemble the discovery’s component parts and piece together the seven-fold puzzle.

Student: How does one gain access to the Interface Zone?

Teacher: Do you want to know how to access it before you understand the effect this access will have on you?

Student: Again my impatience gets the best of me. I am interested in understanding what this access will mean to me. Please explain.

Teacher: The Interface Zone is the access point to activating the group consciousness of humanity. If humanity can operate as a collective consciousness, while its members remain anchored in the fullness of their individuality, humanity will be able to rebalance the earth and operate as co-creators of a new earth with influence that would extend to galactic levels.

Student: How? How does this all happen?

Teacher: The Interface Zone is an important component of the Grand Portal discovery and it will become known as the connecting element of the human species that unifies its genetic mind, and in this unification, unleashes its power and capability to create solutions to the natural challenges of planetary life.

Student: How does this relate to an individual like me?

Teacher: In choosing to consciously access the Interface Zone, you tap into the genetic mind with greater clarity. This results in more vivid thought processes and enhanced intuition. It also improves extra-sensory perceptions that enable remote healing and remote communication.

Student: What about the communication into the genetic mind? You mentioned that the doorway opens in both directions.

Teacher: This is a far more sensitive disclosure and one that I will not make until you have advanced further in your training. I think we can begin with the receptive mode before we investigate the transmit mode.

Student: How do I move into the receptive mode?

Teacher: It is through natural language. As I said, the Interface Zone operates within the constructs of language since it contains all language archetypes.

Student: Then what words do I speak?

Teacher: First, language is not necessarily constructed of words. It can be visual and it can be musical as well, consisting of tempo, frequency, modulation, etcetera.

Student: Which is more effective?

Teacher: The most effective is to begin with a clear conceptual picture of the Interface Zone and how it can be activated to be more receptive as a carrier wave of the genetic mind.

Student: How do I do this?

Teacher: Remember how I said the DNA could spontaneously configure wormhole-like structures?

Student: Yes.

Teacher: These structures are extra-sensory, and do not conform to three-dimensional constructs of spacetime. They rise and fall in their configurations in spontaneous reaction to a variety of stimuli.

Student: Like affirmations and mantras?

Teacher: Yes. They are like programming pods, in one sense, because the individual can reprogram their cellular DNA in such a way that it enhances their intuition or access to the genetic mind.

Student: How is this done precisely?

Teacher: The imagery of the wormhole structure, its impermanence and spontaneity, the manner in which this occurs outside of three-dimensional spacetime structures, the way in which the energy exchange is reciprocal, the image of DNA as an inter-species network—all of these elements enhance your picture of the process.

Student: I have a conceptual picture of this, but it’s by no means clear.

Teacher: You cannot have a clear mental picture of something that operates outside of spacetime structures. However, if you compare the picture you have now with the one you had ten minutes ago, it is infinitely more precise, wouldn’t you agree?

Student: I suppose, since I didn’t have any picture before.

Teacher: Exactly.

Student: This conceptual picture—vague as it is—is sufficient for me to begin?

Teacher: No. You need to picture it in your mind’s eye and contemplate the wondrous mechanics of this process. How the DNA is like tendrils of an enormously complex organism that energetically lives outside of the human body, but also has three-dimensional counterparts that communicate, store, and process information that reside mostly in the intuitive structure of the body-heart-mind system.

Student: But is there some specific word or sound I need to make in order to activate or enhance my reception of the genetic mind?

Teacher: If you have a computer that is not connected to the network, what is required?

Student: A port or connection.

Teacher: And software?

Student: Yes, an interface of some kind.

Teacher: And you need a password.

Student: Sometimes.

Teacher: And why is a password required in some instances?

Student: Because the information is confidential or only meant to be accessible to certain individuals.

Teacher: So you can have a computer, a connection, and a software interface, and if you want to get the information you might need a password.

What about the information that is available to everyone without a password. Is it useful?

Student: It could be.

Teacher: If everyone can get this information is it vital, potent, and catalytic?

Student: I suppose not.

Teacher: Why?

Student: Because it’s not protected.

Teacher: I see. So the most vital and potent information would be withheld from all people because it could not be protected from the unscrupulous individuals who would pervert and use this information improperly?

Student: Yes.

Teacher: Imagine that everyone within the human species, independent of age or social status, had a computer. Each person could access their computer, but only some had a connection to the network. Of these, some had a software interface. Of this group, a small percentage had developed content to place on this network, and of these, a very small fraction had created content that could be defined as inspiring to those who ventured onto the network.

Now, a higher authority—let’s call it God—inserts information onto this network, but protects it with a password. Who do you think God will provide the password to?

Student: The group that developed the inspiring content and have access to the network.

Teacher: There is truth to this analogy and there is a gentle deception as well. God is not interested in protecting the truth about the DNA network. Humans do this themselves.

All people have the “password” as surely as they each can breathe, but most believe they are in the group who lacks a computer connection to the network, so they don’t even try to access the network. The small fraction that knows of this network, believes it to be password protected.

Student: But if we have the password, we don’t use it?

Teacher: We don’t know how.

Student: Why?

Teacher: As I said before, humanity has forgotten this capability because it is more interested in the exploration of the individual ego than the formation and evolution of the group consciousness.

Student: Can you tell me what this password is?

Teacher: You must have the conceptual picture and you must hold the following affirmation clearly in your mind and heart: I am forever connected to my brothers and sisters of all time and space. What is known by them I can know. What is found by them I can find. What is to come from them I can be. In all that I do may the mind of many hold sway over the mind of one.

Student: This is the password?

Teacher: It is an encoded affirmation. It activates the Interface Zone within you. It stimulates the connection between you and the genetic mind of humanity.

Student: But the password is something else?

Teacher: You are looking for the key to turn the lock when you haven’t yet found the door. Be patient. All matters of the spirit are a process of interchange between the world of the body-heart-mind system and the inner dimensions of the soul.

The Interface Zone is the connecting bridge between you and the species. What you desire is to connect, not isolate. To step forward into the group consciousness, not judge its imperfection. To offer your talents to this consolidated being, not the God of your image.

The password is only a metaphor for accepting this basic attitude and allowing it authority in your heart of hearts and mind of minds. This attitude must hold primacy in your being.

Student: But doesn’t it already?

Teacher: By the very nature of your first statements in this dialogue, it does not.

Student: Why? What did I say that makes this so evident?

Teacher: You looked upon your fellow students as distractions to your study. Do you not remember?

Student: I see your point.

Teacher: The password is not a magic word or mantra or affirmation. It is the construction, over time, of an attitude that becomes intrinsic to your character. When you can cite the affirmation I gave you and know in your heart and mind that you have truly lived this for a period of months, perhaps years, you will have the transparent access to the genetic mind that you seek.

Student: Thank you for your insight. I understand what I came to learn this day. I have only one remaining question.

Teacher: What is your question?

Student: The affirmation says that whatever I do may the mind of many hold sway over the mind of one. Isn’t the mind of one a metaphor for First Source? And if this is the case, why should I place my trust upon the genetic mind instead of the ultimate Creator of all life?

Teacher: The mind of one is you. First Source is neither the mind of one nor the mind of many. It is the Mind of All… to the degree that First Source can be referred to as a mind.

Student: So the mind of many is a metaphor for the genetic mind of humanity?

Teacher: Yes. It is an ancient term that is encoded. Your DNA actually “hears” this affirmation, and the “wormholes” of connection spontaneously form as a result.

First Source and those concerned about the evolutionary path of humanity are encoding an aspect of the genetic mind to be a tool useful in the discovery of the Grand Portal. This particular affirmation is useful in accessing this specific part of the genetic mind. It is not resonant with all aspects of the genetic mind.

Student: I understand. Thank you.

Teacher: You are most welcome.


http://www.wingmakers.com/lyricus5.html

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 Post subject: Re: Solution
PostPosted: Sat Nov 05, 2011 11:33 pm 
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Quote:
Lyricus Discourse 6
Techniques of the Intuitive Intelligence


Student: How does one discern their inner voice from the voice that has been learned from this world?

Teacher: The voice of this world can be traced to the ego-personality, while your original voice whispers and nudges from the depths of your heart.

Student: But the voice of my heart is not necessarily formed of words, but rather feelings. And these feelings are subtle and constantly changing. Hope can turn to despair, or love to hate in a mere flash of time.

Teacher: Like the universe, the heart is multi-leveled. The heart of which I speak is adept at expressing intuitive intelligence in the spirit of compassion and understanding. When you hear a voice within that strikes this balance, you have found your inner voice.

Student: Does everyone have this inner voice and the ability to express it?

Teacher: No.

Student: Why is this limitation bestowed on human nature?

Teacher: It is simply an outgrowth of the imperfections of the human instrument colliding with the imperfections of the three-dimensional environment.

Student: And these imperfections subdue the heart’s expression and diminish its voice?

Teacher: No more than the clouds control the sun and lessen its warmth.

Student: So the inner voice continues to express itself even though the imperfections make its voice inaudible?

Teacher: Yes.

Student: Using your analogy, how does one eliminate the clouds?

Teacher: You can’t eliminate imperfections, but you can achieve supremacy over them for periods of time. Imagine if the sky were always shrouded in clouds. The telescope would not exist, would it?

Student: I suppose not.

Teacher: Suppose that the clouds would disappear, but for only one day each year, and it was only on this day that you could see the vastness of the universe. Do you suppose the telescope would be invented?

Student: Perhaps…

Teacher: The answer is, yes. The moment the human spirit understands the depths and heights of its universe, the will to apprehend it—to study it—is engaged.

Student: But how does this relate to the heart’s inner voice?

Teacher: The imperfections of the human instrument and the three-dimensional world are like clouds that obscure the depths of the heart. If you can see beyond these clouds, if only for a short time, you will try to access and understand your inner voice and express it fully in your life despite the imperfections.

Student: Again, using your analogy, what is the “telescope” as it relates to the heart’s deepest expression?

Teacher: They are the techniques of the intuitive intelligence.

Student: Can you explain them to me?

Teacher: There is a component of the human instrument known poetically as the Heart’s Scribe. Your emotional history—every nuance—is recorded and inscribed within the circuits of your heart. This, in large measure, is the source of the “clouds” we spoke of earlier.

Student: And they need to be cleared. How do I do that?

Teacher: First and foremost, it is vital to understand the heart. The heart is so much more than a physical muscle pumping blood. This is only the surface manifestation of nothing less than the source of your intuitive intelligence. The energetic heart is the source template of the physical heart.

Student: The source template?

Teacher: As the physical heart distributes life-giving oxygen to the body, so does the energetic heart distribute intuitive intelligence to the mind. The energetic heart is the source template for the formation of the physical heart, and more than this, it is the point of connection to the highest form of consciousness from which your inner voice arises.

Student: My physical heart is based on an energetic heart, and this energetic heart is what I want to have access to?

Teacher: Think of it this way. The heart is dimensional and multi-faceted. It expresses emotional currents; regulates physiological functions; activates certain brain chemistry; communicates throughout the body and mind; receives precognitive impressions from your future environments; and connects you to all other states of being.

The heart is also the gateway to the compassion frequency of love—the purest force of the multiverse.

Student: I’ve never heard of this before. What do you mean by the compassion frequency of love?

Teacher: Love, like all things dimensional, can be separated into a spectrum of frequencies—each frequency a part of the wholeness, but each possessing a different intelligence.

Student: Intelligence?

Teacher: Are all forms of love the same?

Student: Of course not.

Teacher: Love imbued with compassion and understanding is different from love that is stubborn and selfish, is it not?

Student: Yes… but I don’t think of it as a difference in intelligence in the love itself, but rather the person expressing it.

Teacher: That is because you don’t understand that emotions have an embedded intelligence based on their frequency and how the frequency resonates with the higher circuits of the multiverse.

Student: I don’t understand.

Teacher: Think of the multiverse as eleven holographic spheres of consciousness, each interpenetrating the one that is more inward. Only the outer sphere contains all spheres, and this is the consciousness of First Source, while the innermost sphere is the consciousness of inanimate objects like a stone or seashell. Love is separated into frequencies that resonate in harmony with each of these “spheres” or domains of consciousness. Similarly, the heart itself consists of different layers of consciousness, and each “layer” has an intelligence of perception and expression. This intelligence is linked to the brain and higher mind, so that the human instrument is capable of expressing from any dominant frequency or sphere of the multiverse.

Student: Including the level of First Source?

Teacher: Yes.

Student: So the heart is the multiverse inside each of us?

Teacher: It is the gateway to the multiverse because of its ability to decode emotional frequencies from the highest levels of the multiverse and express them into three-dimensional environments through a human instrument.

Student: I thought the brain was the supreme organ of the human instrument. The crown chakra, the third eye… aren’t these associated with the brain and the higher mind? Aren’t these more closely connected with the First Source vibration than the heart?

Teacher: The heart operates at the highest frequency within the human instrument. Emotions are even faster than the speed of thought. They operate outside of time/space when they are in resonance with the higher circuits of the multiverse.

Student: If the heart operates at the highest frequency then emotions are more certain to be the catalysts that awaken us to our true selves?

Teacher: Yes, this is why the most profound spiritual experiences are woven from the textures of the heart’s emotions rather than the thoughts of the mind.

Student: Okay, so how does this all relate to clearing the emotional debris that’s been inscribed upon my heart?

Teacher: It is not the heart itself that it has been inscribed upon. The emotional debris is passed from the heart to the brain and the neural network that surrounds it. Thus the clearing takes the same route and is a process, not an event.

It begins with the compassion frequency of the emotion called forgiveness. This frequency can be evoked within your heart through this command:

As the light of my heart brightens, so does my capacity to forgive. As forgiveness flows into my heart it moves upwards, filling my entire head with the most delicate and refined light imaginable, and from this light, a compassion for my past settles in, and all that has occurred is rewritten in this light.

While this invocation is being said, you can listen carefully to the words and allow them to form visual pictures in your heart.

Student: That’s interesting. I’ve always been taught to form pictures in my mind, but never in my heart.

Teacher: Visualization is not confined to a specific position in the body or head. It can be placed anywhere by projection. Simply project the pictures to the area in the center of your chest. The one who views the projection can be outside of your body watching from a distance of a few meters.

Student: Who is watching outside my body?

Teacher: You are.

Student: Is this one of the techniques you referred to as techniques of the intuitive intelligence?

Teacher: Yes, but this technique has additional facets to it. When you have completed this first step, three remain.

Student: What are they?

Teacher: The second step is to allow this light to settle in. It requires that you perceive the light as a very, very refined mist of yellow-gold, suspended, yet moving at a level beneath perception. It is important to sense that this movement of the light inside your head possesses intelligence—capable of rewiring, rewriting, adapting your emotional history.

Student: And by performing this technique I can begin to clear the “clouds” of my emotional history?

Teacher: Yes, but visualization and imagination are vital elements of this process. Again, I want to stress that this is a process that requires a consistent practice for a period of time—typically thirty days or more.

Student: Why are visualization and imagination so important to this process?

Teacher: They engage the heart’s core intelligence and the brain’s receptivity is the result.

Student: You’re saying that the brain interprets the heart’s signals based on their… clarity?

Teacher: The higher brain is designed to “read” the heart’s signals based on how well defined they are in terms of their visual energy and emotional authenticity.

Student: Visual energy?

Teacher: Whatever images are projected upon the heart region, they are energized. To the degree you can visualize the image clearly, project it to your heart area and imbue it with your heart’s core emotions, you will send a more potent signal to your higher brain. It is this potency that the higher brain responds to.

Student: In what way?

Teacher: In the context of this dialogue, it facilitates the course of action to rewrite your emotional history in the frequency of compassion and understanding.

Student: So the heart and brain are partners, but ultimately the brain decides whether to act on the signal… or the directives from the heart?

Teacher: Just as the physical heart has an energetic or quantum counterpart, so does the brain. These two organs and their peripheral systems—at both the physical and quantum levels—are completely integrated, in a manner which science is only now beginning to understand.

It is not that the heart transmits an order to the brain, and the brain, detecting the potency of the directive elects to act on it or not. The heart and brain are a unified system that cycles and recycles energy, information, and intelligence within the human instrument. This system operates with greater effectiveness, in terms of expressing its innate intelligence in three-dimensional environments, when it is entrained to the core heart energy of compassion and understanding.

Student: You speak about compassion and understanding, but isn’t unconditional love the core heart frequency?

Teacher: I choose to refer to these core frequencies in terms that are not so misunderstood, as is the term unconditional love.

Student: You also mentioned emotional authenticity was a key element in how the brain responds to this technique. Can you expand on this?

Teacher: When you see a piece of cloth from a distance of twenty meters, what distinguishes it?

Student: Its color.

Teacher: And when you are able to hold this same cloth and examine it closely, what then?

Student: I suppose texture becomes more important… how it feels.

Teacher: And the subtly of the design?

Student: Yes, I suppose at twenty meters one would not be able to see any subtle designs that had been woven into the fabric.

Teacher: Emotions are imbued with texture and subtlety. The higher brain system is designed to scan the emotional data incoming from the heart system and determine if the textures and subtleties of the data are derived from the core heart frequencies, or are derivatives of the three dimensional environment and/or emotional history.

Student: The higher brain makes this determination? How does it know?

Teacher: Have you noticed my use of the word “Designed”?

Student: Yes, but I’m not sure I interpreted it the way you meant it.

Teacher: The heart and brain systems were designed to enable those who were able to apply their imaginations from the core heart frequencies to access the higher frequency, higher intelligence of the genetic mind. This access made them the prophets and philosophers of humanity—the wisdom bearers that elevated all of humanity.

Student: So only those who had this knowledge would be able to access this higher state?

Teacher: No. Everyone is able to.

Student: Everyone?

Teacher: Should anyone be excluded?

Student: What about those who knowingly practice evil?

Teacher: A lifetime of 4000 weeks to explore and understand the infinite cosmos is the explanation of evil.

Student: I don’t understand?

Teacher: We are good, spiritual beings, not by the expression of our behaviors, but by our intrinsic nature—our origin. We are each allowed access to this higher knowledge not by how we act, but by simply being what we are.

Student: Okay, I think I understand, and on some level, I’m relieved to hear this. However, all my life I’ve lived with the conviction that divinity is something earned. Those who were weak and easily led astray by the dark forces were not allowed access to the techniques that would empower their greed, hate, or evil tendencies. What you’re now telling me is that the techniques of the intuitive intelligence are available to any and all.

Teacher: They are. This conviction you speak of is an artifact of the mystery schools and the esoteric practices that use techniques of liberation as rewards of loyalty.

Student: But won’t some people abuse these techniques, using them for selfish or even evil purposes?

Teacher: I just explained that the heart and brain are an integrated system designed to activate, access, and express the higher frequencies of compassion and understanding, and that the brain serves the role of assessing the emotional authenticity of the heart. This skill, intelligence, insight whatever you choose to call it, is absolute and inborn within all higher life forms. No one can utilize the techniques of the intuitive intelligence if their heart is passing data to their brain that is derivative of emotional distortions common to three-dimensional environments.

Student: I still don’t understand how the brain knows how to do this, but let’s move on.

Can we review the technique you started to explain?

Teacher: There are four steps to this particular technique. Its purpose is to help the practitioner to recast their emotional history into the compassion frequency, and by so doing, gain a deeper access and more fluent, on-demand expression of their inner voice or intuitive intelligence.

Student: Does this technique have a name?

Teacher: Only if you give it one.

Student: And you’ve disclosed only two of the four steps thus far?

Teacher: Yes, the first two we have covered: the invocation and imagination steps. The third step is to release.

Student: How is this accomplished?

Teacher: When you fine-tune your imagination and you see the refined light frequency within your head area and you allow this—in a sense—to take up residency, you must adopt the inner attitude of surrender and release.

Student: To what?

Teacher: To the results of the technique. To the fact that the emotional history that you have stored in your neural and quantum network called the human instrument, may undergo change or modification.

Student: But if I’m practicing the technique haven’t I already surrendered to the results? I mean, why would I be practicing it if I weren’t sincere?

Teacher: Your desire for the end benefit, in this case, a more profound connection to your intuitive intelligence, can overshadow your willingness to see the wisdom in the process and delay gratification for the thing you desire.

Student: You mean that I may become impatient?

Teacher: It is more likely that you will be less inclined to allow the first two steps in this process to unfold organically—in their own time—for the purpose of recasting your emotional history. This is why this third step is designed into the process.

Student: How do I perform this release as you call it? Is there a specific technique?

Teacher: It is simple, and yet difficult at the same time. To release is to trust. To trust is to believe in the intelligence of both your innermost self, as well as the origin from which it arises. This is the simple part. The difficult part is to understand that the judgment of the ego-personality is impaired, and in some measure antithetical to the intuitive intelligence.

This stage of the technique is to release judgment of your progress within the bounds of the process.

Student: How do you mean this? I’m not sure I understand.

Teacher: If by clearing the clouds of your emotional history you improve access to your intuitive intelligence or inner voice, the ego will search for evidence of your progress in order to satisfy its innate hunger for achievement.

The ego is not something to be banished, ignored or faulted for this attitude, but rather it is to be refined.

Student: Is this part of the release technique?

Teacher: Yes.

Student: How?

Teacher: Release is a psychological imperative when an individual aspires to access and express their intuitive intelligence. Your ego is adept at operating within the lower, outer forces, in much the same way as your heart is adept at operating within the higher, inner forces.

As you seek to align to these inner forces, your ego will perceive the effort and the process therein as a trivial distraction to the real world problems that press upon you. The instinctual response of the ego-personality, in this case, is to perceive the focus on your core heart frequencies as misdirected.

Student: Why?

Teacher: Because the ego resides within the lower mind and its attachment to the physical body is mainly through the eye-brain’s perception of its dominant reality—the three-dimensional world. To the pure ego, the heart is simply a bothersome appendage of the physical body that displays weakness.

Student: Okay, I think understand the reason that release is the third step, but how do I specifically perform this step in the process?

Teacher: Breathing through your heart region is the method to intermix the desires of the ego with the capacities of the heart, and this is the method of release.

Student: How do I do this?

Teacher: After you have completed the first two steps, center your attention on your breathing. Imagine that your in-breath brings the desires of your ego into an interior chamber of your quantum heart. Then, imagine this desire for achievement—in the form of an in-breath—is suspended within this interior chamber by holding your breath. As you do so, your breath is intermixing with the inflow of compassion that arises from your quantum or energetic heart. Now, expel this newly energized breath back through your heart area, and each time, as you exhale, repeat the phrase: “Leave it in the mystery to shine of its own light.” Do this six to eight times.

Student: That’s all?

Teacher: Yes.

Student: I was expecting the release part to be more complicated and difficult.

Teacher: The difficult part is when you lack the technique for release, or you practice the technique without emotional authenticity and visual energy.

Student: What is the fourth and final step of this process?

Teacher: It is sometimes referred to as light distribution, though I prefer to think of it as light connection.

Student: How does it work?

Teacher: Just as the physical heart distributes oxygen via the blood to the periphery of the physical body, the quantum heart distributes light via visual energy and emotional authenticity to the borders of the human instrument. The light distribution technique is to imagine light circulating—unimpeded—throughout the expansive you.

Student: I’m not sure what that means.

Teacher: The human instrument consists of the physical body, emotional system, and the facets of the mind. The grid that interconnects these elements and causes them to operate efficiently as a system is similar to the veins and arteries of the physical body. This grid conveys light that in turn unifies a quantum field and allows it to operate independently of the multiverse. We sometimes refer to this individuated grid as the expansive you.

Student: So I am this loose confederation of light particles that somehow manages to coalesce into a body and mind, and to this I need to visualize light being distributed without blockages or interruptions. Is this the idea?

Teacher: You simply need to place your attention on the reality of what you are. It only takes a few moments, but it is critical that you practice this technique frequently and in a specific manner.

Student: How frequently?

Teacher: That is up to you, but you cannot do it too much.

Student: Why do I even need to be conscious of this? It seems that the light flows just fine without my direction.

Teacher: It does, but you are not directing it, you are accessing it, touching into this holographic gridwork of light that is the fundamental structure of your existence in the three-dimensional environment.

Student: Maybe you should just explain the technique, and I’ll stop asking questions.

Teacher: If you could concentrate this grid of light—make it brighter, more intense; what do you think the result would be?

Student: More energy?

Teacher: No. It can actually have the opposite effect in the sense that the body is fatigued and weakened.

Student: So distributing light is not about concentrating it?

Teacher: No. It’s balancing the light quotient within the human instrument and ensuring it is coherent, rhythmic, and free flowing.

Student: It sounds like you’re describing the physical heart again.

Teacher: This is the natural state of the heart and the entire human instrument, but in the day-to-day interactions with the three-dimensional environment, the human instrument can lose this balance and slip into an incoherent, arrhythmic, and entangled state of existence.

The heart perceives this state and, without knowledge of the proper techniques, responds in kind, fueling the mental dysfunction and physiological inefficiency with its energy.

Student: More “cloud” cover?

Teacher: Precisely. This is why this step in the process is important because it helps the heart to synchronize its energy with the deeper, sub-quantum structures upon which you depend.

Student: What do I do?

Teacher: Can you visualize your heart beating in your chest distributing oxygen to your body and brain system?

Student: Yes.

Teacher: Imagine this same function is occurring in your quantum or energetic heart, and that instead of veins and arteries, there are filaments of light that diverge from your quantum heart and connect you to a broader grid. This grid is the source of your existence as a physical being.

Now, you can think of these filaments as both roots and wings. Roots in the sense that they anchor and ground your existence; and wings in the sense that they provide uplift and expansion to your life.

Throughout the day, simply feel the energy structure that surrounds you. When you do this, imagine that your heart is “plugging in” or connecting to this structure, even if you cannot visualize it, feel its presence like a primordial soil of life-giving energy. Feel this connection as a rhythmic pulsing of light, flowing from the grid into your heart system and then flowing out from your heart to the rest of your body.

Student: I felt this just listening to you.

Teacher: That is the technique for the fourth and final step.

Student: Should this fourth step be performed in concert with the other three techniques?

Teacher: It is not necessary to perform this when you act upon the other three steps. This fourth technique can be performed throughout the day and only takes a matter of seconds. It can be performed twenty times each day for the rest of your life. It is a technique to rebalance and replenish your core heart frequencies and to ensure they are being distributed throughout the human instrument. It activates the inner currents.

Student: What are those?

Teacher: When a river loses its current what happens?

Student: It slows down and becomes stagnant.

Teacher: Clarity and tempo are related, are they not?

Student: I think this is true as it relates to rivers, but I assume you’re talking about the human system as well.

Teacher: Correct.

Student: So the techniques of the intuitive intelligence are really multi-faceted in what they bring to the individual?

Teacher: If you can access your intuitive intelligence, in a sense, increase the bandwidth of your connection to the light energy grid that supports you, a single word can catapult you into understanding, when before a hundred books left you in ignorance.

Intuitive intelligence is the potency of the quantum heart trickling into the three dimensional world. It is the key to the knowledge that matters. For this knowledge changes everything in the dimensions of the past, present and future.

Student: I will faithfully practice it. Thank you for sharing this with me.

Teacher: It is my honor.


http://www.wingmakers.com/lyricus6.html

:D http://www.wingmakers.com/lyricus6.html

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"Oneness, Truthfulness and Equality"


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 Post subject: Re: Solution
PostPosted: Sat Nov 05, 2011 11:48 pm 
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There now, the first 3 philosophies posted here and all 6 Lyricus Discourses. And noone interested in discussing them. Oh well...

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:wink:

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 Post subject: Re: Solution
PostPosted: Sun Nov 06, 2011 12:13 am 
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Each of the Lyricus Discourses read over the course of year, will change you life's focus, if you listen to your higher self. This is all about re-writing our emotional history and moving into the higher fourth dimensional living from the six heart virtues.

There are so many good and life changing about these Discourses. We are so very pleased to be able to study the six of them. They teach each of us using the tools of our own voices to capture the encoded messages and the exercises that are given in them. John wrote a whole set of papers on the six discourses he found they so profound.

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 Post subject: Re: Solution
PostPosted: Sun Nov 06, 2011 12:26 am 
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I have to agree with you about reading them over the years for the palpable shifts that take place in perception. You can feel the difference inside as the heart kicks in and shows you how to observe the mind so as to not fall victim to its machinations and complications. I love the discourses because they aren't complicated. The Lyricus Discourses clear the way for everything else that comes after them to take hold and accelerate ones fluidity in consciousness in these transitioning times. And the consciousness that the way is cleared for is that of the Heart. The Intelligence of the Energetic Heart is unlimited and requires absolutely nothing from the lower mind. The HMS requires ignorance of the power of the Intelligence of the Energetic Heart to be able to carry on. It's easy enough to tell where any particular person is with all of this. Being time shifted is what makes forgiveness, understanding and compassion so necessary. Thank you Darlene you are ever so gentle, yet, strong and wise about these works due to you experience and practice of them sharing for all that you and John worked on together and consistent in what you say and do here and it is much appreciated. Love you sister, John is probably smiling at you right now. :D

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"Oneness, Truthfulness and Equality"


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https://www.youtube.com/watch?v=7MaSU0ABrnY


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 Post subject: Re: Solution
PostPosted: Sun Nov 06, 2011 8:31 am 
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You have just used those Lyricus discourses and Philosophy papers for a specific reason and this reason is not really to genuinely discuss them and I think you know it. Why the charade ?


You don't understand and/or you cannot accept this one thing - you can talk about these materials but it is another matter altogether to practice them and apply them in your life.


Quote:
Lyricus Discourse 5

The Interface Zone



Student: I was meditating this morning and found myself distracted by the sounds of my fellow students. Is there a technique to block these distractions so I can concentrate better on my meditation?

Teacher: What do you hope to accomplish with this improved concentration?

Student: I’ll perform my meditations with greater clarity, and this in turn will result in deeper insights.

Teacher: I see. Does any of this deeper insight include the perception that the outer world is not a distraction to the inner world, but rather a catalyst for learning?

Student: So you’re saying that I shouldn’t worry about distractions when I perform my meditations?

Teacher: Isn’t worry the source of your distraction?

Student: I suppose it is. But if these distractions—

Teacher: They are not distractions. They are phenomenon of the outer world—vibrations traveling in the ethers from sources you have no control over. That and nothing more.

Student: But these vibrations influence my mind and my ability to concentrate. Isn’t concentration a vital component of successful meditation?

Teacher: Again, what influences your mind is not external vibrations, but your reaction to them.

Student: So how do I change my reaction so I can be more successful in my meditations?

Teacher: Is this issue only relevant to your meditations?

Student: It’s during my mediations that I notice it the most.

Teacher: Do you notice the fear or stress that the external world brings you as well?

Student: Yes.

Teacher: Isn’t this fear akin to a distraction?

Student: I suppose.

Teacher: Yet without it, wouldn’t you have the tendency to lapse into complacency?

Student: I don’t think so.

Teacher: Fear, and all the so-called negative emotions, can represent distractions, but they are catalysts and instigators of action just as well. Are they not?

Student: I see your point, but these distractions and fears are leading me away from my spiritual studies and cause me to behave in a manner not consistent with a spiritual person.

Teacher: And how does a spiritual person behave?

Student: They are poised and benevolent. They are tranquil in the face of distractions and fears. They exude peace and exemplify compassion. They express divine love to all.

Teacher: You have adequately described a mythological saint, but you have not described a spiritual person. Even in total darkness, a spiritual person can discover light. They are truth seekers and they wear the countenance of a thousand different personalities. They are not truth tellers. They are not truth expressers. They are not saints. They are truth seekers.

Student: My definition is a little idealistic, I’ll admit to that, but why is this important to the discussion around fear and distractions?

Teacher: Isn’t your concern related to your view of what constitutes a spiritual person’s behavior and your perceived shortcomings relative to that image?

Student: You’re suggesting that all of this can be traced to this fundamental misperception?

Teacher: Yes. It is a significant part of what energizes your reaction to fear and distractions. It is a form of self-judgment that defines your response to the external world. As you cling to the image and behavior of what you believe defines a spiritual person, so do you adjudicate your comparative performance, and in this regard, you will dependably fall short.

Student: But if I’m frustrated as a result of my idealistic image of how I think I should behave, are you suggesting I only need to temper my expectations and my frustration will end?

Teacher: Why should your frustrations come to an end? For what purpose do you choose to experience contentment and calm? Did you incarnate into this world for the purpose of composure and regal repose?

Student: I’m only saying that I desire to demonstrate spiritual values—of which peace and contentment—

Teacher: Spiritual values are as much about turmoil and stress as they are about peace and contentment. Spiritual values are not monotonic nor are they benign.

Student: But you speak like spiritual values are undefined and encompass… anything.

Teacher: You started this dialogue with the opinion that you were frustrated with external noise that prevented your successful practice of meditation. I pointed out to you that the issue was not noise or distraction, but your narrow perception of what behavior constitutes spiritual conduct and what does not.

Student: Yes, and I agree, but still spiritual behavior is not about anger, hatred, and greed. You agree with this much don’t you?

Teacher: If you define too narrowly what actions and activities constitute spiritual behavior, you will become not only a judge of yourself but all others as well. You unwittingly close down your interface zone.



You go on and on critcising some of the members for this and that. The most ironical of all is that you criticise and discredit some who actually want to exercise these materials instead of just talking about them, in other words, express innermost insights about the WMMs instead of superficial revelations of vain interest. In your perception, their contributions are an off topic distraction that is disruptive to this forum.

Why do you suppose it is this way ? It goes against the business of feeding your vanity on this forum.

search.php?keywords=ignorance&terms=all&author=&sc=1&sf=all&sk=t&sd=d&sr=posts&st=0&ch=300&t=0&submit=Search

Your contributions are focused on pointing out the ignorance and incompetence of others. They this, they that, they don't realize this, they can't that etc etc. It is the focal point of your and Starduster's posting history.


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 Post subject: Re: Solution
PostPosted: Sun Nov 06, 2011 9:29 am 
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UraHara, NOTHING we say or do on this forum prevents anyone from using the materials to transform themselves ... it is simply a matter of doing it

the form is a place were we can discuss the materials and how we are "doing" them ... it isn't a debate ... it is'nt a place to voice your opinion, and it isn't where we evaluate the skill of others

I really don't know what you think this forum is ... but apparently you believe it is some place, where, when you feel in the mood, you go to pass out judgments

Tell us about the techniques you have tried

have you read the LD ? outloud ? one per day on a monthly basis? for a year? .... NO ....then I guess there is nothing for you to discuss about them or that technique
have you danced the Grand Cycle .... NO .... then you can't really discuss that technique either - can you?
have you pondered the paintings and the specific poetry - as suggested .... Really, you haven't done that either? well we won't be discussing that with you

how about ... have you read ALL the materials? WHAT? you have been criticizing us and you haven't even read all the material in the year that you have been hanging around here?


where do you get your nerve to come in here and start discussing something you have not even read ... this ain't High School you can't bluff your way through the transformation ... we KNOW what we are talking about - YOU DON'T ... so take some friendly advice - until you read the materials - all of them STFU

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"...to know this information and then remain passive—a pure observer—is a programmed response, and that is not an answer to how do I best serve truth? It is a denial of truth.” 5th Interview


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 Post subject: Re: Solution
PostPosted: Sun Nov 06, 2011 10:11 am 
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starbluster wrote:
where do you get your nerve to come in here and start discussing something you have not even read ... this ain't High School you can't bluff your way through the transformation ... we KNOW what we are talking about - YOU DON'T ... so take some friendly advice - until you read the materials - all of them STFU


:roll:

Lovely. A virtual laser beam of coherent heart virtues, pure undistorted compassion frequency. Wow.

(And don't try to pass it off as "Valor." You deceive no one except yourself.)

This forum has become a blind alley for me. It is a like "door" in the "building" that leads into a broom closet. It may be that its esoteric purpose is to redirect certain individuals to other activities that might better serve their soul's purpose at this time. I, for one, am getting that message.

In gratitude,
Ananake

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Last edited by Ananake on Sun Nov 06, 2011 9:25 pm, edited 1 time in total.

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 Post subject: Re: Solution
PostPosted: Sun Nov 06, 2011 10:48 am 
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excuses excuses excuses

why does any one believe that they can discuss something they haven't even read or much less experienced

and that is what most people who join this forum expect to do ... discuss something they KNOW nothing about ... and haven't even taken the time to read

I read the entire website before I joined the forum ... I know there wasn't nearly as much to read as there is now ... but this ain't church where it doesn't matter if you read the Scriptures or not ... because the transformation isn't a Belief System ... it is a process that you either choose to participate in or not

if you haven't decided wheter or not you want to participate ... this isn't the place to post your doubts ... the is where those who HAVE already triggered the process come to discuss what they are experiencing .... OK?

is that clear - because there are a lot of people in this forum, who have been here for years, sitting on the fence - still telling the ones immersed in the materials, that THEY don't know what THEY are doing .... it is IGNORANT and the results of their IGNORE-ance ....

why should I care, if you transform or not ... I don't - it is YOUR CHOICE ... so don't try to blame the forum or its members for the choices YOU make ...
if you want to participate in the discussions in this forum - you need to at least READ THE MATERIAL and quit making excuses for why you haven't ... because those that have, and who have triggered the transformation, KNOW that you haven't got a clue if you haven't experienced them and what you have to contribute is just your comparison of the WMMs to your current BS ... that obviously failed (or you wouldn't be HERE) and nothing more ...

WE DON'T CARE WHAT YOU BELIEVE - we are gathered here to discuss what you KNOW about the WMMs ... because we also KNOW that if they failed to work for you, it is because you failed to follow the instructions .... which have been PROVEN to work for EVERYONE in this Universe ... but if you don't try them, they can't work ... why is that so hard for most of you to grasp? you don't learn how to swim from a book, you have to get into the water

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"...to know this information and then remain passive—a pure observer—is a programmed response, and that is not an answer to how do I best serve truth? It is a denial of truth.” 5th Interview


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 Post subject: Re: Solution
PostPosted: Sun Nov 06, 2011 11:12 am 
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You are not the spokespoerson of the WMMs forum, you are the spokesperson of a small circle of entities going about the business of feeding their egos desire for superior position, on this forum.

WMMs, some lofty, higher, unapproachable understanding and unfathomable levels of transformation expressed in plastic, incoherent, angular words of nonsense coupled with accusations and on going criticism are the tools of your choice, designed to release hipocrisy from the bothersome clutches of honesty.


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 Post subject: Re: Solution
PostPosted: Sun Nov 06, 2011 11:33 am 
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starduster wrote:
how about ... have you read ALL the materials? WHAT? you have been criticizing us and you haven't even read all the material in the year that you have been hanging around here?

where do you get your nerve to come in here and start discussing something you have not even read ... this ain't High School you can't bluff your way through the transformation ... we KNOW what we are talking about - YOU DON'T ... so take some friendly advice - until you read the materials - all of them STFU


I would suggest you to check your sources or way of obtaining information as the one you are currently using is not only providing you with a bunch of misplaced, irrelevant assumptions but also causing you to treat them as facts.

Also, you are correct that it is not a high school or university. You don't get a degree, diploma, rank or authority status for being involved in these materials or, as you put it, transformation. Unfortunately, this is precisely what you continously fail to understand and/or acknowledge.

I would suggest you to read the part of the When-Which-How guide when the practicioner automatically assumes that the mistake in the project is a mistake of some idiot in another department, as this is relevant to what you are doing.


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 Post subject: Re: Solution
PostPosted: Sun Nov 06, 2011 12:36 pm 
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I would advise that you turn your attention from the acquisition of information and knowledge, and apportion it to the application of the heart virtues to yourself and all others within your local multiverse, and then simply listen to your breath, and each time you turn your attention to your breath, lean a little closer to the Being inside you, in the centermost point of your existence. Feel this bond strengthening and have the conviction that any walls that have been placed between you, or will be placed between you, will be torn down.

If your focus is there, you will find access to everything, including the language of the Sovereign Integral and how to reawaken its culture within you, and live among its dwelling places.

It is the era of transparency and expansion.

Nunti-Sunya.

From my heart to yours,

James


If this resonates true to you stay..... but if you are among those that resonate with Watcher and CV,,,....leave .....and go here......
wingmakers_philosophies-subscribe@yahoogroups.com which is the forum/group Wiatcher - William Waterstone started ..Feb 18, 2001....and in his words
is a Group dedicated to the Discovery of the Transformation Process through the diligent examination and comprehensive discussion of the WingMakers Philosophies and the team-working application and understanding of that which will unfold, through this process.


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 Post subject: Re: Solution
PostPosted: Sun Nov 06, 2011 2:08 pm 
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markzorb wrote:
I would advise that you turn your attention from the acquisition of information and knowledge, and apportion it to the application of the heart virtues to yourself and all others within your local multiverse, and then simply listen to your breath, and each time you turn your attention to your breath, lean a little closer to the Being inside you, in the centermost point of your existence. Feel this bond strengthening and have the conviction that any walls that have been placed between you, or will be placed between you, will be torn down.

If your focus is there, you will find access to everything, including the language of the Sovereign Integral and how to reawaken its culture within you, and live among its dwelling places.

It is the era of transparency and expansion.

Nunti-Sunya.

From my heart to yours,

James


If this resonates true to you stay..... but if you are among those that resonate with Watcher and CV,,,....leave .....and go here......
wingmakers_philosophies-subscribe@yahoogroups.com which is the forum/group Wiatcher - William Waterstone started ..Feb 18, 2001....and in his words
is a Group dedicated to the Discovery of the Transformation Process through the diligent examination and comprehensive discussion of the WingMakers Philosophies and the team-working application and understanding of that which will unfold, through this process.


If you exclude even one person in the entire universe, you are not talking about Oneness anymore.

You are resonating with the idea of repelling members like, as you say, Watcher or CV. This is not synonymous to the resonance with the idea of stripping the masks of the HMS. Rather, it's the resonance with the construct of the HMS - this is the lack of understanding that we are all one and equal to all in existence.

All are doing their best. It's understandable you might not like, for this reason or that, how some of the members perform, however, it's important to understand why you don't like their performance in the first place, instead of expressing your callous rejection. How appriopriate you might feel it is to expell them, is irrelevant and even more irrelevant if you really want them expelled - and you do.

It's relatively easy to feel indignation, resentment, disagreement, frustration, anger and to want to punish for perceived injustice but we are not here to parrot the same paradigms that constitute current social order.

It is time to stop perceiving, creating and supporting various camps of "us" and "them".


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 Post subject: Re: Solution
PostPosted: Sun Nov 06, 2011 2:38 pm 
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Quote:
Lyricus Discourse 1
Experiencing the Wholeness Navigator

Student: What prevents me from experiencing my innermost self?

Teacher: Nothing.

Student: Then why don’t I experience it?

Teacher: Fear.

Student: So, then fear prevents me?

Teacher: Nothing prevents you.

Student: But didn’t you just say that fear is the reason I can’t experience this state of consciousness?

Teacher: Yes, but it does not prevent you.

Student: Then what does?

Teacher: Nothing.

Student: Then what role does fear play?

Teacher: If you are in prison, what do you fear most when you dream of being liberated?

Student: Returning to prison… So, you’re saying that I fear experiencing my inmost self because I will return to my ignorance.

Teacher: No. I am saying that your fear of ignorance holds you in ignorance.



Darlene I found the above excerpt from Lyricus Discourse 1 very interesting especially in these politically correct times where people fear saying boo lest they upset someone or something. Here is my current understanding about it.This is the fear of ignorance uncovering fear and ignorance. Its like compounded guilt for judging something and then judging the judgment and hating the guilt and then blaming someone else because you're in a bad mood. :lol: . Layers upon layers upon layers of deceit in the HMS and its machinations due to reactions triggered in the lower mind. The emotions felt from those lower realms are not from the heart they are synthetically produced in the HMS to keep one from looking to the heart for assistance and because the lower mind wants one to believe that the lower evoked emotion originates in the heart. That way one would look to the lower mind for assistance. Pretty convoluted I would say buit seeable and correctable. There is no ignorance in the Energetic Heart so nothing to be feared there. :D

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 Post subject: Re: Solution
PostPosted: Sun Nov 06, 2011 2:47 pm 
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Urahara your behavior is the ignorance referred to in above Discourse. However, you are NOT feared. But your fear of not being able to turn others against each other is well noted and that should give you enough fear of your own ignorance to contemplate even though what you most ignore is the only thing that can ,liberate you from both your ignorance and fear. You ignore your own ignorance and fear your own fear . Where's the heart in that? And if you don't acknowledge your own heart you certianly don't acknowledge anyone elses's. Thank you mark we know you are not a mark for what Urahara has in mind. She is not intersted in being here to discuss the WMM and is a TROLL which you may have already picked up on.

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"Oneness, Truthfulness and Equality"


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 Post subject: Re: Solution
PostPosted: Sun Nov 06, 2011 3:34 pm 
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This is not intelectual boxing. You cannot lose, this is not a match and you don't need to try to neutralize me over and over again as if I was an enemy.

Can you not understand ? How can you not see the irrelevance of what you say ? The repetetive pattern of accusations, critical affirmations and forced nods approval of yet another attempt to justify the ongoing self-deception and the resistance of the old ways of assumed comfort ?

You try to find every possible angle, anything than can possibly discredit me. This is where your focus is. One thing doesn't work you go and grab another regardless of irrelevance, as if the WMMs were a magazine of weapons.

Quote:
Teacher: No. I am saying that your fear of ignorance holds you in ignorance.


You fear admitting to yourself that you are ignorant and you perceive ignorance as some kind of an absolute, a definite category, a box. Any way that would assume me being not ignorant as defined by this box is simply threatening to you and your mote is activated as a result. There is no such box, however, and being ignorant is not a category.


Quote:
Dr. Neruda: "The largest population of the planet -- perhaps ninety-nine percent -- has no experience beyond the middle rung of the ladder. And those that are privileged to observe the next rung above or below by the use of technology, falsely assume, or perhaps hope, that the ladder retains the same form and holds to the same principles.

"The ACIO has observed another rung of this ladder -- beyond the technology of academia. Nothing more. However, in doing so, we've only become humbled by the depth and breadth of our ignorance.


Quote:
Dr. Neruda: "The danger of ignorance is only in believing you're not ignorant. If you know that you lack insight into the inner dimensions of how things work, you know that you have blind spots. You can keep a wary eye open for any advantage that enables a deeper insight or more profound sense of meaning. You have to learn to live with incompleteness and use it as a motivating force rather than a point of desperation or indifference.


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 Post subject: Re: Solution
PostPosted: Sun Nov 06, 2011 3:42 pm 
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Everyone is ignorant who operates predominantly from the HMS. I don't fear it or you and I know the difference when its from the HMS or the Energetic Heart. You don't since you ignore the heart and don't practice any virtues here. How could you you don't even know what they are. No fear it's what practicing the 6 Heart Virtues is for. No ignorance not when practicing the 6 Heart Virtues. Your ignorance and fear is palatable. :mrgreen:

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 Post subject: Re: Solution
PostPosted: Sun Nov 06, 2011 3:49 pm 
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Quote:
Teacher: You fear the return to your human self after experiencing the God-fragment within you.


Lyricus Discourse 1

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"Oneness, Truthfulness and Equality"


Cathedral - CS&N
https://www.youtube.com/watch?v=7MaSU0ABrnY


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 Post subject: Re: Solution
PostPosted: Sun Nov 06, 2011 3:54 pm 
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I have my HeartMath EMwave stress reliever hand held at the ready and its a green light. :lol: :lol: :lol: :lol: :lol:

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The SI IS.

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Cathedral - CS&N
https://www.youtube.com/watch?v=7MaSU0ABrnY


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