Science Fiction or Just a Matter of Time? Time Travel From Ancient Mythology to Modern Science

Time travel as always caught the imagination of writers and scientist alike. Even before Einstien described the possibility in his equations . Stories of incredible events are peppered about in history often forming a mythology or merely a curiosity . In this modern age the understanding of the physics of time and the regognition that it is ‘not constant ‘ opens the possibilities of temporal interpretation quite widely .

AntiquityNOW

What would it be like to travel back in time? To travel forward in time?  Remember H. G. Wells’ science fiction novella,The Time Machine,published in 1895? The book has been quite popular for more than a century and has even been made into movies.  But as you will see, there are many stories across cultures of time travelers. What is so fascinating about this concept?

AntiquityNOW’s latest entry for its newly launched Science Fiction section is a blog on time travel by Ancient Origins, an organization that “seeks to uncover…one of the most important pieces of knowledge we can acquire as human beings—our beginnings.”

AntiquityNOW and Ancient Origins, with offices in London, England and Springwood, Australia, will be partnering on blogs and educational materials.

In today’s popular culture young people are exposed to diverse ideas from numerous perspectives, both scientific and speculative. AntiquityNOW and Ancient Origins are…

View original post 1,384 more words

The Challenge to Science and Society

The Challenge to Science and Society

Dear Friends,

Have you ever seen a YouTube video go viral? In just a few days, millions of people have seen it, and the information conveyed by the video becomes widespread. At The Farsight Institute, we offer one of the most unique collections of information about physical reality, science, and society that is available anywhere. The information we present in our videos and on our web site could literally change the entire planet for the better. Trouble is, not that many people are watching what we do. Yes, thousands have looked at what we do, but that is not enough to change the planet. For us to trigger a planet-wide revolution of thought requires that millions, and even billions, hear and see what we have discovered. This is where you can help. We need your humanpower. Let me explain.

Have you noticed that nearly all of the Hollywood stars have Facebook and Twitter accounts that are regularly updated so all of their fans know of their latest adventures day by day, hour by hour, minute by minute? Do you really think the stars do all of that social networking? They pay publicists to manage those things. The stars are actually off doing movies, making music, and producing content for their careers while the publicists work behind the scenes to build and maintain a fan base.

Well, we at The Farsight Institute are working as hard and as fast as we can to bring you new and cutting-edge remote-viewing research. We are an all volunteer organization, so we have no paid publicists to manage Facebook and Twitter accounts. In short, only people who intentionally seek us out ever hear of us on the web and YouTube. We need your help to do the social networking for us, and you could literally help save the planet if you assisted us in this way.

Here is the crux of the matter. Our work can only spark a revolution in thought on our planet if zillions of people see that remote viewing is a real phenomenon, and that perceptual information can be transferred across both time and space in a total violation of the “laws” of relativistic physics. We have been conducting public demonstrations of remote viewing on our web site using perfect scientific controls for years, and thousands of people have seen what we can do. But that is a drop in the bucket compared with what needs to happen. We need to conduct a major demonstration of remote viewing while the is world watching. To do this, we are trying to encourage a small group of prominent mainstream scientists and other leaders to acknowledge that remote viewing is a real phenomenon that deserves serious study. Once this happens, we will immediately organize a major demonstration of remote viewing that will rivet the world. That will change everything, literally everything…from what is taught to kids in school to how science describes physical reality, the histories of our solar system and our planet, and possibly even the existence of extraterrestrial life. Our world will no longer be the same; we will collectively experience the greatest revolution in thought the world has ever seen.

To conduct our “big demonstration” of remote viewing, we need a world that seriously wants to see what we do. But humanity is all caught up in its daily dramas, from on-going wars and economic difficulties, to the personal lives of the movie stars. Moreover, mainstream science is totally ignoring us. Mainstream science will continue to ignore us unless you cause a social networking revolution under their feet. YOU need to change the reality on our planet by spreading the word. If our stuff goes viral, many will turn their attention in our direction, and mainstream science will have to respond. We are now fully organized and ready to handle the rest. If you do your part, we will do ours.

There are several key things that you could help us publicize through social networking. For example, perhaps you could post some of these videos below on your Facebook walls as well as share them with Twitter and email. Here is a presentation of one of our scientific studies relating to the origin of the asteroid belt. Try watching it in 720p resolution.

Another thing you could help us publicize is our really interesting study investigating the existence of parallel realities. Here is a video of that project:

We also have a fascinating study of an active base on Mars. This is a must see, and here is the video.

Finally, Facebook, Twitter, and YouTube connections are often best if they are entertaining. For that purpose, we have produced an off-shoot of our science work in the form of an entertaining new science fiction web series, Galactic Times: Earth Report. It is a news broadcast to the rest of the Milky Way Galaxy about events on Earth relating to remote viewing. Many find the series terribly funny even though it addresses serious science, and it is our attempt at making our science “cool” in an informative way. You can find the series at its own web site: www.farsightpresentations.com. If you could paste those videos all over your Facebook walls, and share them with Twitter and email, and watch them on YouTube, that would be a real help. Each episode is 7 to 10 minutes long. Here is the YouTube playlist:

This is just the tip of the proverbial iceberg with respect to our research into the remote-viewing phenomenon. Again, we are not asking for people to believe in what we do based on faith. All we want is a chance to demonstrate that the remote-viewing phenomenon is real in front of a world audience that is willing to watch and listen. We can only do that if you help make that a reality. If you find what we are doing important, and you want to help us, you can do it using your own computer. Social network for us. Make the revolution on our planet a reality. We are organized and ready to do our part. If you do yours, the revolution can begin.

Courtney Brown, Ph.D.
Director, The Farsight Institute
Updated 5 May 2013

http://farsight.org/DirectorLetter.html

Step 1. Introduction to Exodus

Step 1. Introduction to Exodus.

The Hathors of Earth’s Solar Astral Planes: Fashioning Pure Connections, Monitoring One’s Health and Channeling the Higher Realms

The Hathors of Earth’s Solar Astral Planes: Fashioning Pure Connections, Monitoring One’s Health and Channeling the Higher Realms.

Boriska – the Person from Mars

Boriska: Indigo Boy from Mars
by Gennady Belimov

_____________________________

The unusual baby boy was born in the town of Volzhsky, the Volgograd region of Russia. His mother, Nadezhda Kipriyanovich, gave birth to her son one fine morning. “It all happened so fast, I did not even feel any pain. When they showed the baby to me, the boy was looking at me with a grown-up look. As a paediatrician I know that newborns cannot concentrate looks on anything. However, my little baby was staring at me with his big brown eyes. Brushing that fact aside, he was a usual little baby, like all other kids,” the boys mother said.

This long and fascinating article was written by the respected Russian writer Gennady Belimov, a University Professor and researcher who was present at the camp where Boriska first started to speak of his experiences several years ago.

It was first published in September 2004, but has never before been available in English.

_____________________________

Boriska – the Person from Mars
A meeting in an anomalous zone

The first time I heard about the unusual boy named Boriska was from the stories of the participants of an expedition to an anomalous zone in the north of the Volgograd province, known in our country as the “Medveditskaya Ridge”.

“Imagine, when everyone was sitting around the bonfire in the evening, this little boy, about seven years old, suddenly and loudly demanded silence: he was going to tell us about the inhabitants of Mars and about their trips to Earth,” one of the witnesses shared his impressions. “Well, someone was still chatting in a low voice, and then the boy strictly demanded our full attention, or else “there would be no story”.

And so the other conversations died off. And this is why – the round faced child with the big eyes, in a summer T-shirt and a cool baseball cap, completely unafraid of the adults, began an unbelievable story. About the Martian civilization, about megalith-cities and Martian space ships, about flights to other planets, and about the country of Lemuria on Earth, about the life of which he knew personally, having at some point flown here from Mars to this huge continent in the middle of the ocean and had friends there…

The bonfire continued to crackle, the darkness of night gathered around the people seated there, and the endless starry sky above us was silent, as if it was keeping some sort of great secret. An hour and a half went by in surprising stories. One of the listeners guessed and ran to get a dictophone, and so somewhere in Moscow there is a recording of this story. However, if it will ever be published, only God knows; not everyone has a journalist’s skills.

Many were shocked at two things. First, the unusual knowledge that a seven year old should not have had – not even every history professor could clearly talk about the legendary Lemuria and the Lemurians. You wouldn’t find anyone in a school or college with these memories. Science has not yet proven the existence of other civilizations, and, it would seem, is not in any hurry to prove this, being closer to the idea of the uniqueness of man in the universe. And, secondly, the speech of Boriska… It was not at the level of a child in the first grade: he used such terminology, such details and facts from the pasts of Mars and the Earth, that everyone was impressed. Only from the emotional outbursts could you tell this proper and sensible speech was from a child.

“Why did Boriska talk like this?” wondered my interlocutor. “Apparently, he was provoked by his surroundings at the expedition camp. Here were gathered interested people, with open minds, pursuing the solutions of the many secrets of Earth and the cosmos, and Boris, listening to the day of conversations, expostulated in his speech that which had long been in his memory.

“Could he have made it all up? Watched all the ‘Star Wars’ movies and started to make up stories?”

“It seems not… This did not sound like a fantasy,” argued my colleague, “More like it was the memory of the past, memories from his past reincarnations. These sorts of details can’t be imagined, they must be personally known…”

The words about the memories of past reincarnations decided everything: I understood that I had to meet Boriska. Now, after my meeting with him and his parents, I am trying to put everything together in order to understand the mystery of the birth of this young being.
It’s curious that he appeared in the world in the city of Volzhk, in a provincial childbirth hospital – although on his birth certificate, in the section for place of birth, it says Zhirnovsk, Volgograd Province instead in the place of registration. His birthday is January 11, 1996 at 8:30 AM. That may say something to an astrologer.

His parents are good and kind people. Nadezhda Kipryanovich, Boris’ mother, is a dermatologist in a city clinic, and graduated from the Volgograd Medical Institute not long before this, in 1991. His father, Yuri Tovstenev, is a retired officer, in his time graduated from the Kamishinsky Higher Military Institute, and now works as a construction supervisor. They themselves would be happy if someone would help them solve the mysterious phenomenon of their son, but for now they watch their miracle with curiosity.

“When Boriska was born, I noticed that at 15 days old he already held his head up,” recalls Nadezhda. “His first word, “Baba” (grandmother), he said at four months old and from then on, you could say that he started to talk. He made his first sentence at 7 months, with the words, “I want a nail” – he saw a nail in the wall, although generally children start speaking much later. The most remarkable of his intellectual abilities were beyond the physical.”

“And how did it manifest itself?”

“When Boris was a year old, I started giving him letters following the Nikitin system, and, if you can imagine, at a year and a half he could already read heavy newspaper type. He learned to recognize colors in a variety of hues early and easily. At two years old he began drawing, and at two and a half he could paint. He could draw in different hues.

Boris went to day care after he turned two. All of the caregivers said that he was very gifted with languages, and had unusual brain development. They noticed that he had a phenomenal memory. However, his parents noticed that the way their son gathered knowledge was not only through observing his surroundings, but, it would seem, from other sources: he picked up information somehow from nowhere!

“No one taught him,” remembers Nadezhda, “but he somehow got into the habit of sitting in the lotus position, and just listen to him! He cast such pearls and details about Mars, about the planetary systems and other civilizations, that it amazed us… But how could the child know all of this?… Space, and the cosmic subjects in his stories – these were the constant topics from when he was two.

At the same time Boriska announced that he use to live on Mars, and that the planet was habitable, but that it survived the worst catastrophe in its history, the loss of its atmosphere, and now a few remaining inhabitants live in underground cities. At that time he often flew to the Earth on trade and scientific research missions. It would seem that he himself was a pilot of a space vessel. This was at the time of the Lemurian civilization, and he had a Lemurian friend, who died before his eyes…

“A huge catastrophe happened on Earth, where mountains exploded and a huge continent broke apart and sunk under the water, and all of a sudden a huge stone fell on the building where my friend was,” reported Boriska. “I couldn’t save him. And now on Earth we should meet again…”

Boriska sees the whole picture of the destruction of Lemuria as if it just happened, and suffers about the death of an earthling, as if he himself was guilty of causing it.

Once he saw a book which his mother brought, “From Whom Do We Come?” by Ernst Muldashev. You needed to see the effect this had on the little boy. He looked at the drawings of Lemurians, the photographs of the Tibetan pagodas and two hours later could talk in detail about the Lemurian race and at a high level about their discoveries…

“But Lemuria was destroyed at least 800,000 years ago,” I said carefully, “and the Lemurians were more than nine meters tall – and yet somehow you remember all of this?”

“Yes, I remember,” replied Boris, and added, “certainly no one told me about it…”

Another time he began to remember a lot after seeing the illustrations in a second book by Muldashev, “In Search of the City of Gods.” About burial chambers and the pyramids. He said that they would find knowledge not under the pyramid of Cheops but under a different one. But they have not found it yet. “Life will change when they open the Sphinx,” he said, and added that the Sphinx will open somewhere behind the ear, but he can’t remember exactly where. He talks engagingly, when the inspiration comes, about the Mayan civilization, feeling that people do not know very much about that fascinating people.

But the most striking thing is that Boriska thinks that now on Earth is the time when special children are being born because of some great changes to the planet, and new knowledge will be needed beyond the earthling mentality.

“How do you know about these gifted children, and why is it happening?” I asked him during our meeting. “Do you know that they are being called Indigo Children?”

“I know that they are being born, but haven’t met any in our city. But, maybe Julia Petrova – she believes me, which means that she feels something. The others usually laugh when I tell stories. On Earth, something is going to happen, two catastrophes, therefore these children are being born. They have to help people. The poles will switch. In 2009 there will be the first great catastrophe on one large continent, and in 2013 there will be an even more powerful one.”

“You aren’t afraid of this, even though it may affect your life as well?”

“No, I’m not afraid, we live forever. There was a catastrophe on Mars, where I lived before. There were the same people as us, but there was a nuclear war and everything burned. Some people survived and houses were built, and new weapons. There was also a change of continents there. However that continent was not large. Martians breathe air which is mostly carbon dioxide. If they came to our planet, they would always stay near smoke stacks.”

“And you, if you are from Mars, can easily breathe our air or do you need carbon dioxide?”

“Once you find yourself in this earthly body, then you breathe this air. But we hate Earth’s air, because from your air comes aging. There, on Mars, people are forever young, around 30-35, and there are no old people. With every year these children from Mars will be born more and more on Earth. In our city there will be no fewer than twenty.”

“Do you remember your old name or the names of your friends?”

“No, I can never remember names.”

“From what age do you remember yourself?”

“From thirteen I remember my former life, and here I remember myself since birth, but I do not forget where I came from. We wore special glasses there, and we fought all of the time. There, on Mars, there was one unpleasant thing: a station which needed to be destroyed. Mars can be revived, but this station prevents that. It is secret. I can draw how it looks, we were near it. This station is against us.

“Boris, why do our space stations die more often than not when they are landing on Mars?”

“There is a signal coming from Mars, and it tries to kill the stations. There are harmful rays on these stations.”

I was amazed about the harmful Fobosov rays. It is exactly like this. Even in 1988, a man from Volzhsk, Yuri Lushnichenko, a man with extrasensory powers, tried to contact the USSR Space Program to warn the Soviet leaders of the imminent failure of the first Soviet space probes Phobos 1 and Phobos 2. Particularly because of the rays and radioactive batteries which were alien to the planet. They did not listen to his warnings. They did not feel the need to respond even today, although in order to succeed, according to Lushnichenko, it is necessary to change tactics when approaching the surface of Mars.

Translation now completed, 31 January: please read on

“Do you know about multiple dimensions? You know, to fly you don’t need to follow a straight trajectory, but can go through multidimensional space?” I carefully inquired with an out-of-this-world questions from the point of view of mainstream science.

Boriska suddenly perked up and began to energetically explain about the construction of UFOs: “We just launched and we were already near the Earth!” Then he took a piece of chalk and drew something triangular on the blackboard. “There are six layers,” he enthused. “The outer layer takes 25% of the durable material, the second layer takes 30% and is like rubber, the third takes another 30% and is again metal, 4% is a layer with magnetic properties,” he writes the figures on the board. “If you power the magnetic layer with energy, the apparatus can fly all over the universe…”

We adults look at each other. In which grade do they study percentages?

Of course, they have not gotten to that in school yet, but, it seems, Boriska is having serious difficulties at school. They put him directly into second grade after assessments, but then they tried to get rid of him. Who, you tell me, would like it when a child suddenly interrupts the teacher to say, “Maria Ivanovna, you’re not telling the truth! You aren’t teaching us correctly!”

And that happens more than once a day… Now a teacher who taught at the Schetinin Academy is studying with Boriska, and the boy will take his exams externally. The teacher feels that Boris needs to study in the Schetinin school for gifted children. He will have, and already has, problems relating to normal children.

“What is Boriska’s mission on Earth? Does he know it?” I asked both him and his mother.

“He said that he is guessing,” said Nadezhda. “He knows something about Earth’s future. For example, than knowledge will be distributed according to the quality and level of consciousness. New knowledge will never come to vicious people with petty vices: thieves, bandits, alcoholics, and also those who aren’t willing to change themselves for the better. They will be leaving the planet. He thinks that information will play the most important role. A time of unity and cooperation will begin on Earth.”

“Boris, where do you know this from?”

“From inside myself,” he answered seriously.

Once when he was five, he amazed his parents when he began talking about Proserpine, a planet which died hundreds of thousands, or possibly millions of years ago. And this word, Proserpine, he said without having heard it anywhere else, because one of the first times his parents heard about this planet was from him.

“A beam sliced through it, and it fell to pieces,” explained Boriska. “Physically the planet no longer exists, but its inhabitants teleported into the fifth dimension, which you are calling a parallel world. We observed the death of the planet from Mars…” he clarified.

And suddenly he said the unimaginable… He said that the Earth, as a living conscious being, began to accept the children of Proserpine in order to educate them. Therefore occasionally children are born here who can remember about their home planet, and consider themselves extraterrestrials.

But of course this phenomenon has been noticed by the scientific world, and I myself have met with Valentina Gorshunova (Kainaya) who not only remembers about Proserpine, but sometimes in her dreams meets with her fellow Proserpinians. And suddenly she also appeared in the same city as Boriska, and they were both visiting the Blue Mountain in the Medveditskaya Ridge anomalous zone…

And this is what Boris’s mother Nadezhda kept in her journal:

“You are a forerunner. You have cleared the platform for us. In the highest spheres, you are considered a hero. You have the heaviest burden on your shoulders. I have come to the New Time. A holographic code is already visible and is superimposed on space. Everything will come to light in a new fire of thought, very quickly… The transition from one world to the other will take place through the substance of Time. I have brought the New Time. I have brought the New Information…” This is what Boris once said to his mother.

“Boris, tell me, what do people suffer from?”

“From not living correctly and not being able to be happy… You have to wait for your cosmic halves, don’t get involved with others’ fates, don’t break or destroy your wholeness, don’t suffer from modern mistakes, but connect with your destiny, finish the cycle of development, and go closer to the new heights,” – these were his words.

“You need to become kind. If they will beat you, you go embrace them. If they shame you, don’t wait for their excuses, but go down on your knees and ask forgiveness from your shamers. If they insult you and lower you, tell them thank you for this and smile. If they hate you, love them as they are. This is the relationship of love, humility and forgiveness important for people.

“Do you know why the Lemurians died? I am also guilty a bit about this. They no longer wished to develop spiritually, drifted from the path, and through this destroyed the wholeness of the planet. The way of Magic brought them to a dead end. The True Magic is Love…”

“How do you know these words: wholeness, cycles, cosmos, magic, Lemurians?”

“I know… Keilis…”

“What did you say?”

“I said” ‘I salute you!’ That is the language of my planet…”

This time Boriska and I parted on this note, but I promised myself that I would follow the fate of this boy as much as possible.

Martian Chronicles

About a year later I went to Zhirnovsk to meet with Boriska and find out the latest details of his life. Of course, first of all the discussion was with his mother.

“I looked in to the room, because I heard Boriska talking to someone, but I knew for sure that he was alone,” Recalls Nadezhda Alexandrovna, Boriska’s mother. “He was in fact alone, and in front of him was a colored mosaic made of children’s constructor toys, and on it was the double spiral of DNA! I recognized it clearly from my studies at the medical institute.

“And he said to someone, “I’m the pilot of a research ship, a scientist, but I will never perform the cross-breeding of human and reptile DNA! It contradicts the rules of natural selection…” and a few Latin words followed. I was just stunned… and instead of listening more, I started to shake him: “What is this? Who are you talking to?” And Boriska suddenly came out of his trance, confused, muttering: “I’m playing…”

“Yet again, I realized that I don’t know my son very well… Its true that when I asked him later, he told me that this information is not for people and that when he lived on Mars they had slightly different branches of DNA. They were a bit different than the DNA of the Lemurian race.

“But basically I understood that if he remembers the Martian period of his life, then it would be from the point of view of different time periods. That is, it seems that he appeared on Mars numerous times and remembers various episodes of his lives, probably over the course of many thousands of years.”

“So you don’t think that these are simply childish fantasies?”

“Maybe I would be glad to think that, but it doesn’t fit… There’s too much completely unusual knowledge involved here. There’s simply nowhere that he could have gotten it from.

“True, I don’t think that he remembers his past lives in the same way that we remember the day before. Of course not. His memory is very fragmented, and reveals itself under certain conditions, and its possible that gradually it will fade. Yes, he can connect to external sources of information and be their transmitter, but ten minutes later he can simply forget this information, like a normal child.”

Its true that this connection happens more and more rarely: either the communication channel is gradually shutting down, or there may be some other reasons… And the Dictaphone, which his parents bought especially to record Boriska’s stories of past lives, is used less and less. There are fewer occasions for it.

From their recordings in the past months are curious recollections by Boriska about serious cataclysms on Mars. For example, he insists that in the last hundreds of thousands, or even millions of years, there were serious problems with water. Mars began to catastrophically lose its atmosphere and water. Boriska said that there were special ships going to the nearest planet, Earth, to get water. They looked like cylinders and served as mother ships.

He talked a lot about his duties and work in space. The boy does not like American movies about space adventures and wars very much, and says that everything there is skewed and made-up. Martian ships could travel around the whole solar system, and they had a number of bases on planets and their satellites.

Apparently, he wasn’t a bad pilot, with good professional skills, because in the stories of Boriska, many times he participated in flights to Saturn, where the most difficult thing was to navigate through the zone of the asteroid belt. Many of his friends died on the approach to Saturn.

“You know, Mama, I didn’t just bring water to Mars!” stated Boriska one day. “You’re always going ‘Mars this, Mars that’, but I was responsible for Jupiter! We had a special project studying the creation of a second sun in our solar system. And that second sun was supposed to be Jupiter. But so much physical mass was required for this that there wasn’t enough in the whole solar system. So the project never succeeded.”

And once he said that the scientists of Earth would be interested to know that there are not nine planets in our solar system, but two more. They are located beyond Pluto. In his words, Mars used to be closer to Jupiter, and the moon then belonged to Mars. But after a giant cosmic cataclysm, Mars changed its orbit, which is how Earth got its satellite, the moon. However, Boriska can’t remember any details about that period.

The natural question, of whether he had a family as we understand it, Nadezhda doesn’t know. Boriska has never talked about any family relations in his Martian incarnations. However, once, while watching a TV show on the Discovery Channel, he began to talk with great enthusiasm about the Gray civilization, small humanoids with huge eyes.

“They aren’t Martians,” he said, indicating the screen. “We aren’t like this, we’re closer to Lemurians and Atlanteans. First, we’re tall, and these are dwarves. Second, the Grays are cruel. They are from another galaxy, and let themselves perform any experiments on people. We even had to fight them, because they are aggressors. Our race was kind, less aggressive and the most intellectual, as we could even use psychic energy….”

Firing out his words, sometimes stuttering, all said in a short speech, the boy turns his attention back to his normal games and the problem of the Grays, in the words of his mother, doesn’t come up again. It seemed to be a flare of memory, which may never be repeated.

But modern ufologists are more or less informed about the Grays already. The temporary abductions of people, experiments on our fellow humans, experiments of a selectionary and genetic character, vivisections of animals (terrible operations involving the complete bleeding out of the bodies of cattle in the 1970s and 1980s) – all of that is associated by witnesses and researchers mainly to the alien population of Grays. And Boriska suddenly remembered and warned about their dangerous natures…

But if there will be any new statements about life in space, on Mars or in the solar system – there are doubts. The boy, in the words of specialists, is closing. Most likely, the difficulties of our earthly reality are causing this to happen. They are, apparently, difficult for beings of the Indigo Child formation.

Everyday Earth

Boriska stares without distraction at the computer screen and quickly manipulates the buttons on the keyboard. On the screen was a fight in some kind of underground castle. I tried to talk to him, to pull his attention for a moment from the game, without success.

The nine-year-old boy’s enthusiasm for the game did not wane, even though he had been playing for at least three hours steadily. His mother, her close friend Valentina Rubstovaya-Gorshunova, and I have talked about almost everything which has happened over the past year, but Boriska didn’t pull himself away from his video game and didn’t want to participate in our conversation about Martian life.

A year ago he was much more talkative, and answered my questions with some enthusiasm. True, back then he did at one point say: “That was your last question!” and, not listening to any arguments, started playing a video game. I was left with my mouth hanging open at this unexpected warning of the unappealable word “was”…

Now Boriska doesn’t have time for recollections of past lives. The openness and ingenuousness of the boy has played a negative role in his fate. Children his age and older, as usual in our society, reacted jealously and enviously to the boy. Fists and insults fell on him more often than on anyone else.

And Boriska also learned how to fight, although a year ago he said hotly, “If someone shames you, kneel before him and ask his forgiveness…” The prose of earthly life doesn’t fit with this degree of goodness in relations.

People started to treat Boriska differently after the sensational publication about him. The majority reacted with interest and curiosity, but about 15-17% reacted with incomprehensible hatred and anger. Unfortunately, they are somehow the most vicious persecutors of the boy. It brings up unbidden recollections of the time of Jesus Christ, who came and taught something about good and evil which some people found outrageous. “Crucify him!” cried His persecutors, and He was crucified…

The 21st century has begun, but we have somehow returned to those savage times, and, it seems, there is little in us which has changed. But ufologists still dream about contact with extraterrestrials… What contact? We are ready to take our fellow man and again nail him to a cross, to exterminate him for being different! Alas, our visitors know us better, it seems, and are not in any hurry to get to know us any better…

And maybe if Boriska’s schoolteachers showed some human wisdom and attentively related to this unique child, but… “Well, he’s just an idiot!” one of Nadezhda’s acquaintances, a local psychiatric doctor, said in all seriousness after communicating with the boy for a few days.

Alas, the lad did not fit into some sort of average sense of a normal child, and this simple version of the phenomenon of Boriska made its way around the world. Not long ago a mother sent a message to the school: “Take him out of the class, he’s teaching our children how to die…”

An investigation was undertaken, and the boy had been telling his classmates about reincarnation, that is about the reincarnation of souls (about which, by the way, he is an example and witness). But, it seems, the word and the idea were not known to many in the school, and so they were very concerned about the possibility of suicide among the children. “Ah, it would be so funny, if it weren’t so sad.”

By the way, Boriska responds the same way as regular kids, when the subject (Russian, math) does not interest him…

Added to his troubles is his parents’ divorce, and with it the unavoidable arguments and the division of newly obtained apartment in a new building. In this fight was no room for the boy and his childish problems: hungry, he often went to “Aunt Valya” to eat, although it wasn’t close to home. How long the divorce will take is unpredictable, and it adds a stressful situation for everyone.

“Yes, Boriska right now is in a difficult situation,” Valentina Gorshunova-Rubtsova, a constant member of the “Spacesearch” expedition, and one of the boy’s closest friends, shares her observations.

“He opened himself to people, he is trying help us learn about ourselves and about Earth, but can they understand him correctly and direct this knowledge towards creation? At all times stones were thrown at prophets or they were crucified. Now the stones and crosses are different, but the attitude towards visionaries is the same.

“The first stones have been thrown at Boriska… and he has started to close up. The main reason of course is people’s attitudes. But can you get ripe fruit from seeds which have just sprouted? What will happen to him and will he withstand it, it’s anybody’s guess.”

In other words, it seems that Boriska will not have an easy life.

The Interest of Science

That representatives of science are truly interested in Boriska is an unarguable fact. Doctor of Physical-Mathematical Science Professor Vladislav Lugovenko of the Institute of Earthly Magnetism, Ionosphere and Radio Wave Emission of the Russian Academy of Sciences (IZMIRAN) met with Boriska and invited him to Moscow for examination.

Some of Lugovenko’s colleagues participated in the examination of the boy. Lugovenko conducts research into Indigo Children in Russia and other countries, considering that they have been born on this planet for the past twenty years for a reason. Apparently, these children are connected to the development of a future Earth civilization.

Then Boriska and his mother were invited to a special education camp on the Atalsky Lake in the Tulskaya Province, where there is a spot where the Earth’s energy has a particular effect on people.

I have read a scientific report on the measurements of the causal, ethereal, emotional and mental limits of the biofield of the members of the expedition. I have to say that, first, the boy has a really strong biofield in comparison with the other participants, and, second, his biofield expanded after the expedition more so than for the others.

Photographs of the child’s aura also tell a lot about him. To quote a document: “Before the experiment, the prevailing color in the photo was yellow, which characterizes the intellectual strength of a happy, attractive person. In the bottom left corner a bright red color can be seen, which can suggest the activity, unselfish love and energy of the boy. After the experiment, the photo changed relatively little – in the bottom left corner a green light appeared. This suggests the life force, positive tendency and friendliness of the boy.

Vladislav Lugovenko intends to continue the observations of Boriska, and recently he went to Zhirnovsk and familiarized himself with his life in his home. He went to the anomalous zone on Blue Mountain, which is a few dozen kilometers from Zhirnovsk.

“I was sure that in the moral sense, Indigo Children greatly differ from others their age,” relates Dr Lugovenko. “They have an extraordinary sensitivity to any falseness, a development of intuition, telepathic powers, and a connection to the cosmos. We can hope that the boy will fulfil his intended mission on Earth, about which neither he nor we can guess yet.”

“If evil powers don’t prevent him…” I would add.

…But perhaps, I want to hope: Boriska’s troubles will only serve to strengthen him? After all, fate was not easy, let us say, to Albert Einstein either! The boy lived on the edge of poverty, was poorly fed, barely finished school, because his parents didn’t have enough money to pay for his education, but he withstood it all!

Withstood it, and rose to the heights of world thought and science. His difficult life engendered unbelievable perseverance and endurance in him. We wish for as much endurance in the envoy from Mars, born on the cusp of the new millennium in the depths of Russia.

One thing became clear to me after my discussions with Boriska: there is a basis to assume that these children have been inserted into Earth society with powers that are beyond the control of people – this given phenomenon has such a massive and intentional character, which has simultaneously been noticed in many countries.

Indigo Children differ in their unusual abilities, particularly their independent view of the world, knowing their own missions on Earth, being able to gather information and knowledge from the noosphere with the aid of this unforgettably open consciousness. Their role and mission in the evolutionary processes of humankind are not yet clear, however, one can suggest that it is not small. My research activity has brought me into contact with such Indigo Children.

But along the way I had seen things of a different character. For example, the journals of the academic V.I. Vernadsky, in which I read that a significant number of the greatest people were under the control of some Powers from beyond, and they, with varying success, were fulfilling some sort of specific mission on Earth.

Repost: James Tyberonn – Arkansas: The Atlantean Crystal Awakening – And the Fall of Atlantis > Earth Keeper

Repost: James Tyberonn – Arkansas: The Atlantean Crystal Awakening – And the Fall of Atlantis > Earth Keeper.

The prisons

Piranesi (1720-1778) was an Italian artist who gained fame for his engravings of the views and architecture of Ancient Rome.

The prison is the place where humans are placed to be excluded from everyday interactions of the World. Their particular world is enclosed, with little chance of personal growth and joys are often restricted to the confines of their circumstances. It is in the main a miserable condition.

The world that is in existence at the moment for all humans is very much like that. Much of the populace is chained by debt and anchored securely to a system that ensures their free time is limited and social interaction occurs by proxy via on-line social groups.
The population, have their minds bombarded with trivia and constantly assaulted by manufactured desires that create unworthiness and envy.
The greatest and most restrictive of prisons is the mind and if that has its natural freedoms of expression and creativity halted then Depression, Anger, illness prevail.

The prisoner rarely raises their heads in case the guards interpret that small gesture one of defiance to authority. Yet authority belongs to no one but the individual. In a balanced sane society and culture agreements are made for interaction that produce no harm. One does not desire to become the overlord nor does one desire to cheat or manipulate.

The social forms that we call governments rule by fear and the threat of inflicting misery upon their people. Yet all contribute to their success in continued oppression.

Governments are elected so surely they should be mindful of their duties to the electorate. Yet time and again we see governments relinquish their power to great corporate entities that have managed to swallow much of the human and physical resources of the world.
To list all of the crimes against human kind would be exhaustive. It would be much better for you my dear friend to go and search for truth rather than be told. Examine your own and your fellows conditions, in all nations. Use your faculties of reason and skepticism to arrive not at anyone else’s view of truth but your own.

The Force of Creation Emanating to the Ends of Eternity

The Force of Creation Emanating to the Ends of Eternity.

The most pertinent aspect of the NDE experience is that it reveals the consistency of the ‘God’ experience. I always have a problem with the ‘God’ word though. The intelligence is strange because within it there appears to be no difference in ‘Being’. (from my experience during life.) When the intelligence says ‘We’ it implies a partnership between the vehicle of expression (us) and itself. I have come to the conclusion that the task that is often mentioned is just to experience and return. Each experience of every entity is valid and useful for the greater self.

In this particular state of condensed experience and mind it can be difficult to see past the constructed existence we are involved with. The game is always afoot and a beautiful experience awaits all upon waking. Speak and live your inner truth and the time is never wasted.

Waiting on the World to Change

Waiting on the World to Change.
Possibly one of the best articles I have ever read. There is an aspect of human nature that is common to all humans that is a natural reluctance to lie. Strange as it may seem in this age. It can be seen in psychology and in the stress within the human organism. Our controllers ( politicians and the like) are not immune to this. Deep within their psyche they are tied just as we are to the collective mind. That mind is disparate to live in TRUTH by default.
The incompetent manner in which these attempts are produced indicates some need to reveal their real nature to the rest of the world. Change may come because the holes in the dam ae been produced by our efforts and at some point a flood of truth will ensue.

DNA Activation Of The WingMaker

DNA Activation Of The Wingmaker

Wingmakers Atonement Level One

As we all know the human instrument carries a standard two helix DNA strand in order to make the change to the wingmaker light body we must first clear out old habits left over from past lives and awaken the inner light being that awaits within each and everyone of us.

This activation brings us into balance with the wholeness navigator within each of us and aligns us with the first source creator of all universal life, As we begin this activation the light encoded helix of the light body we begin to understand the universal wholeness as a vast fields of energy, and our own source and that of the higher fields of vibration that flow throughout the universe. It is at the cellular level of the DNA that this change takes place.

First we must learn to work with angels and the higher self and understand the need for cutting cords and healing ones self first. Both of these techniques can be found in the pages cutting cords and spiritual healing within this site.

Source codes are embedded activators of the resonated imprint left behind by the first source at the point of our creation and carry the universal code of light and love of the first source, creator of all universal life and it is here that we find our individual uniqueness or source.

DNA Activation is a process of expanding the two helix DNA into a 4 helix strand and doubling it again into 4, then 6 and so on till it is a 12 strand helix. It is here that we heal our genetic code with light and love.

Once the healing process has taken place then we can move forward. Archangel Michael would be a good choice for the healing part of this process and you’ll need your higher self as well.

Wingmakers Atonement Level One

24 helix DNA Activation

Physical Meditation

To prepare for this technique you’ll need to be familiar with working with the angelic realms of the first source and your Higher Self. Make sure you study this technique thoroughly before attempting it. when you are ready find a nice quite place to sit down where you will be comfortable and relax.

Step One

Now I want you to close your eyes and visualize a pure white light flowing over you then I want you to visualize a double pointed termination crystal with one point one foot above your head and the other point about one foot below your feet.

Step Two

Then I want you to visualize that there is another double pointed termination crystal around the spiritual heart or thymus chakra between the heart and throat chakra.

Step Three

When you feel you have preformed this part correctly visualize that the two crystals are spinning around you and moving them faster, as they move faster see your body filling with light.

Step Four

In your own time I want you to visualize that your body is getting smaller and till you are a small as a atom and when you have done this move the smaller version of yourself into your body and move it into the cellular level of your DNA and focus on one cell of your DNA Strand and move the smaller version of yourself into that cell and blend with that cell.

Step Five

Now once you have blended with the cell see that cell spiting into two cells of the same portion and fill them with light.

Step Six

Then in your own time see the two strands spiting into six strands of the same portion and fill the Six strands with light and love. Let there be light, Let there be love.

Step Seven

When you have done this see the six strands spitting again into 12 strands of the same portion and feel the love, feel the love, feel the light. and stabilize this new cellular structure with light and love. Feel the love, Feel the love, feel the light.

Step Eight

Then in your own time encase the new twelve strand helix in light and love and double it again so that there are 24 strands in this cell. and blend this new 24 strand helix with your DNA and see it encoding with the other cells of your DNA strand making them 24 helix cell as well. Feel the light, Feel the light, Feel the love.

Step Nine

Now I want you to call upon your higher self or Archangel Michael and ask them to activate the first atonement of the wingmaker in this new 24 helix code and heal any imperfections in your genetic structure due to past life tumour or present life tumour that might be present in your genetic structure. feel the light, feel the light, feel the love, feel the love.

Step Ten

Then visualize that there is a beautiful light radiating just above you and see that pure white light move down the hara line through the crown chakra opening all the chakras as it moves down to the base chakra and ground this energy into the earth star and say out loud I awaken the ability of Clairvoyance Now, I awaken the ability of Clairaudiance Now, I awaken the ability of Clairsentiance Now. Feel the light, feel the light, feel the love. These are the only three abilities to be opened at the first atonement.

Step Eleven

When you are ready thank your higher self or Archangel Michael for the first atonement of the wingmaker and thank the first source as well. Remember service through gratitude. Then in your own time move the smaller version of yourself out of your body and return it to normal size and ground yourself to the earth. feel at one with the earth, feel the love feel the love, feel the light.

Step Twelve

Now in your own time open your eyes but don’t rush you may feel light headed so take your time. for the next couple of weeks as this process takes place you may feel tired, sleep when you need to and drink alot of water as you may feel warm from the transformation process. This is natural and the DNA activation can take time to adjust to.

Remember

Your higher self or Archangel Michael will know what to do at the first atonement so leave them to do their business and enjoy the experience.

From The Wingmakers Equinox written 1986

WingMakers’ Philosophy: Chamber One

 

 

Life Principles of the Sovereign Integral

The entity model of expression is designed to explore new fields of vibration through biological instruments and transform through this process of discovery to a new level of understanding and expression as a Sovereign Integral. The Sovereign Integral is the fullest expression of the entity model within the time-space universes, and most closely exemplifies Source Intelligence’s capabilities therein. It is also the natural state of existence of the entity that has transformed beyond the evolution/saviorship model of existence and has removed itself from the controlling aspects of the Hierarchy through the complete activation of its embedded Source Codes. This is the level of capability that was “seeded” within the entity model of expression when it was initially conceived by First Source. All entities within the time-space universes are in various stages of the transformational experience and each are destined to achieve the Sovereign Integral level as their Source Codes become fully activated.

The transformational experience is the realization that the entity model of expression is capable of direct access to Source Intelligence information, and that the information of First Source is discovered within the entity level of the Sovereign Integral. In other words, the human instrument, complete with its biological, emotional, and mental capabilities, is not the repository of the entity’s Source Codes. Nor is the human instrument able to reach out and gather in this liberating information — this glorious freedom to access All That Is. It is the entity that is both the harbor of, and instrument of access to, the Source Coding activation that permits the transformational experience to manifest through the integration of the human instrument and the sovereign entity.

The transformational experience consists of the realization that perceived reality is Source Reality personified in the form of individual preferences. Thus, Source Reality and sovereign reality become inseparable as the wind and air. This confluence is realized only through the transformational experience, which is unlike anything known within the time-space universes.

There have been those upon terra-earth who have experienced a shallow breath of wind from this powerful tempest. Some have called it ascension; others have attributed names like illumination, vision, enlightenment, nirvana, and cosmic consciousness. While these experiences are profound in human standards, they are only the initial stirrings of the Sovereign Integral, as it becomes increasingly adept at touching and awakening the remote edges of its existence. What most species define as the ultimate bliss is merely the impression of the Sovereign Integral whispering to its outposts of form and nudging them to look within to their roots of existence and unite with this formless and limitless intelligence that pervades all.

The transformational experience is far beyond the calibration of the human drama much like the stars in the sky are beyond the touch of terra-earth. You can observe the stars with your human eyes, but you will never touch them with your human hands. Similarly, you can dimly foresee the transformational experience with the human instrument, but you cannot experience it through the human instrument. It is only accessed through the wholeness of the entity, for it is only in wholeness that the Source Codes and their residual effects of Source Reality perception can exist. And truly, this wholeness is only obtained when the individual consciousness is separated from time and is able to view its existence in timelessness.

Nevertheless, the human instrument is critical in facilitating the transformational experience and causing it to trigger — like a metamorphosis — the integration of the formful identities into the Sovereign Integral. This is the next stage of perception and expression for the entity model, and it is activated when the entity designs its reality from life principles that are symbolic of Source Reality, as opposed to the reality of an external source that is bound to the evolution/saviorship model of existence.

These life principles are Source Intelligence templates of creation. They are designed to create reality from the perspective of the Sovereign Integral and hasten its manifestation within the fields of vibration that has thus far repelled it. They are principles that construct opportunities for the integration of the entity’s formless and formful identities. They are bridges that the human instrument — with all of its componentry intact — can experience the Sovereign Integral perception of wholeness.

As the human instrument becomes increasingly responsive to Source Intelligence it will gravitate to life principles that symbolically express the formative principles of prime creation. There are wide ranges of expressions that can induce the transformational experience of the Sovereign Integral and liberate the entity from time-space conditioning and external controls. Inasmuch as the expression can vary, the intent of the expression is quite narrowly defined as the intent to expand into a state of integration whereby the human instrument becomes increasingly aligned with the Sovereign Integral perspective.

There are three particular life principles that accelerate the transformational experience and help to align the human instrument with the Sovereign Integral perspective. They are:

1) Universe relationship through gratitude

2) Observance of Source in all things

3) Nurturance of life

When the individual applies these principles, their life experience reveals a deeper meaning to its apparently random events — both in the universal and personal contexts.

 

 

Universe Relationship through Gratitude

This is the principle that the Universe of Wholeness represents a collective intelligence that can be personalized as a single Universal Entity. Thus, in this model of inference, there are only two entities in the entire cosmos: the individual entity and the Universal Entity. Inasmuch as the individual is impressionable and constantly changing to adapt to new information, so is the Universal Entity, which is a dynamic and living template of potential energies and experiences that are coherent and as knowable as a friend’s personality and behavior.

The Universal Entity is responsive to the individual and its perceptions and expressions. It is like a composite omni-personality that is imbued with Source Intelligence and responds to the perceptions of the individual like a pool of water mirrors the image that overshadows it. Everyone in a human instrument is indeed, at their innermost core, a sovereign entity that can transform the human instrument into an instrument of the Sovereign Integral. However, this transformation is dependent on whether the individual chooses to project an image of a Sovereign Integral upon the “mirror” of the Universal Entity, or project a lesser image that is a distortion of its true state of being.

The principle of universe relationship through gratitude is primarily concerned with consciously designing one’s self image through an appreciation of the Universal Entity’s supportive “mirror”. In other words, the Universal Entity is a partner in shaping reality’s expression in one’s life. Reality is an internal process of creation that is utterly free of external controls and conditions if the individual projects a sovereign image upon the mirror of the Universal Entity.

This process is an interchange of supportive energy from the individual to the Universal Entity, and this energy is best applied through an appreciation of how perfect and exacting the interchange occurs in every moment of life. If the individual is aware (or at least interested in having the awareness) of how perfect the Universal Entity supports the individual’s sovereign reality, there is a powerful and natural sense of gratitude that flows from the individual to the Universal Entity. It is this wellspring of gratitude that opens the channel of support from the Universal Entity to the individual and establishes a collaboration of purpose to transform the human instrument into an expression of the Sovereign Integral.

It is principally gratitude — which translates to an appreciation of how the inter-relationship of the individual and the Universal Entity operates — that opens the human instrument to its connection to the sovereign entity and its eventual transformation into the Sovereign Integral state of perception and expression. The relationship of the individual with the Universal Entity is essential to cultivate and nurture, because it, more than anything else, determines how accepting the individual is to life’s myriad forms and manifestations.

When the individual accepts changes in sovereign reality as the shifting persona of the Universal Entity, they live in greater harmony with life itself. Life becomes an exchange of energy between the individual and the Universal Entity that is allowed to play out without judgment and experienced without fear. This is the underlying meaning of unconditional love: to experience life in all its manifestations as a single, unified intelligence that responds perfectly to the projected image of the human instrument.

It is for this reason that when the human instrument projects gratitude to the Universal Entity, regardless of circumstance or condition, life becomes increasingly supportive in opening the human instrument to activate its Source Codes and live life within the framework of the synthesis model of expression. The feeling of gratitude coupled with the mental concept of appreciation is expressed like an invisible message in all directions and at all times. In this particular context, gratitude to the Universal Entity is the overarching motive behind all forms of expression that the human instrument aspires to.

Every breath, every word, every touch, every thought, every thing is centered on expressing this sense of gratitude. A gratitude that the individual is sovereign and supported by a Universal Entity that expresses itself through all forms and manifestations of intelligence with the sole objective of creating the ideal reality to activate the individual’s Source Codes and transform the human instrument and entity in to the Sovereign Integral. It is this specific form of gratitude that accelerates the activation of the Source Codes and their peculiar ability to integrate the disparate componentry of the human instrument and the entity, and transform them to the state of perception and expression of the Sovereign Integral.

Time is the only factor that distorts this otherwise clear connection between the individual and Universal Entity. Time intervenes and creates pockets of despair, hopelessness, and abandonment. However, it is these very “pockets” that often activate the Source Codes of the entity and establish a more intimate and harmonious relationship with the Universal Entity. Time establishes separation of experience, and the perceived discontinuity of reality, which in turn creates doubt in the Universal Entity’s system of fairness and overarching purpose. The result creates fear that the universe is not a mirror, but rather a chaotic, whimsical energy.

When the human instrument is aligned with the Sovereign Integral and lives from this perspective as a developing reality, it attracts a natural state of harmony. This does not necessarily mean that the human instrument is without problems or discomforts, rather it signifies a perception that there is an integral purpose in what life reveals. In other words, natural harmony perceives that life experience is meaningful to the extent you are aligned with the Sovereign Integral, and that your personal reality must flow from this strata of the multidimensional universe in order to create lasting joy and inner peace.

Gratitude is a critical facet of love that opens the human instrument to acknowledge the role of the Universal Entity and redefine its purpose as a supportive extension of sovereign reality, rather than the whimsical outreach of fate or the exacting reaction of a mechanical, detached universe. Establishing a relationship with the Universal Entity through the outflow of gratitude also attracts life experience that is transformative. Experience that is richly devoted to uncovering life’s deepest meaning and most formative purpose.

 

 

Observance of Source in All Things

This is the principle that First Source is present in all realities through all manifestations of energy. IT is interwoven in all things like a mosaic whose pieces adhere to the same wall, and are thus, unified. However, it is not the picture that unifies the mosaic, but the wall upon which its pieces adhere. Similarly, First Source paints a picture so diverse and apparently unrelated that there appears to be no unification. Yet it is not the outward manifestations that unify, it is the inward center of energy upon which the pieces of diversity are layered that unifies all manifestations.

This centerpiece of energy is the collective storehouse of all life in all fields of vibration within the Universe of Wholeness. It is First Source who divests ITSELF in all forms through the projection of ITS Source Intelligence in to all fragments of life. Thus, Source Intelligence — acting as an extension of First Source — is the unifying energy that is the “wall” upon which all the pieces of life’s mosaic adhere. Life flows from one energy Source that links all to All and one to One.

Observance of Source in All Things is the principle that all manifestations of life convey an expression of First Source. It does not matter how far the unifying energy has been distorted or perverted; the Source can be observed. It is the action of perceiving the unification of energy even when the outward manifestations appear random, distorted, unrelated, or chaotic.

When all manifestations of life are genuinely perceived as fragmentary expressions of First Source, the vibration of equality that underlies all life-forms becomes perceptible to the human instrument. Life initially emerges as an extension of Source Reality, and then, as an individuated energy frequency invested within a form. It vibrates, in its pure, timeless state, precisely the same for all manifestations of life. This is the common ground that all life shares. This is the tone-vibration of equality that can be observed within all life forms that unifies all expressions of diversity to the foundation of existence known as First Source. If an individual is able to look upon any form of life with the outlook of equality, then they are observing Source in all things.

While this may seem like an abstract concept, it is actualized through the practice of looking for the outward and inward manifestations of First Source. In a very real sense, the individual expects to observe the workings of Source Intelligence in every facet of their experience. It is the unassailable expectation that everything is in its rightful position, performing its optimal function, and serving its purpose to activate the fullest expression of its life in the present moment. It is the outlook that all life is in a state of optimal realization and experience regardless of condition or circumstance. It is the perception that life is perfect in its expression because it flows from perfection, and that no matter how divergent its manifestations are, life is an extension of Source Reality.

In light of the obvious turmoil and apparent destruction that accompanies life on terra-earth, this is an outlook or perception that seems naive. How can life — in all its forms and expressions — be perceived as optimal or perfect? This is the great paradox of life, and it cannot be reconciled with the human instrument’s mental or emotional capabilities. It can only be understood in the context of the entity, which is deathless, limitless, timeless, and sovereign. Paradoxes exist because the human drama is too limited in scope and scale to allow a perception of wholeness to intervene and illuminate how the pieces of the puzzle are unified in perfect relation.

The dimensions of time and space and the elements of energy and matter circumscribe the human drama. It is played out upon the stages of survival and dysfunctional behavior because of the Hierarchy’s methods of controlling information and manipulating conditions. The entity within the human instrument is largely unexpressed and under-utilized in the human drama, and therefore, life’s apparent perversions and imperfections are seen in isolation as impediments to perfection rather than perfection itself.

Life is perfect in its resolve to expand and express an intelligence that is limitless. This is the fundamental purpose of life in all its diverse manifestations, and this is the presence of First Source — expressing ITSELF as a vibration of equality — that can be observed in all things. Sensory input derived from the human instrument is limited to frequencies in specific ranges that only convey an echo of this Source vibration. The true frequency is understood through deliberate and focused contemplation of equality inherent in all things, and the ability to penetrate beyond the picture of a thing to the origin of the picture.

These insights require a new sensory system beyond the five-senses that rule the human world in your time. These new senses are the outgrowth of the Source Code activation, and represent the first stage of the transformation experience. With this new perceptual ability, the human instrument will be capable of sensing not only the presence of First Source, but also the timeless essence within all life that is individualized and uniquely separate from First Source.

Calling forth the perceptions of the entity within the human instrument is the ideal method to access a lasting sensitivity to the Source vibration. This is how an individual can develop the ability to observe Source in all things. It is not only that First Source is within every individual manifestation of energy, but is also the wholeness of life itself. Thus, the principle requires an observance of Source in all ITS diverse forms of manifestation, as well as in the wholeness of life.

 

 

Nurturance of Life

Life, in this definition, is an individual’s sovereign reality. It is subjective and impressionable to the human instrument. Life is the wholeness of experience flowing past the individual’s field of perception in the dimension of nowness. There is never a closure to life or final chapter written. It is eternal, but not in the abstract sense of never ending or beginning, but rather in the real sense that life is ever expanding in order to express Source Intelligence in all fields of vibration within the Universe of Wholeness.

The nurturance of life is the principle that an individual is in alignment with the natural expansion of intelligence inherent within all life. This is an alignment that enhances the life-energy that flows past the individual with the clear intent of gentle support. It is the action of identifying the highest motive in all energy forms and supporting the flow of this energy towards its ultimate expression. In so doing, the action is performed without judgment, analysis, or attachment to outcome. It is simply nurturing the energy that flows from all manifestations and supporting its expression of life.

This is a departure from the normal perception that nurturing support can only be granted when energy is in alignment with personal will. However, when the individual can view life as an integrated energy flowing in the expression of expanding intelligence, life is honored as an extension of First Source. In this context, there is no energy that is misdirected or unworthy of support and nurturance. While this may seem contrary to the evidence of abusive energy upon terra-earth, even energy that is laden with “evil intent” is nevertheless energy that is flowing outward in search of a higher expression.

All forms of energy can be nurtured and supported to their highest expression, and this is the fundamental action of this principle. It requires the ability to perceive the causal motive and ultimate expression of life-energy as it passes through the individual’s sovereign reality. Energy is an element of life that is so subtly interwoven with form that it is one; in much the same manner as space and time are inextricably linked in union. Energy is a motive. It is intelligent beyond the mind’s ability to reason. While it is a force that can be subject to human applications that deny its highest expression, energy is always imbuing life with the motive to expand and evolve.

Life-energy is always in a state of becoming. It is never static or regressive in its natural state. The human instrument is very capable of nurturing this natural expansion of energy to forge new channels of expression and experience. In fact, it is the primary purpose of the human instrument to expand the life-energy that encircles its sovereign reality within physical existence and transform it to new levels of expression that more accurately reflect the perspective of the Sovereign Integral.

There are many specific actions that can be taken to nurture life. Each entity is, in a sense, programmed within its Source Codes to transmute energy through a tremendous variety of means. Working through the human instrument, the entity is able to collect and store energy within the human instrument and re-direct its purpose or application. The transmutation of energy can occur on either the personal or universal levels of expression. That is, within the sovereign reality of an individual, energy can be transmuted to conform to a vision of personal welfare, or aligned with a vision of universal welfare and goodwill.

One of the best methods to transmute energy is through one’s belief system. All beliefs have energy systems that act like birthing chambers for the manifestation of the belief. Within these energy systems are currents that direct life experience. The human instrument is aware of these currents either consciously or unconsciously, and allows them to carry it into the realm of experience that exemplifies its true belief system.

By cultivating beliefs that expand and transform energy, the human instrument is able to engage energy systems that are nurturing to life in all its myriad forms. When beliefs are clearly defined as preferred states of being, the energy system is engaged in nowness — not in some future time. Now. The energy system becomes inseparable from the human instrument and woven into its spirit like a thread of light. Clarity of belief is essential to engaging the energy system of the belief, and allowing the nurturance of life to prevail in all activities.

So again, the nurturance of life is critical to both personal and universal realities within the Universe of Wholeness which contains all the fields of vibration that are interlinked like threads of an infinitely expanding fabric. Thus, as the individual awakens to their creative power to transmute energy and enhance it with the clear intent of gentle support, they become transmitters of Source Reality and architects of the synthesis model of existence.

Through the ongoing application of these life principles, Source Intelligence increasingly becomes the identity of the entity, and the entity becomes the identity of the human instrument. Thus, identity is transformed, and in the wake of this transformation, the Sovereign Integral unifies the human instrument with the entity, and the entity with Source Intelligence. It is this unification and shifts of identity that is the explicit purpose in expressing the life principles of the Sovereign Integral. If there is any other intention or objective these principles will remain misunderstood and their catalytic powers dormant.

It is the perspective of the Sovereign Integral that all life is pure love in its fullest expression, and that in this single concept, all life is conceived and forever exists. This becomes the core belief from which all other beliefs arise, and by their extension, one’s belief system emerges with a clear intent of supporting this fundamental perspective; of nurturing, observing, and appreciating the Universe of Wholeness as the cradle from which all life is created, evolves, and ultimately acknowledges.

These life principles are merely symbols represented in words and served to the human instrument as a potential recipe to stir awake the embers of light that tirelessly burn within. There are no specific techniques or rituals that are required to invoke the power of these principles. They are simply perspectives. In a real sense, they are intentions that attract experience that expand consciousness. They do not provide quick fixes or instant realizations. They are amplifiers of personal will and intention that clarify how one lives. Their transformative power is contained exclusively in the intent of their application.

Through these life principles of the Sovereign Integral, the individual can become a master of unlimiting the Self. Boundaries are set, veils are pulled down, and one’s light is subdued, simply because external, hierarchical controls create fear of the unknown and mystical practices of a sovereign being. In these life principles, if they are truly applied with proper intent, are the tools to accelerate the emergence of the Sovereign Integral and feel its perspective, its insights, and its empowered abilities to create new realities and shape them as learning adventures that liberate and expand consciousness. This is the underlying purpose of the principles and perhaps the best reason to explore them.

Student/teacher/ Lyricus teaching 1

1.  Student: What prevents me from experiencing my innermost self?
2. Teacher: Nothing.
3. Student: Then why don’t I experience it?
4. Teacher: Fear.
5. Student: So, then fear prevents me?
6. Teacher: Nothing prevents you.
7. Student: But didn’t you just say that fear is the reason I can’t experience this state of consciousness?
8. Teacher: Yes, but it does not prevent you.
9. Student: Then what does?
10. Teacher: Nothing.
11. Student: Then what role does fear play?
12. Teacher: If you are in prison, what do you fear most when you dream of being liberated?
13. Student: Returning to prison… So, you’re saying that I fear experiencing my inmost self because I will return to my ignorance.
14. Teacher: No. I am saying that your fear of ignorance holds you in ignorance.
15. Student: I’m confused. I thought you were saying that I feared the experience of my highest self, but now it sounds like you’re saying that I fear my human self. Which is it?
16. Teacher: You fear the return to your human self after experiencing the God-fragment within you.
17. Student: Why?
18. Teacher: If you are thirsting in the desert, what is it that you desire above all else?
19. Student: Water?
20. Teacher: So if I gave you a glass of water, you’d be satisfied?
21. Student: Yes.
22. Teacher: For how long?
23. Student: Okay. I see your point. What I would desire above all else is to be near water so I could drink whenever I wanted, or better yet, I would want to leave the desert entirely.
24. Teacher: And if you loved the desert, wouldn’t you fear to leave it?
25. Student: You’re saying that I fear the experience of my inmost self because I would want to leave this world behind, but how can I fear this when I have no experience of it whatsoever?
26. Teacher: This is not the fear that floods your body when someone is about to kill you. It is the fear of a shadow so mysterious, ancient, and primordial that you know immediately that it transcends this life and this world, and its knowing will change you irrevocably.
27. Student: So it’s really this change that I fear?
28. Teacher: It’s the irrevocability of the change that you fear.
29. Student: But how do you know? How do you know I fear this so much that I cannot experience my inmost self?
30. Teacher: In order to keep the human instrument in stable interaction with its world, the designers of the human instrument created certain sensory constraints. Because these were not absolutely effective, there was also designed into the Genetic Mind of the human species an instinctual fear of being displaced from its dominant reality. For these two reasons, I know.
31. Student: But this isn’t fair. You’re saying my capacity to experience my inmost self has been diminished by the very beings that designed it. Why? Why should I be continually frustrated to know I have a God-fragment inside me, but not be allowed to interact with it?
32. Teacher: Do you love this world?
33. Student: Yes.
34. Teacher: You are here as a human instrument to interact with this world and attune to its dominant reality, and bring your understanding of your inmost self to this world even if this understanding is not pure, strong, or clear.
35. Student: But if I had this experience of my inmost self, couldn’t I bring more of this understanding into this world?
36. Teacher: This is the fallacy that frustrates you. Do you think the experience of this sublime energy and intelligence can be reduced to human translation?
37. Student: Yes.
38. Teacher: Then how?
39. Student: I can teach others how it feels to be in rapport with their souls. I can bring more light to this world and inspire others to seek this out within themselves. Isn’t this what you do?
40. Teacher: Have I taught you how to achieve this state?
41. Student: No. But you have inspired me.
42. Teacher: Are you sure? Haven’t I just told you that you can’t experience this state in the human instrument? Is that inspiration by your definition?
43. Student: I didn’t mean in this specific case, but you inspire me to think deeper into the issues or problems that confront me.
44. Teacher: If you want to bring more light into this world, why will interaction with your inmost self enable you to do so?
45. Student: That’s just it. I don’t know if it will. It just seems logical that it would. Don’t all good teachers have this insight? Don’t you?
46. Teacher: It’s true that there are teachers who can switch their dominant realities, and have learned to integrate this in their life without losing balance or effectiveness in this world, but they are extremely rare.
47. Student: I know this. But this is what I aspire to learn. It is learned isn’t it? Can’t you teach me?
48. Teacher: No, it is not learned. It is not teachable. It is not acquired through instruction, esoteric technique, or revelatory process.
49. Student: Then how do those teachers who have this ability acquire it?
50. Teacher: No one acquires this ability. That’s my point. No teacher within a human instrument on Earth at this time, or any previous, has the ability to live as a human and simultaneously live as a God-fragment. Nor does any teacher juggle between these realities with certainty and control.
51. Student: I’m surprised to hear this. Why is this so?
52. Teacher: For the same reasons I told you earlier. Do you not think this applies to all humans?
53. Student: Even Jesus?
54. Teacher: Even Jesus.
55. Student: Then why do I have this desire? Who put this notion into my head that I should be able to experience this inmost self or God-fragment?
56. Teacher: If one experiences the wind, do they not understand something of a hurricane?
57. Student: I suppose.
58. Teacher: And if they experience the rain, don’t they understand even more about hurricanes?
59. Student: Yes.
60. Teacher: If you never experienced a hurricane, but you experienced wind and rain, might you be able to imagine a hurricane better than if you never experienced wind and rain?
61. Student: I should think so.
62. Teacher: Such is the case of the God-fragment within the human instrument. You can experience unconditional love, supernal beauty, harmony, reverence, and wholeness, and in so doing, you can imagine the features and capabilities of the God-fragment within you. Some teachers have simply touched more of the edges of the God-fragment than others, but I assure you, none have entered into its depths while living in the human instrument.
63. Student: But don’t some teachers travel outside their body?
64. Teacher: Yes, but they are still living in a human instrument whilst they travel. Everything I said still applies.
65. Student: So what do I do? Give up the desire to have this experience?
66. Teacher: There is a fish that can leave its underwater world upon the equivalent of wings. While it is only for a short time, it experiences the realm of the air-breathers. Do you think this flying fish ever desires to touch a cloud, climb a tree, or venture into a forest?
67. Student: I don’t know… I doubt it.
68. Teacher: Then why does it fly above the water?
69. Student: I suppose it’s an instinct, something of an evolutionary imperative—
70. Teacher: Exactly.
71. Student: So you’re saying this is true of humans as well. We strive to experience our God-fragment out of an evolutionary imperative or compulsion?
72. Teacher: Yes, and like the flying fish, when we break from our world it is only for a short time and we fall beneath the surface once again. But while we are above the surface of our world, we momentarily forget we are just a human with a beginning and an end. Yet, when we do this, we do not imagine that we can touch the face of God within ourselves.
73. Student: But I do. I feel that I can, and even should, touch this God-fragment.
74. Teacher: You think this way because you have the hopeful exuberance and naïveté of a person unacquainted with the experience of First Source.
75. Student: So you don’t feel this way?
76. Teacher: Anyone attuned to the highest vibrations of their innermost self will feel this and be guided by it. The only difference is that I am content in knowing that I will not experience it while I am embodied in a human instrument.
77. Student: And what does this contentment provide you that I don’t have?
78. Teacher: The ability to channel my energy into this world rather than to apply it in the pursuit of another.
79. Student: But I thought you said it is an evolutionary imperative? How do I control this desire or ambition?
80. Teacher: Live in this world with all your passion and strength. See the God-fragment in this world, even if it is only a diminished beacon or tired light. See it! Nurture it! Do not be so quick to look for it in the depths of your heart or mind where you believe it might be.
81. Student: It’s hard not to be disheartened at the sound of these words. It is like someone telling me that the vision I had was merely a mirage, or a trick of the light.
82. Teacher: This is a world of shadows and echoes. You can chase the source of these if you desire, but you will likely do so at the loss of living in this world. You will diminish your experience of the shadows and echoes, and this is the very reason you incarnated upon this planet at this time.
83. Student: But it sounds so passive, as if I should settle for experiencing this world, and not try to change it. I feel like I’m here with a mission to improve it, to change it for the better, and I’m missing some experience, some capability to do this. What is it I feel and why?
84. Teacher: When you experience the warmth of the sun, do you change the sun?
85. Student: No.
86. Teacher: And if you hold a piece of ice in your hands, do you change it?
87. Student: Yes. It begins to melt.
88. Teacher: So there are some things you can only experience, and there are some things you can change.
89. Student: And I should know the difference.
90. Teacher: It helps.
91. Student: I know this. It’s elementary. I’m not sure it helps me feel less disheartened.
92. Teacher: You know this, I agree, but you have not necessarily practiced it. It is a principle of life to practice discretion and discernment, and while people will think this concept elementary, it is a critical difference in living life in a state of fulfillment or, as you put it, frustration.
93. Student: So I can’t change the fact that the God-fragment within me is unknowable to my human mind, and I need to accept that. Is that the lesson to be learned here?
94. Teacher: No.
95. Student: Then what is?
96. Teacher: The concept of the God-fragment within you has power. It can be contemplated, but it cannot be experienced as a dominant reality in a human instrument. Through this contemplative approach you can learn discernment, and through this discernment you will learn how to navigate in the world of shadows and echoes in such a way that you bring changes that are in accord with the objectives of First Source. You externalize the will of the God-fragment, rather than seek its experience. In so doing, you eliminate the fear and frustration energies that flow through your mind.
97. Student: Thank you. Your teaching just struck the chord I have been seeking since I found this path, and I feel its resonance.
98. Teacher: In resonance you will be guided.

The wholeness navigator/ Lyricus teachings 2

 

 

..DISCOURSE 02

1.  Student: Is God a physical being?
2. Teacher: Are you?
3. Student: Of course.
4. Teacher: Then doesn’t it stand to reason that God is as well?
5. Student: I don’t know…
6. Teacher: Can a dead man govern a city?
7. Student: No.
8. Teacher: Then how does First Source govern the Grand Universe that is — at its most coarse expression — a physical manifestation?
9. Student: First Source inhabits a body like you and me?
10. Teacher: Can any person upon Earth create something more magnificent than their human instrument?
11. Student: I can’t think of an instance.
12. Teacher: So, within this world, the human instrument is the highest expression of materiality?
13. Student: I think so.
14. Teacher: And whatever a human creates, its creation is less magnificent than it is.
15. Student: Unless it is a child.
16. Teacher: And who is the child of First Source?
17. Student: We are.
18. Teacher: No. Humans are thousands of generations removed from First Source. Who was the original child or first creation of God?
19. Student: I don’t know. Source Intelligence or Spirit?
20. Teacher: Source Intelligence isn’t a creation of God; it is the mobility and presence of God.
21. Student: Then I’m afraid I don’t know.
22. Teacher: When a cloud emerges from a blue sky, there are specific conditions that create the cloud. It appears from the sky, but does not resemble the sky in color, scale, texture, or scope. And yet, is it not accurate to say that the cloud was a child of the sky?
23. Student: I suppose, but what does this have to do with the physical body of God?
24. Teacher: Think of First Source as the sky, and the physical body of First Source as the cloud.
25. Student: So, the first child of God was the physical body of God?
26. Teacher: Yes.
27. Student: First Source created the conditions whereby its physical counterpart could manifest to govern the physical universe. Then which came first, the physical universe or the physical expression of God?
28. Teacher: Do you elect a president before you have a nation?
29. Student: Okay, I see your point. Is it true that we were created in the image of God?
30. Teacher: There are genetic archetypes that reside within the physical manifestation of God, and these archetypes are seven-fold.
31. Student: So there are seven manifestations of God? Are they all physical?
32. Teacher: They can be summoned physically at will, but God appears to each of his seven offspring in the form they will recognize as their father.
33. Student: Are you referring to the seven root races of Earth?
34. Teacher: No. The seven races of humankind are part of the most ancient genetic line of the universe in which Earth is an infinitesimal component. I’m referring to the seven genetic archetypes that reside within the Seven Tribes of Light that are known as the Central Race. They are sometimes referred to as the Elohim, Shining Ones, or WingMakers.
35. Student: And you’re saying that these beings are separated into seven, genetic groups?
36. Teacher: The Grand Universe consists of seven universes, and each of these converges in the central-most region of the Grand Universe. It is within this region that the seven, physical manifestations of First Source live, each an archetype of the human instrument designed for the universe of its destiny.
37. Student: Are you saying there are seven versions of God?
38. Teacher: There is only one God, but there are seven human instruments — each with different attributes and capabilities — that the one God inhabits. Our universe is associated with the Seventh Archetype, and it is this expression of First Source that interacts with, and governs, our universe.
39. Student: Are all seven universes like our own?
40. Teacher: The physical worlds are similar in all material respects, but the life forms that populate them possess different genetic capabilities, forms, and expressions, each based on the archetype of First Source.
41. Student: A human instrument from universe one would not be similar to a human instrument from any of the other six universes?
42. Teacher: Correct.
43. Student: But isn’t this true even within our own universe? Not all humanoid life forms look the same?
44. Teacher: This is not a matter of appearance. You are 99% identical to a chimpanzee — genetically speaking — and yet you undoubtedly consider yourself quite different in appearance.
45. Student: What you’re saying is that all humanoid life forms, regardless of where they are located within our universe, are genetically linked to the Seventh Archetype of First Source?
46. Teacher: Correct, but you can extend this to include a broad spectrum of other life forms as well. In other words, it’s not just the human instrument.
47. Student: Then in the other six universes, each has its own archetype that is embodied by God, and the life forms of these universes conform to this archetype — at least from a genetic perspective, if not in appearance. Is this accurate?
48. Teacher: Yes.
49. Student: Then the obvious question is why? Why does First Source divide itself into seven, genetic universes?
50. Teacher: When you approach a vast mystery, a mystery as infinite as the Grand Universe, what do you, as the creator, desire above all other things?
51. Student: Assurance that the universes will not be destroyed.
52. Teacher: Assume that you have no doubt of this — so perfect is your plan.
53. Student: Then I would probably want to inhabit what I created and explore it.
54. Teacher: And how would you do this?
55. Student: I would need to travel somehow.
56. Teacher: Assume that you are the Seventh Archetype of First Source. You are alone in your universe, and the universe is populated only with celestial bodies. There are no sentient life forms and no method of travel.
57. Student: But isn’t that what Source Intelligence is for? Doesn’t First Source utilize Source Intelligence for its travel or omnipresence?
58. Teacher: Let me remind you that we are discussing a physical expression of God. The Seventh Archetype of First Source is not able to travel about the universe independent of the laws of the universe. You may think of these seven Archetypes as the Human Instruments of First Source, and attribute similar characteristics and limitations to them, as we ourselves must bear.
59. Student: So, the physical archetypes of First Source do not share the omnipresence and omniscience of their Father?
60. Teacher: They do not.
61. Student: Do they operate as a team, or are they independent?
62. Teacher: They operate in cooperation and collaboration, but they exercise their sovereign wills as it pertains to the universe under their charge.
63. Student: Were the archetypes of First Source created right after the creation of the Grand Universe?
64. Teacher: They were created in succession the same way a family is created.
65. Student: Why?
66. Teacher: There is much to learn from the creation of one that can be passed on to the next.
67. Student: I want to see if I understand this correctly. At some point in time there was a Grand Universe created by First Source, consisting of seven universes, each governed by a physical expression of First Source. The universes were devoid of life other than celestial bodies like stars and planets. Is this correct so far?
68. Teacher: Yes.
69. Student: And then the creation of life occurred. How?
70. Teacher: First Archetype of First Source created life forms, what we shall call, the Central Race of First Universe. These beings were very powerful and not unlike their creator in function and form. They, in turn, created the genetic structures that became the first, pure physical soul carriers that housed the individuated spirit energies of First Source.
71. Student: And this repeated itself six more times?
72. Teacher: Each universe was populated with genetic structures that were based on the Archetype of First Source for that particular universe. Each genetic structure had unique capabilities that were suited for the exploration and colonization of their particular universe.
73. Student: So, there are seven, different, genetic structures of soul carriers exploring the Grand Universe. For what reason? Why does First Source design the universe this way?
74. Teacher: The Grand Universe is a vast network of life-bearing planets that enable the individuated spirit consciousness, housed within a soul carrier or human instrument, to interact with the limitations that physical worlds — by their very structure — impose. By interacting with these limitations, the genetic structures evolve, and in this evolution, they become unified.
75. Student: Are you saying that evolution’s final form is unity?
76. Teacher: Not in all species, but in the most advanced formats of physical existence, unity is the outcome of evolution.
77. Student: Why?
78. Teacher: When you create something that is in your image, what do you think is the most difficult thing to do?
79. Student: Let it go?
80. Teacher: Correct. You want your creation to explore and colonize the universe, but you also want your creation to return. Thus, you instill a fundamental instinct within your creation to desire to return to their place of origin. This is the unification instinct and it is one of the most powerful instincts designed into the soul carriers, of which the human instrument is one.
81. Student: Then human-like, soul carriers exist throughout the Grand Universe, and all of them are designed to explore the expanding universe, but also to return to the central-most region after they’re done. This doesn’t make a lot of sense.
82. Teacher: It is not the soul carriers that return. These are physical-based vehicles that, like all physical matter, decay and transform. Only the Wholeness Navigator within the soul carrier neither decays nor transforms. It remains everlasting, and within this specific element of humanity it is designed to return to its origins.
83. Student: Where does one draw the line between First Source and other life forms?
84. Teacher: How do you mean this?
85. Student: Are the Archetypes of First Source separate from First Source. In other words, do they have their own identity, or do they think of themselves as First Source? In the same way, what about the Central Race?
86. Teacher: There are five rings of life that comprise First Source. At the center is the consciousness of First Source. At the whole is Source Intelligence. In between are three rings of life: the seven Archetypes of First Source, the Central Race, and the individuated spirit-essence, or Wholeness Navigator.
87. Student: And each of these rings of life draws their identity from First Source?
88. Teacher: Yes.
89. Student: What you’re really saying is that all of these life forms are threaded together as one consciousness?
90. Teacher: No more than a family is one consciousness.
91. Student: They are separate?
92. Teacher: They are both separate and unified.
93. Student: How?
94. Teacher: The five rings of life are distinct forms of consciousness. In the formless state, each ring of life is aware of its unity, purpose, and inherent kinship with the others. In the physical realms, where consciousness is expressed through a dimensionally focused soul-carrier, they have a diminished awareness of this connection. Thus, they are both separate and unified, depending upon which strata of consciousness the entity is focused.
95. Student: Then you’re saying that even the Archetypes of First Source, since they have a physical body, operate in the three-dimensional world without a strong sense of connection to First Source? It hardly seems possible.
96. Teacher: No one within the Central Race pretends to know the degree in which the Archetypes of First Source have a diminished capacity to recall their Source vibration. However, those within the Central Race are well aware of how the soul carriers of three-dimensional substance, create the condition of separation in which divine recall is reduced to such a degree that the entity regards itself as separate from First Source, and therefore its capabilities.
97. Student: Separate from the capabilities of First Source?
98. Teacher: If you believe you are an ant, how do you behave differently than an eagle?
99. Student: But an ant is not an eagle.
100. Teacher: But the Wholeness Navigator is First Source. If the ant were an eagle, in every respect except form, but associated its capabilities with that of an ant, the eagle would slowly lose its ability to fly, it’s entire physical body, mind, and emotional make-up would change. Its soul carrier would literally devolve.
101. Student: Our bodies cause our souls to devolve?
102. Teacher: No. Our sense of separation from our Source vibration causes our human instrument to remain devolved. The devolution has already occurred; it is merely perpetuated.
103. Student: Then the goal is to awaken this Source vibration and begin to re-associate with its divinity – this is what causes the human instrument to evolve in the direction of the Wholeness Navigator?
104. Teacher: If you are going to start a fire, what do you need?
105. Student: Dry wood, kindling and a lot of work generating sufficient heat to combust the kindling.
106. Teacher: And what is the most critical of these?
107. Student: I suppose the kindling.
108. Teacher: Can you start a fire without any of the elements?
109. Student: No.
110. Teacher: Are you sure?
111. Student: Well, I could start a fire with the kindling, but without the dry wood, it won’t last very long.
112. Teacher: Aren’t they all critical then?
113. Student: Yes.
114. Teacher: And if I had all the critical components to start a fire, but I had no experience, would I be able to produce fire?
115. Student: Probably not.
116. Teacher: I might not even know, if someone were to give me all of these items, that their purpose was to create a fire. Correct?
117. Student: Correct.
118. Teacher: So we can add experiential knowledge as a critical component.
119. Student: Yes.
120. Teacher: And what if I didn’t see the need for a fire?
121. Student: Okay, so you also need a reason or desire.
122. Teacher: Yes. Desire and purpose is critical.
123. Student: Okay, I agree we can add that to our expanding list.
124. Teacher: And if we were outside and it was raining and our kindling became wet—
125. Student: I understand, conditions must be right.
126. Teacher: So conditions are important also?
127. Student: Yes, but where are you going with this? I don’t understand how this applies to my question about what causes the Wholeness Navigator to evolve?
128. Teacher: You simplified your question to the extreme. The equations of evolution are so complex that they are invisible to the mind of the human instrument. It is not merely the re-association with the Source vibration or God-Fragment that draws the Wholeness Navigator to it divinity and re-asserts its capabilities as a replica of First Source. This equation carries thousands upon thousands of critical elements bundled in a coherent, carefully orchestrated path. I wanted you to remember this.
129. Student: But isn’t it necessary to simplify in order to approach the subject? How can anyone give all of these factors equal weight and still have an intelligent discussion?
130. Teacher: That’s my point. You cannot.
131. Student: So we can’t even discuss it?
132. Teacher: No, not with any degree of accuracy. Evolutionary circuits are dependent on complex systems, and these systems are so vast and multifaceted that words – when applied to depict them – only serve to bring focus on one element and this element is never – in itself – powerful enough to catalyze or mobilize the evolutionary path.
133. Student: So what does?
134. Teacher: If you had a magical friend that was infallible in her judgment. Perfect in her decisions because she saw clear to the destination of First Source and therefore knew how to travel the landscape to achieve her reunion with God. What would you do with this friend?
135. Student: I’d listen to them. I’d ask them for directions and guidance. I’d follow as closely behind them as I could.
136. Teacher: Even if they led you to a cliff and jumped off.
137. Student: Well, if I really believed they had this infallible judgment as you put it, yes, even if they jumped off a cliff. Somehow I’d trust that I would be okay if I followed them over.
138. Teacher: What if they didn’t know you were following and they had capabilities that you did not? In this example, they could fly, but you could not.
139. Student: I guess I would have made a terrible mistake in following them, and I’d die as a result.
140. Teacher: So your friend’s judgment, even though it was infallible for herself, led to your own destruction.
141. Student: Yes.
142. Teacher: So who then do you offer your trust to?
143. Student: Myself.
144. Teacher: And why?
145. Student: Because I know my own limitations.
146. Teacher: So what do you think is the mobilizing factor for one’s evolutionary path to Wholeness and unity?
147. Student: You mean if I could sum it up in a single concept – despite the fact you showed me earlier that it couldn’t be done?
148. Teacher: You’re learning very well.
149. Student: It would be to trust myself.
150. Teacher: What part of your self?
151. Student: The soul.
152. Teacher: And not the carrier?
153. Student: Okay, I would need to trust the whole of me.
154. Teacher: Trust the parts and the whole. Trust the connection of these to First Source. Trust the God-Fragment that orchestrates all of this complexity into coherent experience and knowledge that assures the recollection of your divinity. Trust the evolutionary process defined by First Source. Trust each of these above the external voices that meet you, no matter how infallible they may appear to be. Trust your self-knowing and its ability to guide you in the ascending spiral of your journey.
155. Student: Even though I am but a student?
156. Teacher: Are we not all students?
157. Student: But there are those who know more than me. I don’t feel like I know that much to trust myself. How can I overcome this self-doubt?
158. Teacher: It is not something to overcome. If it were, would you then require trust?
159. Student: I suppose not.
160. Teacher: When you grapple with the finer distinctions of a concept, you invariably come to a wall that defines the limits of your memory or experience. When you find this wall, there is nothing wrong with seeking help from others, but remember that you are the entity that is most aware of your own needs. The wall that you find may be precisely what you need at that time.
161. Student: Then it seems that I need to become more aware of my self-interests and needs.
162. Teacher: The needs that you have which fuel your evolution as a Sovereign Integral. If you are hungry, your stomach will remind you. If you are tired, you will yawn and your eyelids will become unbearably heavy. What is the equivalent for your evolution as a Sovereign Integral?
163. Student: It’s an interesting question. I don’t know.
164. Teacher: What causes you to search for your higher self?
165. Student: I guess unanswered questions. Not knowing who I am, where I am going, or why I am here.
166. Teacher: Really? Unanswered questions awaken you to your highest self-interests?
167. Student: I can tell by your question that I answered wrong. What is it then?
168. Teacher: It is inspiration! Inspiration from the spiritual masters who came before you. Inspiration from Nature. Inspiration from art. But most importantly, it is the inspiration that enters from the realm of the Wholeness Navigator within you, into your human instrument and then tirelessly kindles your desire to recollect the reality of the God-Fragment stored inside you.
169. Student: How do I recognize this inspiration?
170. Teacher: It is not important to recognize it. It only matters that you feel it and welcome its presence because this is how you develop self-trust and self-knowing.
171. Student: Are there techniques to accomplish this?
172. Teacher: Of course.
173. Student: What are they?
174. Teacher: You haven’t invented them yet?
175. Student: I thought you might know some that you could share.
176. Teacher: I know my own. I do not know yours.
177. Student: They’re different for everyone?
178. Teacher: I don’t know.
179. Student: How did you create your own techniques?
180. Teacher: If you want to establish a relationship with someone that you want to know, what are some of the things you do?
181. Student: I might invite them for a conversation over tea, or possibly write them an introductory letter describing my wish to meet them.
182. Teacher: And if they don’t respond.
183. Student: I will probably assume that they are too busy, or more likely, not interested in meeting me.
184. Teacher: Then this is the problem.
185. Student: What?
186. Teacher: The human instrument gives up too easy, if it invites the Wholeness Navigator into its realm at all.
187. Student: I think we’re all sensitive to rejection.
188. Teacher: Do you think it’s possible to be rejected by the divine instruments of First Source?
189. Student: I never thought about it before. Maybe?
190. Teacher: It is not. The divine instruments of First Source are ever vigilant for sincere prayers, and never reject the offer to extend their presence within the human instrument of an entity that desires to ascend in consciousness. This is an immutable law of the universe.
191. Student: Is there a better way to extend this invitation than simply asking in prayer?
192. Teacher: It is not your words that will be heard. It is your feelings and the purity of their motivation. You could be drunk from wine and swearing in your loudest voice, but if your innermost feelings were pure, sincere, humble, and motivated by love, your invitation would be answered. In contrast, you could be meditating for days, striving to be of perfect character, and asking in the quietest whisper of a clear mind, but if you were tainted with the motivations of honor and pride, your invitation would most likely be declined.
193. Student: Why would the Wholeness Navigator, or any divine instrument of First Source, care?
194. Teacher: Why do you care if the food you eat is served on a clean plate or a dirty floor?
195. Student: I don’t understand the comparison.
196. Teacher: The human instrument is a vessel or soul carrier. Upon your planet, it houses the pure and perfect instrument of First Source: the Wholeness Navigator. If the human instrument is impure with thoughts of materiality, motivations of self-aggrandizement, or actions of hatred, it makes the soul carrier less receptive to the vibrations of the Wholeness Navigator. In some cases, the Wholeness Navigator, if it enters into such a vessel and offers its capabilities, these very capabilities are corrupted for selfish purposes.
197. Student: So the Wholeness Navigator does not want its capabilities to become contaminated by an impure soul carrier?
198. Teacher: This is partially true, but it is more that the God-Fragment within you chooses to expose its energies to a human instrument that has invited it to share its vision and understanding. Once it is invited, it will monitor the response of the human instrument to its presence. If the invitations are repeatedly extended, the God-Fragment will continue to materialize as an infused, spirit-led consciousness that directs the human instrument in its earthly mission.
199. Student: It sounds like the God-Fragment takes over. Is that how it is?
200. Teacher: The God-Fragment injects divine perspective to the human instrument. It enables the soul carrier to become the soul’s vision in service to First Source. In doing this, the human instrument is transformed.
201. Student: I understand. I think I need some time to sort all of this out. Thank you for sharing your perspective and helping me with my understanding.
202. Teacher: You are very welcome.

 

 

1. Student : Is there a technique to gain Knowledge of God?
2. Teacher: What God do you speak of?
3. Student: The one and only source of all.
4. Teacher: No
5. 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.
6. 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.
7. 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?
8. 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.
9. Student: But what’s the point if the answers are not bringing me closer to the knowledge of God?
10. Teacher: Why doesn’t the knowledge of destruction lay in the hands of the many instead of the hands of the few?
11. Student: What do you mean?
12. Teacher: Why is the knowledge of how to destroy humankind – on a mass level – so carefully safeguarded?
13. Student: You’re talking about weapons of mass destruction?
14. Teacher: Yes.
15. Student: Naturally the technology is so destructive it needs to be managed and controlled by responsible governments.
16. Teacher: Why is it controlled?
17. 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.
18. Teacher: Is the knowledge of mass destruction the opposite of the knowledge of mass enlightenment?
19. Student: I don’t know.
20. 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?
21. Student: I can’t imagine how I could be more powerful.
22. Teacher: How would you choose to wield your power?
23. 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.
24. Teacher: What if the citizens that you ruled rebelled? What if they chose to be independent of your power? What would you do then?
25. 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.
26. 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.
27. Student: Then I would let them have their own way.
28. Teacher: Even if they killed themselves and behaved in decadence?
29. Student: I would try to teach them how to behave properly so they would learn to live harmoniously.
30. Teacher: Do you think they would listen?
31. Student: If they didn’t, I’d place the good and respectful people separate from those that were warring and cruel.
32. Teacher: I see. So you would divide your citizens into two groups?
33. Student: It would be the only way to bring harmony to some, if it couldn’t be brought to all.
34. Teacher: And if the warring and cruel citizens ultimately had children that desired to live in harmony, what would happen then?
35. Student: They would only need to ask and they could rejoin the society.
36. 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?
37. Student: Yes.
38. Teacher: And if they didn’t?
39. 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.
40. Teacher: And what would be the result if one of these new citizens murdered someone within your enlightened society?
41. Student: They would be expelled and punished.
42. Teacher: Not enlightened?
43. Student: I would assume they were not able to be enlightened.
44. Teacher: So your power to enlighten was not perfect.
45. Student: I guess not.
46. Teacher: And what if the decadent society decided that the enlightened society should be conquered?
47. Student: Why would they attack if they knew I had the power to annihilate them?
48. Teacher: Perhaps they believed you didn’t actually possess the power, or if you did, that you would never use it.
49. 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.
50. Teacher: Then your power to destroy was not perfect either.
51. Student: Not in the same way I thought it was.
52. Teacher: You have answered these hypothetical questions wisely. Do you see how power complicates?
53. Student: Yes.
54. Teacher: Do you understand that having the power to enlighten or destroy is a type of power that most people consign to God?
55. Student: Yes.
56. Teacher: So I was asking you to play God, hypothetically.
57. Student: I understand, but how does that answer my question about gaining the knowledge of God?
58. Teacher: It may not. I simply wanted you to have a glimpse of the perspective of the human-imagined God.
59. Student: Why?
60. Teacher: If you want the knowledge of God, you must have some perspective on the position of a God.
61. Student: But I didn’t mean that I wanted to have the knowledge of the God that humans have created.
62. Teacher: It’s the only knowledge you can have.
63. 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?
64. 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.
65. Student: Would it work the same way for enlightenment? In other words, would I be able to enlighten with a simple thought?
66. Teacher: Yes.
67. Student: Okay.
68. Teacher: How many times a day do you have an angry thought and a thought to enlighten someone?
69. Student: I don’t know. On a good day, I don’t have any angry thoughts.
70. Teacher: On a bad day?
71. Student: Maybe three or four.
72. Teacher: Each time you have these thoughts, if you were angry with a person, your anger would harm the object of your rage.
73. Student: What about the other side of the coin. What if I were loving and kind, would my thoughts enlighten them as well?
74. Teacher: Precisely.
75. Student: So, with nothing but my thoughts, I can harm or help a person.
76. Teacher: Yes.
77. 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?
78. Teacher: No.
79. Student: Why?
80. 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.
81. Student: And this is why I can’t have the knowledge of God?
82. Teacher: Correct.
83. 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.
84. Teacher: Perhaps, but this same limitation is liberating.
85. Student: In what way?
86. Teacher: Do you know the will of First Source?
87. Student: No, but I think I have an idea of what is aligned with the will of God and what is not.
88. 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?
89. Student: I mean that I know the general direction or intention of God’s will.
90. Teacher: But not the details?
91. 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.
92. Teacher: I see. And how did you arrive at this conclusion?
93. Student: It is what I have been taught.
94. Teacher: And who taught you this?
95. Student: My teachers, the books I’ve read. Everyone believes this don’t they?
96. 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.
97. Student: Basically, yes.
98. Teacher: What if I suggested to you that understanding the will of God is one and the same as possessing the knowledge of God?
99. Student: I’m not sure that I understand what you mean.
100. 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.
101. 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.
102. Teacher: And what do you think God wants you to become?
103. Student: Liberated.
104. Teacher: From limitation?
105. Student: Yes. Exactly.
106. 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?
107. Student: Because if I have no limitations, I am liberated of the things that reduce my spiritual awareness.
108. Teacher: And what will you do then – when you are free of all limitation?
109. Student: I’m not exactly sure, but it will be blissful and likened to what Buddha called Nirvana – freedom from desire.
110. 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?
111. Student: I don’t know. That’s in part what I’m trying to understand.
112. Teacher: Are you sure?
113. Student: Well it’s certainly one of the things I’m trying to understand.
114. Teacher: If you’re trying to understand this, then answer my question.
115. Student: But I don’t know the answer.
116. Teacher: Try to articulate it as best you can.
117. 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.
118. 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.
119. 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.
120. 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.
121. 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?
122. Teacher: You cannot.
123. Student: So again, I’m frustrated in ignorance. This seems to be the theme of spiritual matters.
124. 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.
125. Student: I know. But what can I do about it?
126. 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.
127. Student: How do you mean that?
128. 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.
129. 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.
130. 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?
131. Student: You’re saying that I need to study my body and mind before I study the soul?
132. 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.
133. 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.
134. 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.
135. 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?
136. 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.
137. Student: So then I should really be asking you about how I can gain the knowledge of these connections. Is that correct?
138. Teacher: Yes.
139. Student: So how do I? Is it the chakras that are key?
140. 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.
141. What weaves together the physical body with the non-physical bodies is what we refer to as the phantom core.
142. Student: What is this composed of?
143. 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.
144. Student: So it can operate equally well within the mind and body?
145. 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.
146. Student: Does it embellish the experiences or simply report them like a recorder?
147. Teacher: It reports everything in extraordinary terms.
148. Student: How do you mean?
149. 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.
150. 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.
151. 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.
152. Student: Why have I never heard of this before?
153. Teacher: Who should tell you?
154. Student: You, for one.
155. Teacher: I just did, were you not listening?
156. Student: Yes, but I’ve been your student for two years and this is the first I’ve heard of this phantom core. Why?
157. 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.
158. Student: But two years it takes for me to know its name?
159. 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.
160. Student: Okay, we’ve established that I’m a dreamer –
161. 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.
162. 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?
163. 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.
164. 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?
165. 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.
166. Student: And what about the Wholeness Navigator?
167. 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.
168. Student: It will take me a long time to create this picture and understand the connections.
169. 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.
170. 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?
171. 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.
172. 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.
173. Student: I suspect you purposely gave me an abstract answer as a way of reminding me of the task ahead.
174. Teacher: I gave you what is available to be given. Words themselves are an abstraction, are they not?
175. 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?
176. 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.
177. Student: You spoke of connections in the human instrument and anomalous phenomenon. Can you please elaborate on these?
178. 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.
179. 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.
180. 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.
181. Student: What are the 24 systems? Do I know them?
182. 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.
183. Student: Why is this so important?
184. 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.
185. Student: But it is the lower self isn’t it?
186. Teacher: It is the vessel of the transcendent soul. When you see a vessel of beauty, do you wonder what is inside it?
187. Student: I guess when I see a beautiful vessel – like a work of art – I assume the vessel is for appreciation, not utility.
188. Teacher: It doesn’t require a utilitarian function because its beauty is sufficient a purpose. Correct?
189. Student: Exactly.
190. 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.
191. Student: Why? Why do we only see these five and not the whole 24?
192. 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.
193. Student: So how do I learn about the other dimensions of the human instrument?
194. 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.
195. Student: But if you gave me information about the 24 strata, wouldn’t it help me in my studies?
196. 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.
197. Student: I understand.
198. Teacher: I have highlighted the universal path; now tell me what you have learned.
199. 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.
200. Teacher: Take a deep breath. You have listened well.
201. Student: Did I get it right?
202. Teacher: Are you concerned about being right or are you interested in learning?
203. Student: Are they so different?
204. Teacher: They can be polar opposites.
205. Student: I’m interested in learning and being right.
206. 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?
207. Student: Yes.
208. Teacher: And have you discovered your answer?
209. Student: No. I don’t think there is an answer.
210. 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?
211. Student: I don’t know. I’ve never thought about it before. Perhaps at a basic level it has.
212. 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.
213. Student: I understand this. Was this done as part of the design?
214. Teacher: Yes.
215. 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?
216. 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.
217. 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?
218. Teacher: It does and it is.
219. Student: I am grateful.
220. Teacher: You are most welcome.

Universe Relatiionship/ Discourse 04/ Lyricus

DISCOURSE 04

1.  Teacher: And so you desire to experience the Wholeness Navigator. Have you decided how?
2. Student: This is why I wanted to meet with you. I thought you could instruct me on a method or technique to achieve this.
3. 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?
4. Student: I don’t understand.
5. 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?
6. Student: Yes.
7. 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?
8. Student: Exactly.
9. Teacher: Do you think any of the teachers that have lived on earth have built this bridge and not shared it with others?
10. Student: No.
11. 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?
12. Student: Are you saying that none have built this bridge?
13. Teacher: No. I’m saying that none have wanted to build this bridge.
14. Student: Then why does it consume me so?
15. Teacher: Because you believe it can be built by answers, by experience, and by initiative.
16. Student: And it can’t?
17. Teacher: It cannot be built anymore than you can build something that is already built.
18. Student: What do you mean?
19. Teacher: Can you build this rock? (I was holding a rock I had gathered from the ground.)
20. Student: Do you mean can I build an exact duplicate?
21. Teacher: No, I mean this rock?
22. Student: No. It’s already built.
23. Teacher: So is your bridge.
24. Student: Okay… I understand this in concept, but if you’ve never experienced it, what good is it if it’s built?
25. Teacher: That depends on you.
26. Student: In what way exactly?
27. Teacher: Do you see what’s present more than you see what’s missing?
28. Student: I don’t know… I’m not sure what you mean.
29. 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?
30. 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.
31. Teacher: But if you cannot build something, how do you teach its construction?
32. 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.
33. Teacher: Even at this moment you are having this experience, as am I.
34. Student: Yes, but you’re probably conscious of it, I’m not.
35. 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.
36. 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?
37. Teacher: Correct.
38. Student: So my desire is unfounded?
39. Teacher: Your desire is natural and well founded; it is just that it will not culminate in the experience you hope for.
40. 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?
41. 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.
42. 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?
43. 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.
44. Student: Are you saying that the accounts of mysticism are fabrications?
45. 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.
46. 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.
47. 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.
48. 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.
49. Student: I agree there is incongruity about the structure of the multiverse, but this doesn’t necessarily mean that it doesn’t exist.
50. 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?
51. Student: Are you saying it’s all impossible – this desire to experience the inner dimensions of my being?
52. 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.
53. 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?
54. 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.
55. 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?
56. 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.
57. Student: I don’t understand.
58. 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.
59. 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?
60. 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.
61. 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?
62. 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.
63. Student: So the universe responds according to the directive, but I may think it wasn’t listening because I don’t recall the experience?
64. 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.
65. Student: How do I direct the universe? Is it a forceful command?
66. 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.
67. 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.
68. Student: Please explain how this applies to spiritual revelation?
69. 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.
70. Student: What if my plans are just plain wrong or ill conceived?
71. Teacher: You will most likely be frustrated or unsatisfied by the events that unfold.
72. Student: Can you give me an example?
73. 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.
74. 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?
75. 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.
76. Student: But there are so many more insightful than I. Why would I listen to my own voice amidst those of my teachers?
77. Teacher: Do you listen to your teachers, or do you compare their words with what resonates with what you sense is true?
78. Student: To be candid, I compare their words with my own sense of truth.
79. Teacher: So you already listen to your own voice?
80. 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.
81. Teacher: And why do you do this? Why do you assign yourself the diminished role of measuring and analyzing instead of creating and invention?
82. Student: Because I am inexperienced and lack knowledge.
83. 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.
84. 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.
85. Teacher: Why?
86. Student: I’m not sure that I know how to explain this.
87. Teacher: The knowledge that will transform you derives from your personal experience of two fundamental phenomena: the Light and Sound vibrations of First Source.
88. 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.
89. 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?
90. 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.
91. Teacher: So you are waiting for a human being.
92. Student: Perhaps this is the way the Universe would respond to my directive, to bring me a teacher who can show me the way.
93. 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.
94. Student: So you’re telling me to become more of an active partner with the Universe.
95. Teacher: Add responsibility and acceptance of your capacity to partner with the Universe, and you have properly evaluated my instruction.
96. Student: But I feel as if you’re suggesting that teachers do not serve a role in this process. Is this true?
97. 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.
98. Student: So the real knowledge is knowing how to direct the Universe?
99. 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.
100. Student: What is the key to directing the Universe?
101. 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.
102. Student: How do I come to know this?
103. 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.
104. Student: But doesn’t the Universe also respond to our thoughts and prayers?
105. 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.
106. Student: But there are practical implications of this partnership with the Universe isn’t there?
107. 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?
108. Student: Yes.
109. 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.
110. Student: So the two paths are not compatible?
111. Teacher: What two paths are you referring to?
112. Student: The petitions of human prosperity and practical survival, and the aspirations of my highest self.
113. 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.
114. Student: I think I understand your counsel. Thank you for your advice.

Teacher: You are most welcome.

Discourse 6 Techniques for intuitive Intelligence

 ..DISCOURSE 06

1. Student: How does one discern their inner voice from the voice that has been learned from this world?
2. 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.
3. 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.
4. 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.
5. Student: Does everyone have this inner voice and the ability to express it?
6. Teacher: No.
7. Student: Why is this limitation bestowed on human nature?
8. Teacher: It is simply an outgrowth of the imperfections of the human instrument colliding with the imperfections of the three-dimensional environment.
9. Student: And these imperfections subdue the heart’s expression and diminish its voice?
10. Teacher: No more than the clouds control the sun and lessen its warmth.
11. Student: So the inner voice continues to express itself even though the imperfections make its voice inaudible?
12. Teacher: Yes.
13. Student: Using your analogy, how does one eliminate the clouds?
14. 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?
15. Student: I suppose not.
16. 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?
17. Student: Perhaps…
18. 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.
19. Student: But how does this relate to the heart’s inner voice?
20. 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.
21. Student: Again, using your analogy, what is the “telescope” as it relates to the heart’s deepest expression?
22. Teacher: They are the techniques of the intuitive intelligence.
23. Student: Can you explain them to me?
24. 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.
25. Student: And they need to be cleared. How do I do that?
26. 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.
27. Student: The source template?
28. 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.
29. Student: My physical heart is based on an energetic heart, and this energetic heart is what I want to have access to?
30. 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.
31. The heart is also the gateway to the compassion frequency of love—the purest force of the multiverse.
32. Student: I’ve never heard of this before. What do you mean by the compassion frequency of love?
33. 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.
34. Student: Intelligence?
35. Teacher: Are all forms of love the same?
36. Student: Of course not.
37. Teacher: Love imbued with compassion and understanding is different from love that is stubborn and selfish, is it not?
38. Student: Yes… but I don’t think of it as a difference in intelligence in the love itself, but rather the person expressing it.
39. 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.
40. Student: I don’t understand.
41. 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.
42. Student: Including the level of First Source?
43. Teacher: Yes.
44. Student: So the heart is the multiverse inside each of us?
45. 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.
46. 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?
47. 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.
48. 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?
49. 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.
50. Student: Okay, so how does this all relate to clearing the emotional debris that’s been inscribed upon my heart?
51. 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.
52. It begins with the compassion frequency of the emotion called forgiveness. This frequency can be evoked within your heart through this command:
53. 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.
54. While this invocation is being said, you can listen carefully to the words and allow them to form visual pictures in your heart.
55. Student: That’s interesting. I’ve always been taught to form pictures in my mind, but never in my heart.
56. 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.
57. Student: Who is watching outside my body?
58. Teacher: You are.
59. Student: Is this one of the techniques you referred to as techniques of the intuitive intelligence?
60. Teacher: Yes, but this technique has additional facets to it. When you have completed this first step, three remain.
61. Student: What are they?
62. 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.
63. Student: And by performing this technique I can begin to clear the “clouds” of my emotional history?
64. 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.
65. Student: Why are visualization and imagination so important to this process?
66. Teacher: They engage the heart’s core intelligence and the brain’s receptivity is the result.
67. Student: You’re saying that the brain interprets the heart’s signals based on their… clarity?
68. 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.
69. Student: Visual energy?
70. 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.
71. Student: In what way?
72. 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.
73. 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?
74. 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.
75. 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.
76. Student: You speak about compassion and understanding, but isn’t unconditional love the core heart frequency?
77. Teacher: I choose to refer to these core frequencies in terms that are not so misunderstood, as is the term unconditional love.
78. Student: You also mentioned emotional authenticity was a key element in how the brain responds to this technique. Can you expand on this?
79. Teacher: When you see a piece of cloth from a distance of twenty meters, what distinguishes it?
80. Student: Its color.
81. Teacher: And when you are able to hold this same cloth and examine it closely, what then?
82. Student: I suppose texture becomes more important… how it feels.
83. Teacher: And the subtly of the design?
84. Student: Yes, I suppose at twenty meters one would not be able to see any subtle designs that had been woven into the fabric.
85. 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.
86. Student: The higher brain makes this determination? How does it know?
87. Teacher: Have you noticed my use of the word “Designed”?
88. Student: Yes, but I’m not sure I interpreted it the way you meant it.
89. 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.
90. Student: So only those who had this knowledge would be able to access this higher state?
91. Teacher: No. Everyone is able to.
92. Student: Everyone?
93. Teacher: Should anyone be excluded?
94. Student: What about those who knowingly practice evil?
95. Teacher: A lifetime of 4000 weeks to explore and understand the infinite cosmos is the explanation of evil.
96. Student: I don’t understand?
97. 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.
98. 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.
99. 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.
100. Student: But won’t some people abuse these techniques, using them for selfish or even evil purposes?
101. 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.
102. 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?
103. 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.
104. Student: Does this technique have a name?
105. Teacher: Only if you give it one.
106. Student: And you’ve disclosed only two of the four steps thus far?
107. Teacher: Yes, the first two we have covered: the invocation and imagination steps. The third step is to release.
108. Student: How is this accomplished?
109. 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.
110. Student: To what?
111. 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.
112. 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?
113. 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.
114. Student: You mean that I may become impatient?
115. 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.
116. Student: How do I perform this release as you call it? Is there a specific technique?
117. 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.
118. This stage of the technique is to release judgment of your progress within the bounds of the process.
119. Student: How do you mean this? I’m not sure I understand.
120. 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.
121. The ego is not something to be banished, ignored or faulted for this attitude, but rather it is to be refined.
122. Student: Is this part of the release technique?
123. Teacher: Yes.
124. Student: How?
125. 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.
126. 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.
127. Student: Why?
128. 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.
129. Student: Okay, I think understand the reason that release is the third step, but how do I specifically perform this step in the process?
130. 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.
131. Student: How do I do this?
132. 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.
133. Student: That’s all?
134. Teacher: Yes.
135. Student: I was expecting the release part to be more complicated and difficult.
136. Teacher: The difficult part is when you lack the technique for release, or you practice the technique without emotional authenticity and visual energy.
137. Student: What is the fourth and final step of this process?
138. Teacher: It is sometimes referred to as light distribution, though I prefer to think of it as light connection.
139. Student: How does it work?
140. 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.
141. Student: I’m not sure what that means.
142. 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.
143. 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?
144. 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.
145. Student: How frequently?
146. Teacher: That is up to you, but you cannot do it too much.
147. Student: Why do I even need to be conscious of this? It seems that the light flows just fine without my direction.
148. 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.
149. Student: Maybe you should just explain the technique, and I’ll stop asking questions.
150. Teacher: If you could concentrate this grid of light—make it brighter, more intense; what do you think the result would be?
151. Student: More energy?
152. Teacher: No. It can actually have the opposite effect in the sense that the body is fatigued and weakened.
153. Student: So distributing light is not about concentrating it?
154. Teacher: No. It’s balancing the light quotient within the human instrument and ensuring it is coherent, rhythmic, and free flowing.
155. Student: It sounds like you’re describing the physical heart again.
156. 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.
157. 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.
158. Student: More “cloud” cover?
159. 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.
160. Student: What do I do?
161. Teacher: Can you visualize your heart beating in your chest distributing oxygen to your body and brain system?
162. Student: Yes.
163. 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.
164. 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.
165. 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.
166. Student: I felt this just listening to you.
167. Teacher: That is the technique for the fourth and final step.
168. Student: Should this fourth step be performed in concert with the other three techniques?
169. 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.
170. Student: What are those?
171. Teacher: When a river loses its current what happens?
172. Student: It slows down and becomes stagnant.
173. Teacher: Clarity and tempo are related, are they not?
174. Student: I think this is true as it relates to rivers, but I assume you’re talking about the human system as well.
175. Teacher: Correct.
176. Student: So the techniques of the intuitive intelligence are really multi-faceted in what they bring to the individual?
177. 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.
178. 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.