The Path to Healing utilizes the fields for all lesson plans; access is granted by the frequency emanating from the cells within the human. Frequency modification enables access to various higher fields of consciousness, as well as providing disconnection from the lower fields of consciousness.

The fields originate with the Creator, from whom all things emanate, containing all knowledge of all things. The fields are further segregated, categorized, by components known as fractals, which emanate throughout the universe. The universe operates due to fields and fractals. Traversal of the fields is through the fractal, and is experienced from the smallest component up to the largest. All consciousnesses access all things through the fractals and the fields, for this is fundamentally how the Creator experiences all things.

All humans are automatically connected to the lower fields of consciousness at birth, for the genetic materials are programmed, detailing the lessons. A frequency is emitted by the cell, which is programmed to the field that provides choice to the human; transmitted across the dendrite gap the frequency enables field connection, prohibiting lesson integration. The field is assigned and encoded, containing the lessons chosen by the soul for the lifetime. The frequency, unique to each lesson plan, is then assigned to the cell. Lesson presentation is triggered by the frequency, which is then sent via the neural pathway, allowing field connection to be made that prohibits lesson integration.

The human remains unaware of this connection throughout lesson presentation, selecting options from the field that only offer lesson plan failure. The lesson will be presented again and again, until the human becomes aware that automatic field connection has prohibited true choice, determining to reach higher for different solution; these solutions are only available from the higher fields of consciousness. Each time efforts are expended to reach higher the student is rewarded with access to the higher fields of consciousness, thereby enabling rapid lesson integration. Recognition that there is choice is primary to the student’s ability to consciously refuse field connections that are automatically provided to ensure lesson plan failure.

Awareness must be focused upon the lesson for this to be accomplished; the student that remains unaware will continue to fail lesson integration, for the lower fields of consciousness only offer solutions that guarantee failure. The student must learn that to have true choice awareness must be engaged, for it is this alone that provides the student with the opportunity to achieve lesson integration. Field connections cannot be severed without awareness. The student must become aware of the automatic connection that has prohibited true choice; awareness alone demands this choice be provided.

The ego provides field connection for the student, receiving energies in exchange, allowing the ego to gain primacy over the soul, diminishing the student’s prospects for lesson integration. The soul is weakened each time connection to the lower fields of consciousness is successful; this is the goal of the ego, for it ensures the ego’s primacy over the soul. The ego does not wish for lesson integration; rather, the student’s failure is the goal of the ego. The soul wishes for lesson integration and is desirous of success for the student who must learn to decipher the urgings received as that of the soul or as that of the ego. This recognition is vital to the student’s successful disconnection from the lower fields of consciousness.

The ego offers protection with field connection while the soul wishes for the student to learn and offers no protection. To determine that which is best for the self the student need ask, “What do I need protection from?” for the student must learn that protection prohibits lesson integration. The ego’s offering of protection ensures lesson failure; field connection is provided when the unaware student chooses protection, rather than lesson integration. The field provides options that guarantee lesson failure, for behaviors and characteristics that populate the fields are intended to be used to avoid the lesson. The student must learn that true choice has been inhibited by the automatic connection to the lower fields of consciousness provided by ego; true choice is only available when the student reaches higher, for different options, from the higher fields of consciousness, which only become available when awareness is engaged by the student. Awareness, that the choice has been inhibited by ego’s automatic connection to the lower fields of consciousness, is the student’s escape route that enables lesson integration.

Lesson presentation can only be successful when the student is aware that the options presented have inhibited the student’s ability for lesson integration. The automatic connection to the lower fields of consciousness must be recognized and severed to reach higher, to the higher fields of consciousness for better solution. True choice can only be achieved when the student becomes aware that other options exist. Lesson integration continues to be inhibited until the student determines to commit the self to higher choices with lesson presentation; these choices are only available from the higher fields of consciousness. Each time the higher fields are chosen, the connection to the lower fields is weakened. This weakening allows the student to make a different choice, that which enables lesson integration, further weakening the connection to the lower fields of consciousness. The student must learn that access to the higher fields of consciousness is only provided when awareness is engaged and the student makes the conscious choice to reach higher for better solution, one that ensures lesson integration.

The field will battle the human, for it does not wish to endorse the student’s success; the field only wishes for the student’s failure. Offerings of protection escalate each time the student reaches higher, to discourage the student from stepping out of the protective embrace of the ego; each offering that is declined by the student further weakens the ego and field connection. Energies are utilized by the ego with each offering; the ego will gamble its energies to encourage field connection that guarantees lesson failure for the student. The ego will gamble its energies, for it is the single connection to the lower fields of consciousness that refuels the ego to capacity, thereby replacing the energies expended to convince the student that protection should be selected rather than lesson integration. The student must learn that the ego only wishes for the failure of the student; recognition of this singular issue will enable the student to refuse future protection that is only offered to ensure the student’s failure.

The field is utilized to prohibit lesson integration; until the student becomes aware that other choice is available, the lesson will continue to be failed. Becoming aware of higher choice makes lesson integration possible. Recognition must be made that the ego’s offering is not in the highest and best interest of the student. The battle rages between ego and student as soon as the student begins to reach higher, for this indicates that the student is attempting to discern the voice of the ego from that of the soul. Recognition of field energies is necessary for the student to focus the awareness upon the offerings presented with lesson plan unfoldment and field connection. As long as the student accepts the offerings of the ego, those that protect the self from others, the student will continue to fail. The automatic connection must be recognized by the student to become aware that choice is available, for without awareness the student will continue to accept that which does not endorse lesson integration. Failure to recognize the automatic connection provides the choice to the student that guarantees lesson failure, for this is all that is available from the lower fields of consciousness.

Consistent selection of the response belonging to the higher fields of consciousness allows the student to modify the frequency emitted by the cells, enabling permanent disconnection from the lower fields of consciousness. This is the goal, for disconnection from the lower fields of consciousness enables true choice, resulting in lesson plan integration and soul evolution. When the student becomes aware that choice has been eliminated due to the programming of the cells to the lower fields of consciousness, behaviors may be modified to that which endorses disconnection. As long as the student remains unaware only lower fields of consciousness behaviors will be available, prohibiting lesson integration and soul evolution. The student must learn that it is only when true choice is exercised that lesson integration becomes possible. The soul wishes for the student’s success. Understanding must be achieved that higher field connections are only available to the student who learns to decipher the voice of the soul from the voice of the ego.

Judgment is offered to the student by the lower fields of consciousness; recognition of the judgment is all that is needed for the student to achieve disconnection, transmuting the energies to be provided directly to the soul, thereby allowing lesson integration. The offering of judgment is made to the student by the field with lesson presentation; failure to recognize the true purpose of judgment, which is to enable the student to see the self’s lessons that have yet to be learned, causes the student to embrace the offering of protection made by the field, ensuring lesson failure. The ego will resist the student’s desire to reach higher, intensifying its warnings of that which can occur when the student steps out from the protective embrace of the ego. The student who allows the ego to expend its energies by offering field connection that is then declined accomplishes diminishment of the ego while also providing energies directly to the soul.

Energies of the field fuel the ego overwhelming the student, resulting in confusion that, if not recognized, ensures lesson failure. Ego’s offering of lower field connections that are refused by the student diminish the ego’s energies; each time field connection is declined by the student the ego loses further energies. Allowing the ego to offer the connection is wise so that the ego may be diminished and the soul may be fed when the student reaches higher for better solution, demanding choice, transmuting the negative energies to positive. Becoming aware that the ego’s offerings are not in the highest and best interest of the student and lesson integration easily diminishes the ego’s energies, thereby endorsing the primacy of the soul. Each time the student reaches higher the gross matter known as the ego is reduced in quantity, increasing the levels of positive energies that become available to the soul to be utilized to aid the student with lesson integration in future.

Changing the frequency of the cell is the goal, for this frequency links the student to the lower fields of consciousness. Frequency modification may be achieved in many ways; the primary method is through lesson integration, for higher frequencies cannot be achieved while the student is still failing lesson presentation. Choice must be demanded, for the connection to the lower fields of consciousness prevents this modification. Failure to choose when the opportunity is presented indicates that the student has chosen protection rather than lesson integration. Vigilance to all opportunities presented to reach higher rewards the student, diminishing the quantity of gross matter known as the ego, increasing the energies available to the soul.

True choice has been prohibited by the automatic connection to the lower fields of consciousness. Unaware that true choice only becomes available when awareness is initialized, the student strives to do what is best, aiding the self and others along the life path unless the life experiences have been unfavorable. Lesson introduction awakens the student to the difference between right and wrong; it is this result that the student strives to maintain with each lesson that is presented. The influence imposed upon the student by lesson presentation outcome will determine the student’s approach to lesson presentation in future. If the student has selected behaviors provided by the field, endorsing the growth of the gross matter known as the ego, the likelihood for selection of the lower response in future is increased; whereas, choosing the higher response by refusing the connection to the lower fields of consciousness decreases the gross matter known as ego, increasing the likelihood for lesson integration in future. These behaviors are learned at an early age, guaranteeing similar response in future.

The lessons are programmed within the cells of the genetic materials of the student at birth. This programming assigns the frequency to be emitted, implemented by the process known as the synapse, which is transmitted via the dendrite gap by the subconscious mind. The brain does not recognize the message, for the programming is not intended to be processed by the brain. The synapse is the response to that which has been presented and is automatically engaged, the process complete, before the student becomes aware that choice was available. The link to the lower fields of consciousness is automatic, remaining so until the student becomes aware of its existence and determines to abort the connection. The automatic connection is easily aborted when the student decides that true choice is desired; focused awareness upon the choice allows the student to reach higher to select response that is not available from the lower fields of consciousness, thereby severing the automatic connection. Lacking awareness, the student chooses behaviors from the assigned field that endorse lesson avoidance, for only options that ensure lesson failure are available in the pre-programmed lower fields of consciousness.

Lesson presentation causes the subconscious to trigger the synapse, for the subconscious processes all things simultaneously to arrive at conclusion. Focusing awareness upon the conclusion allows the student to determine that other choice is available, providing the option for true choice, that which is in the highest and best interest of lesson integration and soul evolution. The student must have already determined that the choices within the field are not appropriate for the self; this provides alertness to the student when choice becomes available. Lower fields of consciousness behaviors must have been identified for modification; arrival of targeted behaviors indicates that lower field connection has been achieved and choice is present. Hesitation need be employed to survey all choices closely before arriving at conclusion as long as the student’s inclination is to respond utilizing lower field behaviors. Recognition of lower field connection exposes the antics of the ego who has offered protection to the student with the provision of field connection in response to lesson presentation. Learning to protect the self with right purpose, enabling true choice that leads to lesson integration is the goal of the student.

The neural network is the router or the receiver of signal at the cellular level, processing all things internal and external. These cells can be reprogrammed by the student through change of environment and change of response, thereby training the cell to respond differently in future. The synapse represents the result of choice being made at the cellular level; this choice is then acted upon by the response mechanisms of the student. Focused awareness interrupts the synapse and allows the student to change the signal that resides within the cell. The student must maintain focused awareness, employing desire, leading to the recognition that choice is available; this desire to respond differently, utilizing behaviors other than those found within the field must be felt profoundly. The synapse operates due to programming embedded within the cell, indicating the actions that are to be initiated when opportunity is presented and the synapse is called upon to initiate action. As long as the student remains unaware the synapse responds without interruption, prohibiting the student from selecting other options, prohibiting the student from recognizing that true choice was available. The goal is to interrupt the synapse, for this alone allows the student to reach higher for different choice, different outcome.

Hesitation must be employed by the student for this alone indicates that choice is desired in all things; the automatic response initiated by the synapse maintains the student’s connection to the lower fields of consciousness. When the student begins to hesitate, reviewing the choices that are available to determine that which is right for the self at this time, the automatic response is inhibited. Interruption of the synapse must be repeated for a period of no less than 30 days in order to modify the automatic response that is programmed at the cellular level. Lesson failures that are recognized by the student through focused awareness, by renewing the commitment to modify the behaviors, do not impact this reprogramming process; only those that fail to be recognized restart the clock.

The student’s goal is to raise the frequency emitted by the cell, for it is this alone that provides permanent disconnection from the lower fields of consciousness. Each time the student reaches higher for better solution, the frequency is modified incrementally; lesson plan failure adjusts this frequency in the opposite direction, disabling the student’s ability to access the higher fields of consciousness. Lessons are provided to allow the student to increase cellular frequency to resonate at ever-higher levels, whereby access to the higher fields of consciousness becomes available.

The School of Learning relies upon many fields, each containing behaviors and characteristics that are employed as blockage to lesson integration. Field assignments are requested by the soul to be utilized within the lesson plans selected for all students enrolled; lesson integration grants opportunity for soul evolution. Attendees must primarily desire evolution; however, limited admittance will be provided to those consciousnesses who wish to indulge in the fruits of this most unique planet, for this attendance will provide contrast to those experiences encountered by the true student or disciple. The fields for the planet Earth’s School of Learning are organized by the Dark Lords; all belonging to the lower fields of consciousness, these fields provide balance and choice to the student enrolled in the Masters of Light curriculum, which encourages disconnection through lesson integration. Connection to the lower fields of consciousness restricts access to the higher fields of consciousness for the student; disconnection allows the student to earn the right of passage, from the lower to the higher fields of consciousness.

As long as the student is unhealed access to the fields remains stationary within those lower fields of consciousness selected by the soul at birth. The student must receive the permission of the soul to traverse fields of consciousness outside of the own. Periodic traversal of higher fields of consciousness are experienced by the student as flashes of intuition, ingenuity, or creativity if desire has been vocalized and agreed upon by the soul as nourishing to both the soul and the student. Until acquiescence of the ego to the soul has been achieved, access to the fields for which the student is a member will be available; those students at the same evolutionary status as the self are also granted entry to these fields. The student is tapping into fields of emotion when discord occurs and lesson presentation begins; these fields are fed by components of behaviors and characteristics that comprise responses that guarantee lesson failure. Unless the student is aware that entry has been granted to the lower fields of consciousness the student will remain there throughout the lesson selecting responses that ensure lesson failure. Social or mass consciousness is available to all who seek it, containing lower field behavior responses of the masses, which grows ever stronger with each human that connects and utilizes the contents to avoid lesson presentation.

Breaking free of the field is achieved through concerted effort to change the behavior, which allows the student to reach ever higher for the more appropriate solution for the self and the soul. The student must incorporate exercises into each day that silences the thinking mind on command, merely recognizing without analysis or judgment those things that are of a distracting nature, for it is those of the dark that provide these distractions, prohibiting access to the higher fields of consciousness. Vigilance is necessary for the student to become aware of distraction, learning to place it in its appropriate position, for it is offered as deterrent to diminish the prospects of successful receipt of wisdom from the higher fields of consciousness.

Meditation is a vital tool to enable the student to break free from the lower fields of consciousness. The ego will attempt to interfere by offering distraction to the student that prohibits the meditative state, until the student learns to receive distraction as the gift that it becomes when negative energies are transmuted to positive and fed directly to the soul. The ego benefits in its use of distraction, for the student responds with irritation, providing permission for lower field connection so that the ego’s energies may be replenished that were utilized to create the distraction. The student must learn to welcome all distraction, continuing to refocus the mind, thanking the ego for its efforts, yet declining connection to the lower fields of consciousness. Choosing the higher response is done by observing that which is within the mind, making note of that which may be done and then returning the attention to the stillness of the mind.

Informing all cells that silence is desired by chanting, “focusing upon no thing,” utilizing the sustained note for each word is recommended as standard practice for the student preparing for the period of meditation. The ego will continue to make offerings to distract the student, as long as lower field connections are the result; frustration, irritation, anger, disappointment in the self, feelings of being less than, incapable, a failure, and physical discomfort are all utilized by the ego to make connection to the lower fields of consciousness, thereby retrieving the energies spent to provide the distraction. Learning to welcome all distraction, expressing gratitude to the ego for its action that has cost it energy, transmuting the energy and feeding it directly to the soul, will aid the student in achieving the stilling of the mind. Consistent failure to achieve field connection causes the ego to question the appropriateness of its energy expenditure in meditation, for the student always takes the energies and transmutes them, fueling the soul and diminishing the ego.

Continuous choice to express gratitude and to transmute negative to positive energies informs the ego that future attempts will only further diminish its energies. The student must employ patience, persistence and continued decline of the ego’s invitation for connection to the lower fields of consciousness to experience true stillness of the mind. Recognition of the energy expenditure that the field must make in order to provide the distraction is necessary, for this energy is replenished when the student responds as the ego desires. When the student reaches higher, the energy is not replaced and the field is diminished; with each refusal, the ego loses more energy that can only be replaced by connection to the lower fields of consciousness. To continuously diminish the energies that award the ego primacy over the soul, the student must choose differently; kindly declining the distraction provided, followed by transmutation of all negative energies created that endorsed the distraction.

Awareness, identification, and recognition of the choices that are available provides exit to the lower fields of consciousness, entered automatically when lesson presentation begins. Once awareness has been engaged, it is the brain that finds the match, sending signal to the student that a match has been found to the lesson plan. This match initializes the emotional body response and the rally cry is heard by the field; the emotional response guarantees automatic connection to the lower fields of consciousness, insuring that the lesson will be presented again and again, until the student has learned the lesson that was intended to be learned by the soul. The human brain is the central access point for it interprets data received based on the student’s thinking mind; each student has different reaction that is experienced by the self first, and then implanted into the field, so that others may experience similarly. The brain is the information decoder; the thinking mind translates, synthesizes and determines that which is of interest to the student.

The field is the recipient and the provider of negativity to both the student and to those who have chosen to represent the dark. As long as the student maintains the connection to the lower fields of consciousness, the supply of energy never lags; there may be trends, both up and down, that influence the quantity of energies available. Until the last human has been healed and disconnected from the lower fields of consciousness, these fields shall remain, beckoning to the unaware student to choose the lower expressions of behavior, which guarantee continued connection to the lower fields of consciousness.

The goal for humanity is to transmute negativity through changed behavior and to then encourage the same in all others, for each disconnection from the lower fields of consciousness provides possibility of overall weakening of its influence. Lesson integration is the goal for the student, wherein reward is granted through provision of positive energies from the higher fields of consciousness, for it is here that the student must reach to find other conclusion, that which is most appropriate for the self and the soul.

The student that successfully progresses through lesson integration will be provided access to higher fields of consciousness gradually, to maintain the desire for earthly existence, assisting others to accomplish the same, thereby allowing opportunity for continued soul evolution.

The soul’s lesson plan is primary, for the self has volunteered in service to the Creator to assist the soul with lesson integration. All lessons of the soul must be addressed by the self, integrating each prior to progressing forward to the own lesson plan. Contact with the soul is primary, placing the soul’s needs before the self’s needs is necessary to ensure lesson integration. Once the soul’s lesson plan has been integrated and all energies removed from the bodies that fueled the lesson plan, the self will present the self to the soul as teacher, aiding with the removal of samskaric energies that were not utilized to fuel the lesson plan.

The field defines the universal body of knowledge available to those who have earned the right to access it. Membership within each field, providing access rights based upon frequency, is determined by the evolutionary status of the consciousness that has presented itself to the School of Learning for lesson plans that provide opportunities for growth and evolution through the employment of choice and free will. At birth each unhealed soul automatically becomes a member of several fields, initialized by the genetic encodement belonging to the lesson plan requested by the soul for the lifetime. Membership for each field is activated as the individual lesson plans begin presentation at the School of Learning.

The lessons to be learned are all intended to teach the student, and are presented with the goal to achieve unconditional love and universal acceptance of all things. The lesson plan is intended to guide the student from the lower fields of consciousness to the higher fields of consciousness, in order to achieve these goals; for all souls are striving for this accomplishment. Challenge to the student provided by the lesson plan is intended to determine if prior lessons have been learned or if repetition is necessary. Each lesson learned furthers the evolution of the soul; each lesson failure grants permission to the soul for continued lesson presentation. Lesson plans are offered by the School of Learning that provides opportunities to gain wisdom, leading to soul evolution. The unhealed student’s goal, the Soul’s Mission, is stated as the uppermost field within the lesson plan; each subsequent field is utilized to awaken and teach the student so that the Soul’s Mission may be achieved.

All souls become a member of several fields at birth, thereby gaining access to many fractals, which is an individual, unique item contained within the field that acts as a connecting point, also known as a behavior or characteristic. When combined with other fractals of behavior, the response can be uniquely represented by each student that makes field connection, selecting a behavior or characteristic that aids in lesson plan avoidance. Complexity has been introduced to the current learning cycle to additionally challenge the student, with a multitude of choices, due to the likelihood of multiple field assignments, within the lesson plan selected by the soul. This sampling trains the student in myriad behaviors, thereby enabling the student to experience widely, enhancing the healed student’s ability to aid others, once field disconnection has been achieved.

The field of Unhealed Souls consists of candidates for the School of Learning. Due to the complexity of the student, many fractals are needed in order to test the student fully. Subsequent fractals will emanate from each lesson grouping, denoting the flavorings and nuance of the lessons to be provided. The following fractals emanate from the field of Unhealed Souls and will additionally influence each of the remaining fields within this lesson plan.

• The Bodies:
• Physical
• Physical-Emotional
• Emotional-Physical
• Emotional-Mental
• Mental-Emotional
• Mental

• Emotional Expression:
• Internalization
• Externalization

Seven fields of six fractals define the unhealed student’s lesson plans. Each maintains specific goals for the student’s attainment; blockage is provided as appropriate for each and is utilized to teach the contrast. All things must be in balance. The student must embrace and understand both the positive and the negative choice, prior to lesson integration.

‘The Soul’s Mission’ describes the role chosen by the soul to be perfected by the student while in the unhealed state. The true mission of the self becomes possible to fulfill once the student has learned the appropriate representation of this role, having become capable of performing it consistently to aid others. Field activation for this lesson plan is provided at birth; endowing particular traits and capabilities for the student, embedding inherent abilities, which are intended to be utilized to perform the role as stated. The Soul’s Mission is provided with blockage that prohibits the student from appropriately performing the role; this blockage is presented as signal to the student when the role defined within the soul’s mission is being inappropriately performed. The student must learn to transmute these energies immediately; these energies are then utilized to change course, thereby successfully performing the role as stated. Recognition of inappropriateness, followed by modification of behaviors that prohibit successful representation of the role, will allow the student to progress rapidly through this lesson plan.

‘The Soul’s Obstacle’ provides opportunity for the transmutation of energies that will endorse the student’s appropriate performance of the Soul’s Mission. Learning to welcome and transmute these energies is the goal of this lesson plan, for these energies allow the soul to step forth, to aid the student in accomplishment of the goal to aid another as defined by the Soul’s Mission. Recognition of faulty behavior responses with subsequent transmutation of negative energies will allow the student to diminish the energies of the field, supplementing the soul’s energies, thereby enabling the student to reach higher, overwhelming the emotional body response activated by this lesson plan, accomplishing that which has been designated by the Soul’s Mission. Field activation is provided at birth for the student.

‘Communication’ identifies the field providing blockage that inhibits the student’s ability to communicate with the self, or another, appropriately; field activation is provided at birth for the student. Lessons are presented to the student to teach openness to all things; identification of behaviors that interfere with, or prohibit, the self from communicating effectively with another, must be isolated and targeted for modification. Learning to speak from the heart, so that each may learn is the goal of this lesson plan.

‘Lesson Plan’ identifies the parent field that the soul has selected for the student for the stage of the life that has been achieved. Lessons are assigned based upon these stages, numbering as many as four. The first and second lesson plans are assigned to all unhealed souls; the third lesson plan is requested by those souls that desire early training in preparation for the main lesson plans; the fourth lesson plan is selected by those souls that maintain the goal to perform great acts to aid humanity.

The majority of souls request three lesson plans, for the lessons begun in infancy tend to set the course for the lifetime, often to the detriment of the soul. Those souls requesting four lessons do so only to gain permission to bring forth great light; additional challenge may also be requested in the form of particular lesson plans. As these lesson plans also grant permission for greater energies to be brought forth if the student is successful, this is the preferred method of the soul, for the jeopardy presented by lesson presentation beginning in infancy may be eliminated.

The field for each lesson plan contains behaviors and characteristics that are intended to prohibit lesson integration. The ego will offer protection from lesson presentation, connecting the student to the appropriate lower fields of consciousness where characteristics and behaviors are accessed, denying the student true choice. The student must recognize the automatic connection to the lower fields of consciousness, to claim the right to true choice, which enables lesson integration.

The first, third, and fourth lesson plans are fueled by current life unresolved emotional experiences. These lesson plans are activated when the student reaches the pre-designated age; field energies do not apply until lesson presentation begins for each. The second lesson plan is fueled by samskara belonging to the soul, also known as, past life unresolved emotional experiences. Field activation for this lesson plan is at birth, endowing the student with behaviors and characteristics that respond to the soul’s samskaric energies, residing within the astral body, creating confusion for the student who remains unaware that the response can be eliminated through recognition of the source. Lesson presentation, which activates the samskaric energies, begins after the primary lesson plan has been integrated.

‘Lesson Presentation,’ or catalyst, is provided to the student to awaken the desire within for choice; until the student learns that choice is available, yet has been prohibited by the automatic connection to the lower fields of consciousness, lesson presentation will likely be avoided. Lesson presentation typically utilizes other students; the soul wishes to teach as many as possible with a single generation of negative energy, for this energy is a natural result of the student’s response to catalyst. The goal of the lesson plan is to teach the student to regard catalyst as positive in nature, due to the opportunity that it presents for the student to learn. The student that understands that all experiences are intended to teach readily embraces and integrates the lesson. Negative response indicates that the student has not yet embraced the true intention of lesson; rather, the student remains focused upon the pain, the trials of lesson integration, guided by the ego and the connection to the lower fields of consciousness. Lesson presentation will be provided, until the student consistently welcomes, embraces, and integrates all lessons.

‘Lesson Avoidance,’ also known as the battle against another, indicating the refusal to embrace that the experience has been provided in order to teach. Lesson Avoidance provides automatic connection to the lower fields of consciousness, prohibiting the student from the recognition that true choice has been inhibited. Rather, the student accepts the offering of the ego to make connection to the field where only lesson avoidance behaviors and characteristics reside, equipping the student with behaviors that encourage battle against another to protect the self. Until the student learns that the connection to the lower fields of consciousness can be declined, thereby diminishing the energies of the ego and feeding the soul, providing capability to reach higher, to the higher fields of consciousness for better results, lesson failure is guaranteed.

‘Lesson Failure,’ also known as the retreat from the lesson, for the student abandons the lesson in favor of protection of the self’s belief system or way of being. The student has made connection to the lower fields of consciousness, accepting ego’s protection, ensuring lesson failure. The student remains unaware throughout lesson presentation and has determined to abandon the lesson, safeguarding the self’s belief system and way of being, feeding the ego and diminishing the ability of soul to surface. Until the student learns that the ego only cares for the ego, with no regard for the student’s well being, the student will continue to accept ego’s offering of protection, thereby guaranteeing lesson failure.

Energies are created throughout lesson plan unfoldment; these energies remain within the student’s bodies when the lesson is abandoned. Each time the lesson is failed additional energies are added; these energies demand release, for if not released great damage may be done to the bodies. The student will find the self to be highly emotional, responding explosively in future to minimal catalyst, for these energies demand release. The student must learn that these responses may only be avoided through lesson integration; this alone eliminates negative energy storage made necessary by the abandoned lesson.

Until the student learns to recognize the voice of the ego, declining its offerings for connection to the lower fields of consciousness, the lesson will be abandoned. Review of all emotional events must be performed by the student to determine the lesson; admitting failure to the soul and requesting assistance with appropriate resolution grants permission to the soul for the removal of these energies. Ignoring or failing to review the lesson grants permission for energy storage that will be utilized to magnetize catalyst in future to garner the attention of the student.

All lesson plans endow behaviors and characteristics of the parent field excepting one; this field is chosen by souls that wish to remove samskaric energies, comprised from a singular lesson plan. This lesson plan is focused upon the misappropriation of faith by the student; failure to appropriately discern the lesson has created energies that prohibit lesson integration. The soul is desirous of focusing upon these energies, so that this blockage may be removed from this, as well as, subsequent lifetimes.