Effective communication is critical to the student’s path to healing; inappropriate communication is responsible for the student’s failure to integrate those lessons that are presented, in order to teach. The student must learn to listen with open mind and open heart to the other, to glean that which is right for the self and that which is not. Refusal to listen to another eliminates the lesson; thereby granting permission to the soul to magnetize future catalyst, focused upon the same lesson, until it has been learned.

Speaking with open mind and open heart is necessary; sharing that which is known, openly discussing that which has yet to be learned allows the student to teach and to learn, with each opportunity that is presented. The student who declines these actions will find that the path to healing is impossible to navigate.

The purpose of this lesson plan is to teach the student to communicate effectively; appropriate communication never prohibits the sharing of the self or the sharing of the other. In order to learn, the student must speak and listen, equally.

Lesson Plan Overview: The genetic encodement is activated at birth, placing blockage that is multi-faceted; affecting the student’s physical, vocal or listening abilities, when interacting with the self or another. Lesson plans will be presented that challenge the student to unite with others, in order to accomplish. Characteristics and behaviors that maintain the potential to repel others, or cause the student to safeguard the self, are activated through this blockage and must be identified for modification. Lesson plans will focus attention upon the style that eliminates input from others, for this limits the student’s potential to learn. This style may be exhibited by the student as an inhibitor to learning, or an inhibitor to teaching.

Commitment is primary, followed by contact with the soul, followed by nurture of the relationship with the soul, followed by identifying behaviors and characteristics of the fields that have dominated for the majority of the lifetime; these belong to the Soul’s Mission and to the Communication style. The student must address all issues that arise, resulting from the selection of inappropriate response, provided by ego, due to the student’s lack of awareness that choice is available. Lesson presentation signifies choice as being available, awaiting recognition.

The student must be vigilant to judgment, for ego utilizes this to entrap; judgment must be refused by embracing the reason the judgment has been presented, which is to indicate a lacking of the self that is in need of attention, modification, so that lessons may be integrated. Judgment is a tool of the ego that keeps the student connected to the lower fields of consciousness; refusing each judgment weakens this connection. Immediately beginning to make acceptable another’s behavior or situation, informs the student that the field connection has been severed. As long as judgment appears, the field connection is active, thereby guaranteeing ego’s primacy over the soul.

Disconnecting from the lower fields of consciousness, by recognizing the behaviors, allows the student to choose the higher choice, ensuring lesson integration. Seeking the assistance of the soul to bring forth catalysts, which announce behaviors that the soul feels are most detrimental to the student at this time, nets lesson from which the student may then glean the behaviors, which enabled lesson failure. The soul is willing to teach at the student’s pace, presenting catalyst after catalyst, until the student recognizes the lesson. Calling upon the soul, the student may reach higher for better conclusion, short-circuiting the connection to the lower fields of consciousness, which runs uninterrupted, as long as the student remains unaware. The soul is the teacher, awaiting permission from the student to teach. The student need only ask for example; the soul shall magnetize these. It is then up to the student to recognize the lesson.

The student must identify blockages, placed specifically to prohibit sharing; sharing is necessary to glean that which will aid the self in forward movement upon the path to healing. Prohibiting the self or another from sharing openly grants permission to the ego to make field connections, which eliminate all possibility of lesson integration.

Lesson Identification and Integration: The student must learn to banish all judgment, for this is a tool of the ego. When in judgment, the student becomes the puppet of the ego that willingly generates and circulates negative energies within the bodies that will strengthen ego’s stance, making soul contact and lesson integration impossible. The student must learn to listen by paying heed to the teacher presented to aid the student; the student need be aware that all humans are messengers and all humans are teachers. Recognition must be made by the student that joining with others holds great potential for accomplishment in the life experiences; this joining requires sharing, openly and willingly from the heart, teaching and learning equally.

The ego strives to silence the self or another to prohibit lesson integration, imposing upon the student the need for protection of the self’s way of thinking, the self’s way of being. The unaware student embraces this need and begins to prohibit the self or another from sharing openly, safeguarding the self from opinions or ways of being that vary with the own, limiting the student’s ability to learn. Learning is not the goal of the ego. The student must recognize that the ego does not wish for the student to learn; rather, the ego wishes to prohibit learning, in order to maintain its primacy over soul, ensuring lesson plan failure. Safeguarding the self is one method employed by the ego to guarantee lesson plan failure.

The ego prohibits listening to another, encouraging judgment, which prohibits the student from gleaning that which could be important to the self, that which would allow the lesson to be learned. The student must address the communication style to determine how the ego prevents the self from speaking, or convinces the self to prevent the other from speaking; these behaviors need be recognized, modified, and declined each time ego offers field connection. Rapid progress can be made by committing the self to listening to another, with open mind and open heart. Committing the self to a thorough review of that which has been offered will allow the student to determine what is best for the self; that which will enable lesson integration.

The student must recognize that whenever the self or another has been prohibited from sharing openly, lesson plan failure is imminent. The lesson plan of Soul’s Mission and Communication work integrally; field energies must be discerned to determine which portion of the lesson plan is failing to be integrated. Hesitation must be employed to determine if the student is communicating effectively, for the ego will attempt to convince the student that it is the other that is ineffectively communicating. The moment that discord arrives, the student need ask the self, “Am I performing my role appropriately? Am I communicating effectively?” These two key questions bring focus that can then eliminate field connections that have been made by the ego, on behalf of the unaware student. Effective communication never creates discord. The student must learn that the presence of discord indicates that the self is communicating ineffectively and correction need be made, in order to learn.

When the student listens to another with open mind and open heart, it is then easily discerned that which is right for the self and that which is wrong for the self, using another’s experiences as the basis. This eliminates much lesson for the student, by providing opportunity to learn the lesson through another, rather than experiencing it for the self. Gratitude for the lesson is the desired end result, for the student who has learned through another has short-circuited the own lesson cycle. Repayment, by sharing the own experiences with another, to allow the other to do the same, creates exponential energies that are provided directly to the soul. Offering the experience to another openly, with only the desire to share of the self’s experiences, so that the other may then aid another, is the goal of the student.

The student need recognize that the communication lesson is the easiest to learn, once attention has been placed upon the behaviors that ego employs to silence the self or another. Concerted effort must be applied by the student to eliminate all behaviors that endorse ego’s goals.

Overview: Lesson presentation will be focused upon teaching the student that the spiritual experience of unity is only possible when two join to share wants, needs, and desires, equally.

The communication lesson plan is initialized at birth to restrict or prohibit true sharing of the self, with the self or another. Blockage has been placed for the student that will constrict sharing of wants, needs and desires with another. The student will respond to this blockage by only sharing that which is forced from the self by another, or will prevent another from sharing that which has been judged as improper by the self.

From an early age, the student begins constructing characters or ‘personas’ that are perceived to be better than the true self, eventually causing the student to adopt the persona, losing the true self. Presenting a sunny exterior and a dark, depressive interior, the student employs characters to be accepted by others. The student who chooses to repress another will be narrow-minded, thoughtless and aggressive, attempting to force others to accept the persona that is being presented, if acceptance of the self is desired. This student will repress another’s sharing that disagrees with the own; unconcerned for the other’s wants, needs, or desires. Stoic and long-suffering behaviors will be expressed by the student who has chosen to repress the self, making others happy is primary, as the student wishes the regard of others above all things. The student will repress feelings and impressions that may disagree with another’s and will believe that others are unconcerned for their thoughts, feelings, and desires.

Field energies of self-consciousness are imposed upon the student causing timidity; fueled by the fear of being wrong, resulting in exposure of the character. These feelings are imposed upon the self or the other, depending upon the choice of the student to repress the self or the other.

The student must learn that the conveyance of thoughts, beliefs and emotions with another enables true sharing, resulting in union with another, in order to accomplish. The student is unable to share of the self with another, or forbids the sharing of another with the self, due to the repression imposed by field connection. The thoughts or feelings of the self or another has been judged as improper; the student must learn that judgment of self, represses the self; judgment of another, represses the other. Repression of another grants permission to the soul, to provide lesson that draws the same for the self; remedy must be sought immediately with recognition of the inappropriate behavior made, in order to withdraw this permission. Behaviors that falsely impact others must be minimized and mediated, as soon as detection has been made. Lesson integration requires that the student embraces all experiences as equal opportunities to learn; repression of the self or another indicates failure to embrace this concept.

Self-consciousness is provided to the student to extend the opportunity to become conscious of the self; the self’s behaviors which prohibit open sharing with another. Becoming conscious of the self’s wants, needs, and desires is necessary, so that appropriate determination may be made of the self’s pursuits. The student must determine if the pursuit, of that which is perceived as the self’s desires, is the cause of the painful experience by committing the self to learn more about the self. Once the student determines to know the self by understanding the wants, needs and desires of the self, the path to healing becomes possible.

The student must learn that the spiritual experience of unity is only possible when two join, providing the power of the exponential, to propel each forward on their path. This experience is prohibited until the communication blockage, which imposes repression and self-consciousness upon the student, is modified; resulting in disconnection from the lower fields of consciousness.

Overview: This lesson plan imposes blockage to teach the student that the imposition of judgment prohibits the self from joining with others to learn. Personal responsibility will be tested to determine if the student chooses correctly, to review all materials provided to the self, prior to discard.

Initialized at birth, the communication blockage is intended to restrict or prohibit true sharing of the self, with the self or another. Utilizing projection, the student will mirror judgments and impressions belonging to the self onto the other, to awaken the self to the own narrowness of vision, the own demanding way of being, the limiting actions imposed upon others who wish to be accepted by the self. This action amplifies the negativity felt by the student, for there is no awareness that the behavior belongs to the self; thereby increasing judgment of the other. The student will view the self as the learned scholar who willingly shares with others, unaware that the knowledge has been colored by the own viewpoint, which judges all others that differ. The student will ignore advice, clues, and evidence, as presented by the other, that indicate change is needed to enable lesson integration.

When vocalized, the student will exhibit behaviors of aggressiveness, becoming highly critical, unwelcoming to those outside the self’s belief structure. The student is overbearing, abrasive, and unforgiving of others who think differently from the self; safeguarding the own way of thinking, the own way of being, demanding the same beliefs of others. Regarding the self as the teacher and all others as student, believing the self to be open-minded and all others as ill-informed and narrow-minded in focus, the student will exhibit arrogant, controlling, and self-righteous behaviors that inform the other that what is best for the self is best for all others. Differing opinions or belief systems grants permission to the student to ignore the other, as judgment has been made that there is nothing to be learned from the other. When the student remains silent, these behaviors will be acted upon within the mind; the other may never be aware of the student’s judgments. The student will ignore any clues or evidence that is provided from within, that change may be needed; this ignoring will always be to the detriment of the spiritual self.

The student will be blind to the repercussions of the own behavior; rather, all attention will be placed upon the other. The student will be fixated upon their own belief system, abhor challenge, and will discount, ignore, and negate all thoughts that are contrary to the own.

The student will judge all that is seen, weighing all things against the self’s belief system, arriving at decision that often finds another to be lacking. The student’s blindness to the self requires that all behaviors be projected onto another to be viewed by the self; recognition of the self’s projections is vital to the student on the path to healing. These projections have been placed to call attention to the self’s way of thinking and being that need be modified; for limitation has been placed, prohibiting the ability to join with another. The student must become aware of the unfavorable behaviors viewed in the other, turning the attention upon the self, to determine if that which is recognized in the other, is within the self. Recognition that the projection viewed in another actually belongs to the self, initializes awareness that can be utilized to identify behaviors in need of modification. The student need be aware that behaviors that are not resident in the self do not initialize field connection resulting in judgment.

Personal responsibility must be embraced by the student, allowing the self opportunity to review opposing thoughts or ways of being, to determine the appropriateness for the self, at this time. Refusal to appropriately survey the offerings of another indicates personal responsibility is lacking, thereby granting permission to the soul for additional lessons. The student must learn that all decisions require periodic review; those issues that are presented to the student are intended to provide clue that modification is desirable, if growth is to be experienced.

Recognition that judgment prohibits the spiritual union of two need be made by the student, to overcome the blockage which inhibits true sharing of another with the self. Accepting the offerings of another indicates that the student has learned that other’s opinions are necessary to the learning experience. Field disconnection becomes possible when judgment is recognized as a gift by the student; for judgment indicates to the student that which is most in need of modification for the self.

Overview: Lesson presentation will focus upon teaching the student to embrace that mistakes are a vital component to the learning experience; this recognition will enable the student to admit to the mistakes made by the self, thereby enabling another to avoid experiencing similarly. Awareness of the impact of the self’s behaviors upon others, when the mistake is concealed, is primary to lesson integration.

Initialized at birth, the communication blockage is imposed upon the student to prohibit the union of two, in order to accomplish lesson integration. The student will be challenged by others who attempt to provide opportunity to admit errors that are believed to be unforgivable; rather than admitting the mistake, the student hides the evidence, shifting the attention away from the self onto the other. Behaviors are employed to shame or diminish the other, thereby punishing the other, far in excess of that which is deserved; condescending, biting, sarcastic words are utilized to damage the other, to prevent the other from revealing the error of the self. Contempt is employed towards others that threaten to expose the student’s mistakes; forgiveness is rarely extended, grudges are closely held.

The student will present the self as cold, emotionless, demanding, disrespectful, uncaring and selfish, in an attempt to repel the other, so that lesson presentation may be aborted. The student will exhibit contempt towards others, while safeguarding the self from any liability or responsibility for the behavior. When verbalizing, the student will exhibit an edginess that is rooted in the fear of exposure, resulting in a constant state of vigilance that continually questions the motives and intentions of others, as the student will feel that all are purposefully attempting to damage the self. When maintaining silence, the value of the other’s opinion will be questioned, and the inability to trust will cause the student to be doubtful of the other’s motives or intentions. This doubt and mistrust is then amplified when projected onto the other, as it returns to the self. The student subsequently feels ashamed and will punish the self verbally to emphasize the depth of the shame felt.

Behaviors are utilized to force the departure of the other. Shame is imposed as punishment for having presented the lesson; this imposition is intended to effectively prohibit the lesson from being presented to the student, in future. The more damaging and abusive the student becomes, the closer the other has come to the lesson that the student is most in need of; for the student fears exposure and must deflect attention from the self at all cost. Shifting the attention from the self onto the other is vital to the success of this maneuver.

The student feels justified in the attack of the other, for the self must be protected at all cost. Indifferent to the damage inflicted by the self’s behavior, the student feels that the other was entitled to that which was provided by the self; refusal to see the damage inflicted, thereby providing apology to soothe the wounds created, draws similar lesson to the student in future. The soul wishes to teach that others need never be damaged by lesson presentation; purposeful damage inflicted upon another always draws lesson, to allow the student to feel that which has been inflicted upon another. The student that does not recognize that the self has drawn this lesson to the self, due to the self’s behaviors, may grow ever more suspicious and bitter towards others. Once the student draws the correlation, between the damage received and the damage inflicted by the self upon others, behavior modification becomes possible that enables future lesson integration.

Recognition must be made of the energies of shame and self-distrust, for these energies are damaging to the self, as well as, others. Once recognition has been made, the student must forgive the self all past transgressions, admitting that mistakes have been made, extending apology wherever possible, for the damage inflicted upon another. The student must embrace that mistakes are a natural part of the learning process and that forgiveness is the salve that soothes all wounds, when extended to another from the heart, allowing the self to be embraced by the other who accepts the apology, releasing all bitterness and pain suffered, due to lesson presentation.

The student must learn that diminishment of the self or another indicates a refusal to learn; rather, the student has chosen to use the lesson as a weapon against the other who has threatened exposure of the self’s mistakes. Recognition of the pain inflicted upon another, will aid the student in modifying behaviors that draw such response; compassion is needed by the student, for this allows the self to forgive the self, for the mistakes that have damaged another. To prevent future lesson for the self, the student must extend apology to the other from the heart, expressing regret for the actions, committing to changed behaviors in future.

Allowing the other to embrace the self with forgiveness is necessary, for this allows the student to release the bitterness and contempt stored within, amplified each time the experience is brought forth. Releasing all negative emotions surrounding the lesson is necessary for the student to move forward upon the path to healing; for these energies remain within the bodies, demanding release, causing the student to outwardly hurl the words, fueled by bitterness and contempt, which damages another. Recognition must be made by the student that refusal to release these energies results in physical damage for the self, while improper release upon another, damages the other; appropriate release becomes available when the student practices forgiveness of the self and then the other.

Lesson integration is made possible when the student recognizes the power of the words to damage another. Employing hesitation is necessary, so that the student may measure the words, determining their impact prior to vocalization; commitment must be made to modify the words, removing all damaging components prior to speaking, for this alone enables lesson integration.

Overview: This lesson plan will test the ability of the student to open the self to ways of thinking, ways of being, that vary from the own; welcoming another’s point of view, examining it to determine appropriateness for the self, at this time. Decision-making will be focused upon to determine the willingness of the student to review decisions made previously that are no longer applicable to the life experience.

Initialized at birth, the communication blockage is provided to the student to inhibit effective communication with another, thereby prohibiting union. The student will be challenged with lesson presentation that is focused upon the student’s ability to welcome another’s opinion or way of being that differs from the own; refusal to welcome and review the offerings of another grants permission for future testing. The student will be rigid in thinking; having formed opinions in the past, determination has been made to reject the opinions of another that conflict with the own, discarding the offering without review. Unaware that the lesson has been presented to draw the attention to the need for review, the student has determined that review is unnecessary; for the student’s way of thinking and being has already been determined. Behaviors of dismissiveness are employed to inform the other of the unwelcome nature of the offering; further attempts by the other draws defensiveness, utilized by ego, to thwart the efforts of another to aid the student, with examination of previous decisions that no longer endorse growth. The student prevents lesson presentation by closing the book before the first page is turned, eliminating all possibility for lesson integration.

The fields of rejection and self-delusional impose characteristics that enhance the abilities of the student to successfully avoid being presented with information that conflicts with the own belief structure and ways of being. Argumentativeness, and a sharp, biting, sarcastic wit or generally inappropriate humor are utilized by the student, to immediately and handily eliminate lesson presentation. Emotional thinking causes the student to be easily influenced by others, with whom relationship is regarded as important; making decisions based upon association or affiliation, with an individual or group that is well-liked by the student, creates the possibility that actions will be guided by emotions, rather than the sense of fairness which should guide all decision-making processes. The student will be provided with opportunity, through lesson presentation, to test the decisions, determining if fairness is applied to all things; to assess what is best for the self, first and foremost. This can only be achieved through proper use of the mental capabilities to overcome the influence of emotion-based decisions.

Great difficulty will be encountered by the student with the blockage of self-delusional, for experiences become difficult to interpret, due to the over-shadowing of experiences from the past. The student will believe that what has occurred in the past is occurring in the moment, calling into question the perceived intentions of the other, increasing the likelihood for faulty assumptions, and improper conclusion, being drawn. When remaining silent, the student will doubt the other, convincing the self that the other has been wrong before, easily dismissing the offering. When vocalizing, the student will dismiss the offering openly, in order to eliminate any possibility of further sharing or examination. The student’s response mechanism will be strong, automatically initializing past behaviors and past experience to analyze the current situation. Investigation will be discontinued beyond the initial evaluation, thereby amplifying the illusory conclusion that the other does not understand the current situation.

Maintaining a lack of awareness of the current moment, the student will be unable to focus, to utilize experiences equally, between the past and the present, to aid with determining the response that is most appropriate, at this time. Illusion has clouded the student’s ability to draw conclusion that is applicable to the current experience, due to the presence of many unresolved past experiences. Conclusions are drawn based upon the past, rather than current experience, as these unresolved past experiences result in improper response; the same response that has been employed in the past. The student’s certainty of rightness, that past experience is repeating, overwhelms the current experience, demanding protection of the self that will prohibit similar outcome, as that previously experienced. The student is unable to live in the current moment, due to the inability to address past unfavorable experience that has overwhelmed the present.

Analysis of past behaviors must be performed by the student, to determine where false conclusion has been drawn and acted upon; once complete, awareness must be focused to separate the current from the previous experiences, thereby allowing new conclusion that enables resolution. Living in the present moment requires that the student reconciles unfavorable past experiences, for these experiences enliven the emotional body, when the match is found in current experience. The student must learn to recognize the feelings that are present with lesson presentation, focusing the awareness, upon the current situation beyond the initial appraisal, embracing that awareness of the present can dismantle the illusion of the past. Failure to recognize the current experience ensures lesson failure.

Lesson presentation provides many opportunities to question the belief system, to determine if change or modification is needed; the student must become cognizant that lesson has been presented, to determine if the previous decision is right for the self, at this time. Recognition must be made of those instances where opposing viewpoints, or ways of being, have been dismissed, resulting in lesson failure; for additional lessons will be provided to aid with the integration of lessons that have yet to be learned. Willingness to vocalize the true opinion, without concern for acceptance or rejection of the other must be present, followed by examination of the belief system, determining the most appropriate course of action for the self, at this time; these actions will enable the student to overcome the urge to reject or dismiss, without scrutiny, the offerings of another, that have been presented to draw the attention of the student to the need for further review.

Rejection or dismissal of another’s offerings prohibits lesson integration and forward movement upon the path to healing. The student must learn that the opinion of the self requires periodic review, to endorse growth and forward movement. The opinion of the self must be stated, remaining open to discussion and further review, without drawing defensiveness or rejection from the self or another, in order to ensure lesson integration.

Overview: Lesson presentation focuses upon the student’s willingness to speak or to allow another to share openly with the self. Unwillingness to embrace the self or another’s opinions or ways of being causes timidity or intimidation to be utilized, thereby prohibiting joining with another, in order to learn. Failure to recognize the lesson, due to inappropriate focus upon the protection of the self, is likely to be the result of this lesson plan.

Initialized at birth, the communication blockage is placed to prohibit joining with another, in order to learn. The student will be challenged with lessons, focused upon testing the ability to discern the lesson; blockage has been placed to distract the student from the lesson by placing the focus upon protection of the self. Behaviors of timidity or intimidation are utilized to prohibit the self, or the other, from sharing openly the thoughts, opinions or belief structure. Protection is primary for the student, due to the belief that the other will damage the self irreparably, if the true self is shared. The ego will emphasize the jeopardy of damage, whenever lesson presentation draws discord to the student, causing the student to become silent or to wish to silence the other.

Remaining silent, the student is regarded as timid and will present the self as apologetic, sulking, and inconsolable; reconciled to the outcome that the other will blame the self, for the pain experienced with the lesson. Vocalizing disfavor, the student will be regarded as intimidating, defensive, and self-absorbed, maintaining an air of being better than, or more important than others; adamantly refusing to accept the blame for the experience, regardless of the evidence presented. Shifting of the blame is performed to alleviate the pain of the self, utilizing rationalization that confirms the rightness of the self’s behaviors. The story, constructed to protect the self, endorses that the self has been damaged by the lesson.

Seeking attention whenever damaged by another, the student becomes focused upon the damage, making unlikely that the lesson is recognized within the experience. Emotional thinking is the result of the student’s focus upon the pain of the experience; analysis and planning of response to the other is performed, based upon the emotion, rather than that which is the most appropriate course of action for lesson integration. The focus is upon the self, the other is ignored; for the student cannot see beyond the blame and the pain of the experience.

Field energies of guilt and self-pity overshadow the lesson; causing the student to focus upon the placement of blame and the damage suffered by the self, due to the actions of another. The student believes the self to be the victim of others; this coloration of victimization encourages the response of the student to feel sorry for the self, further deepening the illusion that lesson has been presented to damage the self. Each lesson that unfolds unfavorably confirms the student’s belief that blame must be placed; consequences must be suffered.

Unable to see outside of the self’s pain, the student is viewed by others as selfish and self-centered, driven to prove the self as innocent, disregarding all evidence that proves otherwise. Utilizing superior logical and analytical skills, the student creates the story that confirms the illusion of the victim that has been damaged by another. Emotion colors all response, causing the student to focus the attention inappropriately, thereby ensuring lesson failure. Focused completely upon the self, the student is unable to see that the lesson was for each; for each has suffered similarly, neither the victim to the other. Lesson presentation is intended to teach, never to damage; belief that damage and blame are the purpose of lesson presentation ensures that the lesson will be missed.

Blockage has been placed to prohibit the student from discerning the lesson presented; rather, the student is focused upon appropriation of blame and pain, ensuring lesson failure. The student must learn that all lessons are presented in order to teach; two who join together are intended to teach, one to the other. Damage is never the goal of lesson presentation; pain resulting from lesson indicates a failure to integrate, granting permission to the soul for future lesson presentation.

Mistakes are a natural part of the learning experience and are not intended to enable placement of blame or pain upon another. The student that maintains the focus upon these actions suffers from bitterness or anger that damages beyond initial lesson presentation; the physical body is damaged by these emotions, if appropriate release is not provided. The student must address the lesson, deconstructing the story that has been created; indicating that placement of blame was the true lesson to be learned. Pain that results from blame damages two; for the student sends negative energies, amplified by the emotional body, to the other, through the thinking mind. This action draws similar lesson to the student in future, to teach the inappropriateness of sending damaging thoughts to another; resolution must be sought by the student, to remove all residual emotions from the body, following unfavorable lesson presentation.

All painful emotional experience is lesson and must be recognized as equally painful for both student and teacher. Forgiveness must be applied to the lesson, first to the self and then to the other, enabling discernment of the true lesson, that lies beneath the pain and the blame. The inability to forgive another for providing the service, to teach the self, indicates lesson failure, drawing similar lesson to the student in future. Provision of forgiveness allows each to recognize the lesson; gratitude may then be expressed, one to the other, for the lesson that has been learned. The student who understands that the goal of the lesson is to learn, rather than to damage, expedites lesson integration.

Overview: Lesson presentation is provided to teach the student that joining with others to accomplish is the goal of the soul. Testing will be provided to determine if the student will recognize that independence and competition prohibits this joining.

Initialized at birth, the communication blockage is provided to prevent the student from joining with others, in order to accomplish. The student will be provided with lesson that is intended to indicate that separateness, fueled by independence, prohibits true joining with another. Unaware of the power of two, the student maintains separateness from others, standing firm in the belief that the self may accomplish better alone than with others. Independence is important, for the student wishes to eliminate all interference with the self; informing others of the unwelcome nature of offerings made to assist the student. The student stands alone; preferring to be alone, lacking understanding of others that are in need of another’s company or assistance, viewing others that are different, from the self, as weak and dependent.

Field energies of separation and self-contained influence the behaviors of the student who is viewed by others as cold, calculating, emotionless, and close-lipped. These behaviors may be singularly acted upon or combined to create responses that dominate and overwhelm another; forcing decisions through ultimatum, maintaining a mental focus that is devoid of emotion, delivered condescendingly, indicating to the other the position that is held below the self. Whether vocalized or silently imposed, separation of the self from the other will be enforced by the student.

Employing single-focus thinking, the student evaluates the experience to determine the response, maintaining seclusion from the other, as the story is constructed that is necessary to satisfy the urge to separate from the lesson. All attention focused inwardly, employing the mind to determine what the heart rightly should be responding to, conveying no visible response to the other; the student independently arrives at what is perceived to be the winning course of action. Avoiding all outside influences, the student isolates the self from others, feeling unsure, distrustful, and unable to share openly from the heart, as it has been determined that input of others should not be permitted until decision has been made.

The student may or may not share the decision with the other, once it has been determined, for the student does not wish to be influenced by others; close-lipped, sharing only with those who have been proven to have similar belief structures to the own, displaying a mask that maintains confusion for the other, as to the true feelings or opinions of the self. Even when the way is clear to do so, the student is unable to provide decision to another rapidly; the student relies upon the mental faculties to do battle, determined to best the opponent, with strong logical and analytical skills. Never averse to humiliating the other, if believed to be necessary in order to win, the student will be convinced that the own way is the only way and no other need be considered. The student will force opinions onto the other, becoming angry or saddened, when unable to gain agreement, so that separation becomes inevitable. Ultimatums delivered, in the form of threat, are a favored offering for this student. Recognition of these behaviors, followed by commitment to join with others to accomplish, will aid the student in lesson integration.

The overbearing nature of the student was first employed upon the self, for separation of the self from the self has created the possibility that the student will separate the self from all others. The ego has convinced the student that no other is needed in order to accomplish, endorsing the states of independence and aloneness as most favorable. The student is unaware that others are needed in order to heal the self; even when the soul cries out for assistance, the student remains separate from all others, unwilling and unable to receive openly the aid of another. The ego has won with the student, for the student is convinced that others threaten the self’s independence; the value of another’s input has been greatly diminished by this threat. The student is alone, attempting to heal the self, disregarding valuable input from others that would aid the self in understanding the lesson, ensuring lesson integration.

The ego has isolated the student; dooming the student to lesson failure. This is the goal of the ego. The goal of the student is to learn that separating the self from others, through the use of overbearing behaviors, prohibits integration of the lessons that have yet to be learned; those that are necessary to enable disconnection from the lower fields of consciousness. Consciously calling upon the soul, to reconnect the relationship with the self that has been severed by this blockage, will aid the student in discovery of the value of another’s input. Overbearing behaviors are intended to halt the lesson, eliminating all possibility that the lesson can be learned; for even partial lesson integration is eliminated by this behavior. Energies are multiplied and stored, within the bodies, each time the student is overbearing with another, causing rapid expulsion of energies, with lesson presentation, that overwhelms and silences the other. The student must learn that others are critical to the self’s success; joining with another in order to heal assists the self, as well as the other. Sharing with another, the lesson learned by the self, short-circuits the other’s lesson plan; for the experiences of the self, shared from the heart, allows the other to learn, without experiencing the lesson for the self.

The ego maintains the goal to eliminate others from the learning experience; separation of the self from others prohibits understanding that others are in the life experience in order to teach the self how to move forward with others. Struggling forward alone to learn the lesson, steadfastly refusing to see that others are a part of the lesson, that cannot be eliminated if one is to be successful, the student continues to fail lesson integration. Uniting with another requires that the student become conscious of the self, trusting the self, and then sharing the self openly, recognizing that independence is never threatened, when two join together to learn. Forward progress and lesson integration becomes possible when the student shares freely with another, allowing others to share with the self, remaining connected with the other, throughout the lesson, so that each may learn together, rather than each struggling forward alone.

The ego encourages separation of the self from all others, to prevent positive change that could diminish the energies and the position of the ego; recognition that the ego only wishes to maintain its primacy over the soul is critical to successful lesson integration. The ego wishes to maintain a spiritual desert for the student; recognition must be made that joining with others enables the spiritual experience for the student. Understanding that the act of separation eliminates all opportunity that the lesson may be learned, as well as prohibiting the truly spiritual experience for the student, is necessary; engaging the will to remain with the lesson until it has been integrated, sends message to the ego that primacy over the soul is undesirable and will continue to be challenged, until the condition has been reversed.