The School of Learning’s curriculum is comprised of six fundamental life lessons that have been designed to allow the student to experience the connection to the lower fields of consciousness differently; this difference is due to the influence of the many components of the curriculum that has been compiled, in order to teach. The goal of each lesson plan is the attainment of universal acceptance of all things, leading naturally to unconditional love for the self, thereby extending the same to others. Lifetime after lifetime the soul presents as student, choosing the lesson plan that has been designated to lend an appropriate degree of difficulty; that which will challenge the student, leading to soul evolution. Return to the School of Learning is guaranteed for the soul until all lessons have been integrated; all energies accumulated from previous lifetime lesson failure must be released, in order to award the soul with choice to either return to the Creator or to continue seeking soul evolution elsewhere.

Successful accomplishment of lesson integration and release of all energies accumulated due to lesson plan failure is referred to as graduation, or ascension. Until this status has been achieved, all accumulated energies of the departing student are maintained within the etheric layer, catalogued by the frequency and the astral signature assigned to the consciousness. Placed within the repository, these energies await the soul’s attainment of new housing; once attained, the energies of previous lifetimes are transferred to the new housing and the soul then chooses the lesson plan for the current lifetime. These energies are comprised of samskara, created when the soul or the self judged the lifetime harshly due to intense emotional events encountered in the recently ended life experience. Samskaric energy fuels the secondary lesson plan, offered as a re-testing for the soul, providing opportunity once again to learn the lesson in the current lifetime without imposition of judgment. These energies remain with the soul until the lesson has been integrated by the self and all related energies released, thereby freeing the soul from future testing.

Lesson plans will be provided for the student based upon testing schedules. A mandatory curriculum of two lesson plans is required for all students; however, the majority of souls presenting as student request a third lesson, provided to the student after the early formative years have been completed. Possibility exists that the student will be assigned a fourth lesson plan if the soul has determined that it would be favorable to do so. The reward garnered by the soul with early testing is the possibility of early lesson integration, providing the student with the structure and foundation necessary for rapid lesson plan recognition in subsequent levels. Hazards exist for the student provided with lessons prior to completion of the formative years, as the student may react unfavorably to hardship that accompanies lesson presentation, thereby reversing the benefit to detriment. The soul requesting four lesson plans does so to gain permission to bring additional energies into the lifetime in order to accomplish great things. These energies only become available if the lessons are integrated. Lesson plans are available that will grant this same permission, providing additional challenge for the student in exchange for this reward. The soul will make the determination to choose four lesson plans or the more challenging primary lesson plan for the lifetime based upon previous lifetime experiences.

The energies that fuel the secondary lesson plan are samskaric in nature; these energies may appear in similar fashion to field connectivity and lesson plan presentation. However, it is merely the strength of the samskaric energies that cause the student to reenact the soul’s previous lifetime experiences, due to the memories that are resident within the outer bodies, yet remain veiled from the conscious mind of the student. Behaviors and characteristics are endowed at birth for the secondary lesson plan reinforcing these actions. It is important for the student to isolate behaviors belonging to these energies by surveying the secondary lesson plan, noting those behaviors that are not intended to be tested until the closing of the primary lesson plan. Recognition alone will aid the student to focus upon the primary lesson plan, thereby limiting the distraction that has been provided by the astral energies brought in for resolution in this lifetime. Unrecognized behaviors belonging to the secondary lesson plan easily overwhelm the life experience throughout the primary lesson plan due to the strength that is endowed to these energies.

Behaviors detected early in the life experience, attributed to primary or secondary lesson plan energies, indicate that these started early, so that minimal reinforcement would be necessary after the primary lesson is activated. This early activation does not necessarily indicate that early testing was selected by the soul. It is the quality and quantity of early life experiences that will confirm or deny early testing and must be determined by each student.

If the soul has requested four lesson plans, testing begins at birth and continues up to the age of 8 Earth years. Lesson plan failure creates the possibility for the student to cement habits that are continued into the later years, which will be difficult to overcome, due to the impressions that have been provided to the student when the mind was not yet capable of discerning right from wrong, thereby creating false impressions that are then acted upon, until isolated and targeted for modification. The soul that requests this fourth lesson plan is typically repeating lessons from previous lifetimes that have been consistently achieved; astral energies deposited within the outer bodies are intended to inform the student of that which is right and that which is wrong for the self. However, this cannot be guaranteed, for circumstance cannot be controlled; the soul recognizes these risks at the time of the request.

The soul that requests three lesson plans does so to prepare the student for future testing. The formative years are behind the student and testing may now begin, eliminating the perils that are possible when the mind is not yet prepared for hardship or challenge. This lesson plan carries the energies of the challenge to lesson presentation, known as lesson plan avoidance. Early introduction of these energies allows the student to become familiar with the field that will be utilized to entice the student into avoiding the lesson, when future lesson plans are presented.

The peril associated with early introduction is that the student embraces the behaviors, strengthening the connection to the field, making disconnection more difficult in future, due to this strength. The student may easily determine if the third lesson plan was requested for the lifetime by examining the life experience from the age of 8 to 28 Earth years. If lesson plan avoidance behaviors were utilized, the theme will be prevalent throughout this time period. The student is advised to look to this theme to determine that which was not learned, to examine the behaviors that prevented lesson integration, targeting each for modification. This will enable the student to integrate and garner credit from the soul, for the lessons in the current lifetime, eliminating the need for future testing.

All students undergo primary testing once the Earth age of 28 years has been achieved. Lesson presentation begins with the first event of discord experienced after this date. For those with early testing, the lesson plan becomes different; field connection has now changed, for it is highly unlikely that the lesson plan would be the same as those previously presented. The student becomes confused; energies are now being imposed that are foreign to the life experience, changing the responses to discord, leaving the student in wonderment over the self’s behaviors. Sudden shifts occur, further confusing the student; those areas that previously held attraction are no longer of interest. Changes in relationship, as well as life purpose, are quite likely to occur during this testing stage, particularly as the lesson plan begins to intensify, after the student achieves the Earth age of 42 years.

Testing grows more difficult as the student ages if lesson failure continues as the result, for the soul utilizes difficult lesson to garner the attention of the student. The student that attempts to modify the behaviors and to learn the lessons garners the attention of the soul. If the energies are available to do so the soul will step forth at the invitation of the student to assist with lesson integration. It is the student who makes no attempt to change the behaviors that receives ever harsher lessons, including those that threaten the life existence, for the soul wishes to accomplish the lesson plan, beginning to assist others, for it is this alone that allows the soul to further its own evolution. The student who fails to integrate lessons in time to aid others is often abandoned by the soul, for the soul will prefer to depart prior to the depletion of energies brought in from previous life successes.

The student must focus upon the primary lesson plan, studying the behaviors, determining the lessons that have already been provided, noting success or failure for each. Karmic repercussions are earned during lesson presentation when the student responds inappropriately and damages another; the lesson plan states that the same damage must be suffered so that full understanding of the impact of the student’s behavior is integrated. Behaviors and characteristics that prohibit lesson integration must be embraced, recognized as deterrent, never as protection. The student need be aware that ego will offer protection, recognizing that to be the disciple one cannot be protected from the lesson. Studying the elements of lesson failure, the student will find that these behaviors are prevalent during lesson presentation. Frequent contact with the soul is necessary, asking for assistance with lesson integration. Once the lesson has been integrated the student must call forth additional lesson, strengthening changed behaviors that are fortified by repeat performance, asking the soul for the lessons, until the response is automatically that which belongs to the higher fields of consciousness.

Primary lesson plan integration grants permission to the soul to begin magnetizing catalysts associated with the secondary lesson plan. The student is now well prepared for this testing, for the same processes will be employed with lesson presentation. The fields associated with lesson plan avoidance are now familiar to the student, easily recognized and declined when the offering is made by the ego. Those souls who have chosen the same primary and secondary lesson plan have done so due to the deep desire for lesson integration in the current lifetime. Previous lifetime failures experienced by the soul with this lesson plan have created deep aversions within the astral materials further strengthening negative reaction experienced by the student to lesson presentation. The student with a duplicate lesson plan need be aware of the aversions that lie within, seeking resolution this time. Particular attention need be paid to those impressions that are unwarranted or undefined in the current life experience. These impressions instill biases that have no reason to exist in the current lifetime; discerning the basis of these impressions will serve to unravel the lessons that are being presented. Addressing each is necessary to accomplish lesson plan integration.

Secondary lesson plan characteristics initialized at birth are already resident and have been employed for many years. The student need focus the attention upon the energies that fuel the response, seeking revelation of samskara from the soul to enable release of the energies by achieving understanding of the purpose intended by the lesson. Examination of the soul’s previous lifetime experience is necessary, weighing the lesson against the current lifetime experiences to achieve full understanding of the lesson, allowing the student to arrive at a more appropriate conclusion, free of judgment, making possible the understanding of that which the student has experienced in the current lifetime, in order to assist the soul with lesson integration. Biases, aversions and phobias that have no root in the current life experience are often uncovered, understood and released through understanding of the soul’s previous lifetime experiences. Once these energies have been dismantled, the student will easily recognize all lesson presentation without automatic emotional body activation; hesitation need be employed, so that the emotional body can be calmed, quieted, while the student arrives at decision. As long as samskaric energies reside within, discord enlivens, causing the emotional body to overreact, overwhelming the student with confusion and anger, ensuring lesson plan failure.

The secondary lesson plan is quite likely to be different from the primary lesson plan to provide opportunity to the soul to experience differently in the current lifetime, garnering the conscious experience necessary for the student to assist another with similar lessons. The soul will be certain of the student’s abilities to move forward to this lesson plan prior to lesson presentation, for the dangers exist for the student to digress, losing vital energies necessary for the soul to remain upon the surface to aid the student. Ego will be particularly cunning during this testing stage and the student must be vigilant to its antics lest failure results. Once the student recognizes the voice of the ego, discerning the difference in its tactics from that of the soul, lesson plan integration will be successfully accomplished.

The student must diligently trap and transmute all negative thinking and behaviors, for ego will encourage any behaviors that will allow its primacy over the soul to be regained. During this stage the ego begins to masquerade as soul, for it is now known that the student wishes for the soul’s presence above that of the ego. Ego’s spiritual character will surface to convince the student that what lies ahead holds great jeopardy for the self, whispering that that which is known, is far better than that which is not. The student must remember that the ego cares not for the spiritual experience desired by the soul; ego cares only for ego. Soul cares for and nurtures the student, desiring only that which brings successful lesson integration, thereby enabling the student to experience spiritually. Discerning the voice of the soul over that of the ego becomes the focal point, for it is during the second lesson plan presentation that the ego will bring forth all available energies to ensure the failure of the student.

Successful lesson integration guarantees acquiescence of the ego to the soul, merging all energies with the soul and the student to work together as a singular entity. The ego will battle to the very end; of this the student must be aware. The student who feeds the soul disconnects from the lower fields of consciousness, starving the ego, enjoying rapid progress upon the path to healing.

Discernment is necessary for the student on the path to healing; honing this skill is critical to the student’s success. Lesson presentation can be uncomfortable, for the student is being tested; receiving advice at a time of discomfort often leads the student to accept that which removes the pain, rather than that which is in the highest and best interest of learning the lesson. Identifying the voice of the soul over the voice of the ego is critical to the student’s success, for the soul only wishes for the success of the student; the ego wishes only for failure. The student need ask the self, “Who will benefit from this action?” Utilizing discernment, the student must assess the advice received, weighing all factors, employing hesitation, allowing the discomfort to lessen, prior to arriving at conclusion; for those decisions hastily made, in the midst of discomfort, are often erroneous.

Hesitation is critical to successful lesson integration, for it is this alone that allows the student to become aware that choice is available; for the automatic connection to the lower fields of consciousness has already been offered by the ego, the moment discomfort is felt. Remaining unaware, the connection will be accepted and lower field behaviors will be utilized by the student to resolve the lesson plan. The ego will encourage rapid decision; soul will encourage hesitation. The student must learn that all rapid decision endorses the ego; those that encourage caution, providing the student with ample time to arrive at conclusion, belong to the soul. The student need be aware that the field of social consciousness does not endorse hesitation; rather, hesitation is discouraged and denoted as the cause for lost opportunity. Recognition of this misidentification is invaluable to the student who walks the path to healing.

As long as emotion is present, the student is incapable of integrating the lesson, for the thinking has been distorted; the student must learn to recognize emotion, for its effects upon the bodies are lethal to lesson integration. The emotional body is forceful, overwhelming the mental body, causing emotional thinking. The unaware student will forge ahead emotionally, following the nudgings of ego, to defend or protect the self. The student must recognize that the presence of emotion confirms the presence of ego, maintaining field connections; for ego relies upon the presence of emotion to convince the human that protection is necessary. Emotion prohibits the student from recognizing the faulty thinking; pursuit of protection or defense confirms field connections. The student must learn to recognize these connections; otherwise, field connections that are encouraged by ego will continue to be accepted, thereby guaranteeing lesson failure.

Integration of the lesson plan is accomplished by the student who hesitates; declining ego’s invitation for connection to the lower fields of consciousness, ensuring lesson integration. The student need be aware that choice is available at all times, yet need be demanded, in order to achieve true choice; for true choice is the goal maintained by the student that is desirous of the spiritual experience, made possible by lesson integration.

Once the lessons have been integrated the student must begin to focus upon the removal of samskaric energies that reside in the emotional body; calling upon the soul to bring forth testing that provides opportunity for lesson integration, this time. These energies vary from those classified as karma, which is the experience of the self that has been previously provided to another. Samskara is the experience of the soul, judged as unfavorable; comprised of previous lifetime lesson failures. Caution must be employed by the student for energies may easily overwhelm due to their strength. The student must recognize that all emotion focused upon the past is a tool of the ego, manipulated and amplified, in order to ensure lesson plan failure. All experiences have been offered in order to teach; the student must understand that pain is never the goal, for this signifies that the lesson has yet to be learned and that lower field connections remain active. Focusing upon the lesson presented will enable the student to determine that which need be learned to integrate the lesson. Survey of current lifetime activities aids the student in determining the purpose of the lesson, thereby enabling lesson integration.

Until the student is able to discern the lesson, modifying behaviors that ensure consistent lesson failure, field connections remain active. Decline of field connections with great consistency weakens the stranglehold that the ego maintains to ensure improper response and lesson failure; the goal of the ego is to maintain field connections for this ensures its primacy over the soul. The ego does not wish to protect the student, nor does it wish to lessen the pain encountered with lesson presentation; rather, having distorted the lesson focus the ego endorses the experience of pain, for this guarantees continued field connection. Until recognition of the ego’s tactics has been achieved, the student will continue to accept field connections, thereby guaranteeing the ego’s primacy over the soul.

The soul awaits the student’s invitation to step forth as teacher; this cannot be done until the student has provided appropriate energies for the soul to do so. These energies are granted each time the student declines the ego’s invitation for field connection, for it is this alone that diminishes ego and feeds soul; continued decline of field connections allows the soul to gain primacy over the ego. The student need be aware that the ego will fight unfairly to maintain its primacy, threatening the student’s safety, encouraging acceptance of ego’s offering of protection, prohibiting lesson presentation. The soul never offers protection, for the soul wishes to allow all things in the learning experience. Feeling threatened is a tool of the ego; defensiveness indicates that field connection is being offered. The student need hesitate to determine, “What do I need to be protected from?” Field connection is confirmed whenever the student determines that protection is needed. It is then that the student need hesitate, reaching higher for better solution, opening the self to the lesson, calling upon the soul for assistance with lesson integration. Failure to hesitate indicates that the student has chosen to avoid the lesson, thereby granting permission to the soul to magnetize future catalysts, to teach the same lesson again and again, until it is learned.

It is vital for the student to recognize that the soul has chosen the lesson to further soul evolution in the current lifetime; all lessons have been presented to teach that which has yet to be learned. While there are no lessons that are more difficult than another there are lessons that provide additional challenge and have been chosen specifically to allow the student to accomplish that which was planned by the soul for the lifetime. Once the challenge has been identified, it is easily overcome through the employment of awareness, with commitment to modifying those behaviors that prohibit lesson integration. Each lesson must be addressed independently, with scrutiny of behaviors that indicate lower field connection, to identify and overcome the blockages that have been placed to teach.

Overview: The student will be challenged to integrate lessons that focus upon recognition, that the self does not know the self, the self does not understand the self’s desires. The self has become hidden from the self, due to a lack of acceptance; characters, created to grant the appearance of acceptability, have overshadowed the true self. These characters are endorsed by ego through the connection to the lower fields of consciousness. The student will be unable to discern the character from the true self, until focused awareness is placed upon the behaviors which encourage lesson plan failure. Any behavior which endorses repression of the self or another must be identified as detrimental to the student’s progress.

Lessons will be presented that challenge the student, demanding scrutiny of the character’s desires. Desire overwhelms the true self and the student is unable to focus the attention, due to the pursuit that is encouraged in order to fulfill the desire. Until the student recognizes that the desires do not belong to the true self, field connections continue to strengthen, whenever the desire is pursued. These behaviors prohibit surfacing of the soul, due to the presence of negative energies generated by the ego-induced desires. The student must recognize the presence of the ego within the pursuit, focusing the attention upon the desire to understand the origin; modifying behaviors that encourage the pursuit, calling forth the soul, to aid in disconnection from the lower fields of consciousness that endorse the pursuit.

When first learning of the presence of the characters, the student will be emotionally confused, for the characters are believed to be the self. Focused attention upon the behaviors will allow the student to begin to detect the presence of the characters that are prohibiting lesson integration. Detection is critical to the student’s success, for each character that remains undetected maintains connectivity to the lower fields of consciousness. The student must become the observer of the self, to scrutiny behaviors, making determination of those behaviors that endorse lesson failure. Each character maintains desires that are intended to prohibit progress forward, upon the spiritual path. Until the student identifies the desires, focusing the attention to determine if the desire belongs to the true self or the character, and then modifying behaviors to that of the true self, the path to healing will remain closed.

The student who maintains these characters lacks acceptance for the true self, for the self has determined that the character is better than the true self. The character has been created by the ego to maintain the connection to the lower fields of consciousness, for each time the character is employed this connection is strengthened. Employment of lower field behaviors is necessary to maintain the character, for it is not of the true self; recognition of lower field behaviors that have become acceptable to the self is critical to this identification process. Rationalization of behaviors, known to be improper for the self, is an indication that characters have been employed; these characters make right those actions well-known to be improper, for the student that has stated the desire to experience spiritually.

Recognition must be made of all lower field behaviors that enable and strengthen the presence of characters; the character cannot exist without lower field connectivity. The student must open the self to deep scrutiny, allowing others to indicate that which is seen that is in need of modification, focusing the efforts upon the modification of behaviors that enables these characters. Unless the student is capable of seeing these behaviors clearly for the self, others will be needed to appropriately identify all lower field behaviors endorsed by the character. Capability to identify the characters within the self is rare; utilizing the mirror provided to the self by others, the student may view the self’s behaviors in those that create discord for the self. Recognition of the reflection of the self, identified by the presence of judgment for another’s behavior, can aid the student in determining the presence of the same behaviors within the self.

The physical body will be focused upon with this lesson plan, as all desires will be those of a physical nature. The student need identify those desires that dominate the life experience, for desire is meant to enhance and never to control. Until the student focuses the attention upon the desires of the physical body, determining to modify behaviors that endorse the pursuit of desires that control the life existence, field connectivity remains strong, encouraging the pursuit. The student will be focused upon attainment or relinquishment of desire for the bulk of the life experience. The characters will make right these pursuits, due to the endorsement of the lower field connection. Ego will be present, dominating the student’s experiences, until recognition of the characters is made and the pursuit of the desires discontinued.

Fulfillment of this lesson plan begins with identification of the characters, created in order for the student to appear more acceptable to the self or others. Behaviors of the characters have been embraced by the student and are endorsed by lower field connectivity; until the characters have been isolated and behaviors modified to prohibit field connectivity, the ego will dominate all life experiences. The student must survey the self, for all behaviors known to be unfavorable to one who is on the spiritual path, committing the self to changed behaviors by consciously removing the character from the self’s presentation. These behaviors are easily recognized by the presence of rationale; when confronted by another with improper behaviors, the character steps forth to rationalize the behaviors, adamantly protecting the position of the self, refusing to recognize that the self’s behaviors were indeed improper. Until the student recognizes the existence of rationale, the character will remain, for field connectivity prohibits its exit.

Desire overwhelms the life existence of the student; the majority of the student’s time is expended pursuing the desire that belongs to the character. These desires are all of a physical nature, each containing an element of rationale. The student must recognize that appropriate behavior need never be defended; it is the character that requires defense. Isolating behaviors that demand defense, committing the self to changed behaviors, will lead the student forward upon the path to healing.

The student’s life existence is consumed with desire; desire that is not understood, yet is all-consuming of the student’s energy and efforts to attain. The student lacks acceptance for the self and has adopted characters that endorse behaviors that prohibit lesson integration. Field connectivity is constant, due to the presence of these characters that remain unrecognized. Understanding the desire is critical to the student, for only then can the desire be appropriately identified, as not belonging to the true self. Rationalization, as well as social consciousness, has led the student to believe that the behaviors are appropriate, thereby granting power to the character to maintain control over the student’s activities and pursuits. In order to heal, the student must identify the desires; scrutiny must be applied, determining if the desire endorses soul evolution and if not, willingly modifying the behaviors that allow the character to maintain this control.

Desire is the focal point of this lesson plan and is intended to teach the student the importance of understanding the desires; continual pursuit of desire consumes the time necessary for the student to pursue the spiritual experience and must be recognized as a tactic of the ego. The ego does not wish for the student to learn, for this endorses soul evolution; rather, the ego prefers that the student waste the life existence, pursuing desires that prohibit soul evolution. Until the student recognizes that the desires once attained fall short of the spiritual experience, ego will continue to control and dominate the life experience, thereby prohibiting progress forward on the path to healing.

Overview: Greater challenge has been requested by the soul who selects this lesson plan; permission has been granted to deliver ever-greater energies to the student who successfully integrates the lessons associated with this lesson plan. Previous lifetime accomplishments have been enjoyed by the soul; great energies have been earned and it is the desire of the soul to provide access to these energies in the current lifetime, so that great things may be accomplished. Great things may only be accomplished when the energies are available to overcome great challenge; the student will be capable of accomplishing anything that is desired by the self, when endorsed by the soul, should the lesson plan be integrated.

The student will be challenged severely with this lesson plan as great blockage has been placed, to prohibit the self from recognizing and accepting responsibility for the self’s behaviors; the impact of these behaviors is ignored for the self as well as others, due to the student’s inability to recognize that judgment is ever-present, prohibiting forward progress on the path to healing.

Personal responsibility is lacking for the student, for all things outside the self are judged as inferior; this judgment enables the student to focus upon the other, rather than the self. The self cannot be seen by the self, thereby endorsing the student’s inclination to minimize the impact of the self’s behaviors upon another. The student is unaware that lesson plan failure is due to the failure of the self, for no other is responsible for learning the lessons presented to the self; rather, the student focuses the attention upon the other, diminishing the other, whenever the self feels threatened, ignoring that it is the self that is responsible for survey of all things, in order to learn. The self denies the self the opportunity to survey different ways of being, different ways of thinking; for the self has determined the self to be superior to all others, endorsing field connections, which offer judgment as the solution. The unaware student rapidly accepts this solution to avoid the responsibility to the self; that which would allow the self to determine that which is most appropriate for the self, at this time.

The student judges all things outside the self, failing to see that all being judged is actually within the self. This lesson plan requires that the student work closely with others, so that the self may heal the self; rather, the student prefers to work alone, for endorsement of superiority has been received by field connectivity. Judgment pervades all things as the student measures all against the self, wherein the self is perceived to be superior, better than all others; this perception is endorsed by field energies, causing the student to remain unaware that others are performing a service for the self, to show the self the behaviors of the self, so that corrective action may be taken. Rather, the student believes that all behaviors seen and judged belong to the other, ignoring the possibility that the behavior belongs to the self; all things unfavorable are designated as belonging to the other, for field connections prohibit recognition of distasteful behaviors within the self.

Others view the student as arrogant and cold, for the feelings of judgment are all-pervasive, coloring all activities, prohibiting the closeness with another desired by this lesson plan. The student is unaware of the self’s behaviors, refusing to take responsibility for those activities that result in failure; the other is focused upon, so that attention may be removed from the self. This tactic of the ego, endorsed by field connection, accepted by the student, prevents awareness that choice is available. Failing to recognize that others are needed in order to learn, the student ignores all clues that the judgment is of the self, erroneously placing it upon the other, further widening the gap between the self and the other that is needed to learn. The other is rebuffed, assistance declined, for the student is in need of no one to teach the self.

Superiority is funneled through field connections, endorsing the behaviors of the student, prohibiting acceptance of assistance from another. The student is alone; the lesson plan is failed, for it cannot be learned independently. The spiritual path is closed as the student flounders, unable to determine why progress has been inhibited. Judgment overwhelms all things; the student determines that others have prohibited the self’s progress. Unbeknownst to the student, it is the self that has prohibited the self’s progress. As long as others are excluded from the learning experience, progress is an impossibility, which cannot be overcome.

The student must first address the field connection that consistently funnels the energies of judgment, applied to all things. Judgment is recognizable as the self’s belief system or way of being; conflict arises when another presents differently, thereby encouraging the student to measure the belief of the other against the own. Judgment prohibits true examination, for field energies impose the lack of desire for such; rather, the student determines the other to be wrong, discarding the offering that was provided to teach, without review. Preferring the own thinking, the own ways of being, to any other, the student easily follows ego’s nudgings, feeling threatened whenever another questions the self. Field connections prohibit the student from acceptance of an opinion or way of being, belonging to the other, examining it to determine if it may also be right for the self, demanding immediate discard through the imposition of judgment; all others are deemed to be less than the self, less learned, less deserving. These beliefs are all endorsed by the lower fields of consciousness, utilizing superiority and arrogance as a basis.

The student must learn that there are many ways of being, many belief systems, all correct for the bearer; accepting each as appropriate, without imposition of judgment. Ego will battle this embracement, informing the student of the threat to the self’s way of being and belief system, offering field connections, endorsing judgment, prohibiting further examination for the self of those things that may aid the student with forward progress on the path to healing. Learning that all things are acceptable, all things are presented to provide choice, is the goal of the student, recognizing that the self’s choice is no better than any other; the choice has been provided for examination, so that determination may be made as to its rightness or wrongness for the self, at this time. Rather, the student has made prior decisions based upon the information available at the time, and refuses further examination, ignoring the fact that all things are intended to change; for change is vital for the student upon the path to healing.

The student refuses change, viewing change as a threat to the self’s decision-making processes, remaining unwilling to admit that the prior decision is no longer appropriate for the self, preferring to live with the decision that is inappropriate, rather than admitting that needs have changed. Inertia is the result, for the student maintains decisions that now serve as a fortress, prohibiting future progress; for the student steadfastly defends the prior decision, believing the self to be proving the self’s superiority, proving the self’s ability to make appropriate decisions that need not be revisited, diminishing others that readily change, whenever need presents. The student must embrace that change is critical to one’s forward progress, for needs change as the student ages; life experiences differ, requiring different solution. Accepting advice or opinions from another, examining closely that which is provided, determining if the different viewpoint is right for the self, at this time, is the goal of this lesson plan; modifying behaviors that restrict progress, committing the self to change in future, ensuring lesson integration.

Extraordinary difficulty with this lesson plan is encountered, due to the constant field connection that endorses judgment, nurtured by the ever-present air of superiority exhibited by the student. The student is unaware that all things judged belong to the self; rather, all things considered to bear negative connotation are assigned to the other. The self has been found to be superior to all others, in need of no other’s assistance; for no other is worthy of teaching this student. Decisions have been made, adhered to by the student, that no longer serve one who has determined to walk the spiritual path; rather than reviewing options that are currently available that are more conducive to the self’s current needs, the student continues to defend prior decisions, thereby inhibiting forward progress. Field connections prohibit this review, for field connections do not endorse lesson integration. When the student remains unaware that prior decisions are intended to be reviewed, modified to that which is more appropriate for the student, at this time, lesson plan failure is the result.

The student is unable to embrace that choice is available to all and must be honored by all; judgment is employed to diminish those who differ from the self. Acceptance of another is impossible, as long as the field connection is nurtured by this judgment, thereby prohibiting the student from examining other choices for the self; that which might be more appropriate for the self, at this time. Refusal to examine prior decisions has eliminated progress for the student; field energies endorse this refusal. Ego warns the student of the dangers of changing the mind, whispering that diminishment of the self is certain for those who venture forth to different solution. The student remains unaware that choice has been presented; rather, the connection to the lower fields of consciousness has been accepted and lesson plan failure is imminent. Ego will continue to endorse the student’s faulty conclusions, until field connection has been strengthened; thereby delivering judgment that effectively shuts down the lesson plan, for the student is no longer capable of accepting the advice or the opinions of another for the self, once negative energies have overwhelmed the lesson.

Recognition of ego’s tactics will aid the student in detecting future opportunity for choice; ego strives to maintain field connection at all times, fully aware that the student is capable of breaking this connection, should awareness be focused upon the self. Energies resident within may be called upon by the student to overcome the connection when opportunity presents to reach higher, thereby enabling choice, resulting in different outcome and lesson integration. The student must focus the awareness upon judgment; trapping the negative thinking the moment it arrives, asking the self, “Is this judgment within me?” If the judgment is recognized to be a part of the self, behaviors must be isolated, targeted for modification, so that continuous field connectivity may be interrupted. It is the continuous connection that inhibits progress for the student on the path to healing; field connectivity must be interrupted, to provide energies to the soul for surfacing, for as long as this connection remains active, ego maintains its primacy, prohibiting the soul from surfacing to aid the student. Ego does not wish for the student’s success; ego only wishes for the student’s failure and will continue to encourage the continuous connection that prohibits successful lesson integration.

The student must recognize that all judgments of another are judgments of the self, indicating that lesson has yet to be learned, recognizing that judgment never exists when the lesson has been learned; for the student who has learned for the self is able to accept another’s foibles, willingly offering to aid another, with forward movement upon the path to healing. Reversing the judgment made of another onto the self will aid the student in determining those behaviors that are in need of modification; it is then that the student need focus the attention upon the self, to determine that which is needed to accomplish lesson integration.

Acceptance of all things is the goal of this lesson plan; this may be accomplished once the student learns that the self is responsible for the self’s behaviors. Acceptance of others as the teacher will aid the student in overcoming the blindness that has been imposed by continuous field connectivity. Once the behaviors of the self have been modified, acceptance of others will naturally follow.

Overview: The challenge for the student with this lesson plan will be to learn to treat the self and all others with honor and respect. Past life infractions have drawn the soul to choose this lesson, in order to teach more appropriate behaviors. The lesson plan will provide opportunity for the student to diminish the self or another, resulting in shame. This action varies from one of guilt, for this lesson plan indicates that the student has misused the personal power to damage the self or another.

To honor the self means to fully embrace the self; accepting the foibles that naturally come within the life experiences, admitting defeat, committing the self to more appropriate behaviors in future. To respect the self means that honor has been upheld; the student has put forth its best efforts and recognizes that failure is a necessary peril to be encountered with lesson presentation. Refusal to embrace that the self makes mistakes causes a failure within to accept others; the student views failure as unacceptable, something that must be hidden. This lesson plan is intended to teach the student that admitting the mistakes is desirable, enabling the self, as well as others to learn.

Mistakes have been made and the student is unable to embrace this natural component of lesson presentation; rather, the student has determined that the other cannot be forgiven for the infraction. Bitterness is funneled through field connectivity, remaining active at all times, prohibiting the student from lesson integration; these energies damage the student’s bodies, weakening the ability to disconnect from the lower fields of consciousness. The student is unable to extend forgiveness, due to ever-cycling field energies, which prohibit this salve; bitterness grows within with each failed lesson, strengthening field connections. The student is unable to determine why the same experiences continue to be drawn to the self, sinking ever further into the abyss, which prohibits lesson integration.

Lesson presentation will be focused upon teaching the student proper treatment of the self, as well as others; failure to integrate the lesson strengthens field connectivity, endorsing the bitterness felt, as a result of lesson failure. Lessons of a physical nature will dominate, for the student will be tested to determine if shaming of the self or another will result. The physical body instills the desire for that which is likely to result in diminishment of the self or another; for it is this activity that causes the most damage to the spiritual path. Sexual union of two holds great promise, when utilized appropriately; when utilized to diminish the self or another, great damage is done to each. The student is unaware of the true value of sexual union, is often indiscriminate, with leanings to promiscuity; depending on the belief system, this may be squelched or endorsed. Social consciousness, as well as, religious beliefs, determines the course of action chosen by the student.

The student does not understand the desires; pursuit however, is not hampered due to this lacking. Lessons will be presented that draws to the attention of the student the abuse of the self or another, resulting in diminishment or shame. Failure to integrate the lesson causes the student to grow more embittered, ensuring continued failure of the lesson, when presented in future. Rather than observing the self’s behaviors and determining those areas in need of modification, the student continues to pursue the desire; flinging the self headlong into situations that guarantee shaming of the self or another. The lesson is ignored, for the student is focused upon the physical and the emotional components of sexual union; heedless of the damage that is being done, exhausting vital energies when expended upon another that is not the beloved.

Continued failure to integrate the lesson causes the student to hide the escapades of the self, for it is known deeply within to be improper; this hiding causes the student to lose sight of the true self, and the character is created that makes the self appear to be more acceptable to others. Failure to receive acceptance of the character enrages the student, for the self cares only for what the self wants; others are expected to provide that which is sought. The student is compassionless, caring little for the impact of the self’s behaviors upon another, for the desires of the self are all that is nurtured. Misuse of power is the result of the student forcefully taking that which the sense of entitlement endorses as rightfully belonging to the self; the other is viewed as an instrument to be used to receive that which is desired. Gratitude is rarely expressed, for the student has not recognized the contribution of the other; this behavior brings future lesson to the self, where the self is used and gratitude withheld.

Lessons are presented to draw the attention of the student to the abuses; failure to recognize these abuses strengthens field connectivity. Abuse of the personal power, to obtain the desires without concern for the impact upon another, will be a focal point of this lesson plan. The student abuses the self or another and does not understand the impact of the behaviors; this lacking causes the student to continue to pursue that which satisfies the emotional and physical components of desire, remaining heedless of the ramifications to the spiritual path. Diminishment of the self or another is the result of this abuse, leaching vital energies from the student’s personal stores that are needed to step forth onto the path to healing. Continued diminishment of the self or another will bring physical ramifications to the student, for it is this that the soul uses to draw attention to the abuses that must be corrected to integrate the lesson plan.

The student must focus the attention upon the behaviors that endorse diminishment of the self or another. Continued refusal to recognize the impact of the self’s behaviors draws physical ramifications, garnering the attention of the student, to be focused upon the behaviors that are impeding progress with lesson integration. The student must learn that abuse of another will result in future abuse for the self, for this lesson alone ensures that karmic repercussions will be provided to the offender in future. Recognition of behaviors and abuse of another is necessary to minimize these future lessons; refusal to recognize the abuse guarantees lesson of equal proportion, drawn to the student to awaken this recognition. The student must learn that all are to be treated with honor and respect, including the self. Abuse of another diminishes the other; recognition must be made that it is never permissible to diminish another’s prospects upon the spiritual path. Failure to recognize the actions of the self that diminish another will guarantee karmic repercussions for the student, in future.

Gratitude must be expressed for the service provided to the self by another; deep heartfelt gratitude that reaches the other reduces the karmic repercussions that will be encountered by the student in future. Understanding the lesson, admitting the mistakes made upon the path to learning is necessary for the student to gain credit from the soul for lesson integration. Those who have assisted in the student’s successful attainment of desire must be recognized to others as a vital component to the self’s success. Diminishment of another need be corrected with others, when the diminishment holds impact to the personal reputation or the goodwill that is held for the other. The student must learn that the self’s desires are no more important than another’s and that pursuit which diminishes another will ultimately damage the self. Employment of others in the attainment of one’s personal desires is natural to the life existence; it is when diminishment of the other is a result that the other has been used improperly and correction need be made to integrate the lesson that was presented.

The student must learn the true value of the sexual union, for the energies made possible with this sacred union will propel the student forward through lesson integration. Improper sharing of these energies drains the student, creating deep desire within for repeated interludes, for the need becomes insatiable, resulting in diminishment of the self’s abilities to move forward upon the spiritual path. The student need understand that the sacred union is intended for the beloved, for it is a joining of the four bodies; the mental, the emotional, the spiritual, and lastly the physical. The student, who joins with another physically before the other bodies have joined, prohibits the sacred union, for great energies only become available when all four have been joined. The sexual energies have been wasted, for the physical body is merely satisfied, while the emotional and mental bodies have been ignored. This result causes the student to desire ever more; satiation is impossible, for the student is unwilling to join with another appropriately, prior to the sexual union. This refusal drains the student, propelling and amplifying the desire that guarantees lesson failure.

The soul that chooses this lesson plan, as both the primary and secondary lesson, has deep desire that the lesson be integrated in the current lifetime. Diminishment of the self or another has caused other lesson plan failures, for the energies maintained within the astral bodies impose themselves upon the student, with tendencies that now diminish the student’s ability to integrate other lesson plans. The soul has determined to teach the student to honor and respect the self, first and foremost, and then to extend the same to others. Failure to learn the lesson in this lifetime will draw the same lesson plan in subsequent lifetimes, until the lessons have been learned. Only then may the soul request other lessons in order to teach the student, making progress forward to soul evolution.

When selecting this lesson plan as the secondary lesson, the soul is desirous of the opportunity to remove all energies that remain within the astral layer, consisting of past life lesson failures, due to the diminishment or shaming of the self or another. Opportunity will be made available to the student, once the primary lesson plan has been achieved, when the soul begins to magnetize catalysts to test the student’s ability to determine appropriate treatment of the self, as well as others. Successful passage of these lessons grants opportunity to the student, to request the removal of all energies remaining in the outer bodies that prohibit lesson integration, utilizing the energies created within the sacred union. The soul must agree with the request, providing endorsement of the student’s ability to consistently integrate the lesson appropriately. The student must be willing to join with another, honoring and respecting the sacred union of all four bodies; only then will permission be granted. Once accomplished, the student steps forward to aid others, utilizing the personal power, with right purpose, to teach the value of honoring and respecting the self and all others.

The student has made mistakes and is averse to admitting to this failure. Lessons will be presented that encourage the student to admit the mistakes, to focus the attention upon the behaviors that have caused the failure, committing the self to changed behaviors in future. Diminishment of another has resulted in shame, prohibiting forward progress; for the student refuses to embrace that the self has damaged another. Rather, the student believes that the self was merely fulfilling the self’s desires; satisfaction of the desire is primary, for the student is care-less of the impact of the self’s behaviors upon another, as long as the desire has been satisfied.

Karmic repercussions demand that the student suffer the same fate in future, if reparations are not made. The student must learn that the diminishment of another bears punishment for the self; this punishment will be equal in value to that provided to another. Until the student learns that the self has earned the punishment received, confusion will overwhelm, as the punishment returns again and again, until recognition, of the other that was damaged, has been made. The student is filled with desire; desire that overwhelms the physical body, for it is here that lesson plan presentation will be focused. The physical body provides the testing ground for the student with this lesson plan, as it is ripe with opportunity for diminishment of the self or another. Failure to embrace the lesson draws future lessons of similar nature, where the student will suffer the consequences of past actions. Karmic repercussions cannot be set aside, until the student has integrated the lessons fully and consistently.

Joining with another in sacred union is prohibited, for the constant field connection, funneling bitterness and contempt, eliminates all possibility of this joining. The student has improperly placed the physical body first, being averse to experiencing the vulnerability that is naturally experienced, when joining openly with another through the emotional body. Rather, the student focuses upon the physical, ignoring the emotional component, for ego has convinced the student of the dangers associated with this joining. Field energies endorse this evaluation and the student declines to open the self fully to another, amplifying the desires built within, when only the physical connection is endorsed.

The student has not learned to love the self; deep within, it is believed that the self is unworthy of love, due to past transgressions that cannot be forgiven. The self has become hidden from the self and the student is averse to mining that which lies within, to determine that which awaits resolution. The student ignores the past, granting permission to the soul to draw future catalyst that forces the student to go within, to determine that which need be provided as restitution, to eliminate future testing. Until the student has recognized those that have been diminished by the self’s actions, sacred union will be prohibited. The spiritual path is closed to the student that continues to ignore that the self’s actions have diminished another.

The student must embrace the self, forgive the self of past transgressions, extending gratitude forward to those who have been diminished by the self’s actions. This will allow the student to interrupt the continuous connection to the lower fields of consciousness, prohibiting lesson integration. Understanding that the lesson was provided to teach the student to make reparation to those that have been diminished will aid the student in embracement of the lesson plan. The student must learn that all actions carry impact to the self, as well as to others; reparations are necessary when the result has been to diminish or shame another. Recognition of the other allows the student to make this reparation, thereby enabling forgiveness to be extended, so that the student may move forward upon the path to healing.

It is then that the student may begin to pursue love unconditional, for it is this that has the power to heal all things. Sharing of unconditional love with another, through the sacred union, grants healing powers like no other. All energies residing in the outer bodies may be removed through this union when requested to do so by the student, once agreement has been gained by the soul. This is the goal of the lesson plan; the removal of all current, as well as past life energies that reside within the astral bodies, with the sole intention to prohibit lesson integration both now and in future lifetimes.

Overview: Extraordinary challenge has been requested by the soul with this lesson plan; permission to bring forth extraordinary energies will be granted to the student upon lesson integration. The soul has determined a particular mission for the lifetime, known as the preincarnative agreement, for which extraordinary energies will be needed, in order to fulfill. This information will not be released to the student, until the lesson plan has been accomplished, unless the soul deems it necessary to encourage forward movement. The student will be challenged with lessons that purposefully separate the student from others, in an attempt to force recognition of the soul within.

True relationship that nurtures will escape the student with this lesson plan, until the soul has been discovered and lesson plan integration accomplished. Lessons will be presented that encourage the student to seek within for resolution; the student will find that the self is best relied upon, for others chosen to assist will rarely succeed in appropriately performing that which is needed by the student. The goal of this lesson plan is to awaken the student to the soul within; lesson integration allows the soul to share with the student the preincarnative agreement that was designed to provide service to humanity.

Request of this lesson plan by the soul, as the secondary lesson, signifies that the soul has returned to continue that which was started in a previous incarnation. The student will be inherently capable of performing the tasking required, once lesson integration has been fulfilled. Natural abilities are endowed at birth, which prepare the student to step forth to complete that which was begun, left incomplete purposefully, until this lifetime. Planning may stretch across multiple lifetimes where the student was involved in the project; the soul will have chosen this lesson plan as the secondary each time, in order to endow the student with the necessary abilities at birth.

Once exposed, the student will readily embrace the agreement; easily traversing the path to healing, for no barricade will be permitted to obstruct the student’s goals that have spanned multiple lifetimes. Confirmation, that mission completion was intended for this lifetime, pairs this lesson plan with a primary lesson plan that also requests additional challenge, including the selection of this lesson plan, in both the primary and secondary positions. All others indicate that this lifetime is to be a continuation of the mission, to be returned to in future, dependent upon the success encountered, within this lifetime. This lesson plan has been specifically designed for those souls that have preincarnative agreements; the desire to provide confirmation for the student was the impetus behind this design. This is the only lesson plan that is offered as the secondary lesson that does not signify re-testing.

The student is lonely; ever-searching for the mate that will fulfill the desire, embedded deeply within, to love and be loved. The student will be provided with many opportunities to seek within, to fill this need; however, field energies prohibit this seeking, due to the thinking mind. The mind is active; over-filled with emotional thinking, prohibiting the student from embracing spiritual concepts appropriately. While proof is not mandatory, the student will prefer those things that can be proven.

Introduction to the spiritual experience early in life grants possibility of timely embracement of these concepts; however, embracement in the later years will be difficult, for the mind is structured and analytical, utilizing logic which often requires proof. The student’s belief system becomes rigid, accepting those things that have been introduced appropriately; rejecting those things that have been introduced inappropriately. The student focuses upon the messenger, rather than the material, due to emotional thinking; easily embracing concepts, whether correct or erroneous, if the messenger is well-liked. Easily mislead by others who are well-liked, the student can be deterred from the spiritual path by an unfavorable experience.

Misunderstanding dominates the student’s life, due to emotional thinking; all things are taken personally, overwhelming the mental faculties, creating an inability to think appropriately. The student is often judged, due to misunderstanding; these misunderstandings are intended to remove others from the life experience, to bring attention forward, that all that is needed is within. In order to avoid the rejection of another, the student begins to reject the self, taking on characteristics and behaviors that are believed to be more acceptable to others than those of the self; these behaviors are endorsed by field connectivity, offered by ego as protection.

The student is unaware that the false behaviors require energies to put forth, for the goal of this lesson plan is not to achieve acceptance of another; it is to achieve acceptance and embracement of the soul. Others interfere with this process, serving as a distraction to the student; the student continues to pursue relationship with all outside the self, utilizing vital energies that are needed to allow the soul to surface. Exhaustion is frequently visited upon the student who perpetually seeks outside the self for satisfaction; time alone refills the reservoirs, for it is this time that is encouraged, providing opportunity to the student to seek within and to awaken to the soul’s presence. If deemed necessary by the soul to garner the attention of the student, physical challenges will be introduced that encourage time alone, to seek inwardly for solution. The student will feel profoundly alone, even within the crowd of others, for the loneliness cannot be removed, until the soul is invited forth.

Resident in the outer bodies of the student, the energy signature known as unconditional love sends message to others that the student is inherently capable of loving unconditionally. Others will interpret this to mean that all behaviors will be acceptable to the student, even those that are to the detriment of the self. Diminishment of energies occur when the student gives too much; occurring equally when the student takes too much. Maintaining the balance of equal give and equal take eliminates the signal that provides subconscious permission to others to provide lesson; this signal is emitted by the element of unconditional love. The student that is aware of equal give and take never allows the self to be diminished. Those students who have determined to give more or take more require further testing; providing permission for future lesson, as the signal continues to draw others to the student to teach, until the lesson has been learned.

The student thinks differently from all others; the soul will provide access to higher fields of consciousness, encouraging the inward seeking that is necessary to discover the presence of the soul within. Unconditional love is embedded deeply within, yet will not be accessible to the student, until the soul has been invited forth and provided with energies that allow its presence upon the surface at all times. Until this has been achieved, these energies reside in the outer bodies, distorting the energy signature that is subconsciously read by others, attracting those that will drain the student of vital energies, encouraging respite that is then provided as opportunity for seeking within. The student is alone, for this is the goal of the lesson plan.

The goal of this lesson plan is aloneness for the student; this aloneness is intended to nurture the desire for inward seeking, leading to discovery of the soul within. Rather, the student pursues outwardly for all things; seeking another with which to pursue the desires, to share the life experiences. The soul lies within, awaiting invitation to come forth, to join with the student so that great things may be accomplished. Great energies have been brought into the lifetime, in order to accomplish a preincarnative agreement; this agreement is impossible to accomplish, until the soul has been discovered, invited forth, and provided with energies that enable its presence upon the surface, to guide the student forward to successful lesson integration. All others within the life experience act as deterrent to this inward seeking.

Lessons are presented that encourage the student to isolate the self, to seek inwardly for solution, until the soul’s presence can be maintained. The student must embrace that the soul has returned with great purpose for the lifetime; it is this purpose that is the focal point of the lesson plan. Seeking within, the soul’s presence is easily detected by the student, once appropriate energies have been provided to grant the soul’s primacy over ego. Disconnecting from the lower fields of consciousness is primary, for it is this alone that inhibits the messaging of the soul, that wishes only to make contact with the student. Loneliness is a tactic of the ego, employed to entice the student to make connection to the lower fields of consciousness. The student must learn to transmute these energies by seeking inwardly; recognizing that the self is never alone, for the soul is always resident, providing these energies directly to the soul, to aid with its battle for primacy over ego. Time alone nurtures this connection; stilling of the mind is encouraged, for this allows the soul to communicate directly with the student, to aid in lesson integration.

Negative thinking must be eliminated by turning the thought into one that is positive; each time ego provides the negative thought, the student transmutes it to positive thought, thereby providing the soul with immediate fuel to message the student, diminishing the energies of the ego. The student must learn to encourage all offerings of the ego for field connection, thereby forcing the ego to expend the energies, utilizing these energies to feed the soul. The soul will reward the student with access to the higher fields of consciousness, with flashes of insight and success in the personal pursuits, to entice the student to continue forth upon the path to healing.

The student is alone or prefers to be alone; however, this time is not spent seeking inwardly, to discover the soul within. Rather, the student is consumed with activity, rarely allowing the self a moment to quiet the mind; the state that is necessary to discover the soul. Emptiness is pervasive, for the student is unaware that the life purpose has yet to be uncovered; no thing fills the void that is awaiting exposure. The soul awaits discovery, utilizing vital energies to periodically message the student, in an attempt to entice the seeking within that would fill the void. The student is unaware of the source of the messaging, for the student has lost contact with the soul and seeks outwardly for all satisfaction. Until the student begins to recognize that the soul within is providing the messages received, the self or others will be provided with the credit that rightfully belongs to the soul.

Flashes of insight, intuition, creativity, and abstract thinking that provide unique and useful solutions to difficult problems are all provided by the soul; for the soul sacrificed vital energies to provide the student with access to the higher fields of consciousness, in order to succeed. The soul has gambled its energies, hoping that the student recognizes the source, and rapidly replenishes the energies utilized to provide this access. Ego will be vigilant, offering to make field connections that, if accepted, overwhelm the soul, prohibiting future contact, until the energies have been replenished. The student need be vigilant to negative thinking, for this is highly destructive when enabled by field connectivity. Transmutation of all field energies offered by ego ensures that the soul will continue to have energies with which to message and assist the student.

Lesson integration is assured once the student has made contact with the soul and embraced the preincarnative agreement that was intended to be the focal point of the lifetime; for all other offerings will be recognized as deterrent. Ego will recognize the power that lies within and will readily join forces with the self and the soul, once determination has been made that the student has no purpose for the life experience, other than that designated by the soul. Great consistency must be achieved before this is fully embraced by the ego. The student need be aware of the ego’s desire for success; convincing the ego, that success is guaranteed with this joining, will aid the student in gaining the acquiescence of the ego. All lessons must be learned and samskaric energies removed from the bodies, before this becomes possible. It is then that the six - the self, the soul, and the four bodies - step forth as a single entity, to accomplish the true purpose of the lifetime.

Overview: Selection of this lesson plan indicates that the soul intended to learn the appropriate approach to experience upon the planet Earth. It is readily recognized by all consciousnesses throughout the universe that all experience is provided in order to learn; experience is embraced, the lesson received and either integrated or failed. The planet Earth offers experience utilizing the emotional body, which colors all things, yet enables the spiritual experience. Appropriate use of the emotional body is the goal of this lesson plan.

The student is provided with lessons that are focused upon experience; experience rich with emotion. The student will be challenged to determine if emotional experience will be embraced, the lesson gleaned, followed by lesson integration or lesson failure. The field associated with this lesson plan will contain behaviors and characteristics that cause the student to view the experience as painful; focus upon the pain causes the lesson to be missed, resulting in the overall experience being judged as unfavorable. Field connections are activated at birth, providing energies that cycle within the bodies at all times, without abatement for the unaware student, creating the likelihood of lesson distortion. The student’s inability to embrace all experience as opportunity to learn that which has yet to be learned will be the central focus of this lesson plan.

When the same lesson plan is chosen for both the primary and secondary lessons, the soul has determined to provide additional opportunity for the student to learn the appropriate approach to lesson presentation, in the current lifetime. Previous lifetime failures warrant this request, as the determination has been made that the inability to integrate this lesson limits the soul’s progress; for other lesson plans have been failed, due to the influence of this lesson plan failure. When chosen as the secondary lesson plan, this lesson distorts the other lessons, due to the samskaric energies residing within the bodies that influence the student’s thinking regarding lesson presentation. The student will be focused upon the imposition of blame early in the life experience; if not overcome, the primary lesson plan may be overshadowed by these tendencies. Primary lesson introduction may shift the student’s focus if the soul is permitted to surface, informing the student of the improper approach to lesson presentation; otherwise, this lesson plan may distract the student from the primary lesson plan throughout the lifetime. Close scrutiny of the experiences will aid the student in determining the true purpose of the lesson by discerning the theme presented by each.

The student is highly emotional; field connections endorse this state of mind through the funneling of continuous energies, encouraging an emotional approach to all things. Lesson presentation is an emotional experience, rather than an opportunity to learn. The student is volatile, due to the emotional thinking that overwhelms all experience; unable to think appropriately, the student flounders each time lesson is presented. Field connections endorse faulty thinking that encourages the student to place blame upon the self or another, each time lesson is presented. The lesson is discarded unlearned for the student is unable to overcome the emotion that has distorted the experience. The student’s inability to embrace that the emotional experience has been presented to teach prohibits lesson integration; field connections endorse the emphasis upon the emotional body, causing lesson failure.

Lesson presentation will be focused upon acceptance of all experience as an opportunity to learn; the student will be challenged to overcome the emotion that clouds the true issue that is being presented. All things are taken personally; blame becomes the focus of the student, for pain is resident. The field endorses the thinking that mandates the appropriation of blame, when lesson presentation results in pain. All attention is now focused upon the pain; the lesson has been lost, overshadowed with emotion, funneled through the field connection offered by the ego. The student willingly accepts the ego’s offering, believing that the appropriation of blame is necessary to lesson integration.

Field energies continuously cycle within the student’s bodies, causing damage, demanding release; these energies cause the student to become volatile and unpredictable, due to their strength. Emotional outbursts occur frequently for the student who consistently fails lesson presentation; the student has not learned that all experiences are presented to teach that which has yet to be learned. Rather, the student has taken the experience personally, focusing upon the damage that has been done to the self or another; regret or grudges firmly held are the result of lesson failure. Blame has been placed and forgiveness withheld; field energies endorse these actions. The inability to forgive the self or the other causes the student to embrace the energies of the field; these energies remain resident within the outer bodies and if not released, will eventually impact the physical body. Depression may be suffered by the student who blames the self, with anger and bitterness to be exhibited by the student who blames others.

As long as the student focuses upon the emotion, lesson plan failure is guaranteed. The student has been provided with the ability to overrule the emotional body, calling forth the mental faculties to glean the lesson that was intended, thereby enabling lesson integration. Emotional thinking must be eliminated to allow the student to rise above the tendency to blame the self or another, for all unfavorable experiences. Recognition must be made with subsequent field disconnection to enable the student to think clearly, examining the experience free of emotion, so that each may learn. The other is providing service to the student with lesson presentation; each suffers equally. The student’s inability to embrace that each has suffered equally, endorses the appropriation of blame, which ensures lesson failure.

Field energies of anger and regret are silent killers; unrecognized, these emotions destroy the physical body. The student will be presented with lessons that teach the importance of removing these energies; disease is frequently visited upon the student that fails to do so. The soul utilizes disease to inform the student that more appropriate behaviors must be employed with lesson presentation; the student will be encouraged to take things less personally, thereby eliminating deposit of these energies within the body. Failure to shift the attitude brings forth additional lessons that are intended to awaken the student to the faulty approach employed with lesson presentation.

The student must learn that all lessons are presented in order to teach; inappropriate approach to lesson presentation provides permission to the soul to magnetize catalysts, presenting the lesson again and again, until it has been learned. Emotions of anger and regret are stored within the bodies, silently damaging the cells, until the environment becomes favorable for disease. The student must learn to recognize the presence of these energies, signified by the emotion that arises when recalling the experience. Anything less than acceptance and embracement of the lesson indicates that energies are residing within the bodies; the student must address the experience to glean the lesson, free of emotion, to determine that which was intended to be learned. Full integration of the lesson enables the release of these energies.

The student thinks emotionally; all things are taken personally. Focusing the attention upon the thinking will allow the student to overcome the tendency to color all experience with emotion, thereby enabling the student to overwhelm the emotional body with the mental faculties, each time that lesson is presented. The lesson plan is intended to teach the appropriate use of emotion; when allowed to overrule the mental faculties, this alone guarantees lesson failure. The ego will offer connection to the lower fields of consciousness each time lesson is presented; if the student is thinking emotionally, the connection will be accepted, for the student is unable to overrule the emotional body, once field connection has been made. The student must learn that the connection to the lower fields of consciousness is offered to inhibit lesson integration, for it endorses the placement of blame; thereby distorting the lesson plan. The goal of the lesson is not the placement of blame; rather, it is to welcome all experience as opportunity to learn that which has yet to be learned.

The student must learn the appropriate use of the emotional body, honing the sensitivity that is necessary for the spiritual experience. The student punishes the self or another with this lesson plan by imposing the pain of blame, upon the self or another; overwhelming the body with the imposition of pain. The student begins to anesthetize the body in an attempt to eliminate the pain; this behavior minimizes the student’s ability to experience spiritually, for sensitivity is purposefully reduced, often to the point where it may be eliminated completely. The student must learn to release all energies created, as a result of lesson plan failure, for it is this alone that restores the sensitivity that is needed for the truly spiritual experience.

The student has stored the energies of anger and regret within the bodies; these energies silently damage and prohibit the student’s ability to move forward upon the spiritual path. The student must begin to welcome all experience as opportunity to learn, disregarding the emotion that wishes to distort lesson presentation. Examination of all previous lessons that, when recalled, evoke emotion must be performed by the student; each lesson must be examined to glean that which was intended to be learned. Once the lesson has been recognized the student must forgive the self or the other, thereby releasing all energies associated with the lesson.

The inability to utilize the emotional body appropriately impedes lesson integration, for the student focuses all attention upon the emotion; this improper focus causes the student to take all things personally, causing the lesson to be overshadowed, due to the false impressions generated by the emotional body. The student must learn that the emotional body distorts all things when utilized inappropriately in lesson presentation; the mental reasoning abilities are needed to overrule the emotional body’s desire to dominate. The emotional body is needed secondarily, never primarily, and is utilized to assess the experience; discerning the impressions that inform the student of what is right for the self and what is not. When the emotional body is utilized primarily the mental faculties are overruled, logic is abandoned and irrational behaviors the result. The student must recognize that whenever the emotional body presents primarily, field connections are active and lesson plan failure imminent.

Understanding the purpose of the lesson plan allows the student to forgive the self and the other, thereby eliminating the energies that are created when blame is placed, rather than pursuing lesson integration. Recognition that all things must be welcomed as experience that is intended to teach, never to punish, is critical to the student upon the path to healing.

Overview: Selected by the soul that desires maximum challenge for the student this lesson plan will provide testing for all three of the bodies; the mental body will be focused upon, to determine if the student is capable of employing the mental faculties to overrule the energies created when the emotional body is activated during lesson presentation. The lesson plan will additionally test the physical body as well as the mental; these lessons will consist of testing focused upon the student’s ability to discern that which is most important to the life existence. The goal is to teach that the soul desires no thing more than the spiritual experience; integration of the lesson plan alone enables this goal.

The lesson plan will severely test the ability of the student to discern the true lesson being presented; this is due to the triple lesson that is being offered to those souls that request this as the primary lesson plan. When requested as the primary lesson plan, the student will be additionally tested to determine if the desires are known and understood, as well as to determine if the student honors and respects the self and all others. This triple lesson plan is utilized to test all three of the bodies; lessons are presented by the soul based upon circumstance and the degree of integration achieved by the student. Great confusion will be experienced by the student, as the lesson plan holds potential for constant change; this is to teach the student to focus upon that which is being presented, utilizing the mental faculties to do so, arriving at conclusion that is best for the self and lesson integration. The student is capable of achieving lesson integration, for great energies have been brought into the lifetime; these energies become accessible to the student, for the performance of great service to humanity, once connection has been made with the soul.

When the lesson plan is chosen as the secondary lesson, the soul has determined to re-test the student’s ability to integrate the lessons; this position indicates to the student that this lesson plan has been integrated in previous lifetimes. This positioning also indicates that the soul is desirous of bringing energies into the lifetime that will aid with successful integration of lessons previously failed; these lessons will appear as the primary test for the student, in the current lifetime. Energies stored within the astral body are available to the student to call upon when assistance is needed for lesson integration; these energies inform of the appropriate actions to be followed to integrate the lessons being presented in the current lifetime. Close attention need be paid to the urgings received from the soul; the student must be aware that ego will override these urgings, should opportunity present to do so. Should the student become aware of the energies available to the self by seeking within, requesting that the soul release these energies, informing of the action most appropriate, at this time, to enable accomplishment of the lesson plan, rapid lesson integration becomes likely. The student is highly capable of accomplishing the lesson plan, for this request confirms that it has been accomplished many times previously; thereby ensuring, as much as is possible to do so in the earthly experience, that the tasking chosen by the soul for the lifetime will be accomplished.

When selecting the same lesson plans for both the primary and secondary lesson, the soul is desirous of bringing great energies forward into the current lifetime, to perform great service for humanity. Energies from previous lifetime successes have been brought forward, aiding the student in the current lifetime, to experience through the soul that which has been previously accomplished.

If chosen as the secondary lesson plan, testing will be singular in nature and will focus upon joining with others, rather than the triple-force lesson plan presented, when chosen as the primary lesson. The lesson plan requires that the student join with others in order to accomplish great things; this is the fundamental goal of the lesson plan, whether selected as the primary or secondary lesson.

The student will be confused for the lesson plan is ever-changing; constant adjustment is necessary for the reactions vary as well, causing the student’s mental stability to be called into question, when observed by others. The student is unaware of the wide variety of responses that are provided to others when lesson is presented, for the body that is responding varies with each. The student is independent, rarely seeking the advice of another, unless it is to confirm that which is already known and firmly believed by the self; therefore, feedback from another regarding the self’s behaviors that could aid the student in identifying issues that need be addressed, is neither sought nor accepted.

The student stands alone preferring to think and act independently, excluding all others from the decision-making process; others are only welcomed after the decision has been made, in order to garner support. The support of others that is felt to be questionable will not be sought, nor will the student inform those of the decision once it has been made. Independence is primary; the student will bear no breach or threat to the self’s way of being, the self’s way of thinking, the self’s right to stand alone. Mental superiority is assumed by the student, for the student is a thinker; processing data continuously, in ways that are believed by the student to be better than all others. Logic is employed to put forth the beliefs and the own way of being, in an attempt to sway others to the same; those who embrace the self’s ways of being are welcomed, all others excluded. The student does not invite other ways of thinking, other ways of being, for the student believes the self’s ways to be superior to all others, viewing another who attempts to share differently, as a threat to the self’s belief system. The student is haughty, caring little for those who think differently from the self; diminishing others’ beliefs and ways of being that vary from the own. Others view the student as arrogant and exclusionary, for those who are different are unwelcome, excluded from the student’s company and conversation.

Frequent lesson plan changes cause the student to react erratically, for it may be the physical or the emotional body that is being tested; the result of the testing will always be to determine, if the student will choose to separate the self from the other, rather than learning the lesson. The student does not know or understand the desires of the self; it is this that is being tested with the physical lesson. The student does not honor or respect the self or others; it is this that is being tested with the emotional lesson. The student will be challenged to learn the lesson without separating the self; failure of the lesson is always confirmed when the student determines to avoid the lesson by separating the self. Testing is provided to determine if the student will repress the self or another by separating, or if the student will diminish or shame the self or another by separating. Dual lessons will be offered that provide opportunity to both repress and shame the self or another, through the act of separation. This lesson plan is extraordinarily difficult and is only offered to the soul that has accomplished all other lesson plans, in previous lifetimes.

The soul utilizes precious energies to send message to the student, of that which is most appropriate for the self to accomplish lesson plan integration; those that are ignored decrease available energies for future messaging, strengthening the ego’s primacy over the soul. The student must be vigilant to replace these energies immediately, for it is this that prevents the ego from gaining a stranglehold, prohibiting future prospects for lesson integration.

The student’s independence is a focal point for the ego. Utilizing field connections, the importance of independence is impressed upon the student, maintaining the distance from others who may provide opportunity for lesson integration. The student will maintain a rich mental experience, easily constructing stories that warrant the distance, maintained by the self from others. The story is fabricated, utilizing a quotient of fact; woven around this quotient will be rationale and reason, for separating the self from the other. The other is rarely informed of the reason for separation; rather, others remain confused and uncertain, as to why the student has removed the self from the relationship.

The student will maintain superficial relationships with many, sharing from the mind and rarely from the heart; for it is this that prohibits the other from gaining control over the self. Ego encourages this distance, warning the student of the dangers of another growing too close to the self, knowing too much about the self. Field energies endorse the threat that is felt by the student, whenever another becomes too familiar with the student’s inner workings. This threat will loom large, until the student has been convinced to separate the self from the other that holds potential for lesson integration.

The student is certain of the behaviors of the self, adamantly defending the self’s right to protect the self from the encroachment of another; field energies endorse this attitude. As long as the student remains connected to the lower fields of consciousness, this threat of encroachment will be reenacted time and again, littering the landscape with those that have been removed from the life experiences. The student remains unaware that the true threat was the ego, for ego does not wish for the student to learn; the ego only wishes for the student to fail, for this guarantees its primacy over the soul. Others that pose threat to the ego’s standing will be quickly eliminated from the life experience, for ego offers field connection that endorses the fear of encroachment, the threat to the self’s independence; the unaware student accepts this connection, thereby separating the self from the other that held great potential, for guiding the student to successful lesson integration.

The primary lesson includes testing of the student to determine if repression or shame will be chosen; when failed, separation of the self from the other is chosen, rather than lesson integration. The student does not understand the desires, the student diminishes the self or another; field connections demand separation of the self from the lesson, before it has been integrated. The student maintains the belief that the self was right to separate, easily fabricating story, confirming that separation was the only option available. Refusal to review the experience is the result once separation has been achieved; the other is abandoned in wonderment, to never be informed of the student’s true reason for separation. The soul is thereby granted permission to magnetize catalysts, in future, that provide the same lesson to the student, until it has been learned.

When selected as the secondary lesson plan, the student is endowed with behaviors and characteristics that create an aversion to others that attempt to interfere with the self’s way of thinking or way of being; independence will be emphasized from an early age. The student will be logical and analytical, capable of presenting the self intelligently; the mental faculties will be well-developed and, if so inclined, capable of learning that which draws the interest. The mental construct will be rigid, prohibiting the student from embracing those things outside of the own belief system; all things will require proof to garner the student’s adherence, thereby reducing the likelihood for the truly spiritual experience.

Spiritual concepts will be those that are widely-accepted; those that have been diminished will not be easily embraced. Field energies prohibit this embracement, for the student’s way of thinking requires sound proof, data that is irrefutable, in order to garner the student’s endorsement. Each lesson plan carries this likelihood; however, rigidity of the mind is far more likely when selected as the secondary lesson plan, for it is this that increases the degree of difficulty, for this most accomplished and capable student.

The student is averse to joining with others in order to accomplish; rather, the student prefers to work alone, for fear of another treading upon the self’s independence, claiming the self’s credit. The student is unable to embrace that great things are possible when joining with others; distance is maintained to protect the image of self, endorsed by field energies. The ego makes offerings for field connection frequently, to endorse this way of thinking; that the self is, in fact, superior to all others. Lessons will be presented that test the student’s ability to join with another successfully; to determine if the student can overcome the energies of the field that encourage separateness. Failure to accomplish this joining brings future lessons that challenge the student to join with others, in order to accomplish great things.

Disbelief will plague the student regarding all things spiritual; field energies endorse this action, for it is the spiritual experience that presents great jeopardy to lesson failure. Once the student recognizes the true value of the spiritual experience, all aversion, to joining with another in order to accomplish, falls away. The goal of the life experience may then be recognized, to join with others, in order to heal the self, thereby providing opportunity to the student to step forth, to aid another in doing the same. The student with this lesson plan maintains as a goal to heal the self; utilizing the knowledge gained through the experience, the student steps forth to aid others in doing the same. When assigned as the secondary lesson plan, this service has been performed previously and has been chosen once again, as the goal for this lifetime.

Whether chosen as the primary or the secondary lesson plan, each time separation is chosen, the lesson plan grows more difficult; physical ramifications may be imposed, creating the likelihood, for the student to become dependent upon another for the self’s care and nurture, proving that it is necessary to join with others, in order to accomplish. The student that fails to make this recognition is guaranteed future lessons that grow ever harsher, reinforcing the student’s need to join with others, in order to learn.

The student’s need for independence has excluded all others from the learning experience, remaining unaware that others are needed to learn; this recognition is primary for the student upon the path to healing. The ego strives to eliminate all others that could assist the student with lesson integration; field energies are utilized to impress the belief, that others are a threat to the self’s independence, the self’s way of being, the self’s way of thinking. The student must recognize that the self is never jeopardized by the assistance of another, for it is this that can provide opportunity to accomplish that which cannot be accomplished alone, healing of the self. The student need understand that it is joining with others that enables the spiritual experience; this alone is the goal of the soul for the lifetime; the truly spiritual experience of healing the self and then aiding another to do the same.

The student of the secondary and dual lesson plans maintains the inherent ability to heal the self by making contact with the soul, requesting assistance in overcoming the challenges, so that lesson plan integration may be accomplished. The lessons have all been learned before; the student need only request release of the information to garner consideration of the soul, for the soul contains the knowledge that will assist with rapid lesson integration, in the current lifetime. The soul will be desirous of obtaining the student’s commitment to step forth, once healed, to aid others in lesson integration; for the knowledge resides within, to aid others in healing the wounds of any lesson plan. Once the student’s heartfelt commitment has been received, the soul willingly releases that which is needed, for rapid lesson integration.

The lessons have all been learned before; great energies are the reward for the soul who is able to once again heal the wounds, created by the lesson plan. The student need be aware that rapid lesson integration is available, once the soul has been contacted and energies made available for its surfacing and clear messaging to the student. The spiritual experience nurtures the energies of the soul; sharing of the self with another from the heart, appreciation of the beauty and bounty that surrounds the student, gratitude for the lessons, love unconditional shared with another, aiding another forward on the path to healing - are all examples of the truly spiritual experience. Quieting of the mind through meditation will aid the student in receipt of clear messaging from the soul that will guide the student to rapid lesson integration.

Faith is the cornerstone of this lesson plan, for it is this that supports the truly spiritual experience. The soul is desirous of no other thing, for the spiritual experience is the true purpose of the lifetime. Faith is the mystery that has no foundation, no proof; for it is a feeling deep within that emanates from the soul. The soul sends message to the student that all is as it should be, encouraging the student to accept and embrace all lessons, for this is the desire of the Creator.

The Creator embraces and welcomes all things equally, experiencing all things through the consciousnesses that have willingly volunteered for this service. It is faith that brings all consciousnesses back to the School of Learning time after time, to teach that all experience is equal and to be welcomed. Balance is necessary, a part of all things, that demands that the positive and the negative be recognized equally. It is faith that allows the student to observe the negative component, trusting that what is right for the self will naturally emanate from within.

The student, who learns to listen to the feelings that emanate from within is firmly placed upon the path to healing, lifetime after lifetime, reaffirming the rightness of all things, in service to the Creator. Faith is the mystery. Faith is the way. Faith is the answer to all things.