Recognizing the Self
Understanding the self is primary to walking the path to healing. Recognition must be made of the true self before the student can understand that which is most needed in order to heal the self. Belief systems and ways of being prohibit the student from opening the self to another with lesson presentation. The inability to clearly identify behaviors and characteristics that represent blockage to learning is the fundamental cause of lesson failure. Recognizing the true self is the purpose underlying these exercises.
It is once again important to feel the response versus analyzing it with the mind; unpalatable behaviors are not easily recognized as belonging to the self when the student accesses the thinking mind, which employs judgment or the right versus wrong measurement. Denote the self’s behaviors and characteristics below.
| Query | Yes | No | Sometimes |
| I embrace that aggressive behaviors are a natural result of field connections. |
| | |
| Controlling my experiences or environment is not important to me. |
| | |
| Do I offer to assist others? |
| | |
| Do I accept the assistance of others? |
| | |
| Am I a willing participant within a group? |
| | |
| Do I enjoy interacting with others? |
| | |
| Do I enjoy time spent alone? |
| | |
| Am I a welcoming individual? |
| | |
| I search for varying viewpoints in order to expand my thinking. |
| | |
| I enjoy debating another, gaining different viewpoints, which identify those areas in need of change for my self. |
| | |
| I purposefully place myself in situations with others who are different. |
| | |
| I understand that avoiding others who are different prohibits my growth. |
| | |
| Do I welcome different viewpoints? |
| | |
| Do I defend my viewpoints when challenged with another? |
| | |
| I understand that silently judging another that is different from my self is just as damaging as vocally judging another. |
| | |
| Do I review differences to determine if I should change my way of being prior to discarding the difference? |
| | |
| Am I willing to change my mind? |
| | |
| I understand that changing the mind does not indicate faulty thinking or poor decision-making skills. |
| | |
| I welcome differences of opinion without diminishment, whether silent or vocal. |
| | |
| Did my parents endorse flexibility? |
| | |
| Am I willing to believe that change is necessary to growth? |
| | |
| Do I endorse another’s change of view, without repercussions? |
| | |
| Am I willing to change all areas that have been identified as faulty to my current path? |
| | |
| Do I invite conversations that contain content known to be different than my own belief system? |
| | |
| Do I accommodate others, rather than expecting others to accommodate me? |
| | |
| Am I willing to open myself to review by another? |
| | |
Observing all indications of ‘No’, the student must begin to recognize areas of rigidity that are prohibiting growth; this growth is necessary in order to traverse the path to healing. Rigid belief systems and ways of being are tools of the ego that maintain the student’s continuous connection to the lower fields of consciousness. Failure to achieve willingness to observe the self impartially, determining those areas in need of change, modifying behaviors that prohibit learning, indicates that the student has decided to remain unhealed; this decision may be conscious or unconscious. Periodic review of belief systems and ways of being, that maintain one’s separateness from another, need be performed, so that growth may be achieved.
The student must embrace that change is critical to one’s path, for needs change as one ages, seeking soul evolution; belief systems embraced early in the life need be scrutinized to determine its value to the self, at this time. Failure to do so routinely, as lesson is presented, provides permission to the soul to continue to magnetize catalyst, indicating that review is needed, in order to enable vital growth. Repeating lessons that invite conflict into one’s life experience need be observed to determine those belief systems and ways of being, indicated within the conflict, that the soul has determined to be in need of review; avoiding topics within interactions with others is a key indicator of those areas most in need of review. The student need be aware that any conflict experienced by the self indicates that the soul is desirous of review, and potentially revision, to ensure forward progress.
Recognizing that the belief system or way of being disagrees with the stated goals of the student that is focused upon the evolution of the soul is primary. Areas of conflict that clearly define the student as self or ego-based need be determined, for as long as these remain stable and encouraged by the self, the soul will remain secondary to the ego. Opening the self to review by another will aid the student in identifying those areas that conflict with the stated goals. The student that is willing to review all areas of conflict encountered within the life experience, determining that which is most appropriate for the self, at this stage of the evolutionary path, modifying those areas that maintain stagnation, is the student that walks the path to healing. Refusal to embrace that change is necessary ensures lesson failure.