Contrasting capabilities and shortcomings of each wound

The analyses provided are intended to aid the student that has determined to join with another to heal the self. Guidelines have been provided that will inform of the potential pitfalls to be encountered when two unhealed students join together to support one another upon the path to healing. These analyses are not intended to be a complete detailing of those issues that may be encountered; rather, those issues believed to be most important, those that need be noted by each, when selecting the other as partner, have been provided. Recognition must be made when selecting a close friend that previous history, as well as continuing relationship, may interfere with one’s ability to share completely and fully of the self; this, however, should not prohibit one from selecting the dear friend as partner, for accepting the true self is the goal of all relationships. While not intended to be an exhaustive listing, the most troublesome issues have been addressed; strengths and weaknesses have been identified to aid the seeker to join with another most appropriately.

Joining together with a group of individuals to integrate the materials comprising this system is highly encouraged, for the support gained by the seeker is invaluable when walking the path to healing. Gathering with those of like mind encourages one, during times of difficulty, to continue forward; buoyed by the support of the group that is focused and committed to healing the self and aiding others to do the same. This contingency maintains the goal that each group be led by the teacher who has healed the self, having disconnected the self from the lower fields of consciousness, desiring to aid others to do the same. If the healed teacher is not available, it is suggested that small groups form to support each to the other; for this provides myriad opportunities for each to receive the advice and nurture of others while walking the path to healing.

While there are some pairings that may pose greater difficulty than others, there are no pairings that are unable to assist, one to the other, as long as the commitment has been made to support the other impartially, from the heart, remaining vigilant to field connections that can taint the advice provided. The student is reminded that the soul within awaits invitation to come forth as the teacher; nurturing this relationship guarantees that the most appropriate advice is always recognized. This section has been provided to pinpoint those areas that need be focused upon by the student who has selected another unhealed student as the teacher. While it may not always be possible, it is always best to present the self as student to the healed teacher, for the bond of trust may be formed more rapidly; however, it is possible to heal the self with another unhealed student; when both are absolutely committed to healing, when both are absolutely committed to supporting the other.

Each pairing need be vigilant to the weakness enforced by field connection, thereby minimizing the difficulties that could be suffered by being supported inappropriately. The sharing of the self’s experiences is vital to assist another, when the teaching provided is impartial and not directed at the other, who in the unhealed state, may take offense; therefore, not learning from the sharing, increasing the likelihood for discord. Open, honest, communication that informs another of the self’s experiences must be received openly by the other, surveyed for its appropriateness to the self, to be embraced or discarded once determination has been made. Recognition of field connections, that produce advice that may be tainted by the lesson plan that has yet to be integrated by the other, must be made; thereby allowing each to teach each; each learning from each. Those areas believed to be most important, informing of the lessons that should be noted for each pairing, have been detailed to alert the student to the possibilities present when one unhealed student attempts to aid another unhealed student.

When choosing the partner, it is advisable to know and understand the lesson plan provided, for this will inform each of the obstacles to be confronted individually, as well as collectively. Reading and discussing each student’s full lesson plan will allow each to best support the other. The analyses provided are merely a snapshot of the most predictable difficulties to be encountered when the lesson plans are joined, to assist one to the other with lesson integration. Recognizing the uniqueness with which all students embrace field behaviors and characteristics will allow each to support the other most appropriately. It is suggested that the student read each pairing that includes the self’s lesson plan to denote the variables of behavior that may be anticipated when one interacts with others.

Repression: deep desire to be well-liked, willingness to support others, ability to get along with many, strong physical body, ability to recognize weakness in another

Denial: agile mind, ability to analyze dispassionately, ability to discern without emotion, vast knowledge bank, desire to teach

Shame: ability to discern without emotion, willingness to aid another, strong mind, capable of assessing myriad details to arrive at conclusion

Rejection: inherent ability to love unconditionally, inherent ability to accept all things, logical and analytical skills, ability to merge the emotions with the mind, deep yearning to join with others to support and teach

Guilt: logical and analytical skills, compassionate, focused thinking, ability to merge the emotions and the mind, willingness to teach, willingness to aid another, ability to discern without emotion

Separation: superior mind, willingness to exert the self, ability to analyze myriad details to arrive at solution, ability to teach


Repression: confused, narrow-focus mind, secretive, private, dishonest, overbearing, distaste for being taught, moodiness, unwelcoming attitude regarding conflict

Denial: judgment, rigid thinking, unwillingness to embrace another as teacher, harshness, superior attitude, unwelcoming

Shame: compassionless or overly compassionate, emotionally removed, dominant or compliant, dishonest, moodiness, overly caring to care-less of another, contemptuous behaviors may prohibit bonding, failure to recognize the self’s behaviors that damage another

Rejection: rigid thinking, demanding, illusory, unaware, distracted, sharp tongued, unwilling to change

Guilt: emotionally confused, narrow-focus mind, refusal to forgive, low self-esteem, edgy, nervous, accusatory

Separation: narrow-focus mind, independent, unwelcoming, exclusionary, refusal to embrace another as teacher, competitive, perception that those who wish to aid are attempting to interfere, moodiness

Recognition of the value represented by each student is vital to the success of the group that joins together, in order to learn. Each student need be provided with the lessons chosen by the soul that have yet to be learned. Recognizing that all humans have been presented with similar lessons in previous lifetimes is critical to the embracement of those students who are assigned lessons that vary from the own. The soul has chosen wisely for each student, based upon the current consciousness level of each. While some lesson plans pose greater challenge to the group than others, it must be noted that each holds a vital key to the complete picture; once healed, each student may then step forward to aid others with similar lessons. Having learned from the experiences of others within the group will enable the student to aid many others as well.

Focus must be placed upon the externalizers of the group, gaining agreement for cooperation which allows all members of the group to share equally, so that all may learn, each from the other. Those students who choose to internalize the expression must be coaxed to share of the self, so that others may learn as the student learns, recognizing the impact of the self’s behaviors, when imposed upon those who choose this mode of expression. Awareness of the self and the impact of the self’s behaviors need be addressed at the first meeting, focusing upon restraint of emotional reactions that can be detrimental to another. This agreement must be received from each group member, strengthened by the group resolve with each joining.

The following eleven rules are suggested to be posted, accessible for viewing by all gathered, endorsed by each student, prior to acceptance in the group.

I recognize that I do not know myself.

I am committed to disconnecting from the lower fields of consciousness.

I recognize my unhealed status and am actively seeking resolution.

I endorse the exposure of ego, whenever its presence is detected.

I know that I can heal myself by joining with others, in order to accomplish.

I agree to embrace all offerings of another for review.

All gathered are entitled to honor and respect.

I agree that damaging words are unwelcome and will be vigilant to their arrival.

I agree to share openly and honestly; listening and speaking equally.

Gratitude will be expressed each time another attempts to aid me in my healing process.

I agree that apology will be provided, whenever instructed that my behaviors merit such.

I agree to accept apologies that are extended, recognizing the value of the lesson presented, so that each may learn.

It is recommended that each student joining the group be willing to read this publication in total; dedicating the self to understanding its contents, pursuing answer from the group, whenever complete understanding is not achieved. Group discussions are vital to ensure that all students have the appropriate understanding of the materials contained herein. The role of the teacher is to guide the student to truth; this truth is found within, changing gradually with each step forward upon the path to healing. Patience is necessary for both teacher and student, for the path is oftentimes arduous, encouraging the presence of ego that, when unrecognized, inhibits one’s progress. The goal of the teacher is to expose the ego in all its facets, so that the student may learn to recognize the voice of the soul over that of the ego.

It is recommended when doing the comparison, start with comparing the Life Lessons #1.