Lesson Integration is the process followed by the student to learn the lesson; including transmutation of negative energies to positive. The negative forces and energies that influence the student’s behaviors are of two different types and it imperative for the student to realize the difference between the two. The first type is the ubiquitous energies (Major Lesson Plans) that are with the student full-time, in one form or another, beginning with the second birthday. They are:
   • The Early Childhood Major Lesson Plan(s)

   • The Development Major Lesson Plan (active for the rest of the lifetime beginning with the age of 8)
   • The Maturity Major Lesson Plan (active at the age of 28)
   • Optional: The Student? Major Lesson Plan
   • The Soul’s Mission Lesson Plan
   • The Soul’s Obstacle Lesson Plan
   • The Communication Lesson Plan
   • The Theme

These lesson plans are constant and active all of the time. The student is never free of them except through Lesson Integration, and the goal to know and heal the self is achieved in the lifetime.

The second type of negative forces and energies is those that are active only when Lesson Avoidance occurs when the student is presented with a lesson that is associated with an unhealed lesson plan of the first type, the constant lesson plans. The constant lesson plans’ energies do influence the student’s behavior all of the time that they are unhealed, but it is the lesson plans of Lesson Avoidance which provide the opportunity to know and heal the self of the constant lesson plans. They are:

   • Lesson Introduction, the Engagement Lesson Plan
   • Lesson Combat, the Battle Plan Lesson Plan
   • Lesson Failure, the Retreat Lesson Plan

The three lesson plans follow one another in a tireless cycle of lesson presentation ending in lesson failure, unless the student is aware of the lesson being presented, identifies it as to which lesson plan is at paly, and recognizes the actions needed to change behaviors to those that lead to learning to know and heal the self. The cycle is referred to as the Well Worn Response Groove or WWRG. The WWRG is analogous to the ox that trudges in a circle around and around all day long tethered to a grist mill or water pump digging a trench in which it toils a bit deeper every day. Given enough years of trudging around in the circle, the ox could literally disappear. So does the student who fails to practice awareness, identification, and recognition of the lesson presented.

The components of student’s the lesson plan are generically all the same, but each component can be any one of the six line energies. This combination is called the Student Profile and is different for every student because of the combinations of line energies across the components. Here is an example of a typical student profile…

Student Profile Component	Specific Lesson Plan
Primary	Line 5: Guilt
Birth	Line 3: Shame
Soul’s Mission	Line 2: The Student
Soul’s Obstacle	Line 2: Frustration
Communication	Line 2: Ignoring
Lesson Avoidance   Lesson Introduction   Lesson Combat   Lesson Failure	Line 5: Engagement of Self-pity Line 5: Battle Plan of The Guard Line 4: Retreat of the Resigner
Theme with its obstacle	Line 6: To Accept with the obstacle of Independence

From this profile, the student is heavily influenced by lines 2 and 5 with each line represented three times in the profile. The implication to the student’s behavior is that the lessons presented that lead to Lesson Avoidance will be heavily dominated by lines 2 and 5 with less prominence by lines 3 and 4. Line 6 is represented as the Theme so its energies will be present throughout every lesson presentation and has a very influential effect on the student’s behavior. Remember that in this profile, the Soul’s Mission of Student (capital S) is not the same as the student (small s) who is a person that chooses to walk The Path to Healing. Moreover, although line 1 is missing from the profile, its influence is present in the appearances of lines 3 and 6. The Lines 1-3-6 linkage is characterized by line 3 incorporating line 1, and line 6 incorporating both lines 1 and 3. Line 3 as the Birth Lesson Plan of Shame will have built-in influences of Line 1 from the Lesson Plan of Repression because of the 1-3-6 linkage.

Remember too that the constant, ubiquitous lesson plans will always be at play influencing the student’s behaviors, and that these behaviors, called informed responses, are automatic connections to social consciousness and the composite self. When the student is unaware of these connections, they are, in fact, controlled by the lesson plan. The Path to Healing refers to this phenomenon as, “You are your lesson plan.” When the Teacher wishes to present a lesson, then one or more of the ubiquitous lesson plans is strummed, the student has the choice to follow the automatic, informed responses, or to be aware, and identify and recognize that this is lesson presentation. Awareness is absolutely key.

If the student chooses the automatic, informed responses of social consciousness and the composite self, then Lesson Avoidance is invoked, the Pattern is begun and, if the student still remains unaware that they are in their Well Worn Response Grove, the Pattern runs to completion. Negative energies generated by the failure of the lesson are stored in body until Lesson Avoidance is once more chosen when the energies will erupt with increased strength thereby providing an even stronger signal to the student.

When lesson presentation succeeds in invoking Lesson Avoidance, from the table of this student’s Profile, there are several line energies the Teacher can provoke. For example in a given lesson, the dominant energy may be that of line 2 as the Communication Lesson Plan of Ignoring; however, the Teacher may also provoke the Birth Lesson Plan of Shame which will shape how the student communicates through their Ignoring communication style. Moreover, the communication may also be shaded by the line 5 Primary Lesson Plan of Guilt by adding blame into the communication.

Last, the line 6 Theme of To Accept, blocked by Independence, will influence Lesson Avoidance as well. Independence will attempt to use the negative energies of the Pattern to cause the student to separate the self from the lesson and avoid acceptance of the lesson as an opportunity to learn to know and heal the self. To illustrate:

Pattern Lesson Plan	Line 6 Theme of To Accept’s obstacle	If the obstacle is successful…
Line 5 Engagement of Self-pity Line 5 Battle Plan of Guard Line 4 Retreat of Resignation	Independence	Student distances the self from the lesson and all others involved. Acceptance is defeated, the lesson is failed, and no progress is made in knowing and healing the self.

The line 6 Theme’s obstacle of Independence will attempt to deflect the student from Accepting what the lesson is offering to aid the student in knowing and healing the self through all three stages of the pattern. Lesson Integration is defeated and no progress is made from this lesson. The student must remember that he will fail until he succeeds. Failures will far outnumber successes. A single success does not guarantee that the lesson is learned or that changed behavior is sufficient to prove that the lesson is truly integrated.
Lesson Integration is the process followed by the student to learn the lesson, including transmutation of negative energies to positive. There is no set formula for how to successfully accomplish Lesson Integration. However, there are elements in each lesson presentation that when recognized and understood will enable the student to find their own method for Lesson Integration. Those elements are:

• Lesson as catalyst, or it could also be said that “catalyst is lesson.” This is to say that there must be some event that draws the student’s attention to a lesson plan. This is usually an event of some kind and although there may be many others present to the event, it may only cause one person to be disturbed by the event. That ‘one person’ is the one to whom the lesson is directed. Lessons are always very personal; although more than one person may be affected, the effect for each person will be different, for everyone’s profile is different.
• The appearance of the victim informs the self that lesson is present. Of course, the self is the victim. The self believes, due to social consciousness and the composite self, that the self is being harmed, taken advantage of by another. The ‘natural’ reaction per social consciousness is to defend the self against this perceived wrong.
• Seeing the self in the other’s mirror initially causes the self to place responsibility for the self’s damage onto the other. “’It's their fault! They caused me to be damaged!” What the self is really seeing in the other is the self.
• Judgment results from seeing the self in the mirror of the other. Judgment always finds fault and assesses blame for the self’s imagined woes.
• Recognizing that the judgment made of another is really judgment of the self is absolutely critical to beginning lesson integration. By understanding that what started as judgment of another is really the discovery of behaviors and attitudes that exist in the self yet were unknown to the self until this lesson was presented is the tipping point that takes the student out of ‘blame game’ and into an internal examination of the self that ultimately can lead to knowing and healing the self.
• Resolving judgment, once it is accepted as belonging to the self, is the recognition and acceptance of truth about the self. The truth is the truth when exposed to the light. Acceptance of one’s own negativity is not fatal; it merely marks the beginning of knowing the self. Knowing and accepting who the self is marks the beginning of being able to change the self’s negative behaviors to positive. It is the transformation of fear into love.
• Transmuting negative energies to positive is simply done once exposed and understood that negativity belongs to social consciousness and the composite self, not the true self. The student can then simply state that he is transmuting negativity born of fear into love of the self and others. It is a matter of changing the dial on the internal radio station and listening to a new station.
• Determining behaviors that must be changed is a matter of identifying negative behaviors and recreating them as positive, for example, being generous instead of greedy.
• Committing to changed behaviors is essential. If the student identifies behaviors that lead him to know and heal the self, he must take an additional step: to commit to practicing the new, positive behaviors as frequently as possible until they cancel out the old, negative ones. One may not always remember to be generous instead of greedy at first, but a commitment to change and a willingness to forgive the self for failures along the way will lead to a permanent state of generosity and a bit more knowledge about the true self.

Please understand that what is listed above is not “the” way to finding the spiritual path and walking it. It is “a” way. The Path to Healing does not purport to be the absolute answer to anything. It is one of thousands of approaches to spiritual fulfillment. The authors believe that it is the most powerful set of spiritual teachings that they have encountered. The power of The Path to Healing lies in its capacity to not only help someone to understand what spiritual healing is but provides the tools to accomplish knowing and healing the self. The tools are straightforward and do not require a great deal of effort to understand how to use. Using the tools does require commitment, sacrifice, and hard work for walking The Path to Healing is long and arduous.