Teachings - Characters
It is the goal of all students to be love. The true self of course is love without condition, acceptance universal, that which understands the purpose of the self’s existence within this particular dimension – to learn, to learn, to learn. How does one become the true self? By learning. How does one begin to recognize the characters? By listening, by asking others to identify for you when a character has arrived, for it is rare that the self recognizes the character; rather, the self believes that the character is a part of the self - a part of the self that is enthusiastic, a part of the self that is negative, downtrodden, depressed, angry, resentful, bitter. It is important to note that I began with a positive character – there are positive characters maintained by each present; it is to focus upon this character to determine, what does this character bring to the life experience that is positive in nature, that I could retain, that potentially I could utilize more frequently, that I could utilize (in the case of our sister [student]) to endorse many others versus a select few that this enthusiasm is reflected towards. It is to recognize that all humans seek endorsement - all humans seek the love, the adoration, the endorsement of another.
It is important to recognize that all consciousnesses come into this dimension to learn how to choose, to become cognizant of the availability of choice. Myriad experience is provided to each consciousness where the choice is removed for the self, followed by lifetimes of choice, bounteous choice that the self determines that another can begin to choose for the self; that which was hard fought only a few lifetimes previous, now willingly provided to another. It is this lesson that the bulk of humanity continues to be provided. Will you choose or will you forfeit your choice? There are myriad characters to convince the self to forfeit choice. “The self’s choice does not matter,” states one character. “The self’s choice can create difficulty for the self,” says another character. “The self’s choice will alienate the self from others,” says another character. Do all understand what I am attempting to bring forth with recognition of how the characters prohibit the self from choosing?
Sol: Yes I understand. I have a follow-on question.
Yes, my brother.
Sol: Since a principle of quantum mechanics is the instantaneous state change of quanta, is it appropriate to view choice, conscious choice, as being the way to bring about an instantaneous state change from negative to positive – and actually vice-versa as well?
Could you answer the query for me, my brother?
Sol: I believe that it is. I think it requires the awareness of that capability that we all have.
Is it possible that the quanta can change having made one choice? Is this your belief my brother?
Sol: Yes it is – that the quanta can change as a result of making the choice consciously and with awareness.
It is to recognize my brother that there are other steps in between, for to choose does not necessarily state that the lesson has been understood, that the lesson has been learned; for the self could simply be going with the majority, making the choice that has been well-considered, chosen by many. Do you understand?
Sol: No, I don’t. That would seem to me to not take into consideration the choice being done with conscious awareness.
Indeed. You consciously choose your foodstuffs each day do you not my brother?
Sol: Yes I do
And it is common knowledge that particular foodstuffs are better for one who has high glucose readings than potentially other choices?
Sol: That’s correct
This is based on common, current knowledge.
Sol: Yes
And your choice is based on common, current knowledge. When the self discovers months later that one of the foodstuffs that was commonly and currently accepted as valid, for one with this malady, that this foodstuff is no longer suggested – what are you to think of your prior choices?
Sol: My prior choices, based on the knowledge that I had, were appropriate.
Indeed.
Sol: As knowledge changes or expands, it may no longer be appropriate.
Do you see this as a part of the lesson plan, my brother?
Sol: In a rather complex way, yes.
And so the individual that embraces that the self made the most appropriate choice for the self is one that will readily eliminate the foodstuff from the self’s ingestion cycle. There are, however, other students who will berate the self, who will be upset, who will then lash out at those who provide the data, who will lose faith and trust in research. Do you understand?
Sol: Yes
It is how the lesson is embraced (by the self) that determines the change that is experienced. Do you understand?
Sol: Yes, thank you.
It is multi-faceted.
Sol: Indeed
A singular choice merely leads to another choice, which leads to another choice. It is to recognize that the life is filled with choices. It is anticipated that the self will make the most appropriate choice for the self at this time, constantly surveying, constantly reviewing those choices that have been made previously, changing the behavior if it is believed to be necessary to do so.
It is the composite self that diminishes the confidence, for it is the damaged portions of the self that represent many, many previous lifetime lesson failures. To survey the self means to understand that the self must separate the feelings that emanate from the damaged portions of the self - the composite, the egoic side or nature of the self; failure to do so causes the self to embrace the feelings, the beliefs that have simply been carried forward from previous lifetimes. These beliefs are all provided with characters, so that they may be paraded out before the self, seen clearly, so that the self may begin to choose to eliminate the belief that no longer belongs to the self - that potentially has never belonged to the current self – before it overtakes and becomes a part of the current self.
Once the current self identifies with the character, once the current self endorses, makes excuses, provides rationale and reason for the character’s presence, it is far more difficult to eliminate the behaviors, for it is often found that the current self likes the characters, likes the emotion – potentially, the roller-coaster emotion - that is felt each time the character enters and exits the life experience. The self that is unwilling to survey the self deeply, to confess that the self likes the characters, to confess that the characters bring excitement, feeling, into the life experience that is desirable, states that the self is not yet prepared to choose or to change the behaviors, to be different. Recognizing the characters, deciding that which is brought into the life experience by each character that may have been wholly embraced - that may in fact be desired by the current self - is necessary. It is only then that determination can be made as to whether the character will be diminished in strength or endorsed in future, wholeheartedly, by the current self.
It is to receive all data without judgment - to notate that which has been received, recording it, viewing it, from many different directions to determine who benefits? One body or all bodies…the ego…or the self that is seeking aggressively to know, to understand, and to heal the self. The ego has a spiritual character that you are fully cognizant, my sister; this spiritual character is devious and is desirous of foiling forward progress. It will tell you whatever it believes you wish to hear. It will tell you what it has heard you say to another, whether true or false. It is important to understand who benefits, for if it’s the ego, it is not the Self of divinity that has been contacted.
... Did you indeed, my sister?
Student: Do better? No. Apparently not.
Did you – believe – that you were doing better?
Student: I told myself that I was doing better.
Was it the self telling the self, truly and indeed? You were provided with warning on more than one occasion by Te’ Auna - that you were seeking to reward the self when the self had yet to earn reward. Do you understand?
Student: Yes. I’m struggling with that in a big way.
Indeed. For while the self promotes to others that the self is unworthy, the self feels unworthy, the self feels less than - in actuality, the self is constantly feeding the self. Do you recognize this dichotomy my sister?
Student: Yes. It’s very frustrating.
It need not be frustrating at all. It is to understand the lesson plan, to focus upon the behaviors, to understand the characters - the frustration is circumvented by understanding. Do you understand?
Student: Yes I do. Thank you.
It is the voracious appetite of the ego - the damaged portion of the self, a portion of the self that has always told the self that you were better than. It remains voracious, does it not my sister?
Student: Yes. It does.
Seeking confirmation from all around the self that the self is better, the self is better than, the self is indeed the best. Do you understand?
Student: Yes.
It is lies told to the self by the damaged portion of the self to promote failure in future, for the self is merely fooling the self. Do you understand?
Student: Yes. I do.
When you allow the ego to focus upon the teacher, to judge the teacher, you are choosing the ego my sister. Do you understand?
Student: Yes. I do.
If this is your choice, the teacher will be withdrawn. Do you understand?
Student: Yes. It’s not my choice. It’s not what I want to do.
It is the starting point - for you to begin to overrule the ego - at least in this area, my sister - with consistency; otherwise it is a waste of time to continue forth. Do you understand?
Student: I do. Thank you. I commit to change. I will dedicate my self to change.
You will fail – otherwise. It is impossible for you, my sister, to change if you cannot at least change with the teacher, for it is the opening that is needed, that must be enlarged. If you forbid the opening, then change cannot be effected. Do you understand?
Student: I do. Welcome the opening of the heart, yes? Welcome the pain? Welcome the fear?
Recognizing that the self is feeling no thing that has not been felt by those surrounding the self at this moment lightens the load, my sister; it is why you have been brought here. It would be impossible for you to walk this path otherwise. Do you agree?
Student: Yes. I agree.
It is to recognize that the self holds the self apart, that the self condemns, that the self judges. If the self cannot open with these three… do you understand my sister?
Student: I do.
I need not complete the sentence?
Student: I do understand.
Honesty is most difficult for you, my sister, for you have yet to recognize that the self is dishonest most of the time - with the self first and foremost; thereby, resulting in dishonesty with others - it is inescapable. Do you understand?
Student: Yes.
When the self lies to the self, it is to feed the unhealed portion of the self. Do you understand?
Student: Yes.
It is as Te’ Auna told you earlier - be suspect of any kudos; refuse the self kudos, congratulations, rewards. It is to recognize the battle is uphill and that the self need commit and dedicate the self, starving the unhealed portion of the self, recognizing that it has been well fed through this and many, many, many previous lifetimes. It is service that will promote its starvation - service that seeks no recompense, service that seeks no reward, nor even thank you.
It is to recognize my sister that the character, suggested to be known as The Crusher, is one that fears being crushed by another; it is due to this fear that the character comes forth with great force. It is to recognize the fear. It is to eliminate the fear that will allow the self to recognize the presence of the character, that will allow the self to deny access to center stage to the character, for the fear is no longer present. It is unnecessary to invite the character, for the self is no longer in jeopardy, the self is not in need of defense nor protection, for it has been discovered that the fear is illusion. It is for all to understand that the characters have been created due to fear. It is to find the purpose, the reason for the fear and to dispel the illusion that is necessary. It is this alone that disinvites the character, for as long as fear is present the character is called upon to manage the crisis – the crisis being the presence of fear.
May I state for the record a few fears that are commonly experienced by humanity? The fear of being found unworthy, the fear of inadequacy, the fear of ignorance, the fear of being found unlovable, the fear of being alone, the fear of death – the ultimate separation, that which is believed to be the ultimate separation; this, of course, is illusion. It is important for each to survey the self to understand the fear that comes forth for the self. The fear of being dependent upon another. The fear of being alone at the final moment of death, separation from this world, is one that is spoken by many as the years become great; this of course is illusion, for the self is never alone at the moment of death - the self is welcomed by many, all is surveyed, and if the self has learned, the life has brought forth much experience to endorse the next lifetime. The lesson of Separation, the lesson of Denial – these individuals suffer great fear that the self will be alone; the characters that are created are those that push others away, thereby guaranteeing that the self’s fear will indeed be experienced. It is the experience that is needed to teach the self.
Who are you?” asks the Teacher. The answer anticipated from the student is, “I am my lesson plan, my Teacher. Please guide me to understand, to see myself as you see me, as others see me. I am willing to drop the defense, the need for protection, for I know that it is I that shall choose to believe that what the other has stated is truth.” It is the lesson plan that convinces the self that the other has issues with the self – “They are jealous, envious of what the self has achieved and they are simply trying to diminish who I truly am. They do not understand me, they do not truly know me; they are merely seeing them self, for the individual that they have described is not me – it is them.” Failure to open the self to others indicates that the self is not truly committed to knowing the self, to understanding the self; rather, the self prefers the façade, the characters that have been built to convince all of that which is believed to be truth by the self.
It is for all to recognize the characters that are utilized each time lesson is presented to the self - failure to choose demands that defense and protection be employed. The self that recognizes that defense, that protection prohibits experience, is the self that increases the odds that the lesson will be recognized, that the lesson may be integrated this time. It is merely words to say, “I do not seek defense…I do not seek protection” as long as the self provides the driver’s seat, so to say, to the ego, as long as the self is determined to protect the false image created by the characters and embraced by the self.
Recognition of the self’s pattern, recognition of the self’s responses, recognition of the appearance of the character – none of these things are possible unless the student has observed the self closely, unless the student has sought the assistance of another – one that is close to the self, one that is willing to speak honestly as to that which is seen by the self when you are engaged. Change is only possible for the self that has recognized the responses that are employed routinely by the composites - also known as the characters, also known as the ego - each time the self is challenged with lesson.
Student: Would you elaborate for me what endorsement looks like when I’m doing it correctly and well?
You do it correctly and well when you are speaking of your friend. It is to see all that there is to see about the friend; however, the vision is often clouded by the rose-colored glasses – that which says, “If I do not endorse her, she may not endorse me.” Do you understand?
Student: I do – thank you.
It is to recognize that the self is capable of endorsing another while also teaching the other; to inform the other that they are beloved, much loved, and that the self’s behavior does not threaten that love, yet the self sees areas that improvement would benefit the other greatly. Rather, romanticization of relationship causes the self to close the eyes, to close the lips and to conceal that which is evident, that which could aid the other, for the characters state that the other merely needs the self’s love, that the other merely needs the self’s endorsement.
The character is indeed the assistant; the character is indeed the physical manifestation of that which lies within the self, the mental and the emotional attitudes, finely drawn for all to see, other individuals drawn to the self with similar character so that the self can be irritated, frustrated, angry or sorrowful time after time after time, until the self has been seen. Only once the self has been seen and the character deconstruction begun can the self shake the head with chagrin, with the smile upon the face and state, “That was myself not so terribly long ago.” It is the compassion that is then brought forth and the sharing, the potential for sharing with another, that eases the shift, the change for another, if the other is prepared to do so. It is important for each student to share openly and freely with another whenever opportunity is presented to the self to do so, for exposure of a character must oftentimes be done many, many, many times before the self embraces its presence. It is therefore the duty of all who meet with a character that has been exposed for the self that learn/teach is employed to aid the other. There are subtle ways of teaching another – it is for the self to determine that which is most appropriate without intruding, without infringing upon another’s choice and free will. Am I understood?
Sol: Yes, I understand. Is it appropriate for you to give us some examples of how to teach?
It is for the self to be open-hearted, to simply ask the question in the moment, “What is most appropriate for me to share with this individual at this time?” If the answer is forthcoming, employ it. If there is no answer then the self has received answer indeed - that the self cannot aid the other at this time.
Willingness to confront the character is the first step once exposure has been achieved. It is for the self to embrace that myriad characters are employed by the self in order to eliminate challenge.
Student: I have a very clear picture of this character called the “good friend” – and there’s a whole set of beliefs that go with that when I’m a good friend and I’m wondering if that’s almost archetypal with human behavior – that we each have a set of beliefs of how we’re supposed to be when we’re being a good friend and this question of endorsement or telling the truth or acceptance… is part of that in all relationship with people that we care about.
Indeed.
Student: So then it’s fair to say that anytime we’re in connection with another human being we’re going to be challenged in that way.
You will indeed my sister. It is the goal for all students to learn and to then teach; failure to teach informs the inner Teacher that the self has not yet learned. Do you understand?
Student: I do – thank you.
Loereve: Is it failure to teach or failure to teach appropriately?
It is failure to teach, my brother. To offer something erroneous, to offer endorsement to one whom the self knows that the behavior is detrimental to the other’s progress upon the path – this is not teaching, my brother. Do you understand?
Loereve: Yeah, I do.
Rather, it indicates that the self has yet to learn, for honesty is a most difficult lesson – one that the bulk of humanity struggles to integrate the necessity, for the characters have convinced the self that honesty can be damaging to the self as well as to the other. The student who walks the path to healing does not seek to damage - the character is believed; therefore, the self speaks half-truths or remains silent when asked by another that which would return the assessment that could be viewed as negative. It is the negative assessment that is of the greatest assistance. To endorse another, particularly to tell another that their actions were appropriate oftentimes garners karma for the self, for assurance has been provided to another falsely, creating hurdles unnecessary that must be crossed later in the life experience. Do all understand that karma is garnered by the self that speaks dishonestly to another, endorsing behaviors that are then employed by the other time after time after time due to the self’s counsel?
Learn/teach, teach/learn brings forth responsibility to the student who walks the path to healing.
The self that seeks to draw forth that which lies within must learn to focus, to focus upon the self completely, eliminating all outside distraction. The thoughts are gathered, examined, related to the lesson plan, the characters identified, the behaviors of the self now recognized time after time after time in the self’s current lifetime. The mind is puzzled, “How have I missed this behavior? How have I been so blind to this character, for the behavior is so very obvious to my sight at this time?” It is to recognize the veil that is placed between the self and the lesson plan, for the self believes the self to be good, the self believes that the self is doing that which is most appropriate for the self; for the self’s view has been hampered by the veil of darkness that remains until illumination is received. The self that learns to focus all attention upon the self, only focusing upon another when it is necessary to observe the self’s response – for it is this focus that will bring forth all that need be revealed so that future choice becomes possible. To provide the self with adequate time each day in silence, focused upon the self, inviting the thoughts, examining each to determine what the Teacher is trying to illustrate for the self is suggested.
Once the self begins to recognize the characters, begins to understand the ploys that are utilized – it is then that the self can step in and to state in no uncertain terms, that rationale, reason, excuse are unwelcome; that the self chooses this time to listen, to feel that which is being provided to the self by another. Pain is an illusion invoked, brought forth by the character. It is to recognize pain as false, to change the attitude in the moment, to say, “I feel – I do indeed feel the lesson. The character seeks for it to be painful. I, on the other hand, am aware that it is my choice to make it painful or to make it profitable.” Pain rarely nets profit. The self who recognizes that pain is false is the self that is able to view the lesson plan and to see how the self performed all portions of each lesson to perfection, in the self’s own unique way. It is to honor the experience, to recognize that the self had to experience all that has been experienced in order for this moment of recognition, of revelation, to be experienced.
Failure to change the attitude, failure to state, “I seek to become aware of my self in this moment” endorses that which is being offered by the characters. Focus upon the other – the result of the other’s behavior - damage to the self, thereby resulting in pain. If you are able to shift the attitude in the moment, to state, “Service has been provided to me. I see it clearly. I see how my lesson plan called this forth. I see my failure to recognize. I see my failure to respond appropriately. I see the result chosen by myself was damage. I see the pain that has lingered for many years due to these choices. It is in this moment that I choose differently. I choose to see it as experience that was necessary. I choose to feel that which has been felt – to change it from pain to pleasure within my heart, which gives birth to compassion for the next and the next and the next individual that will be drawn to me that has suffered similarly. I shall now be capable of sharing my experience and my new understanding with them, to aid them in casting aside all that which is false, so that they too may know and heal the self.”
It is to recognize that the lesson plan provides behaviors and characteristics to the self in the current lifetime to make certain that the lessons are indeed drawn forth for the self, so that the self may learn. Behaviors and characteristics that are drawn forth from previous lifetime become characters, for they do not truly belong to the self in the current lifetime. They are what is referred to as the composite – those behaviors that have remained with the self; the self is drawn to particular behaviors, as our sister (student) has been with the misuse of sexual energy. It is important to understand that the behaviors and characteristics provided to the self in the current lifetime are indeed characters, for the true self does not maintain these energies. The character is merely a facet of the ego.
...Student: I’d like to remove that obstacle.
You may.
Student: Have you a suggestion about how?
To face it head on my sister - to recognize the self, to realize that hiding the self from the self is unproductive and will not allow you to achieve your goal. It does in fact thwart all efforts, causing the self to lose hope, for the drain to the self’s energies is endless if the self turns in circles in an attempt to hide from the self – spinning, spinning, ever spinning, placing a new face upon the self each time the old face is recognized. Do you understand?
Student: I think so. I’ll have to spend some time with it…with your words, with what they mean to me. My stubbornness is profound. I don’t really like it at all.
It is not stubbornness my sister. It is anger. It is bitterness. It is resentment. It is hatred. It is not stubbornness; stubbornness resides within one who stands firm, uncertain as to why they are standing so solidly. Stubbornness is the way that an individual is described when another cannot understand why the other remains as they are. When you address your behaviors and you remove the bitterness, the resentment, the anger, the hatred – you no longer stand solid. Do you understand?
Student: I’m sorry…I know it’s there but I don’t. I kind of have a clue but I don’t really understand. Are you saying that the anger, the bitterness, the resentment and the hatred are what hold the lesson plan in place – part of the lesson plan and they hold the lesson plan in place and if I remove those things from the process, change becomes more accessible?
Those things are in response, have been built in response to the lesson plan my sister; they are due to failed lesson. It is the response of the self that has created bitterness, anger, resentment, hatred – it is this that envelops you, to inform others that you are not desirous of their presence, of their assistance, of their intervention, of their interference. Do you understand?
Student: I use anger, bitterness, resentment and hatred as a shield that separates me from others?
You are correct.
Student: How do I defuse those things?
Do you understand projection, my sister?
Student: I project onto others what’s true for myself.
You are correct.
Student: So, then how I defuse it is to accept responsibility for creating the anger, the bitterness, the resentment and the hatred in myself?
It is to recognize the judgment, for the self is able to assess another, to judge that another is filled with bitterness, anger, resentment, hatred, darkness, negativity – you see this frequently about you, do you not my sister?
Student: I do
It is the self, projecting onto others that which lies within the self; the self chooses to judge the other rather than using the judgment as a tool - so that the self may see the self, so that the self may take corrective action for the self. Rather the self continues to focus upon the other, believing that it is the other that has the problem that need be resolved.
I shall read the lesson plan for you and tell you how the lesson plan functions for you my brother. It is inappropriate support of another, for the self may be rejected if the self does not support the other. It is recognition that the self has been damaged… yet judgment has been employed to arrive at the moment where the self believes that the self has truly been damaged. The self has failed to recognize that the self’s lesson plan called forth this particular experience for the self, once again; for the self has failed to learn it in previous opportunities. It is the ego that draws forth this lesson for you time after time - the ego attributed to the lesson plan of Denial – superior, arrogant, capable; none of these are truly felt by the self – they are all façade, window-dressing, to be exhibited to those that do not know you…to be exhibited to those that do know you…to be exhibited to the self as well, for the self has forgotten who the true self is. The heart was damaged; it is not for me to tell you when you began to lose your will, your desire to live but this is an important focus for you my brother, for until this is understood, the heart will continue to yearn for that which was lost at that time, continuing to pursue another to stand next to the self, so that the self may begin to lean too heavily once again, for the self has yet to change. Do you recognize, my brother - that you lean too heavily upon those around you?
Loereve: Yes I have
Do you realize that true gratitude has not been present for another? For arrogance, superiority and judgment are utilized to diminish the contribution of another to the self’s success. Is this recognized?
Loereve: Yes – I’ve noticed more and more …it’s where I focus outward instead of inward.
It is ego that tells you that you have earned all that you have received; that another’s contribution was merely incidental.
Loereve: Um-hmm
This is learned behavior. Are you willing to change my brother?
Loereve: I would like to unlearn that behavior – it does not serve me…it just makes things worse.
It is to review the life experiences – those that you awakened with this morning – with the view that the self was indeed lost; the self – superior, arrogant, self-assured – decided to wear the façade of the clown, entertaining others, never taking life seriously…for the self felt accepted by others when being the clown. It is to realize that the self chose to seclude the self from others, that the self chose not to change; much opportunity was provided to the self to be different, to change…virtually all surrounding the self literally begged you, my brother, to be different. You refused all universally, choosing to maintain the behaviors that deepened the self’s misery. Do you understand?
Loereve: Oh, yes…very much so…it was my own prison…bars of my own making.
It is the student that looks to the Teacher for answer. It is the student that looks to the Teacher for example. It is the student that looks to the Teacher for perfection. It is the student that looks to the Teacher to know all that is important, whether important to the self or to another. It is the student that has unrealistic expectation, for the Teacher has been placed upon a pedestal, the Teacher made perfect by the ego mind, for it is known that perfection is impossible. It is the self, the damaged portion of the self that seeks to ensure failure. As long as the student believes that the Teacher is perfect, the relationship will be strained. The ego, the characters, are desirous of this strain, are constantly seeking for the chink in the armor – that which will cause the Teacher to lose credibility with the student, that which will distance the student from the Teacher permanently, in this and potentially subsequent lifetimes.
The student that fails to understand that the Teacher is also student is one that has failed to recognize that unrealistic expectation is often exhibited by the self for others within the life experience as well. It is to recognize that all surrounding the self are learning, all are at different positions upon the path – either ahead of you, walking in step with you, or walking behind you matters not, for the interaction of the self with another is intentional and each are able to teach each. The student that fails to open the eyes, to remove the blinders, is the student that fails to understand the lesson that has been brought forth to the self by the Teacher with this interaction. There are no mistakes. All are brought into the life experience purposefully. Each has the opportunity to learn; each equally has the opportunity to fail. It is failure that is experienced most frequently due to judgment – the inability of the self to see that all are brought into the life experience to teach the self. It is the viewpoint of the ego that the other has failed that prohibits the self from seeing the lesson intended for the self. Judgment of another is intensified by the characters, thereby prohibiting the self from seeing the self’s own failings. As long as the self is focused upon the failings of another, the failings of the self cannot be revealed.
I am Osiris. I am love without condition. It is my duty and my honor to teach. It is for all students to recognize that the Teacher is desirous of progress for the self. It is the Teacher that draws forth lesson. It is the Teacher that watches the student as they misunderstand the lesson, as they begin to thrash, to strike out against those who have brought forth the lesson. The same student that speaks the words, “I seek to learn” – now, the student who fights against that which has been provided. It is the self’s failure to recognize the characters, to recognize the presence of the ego, to sweep all aside, remembering the self’s goals – to learn, to know, to heal the self, to feel.
Who are you? Who do you seek to become? Are you certain? Are you certain? Are you certain? The Teacher asks these questions of the student that continues to fail to recognize the opportunities that have been provided to the self in order to fulfill that which has been stated - “I seek to know and to heal myself.” Lesson failure is experienced by each student, due to the self’s inclination to do that which is most comfortable – this means that the student responds based on previous experience, allowing the character to step forth and to provide rationale and reason, argument, excuse; the parade of characters – those that are nice, followed by those that are nasty, in order to obtain that which the self currently seeks, that which the self believes is critical to the self’s wellbeing. It is unfortunate that the self has determined that new experience shall be excluded and rarely is it acknowledged by the self when it is indeed the self’s behavior, the self’s attitudes that have brought forth lesson failure once again. The attitude of the self is to protect the self’s false image, for the self believes that this image is truth; the self’s rightness must be proven, the other’s wrongness brought forth for all to view.
It is important for all to understand that evolution of the consciousness is gradual; so gradual in fact that it is rare that the individual recognizes that the self has indeed moved from point A to point B, until reviewing the self’s behavior retrospectively, seeing that the self now responds differently, automatically, without thought, without care, without concern – the self is now responding appropriately for one who walks the path to healing. It is to understand that evolution of consciousness is the goal of all consciousnesses; even while the consciousness is immersed in abject darkness, the self is indeed evolving the consciousness, for experience is being garnered that is needed.
Recognition of the path is difficult for the student who has hidden the truth from the self for the majority of the life experience; for when this is prevalent, the self has done so for many lifetimes – this means that the self has become proficient at hiding all things from the self, as well as from others. This hiding began when the self tried to fit in with others and it became habit as the self became the story, the character that had been created to make the self more acceptable to the self as well as to others. When the self first begins to see the self, it is typically with horror, shock, dismay, followed by, oftentimes anger, sorrow, depression; for the self cannot believe that the self failed for so long to see the self that others had so clearly seen, had so clearly identified for the self, yet the self batted away the words of all others who attempted to aid the self to know and to heal the self, which cannot occur until the self has been seen.
It is important for all students to understand the differentiation that has been made by our brother Sol An Ka - to understand all things is unnecessary; to understand the self, to understand the self’s experiences, to understand the self’s characters, behaviors, characteristics is vital if the student is desirous of knowing and healing the self. It is the character that tells the self that understanding is unnecessary. It is necessary, my brother - it is indeed vital to understand the self, to understand the self’s responses, to understand that which causes the self to seek defense and protection; for if this is not remedied, this need is not understood, the characters will continue to be drawn forth, provided with permission by the self to dominate the life experience.
Sol: If there is a relationship between quantum mechanics and self-aware consciousness how does that apply to A Path to Healing?
To understand quantum mechanics as it is brought into the mind - it states that all things are energy, all things matter, all things have possibility of intelligence if linked appropriately with another. And so, you ask how to view quantum mechanics – where all things have possibility of intelligence – with Path to Healing. Am I correct?
Sol: That’s correct
Path to Healing employs energies, negative energies – those energies that are the polar opposite of love, in order to teach all consciousnesses that have come into this dimension in order to learn. What have they come to learn? They have come to experience separation from the one Supreme Being that is known, that is believed to be a part inseparable from the self; the self, the quanta that has joined with its Creator – each possessing intelligence, each capable of survival independently. When coming into this particular dimension separation is believed to occur, for the wall is placed between the self and its Creator, communication aborted, as the self begins to experience all things that this dimension has to offer. Much experience available upon this planet has been experienced previously - living with others like the self, survival issues, and the beginnings of emotional attachment. Here within this dimension the physical relationship is experienced, the emotional relationship that comes, particularly following physical connection, is now experienced – the emotion far greater than that which was experienced in previous kingdoms.
It is important to recognize that all consciousnesses come into this dimension to learn how to choose, to become cognizant of the availability of choice. Myriad experience is provided to each consciousness where the choice is removed for the self, followed by lifetimes of choice, bounteous choice that the self determines that another can begin to choose for the self; that which was hard fought only a few lifetimes previous, now willingly provided to another. It is this lesson that the bulk of humanity continues to be provided. Will you choose or will you forfeit your choice? There are myriad characters to convince the self to forfeit choice. “The self’s choice does not matter,” states one character. “The self’s choice can create difficulty for the self,” says another character. “The self’s choice will alienate the self from others,” says another character.