mountain tops - PTH is like climbing a mountain until you see the light

The Path to Healing

Teachings - Childhood

Recognition that alcohol results in experience that is oftentimes heavily weighted towards the negative is oftentimes provided as service by the parent to the child - to teach the child to be in better control of the self’s body, to regulate the self’s ingestion of those things that could result in a loss of control and the mistakes being made that damage another. Did you learn from your parent, my sister, or did you follow in his footsteps?

Student: It took awhile, but I learned.

Did you learn from your father, my sister, or did you follow in his footsteps?

Student: You’re not just talking about alcohol, are you because I don’t drink, and I’m not an alcoholic.

You have drunk to excess my sister.

Student: I have. But I don’t any more.

I’m not speaking of this moment my sister when I ask you the query. I’m asking did you learn from your father or did you follow in his footsteps?

Student: I have learned not to drink to excess, and I have chosen not to drink at all, anymore.

From the time that your father provided you with example my sister, how many years have transpired?

Student: Thirty.

And during this thirty year time period, would you say that you learned from your father’s example or that you spent a majority of this time following in his footsteps, abusing substances that caused you to lose control of your self, of your actions?

Student: I don’t think I lost control. I think I used the substances so that I could control the darkness I was using. I used alcohol to dull pain, so I could…


Student: …do other things with it.

I shall ask you to survey this more closely, my sister.

Student: Okay.

And state, once again, that the student that is unwilling to see the self is also the student that is incapable of changing the self.

It is important to understand the lesson plan of repression, to recognize that this young entity has determined that others are not interested in what he has to say, for often he has decided he is not interested in what others have to say; rather, he has the answers and he seeks to control, to dominate, all situation. It is for the adults to inform him that they are aware of his desire to be in control. It is important to inform him he has not yet achieved the knowledge necessary to be in control, that one day he shall be able to make choices for himself universally, and that the parents, the guardians, all those surrounding him that care for him, encourage him to make as many choices as they feel he is capable of making. In fact, it is important for the adult to ask him, “do you feel capable in making this choice or shall I make it for you for the time being? In future, I shall ask you again, and again, and again, allowing you to choose whenever you feel capable of making that choice for the self.”

The wheel turns slowly for most upon this planet. Lifetime after lifetime is invested in the education of the consciousness. The Teacher works diligently to aid each new self to recognize that which has been earned in previous lifetimes. Each new self comes into the lifetime with all fresh – all wiped clean, as if it were indeed a slate, until approximately the age of 2 when the previous bodies join with the new consciousness, the new bodies, so that lesson may begin once again. All that which has been failed previously has now rejoined the new being and the personality begins to take distinctive shape – the edges which were rather indistinguishable, now firmly distinguished – the temperament changed, dependent upon that which has joined the new self to be confronted in this lifetime.

Willingness to understand that the self has drawn forth to the self all that which has belonged to the self within myriad lifetime is essential to the student who walks the path to healing – one who is unwilling or unable to embrace that the self is indeed upon the wheel of death and rebirth and that all things that have been experienced are maintained within the outer bodies of the self, will have a most difficult time addressing the lesson plan. It is the Teacher that begins to draw forth example to the student that the self is not merely the self created in this lifetime but rather is a composite of all previous lifetimes, maintaining all that which is positive, as well as all that which is negative from these previous experiences. To understand that the motivation of the self is often misunderstood can be problematic for the self who claims that the self’s behaviors are simply who the self is, “I am who I am” is proclaimed – “This is who I am and I am not interested in changing, for it feels good to be who I am most of the time. The balance of the time I simply ignore or I discard those experiences that cause me to become unhappy with the life experience.”

It is important for each present to understand that energies are placed inside the physical body each time lesson is failed, beginning very early in the lifetime. In addition, energies are reunited with the new physical body by the age of 2, drawing forth energies that are placed within the physical body to create weaknesses – those that shall provide clue to the self as to the area that is most in need of the self’s attention. What has occurred for you, my brother, is you have proven to the Teacher sufficiently that you will continue forth to learn the lessons; the energies that have been built within the bodies had achieved a status that could result in your demise in several different ways – the heart, the bowel, the colon, the stomach. Great care has been taken to allow you to eliminate these energies with as little impact as possible to the life experience, so that you may continue forth upon your journey to learn, to embrace that change is indeed necessary if the self seeks to continue forth in this incarnation.

It is to recognize that all that is judged in another has been judged in the self many, many times before by others - it is the self that has embraced the judgment of another. It is this that creates the thoughtform. It is to recognize that the self as a young child does not judge the self; the self is outwardly seeking, the self is love, enthusiasm, energies that draw others to the self – until the bodies from previous lifetimes join with the self. It is then that all previous lesson failures are available to the inner Teacher to draw forth energies that cause the self to take notice of that which is occurring around the self with something more than mere curiosity; for it is a child that is curious, that is willing, that is able to experience all things without exclusion for there is little to no fear. Fear is implanted, imposed upon the small being by those who guide the young consciousness – those known as the parents, the caregivers, the siblings, the peers; fear is unnatural to the new being.

Once the bodies from previous lifetimes join with the current bodies, those fears, phobias, addictions – indeed behaviors that have been carved steadily, deeply, throughout the psyche - begin to appear, begin to dominate, begin to change who this young being was just hours, days, weeks, months, one or two short years prior. Now the thoughtforms that have been created by the self, nurtured, watered, overly fed, lifetime after lifetime, have rejoined with the self. A passing remark by a caregiver or a parent, prior to the time when the child can think rationally, has been elevated, provided with tremendous importance, for it is the energies activated, drawn forth by the inner Teacher, that have emphasized the importance of this event. The self believes that the parent has damaged the self; the self takes words that could have been stated with a chuckle and states them in a voice of deadly seriousness – that which damages the self deeply, reawakening the wound of previous lifetimes. The self’s behavior begins to shift based upon this reawakening. The self’s actions and reactions begin to follow those carved for the self previously through many lifetimes.

It is important for all students to recognize that the belief system did not originate in this lifetime; indeed, all are composites, all have lived many, many lifetimes. . All have experienced many, many things. All have learned many lessons. All have failed many others - that which continues to distress the self, that which continues to result in lesson failure in this lifetime, are those lessons that have yet to be learned. The belief system is the source of all energies that result in failure for the student – failure to embrace that it is the self’s thinking that waters, that nurtures the belief system states that the student has yet to experience adequately in order to reveal that which is faulty that lies within. The Teacher will continue to draw forth lesson after lesson after lesson in an attempt to show the student that which is believed by the self, that which is known to be faulty by the inner Teacher, that which has yet to be discovered as such by the self.

It is the ego of the adult self that seeks to rationalize the behaviors of the self, that seeks to inform others that the reason that the self is who the self is, is because of the damage imposed upon the self as a child. Those students who walk the path to healing recognize this as talk belonging to the ego, for as I just stated, all consciousnesses are retested when taking the new body, when creating the new self; for the lesson has not been learned until the self responds automatically - appropriately.

It is important for you to understand my sister that from a very early age you have sought for others around you to be different. You have judged others and found them to be lacking. You still find others to be lacking. It’s an instantaneous judgment. It is important for you to recognize the service provided to you by the consciousnesses known as the parents.

The child that sits quietly in the midst of chaos watching all things, daring not to interfere, allowing others to resolve that which is transpiring - this consciousness has learned. There are many upon the planet at this time that have learned; they have come to teach the parents - to be love.

It is important to understand the lesson plan of Repression, to recognize that this young entity has determined that others are not interested in what he has to say, for often he has decided he is not interested in what others have to say; rather, he has the answers and he seeks to control, to dominate, all situation.

The lesson plan of Shame withdraws from all others around the self that which lies within the self - the desire to be contemptuous, the desire to diminish another, the desire to beat another senseless - whether emotionally, mentally, or physically. It is to damage that is the goal of this lesson plan; to damage others as the self perceives that the self has been damaged. It is the ego grown to monstrous proportions determined to protect the self - at all cost. The words – caustic, the fists – clenched, the jaw – clenched; anger, hatred exuded from every pore in the body when the self is engaged, informing the other to “Back Off!” or they will be damaged severely. As a young child, you tested all those around you, for the lesson plan demanded such. You pushed them to their very limit. It was difficult for each of these consciousnesses, known as the parents, to deal with you for neither had the patience nor the inclination to embrace one that was so different from the self. It was indeed traumatic for all.

It is important for you to understand my sister that from a very early age you have sought for others around you to be different. You have judged others and found them to be lacking. You still find others to be lacking. It is an instantaneous judgment. You would refer to it as “sizing one up”, determining whether or not this is an individual that you would wish to spend more time with. Would you agree with my assessment?

Student: I think so. I’m becoming more aware of it all the time.

It is the only way to overrule judgment my sister, for judgment is with you at all times. It dominates all decisions and unless the self is aware, the decision is made - never to be revisited, until the damage has been done. It is important for you to recognize the service provided to you by the consciousnesses known as the parents. It is to recognize that you were a most difficult consciousness. It is to honor and respect the tasking that was provided. It is to recognize that you pushed these individuals to their very limit. How many times do you recall my sister, being in their face – telling them that you hated them – telling them that you found them to be disgusting…how many times my sister?

Student: I don’t know. Many.

Who do you think you are? This phrase is used by those who are desirous of placing another into what could be referred to as combat mode, for it questions the other as to who they believe they are. The question is asked, however erroneously, by stating, “Who do you think you are?” The teachings that have been provided that explain the workings of the mind, how the mind approaches information, how the mind responds – we shall be focused upon how the mind responds at this time for this teaching. I shall begin by saying once again that the mind is programmed to draw forth the lesson plan selected for the consciousness in the current lifetime. The responses available to the self that remains unaware are all negative – all those that reside within the lesson plan. These behaviors and characteristics are embedded within the DNA, the responses drawn forth early in the lifetime, typically in the very early childhood, where the child learns how to respond to stress, to trauma, to disappointment.

As an adult the lesson plan is well oiled, the groove has been primed, so to say, by the thousands of responses that have already been experienced by the individual prior to understanding the lesson plan. The self is unaware. Unless the self is sensitive, the ego is able to convince the self that the self’s response is exactly that which is needed - it is in fact all that could have been done; it was so immediate, of course it was appropriate – “I didn’t even think about it” is oft stated. Unfortunately most humans believe that not thinking about the response indicates the rightness of that response; this, of course, is highly erroneous. The programming of the mind relies upon the individual who fails to think, for the response is automatic; it requires no thinking, it requires no acquiescence - the self simply responds, having already chosen the preferred method of response early in the lifetime.

All of these automatic responses have been programmed and belong to either the physical, the mental, or the emotional body consciousnesses; each body performs to perfection, never failing to provide that which is demanded by the lesson plan. The self, alone, by becoming aware, by choosing to abort the automatic response, can change this.

What is the typical age of onset of rational thinking?

It is between the ages of six and eight depending upon the experiences of the child, depending upon the focus of the parents, those who are important in the child’s life. Physiologically, the child is capable starting around the age of six.