Teachings - Ego
It is indeed my honor to join this circle of seeking this day for the sharing of wisdom. I ask that each present focus upon the heart, recognizing the aversion of the self to allow data to enter the mind as well as the heart, unless it is that which the self has already been exposed to - that which the self has already embraced as truth for the self. It is my goal to introduce that which has not yet been introduced, recognizing that the defenses of the self will likely interfere with its entry. To surrender the defenses that are believed to be necessary is the goal; to state loudly for all to hear, “I am willing to learn. I am willing to embrace that which has yet to be introduced to me, to provide myself with ample opportunity to feel, to pursue the data, and to only then determine, “Is it valid for me at this time?”
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.
It is important for all students to recognize that to teach is no simple task, for the Teacher teaches the current self with full knowledge of the lessons that have been failed by the composites – those selves that comprise what is referred to as the composite. The current self is often shocked and dismayed at the tactics employed by the Teacher, believing that the voice of the Teacher is indeed the voice of the ego; the ego’s voice is kind, nurturing, compassionate, telling the self that protection and defense is critical to the self’s survival. Negativity is employed to amplify the messages being sent to the self from the mind, increasing negativity within the bodies exponentially, until the emotional body has overwhelmed the self completely; failure to recognize the tactics of the bodies results in failure for the student time after time after time. The Teacher can provide knowledge to the student of the variety in which I am providing in this moment but if the student fails to study, to draw forth the words into the heart, to feel them, to understand them deeply, then the next time that the mental body begins propelling the self with message, and the emotional body begins to overwhelm the self, all is forgotten.
The ego always seeks reassurance that the self is all right, that the self is acceptable, that the self is the best - that the self is indeed gifted, that the self is special, the self is beautiful. The self is ravenous.
Student: None of that – the self is none of that
The character that has appeared in this moment, to say that the self is none of that, is the character that disappears when other characters come forth. Do you understand?
Student: Not clearly, no
The characters that are egoistic my sister; do you recall them?
Student: Yes, I know who they are – I know what they are.
And do they not believe what I have stated?
Student: They pretend
Characters do not pretend my sister.
Student: Okay they believe but it’s a story that they believe. It’s just what we want to believe – it’s not really true…not a thing. I don’t think I’m gifted. In fact, the more I ponder myself, the less special I appear except for this – having this opportunity. I’m not feeling terribly gifted and certainly not feeling terribly beautiful or terribly smart.
It is to recognize each character my sister - to identify the ego in each, to recognize that the characters are still worn with great frequency, drawn forth purposefully 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.
It is important for each student to recognize that the teachings are provided in order to allow each the opportunity to choose - to recognize that choice is indeed available and that the self has been discarding the self’s opportunity to do so; for it is the lesson plan that demands automatic answer, that demands speedy response - that states, “do this”, the self says yes…it then says “do that”, the self says yes…it says “don’t do this”, the self says yes…it says “don’t do that”, the self says yes. It is to defy all things that is the desire of the ego, for the ego is disagreeable – it seeks dominion, it enjoys its position at top where all beneath it are under its control and if the ego has done its job well, all are beneath it – all bodies, the self, the soul, the Teacher – all are beneath the ego, for none can be heard above this voice.
It is to recognize the root of the behavior my sister – the inability to communicate is rooted in your distaste for explaining the self; you have long believed that others are idiots and are not deserving of your time or effort to inform them - if they do not know, they do not deserve to be informed by you.
It is to review the lesson plan to determine when the self agreed to the communication that has been employed for the majority of the life; to exclude all others, to provide only that which was necessary in order to garner what the self sought in the moment – no more, oftentimes less. It is only now that the self has determined that the self would like to be understood, would like to be embraced by another, would like for another to feel the self’s angst and deep emotion – yet the self is confronted with the fact that the self does not share of the self honestly, that the self only provides partial information and expects the other to arrive at the full understanding. It is your expectation of the other that often disappoints the self – that the ego states, “The other is diminishing you. The other is contemptuous of you – how dare they! This is what happens when you share of the self. You need never do so again.” It is to recognize the presence of the ego; it is to recognize that the ego will taint, will tarnish, will color all that which is received from another, in order to prohibit you from changing.
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.
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.
The goal of the lifetime is to eliminate negativity, to draw forth the inner Teacher, so that lessons may be presented to the self, utilizing all time available to the self to learn. As long as the ego maintains its stature of dominance, the inner Teacher is forced to utilize others to teach the self; oftentimes, forced to accept that the self has mistaken the lesson once again and rather than releasing negativity, increasing negativity.
It is the desire of the inner Teacher to aid the self. Elimination of negativity enables the self to begin to enjoy the life experience once again, to begin to see the value of the self’s presence in this dimension, to recognize the value of the service that could be provided to others, for there are far more in need than there are able to serve. It is for this and future lifetimes that the inner Teacher strives to gain more prominence, to aid the self in ridding the self of that which prohibits the hearing of the voice that lies within, to aid the self in returning to the original state of divinity.
Judgment is the material of the ego – it is actually that which is the very fabric, the threads when woven together - that prohibit the self from changing, for often the self believes that the judgment made by the self is accurate, is appropriate, and need not be reviewed. The Teacher is focused upon exposure of judgment, for the student oftentimes fails to see that judgment has been employed and is currently prohibiting new experience, new ways of thinking; therefore, new ways of being. As long as the student refuses to see the behavior of the self, refusing to see that judgment is indeed being employed - not assessment - then the self cannot change.
The self that believes that the self is merely assessing rather than judging is one that will continue to fail the lessons that are brought forth by the Teacher. Those with the lesson plan of Denial have what is considered to be “judgment ever-present” - judgment that is all-pervasive, judgment that need be recognized. It is to inform the self, “I have judged. There is no question that I have judged. I cannot lie to my self and say that I have assessed, for I have judged. It is to then take the second step and to state to the self the value of the judgment, “This is why I have made the judgment. I, too, conduct my self in similar fashion. This is the purpose of the judgment. I shall use this information to provide my self with choice in future to be different.” Those who allow the unhealed portion of the self to convince the self that assessment has been employed are those that will continue with the behaviors concealed from the self that have been exhibited in service to the self by another. Failure to recognize judgment is the number one reason for lesson failure encountered by the student who walks the path to healing.
Listening to the self - to the mind that endlessly chatters, judging all that surrounds the self, all that the self has experienced and all that the self may encounter as experience in future; failure to recognize that the self has approved these behaviors ensures that the mind shall continue this chatter that damages the self’s potential for learning the lesson in future. When I speak of judgment I speak of the thought processes employed by the mind to eliminate new experience – the thinking that “this has been experienced before” or “I know exactly how they are going to respond” or “I am care-less of the words of another”. The mind of the self has oftentimes a unique approach to judgment in order to prohibit recognition of the self’s behaviors that limit the self’s potential to integrate lesson with the assistance of another. It is the damaged portions of the self that seek for the self to learn independently, that seek for the self to judge all others, to exclude others from the self’s deepest sharing; for the self has been convinced by these damaged portions of the self that another is incapable of truly knowing or aiding the self - the self alone is capable, the self alone knows that which has been experienced by the self.
Words spoken by another in the form of suggestion, attempting to tell the self who the self is seen to be by the other, are quickly eliminated as possibility. Acceptance of another’s words is rare unless the self has sought the assistance of another, for the lesson plan demands that the words of another that indicate that the self need review the behaviors of the self, that the potential for change is high, must be thwarted at all cost. It is the presence of judgment that prohibits the self from learning.
Opening the heart is the goal of all students that step forth, stating the self’s desire to know and to heal the self. Opening the heart is simple and can be done by any individual that is desirous of feeling love. One can focus upon the heart or one can focus upon a loved one, drawing forth the feeling within of joy, of peace, of deep pleasure, being in the company of one who is beloved by the self – one who need provide nothing to the self in order to draw forth this feeling. There are few humans upon the planet at this time that can say that they love another without condition, that the others’ behavior, that the other’s response holds no threat to the love felt for the other by the self. The majority of humans believe that they have experienced true love; yet, when questioned, determination is rapidly made that the love is conditional, for the love of the self is conditional. The self has not been accepted by the self, the self has failed the self – if the self can fail the self, how can the self possibly expect another to provide that which the self cannot provide? Therefore, all others are provided with similar love – conditional, to be withdrawn should the other fail to fulfill the expectations of the self.
It is the inner Teacher that first awakens the desire to love and to be loved. The student believes that it is another – the beloved, the friend, the pet – that has awakened this desire. It is the love provided by the inner Teacher that is diminished, criticized – indeed, refused; for the student fails to recognize that it is the Teacher’s duty to draw forth all that which lies within that prohibits the self from experiencing love in its purest state – that which is known as unconditional.
I am Osiris. I am love, unconditional. It is my honor to assist all those who step forth stating their desire to know and to heal the self. Recognizing that the ego is negativity - is not love, and is not desirous of the self experiencing love, should assist the self in recognizing that the kind voice – the one that informs the self in the words that the self seeks most to hear – is the voice that need be eliminated. As I have stated in previous teachings, it is the ego’s voice that is preferred by the student; it is the Teacher’s voice – whether the inner Teacher or the physical Teacher – that is judged, that is determined to be not what the self is desirous of hearing. It is to recognize that the intention of the self – to know and to heal the self – has been heard and the inner Teacher has called forth the physical teacher or has stepped forth to teach the student. The voice utilized by the Teacher is intended to draw forth the ego, so that the story of defense, the need for protection, can be destroyed. If the student fails to see the damage that is desired by the ego and fails to abort the behaviors demanded by the lesson plan, the student will fail to achieve the goals stated by the intention.
It is my desire to draw forth knowledge that will aid all those students that seek to overcome the power that is wielded by the ego. It is to recognize that the ego has been created by the self, as well as all previous selves; this negativity responds to the lesson plan, convincing the self of the importance of protecting, of defending the self. The self that has determined to be open, to open the heart, is the student that has learned that it is the ego alone that shields the heart. To be love is to recognize the role of the ego and to demand its cessation of activity as soon as its presence becomes known.
“I am love. I am open-hearted. I seek to assist. I seek assistance. It is my desire to experience all things.” These words incite the ego, demanding its presence to defend, to protect the self. Recognizing that defense and that protection are the responses informed by the lesson plan will aid the self in stating clearly and succinctly, “I am open to all experience. I need no protection for there is nothing to defend. I am love.”
It is important for each student to embrace the self, for no other can embrace you as you can embrace the self; in fact, no other can embrace you the way the self needs to be embraced, until the self embraces the self completely. To think that another can complete you is the mistake made by the bulk of humanity – to think that it is another’s love that completes the self, that brings value to the self that was not felt prior to being loved by another. To embrace the self means to recognize the self’s lesson plan, to understand that the self is indeed programmed and that the DNA encodements maintain the connection to the lower fields of consciousness for the self throughout the lifetime, unless awareness is evoked, unless different behaviors are chosen when the self is challenged. My brother Sol An Ka – do you feel that you embrace the self wholeheartedly?
Sol: Not entirely yet – no, but I’m getting there.
How so my brother?
Sol: How so am I getting there or how so am I not entirely?
Yes, my brother. [All laughed in response]
Sol: Well, as to the ‘not entirely’ – I still judge, I still get engaged and there are times that I get down on myself, so that’s the first part. The second part is what am I doing about that? I am committed to loving myself unconditionally and I’m building my will and my awareness to do so. Those I think seem to be the two best tools. That’s my response.
To understand my brother, that embracement does not mean that the self has healed the self completely; embracement simply means that the self recognizes that the self is indeed tied to the lesson plan and failure is often encountered due to the lack of awareness invested by the self. It is to embrace the self that I seek for each of you – to wrap the arms tightly about the self, to hold the self lovingly, particularly when the self is failing. It is to soften, to be kind and gentle with the self, to draw forth the intention - the desire of the self to learn, to know, to heal the self - recognizing that failure need not result in judgment, nor damaged feelings - recrimination need be aborted as soon as it is recognized, for it does not aid one in creating awareness in future; rather, it creates bitterness, resentment – energies that need be dealt with in future. Do you understand my brother?
Sol: Yes I do – thank you.
It is to seek comfort from your mate – to ask for the warmth of a hug, to seek counsel immediately; for the time passage remains great still my brother. Why?
Sol: That’s an excellent question. I think there’s two parts to it. One is I still continue to think that I can do it by myself and kind of in the second part, which is sort of related to the first, is that I don’t want to bother her.
Wanting to do it yourself is urged by the ego, is it not my brother?
Sol: Yes it is
And do you believe that the ego is at the source of the belief that Te' Auna is too busy to aid you?
Sol: Yes
And so, you choose the words of the ego over the words of myself, over the encouragement received from Te' Auna?
Sol: Yes
Then choice has been made and choice shall be honored.
It is your failure to see the self – to bring it into the mind, to truly see the self my sister, without reason or rationale, to see who you are without falling into emotion that does not serve the self nor the self’s goal to learn. It is to see the self and the self’s lesson plan. It is to recognize that that which has been judged thousands upon thousands of times in another lies deep within the self. It is to take it beyond the level of the mind, where the mind makes excuse, provides rationale or reason – that the self states, “I see myself…there is no excuse for this behavior. I shall banish these responses from my future. I do not seek defense or protection. I do not seek salve from the ego. I seek to learn. I seek to be different. I realize I cannot be different until I have seen myself free of the varnish so readily provided by the ego.”
It is to recognize that all that is seen in another and judged is within the self in total and potentially has been exhibited in far more detrimental ways than that which is being judged in another. Until the self has seen the self, until the self commits the self to being different, the mental body will continue to invite the self into the endless loop of recognition and storage, recognition and storage, failing to take action that results in change in future. It is to disallow rationale and reason for the self’s behavior my sister; it is this that allows you to continue to blame another.
It is to recognize my brother (Loereve), that communication is also verbal and that it is this skill that you sought to hone in this lifetime. To communicate with the heart was your skill in previous lifetimes through touch - the hands that were laid upon another, healed due to the love that was easily drawn forth from the heart. The heart has been shielded, encumbered greatly by the ego that was born out of the need to defend and to protect the self, for others abused one who was so openhearted. It is to recognize that the heart can also inform the self of another who seeks to take advantage of the self. It was the ego that encouraged you to allow these abuses; it is this that you must learn my brother – the heart is open to all experience but the lesson need be learned that there will always be humans that are present, drawn into your sphere, that have yet to learn the lesson to honor and to respect others.
Recognition that one can remain openhearted and not allow another to take advantage of the self is necessary. Focusing upon the heart, when you are prepared to do so, inform the heart that you are no longer in need of defense or protection – that you have experienced sufficiently, that you shall seek guidance from others who can aid you in identifying those individuals who seek to damage; that you shall banish the ego – that which seeks food, energies, in an attempt to fill the self – the yawning gaping hole that seeks the love of another as the beloved but ignores the love that the self has garnered from others. The inner Teacher will guide you in freeing the heart from its bondage. It is the mind that fills in the hole that has been widened with each individual that has taken advantage of the self; you have learned the lesson, for you hold no grudge against another. It is now time for you to teach those who present the self to you, in hope that the self can garner what the self desires from you without recompense.
Winning is the focus of the ego. Losing can be the focus of the ego. To win is to be damaged, to lose is to forgive; this is the view of the ego. Winning means that the self has now turned bitter, angry, resentful, myriad negative behaviors flourish from the pain seeded by another, when the self took another’s lesson failure personally. Losing means forgiving, forgetting indeed, the transgressions of another, as they fail the lessons presented to them. The ego views this loss personally and will not endorse forgiveness under any circumstance, for damage of the self means negativity and the ego seeks to create more and more negativity, so that it may maintain its dominion above all other bodies. It is the ego that encourages holding onto the hurt feelings, it is the ego that refuses the widened vision that sees all things confronting the other, that understands that failed lesson is painful for all – not only the self who has perceived damage for the self. All humans provide service by playing the dark role by presenting the self to determine if the self has learned the lesson or if the self will once again choose to be damaged. Until the self can present the self as service and refuse damage, the lesson has not yet been learned. The student that stands solid in the barrage of words, in the barrage of violence, indeed stands solid in the face of all that which is provided by one who is failing to learn – disallowing anything beyond the physical damage to impact the self and the physical damage heals and is quickly forgotten. It is this consciousness that has learned. The bulk of humanity has yet to achieve this status.
The student that fails to see that which is most important in the moment is the student that fails the lesson. Those portions of the self that have been damaged - that which can be referred to as negative, cumulatively referred to as the ego - seeks smallness, pettiness, that which is totally unimportant to the student who walks the path to healing; it is this that becomes the focus that is then amplified by the field belonging to the student’s lesson plan. Failure to gain awareness says that the student will fail the lesson, for the lesson will not be recognized - the focus has been skewed. Once the student recognizes the lesson and choice is made to continue to focus upon that which is demanded to be given all attention by the lesson plan, it is this student that fails to recognize the self in the moment, for the self has become the not-Self – that which is reflective of all that is negative, that which is disinterested in that which is positive.
The example provided by our sister (student) this day is one that has been encountered by all present; indeed, most of humanity experiences similar circumstance throughout the lifetime. The Teacher would refer to this experience as challenge; challenge to determine if the student sees the lesson clearly, challenge to see if the student is willing to abort field connection and to be different this time. Many opportunities are provided to the student to see that the self’s focus is indeed misfocused, drawn to that which is unimportant for the student who walks the path to healing. I am Osiris. I provide lessons to my students to determine if the will is indeed that which is needed, to determine if the student is capable of recognizing the lesson or if the ego will be indulged once again. Tell me, my sister DD – was the ego indulged?
Student: Completely, sir.
It is important for each student to recognize that the connection to the fields belonging to the lesson plan of the self prohibits awareness; practicing how to regain awareness that has been lost is essential, for the more practice that the self has invested, the more automatic the response becomes.
It is important that each understand my brothers, that the lesson is not being interfered with by the student who fails to learn; for the student who fails to learn is the lesson and is example to all observing of what happens to one that listens to the ego, what happens to one that fails to see the self, what happens to one who fails to share, what happens to one who fails to listen, what happens to one who fails to seek assistance, what happens to one who fails to assist another appropriately.
Loereve: So the student that fails could also be our failure as well for not aiding?
Indeed – or not aiding appropriately. It is to teach all, for each the lesson may be different and it may be similar as well; it is rare that the difficult student is presenting singular lesson. Are there questions regarding this teaching?
Loereve: I had one. Several weeks ago you prepped us and told us that (student) was going to be released and it just turned into another day of teaching. Can I make the assumption that that was strictly lesson for the three of us? Would you care to elaborate?
I shall say my brother that it was a lesson for the four of you – that she too was provided with the threat in the preceding session. Do you recall this?
Loereve: Yes
It caused minimal correction, for the ego is quite strong within this individual. The ego’s voice is preferred – this has been proven time and again; much effort need be expended to teach her to recognize the voice of the ego. It could take months; it could take years. Do you understand?
Loereve: Yes. I have a follow-up question – when does the Teacher decide to release the student – the decision has been made or the observation has occurred that the student will choose the ego?
The student will choose my brother. It is rare that the Teacher need release the student. The ego will convince the student that the student is not learning – that the student need move on to another Teacher.
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 DD 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.
It is the self that seeks more - the unhealed portion of the self - when provided with wisdom. It is advisable for the student to allow the words to enter, to ponder them, to determine the value of the words to the self and to then ask for more information. My brother Loereve, you have a habit of seeking more before you have ingested that which has been provided. Do you recognize this?
Loereve: (Laughing) Busted. Yeah. I do.
This is why you struggle so often to understand the self, for the base knowledge that is needed has not yet been understood before additional knowledge is piled in on top; the building is unstable, the foundation rocky. It is to understand that which is provided first, to ponder it deeply, to feel it in the heart, the mind, the body. “This is for me. This is not applicable to my path at this time.” One of these two responses will come to you, my brother. It is to wait - to see if the response, “this is not applicable to me at this time” - prior to seeking additional knowledge, for it is knowledge that has been ill-prepared for that causes judgment to be formed - judgment that is then relinquished only with a fight. Do you understand?
Loereve: Yes. Please continue.
It is hearing half of the sentence - the most important part of the sentence has been missed; the least important part of the sentence has been heard. Rather than asking for the sentence to be repeated, the self forms judgment based on that which was heard. Would you agree with this assessment, my brother?
Loereve: Yeah. I would say that’s pretty accurate. I’ve noticed that more these days.
It is judgment of the self or the other that need be surveyed, for the self believes that while others can sometimes assist the self, that oftentimes, when the self is at the self’s lowest is when the self would prefer that others not interject, that others not interfere, that others not attempt to aid the self - as with our sister (student); the two respond in similar fashion. My brother Sol An Ka - would you say that you respond in similar fashion as well?
Sol: Yes.
It is judgment that is employed. When the self fails to recognize the presence of judgment all…all - all others - are excluded; for the cloak of defensiveness, the cloak of superiority is worn to inform all others that their assistance is not invited and, indeed, will be punished if proffered.
As with our sister (student), your approach is certainly to look outward, to seek outside, to place blame or responsibility upon another whenever discomfort or negativity is experienced. Do you agree with my assessment?
Loereve: Yes I do
It is the self, the self’s behavior that has been embraced, accepted as appropriate; it is the other’s behavior that is placed inside the spotlight, dissected by the self until fault has been found, so that the self is free of the burden or responsibility or blame. Do you understand?
Loereve: Yes
Tell me what lesson plan causes this response of the student.
Loereve: I would say I see Denial in the fact of shifting the responsibility away from myself.
Indeed – and what behaviors are employed?
Loereve: Behaviors – well, certainly being non-committal, not always accepting responsibility when it is pointed out to me but shifting it outwards to others.
The behaviors that belong to the field my brother of Denial – what are these?
Loereve: Judgment, blindness, superiority
Please complete the list my sister (student).
Student: Arrogance, self-focus
Indeed. It is to view the lesson plan, to recognize that the self’s response is indeed programmed and that forceful shifting of the attention is necessary in the moment of engagement – to turn the attention upon the self immediately, to refuse the ego’s demand for attention upon the other, to recognize that the lesson belongs to the self at the second of engagement.
Failing to see the self is the major issue to be addressed by the self my sister, for you have indeed been plagued by blindness throughout this lifetime. When another brings to the attention the behavior of the self, the self prefers to defend, to protect, rather than to approach that which has been provided with curiosity…to state, “I didn’t realize that I was projecting myself in this way. It is curious…where does that fall in my lesson plan? What behavior is being called upon and why, for it is obvious that protection, defense, has been instituted by the ego.” Do you understand?
Student: I do
It is the immediate response to set the other straight, to inform another that they will not tell you, that belongs to the lesson plan of the Student. If the self seeks to learn, the self will learn the way the self wishes to learn. Another may provide teaching but the self must address that which has been presented to the self, rewriting it; the ego says, “It is a better way for me to understand this teaching…to put it into my own words to better understand that which is being presented.” Often that which is most important has been missed by the self, for the ego remains focused upon the negative.
It is the lesson plan of Denial and the lesson plan of Separation – both of these lesson plans have the strength funneled to the ego sufficient to truly believe that all, all those surrounding the self are incorrect. All other lesson plans are likely to listen.
The student with the lesson plan of Shame perceives that all others outside of the self are predators against the self – all others are out to get the self, to damage the self; no other has suffered like the self has at the hands of others – the self must always respond rapidly, viciously, to place others outside of the circle of the self, letting them know that they cannot damage the self and if attempt is made, the self will suffer indeed. This lesson plan is embedded within the lesson plan of Separation as well and all students who have the lesson plan of Shame, the lesson plan of Separation, have the ability to damage another physically, mentally or emotionally. It is to look to the other lesson plans to determine how this individual will attempt to damage another most frequently, for it is information that is of great value to the student who seeks to stop creating karmic callings for the self in future.
Recognizing that the lesson plan is focused upon protection of the self, the student that is able to state, “I just don’t care anymore” has taken a major step forward towards defusing the energies that lie within to defend, to protect, to damage all those who would dare expose the self. These lessons are most difficult for the student, as well as all those who surround the student, for the student oftentimes is desirous of prohibiting these behaviors, yet the energies are quite forceful and often escape unnoticed, until damage has been done once again. It is to recognize that the self need be aware, that the self need understand the underlying cause of the release of these energies - it is to defend, it is to protect illusion.
It is when you allow the mind to be dominant that the ego is present, even within the meditative state. It is to free the mind, to state, “I seek no assistance from the mind. I seek no interpretation of the experience until after the experience has ended. I seek only to experience freely.” It is to then allow the self to experience, to journal the experience without judgment, without question. For you, my brother, it is the feeling, the blush of wondrousness following your meditation periods…it is the arrival of the mind/the ego that destroys, that devastates the experience for you – time after time you allow it, casting aside the experience saying, “it most likely was not real…I shall see if I have the same experience next time.” This is the voice of the scientist my brother, the Student who seeks proof that that which is being experienced is real - it can only be real if it is duplicated.
Our brother Loereve frequently speaks from the mind, from a position of confusion, for the self intermittently pays attention to the other. When the self senses that the self will be called upon for answer, the answer is formulated in the mind – it is replayed again and again and again and the self becomes anxious to provide the response before the self forgets. It is for this reason that when the other stops speaking and our brother Loereve responds, he rarely answers the question put to him. Would you agree with my assessment my brother Loereve?
Loereve: Yes I would
It is the fear of being rejected; it is the fear of looking, appearing to be less than. It is the desire to please the other that is dominant in the mind. Am I correct my brother Loereve?
Loereve: I’d say that’s a pretty good assessment – yes
It is to listen to the other completely and to engage the heart to listen – with heart and mind actively connected; to release all fear that the self will look to be a fool [or] if the self does not have the answer that the self will cull disfavor, displeasure from the other. By listening with the heart and the mind, the self is capable of stating to another, “I am uncertain. I find that to be intriguing; I, too, am curious – I would like to pursue that. I shall look into it. I would love to discuss this with you once again.” Do you understand?
Loereve: Yes, please continue.
It is to understand that the ego seeks to dismiss all that is presented to the self that is not yet known, not yet understood by the self; for the self believes that the self will be rejected by the other if the self does not have the knowledge that the other currently maintains. Does this resonate with you my brother?
Loereve: Very much so
It is to bear in mind that the self is capable of teaching another, for there is a great depth of knowledge within; knowledge that cannot be shared from the mind, knowledge that can only be shared when the heart is actively connected with the mind, for it is then that the heart draws forth exactly what the other needs in the moment, aiding them greatly in the moment, rather than providing them with data that is of little to no service. Do you understand?
Loereve: Yes
My suggestion for you, my brother, is to engage the heart when listening to another, to engage the heart when speaking to another. It is to apprise the self of the machinations of the self’s lesson plan, to understand the actions of the ego, so that the self can be cognizant of the ego’s presence; for this identification, this recognition provides opportunity to the self to be different in this moment, thereby increasing the self’s ability to be different the next and the next and the next time until the shift becomes automatic.
It is important for you to recognize that the ego seeks to be fed, the ego seeks to be right; affirmation need be received from the teacher to the student. Challenge is the duty of the teacher – to question the student, “Is this how you feel? Are you certain? Are you certain? Are you certain? Are you certain?” Why does the teacher ask the student so many times if they are certain? Because it is often that the student responds to the 3rd inquiry, “I am uncertain.” It is the duty of the teacher to get to the base, the root of the issue, assisting the student to see the self fully, as completely as possible in a short period of time, compared to that which would be needed if the self were performing self-observation alone. The majority of students who perform self-observation progress very, very slowly, for it is the ego that is providing the observations. It is important for you to recognize my sister, that the defensiveness that resides within, the demand for feeding that you endorse readily, is what provides you with the feelings of challenge, of unhappiness, following these teachings.
What the self truly is desirous of is to be told that the self is healed, that the self has very little left to learn, that it is others who continue to struggle. The ego seeks to focus all attention outwardly, to draw forth example for the self of inconsistencies, inaccuracies – as viewed by the ego - found within teachings provided to assist the student. The student that allows the ego to view the teachings in such narrow fashion is the student that will fail to see the self - that will fail to see the value of the teaching, that will fail to identify the voice of the ego.
The student who walks the path to healing is arrogant. The connection with the ego is strong, the bond tight - only the student can weaken this bond, can loosen the hold maintained by the ego throughout the lifetime. If the student proves that the ego’s voice is indeed desirous, then the student must be released – it is that simple Te' Auna; for the teacher cannot win against this voice, for it is not intended. The student that prefers the voice of the ego need be allowed to maintain this relationship without injury by the teacher.
It is to call upon the inner Teacher, it is to call upon the physical teacher when strength, when guidance is needed. It is to recognize that when the physical teacher does not respond that it is your approach – it is the ego. When you seek answer from the heart you shall always receive assistance.
I am most pleased with the conversation this day and the recognitions that have been made by each. It is to delve ever more deeply to determine for the self how the self can proceed forth rapidly - for it is believed that employment of that which has been received this day will more than provide the self with method to do so. It is important for each to recognize that the self has been called to this circle in order to learn rapidly. The ego alone can interfere. It is the self that provides permission, that provides invitation to the ego and it is the self alone that can disallow the ego’s presence.
Recognition of who the self is at any moment need be made by the self when walking the path to healing, for it is the goal of the student to become disciple, to step forth into the arms of the Teacher, stating that the true desire is to learn all that can be learned in this lifetime. Placing the self into the arms of the teacher requires the absence of ego. The long and arduous journey is that which eliminates the presence of the ego.
I am Osiris. I am here to guide each of you and shall do so as long as the self maintains control over the ego. My absence indicates that the ego is present - that the self has failed to draw forth gratitude, recognition of that which has been provided to aid the self, for it is the ego that seeks to diminish that which is provided. The self that experiences lack, that allows the ego to convince the self that the self does not have what the self needs is the student that fails to learn.
It is for all to recognize that the intention is oftentimes stated by the ego, with restriction placed, parameters and boundaries set by the ego, informing the Teacher of that which will be accepted and that which is preferred not to be embarked upon. I am Osiris. I shall not be restricted.
I am Osiris. I seek to assist each upon your journey to self-realization, to self-recognition, to self-healing. It is not possible for me to do so as long as the ego is provided with the front seat, so to say; for the presence of the ego in the student who has been informed says to the inner Teacher, “I choose negativity. I choose habit. I choose the automatic response. I do not seek your assistance at this time.” The inner Teacher is rarely heard by this student for it is the ego’s voice that is provided with full-on attention - it is the ego’s voice that judges, it is the ego’s voice that taints, that tarnishes the advice, the counsel, the assistance offered by another to the self during times of struggle, for the ego is desirous of all focus being placed upon the other. As long as focus is placed upon the self, progress is threatened – the ego does not seek progress.
It is important for all to recognize that all is as it should be and shall continue to be, for I am Osiris - I am the Teacher. I shall draw to each of you that which is most needed at this time. Recognizing that the self can share openly and from the heart with another who is agitated, engaged by the ego, is important for each of you my brothers – to inform the fellow student that their behavior is inappropriate, for it obstructs, it interferes with the learning experience for all others.
To understand the calling of an entity to the self – one that is appropriate to teach the self – one must first look to the self to determine “is the Teacher known?” If the Teacher is known to the self, then it is this Teacher that need be called; otherwise, the student may be left waiting, as the Teacher likely determines that the student feels that the Teacher is not desired by the student. The relationship of the student and the Teacher is tenuous at best, for the student feels attacked, unloved, the target that is frequently aimed upon; misery, due to great volumes of emotion being drawn forth, is present and the student looks to the Teacher, deciding that the self has become far more miserable since the Teacher arrived than the student ever was prior to the Teacher’s presence, failing to recognize that the negativity that is felt, that is experienced, flows from within. The Teacher provides no negativity to the student; rather, the Teacher draws forth that which resides within. The student that fails to understand this basic tenet of the student-Teacher relationship is one that begins to resent all that which the Teacher brings forth for resolution.
The student that claims to be desirous of knowing and understanding the self determines that the Teacher is too harsh, is too combative, too aggressive; indeed, the Teacher is damaging the self. Those surrounding the self – if the self is vocal, if the self has shared the self’s journey with others – are frightened for their loved one, fearful that the individual that is known and loved will disappear. All begin to draw the student towards them, away from the path, indicating that the self was far happier prior to the onset of this journey – that the self is loved, the self is accepted…why does the self seek such misery for the self? Many turn away from the path at this time, determining that the self is no longer as desirous of this pursuit as the self believed the self to be. It is important to understand that the Teacher draws forth only that which is believed to be necessary, only that which the student can bear. Recognizing the attitude that places the burden upon the Teacher rather than upon the self is primary, for failure to do so results in all focus being placed upon the Teacher; it is the ego that is most desirous of the focus upon the Teacher.
The goal of the Teacher is to teach. Often, the Teacher is prohibited from teaching by the student that refuses to banish the ego, by the student who seeks to, as you say my brother, second guess the Teacher - the student who tries to determine what the Teacher is seeking rather than answering the question put forth to the self as honestly as the self is capable of doing at this time. The Teacher will continue to question until bedrock has been reached or until the student is no longer capable of plying deeper waters; this informs the Teacher of the lessons that need be brought forth to the individual so that vision in these murkier waters becomes improved. It is, as you say my brother Sol An Ka, critical to the student to trust the Teacher, for without trust in the Teacher the self provides control to the ego, the darkness that lies within the self that demands defense - protection of the self, protection of the illusion that has been built and maintained of the self by the self. The student that is truly desirous of healing will allow the Teacher to take the self wherever the self need go, in order to discover that which has been hidden from the self.
The student who walks the path to healing will undoubtedly arrive at the day when the self says, “I just don’t care anymore.” This can be interpreted a number of ways. The Teacher interprets this as the student’s surrender, for the student has recognized that the ego is that portion of the self that cares most about defending and protecting the self. “I just don’t care anymore” – grants permission to the Teacher to draw forth all that which lies within that has been placed within to defend and to protect the self against all others, perceived to be predators against the self.
It is my honor to join this circle this day for the sharing of wisdom. I ask that each focus upon the self, drawing forth desire to learn, refusing the presence of the ego – that which is determined to prohibit learning, to prohibit embracement of that which is needed in order for the self to learn. When I speak to you it is for the express purpose of drawing forth that which is unknown to the self, drawing forth that which has been heard previously and either discarded or disregarded, due to the self’s inclination to listen to the ego. I seek to draw forth information that has been previously presented, so that the self may see that the ego naturally draws closer to that which has been heard before. When I introduce something that is relatively new, this also causes the ego to draw nearer, for the interest is piqued; depending upon the degree of threat felt by the ego, the data will either be embraced or discarded. It is my goal to achieve embracement if for only a few moments, until the self has been able to survey all that which has been brought forth and to then make the choice of whether it is right for the self to embrace the information completely at this time.
The student has been listening to the ego throughout the lifetime – the voice is soft and comforting, telling the self exactly that which the self desires most to hear. It is the voice of the Teacher that wrangles the nerves, that shocks the self with its depth of cruelty. It is this alone that takes the student out of the self’s comfort zone and begins to cause the student to begin to focus upon the self, shifting the focus away from the other, where the ego has maintained it throughout the lifetime, onto the self, relentlessly exposing the behavior of the self by drawing forth another and another and another that exhibits the behavior of the self - amplifying the emotion, the response of the self to the other who maintains the same behaviors as that which has been concealed from the self’s recognition.
It is the voice of the Teacher that is unkind; the voice of the ego that is indulgent. It is for the student to recognize that the Teacher will use any tactic necessary in order to draw the self’s attention to the self – that when the voice is seemingly unkind, seemingly jabbing the self, poking the self pointedly, damaging the self - it is to recognize that the Teacher loves the self with all that the Teacher has to give and because of this love the Teacher will use whatever tactic is needed to awaken the self to the behaviors of the self. It is important for the student to recognize the voice of the ego. Failure to do so results in the self listening to the voice of the self – that portion of the self that has been created by failure.
It is important for each to recognize that there are many, many, many tactics employed by the Teacher to make certain that the student understands the lesson that is being presented. As each present is fully cognizant, the ego does not have intelligence; it is merely informed response – informed by prior use. It is the Teacher that offers alternative methods to the student who walks the path to healing. The student that embraces these “escape hatches”- shall we say - is the student that will continue to be challenged by similar lesson in future, until the self recognizes that the lesson has not yet been learned, has not yet been fully identified, fully recognized, therefore cannot be fully integrated. By pursuing answer for the self, the self is then capable of aiding another in future when the self questions another’s view of that which is being experienced; it is to be able to draw forth the personal experience of the self – to state, “I, too, fooled myself. I too believed that I was dealing with the issue, the lesson at hand, because I no longer became upset with issues that disturbed me greatly prior to setting forth upon my path.”
Those who are unable to share of the self with another, to state that the self still struggles with particular issues, is the student that will continue to fail, for the Teacher will continue to offer alternative routes and the student will continue to embrace them. It is important for each student to recognize that the only way to learn the lesson is to face it square on, to embrace the feelings of the self – of anger, of sorrow, of helplessness, of hopelessness - and to call forth the assistance of the teacher, either physical or spiritual. Those students present are in need of the physical teacher, for the ego is the voice that responds to the self most frequently when the self is being challenged.
Much counsel has been provided to each student in the preceding weeks. It is important that each survey that which has been provided to the self, determining if the self has focused the attention upon that which has been brought forth – that which is most important, as seen by myself, for the ego seeks to distract the self, seeks to place the focus upon that which is unimportant at this time. It is the ego’s goal to lengthen the time period needed to learn, to truly understand the lessons, to integrate that which has been experienced. The mind seeks data and is rarely satisfied with that which has been received; it always seeks more for it is ravenous - it is programmed to seek more until the self recognizes that the self has all that the self needs, that the Teacher will provide more when it is believed to be necessary and not a moment before.
Love – all seek it, few understand it; few are able to draw forth love in its pure state – one that is free of judgment, one that nourishes and nurtures all that it greets. To understand the physical teacher is to understand that teaching is thankless; it requires extraordinary energies of love, understanding and desire to assist another. The student that battles the teacher oftentimes strains the teacher; it is this irritation that is unavoidable, for unconsciously the student, providing service as teacher, is aware that the self is being drained by the other. The student that is unable to love the teacher is the student that will struggle to embrace the words provided to the self by the teacher. It is important that all students be aware that the ego will fight the self tooth and nail, so to speak, from discovering that another has only the self’s highest and best interests at heart; rather, the ego prefers to tear apart the other, to judge, diminishing that which is brought forth for the benefit of the self. The self that embraces the judgments is the self that has decided that the teachings are not desired by the self at this time. Recognizing the self is important, seeing the self as others see the self – necessary, for one who walks the path to healing; for the student who fails to recognize those who seek to aid the self is the student that drains all those that come within the sphere of the self.
I am Osiris. I am love, unconditional. It is my honor to assist all those who step forth stating their desire to know and to heal the self. Recognizing that the ego is negativity - is not love, and is not desirous of the self experiencing love should assist the self in recognizing that the kind voice – the one that informs the self in the words that the self seeks most to hear – is the voice that need be eliminated. As I have stated in previous teachings, it is the ego’s voice that is preferred by the student; it is the Teacher’s voice – whether the inner Teacher or the physical Teacher – that is judged, that is determined to be not what the self is desirous of hearing. It is to recognize that the intention of the self – to know and to heal the self – has been heard and the inner Teacher has called forth the physical teacher or has stepped forth to teach the student. The voice utilized by the Teacher is intended to draw forth the ego, so that the story of defense, the need for protection, can be destroyed. If the student fails to see the damage that is desired by the ego and fails to abort the behaviors demanded by the lesson plan, the student will fail to achieve the goals stated by the intention.
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.
Recognition dawns slowly upon the self who begins to walk the path to healing, for externalization of all things is demanded by the ego: “It was them, it was he, it was she. I was merely responding. It was not I. It was not my fault. It was they” …always another. The ego forbids embracement for the self, encourages the self to do to another what has been experienced by the self; for the self believes that this is the way to get what the self wants. Self-focus is encountered by all lesson plans; it is no more or any less intense for any lesson plan, for all humans upon the planet at this time are self-focused. It is all about the self - what the self can garner for the self. The consciousnesses that are awakened recognize that the self will always have what the self needs as long as the self is love. To be love - is the antidote for all lesson plans.
“When one has recognized that the ego is at top, how does the student remove the ego’s ability to remain in control?” It is to be love. As soon as the self recognizes that the ego is in control, that the ego has dominion, that the ego reigns – it is to shift the focus away from defense, away from protection, fully embracing the “I just don’t care anymore” and then placing the self in a state of love by focusing upon the heart, utilizing whatever speaks to the self best. The ego cannot remain in the presence of pure love.
What does it mean to be love? What does this mean, truly and indeed to the common man? To be love is to be weak, to allow others to take advantage of the self, to allow others to judge the self, to allow another to dominate, control, to repress, to deny the self. To be love is to allow all others around the self to be in lesson, for the lesson of another has no impact on the self whatsoever when the self is being love; for love does not question, love does not judge. Love is care less of the goal of another to be in control - to attempt to dominate, to seek the desires, the wants, the needs of the self over those belonging to another; love recognizes lesson and responds appropriately for the self, allowing the other to be who the self has chosen to be. Love questions to determine if the other is aware that the self’s behavior is detrimental to others; if the response of the one questioned is that the behavior is recognized then the self determined to be love embraces the other, recognizing the path that the self has most recently departed - one that was not yet love.
To understand that love is the goal eliminates all argument put forth by the ego, the unhealed portion of the self. Gently reminding the self to be love is the answer to all experience that is perceived to be detrimental, that is perceived to be negative, that is perceived to be challenge, for challenge strengthens the self. Challenge is the purpose of the lifetime for one who has decided to be different. To be different can not be accomplished unless the self is consistently challenged, for only then can proof be provided by the self – their response time after time after time after time after time, appropriate - until the response no longer requires thinking, until the self is automatically responding as love.
What does opening the heart mean to you, my brother?
Sol: To love unconditionally
It is to love, to feel love. It is to be willing to experience. It is the ego that prohibits experience - that demands defense and protection. Your ego only allows the heart to open if the self is not threatened. The opening is short in the time passage and can be lengthened by your will to do so, for you are capable my brother. You have been assisted many times with the heart opening - have you not my brother? It is to recognize that the self is capable, that the self is indeed strong, resilient; that the self has never suffered damage irreparable. These are the reasons that the ego puts forth, that encourages closure of the heart – the self will be irreparably damaged. Do you understand this my brother?
Sol: I understand your words. I have difficulty in relating that to something specific because I don’t feel that way which I guess is another….
Please open the heart my brother – I am communicating with the ego.
Sol: All right.
You are seeking to bring forth logic when I am speaking of the heart, when I am speaking of love, when I am speaking of feeling, when I am speaking of experiencing. Do you understand? It is the ego that interferes…the mind.
To feel is the goal for all students; to feel begins with the experience of shock, awe, horror, amazement, dismay, disappointment, depression. The student that judges that which is being felt, rather than allowing the experience, is one that spends considerable time wallowing within the lesson plan rather than understanding that to feel is often a shock, is often unpleasant, is rarely pleasurable. It is the ego that sets the expectation for pleasure – that the self has earned these experiences - and when the experience is not favorable, it is the ego that draws forth disappointment, anger, sorrow in response, rather than allowing the self to feel the anger, the sorrow, the disappointment – to recognize it, to wear it, to taste it, to sense it, so that when the self meets with another who is suffering similarly, the self knows exactly what to do to aid the other. Rather, most humans avoid pain and pursue pleasure with abandon, care-less of those who are stepped upon so that the self may experience pleasure while forgoing pain. The student that fails to experience pain is often the student that inflicts pain upon others, for the self has yet to understand that which has been inflicted upon other; were the self cognizant, it is almost certain that the self would choose to be different.
To trust the self more than the self trusts another – would you say that this is a worthy goal, my brother Sol An Ka?
Sol: Yes I do
My brother Loereve?
Loereve: I think it would be a prerequisite because often if you cannot trust yourself then you quite often cannot trust another.
These are words my brother. Are they wisdom for you?
Loereve: Sometimes yes, sometimes no. My biggest failings have been when it is sometimes no.
Would you say that the ‘sometimes no’ is greater or less than the ‘sometimes yes’?
Loereve: I would say greater.
It is to listen to the words closely, to draw them into the mind, to take them beyond knowledge, “I shall trust myself primarily. I shall ask others for assistance always. I shall then share my own thinking with the other and invite them to show me where my thinking has faltered.”
It is disagreement I am lodging with you my brother Loereve, for you trust the self beyond all others. You do not expose the thinking to another that you believe will be disagreed with. Am I correct?
Loereve: Yes, you are.
It is this safe harbor that the ego has utilized for many lifetimes; the judgment that another will make personal your failing rather than finding it to be of interest, rather than being desirous of discussion, rather than learning each from each. These thoughts rarely occur to you my brother, for you feel that all will be personal, that the self will be attacked, that the self will be rejected. Do you agree?
Loereve: Yes, I believe you are correct.
It is to recognize my brother Loereve, that the trust has been placed with the ego. The true self – that portion of the self that is humble – is only allowed to come forth once the self believes that resignation is necessary. Am I correct?
Loereve: As far as I can tell, yes.
Open the heart my brother.
Recognizing that the ego only allows the self to speak that which is tried and true, that which has been utilized in the past. Do you understand my words?
Loereve: Yes I do.
When you are resigning, the same words tumble forth, the same knowledge brought front and center, regurgitated for the other so that the boundary may be laid, prohibiting the self from feeling in the moment that which need be felt, for the ego is busy rebuilding the perimeter that has been damaged by the other. The words are repeated by the ego. The self believes that the self understands and assistance is cut short. The ego has won once again. The perimeter has been rebuilt; the next and the next and the next shall have the same equal difficulty getting inside - in an attempt to aid you, in an attempt to clear the vision so that you may see that your trust has been placed with the ego. Do you understand my words, my brother Loereve?
Loereve: Yes I do. I haven’t really looked at it like that but that’s a very succinct way of putting it. Thank you.
Do you understand the words I have spoken to our brother Loereve, my brother Sol An Ka?
Sol: Yes I do. Thank you.
Do you see yourself?
Sol: Yes I do.
What is it that you see my brother?
Sol: I see that I sometimes trust myself too much and that I don’t seek an evaluation of what I believe from the other and to accept whatever faults they may find in my logic or in my belief. And I tend to want to override them and stay with what I believe is the truth and therefore, I miss the opportunity to join with another and I miss the opportunity to have help in refining what it is that I found initially within myself, within my ego. I believe that I’ve gotten better about seeking assistance from other people but I have a way to go. I know that. I am complete with my answer.
It is important my brother for you to see yourself, to see yourself at all times, particularly when you are attempting to convince another that no error has been made on your part or that you are being blamed inappropriately or that you feel accused or that you feel defense and protection have suddenly become vital to your survival. It is to recognize that viewpoints are opinion – they are not truth; often they are not even the truth of the individual speaking. Do you understand?
Sol: Yes I do. Thank you.
It is important for you to approach all things objectively, for that is indeed the goal of all students – to be the student prepared for debate.