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

The Path to Healing

Teachings - Judgment

Belief is the deep-seated thinking that is provided little survey by the self; that which lies within to call forth ego to protect, to defend, to guard against all those from the outside who seek to challenge the self’s beliefs. The belief system is maintained by all humans and is merely the accumulation of the self’s determination of that which is most appropriate for the self. Often, this determination is made care-less of another - without care, without concern, without thought for another. The defense of the belief system is the duty of the ego - is the duty fulfilled by the ego. The belief system is the target of the Teacher, for it is the desire of the Teacher to expose all that which lies within to prohibit the student from understanding the self.

The belief system is the accumulation of judgment throughout the lifetime – judgment of the self, judgment of another that has been embraced by and for the self, judgment that prohibits the self from choosing ever again, for the belief system represents the choice that is preferred by the ego - it is this that is accessed and employed by the self, whenever choice becomes available. When beginning to walk the path to healing, the student begins to observe the belief system, to determine the value of each belief to the self. Is this truth? Does this represent who I am? Does this say that I am a spiritual being? That I am one that is desirous of assisting another?

For most who step forth to walk the path to healing, the belief system is unrecognized, for it has not been surveyed for many years. The self can state what the self believes, what the self desires – the words flow smoothly for they have been used hundreds, if not thousands of times, to tell another who the self believes the self to be. It is deeper examination of the story that begins to reveal that the self maintains beliefs that are of no value to one who walks the path to healing; they are, in fact, detrimental and will deter the student indefinitely as long as these beliefs are maintained. It is to understand that the belief system is that which is often referred to as the self - for the self, the personality, is comprised of thought, of action, of judgment; all these things combine into what is referred to as belief - the experiences of the self have resulted in belief that cancels choice in future.

It is the student that draws forth caution, wraps the self in layer upon layer of this material in hope that no mistake will be made throughout the lifetime. The self is desirous of love, honor, respect of another – beginning with the parent and then the beloved, the boss, the friends. The stories have been heard of those who have ventured off, tried new things; the self has determined early on that these things are not for the self, even though the toe has never been dipped into the waters that provide such experience. The self believes that the self has done that which is most appropriate for the self, saving the self countless hours of pain and proposed difficulties. The imagination has determined that the self has eliminated that which would be most damaging to the self’s life experience; however, deep inside, there lies a yearning – one that is unrecognized by the self who often misreads the yearning as a desire for food, drugs, alcohol, sex, activities that cause the adrenaline to produce in massive quantity. The desire has been misinterpreted, for the self has determined that the experience most desired by the self is inappropriate; the self has determined to prohibit the self from this experience in this lifetime.

Judgment is often utilized to reinforce the belief of the self. Negative reports are gathered and regurgitated to any who would suggest that possibly the self should ‘try this’; the self has determined that the self will not try ‘this’ in ‘this’ lifetime. ‘This’ could be defined as an experience that the self came into the lifetime desirous of experiencing. The yearning that lies within unsated continues to call forth desire that is then interpreted by the physical body, the mental body and the emotional body. The self overfills the self in all areas, yet the yearning remains. It is to recognize the damage that the belief system does to the self – the self’s dreams, aspirations squelched due to judgment having been employed against that which was most desired coming into the lifetime.

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.

As long as the self maintains a sphere of privacy, as long as the self keeps negativity – negative feelings, negative judgments – to the self, the self is telling the inner Teacher, “I am not yet ready”, for the ego holds dominion and the ego has determined that another need not know the self; in fact, the ego has decided that the self will not know the self. It is important for each student to recognize that the ego is merely the thinking - that which has been created by the self and all previous selves to maintain the sphere of protection, the castle of defense, that prohibits all others entry for fear that the self may be damaged. Love does not fear; love welcomes all. Love is open and embraces all things; love needs no protection or defense. When the student determines that the self’s desire is to be love, the first line of attack is to uncover, to identify the thinking that prohibits the self from being love.

It is not believed that you will have difficulty in forgiving yourself my sister. Do you understand this statement?

Student: No

It is the ego that has you convinced that you are unable to forgive yourself; you are just beginning to realize the damage that you have done. Do you understand?

Student: I see

Forgiveness of the self is not on the near horizon for you my sister, for recognition of the self’s behaviors, the self’s actions, need be made – understanding need be garnered. It is then that forgiveness is provided. To forgive the self prior to achieving understanding indicates that the lesson will be scheduled for you once again in future and shall be failed once again. Do you understand?

Student: I would prefer not to go there; I would prefer to get it done now.

The purpose of this conversation my sister is to indicate to you that you have embraced the story of the ego – that the self is unable to forgive another because the self cannot forgive the self. It is to state to you with emphasis that the self is not concerned truly about being able to forgive the self. The self is desirous of elimination of these feelings. The first step is to forgive another. The first step is to forgive another. The first step, my sister, is to forgive another by recognizing the damage that has been done by the self, whether in similar fashion or differently is of no consequence. Do you understand?

Student: Where do you suggest I begin?

To recognize that it is lesson – failed lesson – that causes the self to damage another, to recognize that the self is not the only self that has failed lesson. It is to step forth and to say, “I have been damaged by your actions” – to explain to the other how the self has been damaged; for it is in the explanation that the self will begin to see that the self has damaged others in similar fashion. Do you see, my sister, that by not speaking, not extending this information to another but rather, providing the other with the false face – one that says, “Yes, of course I forgive you” – that the self has failed to do the work necessary for true understanding?

Student: I see that now. Thank you. Is there a particular situation that you would like me to begin with?

The judgments will guide you my sister. When you find that you are thinking of another, when you find that you are speaking of another negatively, the starting point has been provided to you.

Denial does not believe in apology because Denial is superior and arrogant; Denial does no wrong – it is the other, always, that need be focused upon. If apology is necessary, it is obvious that the other misunderstood or that the other asked the self a query inappropriately, causing the self to misspeak. Forgiveness is not extended by one who cannot recognize that damage has been imposed upon another due to the self’s blindness - if there is no damage, then apology is unnecessary and forgiveness completely unneeded.

It is the lesson plan of Shame that makes forgiveness neigh onto impossible, for Shame is contemptuous, Shame is diminishing - Shame believes that the grudge must be maintained, so that all may see that the other is less than the self.

Separation - highly mental…if understanding can be achieved, forgiveness is readily extended; if understanding cannot be achieved, forgiveness is withheld.

The lesson plan of Guilt blames if the self has suffered and, the self or another is blamed for this suffering, the self is unable to see that all is lesson that each experiencing are intended to learn. Forgiveness is often difficult for the individual who blames another, for like Shame, the grudge is preferred; the self believes, “I need remember this so that it never happens to me again. If I forgive, I may forget – that shall never happen.”

These are the lessons that are part of your lesson plan my sister. It is to take these understandings into meditation and to seek assistance for those components of the core beliefs that prohibit the self from extending true forgiveness to another.

When the self provides service to another, is the self uncomfortable with “thank you’s”, with gratitude? If another fails to thank you, what is felt? If one fails to be effusive enough, if one fails to thank you many times, what is the response of the unhealed portion of the self? It is to understand the self – that which the self demands versus that which the self provides and feels is adequate, more than adequate in fact but if the self were to assess the quality of what one has provided to another, the self would readily determine it to be inadequate for the self. It is imbalanced my sister, for that which the self provides to another is always adequate in the self’s assessment, that which is provided to the self is always inadequate in the self’s assessment.

It is important for all present to focus the attention upon the heart, to recognize that the mind is the arena utilized by the characters; the heart alone receives message without judgment, allows the self to feel that which has been received to determine if it is appropriate for the self at this time. It is the mind that judges, that changes that which is provided to prohibit the self from learning. Failure to recognize that the mind is utilized in order to ensure lesson failure results in just that.

It is important for each present to recognize that the projects formed for performance by all members of the community require the input of each individual – the thought-filled, focused, thinking that states, “I understand the tasking at hand. I am willing to provide that which is needed in order to see it through.” For it is often that the community falls away and the singular individual is left to finalize that which is needed for the community. Do you understand?

Sol: Yes I do – thank you.

Recognizing that the self prefers independent tasking due to the influence of the lesson plan should aid you my brother in overcoming the distaste of working on these projects with others, for each time all come together in order to accomplish, the energies can be lessened. Do you understand?

Sol: I believe I do – thank you.

They cannot, of course, be decreased my brother, if the attitude of the self is negative. Do you understand?

Sol: Yes I do – thank you.

It is to recognize that the lesson plan is focused upon failure – failure for the self, failure for others. It is important for the self to speak of judgment, to draw it forth, to illumine all judgments with the light of understanding of all that have been judged.

It is my desire to see the three joining together in order to accomplish more in future, for there is much to be done, there is much to be learned while going through the process – to flesh out the project, to understand that which is desired by the self, to understand and to welcome that which is desired by another without judgment. To understand the self, to understand the self’s desires requires dedication, commitment and an openness to scrutiny by another, by others; for the self is unable to see the self, the self is often unable to interpret the self’s desires without assistance. It is when another sees the self and questions the self that often protection and defense are utilized to thwart the assistance of another. Do you recognize this response for yourself my brother Sol An Ka?

Sol: Yes I do – thank you.

All within this group have very distinct strengths and very distinct weaknesses; you have been drawn together to serve each other – to strengthen that which is weak within the self by viewing the strength in another; rather, it is the lesson plan that encourages the self to judge the strength of another, to weaken them with the self’s thinking. It is this behavior that reinforces the lesson plan, causing the self to determine that working alone is preferable, more reliable, more enjoyable. In order to join together with others in order to accomplish the self must be willing to open the self to the scrutiny of another, to welcome the assistance and the guidance of another who may have learned a better way than that which is employed by the self. The self that is willing to adapt, to change in the moment is one who states, “I seek to join together with others in order to accomplish…it is my accomplishment that is being endorsed, not always the others.” The lesson plan of Denial, of Separation, makes this thinking difficult to achieve, for it is the self that always seeks endorsement at the expense of another. Do you understand?

Sol: I do – thank you.

It is my desire to teach you to see the self, to recognize the actions of the self that diminish the self’s possibilities.

It is the lesson plan of Denial as well as the lesson plan of Separation that refuses to join together with others in order to accomplish; rather, this individual with these particular lesson plans sets the self above all others, while telling all others that they actually feel less than – the behavior, of course, reflects something quite different. The self believes the self to be better than, the self believes that the self is unique and could not possibly be experiencing that which others experience – the self has far more refined experiences. To share the self’s experiences with those who could not possibly understand indicates to the self that the time is being wasted – this individual will not waste the self’s time trying to aid others who are already judged as unworthy. It is important for those individuals with the lesson plan of Denial to recognize that judgment is active at all times and has been since the onset of the lesson plan. It is to recognize when the self has eliminated the opportunity for another to be different through the self’s judgment.

“I will not speak to this individual because they rebuffed me the previous time.”

“I will not ask for their assistance because they have never been able to aid me before.”

“I will not seek assistance from anyone until I have resolved this for myself and then I may or I may not share that which I have experienced.”

“I will share my experiences but I shall eliminate all of my foibles along the way – I shall only tell others about the success that I have encountered.”

These are the statements made by the student of Denial, by the student of Separation.

This is your thinking, “I do not need the assistance of another; I’ll figure it out for myself.” Do you understand that when you have a judgment and you do not understand why the judgment is present that to speak to another may provide you with answer, immediate answer, so that correction could then be made?

I have asked you this question before my brother (Loereve). What do you need in order to begin to seek outside assistance? What assurances do you seek before you step forth and state, “I do not understand this; I cannot determine the answer for myself. I need assistance.”

It is karma in each lifetime that causes the student to depart from the spiritual path, for the self believes that all shifted, all became worse when the self stepped upon the path, when the self committed the self to being different. It is true of course that all does become much, much worse, for the Teacher has been granted permission – the student has stated, “I am prepared to step forth upon the path once again my Teacher. I ask that you take my hand and not release it until I beg you to do so.” It is only then that the Teacher will take a step back and allow the student to depart the path once again. The student is fully cognizant of the peril that has been invited for the self to experience, for karma has been called forth and cannot be put away until it has been experienced. When the student first steps forth upon the spiritual path the Teacher and the student plan that which is to be learned – all those things that were planned to be addressed must be addressed. The Teacher has no choice for these energies have been drawn forth from the astral body and placed into the physical body so that the student becomes more aware of the deep, underlying issues – those things that have yet to be recognized by the self, those things that have certainly not been understood. Once the energies have been placed in the physical body it is impossible to return them to the astral until death occurs, death of the physical body.

It is important that all students present understand that the self has granted permission to myself to draw forth energies of a karmic nature; these energies are detrimental to the physical body. It is important that the student dedicate the self to learn so that these energies may be removed before they cause damage once again. All energies that have been drawn forth from the astral body have resulted in the consciousness’ physical death in previous lifetimes. It is this that instills the sense of urgency, that tells the self, “I must focus my attention upon these energies. I must focus my attention upon the Teacher. I must utilize every spare moment to learn, to understand, so that these energies for which I have granted permission to draw forth and to place into my physical body can be removed before extensive damage has been done.” It is for all to look to Te'Auna to understand this, for she provided me with this permission more than 6 years prior. We have worked diligently together to eliminate the energies that resulted in cancer; this cancer had begun to grow some years previous – approximately 3 and one half years previous. It is not that Te'Auna was not committed and dedicated, that she was not diligent for she was; she simply was unable to learn the lesson. It was agreed in this lifetime that she would receive minimal support; for the teacher must experience minimal support so that it is never forgotten that no student should ever be left wanting. The inner Teacher, the teacher within, will always provide the energies needed for the next and the next and the next student. It is the teacher that need be committed to every student, to place the student first as long as there is need.

Sol: My question has to do with: how can we best prepare ourselves for, or to ease the releasing of the karmic energies into the physical body and eliminate the possible fatal or deleterious effects that they can have?

Dedicating the self to the lesson at hand is necessary my brother, making certain that the lesson has been fully integrated. You are thinking, “How does one do that?” It is by employing the physical teacher, for the physical teacher has access to myself. While the physical teacher may not understand all lessons that are being presented to the student at this time, the Teacher will make certain that the physical teacher guides the student appropriately. The lesson for the student is to share deeply of the self, honestly, completely, seeking assistance; for without this foundation underlayment - the relationship between the student and the teacher - the student is doomed to failure. The physical teacher is unable to aid the self unless the self is willing to seek assistance, unless the self is willing to provide all detail, unless the self is willing to open the self completely to another.

Loereve: Are the astral energies that are brought into the physical (body), are they always potentially deadly to the body for the student as they learn?

It is to recognize my brother that the environment within this particular physical body is somewhat different from the environment of the preceding physical shell. Those energies that are brought forth from the astral body may or may not do damage to the current physical body because the student has learned the lesson. It is testing that is then provided by the Teacher – many, many, many, many tests are provided to make certain that the student has indeed learned the lesson. These energies are then released. The energies that remain within the physical body year after year after year are those that are far more likely to cause damage. It is the thinking that causes the most damage for the student; self-hatred, self-distrust, self-doubt - these are the most destructive. These thoughts are running in the background, prohibiting the student from changing behaviors that have guaranteed failure in the past - in the past for this lifetime, as well as in past lifetimes.

To eliminate these energies the student must learn the lesson. It is rare that the student learns the lesson in a single lifetime – even two, three, five, ten lifetimes. The energies grow all the more powerful as do the behaviors. The structure of the groove in which the student moves is immobile, rigid; the student can rarely see over the sides of this structure, for the behavior has become so ingrained that the self believes that the self is doing that which is most appropriate. A fine example of this is one who is focused outwardly, upon others, to the detriment of the self. It is the self’s desire to be selfless, to eliminate selfishness, to serve others.

It is important to note that the student need never be concerned as long as the self trusts the Teacher – the physical teacher as well as the inner Teacher. For all is as it should be, all is necessary. Each lifetime is a building block utilized to access the next and the next and the next lifetime. I am Osiris. I am love. I am here to aid each of you as you dedicate yourself in this new year to knowing, to understanding, and to healing of the self. To focus every moment of your time in so doing, for time is indeed of the essence – it is time for each to step forth to heal the self so that service may be provided to others. Am I understood?

It is my goal to draw forth from within each of you that which is known, that which has been known, that which has been earned in previous lifetimes – whether positive or negative; this is referred to as karma. As has been previously stated, karma can also be positive and the student need be focused upon the positive nature of all that is drawn forth, for even that which is darkness – that which is regarded as negative, that which when observed closely shows inarguably that the behavior will prohibit the pursuit of the self’s divinity – even these behaviors can be viewed positively, for the self has now experienced and the self can relate to another who experiences similarly. The student who stands aside from others and is shocked at the behavior of another is one who has not yet experienced fully the behavior that has shocked the self; compassion is often absent for one who has offended. It is this individual that often holds within the past similar experience, yet the memory has not yet been released to the self; the inner Teacher will determine when this information is provided. It is to recognize that those who are unable to embrace, to accept the self – when the self is honest, forthright, willing to share all that the self has experienced – the individual that cannot embrace you is one that has yet to experience what the self has …consciously; for the bulk of humanity has experienced all things – equally, the bulk of humanity remains blind to most of what the self has experienced.

It is to begin to listen to others, to invite opinion about the self, to write it down, to feel it deeply, to question the self, to realize, “I am seen this way. Is this who I choose to be? What shall I do in response? Will I maintain this behavior or will I change?” The current self refuses all; the current self denies that another sees you, for you have judged the other as incompetent or unable - less than certainly than the self; therefore, all around you are wrong, no one understands you. Yet, when the self takes the second step, the self is able to state, “I do not understand my self - it is not all others at all - it is indeed my self that is unaware.” All behaviors lie within the lesson plan.

The student that fails to see the self clearly is the student that will continually be misled by the Teacher. It is important to know the self, to understand the self’s intentions, to recognize the self’s efforts, to recognize the self’s failings. To commit, to dedicate the self to change is all the Teacher seeks – not perfection, for all upon this planet, within this dimension, can be regarded as imperfect and shall remain such until they depart this dimension where they shall be cleansed and then to move on to other dimensions where imperfection shall once again be the cloak worn until all lessons have been learned.

Perfection is not the goal. It is perfection of intention that is sought by the Teacher – to be love, to be love, to be love at all times, stating for all to hear that the self is imperfect, that the self too stumbles, that the self suffers like any other. Failure to be compassionate, failure to understand another self, failure to open the self to recognize the self’s failings when judgment of another becomes the focus – for it is indeed the self that has yet to learn – it is indeed the other that is serving the self. To judge another is to reveal the darkness within the self; failure to expose the darkness consciously calls forth similar experience time after time after time, providing many opportunities to the self to learn.

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 important for all students to recognize that the lesson plan is primary – all behaviors that are viewed within another are those behaviors that are lying dormant within the self. I say dormant only because the self has yet to recognize their presence; it is once the self begins to focus the attention upon the behavior that the behavior becomes most active. It has been there, alive and well, for many years; yet, it has gone unrecognized. The self is astonished at the myriad examples of the behavior that was completely missed by the self but has seen it very clearly in those around the self. It is important for the student to pay close heed to recognitions that are made of behaviors that are unfavorable in those around the self; for it is the inner Teacher that is drawing the self’s attention to the behavior of another, to say, “this lies within us as well my beloved – shall we turn our attention upon it now, or do you require further example in future?”

It is one’s ability to grasp that unity is indeed the very foundation of this training ground, for all those that surround us are just like us, struggling to regain their divinity – each upon varying stages of the path but each are nonetheless struggling as is the self. It is to view all others about the self as a part of the self, to see “these things have been brought forth to me previously…I have integrated the lesson…I can share deeply with the other self to aid them in expediting their journey forward.” If the other is not open to the self’s counsel, it is merely to share utilizing story about the self – this is an unthreatening way to teach another – to draw forth recognition of the self, without inviting the ego to step forward to defend, to protect, to rationalize or to put forth reason for the self’s behavior. All consciousnesses have come to learn. The self that has learned is indebted to the inner Teacher, to utilize the energies expended upon the self in teaching another and another and another - all those who are drawn before the self, utilizing the knowledge gained by the self to aid another, for it is only through this process that the knowledge becomes wisdom.

It is the ego that convinces you that that which has been requested is unimportant; that the desire of the self, the desire of the body, the desire of the emotions, that the mental desires – they are all more important than that which has been requested of the self. Judgment has been utilized to dismiss the request. It is to observe the lesson plan, my brother (Loereve) and to understand that judgment is ever present. That which is requested of you is judged to be important or to be unimportant. That which has been read by the self and believed is utilized to diminish the importance of that which has been requested by the Teacher of the self. As long as you allow the ego to dominate, judgment to be utilized, fortitude will be diminished, destroyed, as the self decides to stand back and wait until the self’s way is chosen, and then the self will step forth, for the self knows best according to the ego.

To return to Denial – it is to recognize that this individual is not welcoming unless the self has been recognized by the other as a fount of knowledge – one whose opinion is sought and well-regarded. It is not that the individual is unwelcoming, it is merely that the self prefers to be known, recognized, admired by others. The introduction of someone new often finds the individual with Denial as one who stands back, one who will judge the other ceaselessly. If a flaw cannot be found, the self may contribute to the conversation; once the flaw is found the student will dismiss the other. It is the introduction of someone new to the self that is provided with, “I have heard so much about you…I have read your paper…I have followed your carreer with admiration,” that will draw this individual into conversation immediately. Judgment will be held at bay for the individual is clearly an admirer.

It is important to recognize that personality is shaped, molded and refined by the lesson plan – that which is most successful for the self is that which is retained. Are there questions?

It is important to note that there are three students present with Denial and no questions.

Loereve: It’s because we know it all. I do have a question. There was the topic that came up earlier about denial being conservative. Could you comment further on that please?

It is the conservative nature of this individual that need be recognized. It can be recognized in the personality of the individual who stands back when someone new is introduced, for it is not worthwhile to commit the self to join until it has been determined if the other is worthy. It is risky to speak before the self has garnered knowledge about the other’s weakness. Do you understand?

Student: Is that where cold comes in…cold, calculating?

Indeed. Conservative in nature, risk asssessment is taking place at all times for this individual. What is the risk of my participating in this current moment with this individual? Am I comfortable? Is there reason for this discomfort such as past judgment, interactions that ended badly for the self? If the risk assessment states that the risk is too high for the self to lose face, then this individual will remain silent. If the individual has determined the weakness of the other so that any disagreement can be battled unfairly, then the individual will participate.

Student: Does Denial always fight unfairly on that point of spotting a weakness and going for the jugular so to speak?

Does Denial always fight unfairly my sister, when Denial is threatened?

Student: I used to attribute that to Shame more than to Denial but I think that perhaps Denial does go for the jugular.

It is to prove the self’s superiority. The thinking is not to destroy the other as it is with Shame; the thinking is to prove that the self knows best. Do you understand?

Student: I do, thank you.

Recognition of behavior, understanding the behavior can be done by surveying the bodies attributed to the lesson plan. It is to make the recognition that Denial is highly mental and can draw forth the feeling that lies within that tells the self, “I can win” or “I will lose this particular battle”. It is sensed when the other is weaker or when the other is stronger.

Student: Is the best way to recognize Denial still using judgment as the tool…or are there other, I want to say, key thoughts or behaviors that would say, “That’s the lesson plan of Denial…the coldness, the calculating…but I’ve always associated it with just the judgment. Are there additional ways of pinpointing those?

Cold and calculating behavior could be attributed to other lesson plans as well my sister. It is to make the recognition that Denial is superior, is indeed better than, cannot consider that another’s needs would be as important as the self’s. It is the mission of this individual to inform others. The response of the individual who is thwarted in the sharing of the self’s wisdom is what will inform you of the lesson plan that is currently at hand. Denial will belittle and attempt to destroy all argument. Failing to alter the other’s response, the other’s belief system, causes this individual to write them off in future as uncooperative, as a ‘control freak’, as one who is unable to understand what the self has to share - they are obviously intellectually deficient. Do you understand?

Student: I do. Thank you. Thank you very much.

Recognition of the self is important for the individual with the lesson plan of Denial; this recognition requires dedication, commitment and absolute focus to the self at all times. This focus is different from the self-focus that Denial suffers – it is focus upon the self’s behavior, it is focus upon the self’s judgments and utilizing those judgments to determine that which lies within the self to thwart the self’s forward progress upon the path.

It has been my honor to join you this day. I am Kuthumi.

It is the self-absorption belonging to the lesson plan of denial that prohibits one from seeing that others are in need of assistance and that the self - while it may be difficult and unpalatable – is the one that is most appropriate to provide this assistance. The cry was placed many, many, many times through the years. The self’s judgment of the other was deep and unrelenting.

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.

Judgment is ever-present for the three with the lesson plans of Denial. It is important that each focus upon the mind to determine how the self is judging others. When judgment is used as a tool, karmic calling is not scheduled; energies are not sent to the other. “Why do I view this other as lazy? Because I find myself to be lazy at times as well - it irritates and frustrates me that I am lazy; therefore, it is easy for me to spot in another. Why do I think that she is fat - that she cares not for her body? She probably never exercises. I, however, do. I care about my body. I would never look like that.” It is for each to recognize their judgments and the power of the judgment to diminish another.

Do you seek assistance when you do not understand your judgment?

Loereve: Do I …usually…no, I don’t.

Of course not.

Loereve: I just don’t understand.

Yes – best left alone when the self does not understand. Correct, my brother?

Loereve: Yes

Indeed. This is your thinking, “I do not need the assistance of another; I’ll figure it out for myself.” Do you understand that when you have a judgment and you do not understand why the judgment is present that to speak to another may provide you with answer, immediate answer, so that correction could then be made?

Loereve: I have not done that.

I have asked you this question before my brother. What do you need in order to begin to seek outside assistance? What assurances do you seek before you step forth and state, “I do not understand this; I cannot determine the answer for myself. I need assistance.”

Loereve: It’s to say the words because I have to admit that often it just doesn’t occur to me to do that.

I shall ask you to repeat words. I’m sorry.

Loereve: I’m sorry

I’m sorry

Loereve: I’m sorry

I’m sorry

Loereve: I’m sorry

I need help

Loereve: I need help

I need help

Loereve: I need help

I need help

Loereve: I need help

Are you in pain my brother?

Loereve: No

Did the words damage you in any way?

Loereve: Not in the least

Do you think it’s possible that you could begin to use these words?

Loereve: Yes it is

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.

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.

It is to remember that the self is desirous of loving and of being loved, for in drawing forth this remembrance the self can then mediate the judgments of the self, the pettiness, the inclination to dismiss all that which is judged as not pertaining to the self, the self-righteousness that is felt each time that the self becomes uncertain about the direction that need be pursued, yet the self – the not self – refuses to relinquish control to another; all is viewed as control or lack of control by the not-self, which prohibits integration, even the receipt thereof of knowledge that may aid the self in making the change that the heart cries out for, for the not self is busy dismissing, discarding all that which is presented to the self lovingly. The self fails to see the love, for it is exhibited in ways other than what the self demands – the kind, generous, loving, supportive voice that is so rarely exhibited by the self is that which is most desired; rather, the assistance of another is greeted with self-righteousness, with the reply that the self is not in need of advice from another - that this advice indeed does not apply to the self at all, that the self prefers to work out the route most needed by the self. It is important for you to recognize my brother (Loereve) that that which is most desired by the self is that which is rarely provided to another.

My brother Sol An Ka - please share with us your definition of lesson presentation.

Sol: Lesson presentation is identified by the presence of judgment; whether the judgment is recognized or not, it’s there. That’s my response.

Our sister (student), please respond to the same query.

Student: All is lesson, my Teacher. As Te' Auna reminds me - all is lesson, and it’s my responsibility as a student to pay attention.

Indeed. Awakening in the morning is lesson. Moving throughout the day provides myriad opportunity for lesson, whether the self interacts with other humans or not, for the inner Teacher draws forth all that is necessary to teach the self that has presented the self as desirous of walking the path to healing. There is no experience that cannot be qualified as lesson presentation. The individual has become proficient at responding to particular lesson successfully, rather quickly - to awaken with the thought of deep, heartfelt gratitude, giving thanks to the Teacher for another day in which the self may attempt to lessen the karmic load that determines the experiences of the lifetime. It is failure to recognize that all experience is lesson presentation that causes the individual to fail to change the self’s thinking. This, of course, results in the lesson continuing forth lifetime after lifetime, for the behaviors create other issues for the self to address. The self that fails to be grateful for the very breath that enables the life experience is one who also suffers lack, believes that the self is deprived, that others are out to damage the self, and that others have what rightfully belongs to the self. It is, as Te' Auna stated earlier, the small hook that guarantees that the larger hook - the one that binds the self with all previous lesson failures, prohibiting the self from seeing the lesson, prohibiting the self from being different, prohibiting the self from change thereby prohibiting success and lesson integration.

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 (Sol), 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.

All judgments formulated within the mind must be spoken aloud, for it is in this way that the other is informed, that the other can battle you, that the other can set you straight. It is important for you to recognize that those things that are unspoken are just as powerful as those things that are spoken; however, you are not penalized for the silent thinking in the moment, whereas the other is.

The power that resides within each is unfathomable when the thinking is focused negatively upon another, when the self sends forth the thinking - that another is “the spawn of Satan”, that another “is an idiot”, that another “is absurd” – damage is done to the outer bodies belonging to the one that the thinking is focused upon. The good mood turns sour rapidly, the self feels weakened – there is no indication provided to the self of why the mood or the strength has been altered so rapidly; it is this that can be accountable to another’s thinking negatively about the self. It is to recognize the thoughts that are formulated, that are built within the mind, due to competition, jealousy, envy of the self for what another has garnered.

To feel is difficult with the lesson plan of Shame, for the self is focused upon the self completely – the self has forgone the pain that the self has so readily inflicted upon another. The self judges others who do the same, failing to embrace that the mirror is being employed to show the self the self, so that change may be chosen before further pain is inflicted upon another. The self that has yet to recognize the self in the mirror is one who continues to impose judgment upon those who suffer similarly to that which has been experienced by the self.

The self is focused upon the self. The self seeks understanding, compassion from those around the self, yet is unwilling or unable to provide the same when the self feels pressured, when the self feels overwhelmed, when the self is provided with more than the self feels capable of addressing; yet, the self still seeks the support of others – the compassion, the understanding of others.

I should like to address the topic that is no doubt experienced in varying degrees by all students – it is the diminishment of the self. When walking the path to healing the student begins the journey confident, arrogant, oftentimes all knowing, all seeing, informing the teacher of that which is known by the self, of that which is needed by the self. It is the Teacher’s duty to prove to the student that true knowledge of the self is not held by the student. Slowly, the confidence of the student is chipped away, until the student is cowering, shielding the self often - from others as well as the Teacher; the self begins to belittle and demean the self, to diminish the self’s energies through judgment of the self’s behaviors when under the control of the lesson plan. There is no leniency provided to the self, there is little understanding or compassion for why the self has behaved in the fashion that has netted great karma.

It is not possible for the Teacher to state to the student, “You are being much too hard on the self” for many students require this phase of diminishment, of defeatism – to experience that which, quite likely, has been showered upon others through this as well as previous lifetimes. Diminishment of others draws forth karmic repercussion and the self will experience diminishment of the self to the same degree as that which has been showered upon another. It is important for the student to make the recognition that diminishment of the self, diminishment of others, is rooted in judgment; for without judgment all struggles are equal, all human beings are consciousnesses that have come to learn. Learning demands struggle. Struggle demands suffering. Suffering is experienced by all consciousnesses as they walk the path to healing and begin to choose for the self, rather than succumbing to the automatic response of the lesson plan.

Recognition that the feeling is the goal, to place into the self’s memory the sharp stab of pain when the self feels worthless, when the self feels hopeless, when the self feels stupid, incapable, unwanted, unloved – to draw forth the knowledge that the self has imposed this feeling upon others through the words or the actions of the self. It is the goal of the Teacher for the student to recognize the many instances where the self has caused another pain, due to the self’s judgment of the other’s capacity to learn, of the other’s ability to be successful, of the satisfying nature of the other in the self’s presence - to recognize that all human beings seek to be loved, seek to be nurtured, to be accepted, to be recognized, to feel the shower of compassion upon the self when the self is in need. It is once the feeling has been cemented within the self – the knowing that the self has caused great pain for others, feeling this pain for the self – that the lesson has come to an end. It is now time for the self to forgive the self, to accept that the self was being guided by the lesson plan, had failed to become aware of the self. But now the self is aware, now the self will decide to never endorse such behavior of the self in future.

It is the lesson plan that demands further suffering beyond the understanding of the lesson, beyond the creation of the feeling. The self that indulges the lesson plan to diminish the self’s energies states to the Teacher, “I am not yet prepared to move forth. Stand aside for I am in need of the lesson to diminish myself completely and to then pull myself back up so that you can outstretch the hand that will guide me forward.” I am Osiris. I stand ready to take the hand of each of you when offered. I am complete with this teaching.

“Will you ever learn?” This question is posed by the Teacher to the student to inform the student that it is time to seek inward, to determine if the self’s desire is truly to learn or if the self has determined the protection, the defense of the self is more important. It is the agreement between Teacher and student when the student first comes into this planet’s atmosphere that the Teacher will guide, will remain with the student throughout their journey, experiencing with the student all things, for in this way the Teacher understands the lesson plan of the student. While the student’s memory may be impacted and many experiences discarded, forgotten – the Teacher remembers all things and is able to draw forth memory, providing it to the student whenever it is believed to be beneficial to do so. It is important for the student to recognize that the Teacher has been with the self throughout all lifetimes upon this planet – there is indeed nothing that the Teacher does not know about the student.

Recognizing that the self is known is vital, for this informs the ego to drop the curtain, the shadow that the self has walked within through many, many, many lifetimes – hiding the behaviors of the self from scrutiny of the self as well as others. The ego has tricked the self into believing that the self is indeed good; oftentimes, the ego has tricked the self into believing that the self is bad. Judgment has been embraced regarding the self. The student that first begins to walk the path to healing is assaulted by shame and guilt, regret, seeking to hide all that which is believed to be negative from the scrutiny of others – even from the Teacher, for the self believes that since the self does not remember that the Teacher also is unable to know what truly transpired. It is to inform the student, “You are seen - all things are known”. If you seek to move rapidly, it is to ask the question, “Is this how I am seen?” – rather than to protect or to defend the self when the Teacher states you are something that is perceived to be unfavorable. It is important for the student to embrace within heart, mind, body and spirit that the self is known in all ways, at all times.

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.

To understand - the student is deeply desirous of understanding all things; unfortunately, it is the demand of the mind, the ego mind, rather than the demand of the heart. The student stands solidly on both feet, hands on the hips, informing the Teacher that the self is unhappy, the self does not have what the self needs, the self is not fond of the teaching method employed by the Teacher - the self has better ways, better methods, better words. The Teacher smiles widely, understanding that it is the ego that demands understanding, that demands control, that demands that the Teacher be put in the Teacher’s place. It is appropriate for the student to state all matters of concern aloud to the Teacher, for hiding these things from the Teacher is impossible. The student that believes that the self can think these things without the Teacher being aware is a student indeed. All students judge the Teacher; judging the Teacher openly is suggested.

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 shall finalize the teaching this day by addressing each student individually with what I see as most important for the self to be focused upon at this time. I shall begin with our sister (student).

It is to recognize the judgments of the self - to speak them aloud, to speak them aloud; it is to speak them aloud my sister as requested. Do you understand this request?

Student: I do

You have chosen not to satisfy the request – have you not?

Student: I’m mortified by what I think and saying it aloud is just…


Student: Not refusing to do it…just couldn’t bring myself to do it…could not bring myself to admit openly that that was what was going on in my head. It was hard enough to have it just in my head.

And what have you been doing with the thought, my sister?

Student: Attempting to do as you asked …to say, “Okay, if I’m judging this person this way, I’m projecting what’s true about myself and where does that lie within myself?” Hence my conclusion that I’m lazy and seeing myself as a lazy student as well as an ungrateful student and an ungraceful student in that I’m just being a chicken…being a lazy chicken…not really willing to feel my own stuff, knowing its my responsibility and trying to hide from it even though I know that’s counterproductive and not really what I want to be doing…so…

It is possible my sister that it is not time for you to enter the path; it is this that I ask you to ponder in the coming days, until our next teaching.

Student: Okay – that hurts to hear you say that. You know that rips my heart out to hear you say that…yes, its dramatic but it feels like that. The idea of not doing this work is way more painful than the idea of facing my own stuff.

That is the choice that I put forth to you some time previous, my sister; yet, you continue to call forth karmic callings for the self with full understanding that you agreed to discontinue this practice long ago. It is for the Teacher to determine if the student is prepared to enter the path. Your behavior does not indicate to me that you are prepared to truly enter the path, which states ‘no additional karmic callings will be garnered by the self’. You told me you understood this, my sister.

Student: I did and I do; however, my own lack of awareness stuns me cause I was doing things I didn’t even know I was doing until I did them and my awareness is building. I’m becoming more vigilant and I don’t like what I see at all; I desire to change it. I’m focused on changing it. Don’t give up on me please.

I seek proof of your words, my sister.

Student: What can I provide for you for proof?

It is to do as you say; it is to discontinue the garnering of karmic calling. Do you understand my sister, that as I work with you to eliminate negativity, you are calling forth energies that refill the coffers time after time after time after time my sister? It is for the Teacher to determine if the Teacher’s energies are being utilized appropriately. Do you understand?

Student: I do. I understand. I’m sorry I’m so difficult. I don’t mean to be.

Apology is unnecessary unless the apology is being rendered to the self.

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.