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

The Path to Healing

Teachings - Learning

To recognize the self is the first step, for without recognition one is merely dancing in the dark, shadowboxing that which is believed to be at issue. If the self is willing to embrace that the belief system contains all that which has been learned and all that which has been failed in subsequent lifetimes, so that the self may benefit, so that the self may learn in this lifetime, thereby creating the composite for the next lifetime. To improve the plight of the self is the goal, to learn the lessons at hand is that which is most desired by the inner Teacher – that all lesson presented shall be embraced, reviewed by the self, questions put forth until understanding has been achieved; for the inner Teacher continues to bring forth those issues that shall guide the self to recognition of core beliefs that serve to maintain the unhealed nature of the self throughout the incarnation. The lesson plan presented merely exacerbates, massages shall we say, that which is felt by the composite self; for all lesson plans have been experienced by all humans upon the planet at this time. The result is that the self is unique; the self may respond in any number of ways to lesson presented.

The self – correct in all things, the self’s behavior most correct - the other’s behavior most incorrect. It is to determine what the other brings to the self. If all can focus upon the question: What has this challenge presented to me, personally…what can I learn by observing the challenge with open heart and open mind? I disregard completely the response of the other and I view the situation as one would that understands that all is lesson indeed. All is opportunity for myself to learn. Focus upon the other is the aim of the damaged portions of the self, for as long as the other is focused upon the lesson is missed.

The consciousness, the sheath surrounding the consciousness, is often one that protects the consciousness from learning. It is the adult that shields the child, prohibiting them from experiencing that which is negative so that the self may learn before they are challenged in the later years, when the self is far less inclined to pay close heed to the damage done to the self or to another. It is within this world that all things are externalized; due to the passage of time, the impression that the passage of time has accelerated – creating a distance between all – for there is no longer time for the gatherings. There is no longer time for the family meals, uninterrupted. There is no longer the time for parent and child to sit quietly and to speak of morals and what is important – truly important - that will hold the self in good stead in the later years.

The consciousness within the body could be of greater age in earth years than that of the parent. It depends on the service that has been requested, as to the evolutionary status of the parent; the parent is not always equal in stature to the child’s evolutionary status.

When reviewing the self’s childhood and trying to make sense of that which has been experienced, it is to step outside of the self; it is to see the self as a consciousness of great age, not a small being of immature years. It is to understand that the consciousness is aware – unconsciously – of all that which has been learned previously. Contact is maintained with the memories of previous lifetime for a number of years and so the small being is able to make choices that the self as an adult believes that a child would be incapable of making, for it is based upon the automatic response. The child that falls into a heap when challenged by a bully will likely be challenged to stand on their own two feet in the current lifetime. The child that pushes another child, that punches another child, has come in to learn to honor and respect others. The child that sits quietly in the midst of chaos watching all things, daring not to interfere, allowing others to resolve that which is transpiring - this consciousness has learned. There are many upon the planet at this time that have learned; they have come to teach the parents - to be love.

The Teacher understands the desire of the student long before the student understands the desire of the self; it is the Teacher that draws forth lesson so that the student may recognize the desire of the self. The self believes that the self knows what is best for the self; determination has been made through an accumulation of knowledge, through a misinterpretation of feeling that lies within the self. It is important for the student to call upon the Teacher – to seek example of that which puzzles the self, of that which the self is unable to untangle, for the Teacher is capable of drawing forth example to the self so that the self may see what the self truly desires.

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.

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.

Illusion colors all things, including the student’s purpose. Why am I here? Why have I returned to this hell? Why must I experience so much pain, such difficulty? When will joy be tasted? When will bliss be experienced? The Teacher observes the student and is unable to answer these questions, for it is not known how the self will respond to the lessons that must be provided, that must indeed be learned before forward progress is experienced. The self who has achieved an understanding of the self’s purpose, of karma, is the self that recognizes the lesson, the presence of the lesson – not necessarily the definition of the lesson. This student will then approach the lesson by measuring, “Why am I here? What am I to learn from this experience? How can I do so without damage to myself or to another?”

Recognizing the self is a long and arduous journey – one that requires stamina, humor, and tremendous desire backed by commitment and will. Once the self has been recognized the Teacher will draw forth example through words or visual pictures, memories. The student that is desirous of learning rapidly will pay heed to all that is drawn forth unexpectedly within the mind’s arena. Those experiences that may have been particularly painful or shameful need be brought from the perimeter, so to say, for the mind has learned to move it rapidly outside of the arena – that which garners the full attention of the self.

Once this memory has been brought back into the arena of the mind and full attention placed upon it, the self can begin to understand the experience by looking at the lessons that have been most recently presented. It could be a memory provided by the Teacher that informs the self of the start of behaviors that resulted in future lesson, or it could be merely a typical example of the self’s behavior that has been unrecognized, until just recently. It is the Teacher’s duty to provide the student with testing to determine if the lesson has been learned and if behaviors will be employed due to stimulus response, due to the automatic response or due to negative energies belonging to the field of the lesson that is currently being presented.

It is appropriate to take note of all thinking so that the self may begin to recognize those thoughts that are truly flashes of intuition or to begin to discern those thoughts that are originating with the ego, with informed response. True intuition emanates from within – it is the knowingness that comes for one who has learned the lesson in previous lifetimes; there is no logic to be employed. When the self attempts to explain to another why the self has chosen a particular course of action, the self finds that there is no true reason; there is merely a feeling, a sensing that the direction chosen is appropriate for the self.

Understanding is permanent; knowledge is impermanent. If you understand my brother, you shall always understand. If you contain the knowledge, you may or may not access that knowledge in future appropriately.

Teaching is an honor that is provided to all who seek to serve. Teaching that which has been learned by the self is encouraged by the inner Teacher; teaching that which has yet to be integrated by the self, yet knowledge garnered, often proves to the student that it is the attempted teaching of another that results in teaching the self. The self is informing the other of knowledge garnered by the self – it is knowledge that has been presented to the self in many ways, many times. The self has recognized that the knowledge is valid but its true value has yet to be completely recognized by the self. When teaching another the inner Teacher attempts to garner the attention of the self - “Listen to the self” is the message being provided. The message that is provided from the heart, even when it has yet to be understood completely by the self is that which aids another, is that which can aid the self if the self allows it to come inside the heart and the mind, so that the self can taste it for the self. It is knowledge that has been understood that is the tool utilized by the Teacher in future.

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.

The lesson plan of Repression is physical. The feeling is the goal - identification, recognition of the feeling that informs the self of that which is appropriate and that which is inappropriate for the self to experience once again. To recognize this lesson plan in young Asher is to ask him why he seeks to experience negativity again and again and again, for he realizes that his behavior draws forth that which is negative from all around the self. Why is he seeking negativity? Is it truly Asher that is seeking negativity or is it that which is attached to Asher that seeks this energy? It is for all to begin to recognize that a child is joyful by nature. The imposition of negativity is external - it is not internal; for the inner Teacher strives to provide positive experience – that which is based in love, that which nurtures the consciousness, to state, “Please stay this time, until we can learn.” There are many challenges upon this planet that cannot be controlled; recognition that a child is unhappy more than happy need be made by the parent and assistance sought from the child to determine - has the lesson been learned - can these challenges be eliminated?

Communication with the inner Teacher is possible for one who is able to enter the meditative state and to clear the mind; to state the self’s purpose prior to entering and then to allow the inner Teacher to filter forth those things that are needed by the self in order to be successful, for the self has experienced all things – the self understands how to be successful. It is the lesson plan that sits at top, providing energies that are referred to as the ego to thwart the self’s thinking, to prohibit the self from viewing things in a positive fashion. When all situation is viewed in the negative stance, the self is unable to draw forth solution that is of profit to all; it is this that is the focus of this school of learning – solution that is of profit to all.

Focusing the self’s attention upon the heart enables the self to be positive, even in the presence of negativity. Focus upon the heart is a way of being, has become a way of being for the student who has begun to think differently. It is true that negativity continues to dominate, continues to overwhelm the self; however, the self has made the choice to be positive at all times - simply because the choice has been made does not mean that the student will be successful. Focusing upon the heart, feeling the heart, recognizing that the self has placed barrier around the heart and only the self can dismantle this barrier.

It is for the self to focus upon the heart, to determine the quality, the height and the thickness of the barrier. Can the heart truly be felt? Can the self breathe energy into the heart? Can you feel the constriction of the heart? Is it possible to destroy the barrier? Is the desire present to do so? Is the self willing to humble the self to all others? Is the self willing to be love at all times? Is the self prepared to destroy the thinking that demands defense and protection?

The heart has been encumbered, hidden from the view of the self in the belief that it will be safe and not be damaged, as long as the barrier is maintained, fortified, prohibiting the entry of others who are believed to be those that will damage the self. In truth, the heart has been barricaded - the self no longer capable of feeling, no longer capable of making connection to the mind. The self that is desirous of learning must destroy this barrier, repairing the connection between the heart and the mind, allowing communication to take place instantaneously so that choice is always available to the self. The heart that is connected to the mind sends forth its message – the message that can never be misinterpreted, for it comes from the feeling that has been earned from lessons that have been learned. It is the mind alone that currently prohibits choice for fear is utilized to encourage defense and protection of the self at all times. It is the negative approach that is encouraged by the lesson plan. The self’s safety, the self’s survival is primary.

The student that is vigilant to the thoughts is capable of manually connecting the heart with the mind, so that information can be sent to the mind to modify the negative view that is encouraged by the lesson plan – that which has been utilized as a basis for the programming of the mind. It is important for the student to recognize that the heart is no longer connected to the mind; this connection was severed early in the cycle of death and rebirth upon this planet. The connection can only be repaired by learning the lessons. It begins with a single thread, joined by another and another and another, with each lesson that is viewed utilizing both the mind and the heart, informing the self of that which is positive and that which is negative and then choosing that which is most appropriate for the self at this time.

It is the energies in the current lifetime, upon the death of the bodies belonging to the current self, that are then taken by the Teacher and stored within the astral body; it is indeed the astral body that responds in future lifetimes, invoking emotion so that the attention of the self is garnered if there are energies that reside within that require the attention of the self so that release may be achieved. It is during the recapitulation process that the Teacher draws forth all energies from the astral into the etheric and then into the physical body so that all energies, all lesson, may be revisited, may be understood by the student to the satisfaction of the Teacher before these energies are released. It is indeed the accumulation of energies by the consciousness that are examined during the recapitulation process; all failed lessons, all lessons that have been learned subsequent to the storage of these energies must now be revisited to make certain that the lesson has indeed been learned.

It is the energies stored within the astral body that fuel the lesson plan in subsequent lifetimes; release of energies prior to the lesson having been learned would result in the consciousness failing the lesson in future, thereby creating energies that will be stored in the current physical body until its demise, which would then be stored once again in the astral. The recapitulation process does not guarantee that the self will not be reattached to the lesson plan in the current or future lifetimes; it will always be the choice of the self to respond – I shall not say appropriately, for all that is chosen is appropriate for the self, is that which is most needed by the self. It is the Teacher’s duty to do all possible to make certain that the lesson has been learned prior to release of energies; this does not prohibit the future choice of the self to choose differently, thereby creating the energies, thereby engaging the cycle of lesson once again in future.

All humans provide service by playing the dark role or 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.

It is to have faith in the Teacher – to understand that the body is indeed primary and this is – indeed, my brother - realized by myself. Do you understand?

Sol: What do you mean when you say it is realized by yourself?

I mean my brother that I realize the very importance of your body – that you, as a consciousness, cannot remain here without the body. You have presented yourself to me as student and I have embraced you; as long as you are learning the lessons, the adjustments that are needed within the body will continue to occur.

It has been my honor to join this circle of seeking this day for the sharing of wisdom. I ask that each of you focus upon the heart, drawing forth the love that lies deeply within each of you, for the true Self resides deep within. Recognizing that the Self is capable of love unconditional, acceptance universal will guide you to do just that each time you are challenged by another, regardless of the confusion felt by the self, regardless of the response most desired by the ego, by the field – a response that ensures your failure. To be different means to embrace that the self is capable of being different; to use the time to access that which lies deep within the self, to feel it, to taste it, to experience it deeply, so that when the self is challenged, all the self need do is turn inward to the reservoir that springs eternal, boundless, for it is this that ensures that the lesson will be recognized, that the self will indeed learn. I am Osiris. I am love.

Patience – do you feel that you are a patient individual my brother Loereve?

Loereve: Not always no, some things I can have patience with and so many other things I do not. I’m not always sure when I will and when I won’t with the same circumstances.

My brother Sol An Ka – I invite you to answer the same query.

Sol: I am certainly not patient all of the time. I believe that over the years I have become more patient more of the time as I get older.

Or it could be stated that you have become less interested in the outcome. Do you agree?

Sol: That’s an interesting thought…that’s a very interesting thought…and yes, it’s true…now that you bring it forward. Thank you.

The unhealed human is impatient by nature. The mind, programmed to demand answer, to demand knowledge – that which is based in logic, so that the self may understand that which is being experienced, either by the self or another. To be impatient is to push, to demand the answer that is elusive; it is the lesson plan that demands answer before the lesson has been learned – indeed, before the lesson has been fully presented.

There does come a time in the relationship of the student and the Teacher wherein the student feels that answer is the only motivator for the self to continue forth upon the path to healing. The mind, supported by the emotional body, decides that knowledge must be had, that without it life has become unsatisfactory. The student is unwilling to embrace that the teacher does indeed understand all that is being experienced by the self but the plan must unfold based upon that which has been learned as well as that which has been failed. Patience is cultivated by one who recognizes that all must be recognized, all must be identified; in order to do so, one must be curious, questioning, willing to relive, to recant all that which has been experienced again and again and again, until the self draws forth that which lies within – the understanding of that which has been missed.

Loereve: When I think of impatience, there have been many times – the same situation comes up and I feel very, extremely impatient and other times I’m as patient as patient can be. My question is, why would there ever be a difference?

It is to recognize the employment of the positive or the negative lens my brother. When the self is focused negatively, the self is impatient; when the self understands the goal, understands that which need be accomplished, those steps that need be taken – patience is present.

The individual that finds the self suffering from impatience need take a step back and to become the objective observer, to recognize that irritation and frustration are present. Impatience is felt when the self feels that the self is not capable or that another is not capable. Observing the experience and making determination of that which is believed to be the focus – who is failing and why; having done so, the individual is capable of drawing forth knowledge or seeking the knowledge that is needed in order to satisfy the self’s ability to accomplish the tasking at hand. Irritation and frustration is the ground in which impatience walks upon, indicating to the self that knowledge is needed. Joining together with others is the solution each time impatience is experienced.

The goal of the teacher is to draw forth the attention of the student to the self. It is when the student is engaged or fearful that the self is unlikely to be seen clearly. To understand the self is to understand the self’s lesson plan. To recognize the behaviors, the characteristics that create the attitude, the signature, so to say, of the student – that which is easily recognized by others, that which is rarely seen by the self. To recognize the self must be desired, for it is a long and arduous journey, one where the self walks with the Teacher guiding, encouraging, oftentimes prodding the self to turn the view, the vision that is upon all others – to turn it upon the self as soon as the behavior has been identified in the other.

The student that fails to understand that the teacher asks questions in order to incite the student purposefully is the student that will begin to recognize the bile, the ire, the anger, the resentment, the hatred that rises up within the self each time the self is questioned by another. The Teacher that finds entry will continue to utilize this entry time after time after time, until the student recognizes the depth of emotion, the depth of negativity that has been provided with safe harbor by the self. To focus upon the teacher is to ensure failure for the self; this has been stated to this group many times. True understanding has yet to be achieved by the majority, for each continues to focus upon the teacher each time the self becomes engaged.

It is failure to focus upon the self that guarantees failure; rather, the student focused upon the teacher is incensed because the belief is that the teacher does not endorse the self, the teacher does not understand the self, the teacher misreads the self, the teacher bungled the lesson, the teacher does not know me ... because I have prohibited her from knowing all that is necessary, so that failure can be experienced again and again. For it is the inner self that has determined that this self shall go the route of all previous selves, that this self will be no more successful than all previous selves. It is the composite self that has experienced failure thousands upon thousands of times. It is the inner self, the composite self that is convinced that the self shall fail again. The memories are brought forth time after time after time to remind the current self that failure has been experienced each time the self has attempted to be different, to make change in the self’s life experience. Failure to understand that the self has failed to follow through, that the self has failed to cement the difference, to cement the learning, to truly understand the lesson, causes the self to fall victim to the voice that seeks failure once again.

Who are you? Who do you seek to become? Who have you been? Are you prepared to change the self permanently? These are the questions that the student need address each time the voice from within is heard encouraging the self to fail once again. I am Kuthumi. I am with you as I am with all consciousnesses upon this planet at this time. I seek to guide. I seek to teach.

It is important for the student to recognize that “all is as it should be” are not just words. When placed together, “All is as it should be” as a phrase, stated to the self as mantram, “All is as it should be” - it informs the self that no experience is happenstance, that the Teacher is indeed with the self, in this moment, that the self’s response is being monitored, that all that has been learned is being tested, that all that has been failed is being tested because the Teacher makes use of all that which is available to aid the student. The student that fails to see that which has been brought forth to teach the self is the student that fails time after time after time, recognizing that the Teacher endorses learning and steps back once the student has made clear the choice for the ego.

It is in the early stages of walking the path that the Teacher comes and goes, for the student comes and goes; the student’s focus is outward. When the student determines that progress is desired, the Teacher steps forth, calling lesson that will determine if the desire is true. Until the student has proven the self’s ability, the Teacher is not ever-present.

To understand the nature of learning one must focus the attention upon the self of the past, the self of the present and to begin to visualize the self of the future. Failure to do so results in lesson failure for unless the self sees the self of the past in the self of the present, the self of the future shall continue forth unimpeded. Learning the lesson means total integration of that which has been presented to the self; this means that challenge is presented – no thought, no care, nor concern is afforded to the challenge – the self immediately responds lovingly, of the light, dispelling negativity that may have been brought forth in order to test the self, allowing negativity to remain if the lesson is being provided to another.

Failure to recognize that all lesson presented to the self is necessary and need be welcomed – for it is the welcoming that provides the perspective that is needed in order for the student to see that which is truly being presented, that which the self need recognize, that which the self need then act upon. The typical student views lesson as challenge, views lesson as abhorrent, hating every moment of the presence of negativity, failing to see that the Teacher has called forth energies that have been created by the self and stored within the body for myriad reason - to enable the self to learn the lesson, to understand the experiences that came prior, and to then release the energies that were created by the self when the same lesson was failed previously.

The presence of negativity – negativity on the surface of the body, negativity within the body itself – should be cause for celebration, for the self can state quite clearly, “I feel these energies, the denseness…I can almost see it – they are oppressive, they cause my body to tighten, to ache, to swell, to malfunction. It is with great joy that I welcome their presence; for I see opportunity is at hand to learn and then to release these energies, so that no further damage may be experienced by my body. It is this perspective that I seek to instill in each of you, to recognize that the presence of negativity represents opportunity to the self to be different, to learn, so that understanding may be accomplished and then shared with others to aid and to ease another’s journey, as service, repaying the Teacher for the assistance provided to the self.

The student who walks the path to healing begins this path focused outwardly the majority of the self’s waking hours. As the self becomes more dedicated to knowing and to healing the self the focus begins to turn inward, until the majority of the self’s time is recognizing and identifying lesson presentation by focusing inward. The self that continues to seek outwardly, to state that the goal of the self is to learn so that the self can teach, is one that will continue to fail to focus appropriately when the opportunity is provided to be different. It is a slight shift in attitude that need be experienced by the student – that which speaks of selfishness to many is that which ensures success for the student of the self - to be focused upon the self so that the self may learn. Recognizing that the self may never provide teaching to another is important.

I am Osiris. I am love. It is my counsel to each of you to focus upon the self at all times. “What does this lesson mean to me? What am I to be learning? How should I be responding? How am I failing? How can I be different?” It has been my honor to be with you this day.

The goal of the student who walks the path to healing is to learn the lessons, to change the behaviors, to instill, to embed the behaviors deep within, to change the self’s thinking, the core belief system from one of self-doubt, mistrust, dislike, not-love to one of love, trust, faith, hope, for when these are a part of the core belief system, the lesson plan is readily integrated and cast aside, thereby enabling service for the balance of the lifetime. To love the self, to love all others is easily accomplished once the self begins to recognize the lessons.

How does the student pursue the path to become the true self when the true self is unknown to the self?

It is indeed learning the lessons, freeing the self from the burden of the lesson plan, changing the DNA encodements that demand that lesson continue to be called forth for the self. Recognizing the self’s lesson plan, recognizing the self’s desire to be love is necessary for the student who walks the path to healing.

The path to healing turns left turns right. The self finds the self at a dead end frequently, necessitating that the student turn around and retrace the steps, to find the passage that was missed when lesson was presented. Failure to recognize the lesson, failure to turn the attention to the lesson sufficiently results in the student continuing forth to find the self at a dead end – one that necessitates retracing of the steps, one that results in lost time, misspent energies; for the Teacher must recreate the lesson once again and if the student chooses to ignore, to cast aside the lesson again and again – it is the Teacher that often determines that the student has chosen not to learn at this time. Prior to the student being placed firmly upon the path many, many lessons are provided to the self; the self that addresses each lesson fully, completely, is the student that indicates to the inner Teacher that the self is serious when stating the desire to know and to heal the self in this lifetime.

The student who walks the path to healing often loses perspective, for experience - myriad painful experience - has been garnered. The self who may have viewed the self positively when starting the journey now views the self negatively, ever fearful that the ego dominates, ever fearful that the true self has yet to surface. It is critical for the student to survey the journey periodically, to see the self, to see who the self was, to see who the self has become and to think about the self’s goals that will cause the self to become something other than who the self currently is.

Who are you becoming? This question is frequently asked by the Teacher to determine if the student is cognizant that the self has changed and the self continues to change with each lesson that is presented, recognized and integrated. As the self learns, the Teacher is able to release energies from within the bodies that have previously restricted the self’s ability to learn; the self’s ability to experience spiritually has also been hampered by the presence of these energies. It is important for each student to realize that the spiritual experience is limited for one as long as negativity is endorsed; indeed, the spiritual experience is oftentimes limited for the student once the Teacher has stepped forth and is present at all times. Why would this be true? Why would the Teacher limit the student’s experiences spiritually?

When first beginning to walk the path to healing, the student is provided only with those behaviors, those characters, those past life experiences that appear to be negative. It is important to understand that negative is a connotation given to an experience that has yet to be understood by the self; for the self that has learned views all experiences equally - to see that the self as murderer was in fact the self as savior in subsequent lifetimes. Recognizing that all things must be experienced while the self remains upon the wheel that demands the cycle of death and rebirth enables the self to embrace all experience equally.