Teachings - Programming
It is important to understand terminology – integration: integration of the physical and the emotional body, integration of the physical, the emotional and the mental body, integration of the mental and the physical, integration of the mental and the emotional. This is what we seek when we speak of integration of the bodies – that the physical body work with the emotional body, the emotional body work with the mental body, the mental with the emotional, the mental with the physical, for they are all programmed to draw forth the lesson plan uniquely, each standing alone, each functioning to bring forth the lesson as demanded by the lesson plan selected by the inner Teacher for the student. It is as the student begins to learn, as the student begins to modify the self’s behaviors, as the student embraces wholeheartedly that each body is indeed programmed to respond in a particular fashion – it is then that the student can begin to step back, choosing more appropriately and allowing the bodies to function as they will, once the programming yoke has been discarded. The human body has been created to function in unity, for if the body, the physical body, fails to work with other components, the body would rapidly decline and become less than viable in short order.
It is to recognize that the self determines when the physical body, the emotional and the mental bodies, can begin to function cooperatively together; when the mental body stops amplifying the messages, when the emotional body stops creating confusion, when the physical body starts to inform the self more reliably of that which is needed. In order to do so, the self need step forth and state, “I seek understanding of each body. I seek understanding of the programming that prohibits the bodies from operating independent of the lesson plan. I embrace that the lesson plan is the cause of upset, of discomfort, of failure to recognize, failure to understand who I am not.” Failure to recognize the lesson plan provides permission to the inner Teacher to continue to draw forth to the self those individuals that will provide example, experience that is needed, in order for the self to see the self more clearly.
The experience of negative emotion – humiliation, embarrassment, anger, depression – indicates that the self, the unhealed self, has yet to truly understand that which has been presented to the self, for all of these responses are those belonging to the ego. It is the ego that protects; it is the ego that defends. The ego merely consists of negative energies that are a part of each body belonging to the human; it represents those unhealed portions of each body – each body will continue to cry out in a negative fashion until the lesson has been learned, for each body is programmed to respond in a particular fashion until awareness has been awakened for the self, until response favorable – that which could be regarded as positive or that belonging to the light – is made by the self automatically.
It is important for each student to embrace the self, for no other can embrace you as you can embrace the self; in fact, no other can embrace you the way the self needs to be embraced, until the self embraces the self completely. To think that another can complete you is the mistake made by the bulk of humanity – to think that it is another’s love that completes the self, that brings value to the self that was not felt prior to being loved by another. To embrace the self means to recognize the self’s lesson plan, to understand that the self is indeed programmed and that the DNA encodements maintain the connection to the lower fields of consciousness for the self throughout the lifetime, unless awareness is evoked, unless different behaviors are chosen when the self is challenged. My brother Sol An Ka – do you feel that you embrace the self wholeheartedly?
Sol: Not entirely yet – no, but I’m getting there.
How so my brother?
Sol: How so am I getting there or how so am I not entirely?
Yes, my brother. [All laughed in response]
Sol: Well, as to the ‘not entirely’ – I still judge, I still get engaged and there are times that I get down on myself, so that’s the first part. The second part is what am I doing about that? I am committed to loving myself unconditionally and I’m building my will and my awareness to do so. Those I think seem to be the two best tools. That’s my response.
To understand my brother, that embracement does not mean that the self has healed the self completely; embracement simply means that the self recognizes that the self is indeed tied to the lesson plan and failure is often encountered due to the lack of awareness invested by the self. It is to embrace the self that I seek for each of you – to wrap the arms tightly about the self, to hold the self lovingly, particularly when the self is failing. It is to soften, to be kind and gentle with the self, to draw forth the intention - the desire of the self to learn, to know, to heal the self - recognizing that failure need not result in judgment, nor damaged feelings - recrimination need be aborted as soon as it is recognized, for it does not aid one in creating awareness in future; rather, it creates bitterness, resentment – energies that need be dealt with in future. Do you understand my brother?
Sol: Yes I do – thank you.
It is to seek comfort from your mate – to ask for the warmth of a hug, to seek counsel immediately; for the time passage remains great still my brother. Why?
Sol: That’s an excellent question. I think there’s two parts to it. One is I still continue to think that I can do it by myself and kind of in the second part, which is sort of related to the first, is that I don’t want to bother her.
Wanting to do it yourself is urged by the ego, is it not my brother?
Sol: Yes it is
And do you believe that the ego is at the source of the belief that Te' Auna is too busy to aid you?
Sol: Yes
And so, you choose the words of the ego over the words of myself, over the encouragement received from Te' Auna?
Sol: Yes
Then choice has been made and choice shall be honored.
All that has been exhibited by the self is in response to the lesson plan and the self’s failure to choose for the self, for regardless of the regret felt by the self for the self’s behavior of the past, if the self continues to fail to choose, the behavior will be repeated in the future. Do all understand that the lesson plan forbids choice? Failure to embrace that the self automatically responds based upon the self’s programming - that which has been encoded within the DNA - results in failure for the student time after time after time. The Teacher can continue to tell the student that it is the programming, it is the automatic response, but the student prefers to listen to the ego which says, “No. No. I have chosen for my self. It is not the lesson plan for me. I am not programmed. I refute anyone that says that I respond automatically, for I spend a considerable amount of time thinking, prior to responding.” The self fails to recognize that it is not the lapse of time that indicates that choice has been made - it is the recognition that choice is available, understanding the choices that are available to the self, never choosing those that belong to the lesson plan. For the self who has embraced that the self is indeed programmed, is indeed burdened by the lesson plan, recognizes that choice is prohibited unless awareness is present.
The passage of time wherein the mind is left to it’s own devices is filled with thought, words tumbling about endlessly in the mind - seeker of knowledge, seeker to provide knowledge to others. It is the mind that seeks activity, that seeks knowledge actively, urging the self to pursue that which will fill the databank. Silence is not desired by the mind, for the mind is incapable…yes, the mind is incapable of work stoppage. It continues to function, for it is providing signal to the self, message to the self at all times – the condition of the body, reporting the environment – the atmosphere to the self, raising the alarm, or simply implying to the self that all is well…all systems are functioning; the self may pursue that which the self is most desirous of pursuing. It is when the self turns to the mind that the mind is activated. The thinking now noted by the self, termed as conscious versus unconscious – this thinking may be different and it may be exactly that which is being provided unconsciously to the self, for the mind has been programmed to inform the self of who the self is.
The student that begins to recognize the programming, that begins to hear the thoughts consciously that are being stated at all times, reinforcing the lesson plan behaviors and characteristics at all times - it is when the student begins to abort this chant – to tell the mind that that is not who the self is after all, that the self is desirous of disengaging these behaviors – that the mind begins to draw forth that which lies within…all that which remains unresolved, that was put away in the drawer minutes, hours, days, weeks, months, years previous because the experience represented a portion of the lesson plan failed. The mind was unable to report this failure, for it is programmed to only draw forth this data when questioned by the self directly, “Is it true that I am self-righteous? Please show me example. Is it true that I diminish others? Is it true that I refuse the assistance of others? Is it true that I blame? Is it true that I separate? Show me examples.” It is then that the mind opens the filing cabinet and the examples come tumbling forth, proving to the self that the self has indeed exhibited all behaviors, all characteristics of the lesson plan; for all have been encoded within the DNA and cannot be escaped until the self awakens, recognizes the behaviors and consciously chooses to be different.
To recognize that the self’s understanding of that which is most important to the self’s progress is tenuous at best is important for the student who walks the path to healing. It is to open the self to the Teacher, to focus upon the lessons that are being brought forth to the self and to ask, “What does this lesson represent to me – why do I continue to fail this lesson, time after time after time?” Survey, close scrutiny will likely return to the self the answer – that it is the mind that has focused the attention elsewhere; the mind is focused on what the mind seeks to understand – not what the Teacher has brought forth. I stated in a previous teaching the mind is programmed to avoid all discussion, all scrutiny, all review of the lesson plan; rather, recognition is made of the lesson – if the self fails to question the mind directly, the mind files it away, placing it in the cabinet, locking the drawer, waiting for the next and the next and the next lesson to be presented, which will then be added to the drawer, until the drawer is overstuffed – the drawer will no longer close and now the self must address the lesson directly with the mind.
The student that seeks to be a good student is a student that focuses on knowledge, garnering knowledge from all avenues, drawing it in, sorting it, sifting through it, trying to determine that which is most important to the self. The mind focuses on that which it finds to be of greatest interest – of course the mind seeks the topics that are unsolvable, it is ravenous for knowledge, it is most desirous of those things, those riddles that can fuel pursuit for many, many years – oftentimes, the lifetime is focused, pursuing the single topic that the mind has determined is critical to the self’s development. The mind is programmed for distraction, for the mind is in constant, constant, constant motion – constant action, constant processing; even when the self believes that the mind has been stilled, the mind of course has not been stilled – it is simply providing the self with the impression that all activity has abated.
The point of this teaching, my students, was to inform each of you that you do not know what is most important to you at this time. Those who present the self with open heart and open mind and a willingness to observe, to review, to provide scrutiny to all that which is presented by the Teacher – it is these that shall succeed. Those who determine what the issue is for the self at this time are those that will pursue the mind’s lead - to seek here, to seek there, to look at this, to look at that – never, in fact, gaining the open mind, the open heart that was pledged to the Teacher.
The mind as interpreter is complex, for the mind is indeed programmed to approach an issue from either the logical or the abstract point of view; those who think abstractly are also able to think logically - those who think logically must work very diligently to think abstractly. Abstract thinking simply means that the self is able to approach a situation without knowledge within the knowledge bank that is accessed by the mind to draw forth comparison, to weigh the data to determine the course of action to be taken by the self. An abstract thinker is never in need of previous experience; rather, the self can look at the situation and clearly determine what need be accessed in order to arrive at conclusion.
It is important for the student with the logical mind - of which there are three present - to understand that the self is restricting the self when previous experience is accessed exclusively, in order to determine the course of action to be taken by the self; it is to recognize that there are other courses of action to be taken. Often the student who walks the path to healing looks at the conclusions, the decisions made in the past and decides “Ah! I should have done the direct opposite”- without understanding that the opposite is also erroneous. Failure of course is experienced and then the self is truly at odds, “How should I have responded, I have tried both ways.” It is the abstract thinker that realizes there is more than two choices, there is something in the middle, between the two.
To think abstractly one need question others - to seek solution from others, to purposefully seek solution that the self has not experienced for the self previously. The individual that thinks logically is one that automatically discards solution offered by another that has never been experienced by the self, for the mind states, “that will never work for me.” The mind is unwilling to try new things, new courses of action, for the mind is programmed to respond in a particular fashion; that fashion, of course, has been experienced previously by the mind. All other courses of action are quickly and readily discarded. If the self is not vigilant to the machinations of the mind, other choices are quickly removed from the self’s field so that consideration - rightful consideration - is never afforded the solution that has yet to be experienced by the self.
Who do you think you are? This phrase is used by those who are desirous of placing another into what could be referred to as combat mode, for it questions the other as to who they believe they are. The question is asked, however erroneously, by stating, “Who do you think you are?” The teachings that have been provided that explain the workings of the mind, how the mind approaches information, how the mind responds – we shall be focused upon how the mind responds at this time for this teaching. I shall begin by saying once again that the mind is programmed to draw forth the lesson plan selected for the consciousness in the current lifetime. The responses available to the self that remains unaware are all negative – all those that reside within the lesson plan. These behaviors and characteristics are embedded within the DNA, the responses drawn forth early in the lifetime, typically in the very early childhood, where the child learns how to respond to stress, to trauma, to disappointment.
As an adult the lesson plan is well oiled, the groove has been primed, so to say, by the thousands of responses that have already been experienced by the individual prior to understanding the lesson plan. The self is unaware. Unless the self is sensitive, the ego is able to convince the self that the self’s response is exactly that which is needed - it is in fact all that could have been done; it was so immediate, of course it was appropriate – “I didn’t even think about it” is oft stated. Unfortunately most humans believe that not thinking about the response indicates the rightness of that response; this, of course, is highly erroneous. The programming of the mind relies upon the individual who fails to think, for the response is automatic; it requires no thinking, it requires no acquiescence - the self simply responds, having already chosen the preferred method of response early in the lifetime.
All of these automatic responses have been programmed and belong to either the physical, the mental, or the emotional body consciousnesses; each body performs to perfection, never failing to provide that which is demanded by the lesson plan. The self, alone, by becoming aware, by choosing to abort the automatic response, can change this.
Much counsel has been provided to each student in the preceding weeks. It is important that each survey that which has been provided to the self, determining if the self has focused the attention upon that which has been brought forth – that which is most important, as seen by myself. For the ego seeks to distract the self, seeks to place the focus upon that which is unimportant at this time; it is the ego’s goal to lengthen the time period needed to learn, to truly understand the lessons, to integrate that which has been experienced. The mind seeks data and is rarely satisfied with that which has been received; it always seeks more for it is ravenous - it is programmed to seek more until the self recognizes that the self has all that the self needs, that the Teacher will provide more when it is believed to be necessary and not a moment before. It is to understand that the ego, the mind, chooses that which attracts the self, that which draws the attention, that which distracts the self; for the mind is programmed to avoid all that which touches upon the lesson plan belonging to the self. It is typically the lesson plan of another that attracts the self; it is to maintain focus upon the self, to disallow the wanderings of the mind.
Recognition of the self’s lesson plan is thwarted by the mind that is programmed to prohibit focus, that is programmed to provide distraction, that is programmed to believe that solution has been found well before bedrock has been struck. The student that is diligent, committed, and willing to suffer believes that the self is doing all possible to pursue the self’s healing; the majority of the self’s time is given over to studies, to focus upon the self, and the Teacher begins to draw forth darkness from within – those experiences that have resulted in failure due to the self’s inability to understand that which has been brought forth.
The mind loves data, loves knowledge, and the lesson plan is further fodder – that which can be studied, cemented, so that the self is capable of regurgitating all that which is a component of the self’s lesson plan. The mind keeps all data, all knowledge at the level of the mind. The emotional body struggles to draw forth emotion; oftentimes, uncontrollably so, resulting in damage to the self and the self’s ability to learn from that which has been revealed. It is the mental body - the mind - that amplifies the emotion by convincing the self that the self has indeed suffered greatly, that the self has indeed been damaged, that the self has been treated unjustly, that justice will never be available to the self - that the self cannot accomplish or that the self will most assuredly accomplish. The mind has many tricks and all are employed by the Teacher in order to teach the student to begin to recognize the machinations of the bodies – the mental at the top of the tier, [followed by] the emotional and the physical; the mental is at the top of the tier due to its ability to amplify the response of the emotional and the physical bodies to testing – amplifying pain, amplifying emotion, amplifying need, want or desire.
The self that fails to recognize that the mind is by far the most powerful of all bodies is the self that will fall victim to this most capable body - one that convinces the self that the self is incapable or the one that convinces the self that the self is the most capable; as each are aware, it is the middle ground in between that will be proven to be legitimate.
Do you understand…that it is the mind that weighs all things and arrives at conclusion? Do you understand…that it is the emotional body that feels what is most appropriate for the self?
It is for all to recognize that the lesson plan is controlled through the mental body – the mind has been programmed to ensure that all experiences needed shall indeed be experienced, shall indeed be garnered, whether in reality or through illusion. It should not be difficult for anyone present to understand that much of what is experienced by the self is illusory. If the self has ever been falsely accused of the self’s desire, of the self’s aim by another, the self can readily see how another can mistake the actions of the self. Although most are capable of this recognition, most fail to see that the self has quite likely mistaken the actions of others and qualified them as damaging to the self – purposefully; this is not a mistake, for the mental body has ensured that that which was needed has now been experienced. Drawing forth this recognition should ease the difficulty with which the self reviews the self’s past and those players who have seemingly damaged the self, for much of what has been experienced by the bulk of humanity has merely been a trick of the mind. Do all understand my words?
It is to recognize that the self believes “It’s about me.” It is this that the mind uses to convince the self that it is indeed about the self.
It is to understand that the connection of the heart is merely the thought of love – to be love, to be different. For the human, the heart represents emotion, it represents love; it is the very symbol that comes to mind for the majority when the word love is spoken – the picture of the heart. It is to recognize that it is the mind that chooses, it is the mind that has been programmed, it is the mind that need be reprogrammed, informed by the self of the behavior that is most desired by the self whenever opportunity presents in future. Recognition that emotion often clouds the issue need be made by the self, for if the self is unprepared for the energies that are drawn forth by the inner Teacher, failure will be experienced again and again. It is the self that decides; that to be love, to be loving, to be willing, to be humble – that these attitudes have been informed through the heart in order to reprogram the mind. It is indeed the mind that responds. It is the self that intervenes but only if the self is aware, only if the self has chosen prior to lesson presentation to be different, to respond differently.
Recognition that all bodies have been programmed need be made by all students who walk the path to healing; each body, programmed to respond with particular behaviors, maintaining particular characteristics, promising particular results. The self that steps in to eliminate the behaviors, to modify or eliminate completely the characteristics, alters the outcome, changes the programming to that which is desired most by the self. The student that fails to study the self, the student that fails to understand the self’s lesson plan is the student that encounters stasis frequently upon the path.
It is the mind that speaks. It is the self that listens. The mind has been programmed to draw forth example to the student of that which has been, and is being, experienced by the self. The student that fails to recognize the self in all that is being experienced is the student that is currently failing. The self is available to the self so that the self may be seen clearly at all times. It is the lesson plan, it is the mind, it is the view of the student, the attitude, the way of being, the way of seeing all things through the lesson plan. It is for the self to determine which lesson plan is most dominant at this moment, for the Teacher draws forth that which is needed to provide illustration of each lesson plan in bold strokes, for subtlety is lost upon the student. That which makes an impression upon the self, that which draws forth deep emotion of kinship, caring, anger, hatred – it is these emotions that indicate to the self, “I am seeing myself in this moment.” Review of the lesson plan will aid the self in determining the lesson that is currently being focused upon by the Teacher.
It is when the student first enters the path to healing that the health of the body begins to become more noticeable; previously, the body was ignored, driven – the mind and the emotion overruling the physicality. The physical body has been programmed to provide the individual with the lessons that are needed for the lifetime; the mental body, and the emotional bodies are impacted by this programming. The mental body interprets pain signals, as well as a variety of addictive signals; the emotional body responds to the pain, to the addiction. The lesson plans draw upon these energies to bring forth lesson to the student. Once the student begins to walk the path to healing, greater focus is placed upon the body, for the Teacher will focus here first. The typical student has an unhealthy body for abuse is quite likely to have been encountered – abuse of the self; this abuse has damaged the physical body and the Teacher attempts to do all possible to bring balance to the body so that the student may focus all energies towards learning, versus the expenditure of energy to manage pain or to feel concern about the self’s ability to remain here until the lessons have been learned.
I am Osiris. I am the Teacher that draws forth lesson for those students who seek such. The bodies are programmed to draw forth lesson and they shall do so throughout the lifetime. The student that is earnest, the student that has prayed, the student that has suffered is awarded with my presence and the lessons are brought more rapidly. Only the strong survive, only the strong of will, of temperament, of desire succeed.
The final teaching this day shall address the student’s ability to see the self. Suffice it to say that the majority of students are unable to do so without the direct assistance of one who is pursuing the path that will return the self to its original state of divinity. It is important to understand that the majority of humanity is upon this path; the majority of humanity believes the self to be good, to be upon a worthy path – one that is more love than darkness. However, it is indeed the majority of humanity that seeks outward for answer whenever lesson is experienced; this seeking is typically performed from a negative stance. The experience provided to another is typically jaded, skewed, presenting a picture that informs the other that the self has been damaged, that the self was unworthy of such treatment, that the self is indeed victim. This is then endorsed by the other, for it is believed that to be in close relationship with another, that the other is always endorsed, the other’s side always taken, the other’s way of being always defended. This is the view of the ego, “If you love me you are with me. If you love me, you support me. If you love me, you agree with me on all things. To tell me that I was wrong is unwelcome” - and, with some lesson plans, cause for the irreparable damage done to the relationship; for most selves, most individuals, are not interested in truth – they are interested in winning, they are interested in competition, they are interested in being proven as better than.
How is the self that is damaged by another better than the other, you say? How is the self that is damaged by another better than the other, you say? Well, of course, the answer is that the self would never treat another the way that the self has been treated. The self has determined that the self is better than others. When the self is informing another of another’s behavior, the self restates the behavior of the other, so that the self appears to be more damaged, so that the self appears to be the victim, so that the self’s culpability appears to be nominal or non-existent. This is all so that the self can appear to be better than the other. The self appears to be better than the other because the self would proclaim loudly to all that will listen that the self would never behave in such a way.
It is important for all students to recognize that to diminish another by speaking of them incorrectly, dishonestly, brings karma to the self in future – that the self will be falsely accused, that the self will be negatively spoken of, unjustly, due to the actions of the self. It is competition that drives the self to diminish another, particularly one who has threatened the self, whose halo shines more brightly than that belonging to the self. It is to speak honestly of the self. It is to speak honestly of another. It is to convey that which has been experienced honestly and if the self is unable to do so, to not speak of it at all. The garnering of karma is mandatory in these situations, for the image of another has been damaged, due to the self’s activities.
To understand karma is to understand the self – the mind, the emotions, the physical bodies are all in need of lesson; all are programmed to draw forth that which is needed to teach the consciousness…indeed, the consciousnesses, housed within. It is important to remember that there are no mistakes, that that which is experienced by the self, that that which is experienced by another was indeed planned, was indeed necessary, was indeed scheduled - if not today, next week, next month, next year, next lifetime. Those who question the experiences of the self by bemoaning the experience, by wailing, gnashing of the teeth, causing great distress for the self as well as those around the self, are those who do not understand karma, are those who do not understand their purpose for being in this dimension, are those that will fail again and again and again.