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

Recognition of the self is critical to the student that has decided that the life experience of the self is unfavorable, that pleasure has become an experience rare - and yet the student is cognizant that the path has never promised pleasure - and so, the desire is repressed quite naturally by one who is dedicated, by one who is committed to learning. The Teacher must stand back and allow the student to flounder, challenging the student with amplified desires through suggestion. That is the Teacher’s duty – to draw forth that which lies within the student, that which informs the self of that which is most desired, that which is most important to the self at this time. If the student fails to recognize that the desire has been imposed, implanted, nurtured, watered by the Teacher, the student no doubt will begin to flounder; for that which is not truly desired by the self, yet has become most desired by the self, is rarely understood.

The student seeks to please the Teacher and will do all that which has been requested; yet, deep within, the self does not understand why the self has been asked to do so. It is so that the student can understand the self’s desires, so that the student can begin to observe that there is desire – what does the desire feel like? And when I repress the desire, where does it go? How does that feel? To feel is the goal. The Teacher begins by depriving the student, for deprivation causes the self to begin to focus upon the self; often the student is already focused completely upon the self but there are those rare situations when the student is focused externally, [who] willingly gives up whatever is asked by the Teacher to be withheld. It is this student that is most difficult to teach, for this student has forgotten how to feel; rather, they are more focused upon others – what another feels.

It is February the 12th, 2012. It is the four of us and we are going to focus upon the line energies of Shame. Shame - it’s a disgusting, vile lesson plan. [All laugh.]

Student: Nothing like a metaphorical teaching.

It is probably one of the most dreaded lesson plans because it seeks to damage. It is provided to those who have struggled to vocalize what the self thinks, what the self feels in previous lifetimes. It is the lesson plan that teaches the student how to be present physically and how to inflict damage emotionally. The positive aspects of Shame can be drawn from the opposites just mentioned; it allows the individual to get the energies outside of the body because all is vocalized. If it is thought, if it is believed, it will be imposed upon another and the other will be tested severely by the student with Shame to stand up for the self, to say “No thank you” to the offerings and to continue forth to be the self even though the force of will of the other is extraordinary.

It’s a great service that is provided by those students of Shame. It’s important to recognize that the student of Shame rarely has major physical maladies due to energies being maintained within the body, until the student steps forth and takes the hand of the Teacher, seeking to walk the path once again. This isn’t to say that there are no physical problems; it is to say that they are typically not severe in nature because the student has eliminated these energies, they have spent them, they have spewed them, they have shared them - they have gotten them outside of the self’s bodies.

To recognize the qualities of Shame is to survey the other. It’s to ask the self the questions: “Are they attempting to damage me? Do I feel that they go for the jugular? Have I exposed my weakness or did they expose my weakness? Do I feel that their attention is unjustified? Do I feel them scratching at my door to learn more about me privately so that it can be used in future against me?”

It is to recognize the difference in quality – the reason why the other seeks the self’s company. If the lesson plan is Denial, it is to garner information, the seeking of knowledge that the self can provide; similar reasons exist for Separation. Repression is not typically drawn to the lesson plan of Shame for information; there is an easy friendship, an easy relationship can be enjoyed, for Shame recognizes Repression and Repression recognizes the accelerated energies of Shame and is wise enough to steer clear of controversy. Guilt and Rejection are the victims often for the student with the lesson plan of Shame. Rejection must learn to stand on the own two feet, to be the self at all cost – the self that is unconditional love. Shame feeds the victim that belongs to Guilt, providing it with ample ammunition in future, telling others how the self has been victimized, how the self has been damaged, to garner the sympathy of others, for it is fuel to the victim.

Yourself (Sol) and Te' Auna have each been presented with this lesson (proselytizing). Each of you have failed spectacularly throughout this lifetime, until recently when both have begun to recognize that the spiritual journey is not for all – not because the self is special, not because others have not earned that which the self has earned – but because choice need be safeguarded at all cost.

It is to share with others the journey of the self, without building up or tearing down the journey that has been chosen. It is to inform the other that the self has found that which is most important to the self without question and that much has been learned upon the journey that would be of little to no value to another who has yet to desire the same. All is fantastical; all is illusion to one who has yet to awaken. It is to speak with chagrin at the self’s journey and to provide that which is felt to be wisdom to the other with open heart and open mind, allowing the other to choose for the self, leaving the door open should the other ever be desirous of walking through it and seeking assistance from one who has journeyed farther than the self.

It is important to recognize the accomplishments of the self. Proselytizing has come to an end for both you and Te' Auna; it is a welcome end to a lesson that has brought much pain, yet tremendous growth to each.