Teachings - Seeking Assistance
Recognizing the self, recognizing the characters that are resident within the self – would you say that this is critical to your path my brother Sol An Ka?
Sol: Yes, absolutely
My sister (student)?
Student: Yes, absolutely
My brother Loereve?
Loereve: Yes and I’ve been noticing that more often these days.
Recognizing the characters by providing them with label, by informing those around the self of the label assigned, by seeking the assistance of all those who are willing to provide such to the self whenever the character is glimpsed, so that the self may address the character directly, so that the self’s voice may become louder than the voice of the character.
It is the exuding of confidence that is rarely felt by the individual. It is to recognize that the character steps forth. It is to inform those around you, “I have this confident character – it’s false…it does not truly belong to me…it is not how I feel, other than in very rare moments. The rest of the time I am very uncertain. I am in need of assistance. I need the love and support of those around me, for the choices are myriad. It is impossible for me to keep up alone. I need the assistance of others, for these consciousnesses for which I have embraced responsibility will challenge me every day until I have learned this lesson. Do you understand what I am …
Guest: I think that’s the really hard part…is that I do understand. I understand the importance of community; I understand the importance of assistance …I don’t know why I can’t ask for it when I need it.
It is the first, the second, the third, the fourth, the fifth, the sixth, the tenth, the twentieth time that the words are choked off in the throat my sister – the twenty-first, twenty-second, twenty-third, twenty-fourth – maybe the thirtieth, the fortieth, the fiftieth time that the words will flow smoothly, coming forth from the self to state, “I am uncertain…I need assistance.” Do you understand?
Guest: Yes
It is to try stating the words to the self, using them as a mantram, “I need assistance. I shall seek it from any who are brought before me whom I believe can aid me.” It is to ask the question with a smile, to be warm, “I need assistance. I am struggling mightily. I seek to do my best but I find it to be impossible to be successful without assistance.” Do you understand?
Guest: Yes
Hiding the self’s pain, the self’s uncertainty is a heavy burden my sister.
Guest: Yes
It is my honor to assist you. Are there further queries?
Guest: No, thank you.
It is for all students to understand that those standing opposite the self that are exuding confidence – it is rare that this confidence is real; it is rather a frequent experience that the façade can be cracked and broken with a well-placed word or phrase. It is the duty of all consciousnesses to challenge those who appear to be confident, to either strengthen the confidence if it is genuine or to destroy the façade, informing the student that it is time to step forth and to seek true confidence by learning.
It is important for the parent to speak to the child truthfully, sharing with the child the struggle of the self, making it known to the child that the parent also makes mistakes and that the parent is desirous of being different and is in need of the assistance of all those surrounding the self. It is the example that the parent sets when assistance is provided to the self - if they welcome it, if they embrace the suggestion, if they make known that the self was quite likely responding inappropriately and should look at alternative ways of responding in future, providing apology, discussing the self’s behavior openly - that makes it possible for the child to do the same. Speaking honestly, wholly from the heart, informs the child that feeling, sensing that the self’s response was appropriate or inappropriate, is important.
To be love is the goal. As previously stated, perfection is not expected; choice, however, is. The student that fails to choose, that fails to understand the choice that is available to the self, is the student that continues to stumble, regardless of the words utilized to inform others of the self’s desire to know and to heal the self. Recognizing the self’s pattern, recognizing the failures of the self, redoubling the efforts to identify these behaviors, these characters, the moment that they appear in future, for remedy has been pre-planned; the self is aware of how the self will respond the next time the behavior, the character appears. Failure to understand that choice has been circumvented through the automatic selection of the lesson plan results in the student’s inability to recognize that which has been responsible for many, many lesson failures in the current, as well as previous lifetimes. It is indeed for the student to survey the self’s pattern to determine from whence the behaviors derive and if the self is unable to pinpoint these behaviors within the self’s pattern, to seek assistance from another, for often the self is blind to the self, for often the self is unable to discern subtleties in the behaviors employed that speak to particular lesson.
It is the self that decides to listen; it is, of course, the characters, the composite self, that convince the self to ignore, to dismiss all things that could aid the self. Getting inside is the goal of the Teacher, inside that circle of defense, that circle of protection – the wall that says, “No one enters here but myself and I, too, rarely enter to reveal that which lies within.” The typical student ignores the characters, the composite self, whenever the behavior is unfavorable to the self. The story is told, “I seek to be different. I understand that I don’t always behave appropriately but the majority of the time I do. It is not possible to be perfect – it is not even my desire to be perfect.” Therefore, that which lies within continues to undermine the desire that has been spoken by the self. It is important to allow others entry and to then follow the other inside the self, to survey that which lies within, to ask the other to aid the self to see the self; to know the self from another’s perspective is vital to the student’s progress upon the path to healing. Failure to embrace the words of another, failure to review the behaviors of the self completely, results in a failure to choose in the current lifetime. Choice is the goal of all consciousnesses that incarnate in this dimension.
Understanding the mind is the desire of most students. Recognition that the mind often does not wish to be understood need be made, for the student who continues to pursue understanding prior to adopting corrective measures is one who often is dominated by the ego. It is to seek guidance from the inner Teacher that is suggested when one is attempting to unseat the ruler called ego.
I should like for you to share whatever is uppermost my sister; for what you have shared at this time has not enlightened anyone listening; it has merely provided us with your analysis – that does not inform - for it is your analysis that could be faulty. How can anyone question your analysis when they have no base data to go upon?
Student: I understand
When you seek assistance my sister, you seek to provide others with your analysis, with your overview and then you ask for assistance; the ego is fairly begging for another to say that you were wrong so that the defenses and the protectiveness fields are erected. When you provide information, then others can provide you with true assistance. It is when you provide analysis and then another questions you and dishonest answer is used to deflect that which is being offered - it is this that does not serve you.
As negative energies are released from the bodies, quieting of the mind becomes far more likely; it is for the student to satisfy the self with a few moments of restive thinking, of peace, listening to the music that the self finds opens the heart and to recognize that it is the ego that speaks to the self until the majority of the lessons have been learned. The ego, the unhealed portion of the self – it merely reiterates the story that has been constructed by the self again and again and again, until the story has been addressed directly, until it has been revealed as false, until the new story has been written. Failure to pay attention to that which is being stated within the mind ensures that these thoughtforms shall remain; all things need be addressed – all things need be addressed directly. If the self cannot resolve that which is being stated to the self, the physical teacher need be engaged to assist the self. It is important for each to seek outwardly for assistance.
Humility is the antidote for one who detects an overabundance of faith in the self; one who believes in the self, one who relies strictly upon the self is one that has fallen victim to the lesson plan of either Denial or Separation, for these lesson plans state that no other is needed beyond the self – that the self is indeed capable, that independence is to be fought for, protecting the boundaries of the self at all cost - regardless of the cost to another. The student who finds a lack of faith need call upon the Teacher, seeking assistance, seeking lesson that will provide the confidence that is most needed by the self, so that the self may step forth and state, “I am confident in my position. I have experienced adequately – both positively and negatively – to prove that my choice is indeed what is most appropriate for my self at this time. I cannot speak to the future; I can only access my experience in this moment and arrive at the choice that I believe is most appropriate for my self and no other.” It is this state of mind that remains throughout the life experience within the third dimension, for the self is constantly presented with new experience and new opportunity to choose.
I do not plan to offer you answer, for it is not my role as Teacher - it is to draw forth lesson. It is for the student to find answer within, for the answer does lie within with the Higher Self who has accumulated knowledge from all lifetimes, who awaits the calling of the self - seeking assistance, seeking information, seeking experience that opens the door to that which continues to be locked within.
I should like for you to focus upon making contact with the inner Teacher throughout the day, not only in meditation – drawing forth the inner Teacher to experience with you all things, to ask the self, “How would my Teacher view this experience? Why has my Teacher brought this experience forward? What is it that my Teacher seeks for me to learn?” If understanding cannot be accomplished, to ask, to question, “What am I supposed to be learning? Please draw forth example for me so that I may understand what you are trying to present. It is my desire to learn, not to ignore nor to dismiss. I need assistance.” It is the same advice provided to you often my brother – to seek assistance and to share of the self, to confess the self’s inability to understand what the next step could be for the self, to seek advice and to then follow that which is provided. Focusing upon the desire to learn, stating to the self throughout the day, “I seek to learn. I seek to experience all things with the heart. I seek to place the mind second.” Do you understand my brother that the mind prohibits the opening of the heart, for judgment is the padlock currently employed by the ego upon the heart?
Loereve: I see that.
If you are truly desirous of being different my brother, great possibilities will become available to you in the coming days as you release these energies.
Loereve: I find that would be most helpful.
It is to vocalize the intention and to engage the will, recognizing that the Teacher can only release energies that have been earned by the understanding, the integration of the lesson. Each passageway need be navigated fully - the lessons may or may not be recognized, may or may not be understood at this juncture. It is to be focused upon the self, the responsibilities embraced by the self and the performance thereof, to recognize that the Teacher has placed before you that which is believed to be most important to forward progress at this time. It is to examine the words and to do that which has been promised – to the self or to another.
It is important my brother (Sol) 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. 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. Will I be presenting the positive or the negative case this day?
It is to realize that all opinions that vary from the own are to be welcomed, to invite the other to share that which is believed by the self without threat, without undermining, eliminating the convincing tone that is often utilized to push the self’s own agenda – that which the self has come to believe.
Seeking wisdom. Seeking wisdom. Seeking wisdom. Seeking wisdom is the mantram suggested for the student. Seeking wisdom. Understanding that the self, singular in nature, is rarely provided with wisdom, it is the joining together with others in singular focus - seeking wisdom -that draws forth that which is impossible to draw forth when the self stands alone. Unity is the goal. Failure to understand that the self is incapable of accomplishing that which can be accomplished with one, two, three, four, five, six, seven others indicates that the ego dominates, for the ego tells the self that no other is needed. It is the ego that forbids joining. It is the ego that forbids sharing. It is the ego that encourages competition. It is the ego that denies the self success.
The readings this day provided were those of another planet – not Saturn, not Vulcan – as yet to remain unnamed. It is for each to study all line identifiers and to determine for the self which belongs to the self. Where is this behavior present? How does it manifest for me? Seeking the assistance of others, for it is the rare individual that can select that which is most applicable to the self, as has been noted this day.
It is my desire to teach each student to seek assistance outside of the self, for the lesson plans assigned to each prohibit this seeking actively. Assistance from the inner Teacher will not be provided until the self readily, wholly, from the heart seeks assistance from another, thereby overcoming the lesson plan, which imposes the belief that the self is superior, that the self is indeed the authority, that the self is the teacher.
The inner Teacher that comes to the student prior to the student embracing that others outside of the self are needed will then have to contend with the student that fails to seek outside of the self. It is to recognize that the self is no better than, that the self is not the teacher. Purposefully, lesson has been provided to the self to force the self to go to others, to rely upon others to aid the self.
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. 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 to call upon the teacher, both physical and the inner Teacher, whenever the self finds that the self is unable to understand the experiences of the moment. When the self becomes confused or upset the self typically hides, believing that this is best.
To understand darkness one need turn inward, focusing upon the self, recognizing judgment, which is at the very root of not love; it is indeed judgment that prohibits the self from being open to another, that prohibits the self from sharing of the self completely. It is the lesson plan that demands judgment of all others as well as the self. The ego prefers to focus upon others; failing that, the self becomes the target. The self is measured against all others; competition employed by the ego to keep the self in competition against all that are believed to be better than the self. It is this individual that surrounds the self with those that are weaker than the self, for in this way the self can remain aloof, prohibiting entry by those who are believed to be less than the self. These individuals of course will be small in number, for the majority of those who come within the self’s sphere are judged to be superior. To truly understand darkness, one must recognize darkness within the self, be willing to speak of it with another - without excuse making, without justification, without rationalization for the self’s behaviors - confessing all that is seen by the self within the self. It is to then seek the assistance of the others, all others, to aid the self in seeing the behaviors as soon as they appear in future, so that choice may once again be made to retain the behavior or to destroy it, replacing it with the behavior that is rooted in love.
It is the darkness within that prohibits the self from changing. Darkness calls forth great emotion that results in anger or complete confusion; sorrow is often experienced by one who is unable to overcome the confusion. The student that fails to recognize the behaviors of the self that are rooted in darkness is the student that allows the lesson plan to choose for the self. Automatic response by informed behaviors is experienced by the student that remains unaware that choice is indeed available at all times; yet, the self has determined that unawareness is preferred, that protection and defense of the current self is indeed what is desired. Failure to recognize that defending and protecting the self creates negativity that is then stored within the bodies, results in the self’s inability to recognize that the self is indeed engaged; for these energies all call for continued defense, continued protection of the self.
It is my duty to draw forth that which lies within each of my students; this action is not to cause discomfort or pain for the self - it is to provide opportunity for the self to choose. It is when the self chooses - again and again and again - protection and defense that the Teacher begins to reevaluate the student-Teacher relationship, for the Teacher does not seek to impose change upon one who is unwilling to change; rather, the Teacher provides opportunity to those who have sought such.
Listening to the self - to the mind that endlessly chatters, judging all that surrounds the self, all that the self has experienced and all that the self may encounter as experience in future; failure to recognize that the self has approved these behaviors ensures that the mind shall continue this chatter that damages the self’s potential for learning the lesson in future. When I speak of judgment I speak of the thought processes employed by the mind to eliminate new experience – the thinking that “this has been experienced before” or “I know exactly how they are going to respond” or “I am care-less of the words of another”. The mind of the self has oftentimes a unique approach to judgment in order to prohibit recognition of the self’s behaviors that limit the self’s potential to integrate lesson with the assistance of another. It is the damaged portions of the self that seek for the self to learn independently, that seek for the self to judge all others, to exclude others from the self’s deepest sharing; for the self has been convinced by these damaged portions of the self that another is incapable of truly knowing or aiding the self - the self alone is capable, the self alone knows that which has been experienced by the self.
Words spoken by another in the form of suggestion, attempting to tell the self who the self is seen to be by the other, are quickly eliminated as possibility. Acceptance of another’s words is rare unless the self has sought the assistance of another, for the lesson plan demands that the words of another that indicate that the self need review the behaviors of the self, that the potential for change is high, must be thwarted at all cost. It is the presence of judgment that prohibits the self from learning.
Recognition of the self when another is talking about the self’s own experiences is necessary, to draw forth compassion for another, for chances are the self has experienced similarly in previous, if not the current, lifetime. Failure to draw the correlation between the self’s experiences and the experience of another results in lost opportunity wherein the self continues forward with knowledge, failing to understand that which another is suffering.
It is important to recognize the self - as the self has been, as the self is this day, and as the self that you currently are seeking to become - to recognize the differences, to recognize the choices that have been made that have resulted in change that is favorable to the self’s progress upon the path to healing.
It is important for the student to review the self’s view occasionally to determine if the self is being overly kind or overly harsh with the self - the individual that classifies vandalism and theft as mischievousness versus the individual who beats the self mercilessly for the theft of a few dollars. It is important for all lesson to be put into perspective, to understand that which has been brought forth to the self with the memory, to recognize the opportunity presented to the self then, as well as the opportunity presented to the self at this time through review of this experience. It is important to speak to another of these memories, to bring them forth, to invite questioning, to seek assistance in seeing the self; for the individual who fails to do so will continue, quite likely, to be overly kind or overly harsh with the self each time the memory is brought forth. It is bringing forth the memory, the experience – discussing it thoroughly, including the emotion that was felt by the self, delving deeply within to feel that which was felt by the self while within the experience. The more that is shared with another, the greater the view that is provided to the other of the self – who the self was versus who the self is at this time; there may or may not be a difference. The student that continues to hide the behaviors of the self – those behaviors that are brought forth by the Teacher through memories, through dreams – is the individual that is informing the Teacher, “I am not yet ready to move forward. I am not yet ready to understand my experiences. I am not yet ready to admit to my past mistakes.”
Who are you?” asks the Teacher. The answer anticipated from the student is, “I am my lesson plan, my Teacher. Please guide me to understand, to see myself as you see me, as others see me. I am willing to drop the defense, the need for protection, for I know that it is I that shall choose to believe that what the other has stated is truth.” It is the lesson plan that convinces the self that the other has issues with the self – “They are jealous, envious of what the self has achieved and they are simply trying to diminish who I truly am. They do not understand me, they do not truly know me; they are merely seeing them self, for the individual that they have described is not me – it is them.” Failure to open the self to others indicates that the self is not truly committed to knowing the self, to understanding the self; rather, the self prefers the façade, the characters that have been built to convince all of that which is believed to be truth by the self.
It is important for all to realize that the training ground that has been provided to each of you is one of constant lesson – to recognize that the self is being challenged daily to draw forth that which lies within, that which the self has stated that the self is desirous of eliminating. It is important that each focus the attention upon that which is drawn forth to determine, “What is this energy? Why do I respond in this fashion? How can I prohibit this response in future? Can I look into my past and see how I have responded this way many, many, many times previous?”
It is to discuss the behavior that has been discovered with others, to inform them of the self’s discovery and to seek the assistance of others in recognizing these behaviors when they come forth in future. It is through the discussion that the student learns, for the self draws forth that which lies within with the aid of the Teacher. Those students upon this planet who have determined to keep all things to the self, who fail to share, who fail to teach – it is these that are given very little by the Teacher, the inner Teacher. Sharing is the goal. There are no beings of higher consciousness that are willing to expend energies upon one consciousness; the consciousness must prove that the self is desirous of sharing, desirous of aiding another, prior to the Teacher providing extraordinary assistance to the student.
The individual that is reviewing the self’s past must first draw forth the feeling, all feelings that were experienced by the self within the relationship with the other. It is to recognize that those emotions that are negative – anger, bitterness, resentment – are those that need be addressed, for these are corrosive, damaging to the individual that provides them with safe harbor. Once the individual has looked at those negative emotions and determined the lessons that were intended to be learned by the self, the self must then review the lessons with another, to allow the other to question the self, to provide as honest an answer as the self can provide. Recognizing that the lesson plan will have colored the words utilized if the relationship has been well-discussed, it shall also have flavored, changed the experience somewhat – either to be more positive or more negative than that which was truly experienced. Observing the self within the relationship, drawing forth the lesson plan, seeing the activity of lesson failure in the self, viewing the faults, the behaviors of the other, to determine how the self’s lesson plan was activated; if possible, determining the lesson for the other, for this will inform the self of the service provided by the other for the self.
Once the negative emotions have been surveyed, it is important to then survey the positive emotions to determine if the rose-colored glasses were being employed, or if truth, reality was being experienced. It is rare that the individual tied to the lesson plan is capable of seeing the self within relationship honestly, clearly, without shading. It is through this exercise that the self becomes more clear to the self; in particular, the self who surveys the relationships of the self and begins to see that the self responded similarly time after time after time – both positively and negatively. It is also important to note the lessons that were presented by the other for the self, for these too are often similar in nature; the same type of individual is sought so that the lesson may be learned.
The survey of the self when reviewing the past is often quite difficult to accomplish honestly, without the assistance of another, for the self has viewed the relationship of the self with others in a manner that is consistent with the self’s lesson plan; to see or not to see – to see the faults of the other, not to see the faults of the self.
Sol: How do we know which relationships are the ones that we need to put through this process that you just described?
All those individuals that come to the mind my brother are being brought forth by the Teacher for reasons specific; they may be related to each other and they may not. Be assured, lesson resides within that has yet to be recognized by the self. This is why I suggest assistance, for often the self is unable to see that which has been concealed from the self for many years, often decades.
To understand the experiences of our sister is to recognize that the student oftentimes travels a path that is difficult, potentially impossible to recognize when darkness overwhelms the self. It is for each student to recognize that darkness need be drawn forth, externalized, vocalized, illumined by the scrutiny of others; for if darkness is harbored, provided indeed with safe harbor, darkness will destroy the self.
The student that listens to the ego, continuing to hide that which has been exposed, prohibiting others from seeing the self as damaged, as one who is in need of assistance, says that the student prefers to endorse the lesson plan - Denial primarily, Separation secondarily; for even though the individual is weak, flailing, suffering, the ego will not allow the self to seek assistance, to seek relief, to seek understanding. The self chooses to bare the self to another or to continue to provide safe harbor to the darkness that lies within.
It is the lesson plan that demands informed response – the same response time after time after time – regardless of the success or the failure that has been experienced due to this response in the past. The student who steps forth and determines that all need be resurveyed, that the self need determine why the self has failed time after time after time – the student need ask others for assistance, for guidance, for different viewpoint, so that the self may assess whether different choice would be most appropriate for the self this time; for it is the mind that convinces the self, “Indeed, you have been successful utilizing the informed response in the past” – for the mind misreads winning as success.
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.
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
It is often that the student – and I refer to the lesson plan of The Student – it is often that this lesson plan convinces the self that no sharing can take place until the self has been perfected, until the self has learned all that there is to be learned, for no mistakes can be made
Are you willing to open the self, to expose the underbelly, the vulnerability of the self by stating openly, “I do not know the answer. I seek assistance from all who are willing to assist me.”
Loereve: Yes I do.
Sol: I do.
Student: I most definitely do.
It is to recognize the words, “I do…I most definitely do” – yet, when advice or counsel, guidance is proffered, it is rejected openly, out of hand, for the self has already determined the most appropriate course of action for the self. Do you understand my sister?
Student: I do. I do understand. Thank you.
It is to find the weakness that lies within the self, the softness, the vulnerability – that portion of the self that says, “I do not have the answer. I have been struggling throughout this life experience. I have a sense that the struggle is not new to this particular lifetime. I am in need of assistance. I must cast aside the shell, the adamance, the self-assuredness that is false and carry myself in front of my teacher and to state, “I need your assistance. I require your assistance. I am open to your guidance. For you see, my goal is to draw forth my inner Teacher and I know that I cannot do so until I have learned to listen to you, my physical teacher. The inner Teacher will not appear to me until I have proven my ability to listen, until I have proven my desire to seek and to follow guidance.”
To recognize The Student’s aversion to opening the self to the guidance of another, overruling the voice that lies within the self that fairly screams, “I do not need assistance from anyone. I have the answers. I alone can find the answers for myself. I need no one else in order to be successful.” Failure to overrule this voice isolates the self, maintaining the superiority, the arrogant stance – that which says, “I do not wish to join together with others in order to accomplish. I stand alone, for alone is my preference.” Failure to recognize the influence of this lesson plan isolates the self and prohibits the self from successful interaction with other individuals, as well as the inner Teacher.
I am Osiris. It is my desire to awaken within each of you the desire to walk the path to healing with the self’s own inner guidance. As stated previously, the self must learn to join together with others in order to accomplish first. It has been my honor to join you this day for the sharing of wisdom.
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.
It is my desire to bring to the attention of each that the self has isolated the self, that the self has embraced and is desirous of the imposition of the lesson plan, which states that the self is superior, that the self is indeed an excellent student, that the self can teach the self, that the self is not in need of any other’s intervention, that the self does indeed view another’s view as interference, as inconsequential to the self, for the self is unique, the self is different, the self is like no other. It is the lesson plan of Denial, and for the two, emphasis from the lesson plan of Shame, that prohibits the self from seeking - actively seeking - the assistance of others, recognizing that it is only through another that the self may see the self, that the self may begin to learn.
When I stated earlier my desire to hear each state that new data would be welcomed, invited inside, I did this for great purpose. For you, my brother Sol An Ka, you have been told many, many, many times for many years now, who you are seen as; yet, you continue to disregard, to discard that which is presented to you, deeming the other as judgmental, deeming the other as incapable of deciphering the self who is believed to be very complex, who is believed to be unique – different from all others. Do you understand?
It is to recognize that the answer has been provided to the self many times; judgment is employed to discard that which is offered – time after time after time. Do you recognize this in the self my brother?
Sol: Yes, I recognize it as occurring. Would you tell me one more time how I am seen by others? This time I will pay attention, I will accept.
I shall first state the positive attributes. You are oftentimes warm and engaging, entertaining, self-effacing, amiable, willing, kind, nurturing, capable, diligent, dependable and you are possessed of a very deep love; the ability to love deeply has recently been exposed to you – am I correct my brother?
Sol: Yes
It is to draw forth this love, to overwhelm the following attributes: suspicion, competition, the inclination to take all things personally – the certainty that is felt deep inside that all are out to get you, all are in pursuit to prove you as unworthy, to prove you as less than. You are already aware of the rigidity that resides deep within that can be uprooted with the single thought, “I am open to all things. I understand that all is as it should be. All situation is provided to me so that I may learn. What can I learn in this moment?” It is to recognize the ever-present judgment that has yet to be utilized fully so that the self can begin to understand the self. I see a student who is greatly desirous of forward movement upon the path; I see a student that is capable of accomplishing all that is desired by the self. I am complete.
Sol: I just wish to make a comment and that is that all of the negative things, the things that I need to work on were either not a surprise or I was already aware of them but so many of the things on the positive list I didn’t see in myself so thank you - there is a lesson in itself.
The student often fails to recognize positive behaviors, attributes, belonging to the self – that which has been hard fought, easily forgotten in the maelstrom of attempting to ameliorate negative behaviors that remain. It is important for the self to recognize the accomplishments of the self, to continually bolster the self through recognition of behaviors that are different in a positive fashion from those behaviors that were exhibited previously. It is to not look to another, but rather to look to the self for this recognition.
It is to recognize the lesson plan my sister – the lesson plan of Separation, the lesson plan of the Researcher – these are each mental lesson plans, which means that the self is fully cognizant of the struggle yet the self distracts the self with other enticements, with other foci, so that the self does not have to address that which is uncomfortable, that which the self believes that the self cannot change, that which the self has given up the self’s power to another and feels helpless, hopeless to retrieve that which has been acceded. Do you understand?
Guest: Yes
It is when the self asserts the self that great difficulty begins to be encountered, for this is your lesson my sister – to assert the self, to stand firm, to inform others that you can indeed make choices for the self as well as for those whom you have been appointed guardian.
Guest: I feel like I can’t make choices for myself. I feel perfectly capable of making choices for my children but when it comes to myself, I feel like I just can’t.
Indeed, and this is the lesson my sister – to address it directly, to recognize the great difficulty the self has in making choices for the self and making choices for another that the self feels confident having made when another questions the self. Do you understand?
Guest: Yes
It is to seek assistance outside of the self, it is to humble the self, to state what the self has learned, to inform another that is trusted, to seek guidance, to seek counsel, to state that the self is uncertain, that the self is in need of another’s strength; rather, the mental lesson plans cause the self to inform another in a fashion that does not invite support, that does not invite question. Do you understand?
Guest: I understand. I don’t know if I agree. Most of my problem is not being able to ask for assistance and then I just flail within myself.
It is when the self can see the self through the eyes of another, for others see you as confident, others see you as one who is well-informed, one who does not seek opinion that varies from that which has been stated by the self. Do you see yourself in this fashion my sister?
Guest: Not usually…sometimes but not usually. I’m usually the person that will state something and then say, “I could be wrong.” Maybe that’s a new thing too though…I know I say it a lot these days.
It is a welcome addition to state that the self has done the research for the self and the self has certainly gleaned much knowledge; however, research is never truly complete, for the knowledge bank these days, upon this planet are endless, boundless – one must set the boundaries, do the research, make the choice that is believed to be most appropriate for the self and to leave the door open, to invite opinions, counsel of others and to be willing to revise the belief system of the self whenever new information is presented. Do you understand?
Guest: Yes – something I’ve actually been working on…maybe unconsciously but I see myself a little bit differently in that light than I did even a year ago.
Those surrounding the self will continue to draw forth that which is needed – it is to continue to seek guidance and counsel from those whom the self trusts, to inform those that the self is close to – the friends, the neighbors, the parents, the spouse – whenever the self feels weak, to state, “I feel weak. I am uncertain about the direction that need be taken. I have done all that I can think to do and I remain uncertain. Can you help me?” Do you understand?
Guest: Yes
It is as you ignore the issue my sister, smoothing the waters so that all are nourished and nurtured except for the self – this behavior is that which drains the self completely, for the inner Teacher is determined to teach you that which you have requested to learn in this lifetime. It is to confess that the self is in need of assistance – it is indeed to join together with others in order to accomplish. Do you understand?
Guest: Yes. I don’t understand why it’s so hard to ask for help.
It is the energies of many previous lesson failures my sister; it is not of the singular lifetime experience – there are many, many lifetimes wherein you failed to seek assistance, to seek counsel, to seek guidance that was readily available simply by speaking the request.
Guest: I’m always so afraid of what other people will think of me that I can’t ask for help.
Indeed. It is ego my sister; it is the superiority that is felt by the lesson plan of Separation. Do you understand?
Guest: Yes
The student that has the lesson plan of Repression will attempt to repress another, to provide them with concepts or ideas that are believed to be more correct than that which is held by another. These energies are those that are passed to the lesson plan of Shame, as well as the lesson plan of Separation. The lesson plan of Shame will utilize the knowledge to be contemptuous and to diminish another who thinks differently. The lesson plan of Separation shall utilize the knowledge to overwhelm another completely, to inform another either audibly or silently that they are a fool to think differently and that the self cannot associate with one who is obviously so ignorant as to maintain such belief. It is important to note that the individual that is repressing another is providing valuable service – to awaken within the other anger or sorrow, to draw forth deep emotion that will cause the self to recognize, “I am being manipulated. I am being used. I am being diminished. I am being threatened” – so that the self recognizes the behavior of the self has invited this repression…has indeed invited this lesson.
All that is found within the lesson plan is not karmic in nature until the self has learned the lesson. Once the self has learned the lesson, the drawing forth of karma – to, in effect, repay the self for that which has been wielded/provided to another becomes appropriate. The student’s lesson plan draws forth others who can provide the self with lesson – that which has yet to be learned by the self, that which has yet to be learned by the other – the two then present lesson to each other. With the lesson plan of Repression, there will be one who fails to speak up for the self - there will be the other who, with this particular individual, has no difficulty whatsoever in speaking up for the self; this same individual however, with another who is stronger, would never respond to one who is attempting to repress the self. It is the lesson – to speak – that is being presented. The self represses those that are weaker than the self and allows the self to be repressed by those stronger. It is for the self to be the same self at all times – the self that speaks is the goal.
In order to learn the lesson plan of Repression, Shame or Separation, the self must begin to invite scrutiny, to invite assistance of another in all things; failure to do so states that the self chooses to repress the input of others.
It is to learn to listen. This has been stated to you many, many times throughout our interactions - has it not my brother?
Sol: Yes it has
It is for you to recognize that at times you are making the attempt to hear that which is being stated by another. You are actively engaging the mind, stating to the self, “Listen.” Do you agree?
Sol: Yes
At all other times my brother you disengage. You separate the self, you daydream, you think about other things that you could be doing – things that are far more important in your mind, in this rigid construct that has been built for the self – that which states, “If it is important it will be placed before me…if it is important I will find it myself…if it is important and I am intended to learn this particular subject I shall teach myself.” I have purposefully made it difficult for you to learn independently my brother. Have you noted the difference in your cognitive skills in this past year my brother?
Sol: Yes
I shall continue to try all things. I shall continue to take away from you until you begin to share, until you begin to listen, until you engage awareness. Do you understand?
Sol: Yes I do. Thank you.
It is important for you to recognize my brother that others have been placed about you to assist you. It is important for you to call upon them regularly, even when the self finds it to be difficult, even when the self says, “They will not be interested…this is boring…why would anyone be interested in what I have to say? I do not know what to share…am I to share all things?” Indeed, yes you are my brother. Those things that disturb you, those things that are upsetting, those things that filter forth to the surface and cause distress, cause imbalance. It is to recognize that the self begins to care little about the self, that the self loses hope, that the self is not capable of accomplishing – this is because the self does not seek assistance. You do not seek assistance from the physical teacher; therefore, assistance from the inner Teacher cannot be provided either. Do you understand?
Sol: Yes and I’ve been told that before; I recognize that. Thank you.
Indeed. Great strides have been made this year my brother – it is not all bad news. It is to recognize that the self has grown in compassion exponentially. The self has learned to seek assistance at times. The self is still competing with others to do more so that the victim can be fueled, so that the victim is fed. Do you understand?
Sol: Yes, I do. Thank you.
Recognition of this behavior leads to its elimination. It is to dedicate the self. It is to listen. It is to seek assistance. This is my guidance for you in the coming days, weeks and months my brother. Are there queries?
Sol: No, you have been very clear and I thank you for your counsel.
It is indeed faith, trust and love that is present within this circle of seeking. It is to recognize that the drawing together of personalities has great purpose once the self has determined to walk the path to healing, for the student that walks the path alone journeys a short distance, leaving the path behind to return to that which is perceived to be reality – that which is known to be illusion by those who observe this school of learning. It is important for each to lean upon each, to call upon the teacher whenever the self is struggling, for this is part of the lesson plan – to prohibit the self from seeking assistance through the creation of story, “I am not permitted…It would be an interference…I do not seek to be a burden…I do not wish to bother the teacher.” If the teacher can aid the self, why would the student not seek assistance other than to endorse the lesson plan?
I am Osiris. I am available. Call upon me and I shall see to it that the inner Teacher responds. This of course is unnecessary, for the inner Teacher is fully cognizant of that which is needed; it is indeed the inner Teacher that need be called upon. If the counsel of the inner Teacher is insufficient, it is the physical teacher that need be sought out, for this is the purpose of drawing personalities, known as the student, to the physical teacher.
It is to call upon the inner Teacher, it is to call upon the physical teacher when strength, when guidance is needed. It is to recognize that when the physical teacher does not respond that it is your approach – it is the ego. When you seek answer from the heart you shall always receive assistance.
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.
Who are you? It is this question that need be asked of the self virtually every moment of every day. Who am I? Who am I becoming? Who am I perceived to be? Is this perception accurate – does it reflect who I seek to become or is it a vision of that which I have always been? The student who has determined to step forth and to seek the presence of the Teacher is one who has been tested in many ways, many times, to determine if commitment equals expressed desire. The majority of students fail this measure, for the student is unaware that that which lies within the self is indeed the self of many previous incarnations; it is not the Teacher at all. Recognizing that the Higher Self is desirous of teaching the current self is important, critical in fact, if the student is truly desirous of knowing and healing the self. To understand the self is to be vigilant to all that which comes forth – the thinking reflects that which the Teacher seeks the attention of the self to be placed upon, so that true change may be experienced. The student that determines the course of action to be taken – that which will be studied, that which will be focused upon – is not the student that is prepared for the Teacher’s presence.
Sol: Would you repeat that last sentence please?
I will not repeat the last sentence my brother, but I shall restate it for you if that is acceptable.
To understand the myriad inner components is not possible without guidance; it is the inner Teacher that provides this guidance and it is provided in a way that success can be experienced if the student follows the guidance provided. It is the student that has determined the self’s course of action, those issues that the self is desirous of pursuing, those things that could be referred to as items of interest - items that pique curiosity, items that would enable the self to appear knowledgeable with others. The student that decides the course of action to be taken – that which shall be studied, that which shall be pondered, that which shall be reviewed, ignoring the guidance provided by the Teacher – is the student that is determined to pursue that which has been pursued in previous lifetimes: the acquisition of knowledge.
It is for each, indeed for all students, to recognize that those surrounding the self that are providing the self with their estimation – what it is that they see in you, as service, whether the self finds it to be valid or not - is critical to the student who walks the path to healing. For if the self is unwilling to embrace that the self is indeed seen differently than the way the self sees the self, then it may easily be construed that the self is not yet prepared to be walking the spiritual path to return to the self’s divinity.
It is to recognize that the damaged portions of the self are utilized by the Teacher, drawing forth others that suffer similarly, to aid the self in seeing the self; it is indeed to remember learn/teach, teach/learn – that as the self sees the self in another, recognizes the self, understands the root cause and determines that change is not only desirous but needed, that the self can then turn to the other who has provided the service to the self and to share with them what has been seen. It is for the self to determine if the other self would be open to the self’s view and to recognize that if the information is poorly received that the self may be the first to have broached the subject, the topic, with the other. The self has indeed paved the way for another in future - another who may be more successful than the self. It is to recognize that service to another repays service received by the self.
Recognizing the self is the goal whenever judgment is present, for the self has indeed been spotted and the Teacher is attempting to bring recognition forth. I am Osiris. I am the Teacher of all of humanity. It is my duty to draw forth that which lies within, for all those consciousnesses that present the self, stating the self’s desire to return to the consciousness’ original state – that which can be regarded as divinity.
What does it mean to know the self - to truly know the self, to delve deeply beneath the façade that has been created to keep all others outside, that has been created to make the self more acceptable to the self and potentially to others? Why would one truly seek to know the self? If the self is happy, it is unlikely that the self would delve deeply within to determine who the true self is. It is the self that is unhappy - the self that typically refers to the self as miserable - that begins to see that the self is not who the self projects outwardly, the misery painted in bright colors of sarcasm, provided to others so that it is more palatable. Even the self begins to believe that maybe the self has earned this misery.
Failure to see the self interferes with one’s ability to be different. Failure to welcome the assistance of another informs others that the self is not desirous of seeing the self as the self is seen by another; the self prefers the self’s view. To know, to heal the self requires commitment, dedication and will to overcome the darkness that lies within, that triggers the lesson plan. It is the habit of the self to welcome the lesson plan, to allow informed response to react, rather than thinking, rather than aborting habit, informed response, with changed behavior. Until the student recognizes that the self’s responses are programmed for failure it is unlikely that the student will engage the will and begin to demand choice for the self. Recognizing that others are placed about the self to aid the self, as long as the self welcomes the assistance, is necessary, for the student that attempts to walk this path alone is the student that fails.
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.