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

The Path to Healing

Teachings - Suffering

Suffering is felt by all bodies simultaneously; it is suffering of the mental, suffering of the emotional and lastly, suffering of the physical bodies - each respond to suffering in a different manner. I should like for you to survey suffering to determine if all three bodies have been impacted simultaneously and to determine the source, the cause of the suffering. It is important that you begin to understand the actions that cause the reactions of the self and to attribute the actions to the appropriate body; this alone will aid you in detecting the lesson and understanding why the self responds utilizing the well-worn response groove without detection by the self. Do you understand?

Sol: Not really – if I had to repeat back to you what you just told me, I don’t think I can do it...I don’t think I could repeat it back accurately. Could you give me an example?

It is to understand the bodies – the action of the bodies…the mind that draws in data to create the story…the emotional body that determines that the data must be hidden, concealed from others…the physical body that is then impacted by depression, causing tiredness, feelings of abandonment, feelings of loneliness which cause the self to lose the spark of curiosity, of the excitement for living.

It is to understand that the self is merely within the well-worn response groove. The ego has led the self to believe that resolution has been achieved; however, the self has truly been led into the lesson where the self remains, as the energies increase to overwhelm all bodies, diminishing the self’s chances to learn with each passing moment. It is to observe the lesson plan my brother, to observe the bodies, to understand how the bodies work to bring forth lesson and to observe the impact of failed lesson upon the self, for depression, my brother, is not suffering until it is profound depression – one that paralyzes the self completely.

It is focus upon the pain that endorses the pain…the self relies upon story to maintain the feeling that the self has been damaged, that the self has suffered. It is when you look at the experience impartially, as the objective observer, that you will begin to see that you too had a period each month, my sister - yours was far more protracted than the other’s; those times when you felt joyous is when the other mirrored your behaviors back to you, in hope that you would see, you would begin to understand the darkness that was present for the self the majority of the time. It was the unhealed portion of the self that convinced the self that it was the other, never the self. Failure to see the self has plagued you, my sister. Possibility has been presented for this to be different in future. It is willingness that need greet the knowledge, for if the self is willing to see the self, the Teacher will draw forth adequate example for the self to be seen.

To understand the journey, the student must focus upon the heart to recognize that all things cannot be understood in the moment of experience - to trust, to have faith in the Teacher that all that is being experienced is necessary, whether painful or not – to know that the Teacher is as pained as the self when the self is suffering, for recognition is made by the Teacher of the suffering of the self when last in physical incarnation. The Teacher is cognizant of the darkness that surrounds the student; the Teacher is never deterred by the sorrow experienced by the student and often compassion must be withheld in order to teach the student that compassion need be cultivated within the self. It is the desire for compassion that is built through the withholding of compassion by the Teacher. The student who has not experienced true compassion for the self in the lifetime is incapable of understanding the value of compassion to another. I have worked diligently to teach Te' Auna that compassion is indeed desirable for the self; it is this that has taught her to feel more compassion for others with right purpose, removing the impulse to fix that which is causing the suffering for another.

True compassion does not remove the pain for another, does not seek to remove the pain that is being suffered by another; true compassion understands that the suffering is necessary, that in order to learn the self need feel - the feeling is cultivated by suffering. I ask that each of you practice compassion with each other; to begin to understand that each is desirous of compassion, to stop and think for the self, “what would I desire most in this moment…what words would best soothe myself?” – these are the words that need be drawn forth for another.

It is to recognize that if the self is desirous of feeling, the self must remain focused upon the heart and to allow whatever is experienced to be experienced without qualification, without classification, without judgment; the moment you allow judgment to enter, the doors to the heart close and the mind steps forth, changing all things to that which is logical, to that which is appropriate, or that which has been judged as inappropriate. To feel – all three need focus upon the heart; disengagement of the mind, the mental capacity that seeks to judge, is mandatory. To state – “Pleasure and pain are equally welcome here, for I am learning to feel, so that I may draw forth compassion for another in the very near future when my Teacher draws this individual to me so that I may assist them.” The cultivation of compassion can only be done by the showering of such upon another openly, willingly, with abandon. Compassion does not enable another’s misdeeds, does not endorse another’s missteps; rather, it says, “I recognize that you are suffering. I too suffered when I discovered this about myself. I can only tell you that if you choose to be different, that if you choose change, you will be able to look back at this time and to recognize that your suffering was most necessary. To trust that your Teacher knows all that is needed by the self and that you shall never, ever be provided with anything that you have not been well prepared to endure. It is to allow me to hold you and to tell you that all will be better in future if you choose to change, for choice is the desire of the Teacher. If you state, “I do not choose to be different” your Teacher will embrace this as well. It is always your choice that can change your future.

The purpose of emotion is to feel. To understand how to feel is to recognize that the mind often tells the self how to feel: “I should feel happy…I have everything that a human being could ask for - this must be happiness that I feel.” “I should be unhappy. I have just lost something that should be very important to me; this is how I must feel. I do not truly feel happy nor do I feel unhappy.” This is not recognized, for the mind must qualify that which the self is experiencing. It is the mind that informs the self with its translation of that which the self is feeling; the mind can not grasp feeling deep within all tissues throughout the body, for the body is well equipped to feel emotion, to store and to harness the energies of emotion - positive as well as negative emotion.

Those individuals that present the self to the Teacher often are filled with negativity; it is negative emotion that is drawn forth - that which has been leaking for many, many years through emotion for the self who is unable to control the self’s mouth or the self’s emotions, meaning the self cries frequently without understanding. It is the duty of the Teacher that has accepted the student to release the energies as quickly as possible, to the level where the student can begin to control the self, for it is not possible for the student to change as long as negative emotion overfills the bodies unless extraordinary effort is placed towards doing so. It is rare - the student that is capable of drawing forth extraordinary effort when they first begin to walk the path to healing.

Understanding the self’s journey is important. The student believes it to be critical. It is not, of course, for understanding comes much later to the student. The Teacher is unable to provide understanding, for oftentimes many, many, many lessons must be brought forth; great pain - known as suffering – endured, prior to explaining the lesson that the Teacher has presented to the student. To trust the Teacher is the choice of the student - to state, unequivocally, “I trust the Teacher. I shall do whatever the Teacher presents to me. I surrender all concern to my Teacher, knowing that all that which must be brought forth to me shall be, recognizing that all suffering endured is necessary. The Teacher seeks to provide only that which is needed by the student and is always ready to provide that which is positive, in order to encourage the student to renew the self’s efforts, so that progress can once again be achieved.

The student who fails to trust the Teacher is the student that abandons the path after the first, second, third, or fourth lesson that causes suffering; for the self begins to believe that the self can not endure this pain - that potentially the self will be born stronger in the next or the next or the next lifetime, determining that the self is not that individual this time. The age of the individual is also a major factor, for most humans fail to understand that the self and the Higher Self determines the length of time allocated to the self upon this planet; indeed it is not the number of years that is the determinant - it is the will and the desire of the self alone that makes this determination. There are many upon this planet in their eighties and their nineties that present the self to the Teacher and that accomplish much prior to departing this planet; indeed, there are many that have become enlightened during this time period, for the cares and the concerns of the world are no longer burden. The self is able to see that which need be released, that which is totally unimportant to the student who walks the path to healing. All those present need understand that the self’s journey shall be extended only as long as the self has proven that the self’s true focus is consciousness evolution; this is true for all human beings - regardless of the illness, the self is provided with the time that is needed to accomplish the maximum that can be accomplished, utilizing the experiences of the current lifetime.

I am Osiris. It is my duty to draw forth those energies that lie within to thwart the self’s progress, to expose them to the view of the self; for only then may choice truly be made to maintain the behaviors, the responses of the self, thereby endorsing the lesson plan, or to commit, to dedicate the self - all energies – towards change of the behaviors. The student who fails to choose change once the behaviors have been exposed is the student that shall suffer karmic repercussions. It is important for all to understand that the student that is blind to the self is the student that is rarely punished, even when the self’s behavior damages another. It is when the student is cognizant of the self’s behavior and the behavior continues to be endorsed, due to the self’s blindness, that karmic callings are then scheduled, for it is only through suffering that the student then determines it is time to change. The teacher, who has been provided with permission to draw forth all that which lies within, is diligent in their pursuit of all that which lies within.

It is to recognize that each chooses the lesson plan routinely when challenge is presented. It is automatic, it feels appropriate, for the response has been chosen or, shall we say, succumbed to many thousands of times before this moment, before this acceptance of the energies that cause the self to view all things negatively. It is the negative view that is demanded by the fields; when the self becomes focused upon suffering, upon pain, distress, failure - the self views all things through the negative lens. Lesson integration is impossible as long as the student approaches the lesson from the negative stance. It is when the student embraces, “I am miserable. This hurts. I recognize this pain. I have experienced it hundreds of times in this lifetime alone. It is time for me to step forth and to eliminate all possibility of this same lesson failure in future.”

Suffering is the clue to the student that opportunity to be different is being presented. It is seeking assistance, “What is it that I need be focused upon in this moment? What is it that I continue to fail to see? What is it that is blinding me, that is prohibiting success?” The inner Teacher shall respond with additional lesson. The inner Teacher is desirous of lesson integration. The inner Teacher never provides answer. Are there questions regarding this teaching?

Sol: When you say that the inner Teacher does not provide answer, does that mean that the inner Teacher will provide example of the lesson that is not yet understood when it’s requested to know what the lesson is?

The inner Teacher will provide additional lesson; there will not be example that will guide the self to an understanding of what the lesson truly entails.

It is Repression that is the topic this day. These energies are those that are felt physically and are represented by aches, pain, disease throughout the physical body. It is rarely if ever recognized by the individual who has yet to step forth to walk the path to healing - that the self’s behavior does indeed impact the performance of the physical body; once an individual has begun to understand that behavior, and behavior alone, impacts, affects the physical shell detrimentally, as well as positively. To understand the impact of the self’s thinking is most important, for the way that the self thinks about the self, the way that the self thinks about the world about them, the way that the self thinks about those who have been positioned around the self to teach the self – if the self fails to recognize the importance, it is the body that suffers great damage in order to send message to the self of that which need be corrected.

The physical body is rarely appreciated by the self; it is the self that chooses or fails to choose that which is most appropriate for all consciousnesses, so that all may achieve evolution within the incarnation. The self is influenced by social consciousness – those around the self known as the majority – most of which are abusing the body, stretching it to its very limit until one day the body succumbs, the damage too great for the Teacher to salvage a day, a week, a month, a year, so that consciousness evolution may be experienced if only in a very minimal way. Lifetime after lifetime the self returns to learn about the physical body – how to care for it, how to overcome the desires that destroy the physical shell. The self learns to love the body, to recognize its value to all consciousnesses and to begin to nurture the relationship between the self and the consciousness known as the physical body. It is indeed a love-hate relationship until the lifetime arrives where the self begins to appreciate that which has been provided by the physical body.

It is the self that is determined to experience all things physically, emotionally, mentally and spiritually that begins to recognize the hardship that is placed upon the physical body each time the self succumbs to sensual desires. The body is very forgiving, accepting that which is provided with minimal impact, for it has been programmed to manage that which is provided. It is the Teacher that determines that which need be rejected, that which need be understood by the self as detrimental even though it is much loved, greatly desired by the self. Will the self choose for the body or will the self choose for the sensual experience? This is the lesson.

Sacrifice – repression or choice?

I am with you. I understand the difficulties encountered by each when the self is asked to ingest that which is good for the self but is not particularly desired by the self, that which the self feels when the self has been deprived of something that is greatly enjoyed by the self. It is choice and choice alone that is sought by the Teacher – to choose for the body above all else.

It is to understand that sacrifice, choice is often employed through the act of repression – to repress the self’s desires, to state that the self is not desirous of a particular experience, yet the desire remains alive inside the self, repressed each time it finds its way to the surface. It is for the self to understand that desire need be satisfied, for it is only when the self can present the self stating, “I have chosen. I have chosen. I am aware that the desire is still alive within me. I am aware that the Teacher fans the flames periodically to keep this desire alive but I have chosen for the self, for all consciousnesses that reside within this physical shell, so that consciousness evolution may be experienced by all.”

The lesson associated with repression is to know and to understand the self’s desires, to recognize that the self is still desirous of cheese, is still desirous of cream in the coffee, is still desirous of the taste of meat – yet, the self has chosen to forego these desires in favor of walking the path to healing.

It has been my honor to join you this day for the sharing of wisdom. I am Kuthumi.

Trust – to trust that the self is capable, to trust that the self will experience no pain that isn’t regarded as necessary to the learning process - to trust the Teacher in all things, to overrule the mind that demands logic, to overrule the mind that closes and says I will not allow this experience; for it is the Teacher that is responsible for balancing karma. The more difficult the student makes this tasking, the more painful it becomes for the student; for the energies continue to build within, seeking release – release cannot be provided until the lesson has been learned, until the self realizes that it is the self’s behavior that is being brought front and center for the self to observe. It is the self that suffers; it is the Teacher that guides.

It is to recognize that it is the mind that prohibits progress for the self. It is to understand that the Teacher cannot aid the student if the student is not focused upon understanding the mind. The mind – the source of all story that demands defense and protection; the mind – the source of pain, suffering; the mind – the source of demands made under the guise of the physical body.

To understand that the Creator of each has similar goals in mind – to serve humanity – and to recognize that the experience may be somewhat different from the service that the self had in mind when first stepping forth upon the path, each individual is here to experience that which is needed by the self’s Creator. It is necessary to experience all that the self is drawn to but it is more important to experience that which is offensive to the self, that which is not desired by the self at all, for it is this that will aid the self, the individual, as well as all other creations of the Creator. It is, of course, difficult for the individual to understand why the Monad, the Creator, would be desirous of negative experience - that which is regarded as negative experience by the individual. Pain and suffering within the physical body is experience that opens the self to other experiences that were previously closed to the self. Extraordinary pain, extraordinary prolonged suffering – whether emotional, mental or physical – is that which is needed by the individual to alter the chemistry, to begin to change the chemical body that can then be created for the next and the next and the next incarnation.

It is communication of this type that has been focused upon by Te’ Auna’s Creator for countless, unimaginable years. It is this experience – to be resident within the physical body, to be speaking to students who seek wisdom, who have learned honor and respect, who have learned to discern – that was the goal of myself. The elimination of negativity – all that which has been earned through countless existences, through countless lifetimes must be eliminated before the Creator can be resident. It is the goal of all Creators to experience in this fashion.

I seek to draw forth that which lies within for each of you so that each may be apprised of that which need be addressed should the self be desirous of forward movement, should the self be desirous of the taste of success when the self recognizes the self and chooses in the moment to be different; this process to draw forth that which lies within is one that often results in discomfort, various levels of discomfort for the student. Often, while the student is vocalizing the self’s desire, the self is also batting away that which is being drawn forth within the mind; this informs the Teacher that that which is being stated is not truly that which is desired by the self.

To garner the attention of the student the Teacher is often required to bring forth myriad lessons. Again, these lessons create the likelihood of discomfort, varying degrees of what could easily be referred to as suffering, due to embarrassment, humiliation – those emotional states, ways of being, that are experienced when the self allows the lesson plan to dominate the thinking. The self that fails to see that the Teacher is desirous of aiding the self, not to embarrass or humiliate or even to cause discomfort – the Teacher is only desirous of progress upon the path for the self.

For the self to embrace the truth of this statement often requires many months, many years, and potentially many lifetimes, as the damaged portions of the self – those that are guided, ruled by the lesson plan – change the self’s view to that which is negative. Reminding the self, “My Teacher is here to aid me; these impressions of embarrassment, humiliation and discomfort are all being imposed upon myself by the lesson plan – they are false,” and are often proven to be so, if the self follows the guidance, the counsel of the Teacher, and exposes that which has been brought forth for the self to another.

Belief, Faith, Trust - without these three, the Teacher shall most certainly fail with the student.

Belief in the Teacher – that the Teacher that has arrived is indeed the most appropriate Teacher that the self embraces with open arms, with welcoming eyes, welcoming heart, welcoming mind, demanding that all bodies welcome the Teacher.

Faith – faith in the self, that the self is capable, that the self has learned that which is necessary to be experiencing in this moment of time whatever the Teacher brings forth; to realize that the Teacher will never bring forth that which has not been prepared for extensively. The student is taught unconsciously until success has been achieved – prior to the first test being provided to the conscious student. The student who seeks inward at the time of testing has an increased likelihood of success at the first presentation of testing; however, most students are accustomed to accepting the automatic connection to the choices that have been made throughout the lifetime, choosing the negative, failing to shift the attitude to the positive. Faith is not resident once negativity arrives. The student begins to believe that the self cannot learn; that the Teacher is not the most appropriate Teacher – that the self need escape this vacuum of testing/failure, testing/failure, testing/failure. The Teacher calls upon the student to retrieve the faith that has been built through many, many lifetimes of interaction; it is this that is emphasized in the unconscious training, until the student begins to realize consciously that the Teacher does indeed have the self’s highest and best interests at heart and the student begins to tackle the true enemy of the self – darkness that lies within unnoticed, unrecognized.

Trust – to trust that the self is capable, to trust that the self will experience no pain that isn’t regarded as necessary to the learning process - to trust the Teacher in all things, to overrule the mind that demands logic, to overrule the mind that closes and says I will not allow this experience; for it is the Teacher that is responsible for balancing karma. The more difficult the student makes this tasking, the more painful it becomes for the student; for the energies continue to build within, seeking release – release cannot be provided until the lesson has been learned, until the self realizes that it is the self’s behavior that is being brought front and center for the self to observe.

It is the self that suffers; it is the Teacher that guides.

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

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

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

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

It is to recognize that suffering is provided to one who seeks to strengthen the will. Prolonged suffering is provided to one who has failed to maintain the mental capacity in previous lifetimes; prolonged suffering causes the mind to shatter, unless the strength of will has been seeded and then watered through numerous lifetimes. Testing of the student is extraordinary; those students who are weak of mind, weak of will, weak emotionally, weak physically, will not survive the testing provided. It is to recognize that you and your sister, Te' Auna, suffered similar experience within childhood; each damaged – Te' Auna mentally and emotionally battered for many years, yourself, physically battered in order to break you mentally, in order to break your spirit, but the spirit had been nurtured, had been strengthened, had been watered through many, many lifetimes. It was not possible for you to be broken so much planning had gone into this testing for you, my sister. It is now time for you to lie down the baton for battle, to see the self as strengthened mentally, emotionally and physically, so that the plan for the self can begin to unfold, once the self has learned all lessons and released the burden of the lesson plan permanently.

As has been stated this day, the journey – that which leads the self to know and to heal the self – is a long, painful, and most arduous journey. It is only for the fittest – fittest of mind, the fittest of spirit. The body is typically not very fit, for it has suffered through its assistance to the self by storing those energies belonging to failed lessons – that which is referred to as emotion, dense energy; these energies result in pain, often malady is suffered known as illness or disease. The self succumbs to the pain, stating that the self has not the energy necessary to be different. The Teacher waits for the student to step forth, to recognize that the pain has been caused by the student’s failure to address that which has been presented. Should the student decide that the self does not have the energy to be different, the Teacher may provide opportunity for the pain to be lessened by calling forth a professional – one who may aid the physical body in shedding some emotion. Or the Teacher may call forth an individual that will draw forth emotion; emotion that has been covered, inactive, untouched, unrecognized – that which lies at the root, that which is the seed responsible for the pain being experienced.

It is for the student to observe the pain, to recognize the memories that are being drawn forth and to be willing to learn the lessons that have been failed many, many times previous. Should the student do so, the Teacher has been empowered to release these energies permanently from the body, thereby enabling healing, which could be immediate or could require additional time in order to be restored to its original functioning. I speak in terms of the organs as well as the skeletal components; suffice it to say, the Teacher can effect whatever is needed for the self to be successful. It is to have faith that all that is being experienced is indeed necessary, is intended to strengthen the self – never to break the self, is intended to draw forth the will – never to destroy the will.

The student that allows emotion to cloud the mind, prohibiting clarity, is the student that believes that the Teacher is torturing the self mercilessly, that the self will never be provided with what the self wants; the self shall never experience joy, the self shall only suffer. Suffering is indeed necessary. The student that is unable to embrace that the self will suffer in order to move forward upon the path to healing is one who shall continue to struggle, is one who shall continue to fail.

It is important to recognize that each present is cognizant that suffering is necessary in order to learn; however, when the self is suffering, the self determines that suffering is unfavorable. It is to recognize the decision made by the self that suffering is unfavorable and to be willing to change the thinking, to state to the self, “Suffering is being experienced. I am in lesson. Opportunity is available to me in this moment to learn. Shall I focus upon the suffering or shall I focus upon the lesson?” It is to change the thinking, for the lesson plan demands focus upon the suffering.

How does one change thinking that is a part of the programming? “Suffering is unfavorable. Suffering is misery. Suffering is devastating. Suffering …I hate to suffer.” How does one change this thinking my sister DD?

Student: I don’t know my Teacher. Will you help me understand?

You are capable of answering this query my sister.

Student: I’m sorry. I need to speak up. I don’t really know. I call upon my faith and I call upon my heart and I call upon my Teacher but I don’t really know…would you help me to understand please?

What is it that you do not understand my sister?

Student: You asked how does one change the mind…I have chanting, I have my faith, I have prayer, I have meditation – and yet, when I’m hurting and I’m tired and I ache, all I want to do is sleep. I don’t know what to do then. What do I do then?

You make the recognition my sister that you have chosen the lesson plan.

Student: I see.

Do you? It is escape that is sought from the suffering. Do you agree?

Student: I agree

Can you find this within the lesson plan?

Student: Escape?

Yes my sister.

Student: [laughing] I don’t think there’s any element in my lesson plan that doesn’t escape…uh, the mind escapes in overbearing, the student escapes in entitlement, minimizing/discounting escapes in story as well as…I mean, why would I want to feel pain you know…I’m entitled.

Indeed. When the self has made recognition, when the self has achieved understanding – which I believe you have done my sister by answering the query…why do humans suffer – then there is no reason that will be embraced by the Teacher for why the student fails to address the lesson, why the student fails to present the self, why the student declines examination of that which has been brought forth by the inner Teacher. Do you understand?

Student: I do – thank you.