Lyricus Discourse 1 Experiencing the Wholenesss Navigator

Student: What prevents me from experiencing my innermost self?

Teacher: Nothing.
Student: Then why dont I experience it?
Teacher: ear.
Student: So! then fear prevents me?
Teacher: Nothing prevents you.
Student: "ut didnt you #ust say that fear is the reason I cant experience this state of
consciousness?
Teacher: $es! %ut it does not prevent you.
Student: Then what does?
Teacher: Nothing.
Student: Then what role does fear play?
Teacher: If you are in prison! what do you fear most when you dream of %eing li%erated?
Student: &eturning to prison' So! youre saying that I fear experiencing my inmost self %ecause I
will return to my ignorance.
Teacher: No. I am saying that your fear of ignorance holds you in ignorance.
Student: Im confused. I thought you were saying that I feared the experience of my highest self!
%ut now it sounds li(e youre saying that I fear my human self. Which is it?
Teacher: $ou fear the return to your human self after experiencing the )od*fragment within you.
Student: Why?
Teacher: If you are thirsting in the desert! what is it that you desire a%ove all else?
Student: Water?
Teacher: So if I gave you a glass of water! youd %e satisfied?
Student: $es.
Teacher: or how long?
Student: +(ay. I see your point. What I would desire a%ove all else is to %e near water so I could
drin( whenever I wanted! or %etter yet! I would want to leave the desert entirely.
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Teacher: ,nd if you loved the desert! wouldnt you fear to leave it?
Student: $oure saying that I fear the experience of my inmost self %ecause I would want to leave
this world %ehind! %ut how can I fear this when I have no experience of it whatsoever?
Teacher: This is not the fear that floods your %ody when someone is a%out to (ill you. It is the fear
of a shadow so mysterious! ancient! and primordial that you (now immediately that it transcends
this life and this world! and its (nowing will change you irrevoca%ly.
Student: So its really this change that I fear?
Teacher: Its the irrevoca%ility of the change that you fear.
Student: "ut how do you (now? -ow do you (now I fear this so much that I cannot experience my
inmost self?
Teacher: In order to (eep the human instrument in sta%le interaction with its world! the designers
of the human instrument created certain sensory constraints. "ecause these were not a%solutely
effective! there was also designed into the )enetic .ind of the human species an instinctual fear
of %eing displaced from its dominant reality. or these two reasons! I (now.
Student: "ut this isnt fair. $oure saying my capacity to experience my inmost self has %een
diminished %y the very %eings that designed it. Why? Why should I %e continually frustrated to
(now I have a )od*fragment inside me! %ut not %e allowed to interact with it?
Teacher: /o you love this world?
Student: $es.
Teacher: $ou are here as a human instrument to interact with this world and attune to its dominant
reality! and %ring your understanding of your inmost self to this world even if this understanding is
not pure! strong! or clear.
Student: "ut if I had this experience of my inmost self! couldnt I %ring more of this understanding
into this world?
Teacher: This is the fallacy that frustrates you. /o you thin( the experience of this su%lime energy
and intelligence can %e reduced to human translation?
Student: $es.
Teacher: Then how?
Student: I can teach others how it feels to %e in rapport with their souls. I can %ring more light to
this world and inspire others to see( this out within themselves. Isnt this what you do?
Teacher: -ave I taught you how to achieve this state?
Student: No. "ut you have inspired me.
Teacher: ,re you sure? -avent I #ust told you that you cant experience this state in the human
instrument? Is that inspiration %y your definition?
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Student: I didnt mean in this specific case! %ut you inspire me to thin( deeper into the issues or
pro%lems that confront me.
Teacher: If you want to %ring more light into this world! why will interaction with your inmost self
ena%le you to do so?
Student: Thats #ust it. I dont (now if it will. It #ust seems logical that it would. /ont all good
teachers have this insight? /ont you?
Teacher: Its true that there are teachers who can switch their dominant realities! and have learned
to integrate this in their life without losing %alance or effectiveness in this world! %ut they are
extremely rare.
Student: I (now this. "ut this is what I aspire to learn. It is learned isnt it? 0ant you teach me?
Teacher: No! it is not learned. It is not teacha%le. It is not ac1uired through instruction! esoteric
techni1ue! or revelatory process.
Student: Then how do those teachers who have this a%ility ac1uire it?
Teacher: No one ac1uires this a%ility. Thats my point. No teacher within a human instrument on
2arth at this time! or any previous! has the a%ility to live as a human and simultaneously live as a
)od*fragment. Nor does any teacher #uggle %etween these realities with certainty and control.
Student: Im surprised to hear this. Why is this so?
Teacher: or the same reasons I told you earlier. /o you not thin( this applies to all humans?
Student: 2ven 3esus?
Teacher: 2ven 3esus.
Student: Then why do I have this desire? Who put this notion into my head that I should %e a%le to
experience this inmost self or )od*fragment?
Teacher: If one experiences the wind! do they not understand something of a hurricane?
Student: I suppose.
Teacher: ,nd if they experience the rain! dont they understand even more a%out hurricanes?
Student: $es.
Teacher: If you never experienced a hurricane! %ut you experienced wind and rain! might you %e
a%le to imagine a hurricane %etter than if you never experienced wind and rain?
Student: I should thin( so.
Teacher: Such is the case of the )od*fragment within the human instrument. $ou can experience
unconditional love! supernal %eauty! harmony! reverence! and wholeness! and in so doing! you can
imagine the features and capa%ilities of the )od*fragment within you. Some teachers have simply
touched more of the edges of the )od*fragment than others! %ut I assure you! none have entered
into its depths while living in the human instrument.
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Student: "ut dont some teachers travel outside their %ody?
Teacher: $es! %ut they are still living in a human instrument whilst they travel. 2verything I said still
applies.
Student: So what do I do? )ive up the desire to have this experience?
Teacher: There is a fish that can leave its underwater world upon the e1uivalent of wings. While it
is only for a short time! it experiences the realm of the air*%reathers. /o you thin( this flying fish
ever desires to touch a cloud! clim% a tree! or venture into a forest?
Student: I dont (now' I dou%t it.
Teacher: Then why does it fly a%ove the water?
Student: I suppose its an instinct! something of an evolutionary imperative4
Teacher: 2xactly.
Student: So youre saying this is true of humans as well. We strive to experience our )od*
fragment out of an evolutionary imperative or compulsion?
Teacher: $es! and li(e the flying fish! when we %rea( from our world it is only for a short time and
we fall %eneath the surface once again. "ut while we are a%ove the surface of our world! we
momentarily forget we are #ust a human with a %eginning and an end. $et! when we do this! we do
not imagine that we can touch the face of )od within ourselves.
Student: "ut I do. I feel that I can! and even should! touch this )od*fragment.
Teacher: $ou thin( this way %ecause you have the hopeful exu%erance and na5vet6 of a person
unac1uainted with the experience of irst Source.
Student: So you dont feel this way?
Teacher: ,nyone attuned to the highest vi%rations of their innermost self will feel this and %e
guided %y it. The only difference is that I am content in (nowing that I will not experience it while I
am em%odied in a human instrument.
Student: ,nd what does this contentment provide you that I dont have?
Teacher: The a%ility to channel my energy into this world rather than to apply it in the pursuit of
another.
Student: "ut I thought you said it is an evolutionary imperative? -ow do I control this desire or
am%ition?
Teacher: 7ive in this world with all your passion and strength. See the )od*fragment in this world!
even if it is only a diminished %eacon or tired light. See it8 Nurture it8 /o not %e so 1uic( to loo( for
it in the depths of your heart or mind where you %elieve it might %e.
Student: Its hard not to %e disheartened at the sound of these words. It is li(e someone telling me
that the vision I had was merely a mirage! or a tric( of the light.
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Teacher: This is a world of shadows and echoes. $ou can chase the source of these if you desire!
%ut you will li(ely do so at the loss of living in this world. $ou will diminish your experience of the
shadows and echoes! and this is the very reason you incarnated upon this planet at this time.
Student: "ut it sounds so passive! as if I should settle for experiencing this world! and not try to
change it. I feel li(e Im here with a mission to improve it! to change it for the %etter! and Im
missing some experience! some capa%ility to do this. What is it I feel and why?
Teacher: When you experience the warmth of the sun! do you change the sun?
Student: No.
Teacher: ,nd if you hold a piece of ice in your hands! do you change it?
Student: $es. It %egins to melt.
Teacher: So there are some things you can only experience! and there are some things you can
change.
Student: ,nd I should (now the difference.
Teacher: It helps.
Student: I (now this. Its elementary. Im not sure it helps me feel less disheartened.
Teacher: $ou (now this! I agree! %ut you have not necessarily practiced it. It is a principle of life to
practice discretion and discernment! and while people will thin( this concept elementary! it is a
critical difference in living life in a state of fulfillment or! as you put it! frustration.
Student: So I cant change the fact that the )od*fragment within me is un(nowa%le to my human
mind! and I need to accept that. Is that the lesson to %e learned here?
Teacher: No.
Student: Then what is?
Teacher: The concept of the )od*fragment within you has power. It can %e contemplated! %ut it
cannot %e experienced as a dominant reality in a human instrument. Through this contemplative
approach you can learn discernment! and through this discernment you will learn how to navigate
in the world of shadows and echoes in such a way that you %ring changes that are in accord with
the o%#ectives of irst Source. $ou externali9e the will of the )od*fragment! rather than see( its
experience. In so doing! you eliminate the fear and frustration energies that flow through your
mind.
Student: Than( you. $our teaching #ust struc( the chord I have %een see(ing since I found this
path! and I feel its resonance.
Teacher: In resonance you will %e guided
Lyricus Discourse 2 Calling Forth the Wholeness Navigator
Student: Is )od a physical %eing?
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Teacher: ,re you?
Student: +f course.
Teacher: Then doesnt it stand to reason that )od is as well?
Student: I dont (now'
Teacher: 0an a dead man govern a city?
Student: No.
Teacher: Then how does irst Source govern the )rand :niverse that is 4 at its most coarse
expression 4 a physical manifestation?
Student: irst Source inha%its a %ody li(e you and me?
Teacher: 0an any person upon 2arth create something more magnificent than their human
instrument?
Student: I cant thin( of an instance.
Teacher: So! within this world! the human instrument is the highest expression of materiality?
Student: I thin( so.
Teacher: ,nd whatever a human creates! its creation is less magnificent than it is.
Student: :nless it is a child.
Teacher: ,nd who is the child of irst Source?
Student: We are.
Teacher: No. -umans are thousands of generations removed from irst Source. Who was the
original child or first creation of )od?
Student: I dont (now. Source Intelligence or Spirit?
Teacher: Source Intelligence isnt a creation of )od; it is the mo%ility and presence of )od.
Student: Then Im afraid I dont (now.
Teacher: When a cloud emerges from a %lue s(y! there are specific conditions that create the
cloud. It appears from the s(y! %ut does not resem%le the s(y in color! scale! texture! or scope. ,nd
yet! is it not accurate to say that the cloud was a child of the s(y?
Student: I suppose! %ut what does this have to do with the physical %ody of )od?
Teacher: Thin( of irst Source as the s(y! and the physical %ody of irst Source as the cloud.
Student: So! the first child of )od was the physical %ody of )od?
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Teacher: $es.
Student: irst Source created the conditions where%y its physical counterpart could manifest to
govern the physical universe. Then which came first! the physical universe or the physical
expression of )od?
Teacher: /o you elect a president %efore you have a nation?
Student: +(ay! I see your point. Is it true that we were created in the image of )od?
Teacher: There are genetic archetypes that reside within the physical manifestation of )od! and
these archetypes are seven*fold.
Student: So there are seven manifestations of )od? ,re they all physical?
Teacher: They can %e summoned physically at will! %ut )od appears to each of his seven offspring
in the form they will recogni9e as their father.
Student: ,re you referring to the seven root races of 2arth?
Teacher: No. The seven races of human(ind are part of the most ancient genetic line of the
universe in which 2arth is an infinitesimal component. Im referring to the seven genetic
archetypes that reside within the Seven Tri%es of 7ight that are (nown as the 0entral &ace. They
are sometimes referred to as the 2lohim! Shining +nes! or Wing.a(ers.
Student: ,nd youre saying that these %eings are separated into seven! genetic groups?
Teacher: The )rand :niverse consists of seven universes! and each of these converges in the
central*most region of the )rand :niverse. It is within this region that the seven! physical
manifestations of irst Source live! each an archetype of the human instrument designed for the
universe of its destiny.
Student: ,re you saying there are seven versions of )od?
Teacher: There is only one )od! %ut there are seven human instruments 4 each with different
attri%utes and capa%ilities 4 that the one )od inha%its. +ur universe is associated with the
Seventh ,rchetype! and it is this expression of irst Source that interacts with! and governs! our
universe.
Student: ,re all seven universes li(e our own?
Teacher: The physical worlds are similar in all material respects! %ut the life forms that populate
them possess different genetic capa%ilities! forms! and expressions! each %ased on the archetype
of irst Source.
Student: , human instrument from universe one would not %e similar to a human instrument from
any of the other six universes?
Teacher: 0orrect.
Student: "ut isnt this true even within our own universe? Not all humanoid life forms loo( the
same?
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Teacher: This is not a matter of appearance. $ou are <<= identical to a chimpan9ee 4 genetically
spea(ing 4 and yet you undou%tedly consider yourself 1uite different in appearance.
Student: What youre saying is that all humanoid life forms! regardless of where they are located
within our universe! are genetically lin(ed to the Seventh ,rchetype of irst Source?
Teacher: 0orrect! %ut you can extend this to include a %road spectrum of other life forms as well. In
other words! its not #ust the human instrument.
Student: Then in the other six universes! each has its own archetype that is em%odied %y )od!
and the life forms of these universes conform to this archetype 4 at least from a genetic
perspective! if not in appearance. Is this accurate?
Teacher: $es.
Student: Then the o%vious 1uestion is why? Why does irst Source divide itself into seven! genetic
universes?
Teacher: When you approach a vast mystery! a mystery as infinite as the )rand :niverse! what do
you! as the creator! desire a%ove all other things?
Student: ,ssurance that the universes will not %e destroyed.
Teacher: ,ssume that you have no dou%t of this 4 so perfect is your plan.
Student: Then I would pro%a%ly want to inha%it what I created and explore it.
Teacher: ,nd how would you do this?
Student: I would need to travel somehow.
Teacher: ,ssume that you are the Seventh ,rchetype of irst Source. $ou are alone in your
universe! and the universe is populated only with celestial %odies. There are no sentient life forms
and no method of travel.
Student: "ut isnt that what Source Intelligence is for? /oesnt irst Source utili9e Source
Intelligence for its travel or omnipresence?
Teacher: 7et me remind you that we are discussing a physical expression of )od. The Seventh
,rchetype of irst Source is not a%le to travel a%out the universe independent of the laws of the
universe. $ou may thin( of these seven ,rchetypes as the -uman Instruments of irst Source! and
attri%ute similar characteristics and limitations to them! as we ourselves must %ear.
Student: So! the physical archetypes of irst Source do not share the omnipresence and
omniscience of their ather?
Teacher: They do not.
Student: /o they operate as a team! or are they independent?
Teacher: They operate in cooperation and colla%oration! %ut they exercise their sovereign wills as
it pertains to the universe under their charge.
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Student: Were the archetypes of irst Source created right after the creation of the )rand
:niverse?
Teacher: They were created in succession the same way a family is created.
Student: Why?
Teacher: There is much to learn from the creation of one that can %e passed on to the next.
Student: I want to see if I understand this correctly. ,t some point in time there was a )rand
:niverse created %y irst Source! consisting of seven universes! each governed %y a physical
expression of irst Source. The universes were devoid of life other than celestial %odies li(e stars
and planets. Is this correct so far?
Teacher: $es.
Student: ,nd then the creation of life occurred. -ow?
Teacher: irst ,rchetype of irst Source created life forms! what we shall call! the 0entral &ace of
irst :niverse. These %eings were very powerful and not unli(e their creator in function and form.
They! in turn! created the genetic structures that %ecame the first! pure physical soul carriers that
housed the individuated spirit energies of irst Source.
Student: ,nd this repeated itself six more times?
Teacher: 2ach universe was populated with genetic structures that were %ased on the ,rchetype
of irst Source for that particular universe. 2ach genetic structure had uni1ue capa%ilities that
were suited for the exploration and coloni9ation of their particular universe.
Student: So! there are seven! different! genetic structures of soul carriers exploring the )rand
:niverse. or what reason? Why does irst Source design the universe this way?
Teacher: The )rand :niverse is a vast networ( of life*%earing planets that ena%le the individuated
spirit consciousness! housed within a soul carrier or human instrument! to interact with the
limitations that physical worlds 4 %y their very structure 4 impose. "y interacting with these
limitations! the genetic structures evolve! and in this evolution! they %ecome unified.
Student: ,re you saying that evolutions final form is unity?
Teacher: Not in all species! %ut in the most advanced formats of physical existence! unity is the
outcome of evolution.
Student: Why?
Teacher: When you create something that is in your image! what do you thin( is the most difficult
thing to do?
Student: 7et it go?
Teacher: 0orrect. $ou want your creation to explore and coloni9e the universe! %ut you also want
your creation to return. Thus! you instill a fundamental instinct within your creation to desire to
return to their place of origin. This is the unification instinct and it is one of the most powerful
instincts designed into the soul carriers! of which the human instrument is one.
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Student: Then human*li(e! soul carriers exist throughout the )rand :niverse! and all of them are
designed to explore the expanding universe! %ut also to return to the central*most region after
theyre done. This doesnt ma(e a lot of sense.
Teacher: It is not the soul carriers that return. These are physical*%ased vehicles that! li(e all
physical matter! decay and transform. +nly the Wholeness Navigator within the soul carrier neither
decays nor transforms. It remains everlasting! and within this specific element of humanity it is
designed to return to its origins.
Student: Where does one draw the line %etween irst Source and other life forms?
Teacher: -ow do you mean this?
Student: ,re the ,rchetypes of irst Source separate from irst Source. In other words! do they
have their own identity! or do they thin( of themselves as irst Source? In the same way! what
a%out the 0entral &ace?
Teacher: There are five rings of life that comprise irst Source. ,t the center is the consciousness
of irst Source. ,t the whole is Source Intelligence. In %etween are three rings of life: the seven
,rchetypes of irst Source! the 0entral &ace! and the individuated spirit*essence! or Wholeness
Navigator.
Student: ,nd each of these rings of life draws their identity from irst Source?
Teacher: $es.
Student: What youre really saying is that all of these life forms are threaded together as one
consciousness?
Teacher: No more than a family is one consciousness.
Student: They are separate?
Teacher: They are %oth separate and unified.
Student: -ow?
Teacher: The five rings of life are distinct forms of consciousness. In the formless state! each ring
of life is aware of its unity! purpose! and inherent (inship with the others. In the physical realms!
where consciousness is expressed through a dimensionally focused soul*carrier! they have a
diminished awareness of this connection. Thus! they are %oth separate and unified! depending
upon which strata of consciousness the entity is focused.
Student: Then youre saying that even the ,rchetypes of irst Source! since they have a physical
%ody! operate in the three*dimensional world without a strong sense of connection to irst Source?
It hardly seems possi%le.
Teacher: No one within the 0entral &ace pretends to (now the degree in which the ,rchetypes of
irst Source have a diminished capacity to recall their Source vi%ration. -owever! those within the
0entral &ace are well aware of how the soul carriers of three*dimensional su%stance! create the
condition of separation in which divine recall is reduced to such a degree that the entity regards
itself as separate from irst Source! and therefore its capa%ilities.
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Student: Separate from the capa%ilities of irst Source?
Teacher: If you %elieve you are an ant! how do you %ehave differently than an eagle?
Student: "ut an ant is not an eagle.
Teacher: "ut the Wholeness Navigator is irst Source. If the ant were an eagle! in every respect
except form! %ut associated its capa%ilities with that of an ant! the eagle would slowly lose its
a%ility to fly! its entire physical %ody! mind! and emotional ma(e*up would change. Its soul carrier
would literally devolve.
Student: +ur %odies cause our souls to devolve?
Teacher: No. +ur sense of separation from our Source vi%ration causes our human instrument to
remain devolved. The devolution has already occurred; it is merely perpetuated.
Student: Then the goal is to awa(en this Source vi%ration and %egin to re*associate with its divinity
> this is what causes the human instrument to evolve in the direction of the Wholeness Navigator?
Teacher: If you are going to start a fire! what do you need?
Student: /ry wood! (indling and a lot of wor( generating sufficient heat to com%ust the (indling.
Teacher: ,nd what is the most critical of these?
Student: I suppose the (indling.
Teacher: 0an you start a fire without any of the elements?
Student: No.
Teacher: ,re you sure?
Student: Well! I could start a fire with the (indling! %ut without the dry wood! it wont last very long.
Teacher: ,rent they all critical then?
Student: $es.
Teacher: ,nd if I had all the critical components to start a fire! %ut I had no experience! would I %e
a%le to produce fire?
Student: ?ro%a%ly not.
Teacher: I might not even (now! if someone were to give me all of these items! that their purpose
was to create a fire. 0orrect?
Student: 0orrect.
Teacher: So we can add experiential (nowledge as a critical component.
Student: $es.
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Teacher: ,nd what if I didnt see the need for a fire?
Student: +(ay! so you also need a reason or desire.
Teacher: $es. /esire and purpose is critical.
Student: +(ay! I agree we can add that to our expanding list.
Teacher: ,nd if we were outside and it was raining and our (indling %ecame wet4
Student: I understand! conditions must %e right.
Teacher: So conditions are important also?
Student: $es! %ut where are you going with this? I dont understand how this applies to my
1uestion a%out what causes the Wholeness Navigator to evolve?
Teacher: $ou simplified your 1uestion to the extreme. The e1uations of evolution are so complex
that they are invisi%le to the mind of the human instrument. It is not merely the re*association with
the Source vi%ration or )od*ragment that draws the Wholeness Navigator to it divinity and re*
asserts its capa%ilities as a replica of irst Source. This e1uation carries thousands upon
thousands of critical elements %undled in a coherent! carefully orchestrated path. I wanted you to
remem%er this.
Student: "ut isnt it necessary to simplify in order to approach the su%#ect? -ow can anyone give
all of these factors e1ual weight and still have an intelligent discussion?
Teacher: Thats my point. $ou cannot.
Student: So we cant even discuss it?
Teacher: No! not with any degree of accuracy. 2volutionary circuits are dependent on complex
systems! and these systems are so vast and multifaceted that words > when applied to depict
them > only serve to %ring focus on one element and this element is never > in itself > powerful
enough to cataly9e or mo%ili9e the evolutionary path.
Student: So what does?
Teacher: If you had a magical friend that was infalli%le in her #udgment. ?erfect in her decisions
%ecause she saw clear to the destination of irst Source and therefore (new how to travel the
landscape to achieve her reunion with )od. What would you do with this friend?
Student: Id listen to them. Id as( them for directions and guidance. Id follow as closely %ehind
them as I could.
Teacher: 2ven if they led you to a cliff and #umped off.
Student: Well! if I really %elieved they had this infalli%le #udgment as you put it! yes! even if they
#umped off a cliff. Somehow Id trust that I would %e o(ay if I followed them over.
Teacher: What if they didnt (now you were following and they had capa%ilities that you did not? In
this example! they could fly! %ut you could not.
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Student: I guess I would have made a terri%le mista(e in following them! and Id die as a result.
Teacher: So your friends #udgment! even though it was infalli%le for herself! led to your own
destruction.
Student: $es.
Teacher: So who then do you offer your trust to?
Student: .yself.
Teacher: ,nd why?
Student: "ecause I (now my own limitations.
Teacher: So what do you thin( is the mo%ili9ing factor for ones evolutionary path to Wholeness
and unity?
Student: $ou mean if I could sum it up in a single concept > despite the fact you showed me earlier
that it couldnt %e done?
Teacher: $oure learning very well.
Student: It would %e to trust myself.
Teacher: What part of your self?
Student: The soul.
Teacher: ,nd not the carrier?
Student: +(ay! I would need to trust the whole of me.
Teacher: Trust the parts and the whole. Trust the connection of these to irst Source. Trust the
)od*ragment that orchestrates all of this complexity into coherent experience and (nowledge
that assures the recollection of your divinity. Trust the evolutionary process defined %y irst
Source. Trust each of these a%ove the external voices that meet you! no matter how infalli%le they
may appear to %e. Trust your self*(nowing and its a%ility to guide you in the ascending spiral of
your #ourney.
Student: 2ven though I am %ut a student?
Teacher: ,re we not all students?
Student: "ut there are those who (now more than me. I dont feel li(e I (now that much to trust
myself. -ow can I overcome this self*dou%t?
Teacher: It is not something to overcome. If it were! would you then re1uire trust?
Student: I suppose not.
Teacher: When you grapple with the finer distinctions of a concept! you invaria%ly come to a wall
that defines the limits of your memory or experience. When you find this wall! there is nothing
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wrong with see(ing help from others! %ut remem%er that you are the entity that is most aware of
your own needs. The wall that you find may %e precisely what you need at that time.
Student: Then it seems that I need to %ecome more aware of my self*interests and needs.
Teacher: The needs that you have which fuel your evolution as a Sovereign Integral. If you are
hungry! your stomach will remind you. If you are tired! you will yawn and your eyelids will %ecome
un%eara%ly heavy. What is the e1uivalent for your evolution as a Sovereign Integral?
Student: Its an interesting 1uestion. I dont (now.
Teacher: What causes you to search for your higher self?
Student: I guess unanswered 1uestions. Not (nowing who I am! where I am going! or why I am
here.
Teacher: &eally? :nanswered 1uestions awa(en you to your highest self*interests?
Student: I can tell %y your 1uestion that I answered wrong. What is it then?
Teacher: It is inspiration8 Inspiration from the spiritual masters who came %efore you. Inspiration
from Nature. Inspiration from art. "ut most importantly! it is the inspiration that enters from the
realm of the Wholeness Navigator within you! into your human instrument and then tirelessly
(indles your desire to recollect the reality of the )od*ragment stored inside you.
Student: -ow do I recogni9e this inspiration?
Teacher: It is not important to recogni9e it. It only matters that you feel it and welcome its presence
%ecause this is how you develop self*trust and self*(nowing.
Student: ,re there techni1ues to accomplish this?
Teacher: +f course.
Student: What are they?
Teacher: $ou havent invented them yet?
Student: I thought you might (now some that you could share.
Teacher: I (now my own. I do not (now yours.
Student: Theyre different for everyone?
Teacher: I dont (now.
Student: -ow did you create your own techni1ues?
Teacher: If you want to esta%lish a relationship with someone that you want to (now! what are
some of the things you do?
Student: I might invite them for a conversation over tea! or possi%ly write them an introductory
letter descri%ing my wish to meet them.
14
Teacher: ,nd if they dont respond.
Student: I will pro%a%ly assume that they are too %usy! or more li(ely! not interested in meeting me.
Teacher: Then this is the pro%lem.
Student: What?
Teacher: The human instrument gives up too easy! if it invites the Wholeness Navigator into its
realm at all.
Student: I thin( were all sensitive to re#ection.
Teacher: /o you thin( its possi%le to %e re#ected %y the divine instruments of irst Source?
Student: I never thought a%out it %efore. .ay%e?
Teacher: It is not. The divine instruments of irst Source are ever vigilant for sincere prayers! and
never re#ect the offer to extend their presence within the human instrument of an entity that desires
to ascend in consciousness. This is an immuta%le law of the universe.
Student: Is there a %etter way to extend this invitation than simply as(ing in prayer?
Teacher: It is not your words that will %e heard. It is your feelings and the purity of their motivation.
$ou could %e drun( from wine and swearing in your loudest voice! %ut if your innermost feelings
were pure! sincere! hum%le! and motivated %y love! your invitation would %e answered. In contrast!
you could %e meditating for days! striving to %e of perfect character! and as(ing in the 1uietest
whisper of a clear mind! %ut if you were tainted with the motivations of honor and pride! your
invitation would most li(ely %e declined.
Student: Why would the Wholeness Navigator! or any divine instrument of irst Source! care?
Teacher: Why do you care if the food you eat is served on a clean plate or a dirty floor?
Student: I dont understand the comparison.
Teacher: The human instrument is a vessel or soul carrier. :pon your planet! it houses the pure
and perfect instrument of irst Source: the Wholeness Navigator. If the human instrument is
impure with thoughts of materiality! motivations of self*aggrandi9ement! or actions of hatred! it
ma(es the soul carrier less receptive to the vi%rations of the Wholeness Navigator. In some cases!
the Wholeness Navigator! if it enters into such a vessel and offers its capa%ilities! these very
capa%ilities are corrupted for selfish purposes.
Student: So the Wholeness Navigator does not want its capa%ilities to %ecome contaminated %y
an impure soul carrier?
Teacher: This is partially true! %ut it is more that the )od*ragment within you chooses to expose
its energies to a human instrument that has invited it to share its vision and understanding. +nce it
is invited! it will monitor the response of the human instrument to its presence. If the invitations are
repeatedly extended! the )od*ragment will continue to materiali9e as an infused! spirit*led
consciousness that directs the human instrument in its earthly mission.
Student: It sounds li(e the )od*ragment ta(es over. Is that how it is?
15
Teacher: The )od*ragment in#ects divine perspective to the human instrument. It ena%les the
soul carrier to %ecome the souls vision in service to irst Source. In doing this! the human
instrument is transformed.
Student: I understand. I thin( I need some time to sort all of this out. Than( you for sharing your
perspective and helping me with my understanding.
Teacher: $ou are very welcome.
Lyricus Discourse 3 The Nature of Knole!ge
Student: Is there a techni1ue to gain (nowledge of )od?
Teacher: What )od do you spea( of?
Student: The one and only source of all.
Teacher: No.
Student: Why then are there some who seem %lessed with the (nowledge of )od! and some that
seem completely ignorant of his presence and value? Surely those who are enlightened
discovered a techni1ue to secure their (nowledge.
Teacher: There are no techni1ues. This is the great fallacy that has swept across the universe of
sentient %eings. We persist in our %elief that there is a formula or ritual or teacher that can %ring us
enlightenment > or the (nowledge of )od.
Student: If there is no techni1ue or teacher! then why does all of this exist? Why do you! my
teacher! sit %efore me? +r why are there %oo(s and learned masters here! in this instructional
setting? ,re you telling me theyre all worthless?
Teacher: When there are 1uestions there are answers waiting to %e heard. ,ll of this exists for the
1uestions of people such as you. If these 1uestions did not exist! this would not exist.
Student: "ut whats the point if the answers are not %ringing me closer to the (nowledge of )od?
Teacher: Why doesnt the (nowledge of destruction lay in the hands of the many instead of the
hands of the few?
Student: What do you mean?
Teacher: Why is the (nowledge of how to destroy human(ind > on a mass level > so carefully
safeguarded?
Student: $oure tal(ing a%out weapons of mass destruction?
Teacher: $es.
Student: Naturally the technology is so destructive it needs to %e managed and controlled %y
responsi%le governments.
Teacher: Why is it controlled?
16
Student: If it were in the power of any one person to destroy the lives of many! he or she might do
so if they %ecame sic( of mind.
Teacher: Is the (nowledge of mass destruction the opposite of the (nowledge of mass
enlightenment?
Student: I dont (now.
Teacher: What if you were given the power to enlighten the masses of humanity or destroy
humanity? Would you not %e the most powerful person on earth?
Student: I cant imagine how I could %e more powerful.
Teacher: -ow would you choose to wield your power?
Student: I suppose Id have to have many advisors helping me to ma(e the right decisions in order
to %uild a great society that was rich in culture and learned citi9ens.
Teacher: What if the citi9ens that you ruled re%elled? What if they chose to %e independent of your
power? What would you do then?
Student: "ut if I had the power to enlighten them! why would they re%el? They would %e
enlightened and! as a result! they would choose to live harmoniously.
Teacher: "ut some might not want to %e enlightened. ?erhaps they feel that they (now what is
%est for their development and would resist an outside source! no matter how %enevolent and
wise.
Student: Then I would let them have their own way.
Teacher: 2ven if they (illed themselves and %ehaved in decadence?
Student: I would try to teach them how to %ehave properly so they would learn to live
harmoniously.
Teacher: /o you thin( they would listen?
Student: If they didnt! Id place the good and respectful people separate from those that were
warring and cruel.
Teacher: I see. So you would divide your citi9ens into two groups?
Student: It would %e the only way to %ring harmony to some! if it couldnt %e %rought to all.
Teacher: ,nd if the warring and cruel citi9ens ultimately had children that desired to live in
harmony! what would happen then?
Student: They would only need to as( and they could re#oin the society.
Teacher: So the citi9ens of your society would accept them without any pro%lem and confer upon
them the same social %enefits that they themselves en#oy?
Student: $es.
17
Teacher: ,nd if they didnt?
Student: I would have to order it > ma(e it a law > I suppose. "ut again! if I had the power to
enlighten my citi9ens! they surely would forgive those that were led astray %y their parents! and let
them re*enter the %roader society.
Teacher: ,nd what would %e the result if one of these new citi9ens murdered someone within your
enlightened society?
Student: They would %e expelled and punished.
Teacher: Not enlightened?
Student: I would assume they were not a%le to %e enlightened.
Teacher: So your power to enlighten was not perfect.
Student: I guess not.
Teacher: ,nd what if the decadent society decided that the enlightened society should %e
con1uered?
Student: Why would they attac( if they (new I had the power to annihilate them?
Teacher: ?erhaps they %elieved you didnt actually possess the power! or if you did! that you would
never use it.
Student: We would then have to defend ourselves and capture the decadent societys leaders and
loc( them up until they changed their ways of thin(ing and acting.
Teacher: Then your power to destroy was not perfect either.
Student: Not in the same way I thought it was.
Teacher: $ou have answered these hypothetical 1uestions wisely. /o you see how power
complicates?
Student: $es.
Teacher: /o you understand that having the power to enlighten or destroy is a type of power that
most people consign to )od?
Student: $es.
Teacher: So I was as(ing you to play )od! hypothetically.
Student: I understand! %ut how does that answer my 1uestion a%out gaining the (nowledge of
)od?
Teacher: It may not. I simply wanted you to have a glimpse of the perspective of the human*
imagined )od.
Student: Why?
18
Teacher: If you want the (nowledge of )od! you must have some perspective on the position of a
)od.
Student: "ut I didnt mean that I wanted to have the (nowledge of the )od that humans have
created.
Teacher: Its the only (nowledge you can have.
Student: Why cant I o%tain the (nowledge of the true )od! irst Source? Why isnt there a
techni1ue that I can use to find and ac1uire this (nowledge?
Teacher: 7ets return to our hypothetical scenario. Suppose that your power to destroy was simply
a thought away. If you %ecame angry! your power to destroy would %e unleashed and the recipient
of your anger would %e o%literated.
Student: Would it wor( the same way for enlightenment? In other words! would I %e a%le to
enlighten with a simple thought?
Teacher: $es.
Student: +(ay.
Teacher: -ow many times a day do you have an angry thought and a thought to enlighten
someone?
Student: I dont (now. +n a good day! I dont have any angry thoughts.
Teacher: +n a %ad day?
Student: .ay%e three or four.
Teacher: 2ach time you have these thoughts! if you were angry with a person! your anger would
harm the o%#ect of your rage.
Student: What a%out the other side of the coin. What if I were loving and (ind! would my thoughts
enlighten them as well?
Teacher: ?recisely.
Student: So! with nothing %ut my thoughts! I can harm or help a person.
Teacher: $es.
Student: Then wouldnt it ma(e sense that if I had the (nowledge of )od! I would also have the
discipline to control my thoughts and emotions?
Teacher: No.
Student: Why?
Teacher: "ecause your dominant reality is that of a human %eing with all of its wea(nesses and
foi%les. $ou are designed to have spontaneous thoughts and emotions. $ou have instincts that
19
respond to stimuli! and you cannot control your natural thoughts or emotions. $ou can suppress
them. $ou can ignore them. $ou can even extinguish them! %ut only for a period of time.
Student: ,nd this is why I cant have the (nowledge of )od?
Teacher: 0orrect.
Student: Then every human is sealed inside a world of limitation %ecause they have this ina%ility to
control their impulses > %e they thoughts or emotions? It seems unfair.
Teacher: ?erhaps! %ut this same limitation is li%erating.
Student: In what way?
Teacher: /o you (now the will of irst Source?
Student: No! %ut I thin( I have an idea of what is aligned with the will of )od and what is not.
Teacher: If you truly (now what is aligned and what it not! then you would need to (now the will of
irst Source! would you not?
Student: I mean that I (now the general direction or intention of )ods will.
Teacher: "ut not the details?
Student: 0orrect. I (now that what is of love and light is aligned with the will of )od! and what is of
evil and dar(ness is not. "ut I might not %e a%le to distinguish %etween the more su%tle shades of
light and dar(ness or good and evil.
Teacher: I see. ,nd how did you arrive at this conclusion?
Student: It is what I have %een taught.
Teacher: ,nd who taught you this?
Student: .y teachers! the %oo(s Ive read. 2veryone %elieves this dont they?
Teacher: ,nd %ecause you have %een taught that the will of )od is (nowa%le! you %elieve you can
ma(e the #udgment that a loving act is aligned! %ut an evil act is not.
Student: "asically! yes.
Teacher: What if I suggested to you that understanding the will of )od is one and the same as
possessing the (nowledge of )od?
Student: Im not sure that I understand what you mean.
Teacher: What do you thin( I mean? .a(e an effort to express your thoughts! no matter how
mur(y they may %e. Sometimes the fog lifts only when you struggle to see through it.
Student: I have the sense that youre suggesting that if I understand what the creator desires from
his creation! I would also understand a (ey component of the (nowledge of )od. In other words! in
20
order to have the (nowledge of )od! I must (now what )od wants from me! what he desired me to
%ecome.
Teacher: ,nd what do you thin( )od wants you to %ecome?
Student: 7i%erated.
Teacher: rom limitation?
Student: $es. 2xactly.
Teacher: irst Source desires that you live without limitation! %ut creates a soul carrier and a
setting for that soul carrier to live within that is rooted in limitation. Why do thin( it is the will of )od
that you shrug off your limitations?
Student: "ecause if I have no limitations! I am li%erated of the things that reduce my spiritual
awareness.
Teacher: ,nd what will you do then > when you are free of all limitation?
Student: Im not exactly sure! %ut it will %e %lissful and li(ened to what "uddha called Nirvana >
freedom from desire.
Teacher: Why would your 0reator create you! set you in a soul carrier that was %ound to a reality
of limitation! construct an ela%orate universe school to educate you! and commission a vast array
of instructors! only to ena%le you to pass into Nirvana or a %lissful state?
Student: I dont (now. Thats in part what Im trying to understand.
Teacher: ,re you sure?
Student: Well its certainly one of the things Im trying to understand.
Teacher: If youre trying to understand this! then answer my 1uestion.
Student: "ut I dont (now the answer.
Teacher: Try to articulate it as %est you can.
Student: I agree it doesnt ma(e sense that )od would have me educated in the ways of the
universe and then leave me to simply en#oy it! %ut I dont (now what else I would do. No one paints
this picture very clearly.
Teacher: The picture! as you put it! is found in the service to a plan. The plan is the collective
unfolding of souls to reali9e the singular nature of universehood as an undivided process.
We move from neigh%orhoods to cities! to states! to nations! to continents! to hemispheres! to
planets! to solar systems! to galaxies! to local universes! to superuniverses! to the )rand
.ultiverse > the all*encompassing structure of our collective unity.
,nd every step we emerge the victor of the lesser state of %eing in that our lives increasingly
exemplify the presence of our collective perception of what is %est for the evolutionary course set
forth %y irst Source for the )rand .ultiverse.
21
Student: +(ay! so this is the reason? To simply %e a%le to hold the perspective of what is %est for
the )rand .ultiverse? -ow can I ever (now such a thing?
Teacher: $ou cannot.
Student: So again! Im frustrated in ignorance. This seems to %e the theme of spiritual matters.
Teacher: It is only %ecause you ta(e the undivided process and leap to its end! wishing to %ring it
closer into your reality of now. $our patience is exceeded %y your vision of what is to %e.
Student: I (now. "ut what can I do a%out it?
Teacher: /efine the (nowledge that you need to accomplish each step of your process. /ont
profess to need the (nowledge of )od %efore you have the (nowledge of your earth world or the
(nowledge of your human instrument. rame your (nowledge in the context of your design.
Student: -ow do you mean that?
Teacher: $ou are a physical %ody with complex! emotional impulses and instincts; you are also a
system of nerves and data collectors that feed your consciousness and %rain. .oreover! you are a
collective of consciousnesses that span your entire species and time. These elements comprise
your human instrument.
7i(e most see(ers! you try to understand the mysterious su%stance of your inmost spirit > the
Wholeness Navigator > %efore you understand your human instrument. ,nd even more to the
point! you see( to understand the 0reator and sustainer of the Wholeness Navigator %efore you
understand your inmost spirit.
$ou have intuited the undivided process %ecause it is stored within you! %ut if you stretch the reach
of your understanding it is %ecause you see( to (now the stars %efore you (now the planet upon
which you stand. ,nd I as( you! what good is the (nowledge of the stars when your home is
misunderstood?
Student: $oure saying that I need to study my %ody and mind %efore I study the soul?
Teacher: No! Im saying the (nowledge of )od that you see( is contained in every step of the
undivided process. It is not reali9ed in some sudden! elusive revelatory experience at the end of
your #ourney. It is found in every step along the way.
Student: $es! I understand this in concept. Ive heard this many times %efore! %ut I sense that
youre ma(ing a different distinction here.
Teacher: ?erhaps. Im only recommending that you understand the soul carrier %efore you see( to
(now the soul! and that you understand the soul %efore you see( to understand its creator.
+therwise! if you first channel your energy into understanding the 0reator! you will see it
marginally! and this partial (nowledge will deform your understanding of the soul carrier and the
soul within it.
Student: "ut how will I (now that my understanding of the soul carrier is ade1uate so that I can
em%ar( on the understanding of my soul?
22
Teacher: The human instrument is an ama9ing composite of miraculous connections %etween the
material and non*physical worlds. When you understand these connections! they will guide you to
your understanding of the soul within you.
Student: So then I should really %e as(ing you a%out how I can gain the (nowledge of these
connections. Is that correct?
Teacher: $es.
Student: So how do I? Is it the cha(ras that are (ey?
Teacher: .uch has %een said and written a%out the energy centers that are revealed within the
human instrument! %ut these energy centers are not the connections %etween the physical and
non*physical realms.
What weaves together the physical %ody with the non*physical %odies is what we refer to as the
phantom core.
Student: What is this composed of?
Teacher: The phantom core is not composed of anything material. It is li(e a shadow of soul
consciousness that can move %etween the realms of the human instrument.
Student: So it can operate e1ually well within the mind and %ody?
Teacher: The phantom core is the consciousness that moves %etween the %ody! emotions! mind!
and genetic mind at speeds greater than light. $et it is a point of awareness that distri%utes the
experiences of the human instrument to the soul.
Student: /oes it em%ellish the experiences or simply report them li(e a recorder?
Teacher: It reports everything in extraordinary terms.
Student: -ow do you mean?
Teacher: 2ven in the 1uiet moments of your life when you are staring through a window or reading
a %oo(! there is a great universe of experience that is perceived %y this phantom core! and every
miniature detail is faithfully recorded and transmitted to the soul.
The phantom core is the super consciousness of the human instrument. It is separate from the
soul! and is considered the souls emissary to the natural world in which the human instrument
must interact.
It is through this awareness that soul experiences the natural world of limitation and separation!
drawing in the experiences that help it to %uild appreciation for the )rand .ultiverse that is the
garment of irst Source.
Student: Why have I never heard of this %efore?
Teacher: Who should tell you?
Student: $ou! for one.
23
Teacher: I #ust did! were you not listening?
Student: $es! %ut Ive %een your student for two years and this is the first Ive heard of this
phantom core. Why?
Teacher: We teach through association and metaphor. $ou have %een taught a%out the phantom
core! you #ust havent heard its name %efore now. ,nd now that you have its name! it crystalli9es in
your mind a clearer picture of its design and purpose.
Student: "ut two years it ta(es for me to (now its name?
Teacher: or some it is two hours for some it a lifetime. It depends on the person and how they
arrive at their answers. $ou sought the un(nowa%le %efore you sought what is to %e (nown in your
present life > where your consciousness resides now.
Student: +(ay! weve esta%lished that Im a dreamer >
Teacher: Theres nothing wrong with see(ing the un(nowa%le. I am not suggesting that you have
wasted your time in the pursuit of a dream.
Student: "ut it seems that I need to place more time in understanding this phantom core. What do
you recommend I learn in this regard?
Teacher: 7earn all that you can a%out the human %ody! emotions! and mind. .a(e it the focus of
your study for a period of time > perhaps a year or two! depending on the availa%ility of your time.
,s you do this! ta(e notes a%out the features of the human instrument that either seem connected
or anomalous. or example! the %rain is dominated %y the data received from the eyes. Why do
the eyes not dominate consciousness?
,s you produce your notes! organi9ed around connections and anomalous phenomenon! %egin to
define the structure of the human instrument as one would if they were ma(ing a map of the
interaction %etween the %ody! emotions! mind! and genetic mind. &emem%er that the phantom
core is the shadow of the soul and operates seamlessly %etween the folds of the human
instrument. It is the first perceiver and transmitter of the experience that consumes the human
instrument of a specific individuality. It is the continuity of the undivided process within the material
realms! while the soul is the continuity of the undivided process within the non*physical realms.
Student: ,nd what a%out the Wholeness Navigator?
Teacher: It is the %ridge of continuity %etween these two worlds. The Wholeness Navigator is the
interloc( %etween the worlds of time and the worlds of non*time. It is the fusion of the soul and the
phantom core! integrating this vast experiential storehouse of data! and ma(ing it coherent as a
force of transformation.
Student: It will ta(e me a long time to create this picture and understand the connections.
Teacher: It will ta(e you a lifetime! if you are fortunate. -owever! if you set forth upon the path of
irst Source without first understanding the fundamental structures within which your soul
operates! you will pursue a mirage. )od will appear and disappear! and dou%t will sha(e you every
time a new occurrence crosses your path. It will seem that all is impermanent! even the face of
)od.
24
Student: $ou said a moment ago that the Wholeness Navigator uses the experiences of the soul
carrier and soul as a force of transformation. Transformation of whom and for what purpose?
Teacher: The transformation is of the individual personality > the )od*fragment that so#ourns in
%oth the worlds of time and non*time! and is devoted to the +ne ?lan that em%races all forms!
personalities! and opinions therein. This personality is the identity that endures the shape shifting
of forms and the ceaseless churning of time to %ecome a conscious extension of the +ne ?lan.
The purpose of this transformation is to explore the )rand .ultiverse as emissaries of irst
Source! creating new opportunities for the expansion and ongoing evolution of the +ne ?lan.
Student: I suspect you purposely gave me an a%stract answer as a way of reminding me of the
tas( ahead.
Teacher: I gave you what is availa%le to %e given. Words themselves are an a%straction! are they
not?
Student: If you dont mind! I want to return to my tas(: studying the human instrument. Is there a
model I can use so I can compare my approach with others?
Teacher: There may %e some who would gladly share their research and findings. I would
encourage you to colla%orate with your fellow students. It is a very useful practice.
Student: $ou spo(e of connections in the human instrument and anomalous phenomenon. 0an
you please ela%orate on these?
Teacher: The connections of the human instrument are the threads that ma(e up the fa%ric of the
phantom core. These threads weave together the pathways %etween the physical %ody! emotions!
mind! and genetic mind. Within each of these are su%*layers! #ust as the s(in of the human %ody is
different than the nervous system! which is different than the s(eletal structure.
The %ody is therefore made up of many layers and su%*components that comprise the total
structure. This is e1ually true for the emotions! mind! and genetic mind.
The connections %etween these layers or strata of the human instrument! which num%er @A
primary systems! each originate from the Wholeness Navigator. In other words! these threads
have a common ground and spiral out touching each of the @A primary systems! %inding them
together in a holistic system.
Student: What are the @A systems? /o I (now them?
Teacher: It is not important to recogni9e each of them individually. Some have not %een discovered
in the world of time and space. I only mention the num%er so that you can (now the depth of the
human instrument and its impecca%le and miraculous structure.
Student: Why is this so important?
Teacher: The human instrument is regarded %y most cultures as a %ody that is vulnera%le and
fragile. It is considered flawed and imperfect %ecause it degenerates over time and is suscepti%le
to disease. In some areas! it is considered nothing more than an animate o%#ect for the sensing of
pleasure or pain. It is held in low regard! and even those who feel a spiritual imperative! regard it
as the lesser or lower self.
25
Student: "ut it is the lower self isnt it?
Teacher: It is the vessel of the transcendent soul. When you see a vessel of %eauty! do you
wonder what is inside it?
Student: I guess when I see a %eautiful vessel > li(e a wor( of art > I assume the vessel is for
appreciation! not utility.
Teacher: It doesnt re1uire a utilitarian function %ecause its %eauty is sufficient a purpose. 0orrect?
Student: 2xactly.
Teacher: The human instrument is the same way. It is a %eautifully conceived creation; so much so
that most %elieve it is empty. Its purpose is in itself. They do not see the @A strata! they perceive
only the five dominant strata: s(in! muscle! %ones! emotions! and mind.
Student: Why? Why do we only see these five and not the whole @A?
Teacher: $ou are taught these perceptions %y your educational indoctrination and society as a
whole! and conversely! you are not taught to appreciate and understand the other B< strata. In
most cases! these strata re1uire more vigilance and persistence to understand and appreciate.
Student: So how do I learn a%out the other dimensions of the human instrument?
Teacher: $ou study the human instrument. $ou study the %ody! emotions! mind! and genetic mind.
$ou learn to understand this sacred vessel for what it truly is: the exploratory! al%eit temporary!
vehicle of your inmost! immortal consciousness in the worlds of time and space.
Student: "ut if you gave me information a%out the @A strata! wouldnt it help me in my studies?
Teacher: ?erhaps! %ut it is not necessary to understand all of these levels with the human mind.
,nd here again! you see( to (now the staircase %efore you understand the first few steps. It is the
function of time to ma(e the staircase comprehensi%le in steps! not singular revelations.
Student: I understand.
Teacher: I have highlighted the universal path; now tell me what you have learned.
Student: +(ay! Ill do my %est. The phantom core connects the @A levels of the human instrument!
and is the o%serving consciousness of the worlds of time and space for the human soul. The
phantom core has multiple threads! for lac( of a %etter description! that weave these @A levels
together! and it uses these connective threads li(e pathways to move > as a consciousness > from
one level to the next at 1uantum speeds. It then passes this experiential information to the soul!
which then processes this incoming data in order to evolve its understanding of how to align with
the +ne ?lan and increasingly %ring light to the dar(er outposts of the )rand .ultiverse.
Teacher: Ta(e a deep %reath. $ou have listened well.
Student: /id I get it right?
Teacher: ,re you concerned a%out %eing right or are you interested in learning?
Student: ,re they so different?
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Teacher: They can %e polar opposites.
Student: Im interested in learning and %eing right.
Teacher: $ou as(ed me at the %eginning of this dialogue! as to whether there is a techni1ue to
gain the (nowledge of )od. /o you remem%er?
Student: $es.
Teacher: ,nd have you discovered your answer?
Student: No. I dont thin( there is an answer.
Teacher: ?erhaps theres an answer! %ut it is different for every human. ,ll %eings approach their
creator in a uni1ue path that has never %een navigated %efore. If you stitched together the vast
reservoir of your experience in the worlds of time and space! do you thin( it has ever %een
replicated?
Student: I dont (now. Ive never thought a%out it %efore. ?erhaps at a %asic level it has.
Teacher: +nly if you grossly simplified it would you see any similarity in the paths of the ascending
souls to their 0reators realm. Truthfully! we are each as uni1ue as the planets that num%er the
)rand :niverse! and it is precisely this uni1ueness that prevents a universal techni1ue from ever
%ecoming the magical pill of enlightenment.
Student: I understand this. Was this done as part of the design?
Teacher: $es.
Student: I guess the real 1uestion is what (nowledge is re1uired in order to construct my own
techni1ues for gaining the awareness of my own! multi*layered self?
Teacher: $ou are on your way if it is your practice to ma(e this in1uiry every morning that you
arise! and you feel yourself a magnet attracting this very (nowledge into your life through every
facet of your experience.
Student: /oes it help if I %elieve that the phantom core is present within me and a%sor%ing this
(nowledge even if my conscious mind is not?
Teacher: It does and it is.
Student: I am grateful.
Teacher: $ou are most welcome.
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