Seven Tribes of Light that are known as the Central Race
Student: Are you referring to the seven root races of Earth?
Teacher: No. The seven races of humankind are part of the most ancientgenetic line of the universe in which Earth is an infinitesimal component. I'm referring to the seven genetic archetypes that residewithin the Seven Tribes of Light that are known as the Central Race.They are sometimes referred to as the Elohim, Shining Ones, or WingMakers.
Student: And you're saying that these beings are separated into seven, genetic groups?
Teacher: The Grand Universe consists of seven universes, and each ofthese converges in the central-most region of the Grand Universe. It is within this region that the seven, physical manifestations of First Source live, each an archetype of the human instrument designed forthe universe of its destiny.
Student: Are you saying there are seven versions of God?
Teacher: There is only one God, but there are seven human instruments — each with different attributes and capabilities — that the one Godinhabits. Our universe is associated with the Seventh Archetype, and it is this expression of First Source that interacts with, andgoverns, our universe.
Student: Are all seven universes like our own?
Teacher: The physical worlds are similar in all material respects, but the life forms that populate them possess different geneticcapabilities, forms, and expressions, each based on the archetype of First Source.
Student: A human instrument from universe one would not be similar to a human instrument from any of the other six universes?
Teacher: Correct.
Student: But isn't this true even within our own universe? Not all humanoid life forms look the same?
Teacher: This is not a matter of appearance. You are 99% identical to a chimpanzee — genetically speaking — and yet you undoubtedly consideryourself quite different in appearance.
Student: What you're saying is that all humanoid life forms,regardless of where they are located within our universe, are genetically linked to the Seventh Archetype of First Source?
Teacher: Correct, but you can extend this to include a broad spectrum of other life forms as well. In other words, it's not just the humaninstrument.
Student: Then in the other six universes, each has its own archetypethat is embodied by God, and the life forms of these universes conform to this archetype — at least from a genetic perspective, if not inappearance. Is this accurate?
Teacher: Yes.
Student: Then the obvious question is why? Why does First Sourcedivide itself into seven, genetic universes?
Teacher: When you approach a vast mystery, a mystery as infinite as the Grand Universe, what do you, as the creator, desire above allother things?
Student: Assurance that the universes will not be destroyed.
Teacher: Assume that you have no doubt of this — so perfect is your plan.
Student: Then I would probably want to inhabit what I created andexplore it.
Teacher: And how would you do this?
Student: I would need to travel somehow.
Teacher: Assume that you are the Seventh Archetype of First Source. You are alone in your universe, and the universe is populated onlywith celestial bodies. There are no sentient life forms and no method of travel.
Student: But isn't that what Source Intelligence is for? Doesn't First Source utilize Source Intelligence for its travel or omnipresence?
Teacher: Let me remind you that we are discussing a physical expression of God. The Seventh Archetype of First Source is not ableto travel about the universe independent of the laws of the universe. You may think of these seven Archetypes as the Human Instruments ofFirst Source, and attribute similar characteristics and limitations tothem, as we ourselves must bear.
Student: So, the physical archetypes of First Source do not share the omnipresence and omniscience of their Father?
Teacher: They do not.
Student: Do they operate as a team, or are they independent?
Teacher: They operate in cooperation and collaboration, but theyexercise their sovereign wills as it pertains to the universe under their charge.
Student: Were the archetypes of First Source created right after thecreation of the Grand Universe?
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 bepassed on to the next.
Student: I want to see if I understand this correctly. At some pointin time there was a Grand Universe created by First Source, consisting of seven universes, each governed by a physical expression of FirstSource. The universes were devoid of life other than celestial bodieslike stars and planets. Is this correct so far?
Teacher: Yes.
Student: And then the creation of life occurred. How?
Teacher: First Archetype of First Source created life forms, what weshall call, the Central Race of First Universe. These beings were verypowerful and not unlike their creator in function and form. They, in turn, created the genetic structures that became the first, purephysical soul carriers that housed the individuated spirit energies ofFirst Source.
Student: And this repeated itself six more times?
Teacher: Each universe was populated with genetic structures that werebased on the Archetype of First Source for that particular universe.Each genetic structure had unique capabilities that were suited forthe exploration and colonization of their particular universe.
Student: So, there are seven, different, genetic structures of soulcarriers exploring the Grand Universe. For what reason? Why does FirstSource design the universe this way?
Teacher: The Grand Universe is a vast network of life-bearing planets that enable the individuated spirit consciousness, housed within asoul carrier or human instrument, to interact with the limitationsthat physical worlds — by their very structure — impose. Byinteracting with these limitations, the genetic structures evolve, and in this evolution, they become unified.
Student: Are you saying that evolution's final form is unity?
Teacher: Not in all species, but in the most advanced formats ofphysical existence, unity is the outcome of evolution.
Student: Why?
Teacher: When you create something that is in your image, what do youthink is the most difficult thing to do?
Student: Let it go?
Teacher: Correct. You want your creation to explore and colonize the universe, but you also want your creation to return. Thus, you instilla fundamental instinct within your creation to desire to return totheir place of origin. This is the unification instinct and it is oneof the most powerful instincts designed into the soul carriers, ofwhich the human instrument is one.
Student: Then human-like, soul carriers exist throughout the GrandUniverse, and all of them are designed to explore the expanding universe, but also to return to the central-most region after they'redone. This doesn't make a lot of sense.
Teacher: It is not the soul carriers that return. These arephysical-based vehicles that, like all physical matter, decay and transform. Only the Wholeness Navigator within the soul carrierneither decays nor transforms. It remains everlasting, and within thisspecific element of humanity it is designed to return to its origins.
Student: Where does one draw the line between First Source and otherlife forms?
Teacher: How do you mean this?
Student: Are the Archetypes of First Source separate from FirstSource. In other words, do they have their own identity, or do they think of themselves as First Source? In the same way, what about theCentral Race?
Teacher: There are five rings of life that comprise First Source. Atthe center is the consciousness of First Source. At the whole is Source Intelligence. In between are three rings of life: the sevenArchetypes of First Source, the Central Race, and the individuatedspirit-essence, or Wholeness Navigator.
Student: And each of these rings of life draws their identity from First Source?
Teacher: Yes.
Student: What you're really saying is that all of these life forms arethreaded together as one consciousness?
Teacher: No more than a family is one consciousness.
Student: They are separate?
Teacher: They are both separate and unified.
Student: How?
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 kinship with the others. In the physical realms,where consciousness is expressed through a dimensionally focusedsoul-carrier, they have a diminished awareness of this connection.Thus, they are both separate and unified, depending upon which strata of consciousness the entity is focused.
Student: Then you're saying that even the Archetypes of First Source,since they have a physical body, operate in the three-dimensionalworld without a strong sense of connection to First Source? It hardly seems possible.
Teacher: No one within the Central Race pretends to know the degree inwhich the Archetypes of First Source have a diminished capacity torecall their Source vibration. However, those within the Central Race are well aware of how the soul carriers of three-dimensionalsubstance, create the condition of separation in which divine recallis reduced to such a degree that the entity regards itself as separatefrom First Source, and therefore its capabilities.
Student: Separate from the capabilities of First Source?
Teacher: If you believe you are an ant, how do you behave differentlythan an eagle?
Student: But an ant is not an eagle.
Teacher: But the Wholeness Navigator is First Source. If the ant were an eagle, in every respect except form, but associated itscapabilities with that of an ant, the eagle would slowly lose itsability to fly, it's entire physical body, mind, and emotional make-upwould change. Its soul carrier would literally devolve.
Student: Our bodies cause our souls to devolve?
Teacher: No. Our sense of separation from our Source vibration causesour human instrument to remain devolved. The devolution has alreadyoccurred; it is merely perpetuated.
Student: Then the goal is to awaken this Source vibration and begin tore-associate with its divinity – this is what causes the humaninstrument to evolve in the direction of the Wholeness Navigator?
Teacher: If you are going to start a fire, what do you need?
Student: Dry wood, kindling and a lot of work generating sufficientheat to combust the kindling.
Teacher: And what is the most critical of these?
Student: I suppose the kindling.
Teacher: Can you start a fire without any of the elements?
Student: No.
Teacher: Are you sure?
Student: Well, I could start a fire with the kindling, but without the dry wood, it won't last very long.
Teacher: Aren't they all critical then?
Student: Yes.
Teacher: And if I had all the critical components to start a fire, butI had no experience, would I be able to produce fire?
Student: Probably not.
Teacher: I might not even know, if someone were to give me all ofthese items, that their purpose was to create a fire. Correct?
Student: Correct.
Teacher: So we can add experiential knowledge as a critical component.
Student: Yes.
Teacher: And what if I didn't see the need for a fire?
Student: Okay, so you also need a reason or desire.
Teacher: Yes. Desire and purpose is critical.
Student: Okay, I agree we can add that to our expanding list.
Teacher: And if we were outside and it was raining and our kindlingbecame wet—
Student: I understand, conditions must be right.
Teacher: So conditions are important also?
Student: Yes, but where are you going with this? I don't understand how this applies to my question about what causes the WholenessNavigator to evolve?
Teacher: You simplified your question to the extreme. The equations ofevolution are so complex that they are invisible to the mind of the human instrument. It is not merely the re-association with the Sourcevibration or God-Fragment that draws the Wholeness Navigator to itdivinity and re-asserts its capabilities as a replica of First Source.This equation carries thousands upon thousands of critical elementsbundled in a coherent, carefully orchestrated path. I wanted you toremember this.
Student: But isn't it necessary to simplify in order to approach the subject? How can anyone give all of these factors equal weight andstill have an intelligent discussion?
Teacher: That's my point. You cannot.
Student: So we can't even discuss it?
Teacher: No, not with any degree of accuracy. Evolutionary circuits are dependent on complex systems, and these systems are so vast andmultifaceted that words – when applied to depict them – only serve tobring focus on one element and this element is never – in itself –powerful enough to catalyze or mobilize the evolutionary path.
Student: So what does?
Teacher: If you had a magical friend that was infallible in herjudgment. Perfect in her decisions because she saw clear to thedestination of First Source and therefore knew how to travel the landscape to achieve her reunion with God. What would you do with thisfriend?
Student: I'd listen to them. I'd ask them for directions and guidance.I'd follow as closely behind them as I could.
Teacher: Even if they led you to a cliff and jumped off.
Student: Well, if I really believed they had this infallible judgmentas you put it, yes, even if they jumped off a cliff. Somehow I'd trustthat I would be okay if I followed them over.
Teacher: What if they didn't know you were following and they had capabilities that you did not? In this example, they could fly, butyou could not.
Student: I guess I would have made a terrible mistake in followingthem, and I'd die as a result.
Teacher: So your friend's judgment, even though it was infallible for herself, led to your own destruction.
Student: Yes.
Teacher: So who then do you offer your trust to?
Student: Myself.
Teacher: And why?
Student: Because I know my own limitations.
Teacher: So what do you think is the mobilizing factor for one'sevolutionary path to Wholeness and unity?
Student: You mean if I could sum it up in a single concept – despitethe fact you showed me earlier that it couldn't be done?
Teacher: You're learning very well.
Student: It would be to trust myself.
Teacher: What part of your self?
Student: The soul.
Teacher: And not the carrier?
Student: Okay, I would need to trust the whole of me.
Teacher: Trust the parts and the whole. Trust the connection of theseto First Source. Trust the God-Fragment that orchestrates all of thiscomplexity into coherent experience and knowledge that assures therecollection of your divinity. Trust the evolutionary process definedby First Source. Trust each of these above the external voices thatmeet you, no matter how infallible they may appear to be. Trust yourself-knowing and its ability to guide you in the ascending spiral of your journey.
Student: Even though I am but a student?
Teacher: Are we not all students?
Student: But there are those who know more than me. I don't feel likeI know that much to trust myself. How can I overcome this self-doubt?
Teacher: It is not something to overcome. If it were, would you thenrequire trust?
Student: I suppose not.
Teacher: When you grapple with the finer distinctions of a concept,you invariably come to a wall that defines the limits of your memory or experience. When you find this wall, there is nothing wrong withseeking help from others, but remember that you are the entity that ismost aware of your own needs. The wall that you find may be preciselywhat you need at that time.
Student: Then it seems that I need to become more aware of myself-interests and needs.
Teacher: The needs that you have which fuel your evolution as aSovereign Integral. If you are hungry, your stomach will remind you. If you are tired, you will yawn and your eyelids will becomeunbearably heavy. What is the equivalent for your evolution as aSovereign Integral?
Student: It's an interesting question. I don't know.
Teacher: What causes you to search for your higher self?
Student: I guess unanswered questions. Not knowing who I am, where Iam going, or why I am here.
Teacher: Really? Unanswered questions awaken you to your highest self-interests?
Student: I can tell by your question that I answered wrong. What is itthen?
Teacher: It is inspiration! Inspiration from the spiritual masters whocame before you. Inspiration from Nature. Inspiration from art. But most importantly, it is the inspiration that enters from the realm ofthe Wholeness Navigator within you, into your human instrument andthen tirelessly kindles your desire to recollect the reality of theGod-Fragment stored inside you.
Student: How do I recognize this inspiration?
Teacher: It is not important to recognize it. It only matters that youfeel it and welcome its presence because this is how you developself-trust and self-knowing.
Student: Are there techniques to accomplish this?
Teacher: Of course.
Student: What are they?
Teacher: You haven't invented them yet?
Student: I thought you might know some that you could share.
Teacher: I know my own. I do not know yours.
Student: They're different for everyone?
Teacher: I don't know.
Student: How did you create your own techniques?
Teacher: If you want to establish a relationship with someone that you want to know, what are some of the things you do?
Student: I might invite them for a conversation over tea, or possiblywrite them an introductory letter describing my wish to meet them.
Teacher: And if they don't respond.
Student: I will probably assume that they are too busy, or morelikely, not interested in meeting me.
Teacher: Then this is the problem.
Student: What?
Teacher: The human instrument gives up too easy, if it invites the Wholeness Navigator into its realm at all.
Student: I think we're all sensitive to rejection.
Teacher: Do you think it's possible to be rejected by the divineinstruments of First Source?
Student: I never thought about it before. Maybe?
Teacher: It is not. The divine instruments of First Source are evervigilant for sincere prayers, and never reject the offer to extendtheir presence within the human instrument of an entity that desiresto ascend in consciousness. This is an immutable law of the universe.
Student: Is there a better way to extend this invitation than simplyasking in prayer?
Teacher: It is not your words that will be heard. It is your feelings and the purity of their motivation. You could be drunk from wine andswearing in your loudest voice, but if your innermost feelings werepure, sincere, humble, and motivated by love, your invitation would beanswered. In contrast, you could be meditating for days, striving tobe of perfect character, and asking in the quietest whisper of a clearmind, but if you were tainted with the motivations of honor and pride,your invitation would most likely be declined.
Student: Why would the Wholeness Navigator, or any divine instrumentof First Source, care?
Teacher: Why do you care if the food you eat is served on a cleanplate or a dirty floor?
Student: I don't understand the comparison.
Teacher: The human instrument is a vessel or soul carrier. Upon yourplanet, it houses the pure and perfect instrument of First Source: theWholeness Navigator. If the human instrument is impure with thoughts of materiality, motivations of self-aggrandizement, or actions ofhatred, it makes the soul carrier less receptive to the vibrations ofthe Wholeness Navigator. In some cases, the Wholeness Navigator, if itenters into such a vessel and offers its capabilities, these very capabilities are corrupted for selfish purposes.
Student: So the Wholeness Navigator does not want its capabilities tobecome contaminated by an impure soul carrier?
Teacher: This is partially true, but it is more that the God-Fragment within you chooses to expose its energies to a human instrument thathas invited it to share its vision and understanding. Once it isinvited, it will monitor the response of the human instrument to itspresence. If the invitations are repeatedly extended, the God-Fragment will continue to materialize as an infused, spirit-led consciousnessthat directs the human instrument in its earthly mission.
Student: It sounds like the God-Fragment takes over. Is that how it is?
Teacher: The God-Fragment injects divine perspective to the human instrument. It enables the soul carrier to become the soul's vision inservice to First Source. In doing this, the human instrument istransformed.
Student: I understand. I think I need some time to sort all of this out. Thank you for sharing your perspective and helping me with myunderstanding.
Teacher: You are very welcome.
Teacher: No. The seven races of humankind are part of the most ancientgenetic line of the universe in which Earth is an infinitesimal component. I'm referring to the seven genetic archetypes that residewithin the Seven Tribes of Light that are known as the Central Race.They are sometimes referred to as the Elohim, Shining Ones, or WingMakers.
Student: And you're saying that these beings are separated into seven, genetic groups?
Teacher: The Grand Universe consists of seven universes, and each ofthese converges in the central-most region of the Grand Universe. It is within this region that the seven, physical manifestations of First Source live, each an archetype of the human instrument designed forthe universe of its destiny.
Student: Are you saying there are seven versions of God?
Teacher: There is only one God, but there are seven human instruments — each with different attributes and capabilities — that the one Godinhabits. Our universe is associated with the Seventh Archetype, and it is this expression of First Source that interacts with, andgoverns, our universe.
Student: Are all seven universes like our own?
Teacher: The physical worlds are similar in all material respects, but the life forms that populate them possess different geneticcapabilities, forms, and expressions, each based on the archetype of First Source.
Student: A human instrument from universe one would not be similar to a human instrument from any of the other six universes?
Teacher: Correct.
Student: But isn't this true even within our own universe? Not all humanoid life forms look the same?
Teacher: This is not a matter of appearance. You are 99% identical to a chimpanzee — genetically speaking — and yet you undoubtedly consideryourself quite different in appearance.
Student: What you're saying is that all humanoid life forms,regardless of where they are located within our universe, are genetically linked to the Seventh Archetype of First Source?
Teacher: Correct, but you can extend this to include a broad spectrum of other life forms as well. In other words, it's not just the humaninstrument.
Student: Then in the other six universes, each has its own archetypethat is embodied by God, and the life forms of these universes conform to this archetype — at least from a genetic perspective, if not inappearance. Is this accurate?
Teacher: Yes.
Student: Then the obvious question is why? Why does First Sourcedivide itself into seven, genetic universes?
Teacher: When you approach a vast mystery, a mystery as infinite as the Grand Universe, what do you, as the creator, desire above allother things?
Student: Assurance that the universes will not be destroyed.
Teacher: Assume that you have no doubt of this — so perfect is your plan.
Student: Then I would probably want to inhabit what I created andexplore it.
Teacher: And how would you do this?
Student: I would need to travel somehow.
Teacher: Assume that you are the Seventh Archetype of First Source. You are alone in your universe, and the universe is populated onlywith celestial bodies. There are no sentient life forms and no method of travel.
Student: But isn't that what Source Intelligence is for? Doesn't First Source utilize Source Intelligence for its travel or omnipresence?
Teacher: Let me remind you that we are discussing a physical expression of God. The Seventh Archetype of First Source is not ableto travel about the universe independent of the laws of the universe. You may think of these seven Archetypes as the Human Instruments ofFirst Source, and attribute similar characteristics and limitations tothem, as we ourselves must bear.
Student: So, the physical archetypes of First Source do not share the omnipresence and omniscience of their Father?
Teacher: They do not.
Student: Do they operate as a team, or are they independent?
Teacher: They operate in cooperation and collaboration, but theyexercise their sovereign wills as it pertains to the universe under their charge.
Student: Were the archetypes of First Source created right after thecreation of the Grand Universe?
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 bepassed on to the next.
Student: I want to see if I understand this correctly. At some pointin time there was a Grand Universe created by First Source, consisting of seven universes, each governed by a physical expression of FirstSource. The universes were devoid of life other than celestial bodieslike stars and planets. Is this correct so far?
Teacher: Yes.
Student: And then the creation of life occurred. How?
Teacher: First Archetype of First Source created life forms, what weshall call, the Central Race of First Universe. These beings were verypowerful and not unlike their creator in function and form. They, in turn, created the genetic structures that became the first, purephysical soul carriers that housed the individuated spirit energies ofFirst Source.
Student: And this repeated itself six more times?
Teacher: Each universe was populated with genetic structures that werebased on the Archetype of First Source for that particular universe.Each genetic structure had unique capabilities that were suited forthe exploration and colonization of their particular universe.
Student: So, there are seven, different, genetic structures of soulcarriers exploring the Grand Universe. For what reason? Why does FirstSource design the universe this way?
Teacher: The Grand Universe is a vast network of life-bearing planets that enable the individuated spirit consciousness, housed within asoul carrier or human instrument, to interact with the limitationsthat physical worlds — by their very structure — impose. Byinteracting with these limitations, the genetic structures evolve, and in this evolution, they become unified.
Student: Are you saying that evolution's final form is unity?
Teacher: Not in all species, but in the most advanced formats ofphysical existence, unity is the outcome of evolution.
Student: Why?
Teacher: When you create something that is in your image, what do youthink is the most difficult thing to do?
Student: Let it go?
Teacher: Correct. You want your creation to explore and colonize the universe, but you also want your creation to return. Thus, you instilla fundamental instinct within your creation to desire to return totheir place of origin. This is the unification instinct and it is oneof the most powerful instincts designed into the soul carriers, ofwhich the human instrument is one.
Student: Then human-like, soul carriers exist throughout the GrandUniverse, and all of them are designed to explore the expanding universe, but also to return to the central-most region after they'redone. This doesn't make a lot of sense.
Teacher: It is not the soul carriers that return. These arephysical-based vehicles that, like all physical matter, decay and transform. Only the Wholeness Navigator within the soul carrierneither decays nor transforms. It remains everlasting, and within thisspecific element of humanity it is designed to return to its origins.
Student: Where does one draw the line between First Source and otherlife forms?
Teacher: How do you mean this?
Student: Are the Archetypes of First Source separate from FirstSource. In other words, do they have their own identity, or do they think of themselves as First Source? In the same way, what about theCentral Race?
Teacher: There are five rings of life that comprise First Source. Atthe center is the consciousness of First Source. At the whole is Source Intelligence. In between are three rings of life: the sevenArchetypes of First Source, the Central Race, and the individuatedspirit-essence, or Wholeness Navigator.
Student: And each of these rings of life draws their identity from First Source?
Teacher: Yes.
Student: What you're really saying is that all of these life forms arethreaded together as one consciousness?
Teacher: No more than a family is one consciousness.
Student: They are separate?
Teacher: They are both separate and unified.
Student: How?
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 kinship with the others. In the physical realms,where consciousness is expressed through a dimensionally focusedsoul-carrier, they have a diminished awareness of this connection.Thus, they are both separate and unified, depending upon which strata of consciousness the entity is focused.
Student: Then you're saying that even the Archetypes of First Source,since they have a physical body, operate in the three-dimensionalworld without a strong sense of connection to First Source? It hardly seems possible.
Teacher: No one within the Central Race pretends to know the degree inwhich the Archetypes of First Source have a diminished capacity torecall their Source vibration. However, those within the Central Race are well aware of how the soul carriers of three-dimensionalsubstance, create the condition of separation in which divine recallis reduced to such a degree that the entity regards itself as separatefrom First Source, and therefore its capabilities.
Student: Separate from the capabilities of First Source?
Teacher: If you believe you are an ant, how do you behave differentlythan an eagle?
Student: But an ant is not an eagle.
Teacher: But the Wholeness Navigator is First Source. If the ant were an eagle, in every respect except form, but associated itscapabilities with that of an ant, the eagle would slowly lose itsability to fly, it's entire physical body, mind, and emotional make-upwould change. Its soul carrier would literally devolve.
Student: Our bodies cause our souls to devolve?
Teacher: No. Our sense of separation from our Source vibration causesour human instrument to remain devolved. The devolution has alreadyoccurred; it is merely perpetuated.
Student: Then the goal is to awaken this Source vibration and begin tore-associate with its divinity – this is what causes the humaninstrument to evolve in the direction of the Wholeness Navigator?
Teacher: If you are going to start a fire, what do you need?
Student: Dry wood, kindling and a lot of work generating sufficientheat to combust the kindling.
Teacher: And what is the most critical of these?
Student: I suppose the kindling.
Teacher: Can you start a fire without any of the elements?
Student: No.
Teacher: Are you sure?
Student: Well, I could start a fire with the kindling, but without the dry wood, it won't last very long.
Teacher: Aren't they all critical then?
Student: Yes.
Teacher: And if I had all the critical components to start a fire, butI had no experience, would I be able to produce fire?
Student: Probably not.
Teacher: I might not even know, if someone were to give me all ofthese items, that their purpose was to create a fire. Correct?
Student: Correct.
Teacher: So we can add experiential knowledge as a critical component.
Student: Yes.
Teacher: And what if I didn't see the need for a fire?
Student: Okay, so you also need a reason or desire.
Teacher: Yes. Desire and purpose is critical.
Student: Okay, I agree we can add that to our expanding list.
Teacher: And if we were outside and it was raining and our kindlingbecame wet—
Student: I understand, conditions must be right.
Teacher: So conditions are important also?
Student: Yes, but where are you going with this? I don't understand how this applies to my question about what causes the WholenessNavigator to evolve?
Teacher: You simplified your question to the extreme. The equations ofevolution are so complex that they are invisible to the mind of the human instrument. It is not merely the re-association with the Sourcevibration or God-Fragment that draws the Wholeness Navigator to itdivinity and re-asserts its capabilities as a replica of First Source.This equation carries thousands upon thousands of critical elementsbundled in a coherent, carefully orchestrated path. I wanted you toremember this.
Student: But isn't it necessary to simplify in order to approach the subject? How can anyone give all of these factors equal weight andstill have an intelligent discussion?
Teacher: That's my point. You cannot.
Student: So we can't even discuss it?
Teacher: No, not with any degree of accuracy. Evolutionary circuits are dependent on complex systems, and these systems are so vast andmultifaceted that words – when applied to depict them – only serve tobring focus on one element and this element is never – in itself –powerful enough to catalyze or mobilize the evolutionary path.
Student: So what does?
Teacher: If you had a magical friend that was infallible in herjudgment. Perfect in her decisions because she saw clear to thedestination of First Source and therefore knew how to travel the landscape to achieve her reunion with God. What would you do with thisfriend?
Student: I'd listen to them. I'd ask them for directions and guidance.I'd follow as closely behind them as I could.
Teacher: Even if they led you to a cliff and jumped off.
Student: Well, if I really believed they had this infallible judgmentas you put it, yes, even if they jumped off a cliff. Somehow I'd trustthat I would be okay if I followed them over.
Teacher: What if they didn't know you were following and they had capabilities that you did not? In this example, they could fly, butyou could not.
Student: I guess I would have made a terrible mistake in followingthem, and I'd die as a result.
Teacher: So your friend's judgment, even though it was infallible for herself, led to your own destruction.
Student: Yes.
Teacher: So who then do you offer your trust to?
Student: Myself.
Teacher: And why?
Student: Because I know my own limitations.
Teacher: So what do you think is the mobilizing factor for one'sevolutionary path to Wholeness and unity?
Student: You mean if I could sum it up in a single concept – despitethe fact you showed me earlier that it couldn't be done?
Teacher: You're learning very well.
Student: It would be to trust myself.
Teacher: What part of your self?
Student: The soul.
Teacher: And not the carrier?
Student: Okay, I would need to trust the whole of me.
Teacher: Trust the parts and the whole. Trust the connection of theseto First Source. Trust the God-Fragment that orchestrates all of thiscomplexity into coherent experience and knowledge that assures therecollection of your divinity. Trust the evolutionary process definedby First Source. Trust each of these above the external voices thatmeet you, no matter how infallible they may appear to be. Trust yourself-knowing and its ability to guide you in the ascending spiral of your journey.
Student: Even though I am but a student?
Teacher: Are we not all students?
Student: But there are those who know more than me. I don't feel likeI know that much to trust myself. How can I overcome this self-doubt?
Teacher: It is not something to overcome. If it were, would you thenrequire trust?
Student: I suppose not.
Teacher: When you grapple with the finer distinctions of a concept,you invariably come to a wall that defines the limits of your memory or experience. When you find this wall, there is nothing wrong withseeking help from others, but remember that you are the entity that ismost aware of your own needs. The wall that you find may be preciselywhat you need at that time.
Student: Then it seems that I need to become more aware of myself-interests and needs.
Teacher: The needs that you have which fuel your evolution as aSovereign Integral. If you are hungry, your stomach will remind you. If you are tired, you will yawn and your eyelids will becomeunbearably heavy. What is the equivalent for your evolution as aSovereign Integral?
Student: It's an interesting question. I don't know.
Teacher: What causes you to search for your higher self?
Student: I guess unanswered questions. Not knowing who I am, where Iam going, or why I am here.
Teacher: Really? Unanswered questions awaken you to your highest self-interests?
Student: I can tell by your question that I answered wrong. What is itthen?
Teacher: It is inspiration! Inspiration from the spiritual masters whocame before you. Inspiration from Nature. Inspiration from art. But most importantly, it is the inspiration that enters from the realm ofthe Wholeness Navigator within you, into your human instrument andthen tirelessly kindles your desire to recollect the reality of theGod-Fragment stored inside you.
Student: How do I recognize this inspiration?
Teacher: It is not important to recognize it. It only matters that youfeel it and welcome its presence because this is how you developself-trust and self-knowing.
Student: Are there techniques to accomplish this?
Teacher: Of course.
Student: What are they?
Teacher: You haven't invented them yet?
Student: I thought you might know some that you could share.
Teacher: I know my own. I do not know yours.
Student: They're different for everyone?
Teacher: I don't know.
Student: How did you create your own techniques?
Teacher: If you want to establish a relationship with someone that you want to know, what are some of the things you do?
Student: I might invite them for a conversation over tea, or possiblywrite them an introductory letter describing my wish to meet them.
Teacher: And if they don't respond.
Student: I will probably assume that they are too busy, or morelikely, not interested in meeting me.
Teacher: Then this is the problem.
Student: What?
Teacher: The human instrument gives up too easy, if it invites the Wholeness Navigator into its realm at all.
Student: I think we're all sensitive to rejection.
Teacher: Do you think it's possible to be rejected by the divineinstruments of First Source?
Student: I never thought about it before. Maybe?
Teacher: It is not. The divine instruments of First Source are evervigilant for sincere prayers, and never reject the offer to extendtheir presence within the human instrument of an entity that desiresto ascend in consciousness. This is an immutable law of the universe.
Student: Is there a better way to extend this invitation than simplyasking in prayer?
Teacher: It is not your words that will be heard. It is your feelings and the purity of their motivation. You could be drunk from wine andswearing in your loudest voice, but if your innermost feelings werepure, sincere, humble, and motivated by love, your invitation would beanswered. In contrast, you could be meditating for days, striving tobe of perfect character, and asking in the quietest whisper of a clearmind, but if you were tainted with the motivations of honor and pride,your invitation would most likely be declined.
Student: Why would the Wholeness Navigator, or any divine instrumentof First Source, care?
Teacher: Why do you care if the food you eat is served on a cleanplate or a dirty floor?
Student: I don't understand the comparison.
Teacher: The human instrument is a vessel or soul carrier. Upon yourplanet, it houses the pure and perfect instrument of First Source: theWholeness Navigator. If the human instrument is impure with thoughts of materiality, motivations of self-aggrandizement, or actions ofhatred, it makes the soul carrier less receptive to the vibrations ofthe Wholeness Navigator. In some cases, the Wholeness Navigator, if itenters into such a vessel and offers its capabilities, these very capabilities are corrupted for selfish purposes.
Student: So the Wholeness Navigator does not want its capabilities tobecome contaminated by an impure soul carrier?
Teacher: This is partially true, but it is more that the God-Fragment within you chooses to expose its energies to a human instrument thathas invited it to share its vision and understanding. Once it isinvited, it will monitor the response of the human instrument to itspresence. If the invitations are repeatedly extended, the God-Fragment will continue to materialize as an infused, spirit-led consciousnessthat directs the human instrument in its earthly mission.
Student: It sounds like the God-Fragment takes over. Is that how it is?
Teacher: The God-Fragment injects divine perspective to the human instrument. It enables the soul carrier to become the soul's vision inservice to First Source. In doing this, the human instrument istransformed.
Student: I understand. I think I need some time to sort all of this out. Thank you for sharing your perspective and helping me with myunderstanding.
Teacher: You are very welcome.
posted by chsh at
21:23
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