Student: Is God a
physical being?
Teacher: Are you?
Student: Of course.
Teacher: Then doesn’t it stand to reason that God is as well?
Student: I don’t know…
Teacher: Can a dead man govern a city?
Student: No.
Teacher: Then how does First Source govern the Grand Universe that
is — at its most coarse expression — a physical manifestation?
Student: First
Source inhabits a body like you and me?
Teacher: Can any person upon
Earth create something more magnificent than their human instrument?
Student: I can’t think of an instance.
Teacher: So, within this world, the human instrument is the highest
expression of materiality?
Student: I think so.
Teacher: And whatever a human creates, its creation is less
magnificent than it is.
Student: Unless it is a child.
Teacher: And who is the child of First Source?
Student: We are.
Teacher: No. Humans are thousands of generations removed from First
Source. Who was the original child or first creation of God?
Student: I don’t know. Source Intelligence or Spirit? Teacher:
Source Intelligence isn’t a creation of God; it is the mobility and
presence of God.
Student: Then I’m afraid I don’t know.
Teacher: When a cloud emerges from a blue sky, there are
specific conditions that create the cloud. It appears from the sky,
but does not resemble the sky in color, scale, texture, or scope. And yet, is it not
accurate to say that the cloud was a child of the sky?
Student: I suppose, but what does this have to do with the physical
body of God?
Teacher: Think of First Source as the sky, and the physical body of
First Source as the cloud.
Student: So, the first child of God was the physical body of God?
Teacher: Yes.
Student: First Source created the conditions whereby its physical
counterpart could manifest to govern the physical universe. Then
which came first, the physical universe or the physical expression
of God?
Teacher: Do you elect a president before you have a nation?
Student:
Okay, I see your point. Is it true that we were created in the image
of God?
Teacher: There are genetic archetypes that reside within the
physical manifestation of God, and these archetypes are seven-fold.
Student: So there are seven manifestations of God? Are they all
physical?
Teacher: They can be summoned physically at will, but God appears to
each of his seven offspring in the form they will recognize as their
father.
Student: Are you
referring to the seven root races of Earth?
Teacher: No. The seven
races of humankind are part of the most ancient genetic line of the
universe in which Earth is an infinitesimal component. I’m referring
to the seven genetic archetypes that reside within the Seven Tribes
of Light that are known as the Central Race. They are sometimes
referred to as the Elohim, Shining Ones, or WingMakers.
More information about
Elohim, Shining Ones aka 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 of
these 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 for the 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 God
inhabits. Our universe is associated with the Seventh Archetype, and
it is this expression of First Source that interacts with, and
governs, 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
genetic capabilities, 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
consider yourself 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 human instrument.
Student: Then in the other six universes, each has its own archetype
that is embodied by God, and the life forms of these universes
conform to this archetype — at least from a genetic perspective, if
not in appearance. Is this accurate?
Teacher: Yes.
Student: Then the obvious question is why? Why does First Source
divide 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 all other
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 and
explore 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 only with 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 able
to travel about the universe independent of the laws of the
universe. You may think of these seven Archetypes as the Human
Instruments of First Source, and attribute similar characteristics
and limitations to them, 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 they exercise their sovereign
wills as it pertains to the universe under their charge.
Student: Were the archetypes of First Source created right after the
creation 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 be
passed on to the next.
Student: I want to see if I understand this correctly. At some point
in time there was a Grand Universe created by First Source,
consisting of seven universes, each governed by a physical
expression of First Source. The universes were devoid of life other
than celestial bodies like 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 we shall call,
the Central Race of First Universe. These beings were very powerful
and not unlike their creator in function and form. They, in turn,
created the genetic structures that became the first, pure physical
soul carriers that housed the individuated spirit energies of First
Source.
Student:
And this repeated itself six more times?
Teacher: Each universe was
populated with genetic structures that were based on the Archetype
of First Source for that particular universe. Each genetic structure
had unique capabilities that were suited for the exploration and
colonization of their particular universe.
Student: So, there are seven, different, genetic structures of soul
carriers exploring the Grand Universe. For what reason? Why does
First Source 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 a soul carrier or
human instrument, to interact with the limitations that physical
worlds — by their very structure — impose. By interacting 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 of
physical existence, unity is the outcome of evolution.
Student: Why?
Teacher: When you create something that is in your image, what do
you think 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 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.
Student: Then human-like, soul carriers exist throughout the Grand
Universe, and all of them are designed to explore the expanding
universe, but also to return to the central-most region after
they’re done. This doesn’t make a lot of sense.
Teacher: It is not
the soul carriers that return. These are physical-based vehicles
that, like all physical matter, decay and transform. Only 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 between First Source and other
life forms?
Teacher: How do you mean this?
Student: Are the Archetypes of First Source separate from First
Source. In other words, do they have their own identity, or do they
think of themselves as First Source? In the same way, what about the
Central Race?
Teacher: There are five rings of life that comprise First Source. At
the center is the consciousness of First Source. At the whole is
Source Intelligence. In between are three rings of life: the seven
Archetypes of First Source, the Central Race, and the individuated
spirit-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
are threaded 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
focused soul-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
threedimensional world 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 in which the Archetypes of First Source have a diminished
capacity to recall their Source vibration. However, those within the
Central Race are well aware of how the soul carriers of
three-dimensional substance, create the condition of separation in which divine recall is reduced to
such a degree that the entity regards itself as separate from 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 differently than 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 its
capabilities with that of an ant, the eagle would slowly loose its
ability to fly, it’s entire physical body, mind, and emotional
make-up would 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 causes our human
instrument to remain devolved. The devolution has already occurred;
it is merely perpetuated.
Student: Then the goal is to awaken this
Source vibration and begin 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: Dry wood, kindling and a lot of work generating sufficient
heat 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,
but I 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 of
these 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
kindling became 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 Wholeness Navigator to evolve?
Teacher: You simplified your question to the extreme. The equations
of evolution are so complex that they are invisible to the mind of
the human instrument. It is not merely the reassociation with the
Source vibration or God-Fragment that draws the Wholeness Navigator
to it divinity and re-asserts its capabilities as a replica of First
Source. This equation carries thousands upon thousands of critical
elements bundled in a coherent, carefully orchestrated path. I
wanted you to remember 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 and
still 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 and multifaceted that
words – when applied to depict them – only serve to bring 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 her
judgment. Perfect in her decisions because she saw clear to the
destination of First Source and therefore knew how to travel the
landscape to achieve her reunion with God. What would you do with
this friend?
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 judgment as you put it,
yes, even if they jumped off a cliff. Somehow I’d trust that 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, but
you could not.
Student: I guess I would have made a terrible mistake in following
them, 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’s evolutionary path to
Wholeness and unity?
Student: You mean if I could sum it up in a
single concept –despite the 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 these to First
Source. Trust the God-Fragment that orchestrates all of this
complexity into coherent experience and knowledge that assures the
recollection of your divinity. Trust the evolutionary process
defined by First Source. Trust each of these above the external
voices that meet you, no matter how infallible they may appear to be. Trust your selfknowing 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
like I 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 then
require 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 with
seeking help from others, but remember that you are the entity that
is most aware of your own needs. The wall that you find may be
precisely what you need at that time.
Student: Then it seems that I need to become 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 become
unbearably heavy. What is the equivalent for your evolution as a
Sovereign 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 I am 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 it then?
Teacher: It is inspiration! Inspiration from the spiritual masters
who came before you. Inspiration from Nature. Inspiration from art.
But most importantly, it is the inspiration that enters from the
realm of the Wholeness Navigator within you, into your human
instrument and then tirelessly kindles your desire to recollect the
reality of the God-Fragment stored inside you.
Student: How do I recognize this inspiration?
Teacher: It is not
important to recognize it. It only matters that you feel it and
welcome its presence because this is how you develop self-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 possibly write 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 more
likely, 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 divine instruments of First Source?
Student: I never
thought about it before. Maybe?
Teacher: It is not. The divine
instruments of First Source are ever vigilant for sincere prayers,
and never reject the offer to extend their presence within the human
instrument of an entity that desires to ascend in consciousness.
This is an immutable law of the universe.
Student: Is there a better way to extend this invitation than simply
asking 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 and swearing in your loudest voice, but if your innermost
feelings were pure, sincere, humble, and motivated by love, your
invitation would be answered. In contrast, you could be meditating
for days, striving to be of perfect character, and asking in the
quietest whisper of a clear mind, 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
instrument of First Source, care?
Teacher: Why do you care if the food you eat is served on a clean
plate or a dirty floor?
Student: I don’t understand the comparison.
Teacher: The human instrument is a vessel or soul carrier.
Upon your planet, it houses the pure and perfect instrument of First
Source: the Wholeness Navigator. If the human instrument is impure
with thoughts of materiality, motivations of self-aggrandizement, or
actions of hatred, it makes the soul carrier less receptive to the
vibrations of the Wholeness Navigator. In some cases, the Wholeness Navigator,
if it enters 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 to become
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 that has invited it to share its vision and
understanding. Once it is invited, it will monitor the response of
the human instrument to its presence. If the invitations are
repeatedly extended, the God-Fragment will continue to materialize
as an infused, spirit-led consciousness that 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
in service to First Source. In doing this, the human instrument is
transformed.
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 my
understanding.
Teacher: You are very welcome