Student: Is there
a technique to gain knowledge of God?
Teacher: What God do you speak of?
Student: The one and only source of all.
Teacher: No.
Student: Why then are there some who seem blessed with the knowledge
of God, and some that seem completely ignorant of his presence and
value? Surely those who are enlightened discovered a technique to
secure their knowledge.
Teacher: There are no
techniques. This is the great fallacy that has swept across the
universe of sentient beings. We persist in our belief that there is
a formula or ritual or teacher that can bring us enlightenment – or
the knowledge of God.
Student: If there is no technique or teacher, then why does all of
this exist? Why do you, my teacher, sit before me? Or why are there
books and learned masters here, in this instructional setting? Are
you telling me they’re all worthless?
Teacher: When there are
questions there are answers waiting to be heard. All of this exists
for the questions of people such as you. If these questions did not
exist, this would not exist.
Student: But what’s the
point if the answers are not bringing me closer to the knowledge of
God?
Teacher: Why doesn’t the knowledge 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 knowledge of how to destroy humankind – on a
mass level – so carefully safeguarded?
Student: You’re talking
about weapons of mass destruction?
Teacher: Yes.
Student: Naturally the
technology is so destructive it needs to be managed and controlled
by responsible governments.
Teacher: Why is it
controlled?
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 became sick of mind.
Teacher: Is the knowledge of mass destruction the opposite of the
knowledge of mass enlightenment?
Student: I don’t know.
Teacher: What if you
were given the power to enlighten the masses of humanity or destroy
humanity? Would you not be the most powerful person on earth?
Student: I can’t imagine how I could be more powerful.
Teacher: How would you choose to wield your power?
Student: I suppose I’d
have to have many advisors helping me to make the right decisions in
order to build a great society that was rich in culture and learned
citizens.
Teacher: What if the
citizens that you ruled rebelled? What if they chose to be
independent of your power? What would you do then?
Student: But if I had the power to enlighten them, why would they
rebel? They would be enlightened and, as a result, they would choose
to live harmoniously.
Teacher: But some might not want to be enlightened. Perhaps they
feel that they know what is best for their development and would
resist an outside source, no matter how benevolent and wise.
Student: Then I would
let them have their own way.
Teacher: Even if they
killed themselves and behaved in decadence?
Student: I would try to teach them how to behave properly so they
would learn to live harmoniously.
Teacher: Do you think
they would listen?
Student: If they didn’t,
I’d place the good and respectful people separate from those that
were warring and cruel.
Teacher: I see. So you
would divide your citizens into two groups?
Student: It would be the only way to bring harmony to some, if it
couldn’t be brought to all.
Teacher: And if the warring and cruel citizens ultimately had
children that desired to live in harmony, what would happen then?
Student: They would only need to ask and they could rejoin the
society.
Teacher: So the citizens of your society would accept them without
any problem and confer upon them the same social benefits that they
themselves enjoy?
Student: Yes.
Teacher: And if they didn’t?
Student: I would have to order it – make it a law – I suppose. But
again, if I had the power to enlighten my citizens, they surely
would forgive those that were led astray by their parents, and let
them re-enter the broader society.
Teacher: And what would
be the result if one of these new citizens murdered someone within
your enlightened society?
Student: They would be
expelled and punished.
Teacher: Not enlightened?
Student: I would assume they were not able to be enlightened.
Teacher: So your power to enlighten was not perfect.
Student: I guess not.
Teacher: And what if the decadent society decided that the
enlightened society should be conquered?
Student: Why would they
attack if they knew I had the power to annihilate them?
Teacher: Perhaps they
believed you didn’t 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 society’s leaders
and lock them up until they changed their ways of thinking and
acting.
Teacher: Then your power
to destroy was not perfect either.
Student: Not in the same way I thought it was.
Teacher: You have
answered these hypothetical questions wisely. Do you see how power
complicates?
Student: Yes.
Teacher: Do you understand that having the power to enlighten or
destroy is a type of power that most people consign to God?
Student: Yes.
Teacher: So I was asking you to play God, hypothetically.
Student: I understand,
but how does that answer my question about gaining the knowledge of
God?
Teacher: It may not. I
simply wanted you to have a glimpse of the perspective of the
human-imagined God.
Student: Why?
Teacher: If you want the knowledge of God, you must have some
perspective on the position of a God.
Student: But I didn’t
mean that I wanted to have the knowledge of the God that humans have
created.
Teacher: It’s the only
knowledge you can have.
Student: Why can’t I
obtain the knowledge of the true God, First Source? Why isn’t there
a technique that I can use to find and acquire this knowledge?
Teacher: Let’s return to our hypothetical scenario. Suppose that
your power to destroy was simply a thought away. If you became
angry, your power to destroy would be unleashed and the recipient of
your anger would be obliterated.
Student: Would it work
the same way for enlightenment? In other words, would I be able to
enlighten with a simple thought?
Teacher: Yes.
Student: Okay.
Teacher: How many times a day do you have an angry thought and a
thought to enlighten someone?
Student: I don’t know. On a good day, I don’t have any angry
thoughts.
Teacher: On a bad day?
Student: Maybe three or four.
Teacher: Each time you have these thoughts, if you were angry with a
person, your anger would harm the object of your rage.
Student: What about the other side of the coin. What if I were
loving and kind, would my thoughts enlighten them as well?
Teacher: Precisely.
Student: So, with
nothing but my thoughts, I can harm or help a person.
Teacher: Yes.
Student: Then wouldn’t it make sense that if I had the knowledge of
God, I would also have the discipline to control my thoughts and
emotions?
Teacher: No.
Student: Why?
Teacher: Because your dominant reality is that of a human being with
all of its weaknesses and foibles. You are designed to have
spontaneous thoughts and emotions. You have instincts that respond
to stimuli, and you cannot control your natural thoughts or
emotions. You can suppress them. You can ignore them. You can even
extinguish them, but only for a period of time.
Student: And this is why I can’t have the knowledge of God?
Teacher: Correct.
Student: Then every human is sealed inside a world of limitation
because they have this inability to control their impulses – be they
thoughts or emotions? It seems unfair.
Teacher: Perhaps, but
this same limitation is liberating.
Student: In what way?
Teacher: Do you know the will of First Source?
Student: No, but I think
I have an idea of what is aligned with the will of God and what is
not.
Teacher: If you truly know what is aligned and what it not, then you
would need to know the will of First Source, would you not?
Student: I mean that I
know the general direction or intention of God’s will.
Teacher: But not the details?
Student: Correct. I know that what is of love and light is aligned
with the will of God, and what is of evil and darkness is not. But I
might not be able to distinguish between the more subtle shades of
light and darkness or good and evil.
Teacher: I see. And how
did you arrive at this conclusion?
Student: It is what I have been taught.
Teacher: And who taught you this?
Student: My teachers, the books I’ve read. Everyone believes this
don’t they?
Teacher: And because you have been taught that the will of God is
knowable, you believe you can make the judgment that a loving act is
aligned, but an evil act is not.
Student: Basically, yes.
Teacher: What if I suggested to you that understanding the will of
God is one and the same as possessing the knowledge of God?
Student: I’m not sure that I understand what you mean.
Teacher: What do you
think I mean? Make an effort to express your thoughts, no matter how
murky they may be. Sometimes the fog lifts only when you struggle to
see through it.
Student: I have the
sense that you’re suggesting that if I understand what the creator
desires from his creation, I would also understand a key component
of the knowledge of God. In other words, in order to have the
knowledge of God, I must know what God wants from me, what he
desired me to become.
Teacher: And what do you think God wants you to become?
Student: Liberated.
Teacher: From limitation?
Student: Yes. Exactly.
Teacher: First Source desires that you live without limitation, but
creates a soul carrier and a setting for that soul carrier to live
within that is rooted in limitation. Why do think it is the will of
God that you shrug off your limitations?
Student: Because if I have
no limitations, I am liberated of the things that reduce my
spiritual awareness.
Teacher: And what will you do then – when you
are free of all limitation?
Student: I’m not exactly sure, but it will be blissful and likened
to what Buddha called Nirvana – freedom from desire.
Teacher: Why would your
Creator create you, set you in a soul carrier that was bound to a
reality of limitation, construct an elaborate universe school to
educate you, and commission a vast array of instructors, only to
enable you to pass into Nirvana or a blissful state?
Student: I don’t know.
That’s in part what I’m trying to understand.
Teacher: Are you sure?
Student: Well it’s certainly one of the things I’m trying to
understand.
Teacher: If you’re trying to understand this, then answer my
question.
Student: But I don’t know the answer.
Teacher: Try to articulate it as best you can.
Student: I agree it
doesn’t make sense that God would have me educated in the ways of
the universe and then leave me to simply enjoy it, but I don’t know
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 realize the
singular nature of universehood as an undivided process. We move
from neighborhoods to cities, to states, to nations, to continents,
to hemispheres, to planets, to solar systems, to galaxies, to local
universes, to superuniverses, to the Grand Multiverse – the
all-encompassing structure of our collective unity.
And every step we emerge the victor of the lesser state of being in
that our lives increasingly exemplify the presence of our collective
perception of what is best for the evolutionary course set forth by
First Source for the Grand Multiverse.
Student: Okay, so this
is the reason? To simply be able to hold the perspective of what is
best for the Grand Multiverse? How can I ever know such a thing?
Teacher: You cannot.
Student: So again, I’m frustrated in ignorance. This seems to be the
theme of spiritual matters.
Teacher: It is only because you take the undivided process and leap
to its end, wishing to bring it closer into your reality of now.
Your patience is exceeded by your vision of what is to be.
Student: I know. But what can I do about it?
Teacher: Define the
knowledge that you need to accomplish each step of your process.
Don’t profess to need the knowledge of God before you have the
knowledge of your earth world or the knowledge of your human
instrument. Frame your knowledge in the context of your design.
Student: How do you mean that?
Teacher: You are a physical body with complex, emotional impulses
and instincts; you are also a system of nerves and data collectors
that feed your consciousness and brain. Moreover, you are a
collective of consciousnesses that span your entire species and
time. These elements comprise your human instrument.
Like most seekers, you try to understand the mysterious substance of
your inmost spirit – the Wholeness Navigator –before you understand
your human instrument. And even more to the point, you seek to
understand the Creator and sustainer of the Wholeness Navigator
before you understand your inmost spirit.
You have intuited the undivided process because it is stored within
you, but if you stretch the reach of your understanding it is
because you seek to know the stars before you know the planet upon
which you stand. And I ask you, what good is the knowledge of the
stars when your home is misunderstood?
Student: You’re saying
that I need to study my body and mind before I study the soul?
Teacher: No, I’m saying the knowledge of God that you seek is
contained in every step of the undivided process. It is not realized
in some sudden, elusive revelatory experience at the end of your
journey. It is found in every step along the way.
Student: Yes, I
understand this in concept. I’ve heard this many times before, but I
sense that you’re making a different distinction here.
Teacher: Perhaps. I’m only recommending that you understand the soul
carrier before you seek to know the soul, and that you understand
the soul before you seek to understand its creator. Otherwise, if
you first channel your energy into understanding the Creator, you
will see it marginally, and this partial knowledge will deform your
understanding of the soul carrier and the soul within it.
Student: But how will I
know that my understanding of the soul carrier is adequate so that I
can embark on the understanding of my soul?
Teacher: The human instrument is an amazing composite of miraculous
connections between 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 be asking you about how I can gain the knowledge of
these connections. Is that correct?
Teacher: Yes.
Student: So how do I? Is it the chakras that are key?
Teacher: Much has been
said and written about the energy centers that are revealed within
the human instrument, but these energy centers are not the
connections between the physical and non-physical realms.
What weaves together the physical body with the non-physical bodies
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 like a shadow of soul consciousness that can move between the
realms of the human instrument.
Student: So it can
operate equally well within the mind and body?
Teacher: The phantom core is the consciousness that moves between
the body, emotions, mind, and genetic mind at speeds greater than
light. Yet it is a point of awareness that distributes the
experiences of the human instrument to the soul.
Student: Does it embellish the experiences or simply report them
like a recorder?
Teacher: It reports everything in extraordinary terms.
Student: How do you
mean?
Teacher: Even in the quiet moments of your life when you are staring
through a window or reading a book, there is a great universe of
experience that is perceived by 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 soul’s 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 build appreciation for the Grand Multiverse that is the
garment of First Source.
Student: Why have I never heard of this before?
Teacher: Who should tell you?
Student: You, for one.
Teacher: I just did, were you not listening?
Student: Yes, but I’ve
been your student for two years and this is the first I’ve heard of
this phantom core. Why?
Teacher: We teach
through association and metaphor. You have been taught about the
phantom core, you just haven’t heard its name before now. And now
that you have its name, it crystallizes in your mind a clearer
picture of its design and purpose.
Student: But two years it takes for me to know its name?
Teacher: For some it is
two hours for some it a lifetime. It depends on the person and how
they arrive at their answers. You sought the unknowable before you
sought what is to be known in your present life – where your
consciousness resides now.
Student: Okay, we’ve
established that I’m a dreamer –
Teacher: There’s nothing wrong with seeking the unknowable. I am not
suggesting that you have wasted your time in the pursuit of a dream.
Student: But it seems that I need to place more time in
understanding this phantom core. What do you recommend I learn in
this regard?
Teacher: Learn all that you can about the human body, emotions, and
mind. Make it the focus of your study for a period of time – perhaps
a year or two, depending on the availability of your time.
As you do this, take notes about the features of the human
instrument that either seem connected or anomalous. For example, the
brain is dominated by the data received from the eyes. Why do the
eyes not dominate consciousness? As you produce your notes,
organized around connections and anomalous phenomenon, begin to
define the structure of the human instrument as one would if they
were making a map of the interaction between the body, emotions,
mind, and genetic mind. Remember that the phantom core is the shadow
of the soul and operates seamlessly between 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: And what about the Wholeness Navigator?
Teacher: It is the
bridge of continuity between these two worlds. The Wholeness
Navigator is the interlock between 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 making it
coherent as a force of transformation.
Student: It will take me a long time to create this picture and
understand the connections.
Teacher: It will take you a lifetime, if you are fortunate. However,
if you set forth upon the path of First Source without first
understanding the fundamental structures within which your soul
operates, you will pursue a mirage. God will appear and disappear,
and doubt will shake you every time a new occurrence crosses your
path. It will seem that all is impermanent, even the face of God.
Student: You 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
God-fragment that sojourns in both the worlds of time and non-time,
and is devoted to the One Plan that embraces 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 become a conscious extension of the One Plan.
The purpose of this transformation is to explore the Grand
Multiverse as emissaries of First Source, creating new opportunities
for the expansion and ongoing evolution of the One Plan.
Student: I suspect you purposely gave me an abstract answer as a way
of reminding me of the task ahead. Teacher: I gave you what is
available to be given. Words themselves are an abstraction, are they
not?
Student: If you don’t mind, I want to return to my task: studying
the human instrument. Is there a model I can use so I can compare my
approach with others?
Teacher: There may be
some who would gladly share their research and findings. I would
encourage you to collaborate with your fellow students. It is a very
useful practice.
Student: You spoke of
connections in the human instrument and anomalous phenomenon. Can
you please elaborate on these?
Teacher: The connections of the human instrument are the threads
that make up the fabric of the phantom core. These threads weave
together the pathways between the physical body, emotions, mind, and
genetic mind. Within each of these are sub-layers, just as the skin
of the human body is different than the nervous system, which is
different than the skeletal structure.
The body is therefore made up of many layers and subcomponents that
comprise the total structure. This is equally true for the emotions,
mind, and genetic mind. The connections between these layers or
strata of the human instrument, which number 24 primary systems,
each originate from the Wholeness Navigator. In other words, these
threads have a common ground and spiral out touching each of the 24
primary systems, binding them together in a holistic system.
Student: What are the 24 systems? Do I know them?
Teacher: It is not
important to recognize each of them individually. Some have not been
discovered in the world of time and space. I only mention the number
so that you can know the depth of the human instrument and its
impeccable and miraculous structure.
Student: Why is this so important?
Teacher: The human instrument is regarded by most cultures as a body
that is vulnerable and fragile. It is considered flawed and
imperfect because it degenerates over time and is susceptible to
disease. In some areas, it is considered nothing more than an
animate object 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.
Student: But it is the
lower self isn’t it?
Teacher: It is the
vessel of the transcendent soul. When you see a vessel of beauty, do
you wonder what is inside it?
Student: I guess when I see a
beautiful vessel – like a work of art – I assume the vessel is for
appreciation, not utility.
Teacher: It doesn’t require a utilitarian
function because its beauty is sufficient a purpose. Correct?
Student: Exactly.
Teacher: The human instrument is the same way. It is a beautifully
conceived creation; so much so that most believe it is empty. Its
purpose is in itself. They do not see the 24 strata, they perceive
only the five dominant strata: skin, muscle, bones, emotions, and
mind.
Student: Why? Why do we only see these five and not the whole 24?
Teacher: You are taught these perceptions by your educational
indoctrination and society as a whole, and conversely, you are not
taught to appreciate and understand the other 19 strata. In most
cases, these strata require more vigilance and persistence to
understand and appreciate.
Student: So how do I
learn about the other dimensions of the human instrument?
Teacher: You study the human instrument. You study the body,
emotions, mind, and genetic mind. You learn to understand this
sacred vessel for what it truly is: the exploratory, albeit
temporary, vehicle of your inmost, immortal consciousness in the
worlds of time and space.
Student: But if you gave
me information about the 24 strata, wouldn’t it help me in my
studies?
Teacher: Perhaps, but it is not necessary to understand all of these
levels with the human mind. And here again, you seek to know the
staircase before you understand the first few steps. It is the
function of time to make the staircase comprehensible in steps, not
singular revelations.
Student: I understand.
Teacher: I have highlighted the universal path; now tell me what you
have learned.
Student: Okay, I’ll do my best. The phantom core connects the 24
levels of the human instrument, and is the observing consciousness
of the worlds of time and space for the human soul. The phantom core
has multiple threads, for lack of a better description, that weave
these 24 levels together, and it uses these connective threads like
pathways to move – as a consciousness – from one level to the next
at quantum 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 One Plan and increasingly
bring light to the darker outposts of the Grand Multiverse.
Teacher: Take a deep breath. You have listened well.
Student: Did I get it right?
Teacher: Are you concerned about being right or are you interested
in learning?
Student: Are they so different?
Teacher: They can be polar opposites. Student: I’m interested in
learning and being right. Teacher: You asked me at the beginning of
this dialogue, as to whether there is a technique to gain the
knowledge of God. Do you remember?
Student: Yes.
Teacher: And have you discovered your answer?
Student: No. I don’t think there is an answer.
Teacher: Perhaps there’s
an answer, but it is different for every human. All beings approach
their creator in a unique path that has never been navigated before.
If you stitched together the vast reservoir of your experience in
the worlds of time and space, do you think it has ever been
replicated?
Student: I don’t know.
I’ve never thought about it before. Perhaps at a basic level it has.
Teacher: Only if you grossly simplified it would you see any
similarity in the paths of the ascending souls to their Creator’s
realm. Truthfully, we are each as unique as the planets that number
the Grand Universe, and it is precisely this uniqueness that
prevents a universal technique from ever becoming the magical pill
of enlightenment.
Student: I understand
this. Was this done as part of the design?
Teacher: Yes.
Student: I guess the
real question is what knowledge is required in order to construct my
own techniques for gaining the awareness of my own, multi-layered
self?
Teacher: You are on your
way if it is your practice to make this inquiry every morning that
you arise, and you feel yourself a magnet attracting this very
knowledge into your life through every facet of your experience.
Student: Does it help if
I believe that the phantom core is present within me and absorbing
this knowledge even if my conscious mind is not?
Teacher: It does and it is.
Student: I am grateful.
Teacher: You are most welcome.
