Teacher: And so you
desire to experience the Wholeness Navigator. Have you decided how?
Student: This is why I wanted to meet with you. I thought you
could instruct me on a method or technique to achieve this.
Teacher: If I could do this, wouldn’t all that exists here (the
ashram) be obsolete? Wouldn’t all of your education fall to
yourself? Wouldn’t all of your connection to people erode into an
existential journey of self-knowledge?
Student: I don’t understand.
Teacher: You have assembled the inner and outer knowledge like a
bridge without a middle, and the missing middle section is your
experience of that which confirms that the two ends do indeed join;
that there is cohesion between these worlds; that the bridge has
function. Yes?
Student: Yes.
Teacher: If you found this middle section within your
experience, your bridge would be built and you could pass between
the inner and outer worlds unencumbered and independent. You would desire to then teach others
how to build their own bridges. Yes?
Student: Exactly.
Teacher: Do you think any of the teachers that have lived on earth
have built this bridge and not shared it with others?
Student: No.
Teacher: Then where is this technique you speak of? Is it hidden so
well that none of the world’s finest teachers can articulate it into
a sensible methodology?
Student: Are you saying that none have built
this bridge?
Teacher: No. I’m saying that none have wanted to build this bridge.
Student: Then why does it consume me so?
Teacher: Because you believe it can be built by answers, by
experience, and by initiative.
Student: And it can’t?
Teacher: It cannot be built anymore than you can build something
that is already built.
Student: What do you mean?
Teacher: Can you build this rock? (I was holding a rock I had
gathered from the ground.)
Student: Do you mean can I build an exact duplicate?
Teacher: No, I mean this rock?
Student: No. It’s already built.
Teacher: So is your bridge.
Student: Okay… I understand this in concept, but if you’ve never
experienced it, what good is it if it’s built?
Teacher: That depends on you.
Student: In
what way exactly?
Teacher: Do you see what’s present more than you see what’s missing?
Student: I don’t know… I’m not sure what you mean. Teacher: You have
knowledge and discipline. You have intuition and insight. You have
initiative and cunning. You have power of will and persistence. Are
these more important to you than the missing conscious experience of
the Wholeness Navigator?
Student: I believe that when I have the experience of the Wholeness
Navigator, it will supercede these other things, or it will put them
in some kind of collective order and I will be a better person and
therefore a better teacher because of it.
Teacher: But if you cannot
build something, how do you teach its construction?
Student: But
then you’re saying that I already have this experience and so does
everyone else; it’s just that we don’t know it. And again, I realize
this in concept, but it seems like some do have this experience.
Teacher: Even at this moment you are having this experience, as am
I.
Student: Yes, but you’re probably conscious of it, I’m not.
Teacher:
No, I’m conscious of us. I’m conscious of wherever and whatever I
turn my attention to. I cannot turn my attention to the Wholeness
Navigator because it is of an energetic frequency that is out of the
range of the senses of this body and mind.
Student: So you’re saying that the Wholeness Navigator or human soul
is invisible to our human senses no matter what we do? There isn’t
any technique that will allow us to attune to it, or it to us?
Teacher: Correct.
Student: So my desire is unfounded?
Teacher: Your desire is natural and well founded; it is just that it
will not culminate in the experience you hope for.
Student: Then why do I feel like something vital is missing? Why do
I have this nagging belief that my unanswered questions hold me back
from my rightful path?
Teacher: As I said before, your attention shifts to what is
missing because you have invited the impossible into your world and
idealized what others before you achieved in the sharing of their
knowledge. You believe that great knowledge can only come from the
experience of the unknown, hidden worlds in which the human soul
lives, and without this experience you are unable to fulfill your
promise.
Student: But many of the greatest teachers shared their
vision of these inner worlds and dimensions of which the Wholeness
Navigator is a part. If I cannot explore these worlds as they, how
can I hope to expand the consciousness of my time?
Teacher: I will share a secret with you. It is not something I do
with satisfaction but rather a sense of duty. The accounts of the
other worlds are clothed in the very same fabric as dreams. The
mystics, saints, and even some of the greatest teachers of the human
species lived in bodies with the same limited range of perception as
you and I. Their sometimes-spectacular accounts of other dimensions
and planes of existence were subjective, non-replicable lucid dreams
that were retold as objective worlds of splendor.
Student: Are you saying that the accounts of mysticism are
fabrications?
Teacher: Some are. Some are misinterpretations of
lucid dreams. Some are encounters with the meta-dimensional worlds
of the future multiverse. Some are encounters with off-planetary
beings. Some are planned deceptions. The point I’m making is that
those who speak loudest of their experiences of the human soul and
the worlds in which it resides are often seeking to describe their
own glory more than an objective reality.
Student: This will take me a moment to absorb. You seem to be
impugning my own teachers, with whom I hold the greatest of respect.
Teacher: I told you that I take no satisfaction in this. Nor am I
trying to discredit any teacher. Let me describe it this way. If I
discovered a place upon earth that no one else had ever come upon,
and I made a map with coordinates of this discovery, I would be able
to explain to anyone who can read a map how to find this same place.
I could also lead people to it based on my experience. Why then are
there no maps of the inner worlds? And before you answer, remember
that while there are maps, they are not consistent in scale or
measure, and thus, they do not describe the same inner geography.
Student: I agree there is incongruity about the structure of the
multiverse, but this doesn’t necessarily mean that it doesn’t exist.
Teacher: I’m not suggesting that it doesn’t exist. There is no map!
There are no
cartographers of these worlds because these worlds are infinite in
scope. How do
you map the infinities of First Source? With paper and pen? How do
you reduce the
extraordinary vision of our collective Creator to words and
methodologies?
Student: Are you saying it’s all impossible – this
desire to experience the inner dimensions of my being?
Teacher: The best teachers allow for the possibility, and at the
same time never consider it missing in their lives. The fascination
of phenomenon is replaced with the consent of the real qualities of
the human spirit to shine through their countenance, words, and
deeds, and to do so with their unique personality intact.
Student:
How then can the consciousness evolve if every generation teaches
nothing new about the inner worlds? Or worse yet, only adds to the
confusion of how these worlds operate within our consciousness?
Teacher: As I said before, the bridge, or consciousness, in this
case, is built. It cannot be evolved, improved, or enhanced. It is a
multi-faceted consciousness that is as far beyond the human mind as
the boundaries of the universe are beyond earth. The appreciation of
this consciousness is what requires evolution; and its application
as a source of guidance and inspiration is what requires
instruction.
Student: Exactly what I wanted to get to. This is precisely what I
want to teach, but if I myself have no experience of this
super-consciousness, how can I help others to evolve their
appreciation?
Teacher: You have been asking for help to experience something that
cannot be experienced, instead of choosing to tell the universe what
you want to appreciate.
Student: I don’t understand.
Teacher: The universe responds to your directives, not your
questions, hopes, and prayers. If you choose to define your future
by telling the universe what you desire to experience and
appreciate, and you hold these thoughts in your mind with fierce
persistence, the universe – by its own design – will respond
accordingly. If, on the other hand, you ask questions and pray for
answers, the universe will respond with a deafening silence because
you have not given it direction.
Student: This is the co-creative process you speak of, and I
understand the principles of this, but how does it relate to my
desire to expand my understanding of consciousness and teach this
understanding to others?
Teacher: Desire is not a directive. Simply desiring
to achieve something does not engage the universe; it engages your
personal power and applies your will to achieve a goal. Praying, as
it was originally intended, held two complementary purposes: To
demonstrate to the universe that an individual made choices
regarding their destiny, and expressing gratitude to the universe
for its unfailing support.
Student: Given what you’ve said, I assume it doesn’t make sense to
make a directive to the universe that I want it to bring me the
personal experience of the Wholeness Navigator?
Teacher: You can make any directive you select. The universe is not
obligated to respond, it simply does. By your selection the universe
knows you. You are revealed in this simple act, and through this
intimacy, the universe will respond in kind and reveal itself.
If you direct the universe to bring you the experience of the
Wholeness Navigator, it will bring you this experience, but you will
not have consciousness recollection because, as I’ve said before,
the signature vibration of the Wholeness Navigator is not
perceptible to the human senses or mind. There is no method to
capture the experience – the mind is like a camera, but the senses –
the film – are not present.
Student: So the universe responds according to the directive, but I
may think it wasn’t listening because I don’t recall the experience?
Teacher: Yes. It is a frequent occurrence with higher dimensional
directives, something akin to a perceptual omission. The condition
can create resentment and an uneasy sense that the universe is
indifferent or even malfunctioning, despite the fact that most
individuals consider the breakdown to be their own fault – at least
consciously. However, in most students, lurking below the guilt of
the conscious mind is the sense that the universe is indifferent, or
even worse, purposely non-responsive.
Student: How do I direct the universe? Is it a forceful command?
Teacher: Each individual is a creator of his or her wisdom path. As
such, they must create the priority and structure of their path on
their own. They may tap resources like teachers or books, but the
creation of the path is their own, regardless of the external
circumstances such as religious conformity. Once this is understood
and internalized, it becomes the foundation from which you operate.
This is one’s spiritual duty, and it is the first step on the path
of co-creation with the universe.
The second
step upon this path is the informed assignment of priority. There is
a sequence to all directions – an order in which they build to an
end goal or achievement.
Student: Please explain how this applies to spiritual revelation?
Teacher: When you have a goal to comprehend your identity – not only
as a human being but also as a spirit-fragment of First Source, you
must break your goal into component building blocks, and see the
order within the process. Underlying this order is the fluidity that
provides for rapid transformation and adaptation. Once this is
defined you direct the universe to respond to this plan by the
simple and persistent act of defining and, most importantly,
re-defining it. The thought uppermost in your mind is that the
universe is “eavesdropping” on your plans, and shifting or
re-arranging your material, emotional, mental, and spiritual
environments in direct response to its observations. It does this
without regard to what you would call your worthiness. It does this
because it is its nature.
Student: What if my plans are just plain
wrong or ill conceived?
Teacher: You will most likely be frustrated
or unsatisfied by the events that unfold.
Student: Can you give me an example?
Teacher: If someone plans to begin their teaching profession before
they have adequately trained as a student, and the universe responds
in kind by providing them students, they may perpetuate their own
misunderstandings upon those they teach. This is a common example
for would-be teachers of the spiritual arts.
Student: But what you
said earlier, about defining your plan and its order, if you truly
did this properly would you not avoid the ill-conceived plan?
Teacher: The universe watches faithfully your every movement and
emotional connection to your goal. The ability to avoid the
ill-conceived plan rests mostly in the discovery of your original
voice – sorted out from the thousands of voices that have influenced
you – and to allow this voice to define and direct your approach to
your divinity. It is this voice and the judgment and insight behind
it that places you and retains you in the security of the universe.
Student: But there are so many more insightful than I. Why would I
listen to my own voice amidst those of my teachers?
Teacher: Do you listen to your teachers, or do you compare their
words with what resonates with what you sense is true?
Student: To
be candid, I compare their words with my own sense of truth.
Teacher: So you already listen to your own voice?
Student: In a way, I suppose. But I use my voice as a ruler,
measuring the words of my teachers with my intuition or… or some
related faculty. I don’t originate the thought or idea – I simply
evaluate it.
Teacher: And why do you do this? Why do you assign yourself the
diminished role of measuring and analyzing instead of creating and
invention?
Student: Because I am inexperienced and lack knowledge.
Teacher: But you just agreed that you have experience in evaluating
the substance of your instruction – that you can perceive the truth
and value of an instruction, principle, or suggestion.
Student: Yes, but it is one thing to have the knowledge and skill of
evaluation, and quite another to be able to invent or perceive the
knowledge of truth within oneself.
Teacher: Why?
Student: I’m not sure that I know how to explain this.
Teacher: The knowledge that will transform you derives from your
personal
experience of two fundamental phenomena: the Light and Sound
vibrations of First
Source.
Student: Exactly, and how to achieve this experiential knowledge of
the Light and Sound requires expert instruction – the kind that only
the highest spiritual teacher can supply.
Teacher: Do you appreciate the transformation of consciousness? Is
it something you have directed the Universe to supply, or are you
waiting for a teacher to take you by the hand and lead you to the
Light and Sound? In other words, are you waiting to evaluate the
instruction of a human being, or are you directing the Universe to
supply this experience?
Student: I came here, to this ashram, to learn how to experience the
Light and Sound of First Source so I can bring this knowledge to
others.
Teacher: So you are waiting for a human being.
Student:
Perhaps this is the way the Universe would respond to my directive,
to bring me a teacher who can show me the way.
Teacher: The Universe and you are the teacher. Together you are the
active, unswerving, tireless, ceaseless, on-demand pathway that can
provide the direct experience. Or, you can wait for the Universe to
send you messengers clothed in human form who are less active,
direct, energized, responsive and enduring – if that is your choice…
your directive.
Student: So you’re telling me to become more of an active partner
with the Universe.
Teacher: Add responsibility and acceptance of your capacity to
partner with the Universe, and you have properly evaluated my
instruction.
Student: But I feel as if you’re suggesting that
teachers do not serve a role in this process. Is this true?
Teacher: Everyone upon your life-path will serve a role in this –
teachers included. The Universe will arrange the right words, the
rights sounds, the right light, the right meaning to enter your
life-path, and these will come through nature, humans, animals,
technology, and combinations thereof. The process, the Universe, and
you are inseparable when properly directed.
Student: So the real
knowledge is knowing how to direct the Universe?
Teacher: It is the
one relationship you will have that is responsive to the impressions
of your thoughts and the expressions of your heart. You can direct
it and it will respond.
Student: What is the key to directing the Universe?
Teacher: To feel
in union and harmony with the Universe. To truly feel that the
Universe flows through you and in doing so creates the life-path
upon which you walk. To trust this life-path, knowing it is a
co-creation between you and the Universe, and to demonstrate this
trust in matters small and large. Assuming all of these foundations
are in place, then it is merely articulating the highest possible
expression of your deepest heart.
Student: How do I come to know this?
Teacher: You listen to your original voice. You allow it to
be expansive, mysterious, paradoxical, boundless, and joyful. When
you give this part of you an opportunity to express itself, it will
articulate the innermost yearning of your heart and soul, and it is to these
yearnings that the Universe is most attuned to hear and respond to.
Student: But doesn’t the Universe also respond to our thoughts and
prayers?
Teacher: There are those who will tell you that you can ask
the Universe for abundance, health, good relations, new job and
anything else your mind desires, and it will respond to your wishes.
The Universe is neutral to your material status within the worlds of
form. How successful you are as a human being – measured by the
system of men – is not the concern of the Universe, it is the
concern of the socially trained mind and ego.
Student: But there are practical implications of this partnership
with the Universe isn’t there?
Teacher: If your highest aspirations from the deepest part of you
are being supported by the Universe, you are more likely to succeed
in your material quest for prosperity and right relations – for the
two are related, are they not?
Student: Yes.
Teacher: However, those of power devise the system within the worlds
of form, and it is this power that dictates the definition of
prosperity. The Universe is not involved in these matters, it is
humans in power who define such things, and the Universe is not
aligned to these definitions.
Student: So the two paths are not compatible?
Teacher: What two paths are you referring to?
Student: The petitions of human prosperity and practical survival,
and the aspirations of my highest self.
Teacher: There is no inherent incompatibility. It is simply a matter
of where you place your focus and how you define prosperity, right
relations, success, and so forth. If you try to direct the Universe
towards the field of human prosperity and material concerns, do so
with the understanding that the Universe is indifferent about these
concerns, and you are really petitioning the Genetic Mind, not the
Universe. You may receive some support from the Genetic Mind and
psychic influences therein, but generally it does not supplant the
time-honored system of practice, persistence, creation, evolution,
and patience.
Student: I think I understand your counsel. Thank you
for your advice.
Teacher: You are most welcome.
