Student: How does one
discern their inner voice from the voice that has been learned from
this world?
Teacher: The voice of this world can be traced to the
egopersonality, while your original voice whispers and nudges from
the depths of your heart.
Student: But the voice of my heart is not necessarily formed
of words, but rather feelings. And these feelings are subtle and
constantly changing. Hope can turn to despair, or love to hate in a
mere flash of time.
Teacher: Like the universe, the heart is multi-leveled. The heart of
which I speak is adept at expressing intuitive intelligence in the
spirit of compassion and understanding. When you hear a voice within
that strikes this balance, you have found your inner voice.
Student: Does
everyone have this inner voice and the ability to express it?
Teacher: No.
Student: Why is this limitation bestowed on human nature?
Teacher:
It is simply an outgrowth of the imperfections of the human
instrument colliding with the imperfections of the three-dimensional
environment.
Student: And these imperfections subdue the heart’s expression and
diminish its voice?
Teacher: No more than the clouds control the sun and lessen its
warmth.
Student: So the inner voice continues to express itself even though
the imperfections make its voice inaudible? Teacher: Yes.
Student: Using your analogy, how does one eliminate the clouds?
Teacher: You can’t eliminate imperfections, but you can achieve
supremacy over them for periods of time. Imagine if the sky were
always shrouded in clouds. The telescope would not exist, would it?
Student: I suppose not.
Teacher: Suppose that the clouds would disappear, but for
only one day each year, and it was only on this day that you could see the vastness of the
universe. Do you suppose the telescope would be invented?
Student: Perhaps…
Teacher: The answer is, yes. The moment the human spirit understands
the depths and heights of its universe, the will to apprehend it—to
study it—is engaged.
Student: But how does this relate to the
heart’s inner voice?
Teacher: The imperfections of the human
instrument and the three-dimensional world are like clouds that
obscure the depths of the heart. If you can see beyond these clouds,
if only for a short time, you will try to access and understand your
inner voice and express it fully in your life despite the
imperfections.
Student: Again, using your analogy, what is the “telescope” as it
relates to the heart’s deepest expression? Teacher: They are the
techniques of the intuitive intelligence.
Student: Can you explain them to me?
Teacher: There is a component
of the human instrument known poetically as the Heart’s Scribe. Your
emotional history—every nuance—is recorded and inscribed within the
circuits of your heart. This, in large measure, is the source of the
“clouds” we spoke of earlier.
Student: And they need to be cleared. How do I do that?
Teacher:
First and foremost, it is vital to understand the heart. The heart
is so much more than a physical muscle pumping blood. This is only the surface
manifestation of nothing less than the source of your intuitive
intelligence. The energetic heart is the source template of the
physical heart.
Student: The source template?
Teacher: As the physical heart distributes life-giving oxygen to the
body, so does the energetic heart distribute intuitive intelligence
to the mind. The energetic heart is the source template for the
formation of the physical heart, and more than this, it is the point
of connection to the highest form of consciousness from which your
inner voice arises.
Student: My physical heart is based on an
energetic heart, and this energetic heart is what I want to have
access to?
Teacher: Think of it this way. The heart is dimensional
and multi-faceted. It expresses emotional currents; regulates
physiological functions; activates certain brain chemistry;
communicates throughout the body and mind; receives precognitive
impressions from your future environments; and connects you to all
other states of being. The heart is also the gateway to the
compassion frequency of love—the purest force of the multiverse.
Student: I’ve never heard of this before. What do you mean by the
compassion frequency of love?
Teacher: Love, like all things dimensional, can be separated into a
spectrum of frequencies—each frequency a part of the wholeness, but
each possessing a different intelligence.
Student: Intelligence?
Teacher: Are all
forms of love the same?
Student: Of course not.
Teacher: Love imbued with compassion and understanding is different
from love that is stubborn and selfish, is it not?
Student: Yes… but
I don’t think of it as a difference in intelligence in the love
itself, but rather the person expressing it.
Teacher: That is because you don’t understand that emotions have an
embedded intelligence based on their frequency and how the frequency
resonates with the higher circuits of the multiverse.
Student: I don’t understand.
Teacher: Think of the multiverse as eleven holographic spheres of
consciousness, each interpenetrating the one that is more inward.
Only the outer sphere contains all spheres, and this is the
consciousness of First Source, while the innermost sphere is the
consciousness of inanimate objects like a stone or seashell. Love is
separated into frequencies that resonate in harmony with each of
these “spheres” or domains of consciousness. Similarly, the heart
itself consists of different layers of consciousness, and each
“layer” has an intelligence of perception and expression. This
intelligence is linked to the brain and higher mind, so that the
human instrument is capable of expressing from any dominant
frequency or sphere of the multiverse.
Student: Including the level
of First Source?
Teacher: Yes.
Student: So the
heart is the multiverse inside each of us?
Teacher: It is the
gateway to the multiverse because of its ability to decode emotional
frequencies from the highest levels of the multiverse and express
them into threedimensional environments through a human instrument.
Student: I thought the brain was the supreme organ of the human
instrument. The crown chakra, the third eye… aren’t these associated
with the brain and the higher mind? Aren’t these more closely
connected with the First Source vibration than the heart?
Teacher: The heart operates at the highest frequency within the
human instrument. Emotions are even faster than the speed of
thought. They operate outside of time/space when they are in
resonance with the higher circuits of the multiverse.
Student: If the heart operates at the highest frequency then
emotions are more certain to be the catalysts that awaken us to our
true selves?
Teacher: Yes, this is why the most profound spiritual experiences
are woven from the textures of the heart’s emotions rather than the
thoughts of the mind.
Student: Okay, so how does this all relate to
clearing the emotional debris that’s been inscribed upon my heart?
Teacher: It is
not the heart itself that it has been inscribed upon. The emotional
debris is passed from the heart to the brain and the neural network
that surrounds it. Thus the clearing takes the same route and is a
process, not an event. It begins with the compassion frequency of the
emotion called forgiveness. This frequency can be evoked within your
heart through this command:
As the light of my heart brightens, so does my capacity to forgive.
As forgiveness flows into my heart it moves upwards, filling my
entire head with the most delicate and refined light imaginable, and
from this light, a compassion for my past settles in, and all that
has occurred is rewritten in this light. While this invocation is
being said, you can listen carefully to the words and allow them to
form visual pictures in your heart.
Student: That’s interesting. I’ve always been taught to form
pictures in my mind, but never in my heart. Teacher: Visualization
is not confined to a specific position in the body or head. It can
be placed anywhere by projection. Simply project the pictures to the
area in the center of your chest. The one who views the projection
can be outside of your body watching from a distance of a few
meters.
Student: Who is watching outside my body?
Teacher: You are.
Student: Is this one of the techniques you referred to as techniques
of the intuitive intelligence? Teacher: Yes, but this technique has
additional facets to it.
When you have completed this first step, three remain.
Student: What are they?
Teacher: The
second step is to allow this light to settle in. It requires that
you perceive the light as a very, very refined mist of yellow-gold,
suspended, yet moving at a level beneath perception. It is important
to sense that this movement of the light inside your head possesses
intelligence—capable of rewiring, rewriting, adapting your emotional
history.
Student: And by performing this technique I can begin to
clear the “clouds” of my emotional history? Teacher: Yes, but
visualization and imagination are vital elements of this process.
Again, I want to stress that this is a process that requires a
consistent practice for a period of time—typically thirty days or
more.
Student: Why are visualization and imagination so important to this
process?
Teacher: They engage the heart’s core intelligence and the brain’s
receptivity is the result.
Student: You’re saying that the brain interprets the heart’s signals
based on their… clarity?
Teacher: The higher brain is designed to “read” the heart’s signals
based on how well defined they are in terms of their visual energy
and emotional authenticity.
Student: Visual energy?
Teacher: Whatever images are projected upon the heart
region, they are energized. To the degree you can visualize the
image clearly, project it to your heart area and imbue it with your
heart’s core emotions, you will send a more potent signal to your higher brain. It is this potency
that the higher brain responds to.
Student: In what way?
Teacher: In the context of this dialogue, it facilitates the course
of action to rewrite your emotional history in the frequency of
compassion and understanding.
Student: So the heart and brain are
partners, but ultimately the brain decides whether to act on the
signal… or the directives from the heart?
Teacher: Just as the physical heart has an energetic or quantum
counterpart, so does the brain. These two organs and their
peripheral systems—at both the physical and quantum levels—are
completely integrated, in a manner which science is only now
beginning to understand. It is not that the heart transmits an order
to the brain, and the brain, detecting the potency of the directive
elects to act on it or not. The heart and brain are a unified system
that cycles and recycles energy, information, and intelligence
within the human instrument. This system operates with greater
effectiveness, in terms of expressing its innate intelligence in
three-dimensional environments, when it is entrained to the core
heart energy of compassion and understanding.
Student: You speak about compassion and understanding, but isn’t
unconditional love the core heart frequency?
Teacher: I choose to
refer to these core frequencies in terms that are not so
misunderstood, as is the term unconditional love.
Student: You also
mentioned emotional authenticity was a key element in how the brain
responds to this technique. Can you expand on this?
Teacher: When you see a piece of cloth from a distance of twenty
meters, what distinguishes it?
Student: Its color.
Teacher: And when you are able to hold this same cloth and examine
it closely, what then?
Student: I suppose texture becomes more important… how it feels.
Teacher: And the subtly of the design?
Student: Yes, I suppose at
twenty meters one would not be able to see any subtle designs that
had been woven into the fabric.
Teacher: Emotions are imbued with texture and subtlety. The higher
brain system is designed to scan the emotional data incoming from
the heart system and determine if the textures and subtleties of the
data are derived from the core heart frequencies, or are derivatives
of the three dimensional environment and/or emotional history.
Student: The higher brain makes this determination? How does it
know?
Teacher: Have you noticed my use of the word “Designed”?
Student: Yes, but I’m not
sure I interpreted it the way you meant it.
Teacher: The heart and brain systems were designed to enable those
who were able to apply their imaginations from the core heart
frequencies to access the higher frequency, higher intelligence of
the genetic mind. This access made them the prophets and
philosophers of humanity—the wisdom bearers that elevated all of
humanity.
Student: So only those who had this knowledge would be able to
access this higher state?
Teacher: No. Everyone is able to.
Student: Everyone?
Teacher: Should anyone be excluded?
Student: What about those who knowingly practice evil?
Teacher: A
lifetime of 4000 weeks to explore and understand the infinite cosmos
is the explanation of evil.
Student: I don’t understand?
Teacher: We are good, spiritual beings, not by the expression of our
behaviors, but by our intrinsic nature—our origin. We are each
allowed access to this higher knowledge not by how we act, but by
simply being what we are.
Student: Okay, I think I understand, and on some level, I’m
relieved to hear this. However, all my life I’ve lived with the
conviction that divinity is something earned. Those who were weak
and easily led astray by the dark forces were not allowed access to the
techniques that would empower their greed, hate, or evil tendencies.
What you’re now telling me is that the techniques of the intuitive
intelligence are available to any and all.
Teacher: They are. This conviction you speak of is an artifact of
the mystery schools and the esoteric practices that use techniques
of liberation as rewards of loyalty.
Student: But won’t some people
abuse these techniques, using them for selfish or even evil
purposes? Teacher: I just explained that the heart and brain are an
integrated system designed to activate, access, and express the
higher frequencies of compassion and understanding, and that the
brain serves the role of assessing the emotional authenticity of the
heart. This skill, intelligence, insight whatever you choose to call
it, is absolute and inborn within all higher life forms. No one can
utilize the techniques of the intuitive intelligence if their heart
is passing data to their brain that is derivative of emotional
distortions common to three-dimensional environments.
Student: I still don’t understand how the brain knows how to do
this, but let’s move on.
Can we review the technique you started to explain?
Teacher: There
are four steps to this particular technique. Its purpose is to help
the practitioner to recast their emotional history into the
compassion frequency, and by so doing, gain a deeper access and more
fluent, on-demand expression of their inner voice or intuitive
intelligence.
Student: Does
this technique have a name?
Teacher: Only if you give
it one.
Student: And you’ve disclosed only two of the four steps thus far?
Teacher: Yes, the first two we have covered: the invocation and
imagination steps. The third step is to release.
Student: How is
this accomplished?
Teacher: When you fine-tune your imagination and you see the refined
light frequency within your head area and you allow this—in a
sense—to take up residency, you must adopt the inner attitude of
surrender and release.
Student: To what?
Teacher: To the results of the technique. To the fact that the
emotional history that you have stored in your neural and quantum
network called the human instrument, may undergo change or
modification.
Student: But if I’m practicing the technique haven’t I already
surrendered to the results? I mean, why would I be practicing it if
I weren’t sincere?
Teacher: Your desire for the end benefit, in this case, a more
profound connection to your intuitive intelligence, can overshadow
your willingness to see the wisdom in the process and delay
gratification for the thing you desire.
Student: You
mean that I may become impatient?
Teacher: It is more likely that you will be less inclined to allow
the first two steps in this process to unfold organically—in their
own time—for the purpose of recasting your emotional history. This
is why this third step is designed into the process.
Student: How do I perform this release as you call it? Is there a
specific technique?
Teacher: It is simple, and yet difficult at the same time. To
release is to trust. To trust is to believe in the intelligence of
both your innermost self, as well as the origin from which it
arises. This is the simple part. The difficult part is to understand
that the judgment of the ego-personality is impaired, and in some
measure antithetical to the intuitive intelligence.
This stage of the technique is to release judgment of your progress
within the bounds of the process.
Student: How do you mean this? I’m
not sure I understand.
Teacher: If by clearing the clouds of your
emotional history you improve access to your intuitive intelligence
or inner voice, the ego will search for evidence of your progress in
order to satisfy its innate hunger for achievement. The ego is not
something to be banished, ignored or faulted for this attitude, but
rather it is to be refined.
Student: Is this part of the release
technique?
Teacher: Yes.
Student: How?
Teacher: Release
is a psychological imperative when an individual aspires to access
and express their intuitive intelligence. Your ego is adept at
operating within the lower, outer forces, in much the same way as
your heart is adept at operating within the higher, inner forces. As
you seek to align to these inner forces, your ego will perceive the
effort and the process therein as a trivial distraction to the real
world problems that press upon you. The instinctual response of the
ego-personality, in this case, is to perceive the focus on your core
heart frequencies as misdirected.
Student: Why?
Teacher: Because the ego resides within the lower mind and its
attachment to the physical body is mainly through the eyebrain’s
perception of its dominant reality—the threedimensional world. To
the pure ego, the heart is simply a bothersome appendage of the
physical body that displays weakness.
Student: Okay, I think understand the reason that release is the
third step, but how do I specifically perform this step in the
process?
Teacher: Breathing through your heart region is the method to
intermix the desires of the ego with the capacities of the heart,
and this is the method of release.
Student: How do I do this?
Teacher: After you have completed the first two steps,
center your attention on your breathing. Imagine that your in-breath brings the desires of your
ego into an interior chamber of your quantum heart. Then, imagine
this desire for achievement—in the form of an in-breath—is suspended
within this interior chamber by holding your breath. As you do so,
your breath is intermixing with the inflow of compassion that arises
from your quantum or energetic heart. Now, expel this newly
energized breath back through your heart area, and each time, as you
exhale, repeat the phrase: “ Leave it in the mystery to shine of its
own light.” Do this six to eight times.
Student: That’s all?
Teacher: Yes.
Student: I was expecting the release part to be more complicated and
difficult.
Teacher: The difficult part is when you lack the technique for
release, or you practice the technique without emotional
authenticity and visual energy.
Student: What is the fourth and final step of this process?
Teacher:
It is sometimes referred to as light distribution, though I prefer
to think of it as light connection.
Student: How does it work?
Teacher: Just as the physical heart distributes oxygen via
the blood to the periphery of the physical body, the quantum heart
distributes light via visual energy and emotional authenticity to
the borders of the human instrument. The light distribution
technique is to imagine light circulating—unimpeded—throughout the
expansive you.
Student: I’m not sure what
that means.
Teacher: The human instrument consists of the physical
body, emotional system, and the facets of the mind. The grid that
interconnects these elements and causes them to operate efficiently
as a system is similar to the veins and arteries of the physical
body. This grid conveys light that in turn unifies a quantum field
and allows it to operate independently of the multiverse. We
sometimes refer to this individuated grid as the expansive you.
Student: So I am this loose confederation of light particles that
somehow manages to coalesce into a body and mind, and to this I need
to visualize light being distributed without blockages or
interruptions. Is this the idea? Teacher: You simply need to place
your attention on the reality of what you are. It only takes a few
moments, but it is critical that you practice this technique
frequently and in a specific manner.
Student: How frequently?
Teacher: That is up to you, but you cannot do it too much.
Student:
Why do I even need to be conscious of this? It seems that the light
flows just fine without my direction.
Teacher: It does, but you are
not directing it, you are accessing it, touching into this
holographic gridwork of light that is the fundamental structure of
your existence in the three-dimensional environment.
Student: Maybe you should just explain the technique, and I’ll stop
asking questions.
Teacher: If you
could concentrate this grid of light—make it brighter, more intense;
what do you think the result would be?
Student: More energy?
Teacher: No. It can actually have the opposite effect in the sense
that the body is fatigued and weakened.
Student: So distributing
light is not about concentrating it?
Teacher: No. It’s balancing the
light quotient within the human instrument and ensuring it is
coherent, rhythmic, and free flowing.
Student: It sounds like you’re describing the physical heart again.
Teacher: This is the natural state of the heart and the entire human
instrument, but in the day-to-day interactions with the
three-dimensional environment, the human instrument can lose this
balance and slip into an incoherent, arrhythmic, and entangled state
of existence.
The heart perceives this state and, without knowledge of the proper
techniques, responds in kind, fueling the mental dysfunction and
physiological inefficiency with its energy.
Student: More “cloud”
cover?
Teacher: Precisely. This is why this step in the process is
important because it helps the heart to synchronize its energy with
the deeper, sub-quantum structures upon which you depend.
Student: What do
I do?
Teacher: Can you visualize your heart beating in your chest
distributing oxygen to your body and brain system?
Student: Yes.
Teacher: Imagine this same function is occurring in your quantum or
energetic heart, and that instead of veins and arteries, there are
filaments of light that diverge from your quantum heart and connect
you to a broader grid. This grid is the source of your existence as
a physical being. Now, you can think of these filaments as both
roots and wings. Roots in the sense that they anchor and ground your
existence; and wings in the sense that they provide uplift and
expansion to your life.
Throughout the day, simply feel the energy structure that surrounds
you. When you do this, imagine that your heart is “plugging in” or
connecting to this structure, even if you cannot visualize it, feel
its presence like a primordial soil of life-giving energy. Feel this
connection as a rhythmic pulsing of light, flowing from the grid
into your heart system and then flowing out from your heart to the
rest of your body.
Student: I felt this just listening to you.
Teacher: That is the technique for the fourth and final step.
Student: Should this fourth step be performed in concert with the
other three techniques?
Teacher: It is
not necessary to perform this when you act upon the other three
steps. This fourth technique can be performed throughout the day and
only takes a matter of seconds. It can be performed twenty times
each day for the rest of your life. It is a technique to rebalance
and replenish your core heart frequencies and to ensure they are
being distributed throughout the human instrument. It activates the
inner currents.
Student: What are those?
Teacher: When a river loses its current what happens?
Student: It slows down and becomes stagnant.
Teacher: Clarity and tempo are related, are they not?
Student: I
think this is true as it relates to rivers, but I assume you’re
talking about the human system as well. Teacher: Correct.
Student: So the techniques of the intuitive intelligence are really
multi-faceted in what they bring to the individual?
Teacher: If you
can access your intuitive intelligence, in a sense, increase the
bandwidth of your connection to the light energy grid that supports
you, a single word can catapult you into understanding, when before
a hundred books left you in ignorance.
Intuitive intelligence is the potency of the quantum heart trickling
into the three dimensional world. It is the key to the knowledge
that matters. For this knowledge changes everything in the
dimensions of the past, present and future.
Student: I will faithfully
practice it. Thank you for sharing this with me.
Teacher: It is my honor.
