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57.29 Questioner: How did this learning process take place in— learning or teaching— take place in the pyramid?

Ra: I am Ra. How does teach/learning and learn/teaching ever take place?

16.48 Questioner: Who creates the silver flecks? Are they real?

Ra: I am Ra. Picture, if you will, the increasing potential for learn/teaching. At some point a sign will be given to indicate the appropriateness or importance of that learn/teaching. The entity itself, in cooperation with the inner planes, creates whatever signpost is most understandable or noticeable to it.

89.18 Questioner: I would like to question Ra on each of these cards in order to better understand the archetypes. Is this agreeable?

Ra: I am Ra. As we have previously stated, these archetypical concept complexes are a tool for learn/teaching. Thusly, if we were to offer information that were not a response to observations of the student we would be infringing upon the free will of the learn/teacher by being teach/learner and learn/teacher at once.

15.22 Questioner: You also said that you offered the Law of One, which is the balancing of love/light and light/love. Is there any difference between love/light and light/love?

Ra: I am Ra. This will be the final question of this time/space. There is the same difference between love/light and light/love as there is between teach/learning and learn/teaching. Love/light is the enabler, the power, the energy giver. Light/love is the manifestation which occurs when light has been impressed with love.

88.21 Questioner: Then when Ra attempted to teach the Egyptians the concept of the tarot, was the same process used, or a different one?

Ra: I am Ra. The same process was used. However, those which were teach/learners after us first drew these images to the best of their ability within the place of initiation and later began the use of what you call cards bearing these visualizations’ representations.

9.3 Questioner: The healing exercises that you gave to us are [of] such a nature that it is best to concentrate on [a] particular exercise at a time. I would like to ask at this time what exercise I should concentrate on… possibly a little exercise change… should concentrate on [inaudible], say tonight?

Ra: I am Ra. Again, to direct your judgment is an intrusion upon your space/time continuum distortion called future. To speak of past or present within our distortion/judgment limits is acceptable. To guide rather than teach/learn is not acceptable to our distortion in regards to teach/learning. We, instead, can suggest a process whereby each chooses the first of the exercises given in the order in which we gave them, which you, in your discernment, feel is not fully appreciated by your mind/body/spirit complex.

This is the proper choice, building from the foundation, making sure the ground is good for the building. We have assessed for you the intensity of this effort in terms of energy expended. You will take this in mind and be patient for we have not given a short or easy program of consciousness learn/teaching.

12.14 Questioner: [Would] this be the origin of what we call black magic?

Ra: I am Ra. This is correct in one sense, incorrect in another. The Orion group has aided the so-called negatively oriented among your mind/body/spirit complexes. These same entities would be concerning themselves with service to self in any case and there are many upon your so-called inner planes which are negatively oriented and thus available as inner teachers or guides and so-called possessors of certain souls who seek this distortion of service to self.

76.8 Questioner: Were Ra’s teachings focusing on the archetypes for this Logos and the methods of achieving a very close approach to the archetypical configuration? Is this correct?

Ra: I am Ra. This is correct without being true. We of Ra are humble messengers of the Law of One. We seek to teach/learn this single law. During the space/time of the Egyptian teach/learning we worked to bring the mind complex, the body complex, and the spirit complex into an initiated state in which the entity could contact intelligent energy and so become teach/learner itself that healing and the fruits of study could be offered to all. The study of the roots of mind is a portion of the vivification of the mind complex and, as we have noted, the thorough study of the portion of the roots of mind called archetypical is an interesting and necessary portion of the process as a whole.

1.10 Questioner: Another question. Is it possible to create any acceleration of understanding [in] other entities [or are] all efforts… efforts by the individual on himself accelerating his understanding? In other words, if an individual tries to act as a catalyst in general to increase the awareness of planetary consciousness, is he doing nothing but acting upon himself or is it possible [inaudible]?

Ra: I am Ra. We shall answer your question in two parts, both of which are important equally.

Firstly, you must understand that the distinction between yourself and others is not visible to us. We do not consider that a separation exists between the consciousness-raising efforts of the distortion which you project as a personality and the distortion which you project as an other personality. Thus, to learn is the same as to teach unless you are not teaching what you are learning; in which case you have done you/they little or no good. This understanding should be pondered by your mind/body/spirit complex as it is a distortion which plays a part in your experiences at this nexus.

To turn to the second part of our response may we state our understanding, limited though it is.

[Side two of the tape of session 1 was taped over by the Sunday night meditation which followed it. The following is as published in Book I.]

Group-individuated consciousness is that state of sharing understanding with the other distortions of mind/body/spirit complexes, which are within the evident reach of the mind/body/spirit complex individual or group. Thus, we are speaking to you and accepting both our distortions and your own in order to enunciate the laws of creation, more especially the Law of One. We are not available to many of your peoples, for this is not an easily understood way of communication or type of philosophy. However, our very being is hopefully a poignant example of both the necessity and the near-hopelessness of attempting to teach.

Each of those in this group is striving to use, digest, and diversify the information which we are sending this instrument into the channels of the mind/body/spirit complex without distortion. The few whom you will illuminate by sharing your light are far more than enough reason for the greatest possible effort. To serve one is to serve all. Therefore, we offer the question back to you to state that indeed it is the only activity worth doing: to learn/teach or teach/learn. There is nothing else which is of aid in demonstrating the original thought except your very being, and the distortions that come from the unexplained, inarticulate, or mystery-clad being are many. Thus, to attempt to discern and weave your way through as many group mind/body/spirit distortions as possible among your peoples in the course of your teaching is a very good effort to make. We can speak no more valiantly of your desire to serve.

May we speak in any other capacity upon this subject?

60.23 Questioner: And there are no— are there any inner civilizations or entities living in these areas that are some of the other than physically incarnate who do come and materialize on the Earth’s surface at times?

Ra: I am Ra. As we have noted, there are some which do as you say. Further, there are some inner plane entities of this planet which prefer to do some materialization into third-density visible in these areas. There are also bases, shall we say, in these areas of those from elsewhere, both positive and negative. There are abandoned cities.

82.14 Questioner: Did this in fact happen on some of the planets or on a large percentage of the planets near the center of this galaxy in this way?

Ra: I am Ra. Our knowledge is limited. We know of the beginning but cannot asseverate to the precise experiences of those things occurring before us. You know the nature of historical teaching. At our level of learn/teaching we may expect little distortion. However, we cannot, with surety, say there is no distortion as we speak of specific occurrences of which we were not consciously a part. It is our understanding that your supposition is correct. Thus we so hypothesize.

15.13 Questioner: [You] previously gave us some information about what we should do in balancing. Is there any information that we can publish now about any particular exercises or methods of balancing [these] centers?

Ra: I am Ra. The exercises given for publication seen in comparison with the material now given are in total a good beginning. It is important to allow each seeker to enlighten itself rather than for any messenger to attempt in language to teach/learn for the entity, thus being teach/learner and learn/teacher. This is not in balance with your third density. We learn from you. We teach to you. Thus, we teach/learn. If we learned for you, this would cause imbalance in the direction of the distortion of free will. There are other items of information allowable. However, you have not yet reached these items in your lines of questioning and it is our belief/feeling complex that the questioner shall shape this material in such a way that your mind/body/spirit complexes shall have entry to it, thus we answer your queries as they arise in your mind complex.

77.23 Questioner: In that case, it seems that a thorough knowledge of the precise nature of these philosophical foundations would be of primary importance to the study of evolution of mind, body, and spirit, and I would like to carefully go through each of the basic twenty-one, starting with the mind, if this is agreeable with Ra.

Ra: I am Ra. This is agreeable with two requests which must be made. Firstly, that an attempt be made to state the student’s grasp of each archetype. We may then comment. We cannot teach/learn to the extent of learn/teaching. Secondly, we request that it be constantly kept before the mind, as the candle before the eye, that each mind/body/spirit complex shall, and should, and indeed must perceive each archetype, if you use this convenient term, in its own way. Therefore, you may see that precision is not the goal; rather quality of general concept complex perception is the goal.

52.11 Questioner: Thank you. Just a little point that was bothering me of no real importance.

Well, is there then, from the point of view of an individual who wishes to follow the service-to-others path from our present position in third density, is there anything of importance other than disciplines of personality, knowledge of self, and strengthening of will?

Ra: I am Ra. This is technique. This is not the heart. Let us examine the heart of evolution.

Let us remember that we are all one. This is the great learning/teaching. In this unity lies love. This is a great learn/teaching. In this unity lies light. This is the fundamental teaching of all planes of existence in materialization. Unity, love, light, and joy; this is the heart of evolution of the spirit.

The second-ranking lessons are learn/taught in meditation and in service. At some point the mind/body/spirit complex is so smoothly activated and balanced by these central thoughts or distortions that the techniques you have mentioned become quite significant. However, the universe, its mystery unbroken, is one. Always begin and end in the Creator, not in technique.

46.15 Questioner: How does cancer do this learn/teaching when the entity has no conscious idea of what is happening to him when he develops cancer?

Ra: I am Ra. In many cases catalyst is not used.

17.38 Questioner: Well, does each… does… this is difficult. Our physical plane: Are there seven sub-planes to what we call our physical plane here?

Ra: I am Ra. You are correct. This is difficult to understand. There are an infinite number of planes. In your particular space/time continuum distortion there are seven sub-planes of mind/body/spirit complexes. You will discover the vibrational nature of these seven planes as you pass through your experiential distortions, meeting other-selves of the various levels which correspond to the energy influx centers of the physical vehicle.

The invisible, or inner, third-density planes are inhabited by those who are not of body complex natures such as yours; that is, they do not collect about their spirit/mind complexes a chemical body. Nevertheless these entities are divided in what you may call an artificial dream within a dream into various levels. In the upper levels, desire to communicate knowledge back down to the outer planes of existence becomes less, due to the intensive learn/teaching which occurs upon these levels.

57.14 Questioner: What is the aid or the mechanism of the aid received for meditation for an entity who would be positioned in the so-called Queen’s Chamber position?

Ra: I am Ra. Consider the polarity of mind/body/spirit complexes. The inner light is that which is your heart of being. Its strength equals your strength of will to seek the light. The position or balanced position of a group intensifies the amount of this will, the amount of awareness of the inner light necessary to attract the instreaming light upward spiraling from the south magnetic pole of being.

Thus this is the place of the initiate, for many extraneous items or distortions will leave the entity as it intensifies its seeking, so that it may become one with this centralized and purified in-coming light.

57.6 Questioner: Would you tell me how to use that crystal for this purpose?

Ra: I am Ra. This is a large question.

You first, as a mind/body/spirit complex, balance and polarize the self, connecting the inner light with the upward spiraling inpourings of the universal light. You have done exercises to regularize the processes involved. Look to them for the preparation of the crystallized being.

Take, then, the crystal and feel your polarized and potentiated balanced energy channeled in green-ray healing through your being, going into and activating the crystalline regularity of frozen light which is the crystal. The crystal will resound with the charged light of incarnative love and light energy, and will begin to radiate in specified fashion, beaming, in required light vibrations, healing energy, focused and intensified towards the magnetic field of the mind/body/spirit complex which is to be healed. This entity requesting such healing will then open the armor of the overall violet/red-ray protective vibratory shield. Thus the inner vibratory fields, from center to center in mind, body, and spirit, may be interrupted and adjusted momentarily, thus offering the one to be healed the opportunity to choose a less distorted inner complex of energy fields and vibratory relationships.

89.22 Questioner: When Ra originally trained or taught the Egyptians about the tarot, did Ra act as teach/learners to a degree that Ra became learn/teachers?

Ra: I am Ra. This distortion we were spared.

43.29 Questioner: I was wondering, then, if the mechanism of teach/learning was the same, relatively, then in fourth density. From what you say, it seems that is necessary for first the call to exist for the teach/learning of fifth density to be given to fourth just as a call must exist here before fourth-density lessons are given to third. Is this correct?

Ra: I am Ra. This query is misguided, for experience in fourth density is emphatically not the same as third-density experience. However, it is correct that the same mechanism of calling predisposes the information received in a way consonant with free will.

You may ask one more full question at this working.

14.30 Questioner: The Urantia Book, which I haven’t read. Who gave that?

Ra: I am Ra. This was given by a series of discarnate entities of your own Earth planes, the so-called inner planes. This material is not passed by the Council.

17.36 Questioner: I’ve heard that there are seven astral and seven devachanic primary levels. Is this correct?

Ra: I am Ra. You speak of some of the more large distinctions in levels in your inner planes. That is correct.

43.19 Questioner: Could you expand a little bit on how that aids in the teach/learning of patience?

Ra: I am Ra. To stop the functioning of service to others long enough to ingest foodstuffs is to invoke patience.

54.27 Questioner: Would you please do that?

Ra: The origin of all energy is the action of free will upon love. The nature of all energy is light. The means of its ingress into the mind/body/spirit complex is duple.

Firstly, there is the inner light which is Polaris of the self, the guiding star. This is the birthright and true nature of all entities. This energy dwells within.

The second point of ingress is the polar opposite of the North Star, shall we say, and may be seen, if you wish to use the physical body as an analog for the magnetic field, as coming through the feet from the earth and through the lower point of the spine. This point of ingress of the universal light energy is undifferentiated until it begins its filtering process through the energy centers. The requirements of each center and the efficiency with which the individual has learned to tap into the inner light determine the nature of the use made by the entity of these instreamings.

74.14 Questioner: In selecting a protective ritual we finally agreed upon the Banishing Ritual of the Lesser Pentagram. I assume that these sound vibratory complexes are the type you speak for the alerting of those on the inner planes. Is this correct?

Ra: I am Ra. This is correct.

88.18 Questioner: I will ask the following questions to clear up possibly only the method of teaching these concepts which may give me important clues to understanding the concepts themselves. Did Ra use cards similar to the tarot cards for the training purpose in third density?

Ra: I am Ra. No.

93.23 Questioner: Is there any other aspect of this third card that Ra could comment on at this time?

Ra: I am Ra. There may be said to be many aspects which another student might note and ponder in this image. However, it is the nature of teach/learning to avoid trespass into the realms of learn/teaching for the student. We are quite agreed to comment upon all observations that the student may make. We cannot speak further than this for any student.

We would add that it is expected that each student shall naturally have an unique experience of perception dealing with each image. Therefore, it is not expected that the questioner ask comprehensively for all students. It is, rather, expected and accepted that the questioner will ask a moiety of questions which build up a series of concepts concerning each archetype which then offer to each succeeding student the opportunity for more informed study of the archetypical mind.

May we ask for one more query at this time. We are pleased to report that this instrument has remembered to request the reserving of some transferred energy to make more comfortable the transition back to the waking state. Therefore, we find that there is sufficient energy for one more query.

43.26 Questioner: Then will there be at that time any fifth-density and/or sixth-density beings on the surface of the planet?

Ra: I am Ra. Not for a fairly long measure of your time as fourth-density beings need to spend their learn/teaching space/time with their own density’s entities.

88.15 Questioner: I’ll make a guess that those of Venus third density who were the initial ones to partially penetrate the veil gleaned information as to the nature of the archetypical mind and the veiling process and from this designed the tarot as a method of teaching others. Is this correct?

Ra: I am Ra. It is so.

21.7 Questioner: Were there any of these entities then incarnated in second density before the 75,000-year cycle?

Ra: I am Ra. This is incorrect. These particular entities were incarnate in time/space third density, that is, the so-called inner planes, undergoing the process of healing and approaching realization of their action.

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