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60.9 Questioner: Is the fact that the instrument already was consciously aware of this the reason that the first distortion was not in force in making it impossible for you to communicate this to us?
Ra: I am Ra. This is not only correct for this entity which has been consciously aware of these learn/teachings for some of your years, but also true of each of the support group. The possibility of some of this information being offered was not there until this session.
60.16 Questioner: The pyramid shape then, as I understand it, was deemed by your social memory complex at that time to be of paramount importance as, shall I say, a physical training aid for spiritual development. At this particular time in the evolution of our planet it seems that you place little or no emphasis on this shape. Is this correct?
Ra: I am Ra. This is correct. It is our honor/duty to attempt to remove the distortions that the use of this shape has caused in the thinking of your peoples and in the activities of some of your entities. We do not deny that such shapes are efficacious, nor do we withhold the general gist of this efficacy. However, we wish to offer our understanding, limited though it is, that contrary to our naïve beliefs many thousands of your years ago the optimum shape for initiation does not exist.
Let us expand upon this point. When we were aided by sixth-density entities during our own third-density experiences we, being less bellicose in the extreme, found this teaching to be of help. In our naïveté in third density we had not developed the interrelationships of your barter or money system and power. We were, in fact, a more philosophical third-density planet than your own and our choices of polarity were much more centered about the, shall we say, understanding of sexual energy transfers and the appropriate relationships between self and other-self.
We spent a much larger portion of our space/time working with the unmanifested being. In this less complex atmosphere it was quite instructive to have this learn/teaching device and we benefited without the distortions we found occurring among your peoples.
We have recorded these differences meticulously in the Great Record of Creation that such naïveté shall not be necessary again.
At this space/time we may best serve you, we believe, by stating that the pyramid for meditation along with other rounded and arched or pointed circular shapes is of help to you. However, it is our observation that due to the complexity of influences upon the unmanifested being at this space/time nexus among your planetary peoples it is best that the progress of the mind/body/spirit complex take place without, as you call them, training aids because when using a training aid an entity then takes upon itself the Law of Responsibility for the quickened or increased rate of learn/teaching. If this greater understanding, if we may use this misnomer, is not put into practice in the moment by moment experience of the entity, then the usefulness of the training aid becomes negative.
69.11 Questioner: Can you tell me of the situation that the Wanderer finds itself in and why the path back cannot be the simple moving back into the same value of positive time/space?
Ra: I am Ra. The path back revolves, firstly, about the higher self’s reluctance to enter negative space/time. This may be a significant part of the length of that path. Secondly, when a positively oriented entity incarnates in a thoroughly negative environment it must needs learn/teach the lessons of the love of self thus becoming one with its other-selves.
When this has been accomplished the entity may then choose to release the potential difference and change polarities.
However, the process of learning the accumulated lessons of love of self may be quite lengthy. Also the entity, in learning these lessons, may lose much positive orientation during the process and the choice of reversing polarities may be delayed until the mid-sixth density. All of this is, in your way of measurement, time-consuming although the end result is well.
70.23 Questioner: I was asking these questions primarily to understand or to build a base for an attempt to get a little bit of enlightenment on the way that time/space and space/time is related to the evolution of the mind/body/spirit complex so that I could better understand the techniques, you might say, of that evolution. For instance, you stated that “the potential difference may be released and polarities changed after an entity has learned/taught the lessons of love of self” if the entity is [a] positive entity that has found itself in negative time/space and then had to incarnate in negative space/time. And what I was trying to do was build a base for attempting to understand or at least get a slight understanding of what you meant by this statement that potential difference may be released and polarities changed after the above step. I am very interested in knowing, if placed in a negative time/space, why it is necessary to incarnate in negative space/time and learn/teach love of self and develop, I guess, a sixth-density level of polarity before you can release that potential difference. I was trying to build a little foothold or platform from which to make that more apparent. Could you speak on that subject, please?
Ra: I am Ra. This will be the last full query of this working.
The entity which incarnates into negative space/time will not find it possible to maintain any significant positive polarity as negativity, when pure, is a type of gravity well, shall we say, pulling all into it. Thus the entity, while remembering its learned and preferred polarity, must needs make use of the catalyst given and recapitulate the lessons of service to self in order to build up enough polarity in order to cause the potential to occur for reversal.
There is much in this line of questioning which is somewhat muddled. May we, at this point allow the questioner to rephrase the question or to turn the direction of query more towards that which is the heart of its concern.
71.6 Questioner: As an entity goes through the death process in third density and finds itself in time/space, it finds itself in a different set of circumstances. Would you please describe the properties or circumstances of time/space and then the process of healing of incarnative experiences that some entities encounter?
Ra: I am Ra. Although this query is difficult to answer adequately due to the limitations of your space/time sound vibration complexes, we shall respond to the best of our ability.
The hallmark of time/space is the inequity between time and space. In your space/time the spatial orientation of material causes a tangible framework for illusion. In time/space the inequity is upon the shoulders of that property known to you as time. This property renders entities and experiences intangible in a relative sense. In your framework each particle or core vibration moves at a velocity which approaches what you call the speed of light from the direction of supraluminal* velocities.
Thus the time/space or metaphysical experience is that which is very finely tuned and, although an analog of space/time, lacking in its tangible characteristics. In these metaphysical planes there is a great deal of what you call time which is used to review and re-review the biases and learn/teachings of a prior, as you would call it, space/time incarnation.
The extreme fluidity of these regions makes it possible for much to be penetrated which must needs be absorbed before the process of healing of an entity may be accomplished. Each entity is located in a somewhat immobile state much as you are located in space/time in a somewhat immobile state in time. In this immobile space the entity has been placed by the form-maker and higher self so that it may be in the proper configuration for learn/teaching that which it has received in the space/time incarnation.
Depending upon this time/space locus there will be certain helpers which assist in this healing process. The process involves seeing in full the experience, seeing it against the backdrop of the mind/body/spirit complex total experience, forgiving the self for all missteps as regards the missed guideposts during the incarnation and, finally, the careful assessment of the next necessities for learning. This is done entirely by the higher self until an entity has become conscious in space/time of the process and means of spiritual evolution at which time the entity will consciously take part in all decisions.
73.16 Questioner: The one known as Jesus accumulated twelve disciples. What was his purpose in having these disciples with him?
Ra: I am Ra. What is the purpose of teach/learning if there be no learn/teachers? Those drawn to this entity were accepted by this entity without regard for any outcome. This entity accepted the honor/duty placed upon it by its nature and its sense that to speak was its mission.
74.4 Questioner: In a previous session there was a question on the archetypical mind that was not fully answered. I would like to continue with the answer to that question. Could you please continue with that, or would it be necessary for me to read the entire question over again?
Ra: I am Ra. As a general practice it is well to vibrate the query at the same space/time as the answer is desired. However, in this case it is acceptable to us that a note be inserted at this point in your recording of these sound vibratory complexes referring to the location of the query in previous workings.*
The query, though thoughtful, is in some degree falling short of the realization of the nature of the archetypical mind. We may not teach/learn for any other to the extent that we become learn/teachers. Therefore, we shall make some general notations upon this interesting subject and allow the questioner to consider and further refine any queries.
The archetypical mind may be defined as that mind which is peculiar to the Logos of this planetary sphere. Thusly unlike the great cosmic all-mind, it contains the material which it pleased the Logos to offer as refinements to the great cosmic beingness. The archetypical mind, then, is that which contains all facets which may affect mind or experience.
The Magician was named as a significant archetype. However, it was not recognized that this portion of the archetypical mind represents not a portion of the deep subconscious but the conscious mind and more especially the will. The archetype called by some the High Priestess, then, is the corresponding intuitive or subconscious faculty.
Let us observe the entity as it is in relationship to the archetypical mind. You may consider the possibilities of utilizing the correspondences between the mind/body/spirit in microcosm and the archetypical mind/body/spirit closely approaching the Creator. For instance, in your ritual performed to purify this place you use the term “Ve Geburah*.” It is a correct assumption that this is a portion or aspect of the One Infinite Creator. However, there are various correspondences with the archetypical mind which may be more and more refined by the adept. “Ve Geburah” is the correspondence of Michael, of Mars, of the positive, of maleness. “Ve Gedulah*” has correspondences to Jupiter, to femaleness, to the negative, to that portion of the Tree of Life concerned with Auriel*.
We could go forward with more and more refinements of these two entries into the archetypical mind. We could discuss color correspondences, relationships with other archetypes, and so forth. This is the work of the adept, not the teach/learner. We may only suggest that there are systems of study which may address themselves to the aspects of the archetypical mind and it is well to choose one and study carefully. It is more nearly well if the adept go beyond whatever has been written and make such correspondences that the archetype can be called upon at will.
* See 67.28.
74.11 Questioner: Now, what I am trying to get at is how these disciplines affect the energy centers and the power, shall I say, of the white magician. Could you, will you tell me how that works?
Ra: I am Ra. The heart of the discipline of the personality is threefold. One, know yourself. Two, accept yourself. Three, become the Creator.
The third step is that step which, when accomplished, renders one the most humble servant of all, transparent in personality and completely able to know and accept other-selves. In relation to the pursuit of the magical working the continuing discipline of the personality involves the adept in knowing itself, accepting itself, and thus clearing the path towards the great indigo gateway to the Creator. To become the Creator is to become all that there is. There is then no personality in the sense with which the adept begins its learn/teaching. As the consciousness of the indigo ray becomes more crystalline, more work may be done; more may be expressed from intelligent infinity.
76.6 Questioner: Sorry we have had such a long delay between the last session and this one. It couldn’t be helped I guess. Could you please tell me the origin of the tarot?
Ra: I am Ra. The origin of this system of study and divination is twofold: firstly, there is that influence which, coming in a distorted fashion from those who were priests attempting to teach the Law of One in Egypt, gave form to the understanding, if you will pardon the misnomer, which they had received. These forms were then made a regular portion of the learn/teachings of an initiate. The second influence is that of those entities in the lands you call Ur*, Chaldea*, and Mesopotamia* who, from old, had received the, shall we say, data for which they called having to do with the heavens. Thusly we find two methods of divination being melded into one with uneven results; the, as you call it, astrology and the form being combined to suggest what you might call the correspondences which are typical of the distortions you may see as attempts to view archetypes.
76.12 Questioner: But I am assuming that the concepts of the tarot and the magical concepts Tree of Life, etc., were not in use by Ra. I suspect, possibly, some form of astrology was a previous Ra concept. This is just a guess. Am I correct?
Ra: I am Ra. To express Ra’s methods of study of the archetypical mind under the system of distortions which we enjoyed would be to skew your own judgment of that which is appropriate for the system of distortions forming the conditions in which you learn/teach. Therefore, we must invoke the Law of Confusion.
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.
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.
83.3 Questioner: Thank you. I’m going to ask a rather long, complex question here, and I would request that the answer to each portion of this question be given if there was a significant difference prior to the veil than following the veil so that I can get an idea of how what we experience now is used for better polarization.
Asking if there is any significant difference, and what was the difference, before the veil in the following while incarnate in third density: sleep, dreams, physical pain, mental pain, sex, disease, catalyst programming, random catalyst, relationships, or communication with the higher self or with the mind/body/spirit totality or any other mind, body, or spirit functions before the veil that would be significant with respect to their difference after the veil?
Ra: I am Ra. Firstly, let us establish that both before and after the veil the same conditions existed in time/space; that is, the veiling process is a space/time phenomenon.
Secondly, the character of experience was altered drastically by the veiling process. In some cases such as the dreaming and the contact with the higher self, the experience was quantitatively different due to the fact that the veiling is a primary cause of the value of dreams and is also the single door against which the higher self must stand awaiting entry. Before veiling, dreams were not for the purpose of using the so-called unconscious to further utilize catalyst but were used to learn/teach from teach/learners within the inner planes as well as those of outer origin of higher density. As you deal with each subject of which you spoke you may observe, during the veiling process, not a quantitative change in the experience but a qualitative one.
Let us, as an example, choose your sexual activities of energy transfer. If you have a desire to treat other subjects in detail please query forthwith. In the instance of the sexual activity of those not dwelling within the veiling each activity was a transfer. There were some transfers of strength. Most were rather attenuated in the strength of the transfer due to the lack of veiling.
In the third density entities are attempting to learn the ways of love. If it can be seen that all are one being it becomes much more difficult for the undisciplined personality to choose one mate and, thereby, initiate itself into a program of service. It is much more likely that the sexual energy will be dissipated more randomly without either great joy or great sorrow depending from these experiences.
Therefore, the green-ray energy transfer, being almost without exception the case in sexual energy transfer prior to veiling, remains weakened and without significant crystallization. The sexual energy transfers and blockages after veiling have been discussed previously. It may be seen to be a more complex study but one far more efficient in crystallizing those who seek the green-ray energy center.
85.16 Questioner: I have a question here from Jim. It states: “I believe that one of my primary pre-incarnative choices was to open my green-ray energy center for healing purposes. As I see my compassion developing is it more appropriate to balance this compassion with wisdom in my healing exercises or to allow the compassion to develop as much as possible without being balanced?”
Ra: I am Ra. This query borders upon that type of question to which answers are unavailable due to the free-will prohibitions upon information from teach/learners.
To the student of the balancing process we may suggest that the most stringent honesty be applied. As compassion is perceived it is suggested that, in balancing, this perception be analyzed. It may take many, many essays into compassion before true universal love is the product of the attempted opening and crystallization of this all-important springboard energy center. Thus the student may discover many other components to what may seem to be all-embracing love. Each of these components may be balanced and accepted as part of the self and as transitional material as the entity’s seat of learn/teaching moves ever more fairly into the green ray.
When it is perceived that universal love has been achieved the next balancing may or may not be wisdom. If the adept is balancing manifestations it is indeed appropriate to balance universal love and wisdom. If the balancing is of mind or spirit there are many subtleties to which the adept may give careful consideration. Love and wisdom, like love and light, are not black and white, shall we say, but faces of the same coin, if you will. Therefore, it is not, in all cases, that balancing consists of a movement from compassion to wisdom.
We may suggest at all times the constant remembrance of the density from which each adept desires to move. This density learns the lessons of love. In the case of Wanderers there are half-forgotten overlays of other lessons and other densities. We shall leave these considerations with the questioner and invite observations which we shall then be most happy to respond to in what may seem to be a more effectual manner.
86.6 Questioner: In the last session you had mentioned the properties precipitating from the veiling of the mind; the first being visioning, envisioning, or far-seeing. Would you explain the meaning of that?
Ra: I am Ra. Your language is not overstrewn with non-emotional terms for the functional qualities of what is now termed the unconscious mind. The nature of mind is something which we have requested that you ponder. However, it is, shall we say, clear enough to the casual observer that we may share some thoughts with you without infringing upon your free learn/teaching experiences.
The nature of the unconscious is of the nature of concept rather than word. Consequently, before the veiling the use of the deeper mind was that of the use of unspoken concept. You may consider the emotive and connotative aspects of a melody. One could call out, in some stylized fashion, the terms for the notes of the melody. One could say, “a quarter note A, a quarter note A, a quarter note A, whole note F.” This bears little resemblance to the beginning of the melody of one of your composers’ most influential melodies, that known to you as a symbol of victory.
This is the nature of the deeper mind. There are only stylized methods with which to discuss its functions. Thusly our descriptions of this portion of the mind, as well as the same portions of body and spirit, were given terms such as “far-seeing,” indicating that the nature of penetration of the veiled portion of the mind may be likened unto the journey too rich and exotic to contemplate adequate describing thereof.
86.7 Questioner: You stated that dreaming, if made available to the conscious mind, will aid greatly in polarization. Would you define dreaming or tell us what it is and how it aids in polarization?
Ra: I am Ra. Dreaming is an activity of communication through the veil of the unconscious mind and the conscious mind. The nature of this activity is wholly dependent upon the situation regarding the energy center blockages, activations, and crystallizations of a given mind/body/spirit complex.
In one who is blocked at two of the three lower energy centers dreaming will be of value in the polarization process in that there will be a repetition of those portions of recent catalyst as well as deeper-held blockages, thereby giving the waking mind clues as to the nature of these blockages and hints as to possible changes in perception which may lead to the unblocking.
This type of dreaming or communication through the veiled portions of the mind occurs also with those mind/body/spirit complexes which are functioning with far less blockage and enjoying the green-ray activation or higher activation at those times at which the mind/body/spirit complex experiences catalyst, momentarily reblocking or baffling or otherwise distorting the flow of energy influx. Therefore, in all cases it is useful to a mind/body/spirit complex to ponder the content and emotive resonance of dreams.
For those whose green-ray energy centers have been activated as well as for those whose green-ray energy centers are offered an unusual unblockage due to extreme catalyst, such as what is termed the physical death of the self or one which is beloved occurring in what you may call your near future, dreaming takes on another activity. This is what may loosely be termed precognition or a knowing which is prior to that which shall occur in physical manifestation in your yellow-ray third-density space/time. This property of the mind depends upon its placement, to a great extent, in time/space so that the terms of present and future and past have no meaning. This will, if made proper use of by the mind/body/spirit*, enable this entity to enter more fully into the all-compassionate love of each and every circumstance including those circumstances against which an entity may have a strong distortion towards what you may call unhappiness.
As a mind/body/spirit* consciously chooses the path of the adept and, with each energy center balanced to a minimal degree, begins to open the indigo-ray energy center, the so-called dreaming becomes the most efficient tool for polarization, for, if it is known by the adept that work may be done in consciousness while the so-called conscious mind rests, this adept may call upon those which guide it, those presences which surround it, and, most of all, the magical personality which is the higher self in space/time analog as it moves into the sleeping mode of consciousness. With these affirmations attended to, the activity of dreaming reaches that potential of learn/teaching which is most helpful to increasing the distortions of the adept towards its chosen polarity.
There are other possibilities of the dreaming not so closely aligned with the increase in polarity which we do not cover at this particular space/time.
* Should be mind/body/spirit complex. Ra and Don corrected the error in session 87.
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.
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.
89.25 Questioner: Sorry, I didn’t understand exactly what you meant with respect to that. Would it be appropriate then for me to answer the questions with respect to what I think is the meaning of the three items that you spoke of for Card One and then Card Eight, etc.? Is this what you meant?
Ra: I am Ra. This is very close to our meaning. It was our intention to suggest that one or more of you go through the plan of study which we have suggested. The queries having to do with the archetypes as found in the tarot after this point may take the form of observing what seem to be the characteristics of each archetype; relationships between mind, body, and spiritual archetypes of the same ranking such as Matrix; or archetypes as seen in relationship to polarity, especially when observed in the pairings.
Any observations made by a student which has fulfilled these considerations will receive our comments in return. Our great avoidance of interpreting, for the first time, for the learn/teacher various elements of a picture upon a piece of pasteboard is involved both with the Law of Confusion and with the difficulties of the distortions of the pictures upon the pasteboard. Therefore, we may suggest a conscientious review of that which we have already given concerning this subject as opposed to the major reliance being either upon any rendition of the archetype pictures or any system which has been arranged as a means of studying these pictures.
90.29 Questioner: That’s OK. I don’t think that was that good a question anyway.
Now, when Ra initially planned for helping the Egyptians with their evolution, what was the most, or the primary concept, and also secondary and tertiary if you can name those, that Ra wished to impart to the Egyptians? In other words, what was Ra’s training plan or schedule for making the Egyptians aware of what was necessary for their evolution?
Ra: I am Ra. We came to your peoples to enunciate the Law of One. We wished to impress upon those who wished to learn of unity that in unity all paradoxes are resolved; all that is broken is healed; all that is forgotten is brought to light. We had no teaching plan, as you have called it, in that our intention when we walked among your peoples was to manifest that which was requested by those learn/teachers to which we had come.
We are aware that this particular line of querying; that is, the nature and architecture of the archetypical mind, has caused the questioner to attempt, to its own mind unsuccessfully, to determine the relative importance of these concepts. We cannot learn/teach for any, nor would we take this opportunity from the questioner. However, we shall comment.
The adept has already worked much, not only within the red, orange, yellow, and green energy centers, but already in the opening of blue and indigo. Up through this point the archetypes function as the great base or plinth of a builded structure or statue keeping the mind complex viable, level, and available as a resource whenever it may be evoked. There is a point at which the adept takes up its work. This is the point at which a clear and conscious consideration of the archetypical mind is useful.
93.16 Questioner: Are there any other uses at all of value of these images or tarot cards than the one I just stated?
Ra: I am Ra. To the student, the tarot images offer a resource for learn/teaching the processes of evolution. To any other entity these images are pictures and no more.
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.
94.14 Questioner: I can understand, to use a poor term again, the necessity for an archetype for Catalyst or a model for Catalyst of the Mind, but what is the reason for having a blueprint or model for Experience of the Mind other than this simple model of the dual repository for the negative and positive catalyst? It would seem to me that the first distortion of free will would be better served if no model for experience were made. I’m somewhat confused on this. Could you clear it up?
Ra: I am Ra. Your question is certainly interesting and your confusion hopefully productive. We cannot learn/teach for the student. We shall simply note, as we have previously, the attraction of various archetypes to male and to female. We suggest that this line of consideration may prove productive.
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