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15.13 ▶ Questioner: You previously gave us information on what we should do in balancing. Is there any publishable information you can give us now about particular exercises or methods of balancing these energy 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 line 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.
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.
57.29 ▶ Questioner: How did this learning process take place—learning or teaching—in the pyramid?
Ra: I am Ra. How does teach/learning and learn/teaching ever take place?
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 so 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.
9.3 ▶ Questioner: The healing exercises that you gave us are of such a nature that it is best to concentrate on a particular exercise at a certain time. I would like to ask what exercise that I should concentrate on 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.
43.23 ▶ Questioner: In third density the fueling of our bodily complex is not only simply fueling of the bodily complex but gives us opportunities to learn service. In fourth density it not only fuels the complex but gives us opportunities to learn patience. In fifth density it fuels the complex but does it teach?
Ra: I am Ra. In fifth density it is comfort for those of like mind gathered together to share in this broth, thus becoming one in light and wisdom while joining hearts and hands in physical activity. Thus in this density it becomes a solace rather than a catalyst for learning.
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.
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.
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, starting with the mind. Is this 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 the quality of general concept complex perception is the goal.
15.22 ▶ Questioner: You also said that you offered the Law of One which is the balancing of love/light with light/love. Is there any difference between light/love and love/light?
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.
17.2 ▶ Questioner: Is it possible by the use of some technique or other to help an entity to reach fourth-density level in these last days?
Ra: I am Ra. It is impossible to help another being directly. It is only possible to make catalyst available in whatever form, the most important being the radiation of realization of oneness with the Creator from the self, less important being information such as we share with you.
We, ourselves, do not feel an urgency for this information to be widely disseminated. It is enough that we have made it available to three, four, or five. This is extremely ample reward, for if one of these obtains fourth-density understanding due to this catalyst then we shall have fulfilled the Law of One in the distortion of service.
We encourage a dispassionate attempt to share information without concern for numbers or quick growth among others. That you attempt to make this information available is, in your terms, your service. The attempt, if it reaches one, reaches all.
We cannot offer shortcuts to enlightenment. Enlightenment is, of the moment, an opening to intelligent infinity. It can only be accomplished by the self, for the self. Another self cannot teach/learn enlightenment, but only teach/learn information, inspiration, or a sharing of love, of mystery, of the unknown that makes the other-self reach out and begin the seeking process that ends in a moment, but who can know when an entity will open the gate to the present?
76.12 ▶ Questioner: But I am assuming that the concepts of the tarot and the magical concepts of the 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.
1.10 ▶ Questioner: If an individual makes efforts to act as a catalyst in general to increase the awareness of planetary consciousness, is he of any aid in that direction, or is he doing nothing but acting upon himself?
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 that you project as another 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/them little 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.
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?
42.20 ▶ Questioner: Using the teach/learning relationship of parent to child, what type of actions would demonstrate the activation of the energy centers in sequence from red to violet?
Ra: I am Ra. This shall be the last full query of this working.
The entity, child or adult, as you call it, is not an instrument to be played. The appropriate teach/learning device of parent to child is the open-hearted being-ness of the parent and the total acceptance of the beingness of the child. This will encompass whatever material the child entity has brought into the life experience in this plane.
There are two things especially important in this relationship other than the basic acceptance of the child by the parent. Firstly, the experience of whatever means the parent uses to worship and give thanksgiving to the One Infinite Creator, should if possible be shared with the child entity upon a daily basis, as you would say. Secondly, the compassion of parent to child may well be tempered by the understanding that the child entity shall learn the biases of service-to-others or service-to-self from the parental other-self. This is the reason that some discipline is appropriate in the teach/learning. This does not apply to the activation of any one energy center for each entity is unique and each relationship with self and other-self doubly unique. The guidelines given are only general for this reason.
Is there a brief query before we leave this instrument?
16.48 ▶ Questioner: Who creates these silver flecks?
Ra: I am Ra. Picture, if you will, the increasing potential for learn/teaching. At some point a sign will be given indicating 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.
14.28 ▶ Questioner: Can you tell me who was responsible for transmitting the book Oahspe?
Ra: I am Ra. This was transmitted by one of Confederation social memory complex status whose idea, as offered to the Council, was to use some of the known physical history of the so-called religions or religious distortions of your cycle in order to veil and partially unveil aspects or primal distortions of the Law of One. All names can be taken to be created for their vibrational characteristics. The information buried within has to do with a deeper understanding of love and light, and the attempts of infinite intelligence through many messengers to teach/learn those entities of your sphere.
94.14 ▶ Questioner: Now I can understand, to use a poor term again, the necessity for the archetype of Catalyst of the Mind but what is the reason for having a blueprint or model for the Experience of the Mind other than this simple model of dual repositories for negative and positive catalyst? It seems to me that the first distortion of free will would be better served if no model for experience was made. Could you clear that up for me?
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.
17.20 ▶ Questioner: How did this aggressive action against a playmate affect Jesus in his spiritual growth? Where did he go after his physical death?
Ra: I am Ra. The entity you call Jesus was galvanized by this experience and began a lifetime of seeking and searching. This entity studied first day and night in its own religious constructs which you call Judaism and was learned enough to be a rabbi, as you call teach/learners of this particular rhythm or distortion of understanding, at a very young age.
At the age of approximately thirteen and one-half of your years, this entity left the dwelling place of its earthly family, as you would call it, and walked into many other places seeking further information. This went on sporadically until the entity was approximately twenty-five, at which time it returned to its family dwelling, and learned and practiced the art of its earthly father.
When the entity had become able to integrate or synthesize all experiences, the entity began to speak to other-selves and teach/learn what it had felt during the preceding years to be of a worthwhile nature. The entity was absolved karmically of the destruction of an other-self when it was in the last portion of lifetime and spoke upon what you would call a cross saying, “Father, forgive them for they know not what they do.” In forgiveness lies the stoppage of the wheel of action, or what you call karma.
10.11 ▶ Questioner: While an entity is incarnate in this third density at this time he may either learn unconsciously without knowing what he is learning, or he may learn after he is consciously aware that he is learning in the ways of the Law of One. By the second way of learning consciously, it is possible for the entity to greatly accelerate his growth. Is this correct?
Ra: I am Ra. This is correct.
90.29 ▶ Questioner: That’s OK. I don’t think that was too good a question anyway.
When Ra initially planned for helping the Egyptians with their evolution, what was 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 also 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.
14.10 ▶ Questioner: Does the balancing refer to the individual who is initiated in the pyramid or does it refer to the physical balancing of the Earth on its axis in space?
Ra: I am Ra. The balancing pyramidal structures could be and were used for individual initiation. However, the use of these pyramids was also designed for the balancing of the planetary energy web. The other pyramids are not placed correctly for Earth healing but for healing of mind/body/spirit complexes. It came to our attention that your density was distorted towards, what is called by our distortion/understanding of third density on your planetary sphere, more of a time/space continuum in one incarnation pattern in order to have a fuller opportunity to learn/teach the Laws or Ways of the primal distortion of the Law of One which is Love.
28.16 ▶ Questioner: Are you saying then that there are an infinite number of octaves of densities one through eight?
Ra: I am Ra. We wish to establish that we are truly humble messengers of the Law of One. We can speak to you of our experiences and our understandings and teach/learn in limited ways. However, we cannot speak in firm knowledge of all the creations. We know only that they are infinite. We assume an infinite number of octaves.
However, it has been impressed upon us by our own teachers that there is a mystery-clad unity of creation in which all consciousness periodically coalesces and again begins. Thus we can only say we assume an infinite progression though we understand it to be cyclical in nature and, as we have said, clad in mystery.
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 is necessary first for a 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 density. 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.
9.10 ▶ Questioner: Were the entities of the Red Planet following the Law of One prior to leaving the Red Planet?
Ra: I am Ra. The entities of the Red Planet were attempting to learn the Laws of Love which form one of the primal distortions of the Law of One. However, the tendencies of these people towards bellicose actions caused such difficulties in the atmospheric environment of their planet that it became inhospitable for third-density experience before the end of its cycle. Thus, the Red Planet entities were unharvested and continued in your illusion to attempt to learn the Law of Love.
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.
8.19 ▶ Questioner: Did those who used him use his war experiences to learn more of the Law of One?
Ra: I am Ra. This is correct.
69.11 ▶ Questioner: Can you tell me the situation that the Wanderer finds himself in and the path back, why that path could not be the simple moving back into 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.
76.6 ▶ Questioner: I am sorry that 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.
2.1 ▶ Questioner: I’m guessing that there are enough people who would understand what you are saying, who would be interested enough in it, for us to make a book of your communications and I wondered if you would agree to this? If so, I was thinking that possibly a bit of historical background of yourself might be in order.
Ra: I am Ra. The possibility of communication, as you would call it, from the One to the One, through distortion, acceptable for meaning is the reason we contacted this group. There are few who will grasp, without significant distortion, that which we communicate through this connection with this mind/body/spirit complex. However, if it be your desire to share our communications with others we have the distortion towards a perception that this would be most helpful in regularizing and crystallizing your own patterns of vibration upon the levels of experience which you call the life. If one is illuminated, are not all illuminated? Therefore, we are oriented towards speaking for you in whatever supply of speakingness you may desire. To teach/learn is the Law of One in one of its most elementary distortions.
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