Changes

Daniel (Bill): Thank you, Kenneth. I was trying to be a little light-hearted [[hoping]] you would see some [[humor]] in my reference to Abraham’s ability to [[command]] and get [[attention]] to get things done, but none of you jumped at the bait. [Laughter.]

Daniel (Bill): Thank you, Kenneth. I was trying to be a little light-hearted [[hoping]] you would see some [[humor]] in my reference to Abraham’s ability to [[command]] and get [[attention]] to get things done, but none of you jumped at the bait. [Laughter.]

Ken: Well, he is a [http://en.wikipedia.org/wiki/Five_star_general five star general]. [More laughter.]

Ken: Well, he is a [https://en.wikipedia.org/wiki/Five_star_general five star general]. [More laughter.]

Daniel (Bill): True, but I am pleased that this assignment was not taken less seriously because it will [[assist]] us all in our [[process]] together.

Daniel (Bill): True, but I am pleased that this assignment was not taken less seriously because it will [[assist]] us all in our [[process]] together.

Ken: Yes, thank you. One more question. This evening the question of the [[Magisterial Son]] came up, and since we are a planet coming out of [[quarantine]] and coming into [[light and life]] I would assume that his mission would be [[modified]] for this type of planet versus a normal planet. What is the difference between the [[Teaching Mission]] versus the [[Magisterial Mission|Magisterial Son’s mission]]? What type of lessons are different for us from his [[perspective]]?

Ken: Yes, thank you. One more question. This evening the question of the [[Magisterial Son]] came up, and since we are a planet coming out of [[quarantine]] and coming into [[light and life]] I would assume that his mission would be [[modified]] for this type of planet versus a normal planet. What is the difference between the [[Teaching Mission]] versus the [[Magisterial Mission|Magisterial Son’s mission]]? What type of lessons are different for us from his [[perspective]]?

Minearsia (Bill): You are aware that with each epochal [[revelation]] there is an associated [[dispensation]], but rather I should put it the other way around. With each dispensation there is an epochal revelation. The new planetary dispensation has begun. It is the dispensation of the first Magisterial Son mission to [[Urantia]]. This dispensation has included the textbook [Urantia Book] and the [[Teaching Mission]] as a [[practical]] laboratory experience. The dispensation has been termed the [[Correcting Time]], but the Correcting Time will probably be larger than this first [[magisterial mission]]. I cannot tell you for sure the duration because this is not within my ability to [[foreshadow]] with great [[accuracy]]. So I would say to you, understand that the Son associated with this dispensation and this epochal revelation is definitely an [[Avonal Son]] on a magisterial mission. Again, the Teaching Mission is the practical application laboratory experience associated with the formal textbook aspect of the Fifth Epochal Revelation. Does that answer your question?

Minearsia (Bill): You are aware that with each epochal [[revelation]] there is an associated [[dispensation]], but rather I should put it the other way around. With each dispensation there is an epochal revelation. The new planetary dispensation has begun. It is the dispensation of the first Magisterial Son mission to [[Urantia]]. This dispensation has included the textbook [[Urantia Book]] and the [[Teaching Mission]] as a [[practical]] laboratory experience. The dispensation has been termed the [[Correcting Time]], but the Correcting Time will probably be larger than this first [[magisterial mission]]. I cannot tell you for sure the duration because this is not within my ability to [[foreshadow]] with great [[accuracy]]. So I would say to you, understand that the Son associated with this dispensation and this epochal revelation is definitely an [[Avonal Son]] on a magisterial mission. Again, the Teaching Mission is the practical application laboratory experience associated with the formal textbook aspect of the Fifth Epochal Revelation. Does that answer your question?

Ken: Yes. I like your term " [[laboratory]] [[experience]]".

Ken: Yes. I like your term " [[laboratory]] [[experience]]".

Ken: Thank you, my friend.

Ken: Thank you, my friend.

===='''''[[Practice]]'''''====

===='''''[[Practice]]'''''====

Bob S: Minearsia, I would like to follow up on something you said earlier and Ken commented on—the laboratory [[experiment]]. If I understand what [[the teachers]] are trying to do, it is to provide us with [[words]] and [[ideas]] that we can make into our own [[experience]]. I am have some trouble with that. How can we take words and ideas, and make them part of our experience?

Bob S: Minearsia, I would like to follow up on something you said earlier and Ken commented on—the laboratory [[experiment]]. If I understand what [[the teachers]] are trying to do, it is to provide us with [[words]] and [[ideas]] that we can make into our own [[experience]]. I am have some trouble with that. How can we take words and ideas, and make them part of our experience?

Bob: I’m not sure.

Bob: I’m not sure.

Minearsia (Bill/Isaac): My [[thought]] is that people often fail to [[learn]] because they fail to [[practice]]. Sometimes a person can say to themselves, "Well, I’ve heard all of these [[strange]] notions and I don’t know whether there is a lot of [[value]] in them. I don’t know whether I want to put forth the [[effort]]"; only then to later [[complain]] it just didn’t work for them. You see, if you knew ahead of time the new thing that you need to learn, in a sense you wouldn’t have to learn it. So it’s the application; it’s the [[practice]] that is needed. Isaac is thinking of a case in point. He had a child in the second grade who wanted to learn [http://en.wikipedia.org/wiki/Guitar guitar]. This boy thought that he could pick up that instrument and in a matter of a hours be able to [[play]] at least well enough to sound like his teacher, to some degree. Weeks and weeks of futile lessons were given by the teacher, Isaac. The boy did not [[practice]]. Guess what? He made no [[progress]]. Therefor, I say that perhaps this might be the [[problem]]. I am not saying that it is necessarily the problem. I am just suggesting that it may be.

Minearsia (Bill/Isaac): My [[thought]] is that people often fail to [[learn]] because they fail to [[practice]]. Sometimes a person can say to themselves, "Well, I’ve heard all of these [[strange]] notions and I don’t know whether there is a lot of [[value]] in them. I don’t know whether I want to put forth the [[effort]]"; only then to later [[complain]] it just didn’t work for them. You see, if you knew ahead of time the new thing that you need to learn, in a sense you wouldn’t have to learn it. So it’s the application; it’s the [[practice]] that is needed. Isaac is thinking of a case in point. He had a child in the second grade who wanted to learn [https://en.wikipedia.org/wiki/Guitar guitar]. This boy thought that he could pick up that instrument and in a matter of a hours be able to [[play]] at least well enough to sound like his teacher, to some degree. Weeks and weeks of futile lessons were given by the teacher, Isaac. The boy did not [[practice]]. Guess what? He made no [[progress]]. Therefor, I say that perhaps this might be the [[problem]]. I am not saying that it is necessarily the problem. I am just suggesting that it may be.

Bob: When we are dealing with [[spiritual growth]] though, the [[evidence]] of one’s [[progress]] is not clear—to the person himself. So that complicates the whole thing because you don’t get clear [[feedback]]. You wonder, "Am I making progress?" It seems like we are going over the same old stuff. What would you say to those words?

Bob: When we are dealing with [[spiritual growth]] though, the [[evidence]] of one’s [[progress]] is not clear—to the person himself. So that complicates the whole thing because you don’t get clear [[feedback]]. You wonder, "Am I making progress?" It seems like we are going over the same old stuff. What would you say to those words?

And now my friends, the [[TR]] is tired. Thank you for the [[attention]] that you have paid to us, and also for your [[laughter]] which signifies that you are letting up a little bit on your self-importance so that you can float like balloons, rising to the sky in [[our Father]]’s joyous [[universe]]. Be at [[peace]]. Good evening.

And now my friends, the [[TR]] is tired. Thank you for the [[attention]] that you have paid to us, and also for your [[laughter]] which signifies that you are letting up a little bit on your self-importance so that you can float like balloons, rising to the sky in [[our Father]]’s joyous [[universe]]. Be at [[peace]]. Good evening.

==Note==

===Note===

[[Ham]], [[Abraham]], and [[Aaron]] are noted as "present" in this session but are not apparent in any explicit statements. The reference to their participation and contribution is out of deference to them featured as contributors in the "source" text.

[[Ham]], [[Abraham]], and [[Aaron]] are noted as "present" in this session but are not apparent in any explicit [[statements]]. The reference to their [[participation]] and contribution is out of deference to them featured as contributors in the "source" text.

[[Category: The Teaching Mission: Dialogues]]

[[Category: The Teaching Mission: Dialogues]]

[[Category: Bob S.]]

[[Category: Bob S.]]

[[Category: Isaac]]

[[Category: Isaac]]

[[Category: 2002]]

[[Category: 2002]]