2003-06-10-Review and Discussion
Topic: Review and Discussion
Group: SE Idaho TeaM
Daniel(Bill): A cone of energy is over us now. The movement is from the top down through each of your minds and souls and back up again, back to the source. The energy also swirls clockwise through your hands. The room is jam packed with personalities of pure spirit, or morontia being. Your Seraphim angels are here, your faithful midwayers, also. You are surrounded by a great cloud of witnesses. You are in the cosmic family. Greetings. I am Daniel, your teacher, your guide, your friend, and your brother. Let us pray.
Our Father, thank You for everything: our lives, our personalities, our wonderful journey of destiny fulfillment. Thank You for creating a world where people can be in relationship to each other, even as You are in relationship to the Son and to the Spirit. Thank You for the beauty that pervades the universe in its structure, in its meaning, and in its truth. I thank You for my charges here tonight, my friends, who come once again because they are spiritually hungry and have found here the sustenance for their souls. Bless us altogether that we may learn something new, that we may find opportunity to express Your love, even as Michael has shown us, we pray. Amen,.
Aaron(Bob D.): Greetings. This is Aaron I amplify my presence upon my student this evening, giving him an opportunity to communicate my words as he has shown willingness to open up. The enjoyment I have witnessing your interaction is at a high level...I will approach a different way. The mission I have this evening with you is twofold: one, to allow Bob the opportunity to attempt to receive such as he has not done so for a while; but I would also like to impress upon you my feelings of thanksgiving. I relish your interaction and your ability to communicate lightheartedly as well as in discussion over the prior lessons. I imagine that you feel a deeper sense of comprehension at times, where you can read through the lessons with each other, discussing their merits and insights we offer. Simeon is hesitant when I ask if you could share this evening about this process of studying the transcripts with each other. I would... (Transmission interrupted)
Bob D.: I can't do it. I don't feel comfortable to do this tonight. I have to back out. I am not quite ready yet. (Group discussion about TRing discomfort and request for substitute TR. No takers from other group members, but lots of laughter until...)
Aaron(Bill): My friends, I continue. Thank you, Bob, for your efforts. They were excellent. You were simply like an athlete who was once used to the feel of the sport and then laid it aside for a while. The comfortable feeling that you have lost is the repetitious sameness and commonality of that exercise, so that when you go back to it the muscles are sore, the senses are acute, the effort is quite strenuous, for the experience is almost as though you are starting over. At the same time, practice effects are not diminished and therefore even though it was uncomfortable to you, you were able to do the job. I would suggest that we have some sessions together and practice for the conference. Would that be agreeable to you?
Bob D: Sure.
Aaron: Okay, fine. Then you will be back in the saddle again.
I would like to elicit feedback from you regarding your experience of using the previous week's lesson as a review process and a discussion. Because this mission is basically experimental, and always has been, we like to get a direct participatory reaction from all of you who are our students so that we can improve our teaching techniques and/or we can verify the advisability of those procedures which we are using. So, how do you feel about reading last week's lesson? Address that issue and make a recommendations about whether or not it should be continued. I will start with you, Pat. (Laughter)
Pat: Thank you, Aaron. Well I feel that it has been invaluable for me! We are able to read it a few days after the initial lesson and then come to the next meeting and read it again with everyone's input. It certainly helps my understanding. So I would certainly like to continue with it.
Aaron: Very good. Thank you. Ken?
Ken: Greetings to you. Welcome, Aaron. I might say that the lessons provided to us have much food for soul growth! The listening to the lessons, the reading of the lesson, and then the discussion of the lessons is a tremendous educational tool. Listening to each person read and discuss points of interest within the lessons brings those people out and enlightens the rest of us. I do not want to see it discontinued. It is very beneficial. Sometimes there is so much food on the platter, I don't know what to sample first. But that's fine, as long as I sample. Thank you, Aaron.
Aaron: Thank you very much. You both have emphasized the threefold nature of the process: hearing the lessons, reading it later, and finally discussing it. The fourth activity is the teaching of the truths learned in the lesson. All four are aspects of learning. As your proficiency increases, you will naturally share these insights, which you are already doing, with your friends, your family and so forth.
Bob P.: It fits my learning style. I think that in the times that I do participate I tend to get more out of the reading and discussion than I do the actual transmission, just because of its staccato nature. It is easier to have the thought all together on the page and get through it that way in discussion. I think that if there is such a thing as spiritual cognition, this is where it actually occurs. I think that this process has been very helpful, more so than, perhaps, the social aspect of it was, prior to this practice. There was a sharing which I felt was a nice social piece of the meeting. But I feel that the learning aspects have increased since this has started.
Aaron: Thank you very much. I am particularly interested in your assessment of the use of time where there was the social sharing, quite personal at times, which time slot is now taken up with the discussion of the lessons.
Bob P.: Can I interject again? (Certainly) I think that part of the value of the social was to bond the group to the point of feeling comfortable in a lot of aspects of spiritual growth. I hate to categorize on a single end something that could be thought of as a continuum, as the group tends to disperse in the cycles it goes through. It is, to me, possible that some of that social is necessary so that people can reconnect. Once that re-connection is established, then the spiritual cognition can take place again. I don't want to sound like it all has to be learning without the social connection, because there is clearly something to the group dynamic and the group intimacy that has to occur that also adds to the spiritual dynamic. I think it is an art. It is not a science or something that can be necessarily scripted from week to week. But I do feel that as the group begins to grow again, some of that social aspect is necessary.
Aaron: And you don't have a degree in psychology?
Bob P.: Actually, I have a psychology minor in my Ph.D. (Group gasps and laughs. This wasn't known before.)
Aaron: Absolutely you are correct in saying there first has to be commitment and trust between people before there can be deep sharing. And, yes, spiritual cognition is a perfect phrase for what happens here. It is all on a continuum, for the realm of spiritual growth is not something that occurs in isolation. Spiritual growth is always involved in a matrix of relationships. It has to be done that way. It was your dear spouse's initiation of this sharing process, which we prompted and encouraged, which led to the initial breaking down of barriers between people, as well as excitement of the dawning reality that this was not merely a head trip of egoistic individuals who wanted to be show offs and TR's, but rather was, in truth, the same contact that had occurred in the production of the Urantia Papers. So you are also correct in that we project that gradually this experience will become more credible, will become more self authenticating. Well, thank you for your input. I truly appreciate the input of all of you in this group. Isaac will have the last word, as a matter of fact. Virginia, what is your opinion on this process?
Virginia: Well, the three things that have been mentioned by others, that we hear it, go home and read it, and then we share it in talking about it is all very valuable to me. Is also confirming to me to find the Urantia Book also comments on these things, as Ken brought tonight the reference to the seven dimensions in paper 112. My own doubts on some of the things I transmit, as in "change in the descending sons"...I really questioned that. It was very nice to have it confirmed that even the Creator Sons change when they achieve Sovereignty status. I think the sharing is very valuable for those of us who are not sure how valid their contributions are. Also the insight about what it means to another person, a phrase that might stick out, becomes more meaningful to the listeners. So again, I just think it is very valuable. I certainly realize that we are far more open in our group, that we are more accepting of diversity.
Aaron: Very good, Virginia. You have underlined the points made by others and by your agreement you reinforce the fact that this is an inherently useful process. It is, of course, the technique that is used throughout the universe. The only part that we don't mandate is how you go about the teaching of that which you are learning. The teaching to others of what is learned is the capstone of the learning process and the completion of the learning curve. It is a demonstration that you have true knowledge.
Now, Bob, I will ask for your response and then I will ask you to put on the TR hat again so that Isaac will respond to me through you. Will that be acceptable?
Virginia: May I interrupt here while Bob gets ready? I had a point to make. In our discussion of the lesson it reinforces in my mind some of the issues. I find that I am using these insights in the women's support group. They just come to mind!
Aaron: That was point number four.
Virginia: I am using the teaching, as you had said, only because it has been reinforced so many times that it is in my mind, on my tongue, and so I say it. I apologize to Bob, here, and to Aaron for my interruption.
Aaron: Rather than apologize, jump up and down and rejoice! Your learning has become teaching.
I observe that Nancy has come back into the room. So I will ask for her input, then Bob D.'s input. Then either Nancy or Bob D. can TR me so I can listen to Isaac. Nancy, do you understand the question?
Aaron: What is your opinion? Nancy: It is an excellent learning tool for all the reasons mentioned. My understanding of learning certainly follows that pattern. Even as a student I would want to read before I went to a lecture, then listen to the lecture taking notes. Then I would go over my notes. Finally I would have to answer questions as a teacher's aide or as an instructor, etc. But it was in being the instructor that I really learned the information. All the rest was precursor.
Back to the question of the usefulness of this...it is very useful to me because I get to participate so sporadically. I get two lessons at once. (Laughter) I am generally not here for the session that we read and discuss, but I get that opportunity. I like it because of the doubling up nature of the learning exposure experience.
Aaron: Yes, a very interesting point. Thank you for making that. Your obligation of raising your young one is your first duty in life right now and so, while we miss your presence, and Bob as well, have no negative feelings about this. It is necessary to do what you do. Very well, Bob, what is your opinion?
Bob D.: I second the opinion about doubling up. It is nice to be able to discuss and then also get another lesson. In reading through old transcripts I read recently about the series of lessons on systems a few years back, on healthy system functioning. It seemed to me that the process is a very good way for people to open up and share their thoughts in a healthy environment where we aren't judging each other, although we do often critique different points in the lessons or other thoughts. It seems to me that it's a way of building healthy system functioning. Other than that, everything I could have said has been said.
I do think it is a good idea to review as it is too easy to hear a lesson and then let it go. A lot of times I get the lesson in the email and what I do is scanning rather than reading with comprehension. I scan for anything that may jump out at me, but I don't read for comprehension quietly. I just read on the screen. It is kind of nice to focus and actually discuss with my friends and fellow students. Those are my thoughts.
Aaron(Bill): I am glad you made the point that not being a part of the original meeting results in a varying degree of value in later reading the transcript by yourself. But when you read in the discussion format it is much more valuable than reading a group's transcript when you do not know how it would have been to actually have been present. That is probably the least effective way to do these lessons. Yet, even that is valuable.
Are you in a position where you can hear my words now?
Bob D.: I will try. I don't have that sense of absolute knowing. I've never had the sense of absolute knowing.
Aaron(Bill): I suggest you just relax and see what happens.
Bob D.: I'll try.
Aaron(Bob D.): This is Aaron. Thank you, Simeon, for your efforts. Isaac, indeed it is your turn to offer your thoughts toward the process, if you would.
Bill/Isaac: Yes, Aaron. As a TR I am never sure exactly about everything that is said. I feel somewhat disconnected from the process. It is like a discovery for me to read on paper ( as I either transcribe it or read another transcriber's typing) what was said. It invariably reads better than my impression of it as it comes out of my mouth, anyway. Now, if I wasn't the TR and just a group participant, I would tend to agree with Bob P., that the reading is still better in terms of understanding content than the oral transmission. The transmission process is sometimes slowed down, interrupted. You can't figure out the meaning as well. I agree that the threefold process has certainly made a difference.
I want to say something about the lack of doing our sharing in a formal sense like we used to do. Once in a while I wish we would do that because I am nosey. I would like to know what is going on in people's lives. But being nosey may not have any spiritual value. Nancy has her hand up. I will let her interrupt me. Go ahead, Nancy.
Nancy: I've enjoyed the intellectual exchange that we have with the discussion, but I do miss that much deeper intimacy. I don't know if other people experienced that intimacy, but I felt intimate with people when I shared at a deeper level about the "real" level of struggle, as well as heard what was going on in other's lives. That built for me a sense of trust. With my sporadic involvement I probably wouldn't achieve that level of intimacy now anyway, because that type of intimacy takes regularity and a real level of commitment and a time commitment.
Aaron(Bob D.): Yes, I understand that this element of sharing does have value and this is certainly something that you can consider as a group, possibly instituting occasionally. I can see how it would aide the other steps of learning that you have discussed this evening. Part of the exercise this evening is not only for you to give us feedback, but also for you to reaffirm for each other the value you receive in interacting and discussing these lessons. The intimacy aspects, if introduced, could bring about potentially a deeper level of learning for some people. Again, this would be in your realm of decision making rather than ours, for we can approach you where your willingness lies and interface with you at the level of that willingness. I thank you for sharing this evening on this topic. I would allow you to ask questions, if you have any.
Bill: Well, this isn't a question, Aaron. It is just sort of a summary comment. I heard no disagreement about reading the previous lesson from anyone, so I am assuming that our unanimity on this is clear. You have spoken to Nancy and me about our wish to have a little of the older type of sharing. I heard you say occasional which I think makes sense to me, too. We can't, time wise, do both in the same meeting. It is simply impossible. We also used to read from the Urantia Book and do healing. All of it has been good, I think. I wasn't asking a question so much as I was giving my opinion, I guess, about our evening tonight. I thank you very much for bringing up this topic. I think it's been a really interesting time.
Nancy: I have an observation. The value for me in listening the first time is not necessarily in the lesson. It feels like if I open my heart space and I am in a meditative state, a real listening state, which is difficult for everybody now that I bring a little girl into the experience, I feel like I am getting things at unconscious levels as well as cognitive levels. Somehow it is rearranging my mental constructs in a very physical, very real sense that is different from cognitive thoughts, which is what I experience when I read it. So that was a level of learning that we didn't discuss tonight. I was wondering, Aaron, if you had any comments about that part of the learning experience, that is valuable from just listening and being open during the actual TRing?
Aaron: Yes. The energy circuits are between you and each of you and between the contact point. That allows the flow to give some opportunity for an extra-conscious awareness. If you find it difficult to pick up the audible communication, we have often recognized the ability of students to fall into a receptive meditative state which allows for a clearing in their mental circuits and potentials for coordination. Trying to focus, however, and perceive the lesson as it comes through is an active process and does have merit for building your attention capacities, while the activity of perceiving energy and falling into a receptive state is more of a passive activity. While each have their value, there is something to be said for truly trying to hear the audible lesson, as well. Does this offer you any understanding?
Nancy: Yes, Aaron. That is very helpful. I've even experienced both at once where I vary in following and thinking questions. But at the same time, feeling an openness and enlargement that was more than at brain level. And then I have also had the experience of not being aware of what was said because I felt like I was deep in receptivity at the time the lesson was going on and had to read it later. I think I have been in all three places in a meeting: where I have been just interacting cognitively and had this other that was going on simultaneously; and then where I have been passive in receptivity. I personally like the middle option best where I am alert, aware, and thinking but also feeling very opened and receptive at the same time. I can have that receptivity and openness at the same time when I read. I can have that information get filed away differently when if that openness isn't there when I read.
Aaron: Thank you for your follow up to my thoughts for the dual state that you speak of. We do recognize that at times among you all and it truly is the ideal state for learning, if you can achieve this. It is a mobilization of your will to learn and your openness to receive. This would signify a state of harmony in this place that you speak of
Nancy: Thank you.
Daniel(Bill): This is Daniel. Thank you, Aaron, for leading your excellent discussions. Thank you Simeon for stepping into the stirrups, swinging your leg over, and nudging your horse forward. You are back in the saddle again. Will you all stand and take your hands as we conclude our meeting. Bob P.: I have a question. Is it too late?
Bob P.: Well, earlier in Aaron's transmission we talked about hearing, reading, and discussing as the steps in the learning process. It was stated that teaching was the eventual outcome. One of the things that I have personally like about this spiritual framework was that the actual teaching came through the living. When that was stated I was kind of feeling a parallel about Jesus sending His apostles out to tame the masses. I was hoping that wasn't the parallel that was intended because to me it sounds driven by something other than a living from within and teaching from within kind of approach. I have heard reference to it in...we are at the stage now where some of us or all of us are going to charge out and actually start the teaching part. In fact it was referenced as kind of converting or winning new participants. So that makes me real uneasy.
Daniel: I am not sure which teacher or in which setting you have obtained that impression. It is probably due to the use of language which is suggestive of the kind of missionary work that Jesus sent his apostles to do. But if you ask me to tell you that the reaction that you have indicated, that teaching comes from within and overflowing rather than knocking on the door, handing out pamphlets, Urantia Books, getting up on a stump somewhere and preaching to the people at Times Square....we have been advocating exactly what you are saying. As Virginia pointed out, she has dropped these concepts in other groups in a natural and perfectly normal manner; and the process has been teaching. So, let me assure you that your anxiety is unnecessary.
Bob P.: Thank you.
Virginia: However, we have all felt that, Daniel.
Bob D.: What do they want me to do!
Ken: Bob is ready to go out and buy a two pant missionary suit. (Laughter)
Bob P.: I got two pairs of Jeans. Sorry.
Daniel: In the interests of time let me give you a final statement. Let us go to world we live in and do the work that we do best with a full heart, showering the love which empowers us upon all we meet. Rejoice always in the joy of eternal life which has begun now for all who are willing to move toward Paradise and the Father of us all. Amen.