2012-07-20-Conversations with Monjoronson 55
- 1 Heading
- 2 Facilitators
- 3 Session
Topic: Learning in Infants, Art of Asking Questions
Group: N. Colorado TeaM
Teacher: Monjoronson, Charles
TR: Daniel Raphael
Prayer: Heavenly Father, Father Michael, Mother Spirit, we thank you for our eternal life and the opportunity to work on your behalf here, during the Correcting Time. We thank you for your Avonal Son and so many others who have come to work on our behalf and to your ends. Thank you.
MONJORONSON: This is Monjoronson. Good Day!
MMc: Good day, and how are you today?
MONJORONSON: I am always fine; I am perfect! (Laughter.) I am eternal. The sun always shines; it is a delightful and joyful world and universe we live in, one that we appreciate so much as we see the evolution and developmental growth of it all.
MMc: Is there something that you would like to dialog with us today about?
- The management of our world by the Triumvirate
MONJORONSON: Yes. I will try to frame it in a way that readers and listeners can appreciate. The developments and events that you see around you, in the world that are occurring, and that will occur in the future, are being orchestrated by the managers of this planet, the Triumvirate. This is not to say that they have caused these events, but they are simply managing these social, political, military, economic developments that are involved in your world civilization. As we have said before, your world was brought into existence by the Creator, and that its course has been set, but how it moves along depends on the participants. Because we do not involve ourselves in the inviolate decisions that mortals make; we can only amend events outside of that parameter. This means that the course of your world is going as it will go. We, however, have the capacity to delay certain social, political, economic, military developments to the point until someone makes a decision to change course, and then we will strive to do something more. What you are seeing in the world, your economic picture in this nation and other industrialized, financed nations is something that we are delaying, because once the economic collapse begins, it will be very much like a black hole—there will be an event horizon and then a precipitous fall that will include everyone. This will bring about many other changes.
- Monjoronson’s warnings of times to come
Many of you have said before that Monjoronson is a doomsayer, that the de-population of this world is just scare talk and horrific emotionally laden language. But nonetheless, we have provided that because we do love you, and that good, loving parents do prepare their children for good times and bad times, and offer them ways to behave and how to live during those bad times, and during those good times. This better prepares everyone to know how to live in greater stability, even when the walls of their culture are falling down around them. We have spoken many times of living in the “now.” This is the only moment where you are empowered to make decisions and take actions which will change the course of the future. That is what we are doing with many people around the world; we are offering them many more options in the decision making process. This tends to slow up the decision making and the action taking because people see the broader parameters, affects and repercussions of their decisions. In other words, they live their lives more thoughtfully, rather than so impulsively and quickly making decisions and jumping to conclusions without full information.
- Seeing the obvious inevitabilities
So, it is to our benefit and to your benefit, and the progress of this world, to give you the full parameters of what is occurring on your world. We have started that discussion several years ago, but we have not continued it into the present. There is no sense in horrifying you with the inevitabilities that are already so obvious to many of you who discern what is occurring in your culture. Some of you are oblivious to this, but you would probably be oblivious to most anything else anyway. For those who are discerning and who are observant and taking this into account, you are the individuals with whom we can work and with whom we can assist to change the course of the future. You know that we are working with numerous groups within the Teaching Mission, within the Magisterial Mission, within “The Urantia Book” [readers] to prepare the way.
- Preparation for change
The world you will live in in the future will be very different. If we do not prepare for that change in constructive ways, then your world will be in a state of chaos, it will be very, very difficult for everyone. The course that we have taken in sharing this information and preparing the small groups of innovative thinkers within your movements, those cultural creatives who can change the format and context of your culture, are now involved in forming the future that the vast majority of you will live in in the future. You will be confronted with new ideas, some that seem outrageous now, but in the future will seem logical, rational and the only way to provide the only solutions that will work and bring a stable future into existence. We wish to tell you—those of you who are inflexible, who are adamant in holding your positions—that you will be crushed by what will occur. Your best course is to be open, flexible, amenable, tolerable and forgiving—forgiving of yourself and forgiving of those around you who want to push you along to be with them in the future. This ossification, this crystallization of your thinking patterns is not necessarily typical of only those who are in their elder years, but we know that many of you who are in your 20’s, 30’s, 40’s and 50’s who also have very crystallized thinking, whose thinking is very fragile. You will have great difficulty.
If you simply entertain the possibility that maybe there might be other workable solutions that you could live with, this would be an opening for you to amend your ways, to think in terms of an alternative reality. When you live in the present, when you live in the “now,” and you meditate, then we can work with you. When you meditate, meditate with intention, to be open to alternatives to your present course of living and thinking—thinking in broader terms of options of how to live and how to live peacefully in the future. When you do this, you make yourself available to Christ Michael, who will guide you through his hierarchy of light, into the future successfully.
MMc: You gave me several indications in there that I’d have liked to interrupt and say something, but I was interested to hear what you had to say in its entirety.
MONJORONSON: I appreciate your tolerance.
MMc: The future will be an interesting place; the now is very interesting. And the best way to get through it, I think, is as you say, to be open-minded and tolerant of the situations that you encounter along the way. Thank you.
I have a question that I would like to dialog with you about at some length, and in some detail. For instance, how do children go about learning? You may want to hand this out to Charles—he said he might be available to this type of question.
MONJORONSON: One moment.
[This is Daniel: It is as though you can see Monjoronson step back from the lectern and hand a sheaf of papers to Charles, who steps forward. Quite visual.]
CHARLES: Good morning, this is Charles; it is good to be with you.
MMc: The question is, how do infants and children go about learning?
- How do infants and children go about learning?
CHARLES: The process begins shortly after conception. How they learn is from experience. We do not want to make this insignificant to you; we want to make this a very significant, poignant piece of information that you can use and apply in your relationship with infants and children and other adults. People, until they are in their late 20’s and early 30’s, learn principally from experience. This is part of the survival mechanism of the human species, it is a mechanism that enhances survival, both to avoid pain and difficulty and how to move towards that which supports and enhances their lives. In the case of a fetus, it involves their experience chemically and energetically. Their interaction with their social environment begins with their mother. If the mother eats jalapeno peppers, and she is an Anglo, you can anticipate that the fetus will have great difficulty with this. The mother will be unaware of this until the fetus is able to move its hands, elbows, knees and feet to kick, and so on, so that she becomes aware of the child’s discomfort.
- The role of imprinting in the DNA and memory circuits of the brain
Energetically, the child is imprinted by the social, emotional, and spiritual energy fields of the mother. As the mother engages these fields with other people within her own home and wherever she may travel, this has a direct experiential affect upon the fetus. It is an imprinting that begins in the DNA at that time, and also begins to imprint in the memory circuits of the child’s brain and mind, as they are capable of being imprinted. This process continues after birth. The birthing experience is one that has the potential to create significant “markers” in the memory of the child- becoming-an-adult, as they will react to similar distressful situations in the future. Further, that experience sets up their temperament, their predisposition emotionally and socially, as they experience other people. If they are one who came into life through breech birth, then you can anticipate this person will become very resistant to the flow of life as they age. This may take the form of antiauthoritarianism, which they may react to then and become in fact, quite authoritarian in their adult life. If they were deprived of oxygen, then of course, you are well acquainted with the difficulties of what that causes. The best situation for an infant, a fetus being born, is to have a full-to-capacity flow of oxygen, and an easy birthing process. Once they are out into the environment that they are handled carefully, delicately, that they hear words of kindness and evenness around them, as the doctors and technicians and midwives and so on, speak with each other. You will find that through regression therapies, most people can come back to the point of time to experience their birth and the immediate moments thereafter. This has a profound effect upon the course of their life.
These are all experiential. The individual is not learning from the content of what the mother is saying to them, or the father is saying to the child, but how they experience that. It will not be until later months that the child is able to learn from the spoken word. They simply learn from how they are treated. If there is a rise in the voice, they hear the rise of the voice, they feel the anger and rage of the parent or caretaker, and they react to that; that is experiential. Therefore, it is important that the reactions of the child becomes a learned pattern of peacefulness, of sociability, of support, one where they feel trust, acceptance and tolerance. Infant care requires the highest emotional and spiritual and social dimensions achievable to make the best imprint upon the child experientially as they grow up. Later, as they learn the language, they can learn from the language. Parents usually expect too much of children less than one-year old, or even two-years old, to understand the nuances that language conveys to one who is older.
- Non-verbal language cues
Looking at the child and moving your hand, pointing it down and waving it back and forth means to come here. Children learn many non-verbal cues long before they learn verbal cues. You can actually teach sign language to infants, long before they can form words—they can converse with you. This has been done, of course, with monkeys and gorillas in laboratories, teaching them sign language so that they can converse with the caretakers, and eventually this language base is learned by the animals to converse between each other. The capacity for communication with infants is very, very high, as this is an essential survival mechanism for the infant, in preparation for life when they are capable of running to and fro and helping themselves. Is this clear so far? Do you follow me?
MMc: Yes, you’ve been very clear so far. There are some things that I have learned along the way; there are some things that I was well aware of, but certainly the level that you are speaking at should be well understood by our listeners and I’m enthralled just following along.
CHARLES: Wonderful. Do you wish me to continue? (MMc: Yes, would you, please.)
- Verbal language acquisition
Once verbal language comes into play, then the child can begin to learn that way, but this is a learned skill that takes two or three years at least for the nuances of language to be learned by the child so that they have a higher learning quotient of communication that they receive. Later, this learning process will be done through written language as they read instructions, as they read books and so on. What we have not said so far, is that you, the parent or caregiver, are actually models and role models for these little beings, even before they are born. (Pause) I pause because I want you to fully grasp the depth, significance of that statement. Modeling and role learning is done throughout your life. That is why professionals have mentors. They are trying to learn the finer points of their profession, both as an individual and as a professional. It is not always just skill level in your profession that assists you, but the nuances of the social environment that you work in and live in, your capability to communicate with others, verbally and non-verbally and energetically. So this process does not end.
- Learning experientially and vicariously
Lastly, I wish to emphasize that you continue to learn experientially. You also learn vicariously; you can see the effect of a learned experience of another by observing them, speaking with them and coming to understand as closely as possible the experience that they have had, that has guided them to their present understanding of whatever it is that you are discussing. Now, bringing this full circle back to the work of the Triumvirate in the Correcting Time, we wish all of you to begin to experience a personal, intimate relationship with the Divine. Yes, we know that some of you—very few of you—actually have limitations to that capability. This has to do with various aspects of your brain-mind mechanism, which is not developed or which has atrophied or has never been switched on. Learning through experience and vicariously is essential to integrating the reality of the world around you, into your being.
- Experiencing the presence of God
When you go to your churches, you experience the ritualism, the ceremonies of the church. This is not the same thing as experiencing the presence, the conversation, the energy of Christ Michael or the God-Presence within, is it? No, it is not. Therefore, it is essential for all of you to come to experience God, to have that God moment, that God experience, that “Ah-Ha,” where you totally understand that you are standing/being in the presence of God. Many religions inadvertently and unconsciously teach that this is not possible, that it is outside the parameters of a religious experience. We would agree. It is outside a religious experience, because this is the experience of the Divine. This is intimate to you and no one else. This is something that once you have had a God experience, experienced the presence of God in you in a moment, you will never forget that and you will forever be changed as you continue to believe in that and strive to re-experience that relationship. Experience is primary to you as a human being, as a material being on this world, but it is inherent in you as an embryonic spiritual reality of the Divine relationship between the Thought Adjuster (God within you) and your personality. Do you understand the parallels I’ve given you? (MMc: Yes, I do.) They are profound. Just as we are in your social/spiritual environment, outside your womb of mortality, we have a powerful influence on who you become. You now, in this material reality can experience the Divine. Once you have that, you will carry this through your birthing experience that you call death, into the morontial realm with you, never to be forgotten. That is why your values and beliefs develop expectations for performance that will occur in the morontial realm.
MMc: I see. You’ve given these parallels as a fetus, experientially moving into a life as a mortal and as a mortal moving into a life as a morontial candidate, or as a morontial being. That was beautiful! (Charles: Thank you.) That was totally beautiful, thank you.
Let me go back and ask a question that is again about infants and children in learning. When do children develop the ability to ask questions, and how do they use this ability?
- When do children have the ability to ask questions?
CHARLES: Children are able to ask questions before they are verbal, but because of their physical developmental limitations, they are unable to do so. Further, when they are able to ask questions, this is a trained behavior; they learn from experience. They learn from observation. Asking questions is a learned skill, and not asking questions is also a learned deficit. When there are no questions asked of members who are observing or caring for the child/infant, then the child does not learn that. If someone asks questions and they are repudiated or they are shouted at, or chastised for asking a question, then the child learns that as well. The child also learns about asking questions, meaning the various aspects of question asking. There are some topics in a household that are never discussed. There are no questions asked about them, or the child may innocently ask a question of a parent or another person about a topic, which is forbidden to be spoken of, and they learn very quickly that that topic is outside the realm of discussion. When this occurs, then you have an installment of ignorance being placed in the mind of a child that this whole area of inquiry is off limits. Therefore, you are limiting the cultural expansion of the child at a time when they are ready and prepared to engage that cultural realm fully, or at least partially, and in preparation for further discoveries.
- The “art” of question asking is a learned skill
The child also is taught to ask questions about that which is innocuous; it is not sensitive to the group. You wonder why some people always speak in terms of superficialities, of meaningless and worthless topics of discussion, because of how they were raised. The art of question asking is truly an art, but it is a learned skill, just as violin playing and instrument playing and singing are skills. Even becoming a great orator is a learned skill. To ask questions is one of the most important aspects of human intelligence. To ask questions is to be human. To ask questions of a profound nature means that the individual has motivations past the material, the 3-dimensions and wishes to learn more about universe philosophy, topics of the universe rather than the material realm. This process of asking questions is important to the development of the work that we are trying to guide you into—social sustainability. No questions; no answers. Yet, if you do not have the skill or awareness that you need to ask questions, and know how to ask them in different formats, then you will not learn that which you need to survive, out of no fault of your own, simply out of ignorance and lack of a skill. Therefore, asking questions is a taught skill, meaning that your responsibility as a caregiver is to teach the child how to ask questions, one of which is by modeling question asking in front of the child in simple terms.
I might ask, “Michael, would you bring me a glass of water, please?” Within that very short question you get the dynamics of two people, a question, an object and a response. The experience of seeing this person leave and come back with a glass of water, and how it was asked, the demeanor it was asked in are also factors the child learns early. Etiquette, grammar, courtesies are learned early, very early. Social skills that children exemplify later in their lives were learned easily within the first year of their life, if not in months earlier. They are practiced later in life as a child becomes more competent, has greater self-worth and feels worthy of asking a question of an adult. You begin to treat children as equals—spiritual equals—and when you see within the three-week-old infant the mature stature of a spiritual being, then you will begin to conduct yourselves and convey yourselves in front of that infant in ways that are much more adult-like. This is learned. Does this help?
MMc: Yes, it does. The ideal way for a young child to learn to ask questions is to have that modeled by an adult that is their caregiver, or somebody that they care about?
- Becoming capable of reflection
CHARLES: Yes, anyone who is around the infant. The child is a complete sponge; by the age of three the child has learned more within those first three years than they will learn in the next three, and so on. Their little minds and brains are capable of learning gargantuan amounts of information, quickly. Therefore, every aspect of their environment is part of their learning environment. Everything around them has an effect upon them, and then, by asking questions—teaching them how to ask questions—they form the capability of reflection. Do you understand? (MMc: Yes.) If they have an experience, they will ask themselves a question about that experience.
MMc: So they become reflective.
CHARLES: Yes, so the skills of question asking are highly important to the development of the individual and the development of the individual as responsible for teaching themselves how to learn and what they learn. It is amazing that we have seen people in their 20’s, who are non-reflective; they simply accept their environment as it is, without questioning anything, without ever pausing to wonder if there are alternatives.
MMc: I realize I just said this, but the ideal way to teach children to ask questions is to model the questions in front of them.
CHARLES: That is correct. You emulate what you want them to learn.
- The Socratic method
MMc: Is this what the Socratic method is essentially? With the teacher emulating what he wants the students to learn?
CHARLES: The Socratic method provides for a purposeful and intentional venue for exploring topics with the intention of learning more than was known before. It is a means of accessing the mind, knowledge and wisdom of another through the Socratic process of asking questions, anticipating a response, a response that is neither hostile or solicitous; responses that are simply information conveying, with the awareness that that information is and will be synergistic to what the individuals has already learned.
MMc: I’m sorry; it sounds like what I have done is I’ve taken a situation with the child and the people around them and moved the situation into a higher form.
CHARLES: Yes, the Socratic method is quite effective for children, even after the age of six, or thereabouts. Some children are able to engage a nominal elementary Socratic method even at age four and five. It depends upon the environment that they have been raised in and the latitude, the freedom and encouragement that they have received for asking questions, and as they have experienced learning something meaningful from that process, from those who are older and more experienced.
- The danger of using the Socratic method
Let me add, that one of the great difficulties that has occurred in the Socratic method is using that process with peers of similar knowledge and databases; [it] can add tremendous confusion. It becomes circular and self-reinforcing and can lead to mystical and magical thinking. We find this going on in your Congress and Legislatures and other venues, where there is a lack of awareness of seeking outside, candid information and guidance. Therefore, what is learned is what they have learned before, but put in different arrangements, and it is not wisdom making, but is very misguiding.
MMc: So we see people—like in our Congress—where they seem to be cut off from reality and what’s happening back home. Do you say this is because they are in an essentially closed environment, where the questions and answers are not based on the reality of back home, but based on their own realities?
CHARLES: Yes, it is further made difficult when they believe they are being effective. It is self-deception at its highest, most ludicrous form. This can occur with an individual and a professional group as well as any political group. It can occur in any group where there is collaboration among peers, and they do not question their reality. They think their own thinking is sufficient to find answers for the outcomes — then you have a closed system and one which is dangerously unstable, because it exists in a bubble which will eventually hit the wall and break, and it will all fall down.
MMc: Yes. Understood. Certainly, I have run into situations in some of the sciences where the current theory is such that everybody believes in it, and everybody that has reached a certain point in that science believes in the theory as it is, and yet the theory does not hold water, as far as I’m concerned, or it does not hold water within reality.
CHARLES: The problem of Copernicus, is it not?
MMc: Yes. So, ideally, how should we go about educating young children? What would our educational system look like if we were to live ideally suited for the learning capabilities of children?
- How should we go about educating young children?
CHARLES: You actually must begin outside of the educational system; you must begin in the family system. This is where the predispositions to openness and candidness begin. This is where the subservience to authority and position are learned. If these are emplaced to the detriment of the individual before age four, then it will perpetuate itself deeply into adulthood, easily into the 20’s, 30’s, and sometimes even farther, and some never do learn to question authority.
MMc: Okay, so what you need is to set up a situation where they respect authority, but also are able to question authority?
- Teaching children to respect and also to question authority
CHARLES: Exactly. To question authority does not need to be seen as insubordination. This has been misinterpreted by many people in every generation, where candid question asking of authority figures has been termed insubordination and has led to deep punitive responses. This is the worst case that can occur. If individuals see authority in such limited manner, then the broader realities of even saving a business that is in peril, can occur, that they will simply not ask the questions and let the company go into bankruptcy, when the solutions were already known by employees, subordinates or others who were observing of the situation. When authority becomes so resistant, so obdurate, then there is no hope for flexibility and for positive constructive change.
- The problem of rigidity in positions of authority
If I may go astray a moment, you are seeing this culturally in major western technologically democratic countries occurring at this time, and the realities that are around them will not be accepted as options for change until it is too late. When you look back to the current situation in your western nations that are having such difficulty—and we would also include Japan as a western nation—that you will see the rigidity that was learned in the 1940’s and 50’s are now in place in positions of authority, which are inflexible. The reaction of the 60’s of the hippy movement was an immediate reaction to that, but that generation picked up the reins of authority and power, position and money to re-institute the authority mechanism that was in place prior to the 60’s. The lessons that the hippy generation revolted against have not been fully enculturated, leaving the disasters that are to come, that Monjoronson has predicted to come about. However, this generation did allow us an opportunity to approach them with more open minds. There are some who are still highly flexible in their thinking and this would include your environmentally sensitive individuals. I apologize for going astray with this, but I want to knit together all of the fabric that we are working with, that the social systems of all societies are totally interrelated and connected in all aspects from the very intimate details of childrearing, which begins after conception and before birth, to the very foundations of your society in the largest parameters of its economy and political structure. I say this in this way because any meaningful changes of progress in your culture must be done in all fields of interest that are in all the systems of your society.
- The survival of our species depends on asking meaningful questions
The questions you are asking are primary to the survival of your species; survival of your species as social beings, spiritual beings, economic beings and political beings. Without the capacity to ask questions that you have presented me with, your species will not survive. Your levels of technology, your levels of lifestyles and standards of living will not survive without the process of asking meaningful and important questions that raises options for living. The work of the Correcting Time is to address all of that. There will be no social system that the Correcting Time program will not address. In other words, every social system—institution and social process and organization—will be addressed through the Correcting Time. Those that survive will take on the guidance, the values and the process of the social sustainability which we have advocated. I am not politicizing this; I am not standing on the stump speaking rhetoric to you today. I am speaking of the realities of Christ Michael taking over the management of this world, through his managers, in a way that will lead you into sustainability, social progress, political progress and spiritual enlightenment. One day, others will look back and say how audacious this was to approach every social system from a spiritual perspective, but we, on the other hand, would say every social system is already a part of the spiritual reality of the universe. Please get used to it and integrate it into your lives, as this is the only means by which you will survive.
MMc: As Monjoronson says, “The best way to get through this is to keep your head up, your mind open to whatever comes your way.”
CHARLES: Yes, all the signs of the future are evident now, if you wish to observe them and give them the value and significance that is inherently in them. Then you will know what is to come.
Do you have more questions concerning question asking and the process of inquiry?
- Asking questions and the process of inquiry
MMc: Yes, somewhat. If I am going to make a beginning into looking at the question asking and inquiry, do I begin with the fetus and progress from there? Is that a good way to begin?
CHARLES: No, not really. Concerning the book that we have asked you to write concerning the inquiry processes, that this is a much more academic “how to” instructional manual. It does not deal with the human developmental scheme of things. This is a book about question asking skills, a way of opening the minds of your readers to the broad field of inquiry, that there are different ways of asking a question that lead to different answers, which are vital to understanding the full perspective of the topic you are asking questions about. You asked questions earlier today in this session about how do children learn, and I answered that in the ways that I did, which is appropriate for that topic. The way of engaging your book is very straight forward and very simple in its outline, and that is to examine what is inquiry, what is it about asking questions that is important, what is the intention of the book, what are the parameters of the book, what is the design of the book, and then lead the reader into each area. Does this help?
MMc: It does. I have yet to find the key to getting into the… I suspect that there is within the body of knowledge that is out there, there is a key term that is going to get me into what you are asking me to do; it’s going to get me into the basic thing. I’ve looked at systems of inquiry, which has become a concept that has a very limited definition. Systems of inquiry, is again a concept that has a very limited definition. If I look at inquiry, there is a limited definition of that term too. So, I haven’t found the one that opens up the door into what I am actually looking for.
[This is Daniel: You might look at the Linguist, S. I. Hayakawa and some guy named Suzuki. They were semanticists and linguists, including Alfred Korzybski, as well as Bertrand Russell and Alfred North Whitehead, who wrote prodigious amounts of stuff. These guys asked questions and the whole business of language, asking questions is dependent upon language and semantics. Also, psychotherapists and psychiatry is highly dependent upon how to ask questions, the formatting of questions. Also think in terms of the theater and the process of using inflection to give questions different ways of being answered. That will give you some idea.]
MMc: What I was saying was that I haven’t found exactly the information that I’m looking for to lead me in the direction that you’re telling me I should go.
CHARLES: Yes, it will be quite a journey of asking questions for yourself, will it not?
MMc: It looks like. Explain to me, how do I phrase this question, so that I get the information that I’m looking for?
CHARLES: It is very much the chicken and the egg; we realize that. We could provide you with shortcut answers, but we feel that this is an experiential situation from which you will learn a great deal as well.
MMc: Very good. I’m willing to do the learning.
CHARLES: Wonderful, that is all we ask.
MMc: We are a little over an hour today; should we wrap this up for today?
CHARLES: Yes, we are satisfied with the content of this session. You have asked some very discerning questions—the business about how children learn and when they learn—is primary to the educational process to parenting, and is actually core to the processes of a socially sustainable local healthcare facility. As you see from these statements, these are systems that are further tied together, and that the educational system would be a part of that too, but later on more directly. Let us close today and continue on with our day’s duties.
MMc: Okay, thank you.
- Monjoronson’s closing statement.
MONJORONSON: This is Monjoronson. I would like to give you your closing today, if I may. The parallels between your life and that of a fetus are significant. The learning process is primary to all human existence and all spiritual existence from this lifetime, the morontial lifetime, the spiritual lifetime, and the eternal lifetime. Asking questions is primary to you becoming the God-person that you have been envisioned to become by your Creator. This process of asking questions and the assignment we have given you in all these regards are primary to our work. The process of asking questions is primary to an evolving society, as well as an individual—and family structure—and it is essential to the survival of your civilization, in fact, every civilization on every planet of sentient beings. Asking questions is a commonality of those who ascend. Asking questions is primary to getting answers. When you ask questions, that tells us you are open to receive answers. When we speak answers to you, which are not in agreement with your belief system, we do not choose to lie to you, or speak to you in superficialities. You will find that while the universe and we care for you immensely, we are not patronizing; we are not here to make you look good; we are here to make you grow and survive. Thank you and good day.