Learning Fundamentals

Learning Fundamentals By Roage We generally operate from an assumption that we are taught by those around us and that we start out being ignorant and our external teacher shows us and teaches us how things are done and imparts to us information. As we grow more teachers appear and feed us more information and we increase our knowledge of things. This is largely based on the assumption that our brains are a storehouse of knowledge and this organ is responsible for producing the mind. Upon those assumptions other assumptions are based, in that, we are organic machines that evolved out of organic goop and slowly became more refined as a function of random chance and pressure to improve the success of the design that was pitted against the variability of nature. This leads to a further assumption of the existence of chance, chaos and luck being the ultimate driving force on our planet and universe. This “scientific” approach operates on the premise that there is no measurable universal intelligence at work and therefore no logical framework can be used to establish purpose and meaning for our lives. These are dangerous conclusions to reach which are based only on assumptions that have no fundamental proof nor can we provide or establish any direct evidence to support these assumptions. Neither can we, moving backwards from these conclusions, establish any cogent logical link. The only thing that brings these assumptions into our trust is simply the acceptance that these assumptions are truth. Nothing, in my mind, could be considered more religious. It is merely faith that is required in allowing one to accept these conclusions and the assumptions upon which the conclusions are based. Why would one consider this “dangerous”? It is dangerous because when one misjudges their environment then they are illequipped to deal with their surroundings and become a danger to themselves. One who is so encumbered makes incorrect choices and renders themselves impotent against the fallacies they have so entrenched themselves within. Once a fallacious assumption is incorporated into our perceptual model as truth then we rarely question its validity. We find ourselves unable to overturn the conclusions and it merely reinforces the perception. It then becomes impossible to recognize our error and we unable to overturn by our own logic this enigmatic conundrum. We cannot reason ourselves out of the cage we have created for ourselves, as we cannot see the nature of the trap nor how it confines our perception. Current work in Plasma Electric Cosmology and Quantum Mechanics are overturning these assumptions and we are having trouble accepting what these discoveries are teaching us. Where Did We Go Wrong? The most entangling assumption that lies at the core of our confusion is that we have allowed ourselves to be fooled by the purely left-brained appearance of potent free will. That is to say: we believe that it is our will that allows us to directly alter the course of our lives and make changes in the material and people around us. We believe that when we speak that people around us learn from these sound waves and we are the ones causing this to become manifest. Said another way we make the assumption that we can teach another and that the Universe can teach a child what it needs to know. We think we can teach others and relate information contained within our mind to the mind of others. Because we appear separate from one another we assume that

there is a separation. This is not correct. This has been an ongoing lesson that I have been exploring since the time of my transcendence. This has been especially hard for me as my inherent compassion had driven me to try and “help” bring others to the realizations that I have made and I was having trouble understanding why a few could follow and others could not. Quantum Mechanics has discovered two important truths: 1. We are all entangled aspects of one entity 2. Virtual objects do not exist in a precise form and location unless one is observing and the mere act of this observation interferes with the object being observed locking it into a specific form and location. This means that our conclusions about “we being separate” does not have any support at the unified level and is merely an illusion. The barrier between us is virtual perception so therefore what occurs, when we learn information from another, cannot be as it appears to be. There is no support for separate observers, separate minds, separate “selves” or separate egos. It is one observer, one mind, one self and one ego. The separation serves only to compartmentalize individual experiential experiments or observation of particular cause and effect relationships. I Cannot Teach You Learning can only be accomplished when it is determined that a concept meets the need of our experiment. It is not in my power to teach another. The only thing I can do is answer a question. The “student” already knows everything but is not conscious of it. When it is necessary that an individual know a concept, it is given to them. This is purely inspirational. It merely opens up a channel or a view to the one mind and the concept is then incorporated into their conscious awareness. They are merely “reminding” themselves of things they already know. The question is merely confirmation that the concepts have been received properly. When a question is posed, I may be able to relate more than what was asked but only the elements that are permitted (at the time they are permitted) are allowed to enter the “student’s” awareness. There is principled governance over what we become conscious of and information can either be constructive and purposeful in the individuals experiment or it can be a distraction that leads one away or into a different experimental paradigm. One cannot force teach another. The idea of education only works when it is known by ego that what is being taught creates negative reinforcement. This is allowed because confusion creates suffering. The Ego is confusion and suffering generator. Its complement, which I refer to as the Self, is what drives the life lesson for the observer. The Self uses the Ego to manifest suffering through confusion. These are failure based or negatively reinforced learning processes. Touch the hot stove once to learn that one does not touch a hot stove; as an example. The Ego confuses the observer into not being able to know the danger of touching the hot stove. The Ego is left-brain and logical. It is the filter that creates separation and disconnection from universal mind. That is its function and purpose. We enter the world as Ego and perceive ourselves to be separate from others. Our brains are merely a tool or a reality generator in three dimensions. As we progress through our observation the Self reveals more and more information that purposely creates a series of cause and effect learning milestones in our experience. In this way objective experiments can be conducted and in this way our lives feed experience back to the one observer. The purpose is experimentation and learning the nuances of, not only reality, but principles that operate both inside

and outside of what we perceive as space and time. In short, one knows the answer before the question is asked. The answer is merely confirmation of what is already known. As few make the leap out of Ego based material experience into right-brain Self experience we largely operate in a materially-based perceptual cage. Ego specifically generates the false perception of chance, luck and accident. Rightbrained Self empowered people are not trapped into this thinking. They are not fooled by the appearance of separation. As they know we are merely one entity then they are not burdened by suffering to the extent of left-brained Ego perception. All things have a purpose and they learn without having to touch They realize the complete management and control being expressed not being haphazard accident. They see the reason for the events their ability to conceive more than “how” (Ego) but rather “why” occurring.

the hot stove. in their lives as that occur and things are

A young child is jumping on the bed. Self has not revealed to the child observer of the dangers of jumping on the bed. His mother tells the child do not jump on the bed and scolds the child. She leaves the room and the child resumes jumping. The Self is in full control of both the Ego that causes the child to be confused and ignore his mothers teaching. The Ego allows for the fun to be experienced while editing or filtering out the understanding of the potential danger. The Self knows that there can be a life ending consequence but instead it allows the Ego to initiate a less than life threatening “accident” to occur. The child’s foot slips off the mattress and he falls off, landing on his head. It hurts, he cries and learns why it is not a good idea to jump on the bed even though it is fun. The child may conclude it is a matter of technique and then begins a refinement process of his bed jumping skill. This occurs quite independently of his mother’s attempt to teach the child as the child has been under the full control of the Self and not under the control of his mother. It may take several attempts to either learn that the fun is not worth the risk or how do jump and minimize the risk. This learning process is repeated over and over in our lives automatically and we rarely take time to realize that it does not require a perceived external teacher to manifest our “education”. When one realizes that the external reality is an illusion and all that appears outside of us is actually internal and inside of us then many of the assumptions we hold, that come from a “scientific” perspective, are overturned. The “accidental” fall off of the bed is no such thing. It is purposeful and meaningful when viewed within its proper context. It is not our teacher that teaches us. It is our Self that teaches us only when and we are ready. That readiness is not under the Ego’s control. We learn only what is necessary for our particular experiment either as direct lesson or a distraction that serves to contradict or overturn through negative direct feedback false information already incorporated into our awareness. To a young woman an attractive scoundrel may be enticing and the Self may determine that the lesson is best taught through bad experience. She falls for the rouge and it turns out painful for her. The individual lesson may not be enough to teach her so Ego is permitted to force a repression of the bad experience and another attractive scoundrel enters her life with the same results. At some point the Self determines the number of iterations has created sufficient suffering to allow the woman to fully assimilate the lesson her experience has taught her. The Self then reveals to her what the Ego was permitted to repress and she learns why

her choice was not in her interest even though it seemed proper at the time. The mistake she will often make is that she will judge that she had been wasting her life with the wrong kind of men. Nothing is further from the truth as her Self has the duty to move her through the lessons her life was to teach her and not what Ego decides it should have or want to have. It is not a waste if one truly learns: “what not to do”. That is the true value of the Ego. It sets up learning experience from a trial and error or scientific perspective. From a material perspective a negative or a pain-based/failure-based learning process is the most constructive way to manage an Ego-driven entity’s learning experience. Some conclude that this negative paradigm does not lead to bliss and rightfully so. They begin entertaining alternatives to this type of existence. This comes only when a man or woman does not wish to continue a negative existence. This is a dynamic and risky time. Many look to spirituality and for them the Ego leads them to Religion’s doorstep which ultimately leads them right back with only a momentary false sense of relief and then on to more suffering. Some simply kill themselves and then find that they must start over in a new life right back where they left off. A scant few start looking inside for answers and realizing that perhaps things are not as they seem. When one realizes the interplay between Self, Ego and the Observer they discover that they are not the material based Ego but something else. It is then they see the suffering that is inherent in an Ego-based experience. This leads naturally to overturning the assumptions they hold: * * * *

They are not a material-organic machine Their brain does not limit the amount of knowledge they have access to There is no luck, chance, chaos or accidents There is purpose to their existence

Once a man or woman begins overturning these assumptions, that they incorporated into their awareness with willing complete trusting acceptance, then that is when really constructive learning begins. They find that learning is through an internal exploration and nothing outside has anything to do with it. They learn that suffering, in the pursuit of their life lessons, is not required unless they choose to ignore what they are being shown. They switch from their false expectation of “I’ll believe it when I see it” to “I will see it when I believe it”. Ego cannot and will not allow one to make that leap, as it is a logical serial processor that pins one conclusion on another. Ego demands proof that meets its own set of principles including, logical, material or physical evidence. Transcendent proofs are parallel and fall specifically outside of Ego’s ability to understand and it cannot explain these proofs cognitively to the observer within us. Ego may ask “why?” but it can only understand “how”. The right brain has always understood “why?” but we seldom use right-brain intuition to know the reason why nor is the Ego prepared to allow us to incorporate a parallel, non-logical solution to our questions. Once one transcends the Ego we make the mistake trying to “help” others by attempting to “teach” them how wonderful it is to make such a profound realization and perceptual leap. One finds that the other egos around them often label the right-brained thinker insane and this learning principle becomes the first of many transcendent lessons one learns. It is a problem, in that, one cannot even use words, which are a product of left-brained, serial, illusory, separateness to describe right-brain parallel unity. The mere mention of a purposeful, deliberate and meaningful life experience, where all is wonder and bliss, is often met, by

the ego, with: “That’s great until someone decides to kill you!” One then discovers that there is no answer that can be given to the ego, to respond to or dispel that Ego-driven irrational fear. “Because it is impossible”, will not satisfy the Ego even though it is the truth.