Lyricus Teachings Combined Pdf's

Page 1

..LYRICUS TEACHERS AND METHODOLOGIES QUESTION 1 How do teachers from Lyricus decide what information to share with a species at what point in time? ANSWER 1 Every sentient being emits or broadcasts a signature electromagnetic vibration. This vibration is collectively woven into a species. It is this vibration that is “read” by Lyricus from the master template field that interacts with the species’ collective frequency. From this collective signature it is understood what the progress of the species is and when it is appropriate for the Lyricus teachers to embed within the species and what specific information is appropriate at any one point in spacetime. There are teachers who incarnate into each of the four quarters of power (government, religion, culture, and science) within the species, and generally this process is initiated within the culture quarter first because it is generally the most accommodating. The Lyricus teacher involved in leading this effort is responsible for activating and bringing coherence to the other teachers who will emerge to lead the effort in the other quarters of power. Within the galaxy is a Tributary Zone, which is a synthetic “planet” that is designed to house the knowledge system appropriate for the species of that particular galaxy. Lyricus uses these Tributary Zones as research and training centers wherein its teachers can gather the information, translate it into the indigenous cultural or scientific formats of the species, and then export it to a specific planetary species. This process can require 10,000 years, sometimes more, in order to shepherd the species from the relatively primitive systems of governance, culture, science, and religion, and orchestrate these quarters of power to achieve the profound shift to the Grand Portal. Lyricus teachers operate in the same soul carrier as the species they serve, and for this reason must reincarnate hundreds of times over the course of this timeline in order to attain the Grand Portal. QUESTION 2 What happens if a species doesn’t discover the Grand Portal? ANSWER 2 It is not a question of whether a species discovers the Grand Portal so much as it is a question of when. There are times when a species enters the cusp of the discovery zone and falls back from resistance. However, the

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 2

resistance is generational and is always diffused over time. The impulse of this discovery is too powerful to ignore as it is faithfully embedded within the species’ energetic grid and then persistently kindled by Lyricus and the cosmic forces of First Source. When the resistance to the Grand Portal discovery and/or propagation is temporarily successful, it only delays the eventual result—it never permanently obstructs it. QUESTION 3 Are the teachers of Lyricus known to humanity by any other name? ANSWER 3 Historically speaking, members of Lyricus have been known as the Elohim or Shining Ones. These beings established seven centers of learning upon Earth. These were instructional environments that accelerated the connection of the soul carrier to the Wholeness Navigator, and enabled human initiates to ascend in consciousness such that it was possible to create several of the perennial philosophical systems that to some extent endure to this day. In more recent history, members of Lyricus are known only by their influence, but not their personal reputations. There are no individual members whose personal contributions are acknowledged by historical records. This is because the members of Lyricus do not view the knowledge they bring as knowledge that they own, discovered, or have invented. They view knowledge as something equivalent to air—everyone can breathe it, no one owns it. For this reason, they share their knowledge in a manner that permits it to move into the quarters of power, but also enables them to retain their personal anonymity. QUESTION 4 What does Lyricus teach? ANSWER 4 Lyricus is aligned with the Central Race, or WingMakers, and the great majority of its members are from the Central Race. Within Lyricus, expertise is centered on seven disciplines: the fields of genetics, neosciences, metaphysics, sensory data streams, psycho-coherence, cultural evolution, and the Sovereign Integral. Lyricus is not focused exclusively on philosophical or spiritual teachings because its central purpose is the irrefutable scientific discovery of the humanoid soul upon threedimensional, life-bearing planets.

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 3

QUESTION 5 How many members of Lyricus are currently in the flesh on earth? ANSWER 5 Today, there are a dozen or so members of Lyricus embodied within the species, and these individuals appear completely human, except for the fact that they operate from a frequency within their individuated consciousness that permits them to access both the genetic mind of the human species as well as that of the Central Race. QUESTION 6 Why do Lyricus members incarnate as a member of the species instead of visiting the species in their native soul carriers? ANSWER 6 The native soul carrier of the Central Race is not suited for the vibratory density of earth. And even if it were, the message of the Lyricus teachers would be intermixed with the phenomenon of looking different than the species, making it less likely that their message would be received as it was intended. Lyricus has always incarnated among the species as a means to integrate, understand, and subtly bring its teachings and insights to the species. It is the most effective and efficient approach to assist and guide a species to the Grand Portal. QUESTION 7 If Lyricus focuses on the species, and not the individual, what is it really teaching that is useful to the individual?

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 4

ANSWER 7 Lyricus is more an exporter of scientific inquiry than it is of spiritual, religious, or philosophical belief systems. Thus, its embedded teachers are not trying to displace the spiritual beliefs of the species with something of a higher spirituality, but rather they offer the scientific systems of inquiry that lead to the discovery of the Grand Portal. They transfer this knowledge through extremely subtle methods, which include personal meetings with members of the scientific community, dream interactions, and helping the species in general to develop its practical understanding of the interconnected, intelligent universe, and its role within it. As it pertains to the individual, Lyricus provides encoded sensory data streams that are very potent catalysts to shift the energetic or sub-quantum body so that it can fuse more intricately with the soul carrier and, in a sense, lend its character and understanding to the soul carrier. No individual needs to learn more about the spiritual worlds that is not already contained within their own individuated consciousness. The challenge individuals have is how to access this innermost wisdom and apply it intelligently in their lives in such a way that it brings them closer to their personal missions and purpose for incarnating within the species. Lyricus is focused on assembling and coordinating select individuals who are involved in the discovery, applications, and propagation of the Grand Portal. This applies as importantly to those involved in the very early discoveries like gravity and harmonic frequency, as it does to the more contemporary fields of quantum biology or cosmology. Collectively, these individuals enable the shift of the human species through the ever-evolving science of multidimensional reality. Lyricus achieves this assemblage and coordination through the following methods: 1. Meeting with select individuals and catalyzing their inquiries into the ongoing evolutionary pathways of science, culture, government, and religion that will enable the species to migrate in the direction of the Grand Portal discovery. 2. Activation of the higher centers of consciousness by exposure to the encoded data sensory streams of Lyricus and WingMakers. 3. Providing access to the Lyricus knowledge system in the dream state. 4. Providing an exterial interface within the species through the global communications network.

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 5

5. Protecting and defending the knowledge system as it becomes increasingly powerful in its ability to reveal the illusory nature of the MEST universe (Matter, Energy, Space and Time). It is not only those who make the discovery that are important to this process; it is the larger web of influences and connections of everyday people who make this watershed discovery of the Grand Portal a reality for the species. And those who are involved in its discovery—regardless of the import of their contribution—are those who are most intimately engaged and aligned with the broader and most vital objectives of the species and planet. QUESTION 8 Is there a specific philosophical system that underlies Lyricus’ teachings? ANSWER 8 The philosophical system of Lyricus is that the science of multidimensional reality is the nucleus knowledge system of the species from which all other systems emerge and have their meaning—to the degree their linkages are preserved. The problem with contemporary philosophical systems is that they fall prey to language conventions that do not rely on science, but rather the subjective opinion of individuals, and the linkages to the multidimensional reality are obscured by the accumulations of the genetic mind. The members of Lyricus do not consider that they are teachers of a philosophical system so much as they are catalysts of a species’ knowledge system with the specific intention of guiding the evolution of that knowledge system to an ultimate conclusion: the irrefutable scientific discovery of the distinctions inherent in the individuated consciousness, and how this individuated consciousness operates in the multidimensional reality of First Source. In the knowledge of this reality, there is no need for a philosophical system or spiritual belief system or religious structure because the individual recognizes that they are complete unto themselves with respect to the vital knowledge. No laws or rules are required in this realization because the knowledge itself entrains the soul carrier to its holographic truth, which is based on the most profound levels of love and understanding. As this is the foundation of persistent reality, those who live in this frequency neither require nor seek a philosophical system. That which is offered by Lyricus through its outermost educational

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 6

programs may seem like a philosophical system, or at least resonant with existing belief systems, but it is actually designed as a catalyst and activator of the higher elements of consciousness. This is done through the encoding of the words, music, art, symbols, and the intricate manner in which they interact. QUESTION 9 How do the teachers of Lyricus that are incarnated amongst humanity operate? ANSWER 9 As mentioned before, there are about 12 embedded members from Lyricus that are currently operating amongst humanity. Most of their time is spent working with individuals in the scientific, cultural, and religious communities. Each of the quarters of power are served by a team of 3-6 members who are incarnated, as well as a more extensive team who are not incarnated, but assist the embedded members from the Tributary Zones. Generally, as the species approaches the cusp of the Grand Portal discovery, the leader of the cultural quarter of power establishes the initial exterial facet of the knowledge system on the global communications network. This is done in the context of mythology or experimental project, and it demonstrates that the knowledge system being imported is resonant with the contemporary belief systems, but is not confined to words. Each galactic Tributary Zone is different in terms of the knowledge system that it houses. The leader of the cultural quarter of power—in this case, James—reviews the content contained within the Tributary Zone and aligns it with his knowledge of the species’ belief systems and historical context, and then translates the content into human terms. This is done as a means to establish the first exterial “footprint” of Lyricus on the planet. The primary purpose of this initial facet of the knowledge system is to bring encoded sensory data streams to the species that can help individuals shift their consciousness from an individual, planetary-based set of objectives, to a more cosmologically-based set of objectives for the species as a whole— namely the discovery of the Grand Portal. This is generally done without too much definition given to Lyricus. The second facet of the knowledge system emerges as Lyricus members begin meeting physically with influential members of the quarters of power for the purpose of propagating the knowledge system of the Tributary Zone to the species at large. This is conducted through person-to-person meetings to ensure that the knowledge is transferred without identification

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 7

to Lyricus, and that it is targeting individuals who are prepared to receive it. The third facet of the knowledge system is to introduce Lyricus more definitively to the species so that those interested and involved in the Grand Portal process can more fully understand its purpose and motivation. The Lyricus.org website is the primary outgrowth of this objective. The knowledge system is brought to the species gradually and in a manner that the species assimilates it as its own. Complementary to the exterial unfolding of Lyricus is the unfolding of the inward process to implant certain aspects of the Lyricus knowledge system within the Genetic Mind of the species, thus making it accessible to all humanity. This process is conducted through the combined efforts and technologies of the Lyricus team residing within the Tributary Zone. What is being done on the planet and off the planet (the inner and outer work) is coordinated by the Lyricus leader of the religious quarter. This is the individual who is last to incarnate within the human species and is the one that will step forward in the final days just prior to, or directly after, the discovery of the Grand Portal. This is the individual who will unify the disparate beliefs of the species and anchor them on the science of multidimensional reality and the all-encompassing brotherhood of the individuated consciousness. QUESTION 10 Is there a text or “Bible” of Lyricus, and if so, when would this be made available? ANSWER 10 No, there is not a single text that codifies the knowledge system that is exported from Lyricus to a species. It is a natural outgrowth of religious dependence that individuals have come to accept that the volume or quantity of words denotes a comprehensive, and therefore, legitimate belief system. However, a single word, phrase, sound, image, or combination thereof can trigger profound shifts in the consciousness of the individual. The knowledge system of transformation is encoded within the master template of the species. It is simply a question of preparation and activation. The preparation consists of multi-generational development of the individuated consciousness, while the activation can occur in a single word, image, or sound. The desire to have knowledge distilled in a format suitable for the mind is an artifact of the human mind to not only acquire knowledge, but to transmit

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 8

it, hence the desire to compile knowledge into text. The problem with this approach is that the activation is exclusively aimed at the mind and not the other elements of the individuated consciousness. A consequence of this approach is that a desire of the mind to learn is satisfied, but the other areas of the individuated consciousness atrophy from lack of nurturing. Lyricus is focused on the entire entity of the individuated consciousness and for this reason it imparts its knowledge system through means that are not exclusive to words. QUESTION 11 Is there any value in the Lyricus works for those individuals who are not scientists or spiritual leaders, and are not living at the time when the Grand Portal is discovered? ANSWER 11 Anyone who is drawn to the Lyricus or WingMakers materials resonates with some element of the work. This in itself is representative of their state of preparation. Those individuals who are early in the recognition of this resonance may not be living in the same body when the Grand Portal is discovered, but through the system of reincarnation they can revisit the work in a greater capacity at a later time. Event strings are remarkably complex systems of interrelationships between matter (things), energy (individuals), space (places), time (events) and coherence (goal synergy). Individuals involved in the Lyricus materials—no matter how seemingly insignificant—are affecting the flow of the master event string that makes possible the discovery of the Grand Portal. The efforts of one “ripple” can touch the “shoreline” of a distant spacetime. These are the mysterious ways of the individuated consciousness whose energetics are far ranging and can reach into the future in ways that may be unaccountable, but nonetheless powerful and catalytic. Regarding the value to the individual. If anyone is involved in the study of these materials for their own sake and not the sake of the greater humanity, they are missing the point of these teachings and their import. The study of the spiritual domain is the study of selflessness and the expression of soul in the soul carrier for the benefit of all. If there is any other motivation, it will obscure the preparatory phase of the individual and diminish their ability to contribute to the deeper energetics of the master event string.

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 9

QUESTION 12 Why is the discovery of the Grand Portal being “telegraphed” through this website if there are forces who would try to prevent it? ANSWER 12 The benefits of attracting the early adopters to the purpose of the Grand Portal far outweigh the potential drawbacks of “telegraphing” the strategy of Lyricus to those intent on hindering its plans. It is a time-proven strategy that Lyricus applies consistently to every species, and it has demonstrated overwhelming success. The quarters of power do not typically impose their resistance until just before the momentum of the discovery appears imminent. It is then that the website of Lyricus.org will come under the full attack of those who see it as more than the issuance of a new mythology. If and when this time comes, Lyricus will be well prepared to absorb the resistance and operate in ways that will overcome it—in whatever form it may occur. Delays may arise, but they will only be delays and not permanent obstructions. It is vital to alert the communities that deal with consciousness, metaphysics, quantum physics, and genetics that the goal is not to clone the soul carrier; establish the theory of everything; liberate the soul from the cycles of reincarnation; or achieve cosmic consciousness for the individual. It is to bring the human soul under the lens of science and show humanity that the soul carrier is only a fractional representation of the species, and what exists in the shadows of the soul carrier is precisely what is required to shift the species into its next phase of evolution. This goal must be established in the resonant communities in order for the new leadership within the communities to begin to shift their resources and energies to this new goal. At present there is—in some quarters—an accepted judgment that the earth will miraculously shift into the 4th dimension, or that it will transform into a star. Many believe or hope that there is a race of extraterrestrials that will intercede on humanity’s behalf and bring it enlightenment. Some believe that the spirited ancestors of humanity will rise up again and bring heaven to earth. There is general disagreement in every quarter about the scope, purpose, and sequence of this transformation, and it makes it improbable that the proper resources, personnel, knowledge system, and expertise can be aligned. Unless Lyricus risks early exposure of its mission, it would be unlikely that alignment and coherence could be exacted in service to the Grand Portal. The mission of Lyricus is not an event of transformation brought from a Holy or Divine source. It is the unfolding process of

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 10

humanity discovering its fundamental identity and its relationship with the multidimensional universe. This is a huge undertaking and requires an amazingly well orchestrated plan and the committed undertaking of humans who operate on behalf of their species—not commercial gain or selfaggrandizement. QUESTION 13 Why is it so important that humanity makes the discovery of the Grand Portal itself? Couldn’t Lyricus simply provide the discovery to humanity? ANSWER 13 The definition of humanity is ambiguous at best. Humanity is not defined by the activities and achievements of the human soul carrier over countless generations. It is also the composite of the genetic mind and the human soul. A soul consciousness is not exclusively bound to a planet or species. It is an individuated consciousness within a freewill multiverse that is evolving at approximately the same rate as the species to which it identifies. In many ways, the Central Race is an aspect of humanity and vice versa. Humanity is connected to a much broader spectrum of beings in a nearinfinite variety of places and times. Because of this reality, Lyricus incarnates within the human species and provides the fundamental knowledge system and goals to which the species is directed. Lyricus could send representatives to humanity in its customary soul carrier form and it would not be recognized. It would require that its soul carrier slow its vibratory rate in order to reflect the light frequencies of earth and make itself visible. If this were done, the phenomenon of its presence would overshadow the knowledge system and one hundred different interpretations would emerge on the validity of the Grand Portal and the ones who brought it into existence. The discovery must be an integral process—woven into the fabric of humanity—in order for its value to be preserved in the face of the resistance that will surely follow it. QUESTION 14 It seems impossible that the ills of humanity will be solved by the mere scientific discovery of its soul. Even more questionable is if most people would be interested. Why does Lyricus hold this discovery as being so critical?

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 11

ANSWER 14 The discovery of the Grand Portal is a comprehensive breakthrough that spawns the science of multidimensional reality. This new science is an allencompassing system that is capable of restoring health and balance to the physical, emotional, and mental dysfunctions of the soul carrier, which account for the dysfunctions of society at large. The human-animal instinct of survival through power and domination comingle with four misguided fear-beliefs inhabiting the genetic mind of the species, which collectively give rise to human and social dysfunction. They are cited below: · Humanity is the apex intelligence of the planet, and in all probability the universe. · Humanity is alone in the universe, and God, if one exists, is distant and uncaring. · As a species, humanity must struggle selfishly in order to achieve supremacy in the universe. · Dominion over nature and its resources is the innate result of human ascendancy over all other life forms. Each of these fear-beliefs transform in the presence of the Grand Portal as much as the rising sun displaces the cold darkness. For the first time the individuated consciousness is dissected and shown to be part of a multidimensional system of life forms previously unidentified. More importantly, the intrinsic desire to be immortal has been granted by the very fact that the “fingerprint” of First Source is identified upon the “glass” of the soul carrier. If anyone believes that human citizens living in the last quarter of the 21st century will be indifferent to this evidence, they are grossly mistaken, not less than someone who would argue that people are indifferent about having air to breathe. The Grand Portal is the most vibrant of all discoveries because it is the thread that unifies the species, as well as the solution to the dysfunctions that have plagued humanity for generation upon generation. Lyricus holds this discovery as vital to the species because without the human-guided discovery of the Grand Portal, the species consistently elects to have machine intelligence guide its ongoing scientific evolution. While this may enable a more rapidly evolving technology infrastructure for

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 12

humanity, it also drives science into a conundrum of competing purposes that widen the gap between machines and humanity. When machine intelligence finally arrives at the Grand Portal, its findings are misunderstood and therefore undervalued by the species. The discovery is hollow at best and unutilized at worst. Thus, Lyricus holds the Grand Portal’s discovery by humanity as the defining moment of the species. QUESTION 15 The concepts of morality seem to be sparingly used in the literature of Lyricus. Is science more important—in the teachings of Lyricus—than the behaviors of love, compassion, morality, and goodness? ANSWER 15 Morality and the behaviors of goodness are not overlooked in importance, nor are they considered less desirable than the certainties of science as they are applied to the discovery of the Grand Portal. Moral goodness is simply not the focal point of Lyricus because philosophical standards, meditation, spiritual purity, prayer, fasting, or penetrating moral judgment can only temporarily coerce desirable behaviors. The contemporary literature of humanity – as it relates to spiritual matters— is well stocked with the formulas of love and compassion. Morality and the fear of fear run through the texts like tempest winds that sweep across a calm lake. The emotional realm is a point of fixation of the religious and spiritual texts and teachings of humanity. The primary frequency of the emotional realm is judgment, just as the primary frequency of the mental realm is logic. Neither of these is inclusive or whole. Lyricus is focused on the individuated consciousness and its discovery by the species, knowing that in this discovery the thread of wholeness and inclusiveness will be found. Conscious experience of the individuated consciousness is the antecedent or precursor for sustainable moral goodness, as it is expressed through the soul carrier. Thus, Lyricus places its focus here, and desires that this ability be a potential for all members of the species, not only the fortunate few that have a proclivity for spiritual contemplation and time to pursue it.

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 13

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 1

..WINGMAKERS Lyricus is aligned with the Central Race, or WingMakers, and the great majority of its members are from the Central Race. Within Lyricus, expertise is centered on seven disciplines: the fields of genetics, neosciences, metaphysics, sensory data streams, psycho-coherence, cultural evolution, and the Sovereign Integral. Lyricus is not focused exclusively on philosophy or spiritual teachings. Its central purpose is the irrefutable discovery of the humanoid soul upon three-dimensional, life-bearing planets. Lyricus could be likened to the Jesuits or Tibetan monks of the Central Race, except that the teachers of Lyricus place a much more significant emphasis on the nexus of the integrated sciences and arts. Nonetheless, they are a faction of the Central Race and bear responsibility for shepherding a species to the Grand Portal, and thereby indoctrinating the species, as a whole, into the broader network of the intelligent, interconnected universe. This task requires a very broad agenda, encompassing genetics at its core, and the other six disciplines mentioned above as integral, but peripheral forces that propel a humanoid species to discover its own animating life force and the subtle vibratory fields in which it operates. Lyricus employs a variety of sensory data streams to awaken a species, ranging from music, books, art, science, culture, and mythology. Generally, these are isolated expressions, but as the species draws closer to the Grand Portal, the sensory data streams are increasingly integrated, encoded, and represent potent forces for the expansion of consciousness. WingMakers is an expression of an encoded sensory data stream that is designed to help in the awakening process of those individuals incarnating in ever increasing numbers over the next three generations. The WingMakers sites—each of the seven—will be translated in a specific order. Each site carries a central theme that is connected to the seven disciplines of Lyricus. These seven disciplines—collectively—are the triggers for those incarnating in approximately 35-40 years who will be the scientists, scholars, psychologists, and artists that will uncover and disseminate the Grand Portal. WingMakers is part of the mythological expression of Lyricus that typically accompanies its first exterial expression within a species. It is the “calling card”, announcing its initial approach as it treads softly among the species

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 2

to which it serves. WingMakers is the mythological expression of the underlying structure of the Lyricus Teaching Order. It is symbolic of how Lyricus is brought to the planet.

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 1

..RELATIONSHIP OF LYRICUS TO HUMAN SPECIES QUESTION 1 How does a new species—like the human species—get created? Or is the species groomed from an evolutionary context and simply emerges from an organic soup? ANSWER 1 First Animation of First Soul Carrier is a very critical event in the life of a planet. This corresponds to the creation myths that typically flourish in a species’ historical records. It is this invocation of soul consciousness into the physical and mental membrane of a life-bearing planet that initiates the species, and this process is always observed and often administered by representatives of the Central Race that are affiliated with Lyricus. A life-bearing planet is carefully selected once it has proven itself supportive to advanced life forms. Then the soul carrier template is adjusted to operate within the environment. Once the soul carrier template is defined, experiments with incoming souls from Lyricus who are adept at occupying and operating multiple soul carriers simultaneously, are carried out. From this experimental data, any necessary adjustments are made and then and only then is First Animation initiated. This basic process may be carried out on approximately 32.7 trillion planets within the 7th Superuniverse. When these materials are first published on a planet, and members of the species examine them, it is the scale of this number that typically stands out in the psyche of the individual. Following the discovery of the Grand Portal it is considered plausible. Only a small percentage of these life-bearing planets are currently supporting humanoid soul carrier templates, but these are the dominant soul carriers throughout the 7th superuniverse. From its most formative stages as an experimental soul carrier, to its arrival as a unified consciousness devoted to the holographic truth of First Source, the hand of Lyricus unalterably leads the soul carrier species to the Grand Portal. Lyricus provides instructions for the individual, but only to the extent that a clear baseline is established that countermands the distortions endemic in the organized teachings of the soul carrier. QUESTION 2 What is the process that Lyricus goes through to help a species in its evolutionary progression?

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 2

ANSWER 2 Lyricus initially brings the language and culture-building ingredients that enable a species to form stable, co-dependent, and cooperative communities. Next it brings the sciences and the formative language of mathematics, from which evolves the networks that connect the species across the planet. It is this step—the rise of the global network—in the evolutionary path of the species that signals its arrival to the summit of the Grand Portal. The Grand Portal is the capstone event that a soul carrier species is designed to achieve as a collective species while occupying its home planet. If you distill the purpose of an individuated soul species to its basic goal, it is to transform or activate its soul carrier in order to access the soul consciousness of the individual, collective, and First Origin sources. QUESTION 3 What exactly is a soul carrier and why is it seemingly so limited? ANSWER 3 A soul carrier species is analogous to a mold that is cast from the original archetype of a species’ template, fitted to a specific vibratory environment, and then refined and evolved by the individuated consciousness of soul and the vibratory environment in which the soul carrier operates. These elements influence the soul carrier DNA over geologic time, and it is this evolution of the species that ultimately defines its purpose and determines the individuated consciousness that inhabits the soul carriers of the species. Soul carriers are not infallible instruments of perception. They provide a fractional view into the vibratory worlds of the physical dimension, and a subjective view across all other dimensions of consciousness. The soul is not purposely thrust into limitation, but indeed these are natural occurrences that result from the vibrational density of a planetary environment. These limitations in capacity, coupled to the sophistication of the soul carrier template, can cause the soul’s influence to be dramatically diminished, and it is precisely this diminishment that causes the condition of the species to be less harmonious, and its efforts largely unsupportive of its spiritual objectives as a species. The soul carrier template is designed to have an innate and undeniable urge to understand itself—not the consciousness of soul, but the physical, emotional, and mental aspects that sheath the soul. This primary misdirect is a necessary detour on the road to the Grand Portal discovery because

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 3

the soul carrier is much more comprehensible to itself than is the individuated consciousness or soul that it carriers. As the soul carrier strives to learn about its true identity, it begins to evolve its capacities to learn, conceptualize, create, and manifest new realities. These new realities begin to alter the vibrational density of its home planet and these in turn alter the soul carrier and its ability to perceive something of what it contains. The pursuit of the soul carrier to know itself is very often confused with its quest of the individuated consciousness or its Creator. The confusion is understandable as the distinction can be exceptionally subtle. The rarified aspects of the soul carrier exist in the higher mind and DNA circuitry that travel in the nervous system of the soul carrier and activate or modify cellular consciousness, and these higher circuits of the soul carrier resolve in a fine mesh, co-mingling with the soul. It is at this level of First Interaction that the soul carrier and soul are nearly fused as a single entity of consciousness. As the soul carrier slows in vibration to its densest form, which is its physical body, the individuated consciousness is not able to fully merge, and is actually repelled by the body’s electrochemical vibration. Thus, the body and emotions – the base vibrations of the soul carrier—are most often associated with the species, while the higher mind is often confused with the soul or God Fragment. QUESTION 4 What is the distinction between the soul carrier and the species at large? ANSWER 4 The species, by the definition of Lyricus, is the entirety of the soul carrier. The individuated consciousness is not a species, it is a God Fragment that operates within an apparatus of individuality that is, in a real sense, a meta soul carrier. The species evolves; the soul experiences. The species discovers that it is a soul carrier; the soul discovers it is transcendent of all things of time, matter, and space. The species is born of an archetypal template; the soul is born of First Source. The species is part of a vast brotherhood of variation; the soul is one ocean of consciousness. The species enables exploration and expansion of the Superuniverse; the soul enables First Source exploration and expansion.

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 4

QUESTION 5 What is the definition of the soul? ANSWER 5 The soul is literally a God Fragment that is composed of a hierarchy of capabilities and functionality that permit it to be simultaneously individuated and whole. As it enters the soul carrier at or near the physical birth, it begins to form a matrix of interaction with the soul carrier—testing the vibrational resistance of the soul carrier, as well as its zones of resonance. It is encoded in the soul carrier template that hearing, at least initially, is the most developed of the senses through which the soul can perceive the physical domain. Eventually, the eye-brain system emerges as the dominant portal of perception.

The physical world of dimension and time creates the separation of the world of soul and the world of the soul carrier. Because soul is a God Fragment, and the soul carrier is a representative outgrowth of both the species’ evolutionary trajectory and the original designs of the soul carrier

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 5

template, they are fundamentally incompatible. Thus, the Central Race engineered an interface that serves to integrate the soul and soul carrier, and orient the collective known as the individuated consciousness. The individuated consciousness consists of six, interconnected energy systems. They are: 1) Soul Carrier generally consists of 24 primary systems and four major elements: body, emotions, mind, and genetic mind. It is the soul carrier in the worlds of time and space that enables the soul to operate within the physical worlds of time, matter, and three-dimensional space. 2) Phantom Core is the super consciousness of the soul carrier. It is separate from the soul, and is considered the soul’s emissary to the natural world in which the soul carrier must interact. It is through this awareness that soul experiences the natural world of limitation and separation, drawing in the experiences that help it to build appreciation for the Grand Multiverse, the garment of First Source. 3) Sovereign Integral is a state of consciousness whereby the entity and all of its various forms of expression and perception are integrated as a conscious wholeness. The Sovereign Integral is the core identity of the individual. It is the gathering of all created experiences and all instinctive knowledge. This is the soul’s knowledge repository based on its collective, individual experiences within all dimensions and times since its creation as a unique consciousness. 4) Remnant Imprint is the impression of the Sovereign Integral as it penetrates into the soul carrier as a force of super consciousness. It is referred to as a ‘remnant’ only because it exists in the dimension of time and space, while the Sovereign Integral consciousness operates outside of three-dimensional time and space. The remnant imprint is the cast of energy bestowed by the Sovereign Integral to the soul carrier. It is precisely this energy that generates ideas and inspirations, making it possible for the voice of all that you are to surface into the worlds of time and space in which you are only a particle of your total being. 5) Wholeness Navigator guides the soul carrier to perceive fragmentary existence as a passageway into wholeness and

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 6

unity. The Wholeness Navigator pursues wholeness and integration. It is the heart of the entity consciousness, shepherding the soul carrier and the soul to unify and operate as a single, sovereign being interconnected with all other beings. The Wholeness Navigator is the gravitational force that forms the purposeful clustering of Sovereign Integrals, reigning in sovereignty from the existential grasp of self-sufficiency. 6) Soul (entity consciousness) is, in the simplest of terms, a fragment of the Universal Spirit Consciousness of First Source. It is composed of a very refined and pure energy vibration that is equal to Source Intelligence (spirit). It is an immortal, living, coherent consciousness that is a replica of the energy of its Creator with the individual consciousness of a unique personality. It is the anchoring point of consciousness and is the subtlest of the energy systems of the individuated consciousness to perceive from the soul carrier perspective. QUESTION 6 What is the Grand Portal? ANSWER 6 The Grand Portal is the irrefutable scientific discovery of the individuated soul. It is this discovery that marks the transformation of the species as much as cosmic consciousness marks the transformation of the individual. There are multiple events that typically converge within a close proximity of time in order to prepare the species for this discovery. They are, in no particular order: · Technology evolves to a distributed communication network that encompasses the planet. · The smallest particles of the planetary environment are classified and their characteristics defined. · The soul carrier consciousness must be classified apart from the soul and its component parts are understood. · The knowledge system and the encoded data streams of Lyricus are translated and made available on the planetary communications network.

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 7

· Incarnating souls from Lyricus assume soul carrier status on the planet and are activated. · The goal of achieving the Grand Portal is articulated and distributed to resonant groups of soul carriers who provide a stable collective consciousness. · Architects of the Grand Portal assemble the knowledge structure necessary to capture and present the dimensional environment of the individuated consciousness. Lyricus members know this discovery as the Grand Portal because it prepares the species for induction into the broader universe of sentient life that exists throughout the 7th Superuniverse in 11 primary dimensions. The material or physical dimension constitutes one view into the Superuniverse. This is the view of astronomers and physicists as they seek to peer into the highest and deepest reaches of the physical universe. However, the universe is infinitely vaster than the species realizes up to the moment it uncovers the veil that has obscured the Grand Portal. QUESTION 7 What is the science of multidimensional reality? ANSWER 7 The science of multidimensional reality is the byproduct of the discovery of the Grand Portal, and it is this emerging science that will accelerate a species’ re-connection with its off-planetary purpose. As an individual soul departs from the soul carrier upon its death, so does a species depart from its planetary incubator as it begins to step through the Grand Portal and apply its holographic truth in the institutions of its society. QUESTION 8 What is the purpose of the human species as a whole? ANSWER 8 The Grand Portal is the extraordinary event that humanity is designed to achieve as a collective species while occupying its home planet. If you distill the purpose of a humanoid species to its basic goal, it is to transform or activate its soul carrier in order to access the soul consciousness of the individual, collective, and First Origin sources. Humanity is like a vast river of consciousness that flows according to its collective will. This collective will is conditioned by First Source, the

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 8

sovereign will of the individuated consciousness, and the master template of the soul carrier itself. Collectively these three elements converge and create the banks of the “river”, the topography of its journey, and the destination to which it flows. Because the God-Fragment or soul is the highest vibratory frequency within the individuated consciousness, it compels the individuated consciousness to seek its creator. All members of the species have this intrinsic desire to reunite with their creator and the greater body of the created. It is only the soul carrier—the insoluble element of individuality—whose pretense of existentialism stands in silent opposition to the reunion of souls. Because the soul carrier is largely guided by the emotions and mind, it is less sensitive to the urge of reunion. The social training of humanity exacted by its educational system and competing culture and media intensifies this insensitivity. The species, as a whole, is therefore listening to the urges of the soul carrier and its social conditioning above the instinctual call of the soul. The purpose of humanity is to the shift this focus, and this shift is best achieved through the Grand Portal because it provides the necessary proof that galvanizes an entire species, instead of devoted factions thereof. QUESTION 9 Can you explain the concept of evil? Is it real? ANSWER 9 The primary concern in the universe is not evil, but ignorance. When members of a species are in ignorance of their identity as an individuated consciousness, they are more easily manipulated and seduced by the temporal illusions of MEST (matter, energy, space, time). The MEST universe is the most exterial view of the multiverse, and those who identify with it as their true home are living in ignorance. It is from this lack of knowledge that the concept of evil has propagated into an array of characters, energies, and motives. Evil, at its most distilled level, is merely partial awareness, and from this partial awareness, the soul carrier of any species is capable of behaviors that can be termed evil. Evil, as it pertains to a personality like First Source, does not exist. It is not a codified energy system or intelligence. It is a behavioral expression of ignorance and nothing more. In this context, Lyricus is concerned with evil, but does not fear its power or impact because evil is not coordinated and coherent, unlike those who are aligned with First Source. Moreover, evil is in conflict with itself more than it

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 9

is in conflict with First Source and its aligned expressions. In most instances, Lyricus looks upon the evil expressions of a species or one of its members with compassion, heightening our resolve to assist a species to the Grand Portal. In Lyricus terminology, evil is resistance to the path of awareness—namely the Grand Portal. Resistance to the Grand Portal’s discovery and propagation is the primary outgrowth of uninformed entities that desire to retain the deceptions of their personal power, fearing that the enlightenment of the species will displace them. Evil lacks a root system that is fed from the depths of the individuated consciousness, and it is therefore easily eradicated once the individuated consciousness becomes the identity of the human species.

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

LYRICUS DISCOURSE Experiencing the Wholeness Navigator

James, the creator of the WingMakers’ Materials, has translated these discourses. They are a significant element of the instructional methods used by teachers from the Lyricus Teaching Order, of which James is a member. They are being made available for the first time. These discourses are dialogues between a teacher and their student, and are recorded for their teaching value so others can utilize the same instruction.

S t u d e n t : W h a t p r e v e n t s m e f r o m e x p e r ie n c in g m y in n e r m o s t self? T e a c h e r : N o t h in g . Student: Then why don’t I experience it? Teacher: Fear. Student: So, then fear prevents me? Teacher: Nothing prevents you. S t u d e n t : B u t d id n ’ t y o u j u s t s a y t h a t f e a r is t h e r e a s o n I c a n ’ t e x p e r i e n c e t h i s s t a te o f c o n s c i o u s n e s s ? Teacher: Yes, but it does not prevent you.

Page 1  2001 WingMakers LLC, All Rights Reserved

Student: Then what does? T e a c h e r : N o t h in g . S t u d e n t : T h e n w h a t r o le d o e s f e a r p la y ? T e a c h e r : I f y o u a r e in p r is o n , w h a t d o y o u f e a r m o s t w h e n you dream of being liberated? S t u d e n t : R e t u r n in g t o p r is o n … S o , y ou ’ r e s a y in g t h a t I f e a r ex perien cin g my in most self becau s e I w ill ret u rn t o my ig n o r a n c e . T e a c h e r : N o . I a m s a y in g t h a t y o u r f e a r o f ig n o r a n c e h o ld s y o u in ig n o r a n c e . S t u d e n t : I ’ m c o n f u s e d . I t h o u g h t y o u w e r e s a y in g t h a t I f e a r e d t h e e x p e r i e n c e o f m y h ig h e s t s e lf , b u t n o w it s o u n d s lik e y ou ’ re say in g t h at I f ear my h u man self . Wh ich is it ? T e a c h e r : Y o u f e a r t h e r e t u r n t o y o u r h u m a n s e lf a f t e r e x p e r i e n c i n g t h e G o d - f ra g m e n t w it h in y o u . Student: Why? T e a c h e r : If y ou are t h irst in g in t h e desert , w h at is it t h at y ou desire above all else? Student: Water? T e a c h e r : S o if I g a v e y o u a g la s s o f w a t e r , y o u ’ d b e s a t i s f i e d ? Student: Yes. T e a c h e r : F o r h o w lon g ?

Page 2  2001 WingMakers LLC, All Rights Reserved

Student: Okay. I see your point. What I would desire above all else is t o be n ear w a t er s o I c o u l d d r i n k w h e n e v e r I w a n t e d , o r b e t t e r y e t , I w o u ld w a n t t o lea v e t h e d e s e r t entirely. T e a c h e r : A n d i f y o u l o v e d t h e d e s er t , w o u ld n ’ t y o u f e a r t o leav e it ? S t u d e n t : Y o u ’ r e s a y in g t h a t I f e a r t h e e x p e r ie n c e o f m y in m o s t s e lf b e c a u s e I w o u ld w a n t t o lea v e t h is w o r ld b e h in d , b u t h o w c a n I f e a r t h is w h e n I h a v e n o e x p e r ie n c e o f it whatsoever? T e a c h e r : T h is is n o t t h e f e a r t h a t f lo o d s y o u r b o d y w h e n someon e is abou t t o k ill y ou . It is t h e f ear of a sh adow so m y s t e r i o u s , a n c i e n t , a n d p ri m o r d i a l t h a t y o u k n o w immediat ely t h at it t r an scen d s t h is lif e an d t h is w orld, an d it s k n ow in g w ill ch an ge y ou irrev ocably . S t u d e n t : S o it ’ s r e a lly t h is c h a n g e t h a t I f e a r ? T e a c h e r : It ’ s t h e irrev ocabilit y of t h e ch an ge t h at y ou f ear. S t u d e n t : B u t h o w d o y o u k n o w ? H o w d o y o u k n o w I f e a r t h is so much that I cannot experience my inmost self? T e a c h e r : I n o r d e r t o k e e p t h e h u m a n in s t r u m e n t in s t a b le in t eract ion w it h it s w orld, t h e d e s i g n e r s o f t h e h u m a n i n s t r u m e n t c r e a t e d c e r t a i n s e n so r y c o n s t r a i n t s . B e c a u s e t h e s e w ere n ot absolu t ely ef f ect iv e, t h e r e w a s a l s o d e s i g n e d i n t o t h e G e n e t i c M i n d o f t h e h u m a n s pecies an in st in ct u a l f ear of b e i n g d i s p l a c e d f r o m i t s d o m in a n t r e a lit y . F o r t h e s e t w o reasons, I know.

Page 3  2001 WingMakers LLC, All Rights Reserved

S t u d e n t : B u t t h is is n ’ t f a ir . Y o u ’ r e s a y in g m y c a p a c it y t o experience my inmost self has been diminished by the very b e i n g s t h a t d e s i g n e d i t . W h y ? Wh y sh ou ld I be con t in u a lly f r u s t r a t e d t o k n o w I h a v e a G od - f r a g m e n t i n s i d e m e , b u t n o t be allow ed t o in t eract w it h it ? T e a c h e r : D o y o u lov e t h is w o r ld ? Student: Yes. T e a c h e r : Y o u a r e h e r e a s a h u m a n i ns t r u m e n t t o in t e r a c t w it h t h is w o r ld a n d a t t u n e t o it s d om i n a n t r e a l i t y , a n d b r i n g y o u r u n d erst an din g of y ou r in most self t o t h is w orld ev en if t h is u n d e r s t a n d in g is n o t p u r e , s t r o n g , o r c le a r . S t u d e n t : Bu t if I h a d t h is ex perien ce of my in most self , c o u l d n ’ t I b r i n g m o r e o f t h i s u n d e r s t a n d in g in t o t h is w o r ld ? T e a c h e r : T h is is t h e f a llac y t h a t f r u s t r a t e s y o u . D o y o u t h in k t h e ex perien ce of t h is su blime en ergy an d in t elligen ce can be reduced to human translation? Student: Yes. Teacher: Then how? S t u d e n t : I c a n t e a c h o t h e r s h o w it f e e ls t o b e in r a p p o r t w it h t h eir sou ls. I can brin g more ligh t t o t h is w orld an d in spire o t h e r s t o s e e k t h is o u t w it h in t h e m s e lv e s . I s n ’ t t h is w h a t y o u do? T e a c h e r : H a v e I t a u g h t y o u h o w t o a c h ie v e t h is s t a t e ? S t u d e n t : N o . B u t y o u h a v e in s p ir e d m e .

Page 4  2001 WingMakers LLC, All Rights Reserved

T e a c h e r : A r e y o u s u r e ? H a v e n ’ t I j u s t t o ld y o u t h a t y o u c a n ’ t e x p e r i e n c e t h i s s t a t e i n t he h u m a n in s t r u m e n t ? I s t h a t in spirat ion by y ou r def in it ion ? S t u d e n t : I didn ’ t mean in t h is specif ic case, bu t y ou in spire m e t o t h in k d e e p e r in t o t h e is s u e s o r p r o b lem s t h a t c o n f r o n t me. T e a c h e r : If y ou w a n t t o brin g more ligh t in t o t h is w orld, w h y w ill in t eract ion w it h y ou r in most self en able y ou t o do so? S t u d e n t : T h at ’ s ju st it . I don ’ t k n ow if it w ill. It ju st seems logical t h at it w ou ld. D on ’ t all good t each ers h a v e t h is in s ig h t ? D o n ’ t y o u ? T e a c h e r : I t ’ s t r u e t h a t t h e r e a r e t e a c h e r s w h o c a n s w it c h t h e ir domin a n t realit ies, an d h a v e learn ed t o in t egrat e t h is in t h eir lif e w it h ou t losin g balan c e or ef f ect iv en ess in t h is w orld, bu t they are extremely rare. S t u d e n t : I k n ow t h is. Bu t t h is is w h at I aspire t o learn . It is lea r n e d is n ’ t it ? C a n ’ t y o u t e a c h m e ? T e a c h e r : N o, it is n ot learn ed. It is n ot t each a ble. It is n ot acqu ired t h rou g h in st ru ct ion , esot eric t ech n iqu e, or rev elat ory process. S t u d e n t : T h en h ow do t h ose t each ers w h o h a v e t h is abilit y acqu ire it ? T e a c h e r : N o on e acqu ires t h is abilit y . T h at ’ s my poin t . N o t e a c h e r w it h in a h u m a n in s t r u m e n t o n E a r t h a t t h is t im e , o r an y prev iou s , h a s t h e abilit y t o liv e as a h u man an d simu lt an eou s ly liv e as a God- f ra g m e n t . N o r d o e s a n y t e a c h e r j u g g l e b e t w e e n t h e s e r e a l i t i e s w it h c e r t a i n t y a n d c o n t r o l .

Page 5  2001 WingMakers LLC, All Rights Reserved

S t u d e n t : I ’ m s u r p r is e d t o h e a r t h is . W h y is t h is s o ? T e a c h e r : F o r t h e s a m e r e a s o n s I t o l d y o u e a r lier . D o y o u n o t t h in k t h is applies t o all h u man s? Student: Even Jesus? Teacher: Even Jesus. S t u d e n t : T h e n w h y d o I h a v e t h is d e s ir e ? W h o p u t t h is n o t io n in t o m y h e a d t h a t I s h o u ld b e a b le t o e x p e r ie n c e t h is in m o s t s e lf o r G o d - f r a g m e n t ? Teacher: If one experiences the wind, do they not understand something of a hurricane? Student: I suppose. T e a c h e r : A n d i f t h e y e x p e r i e n c e t h e r a in , d o n ’ t t h e y u n d e r s t a n d e v e n m o r e a b o u t h u r r ic a n e s ? Student: Yes. T e a c h e r : I f y o u n e v e r e x p e r ie n c e d a h u r r ic a n e , b u t y o u e x p e r i e n c e d w i n d a n d r a i n , m i g ht y ou be able t o imagin e a h u r r ic a n e b e t t e r t h a n if y o u n ev e r e x p e r i e n c e d w i n d a n d r a i n ? S t u d e n t : I sh ou ld t h in k so. T e a c h e r : S u c h is t h e c a s e o f t h e G o d - f r a g m e n t w it h in t h e h u m a n in s t r u m e n t . Y o u c a n e x p e r ie n c e u n c o n d it io n a l lov e , s u p e r n a l b e a u t y , h a r m o n y , r e v er e n c e , a n d w h o l e n e s s , a n d i n so doin g, y ou can imagin e t h e f eat u r es an d capabilit ies of t h e G o d - f r a g m e n t w it h in y o u . S o m e t e a c h e r s h a v e s im p ly t o u c h e d

Page 6  2001 WingMakers LLC, All Rights Reserved

more of the edges of the God-fragment than others, but I assu re y ou , n on e h a v e en t ered in t o it s dept h s w h ile liv in g in t h e h u m a n in s t r u m e n t . S t u d e n t : B u t d o n ’ t s o m e t e a c h e r s t r a v e l o u t s id e t h e ir b o d y ? T e a c h e r : Y es, bu t t h ey are st ill liv in g in a h u man in st ru men t w h ilst t h ey t r av el. E v ery t h in g I said st ill applies. S t u d e n t : S o w h a t d o I d o ? G iv e u p t h e d e s ir e t o h a v e t h is experience? Teacher: There is a fish that can leave its underwater world u p on t h e equ iv a len t of w in g s. Wh ile it is on ly f or a sh ort t ime, i t e x p e r i e n c e s t h e r e a l m o f t he a i r - b r e a t h e r s . D o y o u t h i n k t h is f ly in g f is h e v e r d e s ir e s t o t o u c h a c lo u d , c limb a t r e e , o r v e n t u r e in t o a f o r e s t ? Student: I don’t know… I doubt it. Teacher: Then why does it fly above the water? S t u d e n t : I s u p p o s e i t ’ s a n i n s ti n c t , s o m e t h i n g o f a n e v o lu t ion a r y imp e r a t iv e — T e a c h e r : E x a c t ly . S t u d e n t : S o y o u ’ r e s a y in g t h is is t r u e o f h u m a n s a s w e ll. W e s t r i v e t o e x p e r i e n c e o u r G o d - f ra g m e n t o u t o f a n e v o l u t i o n a r y imperative or compulsion? Teacher: Yes, and like the flying fish, when we break from our w o r ld it is o n ly f o r a s h o r t t im e a n d w e f a ll b e n e a t h t h e surface once again. But while we are above the surface of our w o r ld , w e m o m e n t a r ily f o r g e t w e a r e j u s t a h u m a n w it h a

Page 7  2001 WingMakers LLC, All Rights Reserved

b e g i n n i n g a n d a n e n d . Y e t , w he n w e d o t h is , w e d o n o t ima g in e t h a t w e c a n t o u c h t h e f a c e o f G o d w it h in o u r s e lv e s . Student: But I do. I feel that I can, and even should, touch t h is G o d - f r a g m e n t . T e a c h e r : Y o u t h in k t h is w a y b e c au s e y o u h a v e t h e h o p e f u l e x u b e r a n c e a n d n a ï v e t é o f a p e r s o n u n a c q u a in t e d w it h t h e experience of First Source. S t u d e n t : S o y o u d o n ’ t f e e l t h is w a y ? T e a c h e r : A n y o n e a t t u n e d t o t h e h ig h e s t v ib r a t ion s o f t h e ir in n ermost self w ill f eel t h is an d be gu ided by it . T h e on ly dif f eren c e is t h at I am con t en t in k n ow in g t h at I w ill n ot ex perien ce it w h ile I am embodied in a h u man in st ru men t . Student: And what does this contentment provide you that I don’t have? T e a c h e r : T h e abilit y t o ch an n el my en ergy in t o t h is w orld r a t h e r t h a n t o a p p ly it in t h e p u r s u it o f a n o t h e r . S t u d e n t : Bu t I t h ou gh t y ou said it is an ev olu t ion a ry imperative? How do I control this desire or ambition? T e a c h e r : L iv e in t h is w orld w it h all y ou r passion an d st ren g t h . See t h e God- f r agmen t in t h is w orld, ev en if it is on ly a d im in is h e d b e a c o n o r t ir e d lig h t . S e e it ! N u r t u r e it ! D o n o t b e s o q u ic k t o lo o k f o r it in t h e d e p t h s o f y o u r h e a r t o r m in d where you believe it might be. Student: It’s hard not to be disheartened at the sound of t h ese w ords. It is lik e someon e t ellin g me t h at t h e v ision I h a d w a s merely a mirage, or a t r ick of t h e ligh t .

Page 8  2001 WingMakers LLC, All Rights Reserved

Teacher: This is a world of shadows and echoes. You can ch ase t h e sou r ce of t h ese if y ou desire, bu t y ou w ill lik ely do so at t h e loss of liv in g in t h is w orld. Y ou w ill dimin ish y ou r experience of the shadows and echoes, and this is the very r e a s o n y o u i n c a r n a t e d u p o n t hi s p l a n e t a t t h i s t i m e . Student: But it sounds so passive, as if I should settle for

experiencing t h is w o r ld , a n d n o t t r y t o change it . I f eel lik e I ’ m h e r e w it h a m is s io n t o imp r o v e it , t o c h a n g e it f o r t h e bet t er, an d I’ m missin g some ex perien ce, some capabilit y t o do t h is. Wh at is it I f eel an d w h y ? T e a c h e r : W h e n y o u e x p e r i e n c e t h e w ar m t h o f t h e s u n , d o y o u change the sun? Student: No. T e a c h e r : A n d if y o u h o ld a p ie c e o f ic e in y o u r h a n d s , d o y o u change it? S t u d e n t : Y e s . I t b e g in s t o m e lt . Teacher: So there are some things you can only experience, and there are some things you can change. S t u d e n t : A n d I s h o u ld k n o w t h e d if f e r e n c e . T e a c h e r : I t h e lp s . Student: I know this. It’s elementary. I’m not sure it helps me feel less disheartened. T e a c h e r : Y o u k n o w t h is , I a g r e e , b ut y o u h a v e n o t n e c e s s a r ily practiced it. It is a principle of life to practice discretion and

Page 9  2001 WingMakers LLC, All Rights Reserved

discern men t , an d w h ile people w ill t h in k t h is con c ept elemen t a ry , it is a crit ical dif f eren c e in liv in g lif e in a st at e of f u lf illmen t or, as y ou pu t it , f r u s t r at ion . Student: So I can’t change the fact that the God-fragment w it h in m e is u n k n o w a b le t o m y h u m a n m in d , a n d I n e e d t o a c c e p t t h a t . I s t h a t t h e les s o n t o b e lea r n e d h e r e ? Teacher: No. S t u d e n t : T h e n w h a t is ? Teacher: The concept of the God-fragment within you has p o w e r . I t c a n b e c o n t e m p l a t e d, b u t i t c a n n o t b e e x p e r i e n c e d a s a d o m in a n t r e a lit y in a h u m a n in s t r u m e n t . T h r o u g h t h is c o n t e m p la t iv e a p p r o a c h y o u c a n lea r n d is c e r n m e n t , a n d t h rou g h t h is discern men t y ou w ill learn h ow t o n a v igat e in t h e world of shadows and echoes in such a way that you bring c h a n g e s t h a t a r e i n a c c o r d w i t h t h e o b j e c t iv e s o f F ir s t S o u r c e . Y ou ex t ern aliz e t h e w ill of t h e God- f r agmen t , rat h er t h an seek it s ex perien ce. In so doin g, y ou elimin at e t h e f ear an d f r u s t r a t ion e n e r g ie s t h a t f lo w t h r o u g h y o u r m in d . S t u d e n t : T h a n k y o u . Y o u r t e a c h in g j u s t s t r u c k t h e c h o r d I have been seeking since I found this path, and I feel its resonance. T e a c h e r : In reson a n c e y ou w ill be gu ided.

Page 10  2001 WingMakers LLC, All Rights Reserved

LYRICUS DISCOURSE Calling Forth the Wholeness Navigator

James, the creator of the WingMakers’ Materials, has translated these discourses. They are a significant element of the instructional methods used by teachers from the Lyricus Teaching Order, of which James is a member. They are being made available for the first time. These discourses are dialogues between a teacher and their student, and are recorded for their teaching value so others can utilize the same instruction.

Student: Is God a physical being? Teacher: Are you? Student: Of course. Teacher: Then doesn’t it stand to reason that God is as well? Student: I don’t know… Teacher: Can a dead man govern a city? Student: No. Teacher: Then how does First Source govern the Grand Universe that is — at its most coarse expression — a physical m a n if e s t a t ion ?

Page 1  2001 WingMakers LLC, All Rights Reserved

S t u d e n t : F ir s t S o u r c e in h a b it s a b o d y l i k e y o u a n d m e ? T e a c h e r : C a n a n y p e r s o n u p o n E a r th c r e a t e s o m e t h i n g m o r e m a g n if ic e n t t h a n t h e ir h u m a n in s t r u m e n t ? Student: I can’t think of an instance. T e a c h e r : So, w it h in t h is w orld, t h e h u man in st ru men t is t h e highest expression of materiality? Student: I think so. Teacher: And whatever a human creates, its creation is less magn if icen t t h an it is. S t u d e n t : Un less it is a ch ild. T e a c h e r : A n d w h o i s t h e c h i l d o f F ir s t S o u r c e ? Student: We are. T e a c h e r : N o . H u m a n s a r e t h o u s a n d s o f g e n e r a t io n s r e m o v e d f r o m F i r s t S o u r c e . W h o w a s t h e o rigin al ch ild or f irst creat ion of God? S t u d e n t : I don ’ t k n ow . Sou r ce In t elligen ce or Spirit ? T e a c h e r : Sou r ce In t elligen ce isn ’ t a creat ion of God; it is t h e mobilit y an d presen ce of God. Student: Then I’m afraid I don’t know. Teacher: When a cloud emerges from a blue sky, there are specif ic con d it ion s t h at creat e t h e c l o u d . I t a p p e a r s f r o m t h e s k y , b u t d o e s n o t r e s e m b le t h e sk y in color, scale, t ex t u r e, or

Page 2  2001 WingMakers LLC, All Rights Reserved

s c o p e . A n d y e t , i s i t n o t a c c u r at e t o s a y t h a t t h e c lo u d w a s a ch ild of t h e sk y ? S t u d e n t : I s u p p o s e , b u t w h a t d o e s t h is h a v e t o d o w it h t h e physical body of God? T e a c h e r : T h in k o f F ir s t S o u r c e a s t h e s k y , a n d t h e p h y s ic a l body of First Source as the cloud. Student: So, the first child of God was the physical body of God? Teacher: Yes. Student: First Source created the conditions whereby its p h y s ic a l c o u n t e r p a r t c o u ld m a n if e s t t o g o v e r n t h e p h y s ic a l u n iv e r s e . T h e n w h ic h c a m e f ir s t , t h e p h y s i c a l u n i v e r s e o r t h e physical expression of God? T e a c h e r : D o y o u e le c t a p r e s id e n t b e f o r e y o u h a v e a n a t io n ? S t u d e n t : O k a y , I s e e y o u r p o in t . I s it t r u e t h a t w e w e r e created in the image of God? T e a c h e r : T h e r e a r e g e n e t i c a r c h e t y p e s t h a t r e s id e w it h in t h e p h y s i c a l m a n i f e s t a t i o n o f G od , a n d t h e s e a r c h e t y p e s a r e seven-fold. S t u d e n t : S o t h e r e a r e seven m a n if e s t a t ion s o f G o d ? A r e t h e y all ph y s ical? T e a c h e r : T h ey can be su mmon ed ph y s ically at w ill, bu t God appears t o each of h is sev en of f s prin g in t h e f orm t h ey w ill recognize as their father.

Page 3  2001 WingMakers LLC, All Rights Reserved

S t u d e n t : A r e y o u r e f e r r i n g t o t h e s ev e n r o o t r a c e s o f E a r t h ? T e a c h e r : N o . T h e s e v e n r a c e s o f h u m a n k in d a r e p a r t o f t h e m o s t a n c ie n t g e n e t ic lin e o f t h e u n iv e r s e in w h ic h E a r t h is a n i n f i n i t e s i m a l c o m p o n e n t . I ’ m r ef e r r in g t o t h e s e v e n g e n e t ic a r c h e t y p e s t h a t r e s id e w it h in t h e S e v e n T r ib e s o f L ig h t t h a t a r e k n o w n a s t h e C en t r a l R a c e . T h e y a r e s o m e t i m e s r e f e r r e d t o a s t h e E lo h im, S h in in g O n e s , o r W in g M a k e r s . S t u d e n t : A n d y o u ’ r e s a y in g t h a t t h e s e b e i n g s a r e s e p a r a t e d into seven, genetic groups? Teacher: The Grand Universe consists of seven universes, and e a c h o f t h e s e c o n v e r g e s i n t he c e n t r a l - m o s t r e g i o n o f t h e Gran d Un iv erse. It is w it h in t h is region t h at t h e sev en , p h y s ic a l m a n if e s t a t ion s o f F ir s t S o u r c e liv e , e a c h a n a r c h e t y p e o f t h e h u m a n i n s t r u m en t d e s i g n e d f o r t h e u n i v e r s e of its destiny. Student: Are you saying there are seven versions of God? Teacher: There is only one God, but there are seven human in st ru men t s — each w it h dif f eren t at t r ibu t es an d capabilit ies — that the one God inhabits. Our universe is associated with t h e S e v e n t h A r c h e t y p e , a n d i t is t h is ex pression of F irst Source that interacts with, and governs, our universe. S t u d e n t : A r e a ll s e v e n u n iv e r s e s lik e o u r o w n ? T e a c h e r : T h e ph y s ical w orlds are similar in all mat erial r e s p e c t s , b u t t h e lif e f o r m s t h a t p o p u lat e t h e m p o s s e s s d i f f er e n t g e n et ic c a p a b i l i t i e s , f or m s , a n d e x p r e s s i o n s , e a c h based on the archetype of First Source.

Page 4  2001 WingMakers LLC, All Rights Reserved

S t u d e n t : A h u m a n in s t r u m e n t f r o m u n iv e r s e o n e w o u ld n o t b e s im ila r t o a h u m a n in s t r u m e n t f r o m a n y o f t h e o t h e r s ix u n iv e r s e s ? Teacher: Correct. S t u d e n t : B u t is n ’ t t h is t r u e e v e n w it h in o u r o w n u n iv e r s e ? N o t all h u man oid lif e f orms look t h e same? Teacher: This is not a matter of appearance. You are 99% iden t ical t o a ch impan z ee — gen e t i c a l l y s p e a k i n g — a n d y e t y o u u n d o u b t e d ly c o n s id e r y o u r s e lf q u it e d if f e r e n t in appearance. S t u d e n t : Wh at y ou ’ re say in g is t h at all h u man oid lif e f orms, r e g a r d l e s s o f w h e r e t h e y a r e l oc a t e d w it h in o u r u n iv e r s e , a r e gen et ically lin k ed t o t h e Sev en t h A r c h e t y p e o f F i r s t S o u r c e ? T e a c h e r : C o r r e c t , b u t y o u c a n e x t e n d t h is t o in c lu d e a b r o a d s p e c t r u m o f o t h e r lif e f o r m s a s w ell. In ot h er w ords, it ’ s n ot j u s t t h e h u m a n in s t r u m e n t . S t u d e n t : T h e n in t h e o t h e r s ix u n iv e r s e s , e a c h h a s it s o w n archetype that is embodied by God, and the life forms of these universes conform to this archetype — at least from a genetic perspective, if not in appearance. Is this accurate? Teacher: Yes. Student: Then the obvious question is why? Why does First Sou r ce div ide it self in t o s e v e n , g e n e t ic u n iv e r s e s ? Teacher: When you approach a vast mystery, a mystery as infinite as the Grand Universe, what do you, as the creator, desire abov e all ot h er t h in gs?

Page 5  2001 WingMakers LLC, All Rights Reserved

S t u d e n t : A s s u r a n c e t h a t t h e u n iv ers e s w i l l n ot b e d e s t ro y ed . T e a c h e r : A s s u m e t h a t y o u h a v e n o d o u b t o f t h is — s o p e r f e c t is y ou r plan . S t u d e n t : T h e n I w o u l d p r o b a b l y w a n t t o in h a b it w h a t I c r e a t e d and explore it. T e a c h e r : A n d h o w w o u ld y o u d o t h is ? Student: I would need to travel somehow. Teacher: Assume that you are the Seventh Archetype of First S o u r c e . Y o u a r e a lo n e in y o u r u n iv e r s e , a n d t h e u n iv e r s e is popu lat ed on ly w it h celest ial bodies. T h ere are n o sen t ien t lif e f o r m s a n d n o m e t h o d o f t r a v e l. S t u d e n t : Bu t isn ’ t t h at w h at Sou r ce In t elligen ce is f or? D oesn ’ t F irst Sou r ce u t iliz e Sou r ce In t elligen ce f or it s t r av el or omnipresence? T e a c h e r : L e t m e r e m i n d y o u t ha t w e a r e d i s c u s s i n g a physical expression of God. The Seventh Archetype of First Source is n o t a b le t o t r a v e l a b o u t t h e u n iv e r s e in d e p e n d e n t o f t h e la w s of the universe. You may think of these seven Archetypes as t h e H u m a n I n s t r u m e n t s o f F ir s t S o u r c e , a n d a t t r ib u t e s im ilar characteristics and limitations to them, as we ourselves must bear. S t u d e n t : S o , t h e p h y s i c a l a r c h e t y p e s o f F ir s t S o u r c e d o n o t s h a r e t h e o m n i p r e s e n c e a n d o mn i s c i e n c e o f t h e i r F a t h e r ? Teacher: They do not.

Page 6  2001 WingMakers LLC, All Rights Reserved

Student: Do they operate as a team, or are they independent? T e a c h e r : T h e y o p e r a t e i n c o o p e r a ti o n a n d c o l l a b o r a t i o n , b u t t h ey ex ercise t h eir sov ereign w ills as it pert ain s t o t h e u n iv e r s e u n d e r t h e ir c h a r g e . S t u d e n t : W e r e t h e a r c h e t y p e s o f F ir s t S o u r c e c r e a t e d r ig h t a f t e r t h e c r e a t io n o f t h e G r a n d U n i v e r s e ? Teacher: They were created in succession the same way a f a mily is creat ed. Student: Why? T e a c h e r : T h e r e is m u c h t o lea r n f r o m t h e c r e a t i o n o f o n e t h a t can be passed on to the next. Student: I want to see if I understand this correctly. At some p o in t in t im e t h e r e w a s a G r a nd U n i v e r s e c r e a t e d b y F i r s t S o u r c e , c o n s is t in g o f s e v e n u n iv e r s e s , e a c h g o v e r n e d b y a p h y s i c a l e x p r e s s i o n o f F i r st S o u r c e . T h e u n iv e r s e s w e r e dev oid of lif e ot h er t h an celest ial bodies lik e st ars an d planets. Is this correct so far? Teacher: Yes. S t u d e n t : A n d t h e n t h e c r e a t i o n of lif e occu rred. How ? Teacher: First Archetype of First Source created life forms, w h at w e sh all call, t h e C en t ral Race of F irst Un iv erse. T h ese b e i n g s w e r e v e r y p o w e r f u l a nd n o t u n l i k e t h e i r c r e a t o r i n f u n c t io n a n d f o r m . T h e y , in t u r n , c r e a t e d t h e g e n e t ic s t r u c t u r e s t h a t b e c a m e t h e f i r st , p u r e p h y s i c a l s o u l c a r r i e r s t h a t h o u s e d t h e i n d i v i d u a t e d s pi r i t e n e r g i e s o f F i r s t S o u r c e .

Page 7  2001 WingMakers LLC, All Rights Reserved

S t u d e n t : An d t h is repeat ed it self six more t imes? T e a c h e r : E a c h u n i v e r s e w a s p o p u l a t ed w i t h g e n e t i c s t r u c t u r e s t h a t w e r e b a s e d o n t h e A r c h e t y p e o f F ir s t S o u r c e f o r t h a t p a r t ic u la r u n iv e r s e . E a c h g e n e t ic s t r u c t u r e h a d u n iq u e capabilit ies t h at w ere su it ed f or t h e ex plorat ion an d c o lon iz a t io n o f t h e ir p a r t ic u la r u n iv e r s e . S t u d e n t : S o , t h e r e a r e s e v e n , d i f f e r en t , g e n e t i c s t r u c t u r e s o f s o u l c a r r i e r s e x p l o r i n g t h e G r a nd U n i v e r s e . F o r w h a t r e a s o n ? W h y d o e s F i r s t S o u r c e d e s ig n t h e u n i v e r s e t h i s w a y ? T e a c h e r : T h e Gran d Un iv erse is a v a st n et w ork of lif e- bearin g p l a n e t s t h a t e n a b l e t h e i n d i v id u a t e d s p i r i t c o n s c i o u s n e s s , h o u s e d w it h in a s o u l c a r r ie r o r h u m a n in s t r u m e n t , t o in t e r a c t w it h t h e limit at ion s t h at ph y s ical w orlds — by t h eir v ery st ru ct u r e — impose. By in t eract in g w it h t h ese limit at ion s , t h e g e n e t ic s t r u c t u r e s e v o lv e , a n d in t h is e v o lu t ion , t h e y b e c o m e u n if ie d . S t u d e n t : A r e y o u s a y in g t h a t e v o lu t ion ’ s f in a l f o r m is u n it y ? T e a c h e r : N ot in all species, bu t in t h e most adv a n c ed f ormat s of ph y s ical ex ist en c e, u n it y is t h e o u t c o m e o f e v o l u t i o n . Student: Why? T e a c h e r : Wh en y ou creat e somet h in g t h at is in y ou r image, w h a t d o y o u t h in k is t h e m o s t d if f ic u lt t h in g t o d o ? S t u d e n t : L e t it g o ? T e a c h e r : C o r r e c t . Y o u w a n t y o u r c r e a t io n t o e x p lo r e a n d c o lon iz e t h e u n iv e r s e , b u t y o u a ls o w a n t y o u r c r e a t io n t o ret u rn . T h u s , y ou in st ill a f u n d amen t a l in st in ct w it h in y ou r

Page 8  2001 WingMakers LLC, All Rights Reserved

c r e a t io n t o d e s ir e t o r e t u r n t o t h e ir p la c e o f o r ig in . T h is is t h e u n if icat ion in st in ct an d it is on e o f t h e m o s t p o w e r f u l i n s t i n c t s d e s i g n e d i n t o t h e s o u l c ar r ie r s , o f w h ic h t h e h u m a n in st ru men t is on e. S t u d e n t : T h e n h u m a n - lik e , s o u l c a r r ie r s e x is t t h r o u g h o u t t h e Grand Universe, and all of them are designed to explore the e x p a n d in g u n iv e r s e , b u t a ls o t o r e t u r n t o t h e c e n t r a l- m o s t r e g io n a f t e r t h e y ’ r e d o n e . T h is d o e s n ’ t m a k e a lot o f s e n s e . Teacher: It is not the soul carriers that return. These are ph y s ical- b ased v eh icles t h at , lik e all ph y s ical mat t er, decay a n d t r a n s f o r m . O n l y t h e W h o l e ne s s N a v ig a t o r w it h in t h e s o u l c a r r i e r n e i t h e r d e c a y s n o r t r a n s forms. It remain s ev erlast in g, an d w it h in t h is specif ic elemen t of h u man it y it is design ed t o ret u rn t o it s origin s. Student: Where does one draw the line between First Source and other life forms? T e a c h e r : H o w d o y o u m e a n t h is ? Student: Are the Archetypes of First Source separate from F ir s t S o u r c e . I n o t h e r w o r d s , d o t h e y h a v e t h e ir o w n id e n t it y , o r d o t h e y t h in k o f t h e m s e lv e s a s F ir s t S o u r c e ? I n t h e s a m e way, what about the Central Race? Teacher: There are five rings of life that comprise First S o u r c e . A t t h e c e n t e r i s t h e c on s c i o u s n e s s o f F i r s t S o u r c e . A t t h e w h ole is Sou r ce In t elligen ce. In bet w een are t h ree rin g s o f l i f e : t h e s e v e n A r c h e t y p e s o f F ir s t S o u r c e , t h e C e n t r a l R a c e , a n d t h e i n d i v i d u a t e d s pi r i t - e s s e n c e , o r W h o l e n e s s N a v ig a t o r .

Page 9  2001 WingMakers LLC, All Rights Reserved

Student: And each of these rings of life draws their identity f r o m F ir s t S o u r c e ? Teacher: Yes. S t u d e n t : Wh at y ou ’ re really say in g is t h at all of t h ese lif e forms are threaded together as one consciousness? Teacher: No more than a family is one consciousness. Student: They are separate? Teacher: They are both separate and unified. Student: How? T e a c h e r : T h e f iv e r in g s o f lif e a r e d is t in c t f o r m s o f consciousness. In the formless state, each ring of life is a w a r e o f it s u n it y , p u r p o s e , a n d in h e r e n t k in s h ip w it h t h e o t h e r s . I n t h e p h y s i c a l r e a lm s , w h e r e c o n s c i o u s n e s s i s e x p r e s s e d t h r o u g h a d im e n s ion a lly f o c u s e d s o u l - c a r r i e r , t h e y h a v e a d im in is h e d a w a r e n e s s o f t h is c o n n e c t ion . T h u s , t h e y a r e b o t h s e p a r a t e a n d u n i f i e d , d ep e n d in g u p o n w h ic h s t r a t a o f consciousness the entity is focused. Student: Then you’re saying that even the Archetypes of First S o u r c e , s in c e t h e y h a v e a p h y s ica l b o d y , o p e r a t e i n t h e t h r e e d im e n s ion a l w o r ld w it h o u t a s t r o n g s e n s e o f c o n n e c t ion t o First Source? It hardly seems possible. T e a c h e r : N o o n e w it h in t h e C e n t r a l R a c e p r e t e n d s t o k n o w t h e degree in which the Archetypes of First Source have a d i m i n i s h e d c a p a c i t y t o r e c a l l t he ir S o u r c e v ib r a t ion . H o w e v e r , t h o s e w it h in t h e C e n t r a l R a c e a r e w e l l a w a r e o f h o w t h e s o u l c a r r i e r s o f t h r e e - d i m e n s i o n a l s ub s t a n c e , c r e a t e t h e c o n d it ion

Page 10  2001 WingMakers LLC, All Rights Reserved

of separation in which divine recall is reduced to such a d e g r e e t h a t t h e e n t it y r e g a r d s its e lf a s s e p a r a t e f r o m F ir s t Sou r ce, an d t h eref ore it s capabilit ies. S t u d e n t : Separat e f r om t h e capabilit ies of F irst Sou r ce? T e a c h e r : I f y o u b e liev e y o u a r e a n a n t , h o w d o y o u b e h a v e d if f e r e n t ly t h a n a n e a g le ? S t u d e n t : B u t a n a n t is n o t a n e a g le . T e a c h e r : B u t t h e W h o l e n e s s N a v i g a t o r is F ir s t S o u r c e . I f t h e a n t w e r e a n e a g l e , i n e v e ry r e s p e c t e x c e p t f o r m , b u t associat ed it s capabilit ies w it h t h at of an an t , t h e eagle w ou ld slow ly loose it s abilit y t o f ly , it ’ s en t ire ph y s ical body , min d , and emotional make-up would change. Its soul carrier would lit erally dev olv e. Student: Our bodies cause our souls to devolve? Teacher: No. Our sense of separation from our Source v ib r a t ion c a u s e s o u r h u m a n in s t r u m e n t t o remain d e v o l v e d . T h e d e v o l u t i o n h a s a l r e a d y o c c u r r e d ; it is merely perpet u a t ed. S t u d e n t : T h e n t h e g o a l i s t o a w a k e n t h i s S o u r c e v ib r a t i o n a n d b e g i n t o r e - a s s o c i a t e w it h it s d iv in it y – t h is is w h a t c a u s e s t h e h u m a n in s t r u m e n t t o e v o lv e in t h e d ir e c t ion o f t h e Wholeness Navigator? Teacher: If you are going to start a fire, what do you need? S t u d e n t : D r y w o o d , k in d lin g a n d a lot o f w o r k g e n e r a t in g s u f f ic ie n t h e a t t o c o m b u s t t h e k in d lin g . T e a c h e r : An d w h at is t h e most crit ical of t h ese?

Page 11  2001 WingMakers LLC, All Rights Reserved

Student: I suppose the kindling. T e a c h e r : C a n y o u s t a r t a f ir e w it h o u t a n y o f t h e e le m e n t s ? Student: No. Teacher: Are you sure? S t u d e n t : W e ll, I c o u ld s t a r t a f ir e w it h t h e k in d lin g , b u t w it h o u t t h e d r y w o o d , it w o n ’ t las t v e r y lon g . T e a c h e r : Aren ’ t t h ey all crit ical t h en ? Student: Yes. T e a c h e r : An d if I h a d all t h e crit ical compon en t s t o st art a f i r e , b u t I h a d n o e x p e r i e n c e , w ou l d I b e a b l e t o p r o d u c e f i r e ? S t u d e n t : P r o b a b ly n o t . T e a c h e r : I m ig h t n o t e v e n k n o w , if s o m e o n e w e r e t o g i v e m e all of these items, that their purpose was to create a fire. Correct? Student: Correct. T e a c h e r : S o w e c a n a d d e x p e r i e n t i a l k n ow ledge as a crit ical component. Student: Yes. T e a c h e r : A n d w h a t if I d id n ’ t s e e t h e n e e d f o r a f ir e ? Student: Okay, so you also need a reason or desire.

Page 12  2001 WingMakers LLC, All Rights Reserved

Teacher: Yes. Desire and purpose is critical. Student: Okay, I agree we can add that to our expanding list. T e a c h e r : An d if w e w ere ou t s ide an d it w a s rain in g an d ou r kindling became wet— S t u d e n t : I u n d e r s t a n d , c o n d it ion s m u s t b e r ig h t . T e a c h e r : So con d it ion s are import an t also? Student: Yes, but where are you going with this? I don’t u n d e r s t a n d h o w t h is a p p lies t o m y q u e s t io n a b o u t w h a t c a u s e s the Wholeness Navigator to evolve? Teacher: You simplified your question to the extreme. The e q u a t i o n s o f e v o l u t i o n a r e s o c om p l e x t h a t t h e y a r e i n v i s i b l e t o t h e m in d o f t h e h u m a n in s t r u m e n t . I t is n o t m e r e ly t h e r e a s s o c i a t i o n w i t h t h e S o u r c e v ib r a t i o n o r G o d - F r a g m e n t t h a t d r a w s t h e W h o le n e s s N a v ig a t o r t o i t d i v i n i t y a n d r e - a s s e r t s i t s capabilit ies as a replica of F irst Sou r ce. T h is equ a t ion carries t h o u s a n d s u p o n t h o u s a n d s o f c rit ical elemen t s bu n d led in a c o h e r e n t , c a r e f u l l y o r c h e s t r a te d p a t h . I w a n t e d y o u t o remember this. S t u d e n t : Bu t isn ’ t it n ecessary t o simplif y in order t o approach the subject? How can anyone give all of these f a ct ors equ a l w eigh t an d st ill h a v e an in t elligen t discu ssion ? T e a c h e r : T h a t ’ s m y p o in t . Y o u c a n n o t . Student: So we can’t even discuss it?

Page 13  2001 WingMakers LLC, All Rights Reserved

T e a c h e r : N o , n o t w it h a n y d e g r e e o f a c c u r a c y . E v o lu t ion a r y circuits are dependent on complex systems, and these s y s t e m s a r e s o v a s t a n d m u l ti f a c e t e d t h a t w o r d s – w h e n applied to depict them – only serve to bring focus on one e l e m e n t a n d t h i s e l e m e n t i s n ev er – in it self – pow erf u l en ou gh t o cat a ly z e or mobiliz e t h e ev olu t ion a ry pat h . Student: So what does? T e a c h e r : If y ou h a d a magical f r ien d t h at w a s in f a llible in h er j u d g m e n t . P e r f e c t i n h e r d e c i s io n s b e c a u s e s h e s a w c l e a r t o t h e dest in at ion of F irst Sou r ce a n d t h e r e f o r e k n e w h o w t o t r a v e l t h e la n d s c a p e t o a c h ie ve h e r r e u n io n w it h G o d . W h a t w o u ld y o u d o w it h t h is f r ien d ? S t u d e n t : I ’ d lis t e n t o t h e m . I ’ d a s k t h e m f o r d ir e c t ion s a n d gu idan ce. I’ d f ollow as closely b e h in d t h e m a s I c o u ld . T e a c h e r : E v e n if t h e y led y o u t o a c lif f a n d j u m p e d o f f . S t u d e n t : Well, if I really believ ed t h ey h a d t h is in f a llible j u d g m e n t a s y o u p u t i t , y e s , e v e n if t h e y j u m p e d o f f a c lif f . S o m e h o w I ’ d t r u s t t h a t I w o u ld b e o k a y if I f o llow e d t h e m over. T e a c h e r : W h at if t h ey d id n ’ t k n ow y o u w e r e f o llow in g a n d t h e y h a d capabilit ies t h at y ou did n ot ? In t h is ex ample, t h ey cou ld f ly , b u t y o u c o u ld n o t . S t u d e n t : I g u e s s I w o u l d h a v e m ad e a t e rri b l e m i s t a ke i n following them, and I’d die as a result. T e a c h e r : S o y o u r f r ien d ’ s j u d g m e n t , e v e n t h o u g h it w a s in f a llible f or h erself , led t o y ou r ow n dest ru ct ion .

Page 14  2001 WingMakers LLC, All Rights Reserved

Student: Yes. Teacher: So who then do you offer your trust to? S t u d e n t : M y s e lf . Teacher: And why? S t u d e n t : Becau se I k n ow my ow n limit at ion s . T e a c h e r : So w h at do y ou t h in k is t h e mobiliz in g f a ct or f or o n e ’ s e v o l u t i o n a r y p a t h t o W h o le n e s s a n d u n it y ? S t u d e n t : Y o u m e a n if I c o u ld s u m it u p in a s in g le c o n c e p t – d e s p i t e t h e f a c t y o u s h o w e d m e earlier t h at it cou ldn ’ t be done? T e a c h e r : Y o u ’ r e lea r n in g v e r y w e ll. S t u d e n t : I t w o u ld b e t o t r u s t m y s e lf . T e a c h e r : W h a t p a r t o f y o u r s e lf ? S t u d e n t : T h e s o u l. T e a c h e r : A n d n o t t h e c a r r ie r ? S t u d e n t : O k a y , I w o u ld n e e d t o t r u s t t h e w h o le o f m e . T e a c h e r : T r u s t t h e p a r t s a n d t h e w h o le . T r u s t t h e c o n n e c t ion o f t h e s e t o F ir s t S o u r c e . T r u s t t h e G o d - F r a g m e n t t h a t orch est r at es all of t h is complex it y in t o coh eren t ex perien ce a n d k n o w l e d g e t h a t a s s u r e s t h e r e c o llec t ion o f y o u r d iv in it y . T r u s t t h e e v o lu t ion a r y p r o c e s s d e f i n e d b y F i r st S o u r c e . T r u s t each of these above the external voices that meet you, no

Page 15  2001 WingMakers LLC, All Rights Reserved

mat t er h ow in f a llible t h ey may appear t o be. T r u s t y ou r self k n ow in g an d it s abilit y t o gu ide y ou in t h e ascen d in g spiral of your journey. Student: Even though I am but a student? T e a c h e r : A r e w e n o t a ll s t u d e n t s ? Student: But there are those who know more than me. I don’t f e e l lik e I k n o w t h a t m u c h t o t r u s t m y s e lf . H o w c a n I overcome this self-doubt? T e a c h e r : I t is n o t s o m e t h in g t o o v e r c o m e . I f it w e r e , w o u ld y o u t h e n r e q u ir e t r u s t ? Student: I suppose not. Teacher: When you grapple with the finer distinctions of a con c ept , y ou in v a riably come t o a w a ll t h at def in es t h e limit s o f y o u r m e m o r y o r e x p e r i e n c e . W h e n y o u f in d t h is w a ll, t h e r e is n ot h in g w r on g w it h seek in g h elp f r om ot h ers, bu t remember t h a t y o u a r e t h e e n t it y t h a t is m o s t a w a r e o f y o u r o w n n e e d s . The wall that you find may be precisely what you need at that t im e . Student: Then it seems that I need to become more aware of my self-interests and needs. T e a c h e r : T h e n e e d s t h a t y o u h a v e w h ic h f u e l y o u r e v o lu t ion a s a S o v e r e i g n I n t e g r a l . I f y ou a r e h u n g r y , y o u r s t o m a c h w i l l remin d y ou . If y ou are t ired, y ou w ill y a w n an d y ou r ey elids w ill become u n b earably h eav y . Wh at is t h e equ iv a len t f or y ou r e v o lu t ion a s a S o v e r e ig n I n t e g r a l? Student: It’s an interesting question. I don’t know.

Page 16  2001 WingMakers LLC, All Rights Reserved

T e a c h e r : W h a t c a u s e s y o u t o s e a rc h f o r y o u r h ig h e r s e lf ? Student: I guess unanswered questions. Not knowing who I am, where I am going, or why I am here. Teacher: Really? Unanswered questions awaken you to your highest self-interests? S t u d e n t : I c a n t e ll b y y o u r q u e s t io n t h a t I a n s w e r e d w r o n g . Wh at is it t h en ? T e a c h e r : I t i s inspiration! In spirat ion f r om t h e spirit u a l m a s t e r s w h o c a m e b e f o r e y o u . In spirat ion f r om N a t u re. In spirat ion f r om art . Bu t most import an t ly , it is t h e in spirat ion t h at en t ers f r om t h e r e a l m o f t h e W h o l e n e s s N a v ig a t o r w it h in y o u , in t o y ou r h u m a n in s t r u m e n t a n d t h e n t ir e les s ly k in d les y o u r d e s i r e t o r e c o l l e c t t h e r e a l i t y o f t h e God-Fragment stored inside you. S t u d e n t : How do I recogn iz e t h is in spirat ion ? T e a c h e r : It is n ot import an t t o recogn iz e it . It on ly mat t ers t h at y ou f eel it an d w elcome its p r e s e n c e b e c a u s e t h i s i s h o w y o u d e v e lop s e lf - t r u s t a n d s e lf - k n o w in g . Student: Are there techniques to accomplish this? Teacher: Of course. Student: What are they? T e a c h e r : Y o u h a v e n ’ t in v e n t e d t h e m y e t ?

Page 17  2001 WingMakers LLC, All Rights Reserved

S t u d e n t : I t h o u g h t y o u m ig h t k n o w s o m e t h a t y o u c o u ld share. Teacher: I know my own. I do not know yours. Student: They’re different for everyone? Teacher: I don’t know. S t u d e n t : H o w d id y o u c r e a t e y o u r o w n t e c h n iq u e s ? T e a c h e r : I f y o u w a n t t o e s t a b lis h a r e lat io n s h ip w it h s o m e o n e t h a t y o u w a n t t o k n o w , w h a t a r e s o m e o f t h e t h in g s y o u d o ? S t u d e n t : I m ig h t in v it e t h e m f o r a c o n v e r s a t io n o v e r t e a , o r possibly w r it e t h em an in t r odu c t ory let t er describin g my w ish to meet them. Teacher: And if they don’t respond. S t u d e n t : I w ill probably assu me t h at t h ey are t oo bu sy , or more lik ely , n ot in t erest ed in meet in g me. T e a c h e r : T h en t h is is t h e problem. Student: What? T e a c h e r : T h e h u man in st ru men t giv es u p t oo easy , if it in v it es t h e Wh olen ess N av igat or in t o it s realm at all. Student: I think we’re all sensitive to rejection. T e a c h e r : D o y o u t h i n k i t ’ s p o s s i b le t o b e r e j e c t e d b y t h e d iv in e in s t r u m e n t s o f F ir s t S o u r c e ?

Page 18  2001 WingMakers LLC, All Rights Reserved

S t u d e n t : I n e v e r t h o u g h t a b o u t it b e f o r e . M a y b e ? T e a c h e r : I t is n o t . T h e d iv in e in s t r u m e n t s o f F ir s t S o u r c e a r e e v e r v i g i l a n t f o r s i n c e r e p r a y e rs , a n d n e v e r r e j e c t t h e o f f e r t o e x t e n d t h e i r p r e s e n c e w i t h i n t h e h u m a n in s t r u m e n t o f a n e n t it y t h a t d e s ir e s t o a s c e n d i n c o n s c i o u s n e s s . T h i s i s a n immutable law of the universe. S t u d e n t : I s t h e r e a b e t t e r w a y t o e x t e n d t h is in v it a t io n t h a n simply ask in g in pray er? T e a c h e r : It is n ot y ou r w ords t h at w ill be h eard. It is y ou r f e e l i n g s a n d t h e p u r i t y o f t h e ir m o t iv a t io n . Y o u c o u ld b e d r u n k f r o m w in e a n d s w e a r in g in y o u r lou d est v oice, bu t if y ou r i n n e r m o s t f e e l i n g s w e r e p u r e , s i n c e r e , h u m b l e , a n d m o t iv a t e d b y lov e , y o u r in v it a t io n w o u ld b e a n s w e r e d . I n c o n t r a s t , y o u c o u l d b e m e d i t a t i n g f o r d a y s , s t r iv in g t o b e o f p e r f e c t c h a r a c t e r , a n d a s k i n g i n t h e q uiet est w h isper of a clear min d , b u t if y o u w e r e t a in t e d w it h t h e m o t iv a t io n s o f h o n o r a n d pride, y ou r in v it a t ion w ou ld most lik ely be declin ed. S t u d e n t : W h y w o u ld t h e W h o le n e s s N a v ig a t o r , o r a n y d iv in e instrument of First Source, care? T e a c h e r : W h y d o y o u c a r e if t h e f o o d y o u e a t is s e r v e d o n a clean plate or a dirty floor? S t u d e n t : I d o n ’ t u n d e r s t a n d t h e c o m p a r is o n . T e a c h e r : T h e h u m a n in s t r u m e n t is a v e s s e l o r s o u l c a r r i e r . U p o n y o u r p la n e t , it h o u s e s t he p u r e a n d p e r f e c t i n s t r u m e n t o f F ir s t S o u r c e : t h e W h o le n e s s N a v ig a t o r . I f t h e h u m a n in s t r u m e n t is imp u r e w it h t h o u g h t s o f m a t e r ia lit y , m o t iv a t io n s o f s e l f - a g g r a n d i z e m e n t , o r a c t io n s o f h a t r e d , i t m a k e s t h e s o u l c a r r i e r l e s s r e c e p t i v e t o t he v i b r a t i o n s o f t h e W h o l e n e s s

Page 19  2001 WingMakers LLC, All Rights Reserved

N a v i g a t o r . I n s o m e c a s e s , t he W h o l e n e s s N a v i g a t o r , i f i t en t ers in t o su ch a v essel an d of f ers it s capabilit ies, t h ese v ery capabilit ies are corru pt ed f or self ish pu rposes. S t u d e n t : S o t h e W h o l e n e s s N a v i g at o r d o e s n o t w a n t it s capabilit ies t o become con t amin at ed by an impu re sou l carrier? T e a c h e r : T h is is part ially t r u e, bu t it is more t h at t h e GodF r a g m e n t w it h in y o u c h o o s e s t o e x p o s e i t s e n e r g i e s t o a h u m a n in s t r u m e n t t h a t h a s in v it ed i t t o s h a r e i t s v i s i o n a n d u n d erst an din g . On ce it is in v it ed, it w ill mon it or t h e respon se o f t h e h u m a n in s t r u m e n t t o it s p r e s e n c e . I f t h e in v it a t io n s a r e repeat edly ex t en d ed, t h e God- F r agmen t w ill con t in u e t o mat erializ e as an in f u sed, spirit - l e d c o n s c i o u s n e s s t h a t d i r e c t s t h e h u m a n in s t r u m e n t in it s e a r t h ly m is s io n . Student: It sounds like the God-Fragment takes over. Is that h ow it is? Teacher: The God-Fragment injects divine perspective to the h u m a n in s t r u m e n t . I t e n a b les t he s o u l c a r r i e r t o b e c o m e t h e s o u l ’ s v i s i o n i n s e r v i c e t o F ir s t S o u r c e . I n d o in g t h is , t h e h u m a n in s t r u m e n t is t r a n s f o r m e d . S t u d e n t : I u n d e r s t a n d . I t h in k I n e e d s o m e t im e t o s o r t a ll o f t h is ou t . T h an k y ou f or sh arin g y ou r perspect iv e an d h elpin g m e w it h m y u n d e r s t a n d in g . Teacher: You are very welcome.

Page 20  2001 WingMakers LLC, All Rights Reserved

LYRICUS DISCOURSE The Nature of Knowledge

James, the creator of the WingMakers’ Materials, has translated these discourses. They are a significant element of the instructional methods used by teachers from the Lyricus Teaching Order, of which James is a member. They are being made available for the first time. These discourses are dialogues between a teacher and their student, and are recorded for their teaching value so others can utilize the same instruction.

Studen t: Is there a technique to gain know ledge of God? T e a ch e r: What God do you speak of? Studen t: Th e on e an d on ly sou rce of all. T e a ch e r: N o. Studen t: Wh y t h en a r e t he re s o m e w ho s e em b l e s s ed w it h t he kn ow ledge of God, and some that seem complet ely ign orant of h is p r es en c e and valu e? Su rely th os e wh o a r e en lig ht en ed d i s c ov e r ed a t e chn iq u e t o s ec u r e t h e i r k n ow l ed ge . T e a ch e r: Th er e ar e n o t ech n iq u es. Th is is th e grea t fa lla cy th at h as sw ept ac ros s th e un iv erse of sent ient b ein g s. We persist in ou r belief that t here is a formu la or ritu al or t each er th at can brin g u s en light en ment – or the k now ledge of God.

Page 1  2001 WingMakers LLC, All Rights Reserved

Studen t: I f th e re is n o t ech n iq u e or t ea ch e r, th en w hy does all of t h is ex ist? Why do you, my t each er, sit bef ore me? Or why are th ere books and learn ed masters h ere, in th is in st ru ct ion al set t ing? Are y ou t ellin g me th ey’ re all w orth less? T e a ch e r: When ther e are question s there are answ ers wait in g t o be h eard. All of th is ex ists f o r t he q uest i o ns of p e op l e suc h as y ou. If th es e ques t ion s d id n ot ex ist , this wou ld n o t exis t . Studen t: But wh at’s th e p oint if th e ans wer s a r e n ot b r ingin g me closer to th e know ledge of God? T e a ch e r: Why doesn ’t t h e know ledge of dest ruction lay in th e h an ds of th e m any in st e ad o f th e h and s of th e few ? Studen t: What do you mean? T e a ch e r: Why is the k now ledge of h ow to dest roy hu man kin d – on a m as s l e v e l – s o c a r ef u l l y s af egua r d e d? Studen t: Y ou ’re t alk ing ab out w eap ons of mass d est ru ct ion ? T e a ch e r: Y e s. Studen t: N at urally th e t echnology is so dest ru ctiv e it n eeds to be managed and controlled by resp on sible govern ments. T e a ch e r: Why is it con t rolled? Studen t: I f i t w e r e i n t h e p ow e r of any o n e p e rs on t o d es t roy the lives of many, he or sh e might do so if they became sick of mind.

Page 2  2001 WingMakers LLC, All Rights Reserved

T e a ch e r: Is th e know ledge of mass dest ru ct ion th e opposit e of th e kn ow ledge of mass en light en men t? Studen t: I don’t know. T e a ch e r: What if you w ere giv en th e pow er t o en light en th e m a s se s of h um an ity o r d est r oy hu man ity ? Wou ld y ou not be t h e m o st p ow e rfu l p e r s on on e a rth ? Studen t: I can ’t ima g in e h ow I c ou ld be m o r e p ow e rfu l. T e a ch e r: H o w w ou ld y ou ch oos e t o w i eld y ou r p ow e r? Studen t: I sup p os e I’ d h av e t o hav e many a dv isor s h e lp ing m e t o m ak e th e r ight d e c is ion s in o r d er t o bu ild a gr e at societ y t hat w a s rich in cu lture and learn ed cit izen s. T e a ch e r: What if the cit iz en s th at y ou ru led rebelled? Wh at if t h ey c h ose t o b e i n d ep ende nt o f your p owe r? Wh at woul d yo u d o t h en ? Studen t: B u t if I h a d t h e p ow e r t o e n lig h t en t h em, w h y w o u l d they rebel? They would be en lig h t en e d a n d , as a r e su l t , t h e y w ou ld ch oose t o live h a rmon iously. T e a ch e r: But some might not want to be en lighten ed. Perhaps they feel that they kn ow what is best for th eir dev elopment a nd w ou ld r es is t an o ut s id e s ou rc e , n o m a tt e r h ow b en ev o lent a n d w i s e. Studen t: Th en I w ou ld let them h av e th eir ow n w ay. T e a ch e r: Ev en if they k illed th emselv es and behav ed in d e c ad en ce ?

Page 3  2001 WingMakers LLC, All Rights Reserved

Studen t: I w ou ld try t o t each th em h ow to beh av e properly so th ey w ou ld learn t o liv e harmon iou s ly . T e a ch e r: D o y ou thin k t he y w ou ld lis ten ? Studen t: If th ey d id n’t , I’ d plac e th e good an d res p ec tfu l p e o p l e s ep a r at e f r om t h o s e t h at w e r e w a rr i n g an d c ru e l . T e a ch e r: I s ee . So y ou w o u ld d iv id e y ou r c it iz ens in to tw o g r ou ps ? Studen t: It w ou ld be th e on ly w ay t o brin g h a rmony t o some, if it cou ldn ’t be brou ght t o all. T e a ch e r: A nd if th e w a r r in g an d c ru e l cit iz en s u ltim a t e ly ha d ch ildren th at desired t o liv e in harmony , wh at wou ld h a ppen th en? Studen t: T h e y w ou ld on ly n ee d t o a s k a n d t h ey c ou l d r e j oi n t h e s oc i e t y . T e a ch e r: S o t h e c i t i ze ns o f yo ur s o c i ety wo uld ac c ep t t hem w ith out any problem and conf er upon th em th e same social ben ef its th at th ey th emselv es en joy ? Studen t: Y e s. T e a ch e r: A nd if th ey d idn ’t? Studen t: I would have to order it – mak e it a law – I suppose. But again, if I had th e pow er to en light en my citiz ens, th ey surely would forgive those that were led astray by their p a r en t s, an d l e t t h em r e- en t er t h e b r o ad e r s oc i e t y .

Page 4  2001 WingMakers LLC, All Rights Reserved

T e a ch e r: A nd what w ou ld b e th e resu lt if on e of th es e n ew citizens mu rdered someon e within y ou r en lig ht ened s oc iety? Studen t: Th e y w ou ld b e e x p el l e d an d pun i sh e d. T e a ch e r: N ot en light en ed? Studen t: I w ou ld as su m e t h ey w er e not a b le t o b e e n l i g h t ene d . T e a ch e r: S o y ou r pow er t o en lig ht en w as n ot per f ec t. Studen t: I gues s not. T e a ch e r: And what if the deca dent society decided that the en light ened society sh ou ld be conqu ered? Studen t: Why w ou ld th ey attack if th ey kn ew I h ad th e pow er t o ann ih ila t e th em? T e a ch e r: P erh ap s t h ey b e l i e ve d you d id n’ t a ct ual l y p os s ess th e p ow e r, o r if you d id, tha t y ou wou ld n e v er use it. Studen t: W e w ou ld th en h ave to d ef end our s e lves a nd c ap tu r e th e decadent society ’s leaders and lock th em up un t il th ey c h a n g ed t h e i r w a y s of t h i n k in g and a ct i n g . T e a ch e r: Th e n y ou r p ow er t o d e st r oy w a s n o t p erf e ct e i t h er . Studen t: N ot in th e same way I th ou ght it w as. T e a ch e r: You have answered these h ypoth et ic a l q u est ions w i s e l y . D o y ou s e e h ow p ow e r c o m p l ic a t es ? Studen t: Y e s.

Page 5  2001 WingMakers LLC, All Rights Reserved

T e a ch e r: D o y ou und e r st and th a t h av ing th e p ower t o e n l i g h t en o r d e st r oy is a t y pe of p ow er t h a t mos t p eo p l e consign to God? Studen t: Y e s. T e a ch e r: So I w as ask in g y ou t o play God, hy poth et ically . Studen t: I understand, but how does that answer my qu es tion abou t gain ing th e kn ow ledge of God? T e a ch e r: It may not . I simply wan t ed y ou t o h av e a glimpse of the perspectiv e of the human-imagin ed God. Studen t: Why? T e a ch e r: If you w ant th e know ledge of God, you mu st hav e s o m e p e rsp e ct i v e on t h e pos it i o n of a G o d . Studen t: B u t I d i d n ’ t m ea n t hat I w ant e d t o have t he kn ow ledge of th e God th at hu mans hav e creat ed. T e a ch e r: I t ’s th e on ly k now led g e y ou c an h av e. Studen t: Why can’t I obt a in th e kn ow ledge of th e true God, F ir st S ou rc e ? Why is n’t th e r e a t echn iqu e th at I c an us e to f ind an d ac qu ir e th is kn ow ledge? T e a ch e r: Let’ s return to our hy poth et ical scen a rio. Su ppose th at y ou r pow er t o dest roy was simply a th ou ght aw ay. If y ou b ec ame an gry, your pow er to d est roy w ou ld b e un leash ed an d the recipient of your anger would be ob literated.

Page 6  2001 WingMakers LLC, All Rights Reserved

Studen t: Wou ld it w ork th e same w ay for en light enmen t? In oth er w ord s, wou ld I b e ab le to en light en w it h a simple th ou ght ? T e a ch e r: Y e s. Studen t: O k ay. T e a ch e r: H o w m any t im es a da y d o y ou h av e a n a ng ry th ou ght and a thou ght to en lighten someon e? Studen t: I don’t know. On a good day , I don’t hav e any an gry th ou ght s. T e a ch e r: O n a b ad d a y? Studen t: M ay b e th re e o r f ou r. T e a ch e r: E ach t ime you h av e th es e th ou ght s, if y ou w er e a n g ry w i t h a p e rs on, y ou r an g er w o u ld h ar m t h e o b j ect of y ou r r ag e. Studen t: What ab out the other side of th e coin. Wh at if I w ere lov in g and k ind, w o u ld my th ought s en light en th em as well? T e a ch e r: P r ecisely. Studen t: So, w ith noth ing but my th oughts, I can harm or h e lp a p ers on . T e a ch e r: Y e s. Studen t: Th e n w ou ld n’t it m ak e s en s e th a t if I had th e kn ow ledge of God, I w ou ld also hav e th e disciplin e to con trol my th ought s an d emot ion s?

Page 7  2001 WingMakers LLC, All Rights Reserved

T e a ch e r: N o. Studen t: Why? T e a ch e r: Bec au s e you r d omina nt r ea lity is th at of a h uman being w ith all of its w eakn esses an d foibles. Y ou are design ed t o hav e spon t an eou s th ou ght s and emot ions. Y ou hav e in st incts th at respon d t o st imu li, an d you cannot c on t r o l y o u r n atu ral thoughts or emot ion s. Y ou can suppress th em. Y ou can ignore th em. You can even ext in gu ish th em, bu t on ly for a period of time. Studen t: And th is is why I can’ t h av e th e kn ow ledge of God? T e a ch e r: C o rr ect . Studen t: T h e n ev e r y h u man is s ealed in side a world of limit at ion becau s e th ey h av e th is in abilit y t o cont rol th eir impu lses – be th ey th ou ght s or emot ion s? It seems unf air. T e a ch e r: P erh aps, but th is same limitat ion is liberat ing. Studen t: In wh at way? T e a ch e r: D o y ou know t h e w ill of F irst Source? Studen t: N o, bu t I th ink I h av e an idea of w hat is align ed w ith th e w ill of God and wh at is not. T e a ch e r: If you t ru ly kn ow wh at is align ed and wh at it not, th en y ou w ou ld n eed t o k now th e w ill of F irst Sou rce, w ould y ou not?

Page 8  2001 WingMakers LLC, All Rights Reserved

Studen t: I mean that I kn ow th e gen eral direct ion or int ent ion of God’s w ill. T e a ch e r: But n ot the det a ils? Studen t: C orrect . I kn ow th at wh at is of lov e and ligh t is align ed w ith th e w ill of God, an d wh at is of ev il an d darkn ess i s n ot . But I m i gh t n ot b e a b le t o d i st i n g u i sh b e t w e en t h e more su btle sh ad es of lig ht an d d a rkn es s or good and ev il. T e a ch e r: I s ee . And h ow d id y ou a r r ive at th is c on c lu s ion ? Studen t: It is wh at I h a ve been taugh t. T e a ch e r: And who taught y ou th is? Studen t: My t each ers, th e book s I’v e read. Ev ery on e believ es th is don’ t th ey ? T e a ch e r: And becau s e y ou hav e been t au ght that th e w ill of God is know able, you believe y ou c an mak e th e ju dg men t tha t a lov in g act is aligned, but an ev il act is n ot . Studen t: Basically, yes. T e a ch e r: What if I suggest ed to y ou that u nderst an d in g th e w ill of God is on e an d th e same as possessing the k now ledge of God? Studen t: I ’ m n o t su r e t ha t I u nd e rs tan d wh at you m e an. T e a ch e r: What do you th ink I mean? Mak e an effort to express y ou r th oughts, n o matt er h ow mu rk y th ey may be. Sometimes th e f og lift s on ly wh en y ou st ru ggle t o see th rough it.

Page 9  2001 WingMakers LLC, All Rights Reserved

Studen t: I h av e the sense th at y ou’ re suggest in g th at if I un d erst and wh at the creator d es ires f rom h is creat ion , I w ou ld also un d erstand a k ey c omp on ent of t he kn ow led ge of G o d . In oth e r w o rd s, in o rd e r t o h a v e t h e k n ow l ed g e of G od , I must kn ow wh at God wants f r om me, wh at h e desired me to b e c o me. T e a ch e r: A nd w ha t d o y ou t h ink God w a nt s y ou to b ec o m e? Studen t: L ib e r at e d. T e a ch e r: F r om limitat ion ? Studen t: Y es. E xact ly. T e a ch e r: F irst Sou rce desires that y ou liv e w ith out limit at ion, b u t c rea t es a s ou l ca r ri e r a nd a s et t i ng f o r t hat soul c a rr i e r t o liv e w ith in th at is root ed in limit at ion. Why do thin k it is th e w ill of God th at y ou sh rug off y ou r limit at ion s? Studen t: Becau se if I h a ve n o limit at ion s, I am liberat ed of th e th ings that reduce my spir it ual aw aren ess. T e a ch e r: And what w ill y ou do t hen – wh en y ou are f r ee of all limit at ion? Studen t: I’ m n ot ex act ly su re, but it w ill be blissfu l and lik en ed t o wh at Buddha called N irv an a – f r eedom from desire. T e a ch e r: W hy w ou ld y ou r C re a t o r c r e at e y ou, s et y ou in a sou l carrier th at was boun d t o a reality of limitat ion , c on st ru ct a n e la b ora t e u n iv e rs e s ch oo l t o e duc a te y ou , and c ommiss ion a vast array of in st ru ct ors, on ly t o en able y ou t o p ass int o N ir v ana or a b liss ful st a t e?

Page 10  2001 WingMakers LLC, All Rights Reserved

Studen t: I don’t kno w. Th at’s in p a rt wh at I ’ m t ry ing t o un derst and. T e a ch e r: A r e y ou s u r e? Studen t: Well it ’s cert ain ly on e of th e th in gs I’ m try in g t o un derst and. T e a ch e r: If you’re try ing t o un derst an d th is, th en an sw er my question. Studen t: B ut I d on ’t kn ow t he an sw er . T e a ch e r: T ry t o a rt ic u lat e it as b e st you c an. Studen t: I agree it doesn’t mak e sense that God w ou ld h ave me ed uc at ed in th e w ay s of th e u n iv ers e a nd then lea v e me t o simply enjoy it, bu t I don’ t kn ow wh at else I w ou ld do. No on e paint s th is pict ure v ery clearly . T e a ch e r: Th e pict ure, as y ou put it, is foun d in the serv ice t o a plan. The plan is th e collectiv e unf oldin g of souls t o realiz e th e s ingu la r n atu r e o f u n iv e r se h o od a s a n un d iv id e d p ro c es s. W e m o ve f r o m n e igh bo rh o o ds t o c it ie s, t o s t at es , t o na t io ns , t o c ont in ent s, t o h em is ph e r es, t o p la n et s, t o s o lar sys t ems, t o galax ies, t o local un iv erses, t o su perun iv ers es , t o th e Gr an d Mu lt iv erse – t he all- encompassin g st ru ctu r e of ou r collect iv e un ity . And ever y step we emerge the vic t or of t h e l e s se r s t at e of being in th at ou r liv es increasin g ly ex emplif y th e presen ce of ou r collect iv e percept ion of wh at is best f or th e ev olut ionary c ou r s e s et f or t h by F i rs t Sou r c e f or t h e G r and M u l t i v er s e.

Page 11  2001 WingMakers LLC, All Rights Reserved

Studen t: Ok ay, s o th is is th e r eas on ? T o s imp ly b e ab le to h old t h e per s p ec t iv e of wh at is b est for th e Gra nd Mu lt iv ers e? How can I ev er kn ow suc h a th in g? T e a ch e r: Y ou cann ot . Studen t: S o a g a in , I ’ m f ru s t ra t e d in ign o ra n c e. T h i s s e e ms t o be th e theme of spirit u a l mat t ers. T e a ch e r: It i s on ly b ec aus e yo u t a ke t he und i vid e d p ro c es s and leap to its end, w ish ing to bring it closer into y ou r realit y o f n ow . You r p a t ienc e is ex c ee d e d by you r v is io n of wh at is t o be. Studen t: I kn ow . But wh at ca n I d o ab ou t it? T e a ch e r: D ef in e the k no w ledg e th at you need to accomplish each st ep of y ou r proc ess. Don’ t p r of es s to n eed th e know ledge of God before you have the knowledge of your earth w orld or th e kn ow ledge of your hu man instru ment. F r a m e y ou r k n ow l e d g e i n t h e c on t ex t of y ou r d e sig n . Studen t: How do you mean th at ? T e a ch e r: Y ou are a physical body w ith complex , emot ion a l impulses and in st incts; you ar e also a system of nerv es an d data collector s that feed you r c on s c i ous n es s and b ra i n . Moreover, you ar e a collect ive of consciousnes ses that sp an y ou r en t ire sp e c ies a nd t im e. Thes e elements comprise your hu man inst ru ment. L ik e m os t s e ek e rs, y ou t ry to u nd e rs tan d th e m ys t e r ious s u b st an c e of y ou r in m os t s p ir i t – t h e W h o l e n ess N av i g at o r – bef ore y ou understand y ou r hu man inst ru ment. And ev en more t o th e poin t, y ou seek t o underst an d th e C r eat or an d

Page 12  2001 WingMakers LLC, All Rights Reserved

s ust ain er of th e W holen ess Nav ig at o r bef o r e y ou u n d er st an d y ou r in most spirit. Y ou h a v e i n t u i t ed t h e u n d i v id e d p ro c es s b ec au se i t i s st or e d w ith in y ou, bu t if you st ret ch th e reach of y ou r un derst an din g it is becau s e y ou seek t o know t h e stars bef ore you kn ow th e p la n et u po n wh ich y ou st an d. An d I ask y ou, w ha t g oo d is th e kn ow ledge of th e st ars wh en your home is misunderst ood? Studen t: Y ou ’re say ing th at I n eed t o study my body an d min d b ef ore I stu dy th e sou l? T e a ch e r: No, I’m saying the know ledge of God that you seek is cont ained in ev ery st ep of the undiv ided process. It is not realiz ed in some sudden, elusiv e rev elat ory ex perien ce at th e e n d of y ou r j ou rn ey . It is found in every st ep alon g t h e w ay. Studen t: Y e s, I u nder s tan d th is in conc e pt . I’v e h e a rd th is many t imes bef ore, but I sense th at y ou ’re mak in g a diff erent dist in ct ion here. T e a ch e r: P erh aps. I’ m on ly recommendin g th at you u n d er s t an d t h e s ou l c ar r i e r b e f o r e y ou s e e k t o k n ow t h e s o u l , a nd th at y ou und e rs t and th e s ou l b ef ore y ou s e ek t o un derst and it s creat or. Oth erw ise, if you f irst ch ann el y ou r en ergy in to un derstanding the C r eat or, you w ill see it margin ally , and th is part ial kn ow ledge w ill def orm y ou r un derst andin g of t he sou l carrier an d th e sou l w ith in it. Studen t: But h ow w ill I kn ow th at my u nderstan d in g of th e s ou l ca r r ie r i s ad e qu at e s o t h a t I c an emb a rk on t h e un derst andin g of my sou l? T e a ch e r: Th e hu man inst rument is an amaz in g composit e of miracu lous conn ect ions bet ween th e mat erial and n on -ph ysical

Page 13  2001 WingMakers LLC, All Rights Reserved

w orlds. Wh en y ou un derst an d th ese conn ect ion s, th ey w ill g u ide y ou to y ou r un d er st an din g of th e s ou l w ithin y ou. Studen t: S o th en I s ho u ld rea lly b e ask ing y ou a b ou t h ow I can gain th e kn ow ledge of th ese conn ect ions. Is th at correct ? T e a ch e r: Y e s. Studen t: S o h ow do I? Is it th e ch ak ra s th at a re k e y? T e a ch e r: Mu ch h as been said an d w r it ten about th e en ergy centers that are revealed within th e human in st ru ment , but th es e en er g y c en t er s a r e n ot th e c on nec t ion s b etw een th e physical an d n on- phy s ical realms. What weaves together the physic al body with the non-ph ysical b od i es i s w h at w e ref e r t o a s t he p hant o m core . Studen t: What is th is composed of ? T e a ch e r: Th e ph an tom c o r e is n ot c omp o s ed o f a ny th in g material. It is like a shadow of s ou l c on sc i ou sn es s t h a t can mov e betw een th e realms of th e hu man inst rument . Studen t: S o it c an op er at e eq ua lly w ell w it h in the mind and b o dy ? T e a ch e r: Th e ph an tom core is the consciousn ess that moves b e t w e en t h e b ody , e m o t i on s, m i n d, and g en e t i c m i n d at s p e ed s gre a t e r t han lig ht. Yet it is a p o int o f aw a r en es s th a t d i s t r ib u t es t h e e x per i e n c es of th e hu man instrument t o th e s ou l . Studen t: D oes it embellish th e experien ces or simply report them like a recorder ?

Page 14  2001 WingMakers LLC, All Rights Reserved

T e a ch e r: It reports ev erything in extraordinary terms. Studen t: How do you mean? T e a ch e r: Ev en in the qu iet moments of your lif e wh en y ou are star ing through a window or reading a book , ther e is a great universe of experien ce that is p e rc e i v ed b y t h i s p h a n t om c o r e, and ev ery min iatu re det a il is faithf u lly recorded and t r an smitted t o t h e s ou l. Th e ph an t om c or e i s the su per c onsc i o usn es s of t he human in st ru ment . It is separat e from the soul, and is considered the sou l’ s emissary t o th e n a tural w orld in wh ich th e h uman in st ru ment mu st interact . It is th rough th is aw ar en es s th a t s ou l ex p er iences th e na tu r a l w orld of limit at ion an d separat ion, drawin g in t he ex periences th at h elp it t o bu ild appreciation f or the Grand Mu lt iv erse th at is t h e garment of First Sou r ce. Studen t: W hy h av e I n e v er hea r d of this b ef or e ? T e a ch e r: Who sh ould t ell y ou? Studen t: Y ou, f o r on e. T e a ch e r: I ju st did, w ere you n ot list enin g ? Studen t: Y e s, but I’ v e b e en y ou r stu de nt f o r two y e a rs an d th is is th e f irst I’v e h eard of th is ph antom core. Why? T e a ch e r: W e t e ach t h r ou gh as s oc iat ion an d met aphor. Y ou h av e b e en tau ght ab ou t t he p ha nt om c o r e, y ou j u st h av en ’t h e a rd it s n a m e b e for e n ow. A nd now th at y ou ha v e its n am e ,

Page 15  2001 WingMakers LLC, All Rights Reserved

it cryst alliz es in y our min d a clearer pictu r e of its design an d purpos e. Studen t: But tw o years it tak es f or me to kn ow its n ame? T e a ch e r: F o r s om e it is t wo hou rs f or som e it a lif e t im e. I t d e p en ds on t h e p er so n an d h ow t hey arrive at their an swer s. Y ou sought th e u nkn ow able bef ore y ou sou ght what is t o be kn own in y ou r p r esent lif e – wh er e y ou r cons c iou sn es s r es id es n ow. Studen t: Ok ay, w e’v e est a b lis h ed th at I ’ m a d r ea mer – T e a ch e r: There’s nothing wrong with seek in g th e u nkn ow able. I a m n ot s ug g est ing th at y ou hav e w as t ed y ou r t im e in the p u r su i t of a d r ea m. Studen t: B ut it s e ems th at I n e e d t o p la c e m o r e t im e in u n d er st an d i n g t h i s p h a n t om c o r e. Wh at d o y ou rec o m m en d I learn in th is regard? T e a ch e r: Learn all th at y ou can abou t th e hu man body, emot ion s, an d min d. Mak e it th e f ocu s of your stu dy f or a p e r i o d of t i m e – p er h ap s a y e a r or t w o , d ep en di n g on t h e av ailability of y ou r t ime. As you do th is, take n ot es abou t t he featu r es of th e hu man in st ru ment th at either seem connected or anomalous. For example, the brain is dominated by the data received from the eyes. Why do the eyes not d om i n at e c on sc i ou sn es s ? As you produ c e y our n ot es, organ iz ed arou nd conn ect ion s an d a n oma lo us ph en o me n on, b e gin t o d ef in e th e st ru ctu r e of th e hu man inst ru ment as on e w ou ld if th ey w ere mak ing a map of th e in teract ion betw een th e b o dy, emo t ions, m in d, an d

Page 16  2001 WingMakers LLC, All Rights Reserved

g e n et ic min d. R e m em b e r tha t the p hant om cor e is th e sh ad ow of the soul and operates seamlessly betw een th e f olds of th e hu man inst ru ment. It is th e f irst perceiv er and t r an smitter of th e experien ce th at con su mes th e hu man inst rument of a specif ic indiv idu ality . It is the cont inu it y of th e un div ided process wit h in th e mat erial realms, while th e sou l is th e con t inu ity of th e u ndiv ided process w ith in th e n on- phy s ical realms. Studen t: And what abou t th e Wh olen ess N av igator? T e a ch e r: It is th e bridge of cont inu ity betw een th ese tw o w or lds. Th e Wh olen ess Na v ig a tor is th e int erlock betw een th e w or lds of t ime and th e w or lds of n on -time. I t is th e fu s ion of th e sou l an d th e phant om core, int egrat ing th is v a st experiential storeh ou se of data, an d making it coherent as a forc e of transformation. Studen t: It w ill t ake me a lon g t ime to creat e th is pictu re an d un derst and th e conn ect ion s. T e a ch e r: It w ill t ake y ou a lifet ime, if y ou are fortun at e. How ev er, if y ou set f orth upon th e path of First Source w ith out f irst un derst an d in g th e fundament a l structu r es w ith in wh ich y our sou l operat es, y ou w ill pu rsu e a mirage. God will appear and disappear, and doubt w ill shak e y ou ev ery t ime a n ew occu rrence crosses y ou r path. It will seem th at all is impermanent, ev en the face of God. Studen t: You said a moment ago that the Wholen ess N av ig at or u s es th e ex p er iences of the soul carrier and soul as a forc e of tran sformation . Transformation of whom and for wh at pu rpose?

Page 17  2001 WingMakers LLC, All Rights Reserved

T e a ch e r: Th e t r ansfo r m at io n is of t he in d iv idu a l p e r s ona lit y – th e God-fragment th at sojou rn s in both th e w orlds of t ime and n on- t im e, an d is d ev ot e d t o th e On e P la n t ha t emb r ac e s all f orms, person alit ies, and opin ion s th erein . T h is p er s ona lit y is th e id ent it y th at end ur es t h e s ha p e sh ift ing of f orms an d the c e a s e les s c hu rn in g o f t im e t o b ec o m e a c on s c i ous ext en s i on of th e On e Plan . Th e pu r pos e of th is t r an sf or ma t ion is t o ex p lor e th e Gr and Mu lt iv erse as emissaries of F irst Sou rce, creat in g n ew opportunit ies for the ex pansion an d ongoing ev olution of the One Plan. Studen t: I sus p ect y ou pu rp os ely g av e me an abs t ra ct an sw er as a way of remindin g me of the task ah ead. T e a ch e r: I ga v e y ou w h a t i s a v a i l a b l e t o b e g iv en . W o rd s th ems elv es ar e an ab st r ac t ion, a r e th ey n ot? Studen t: If you don ’t min d, I w ant t o retu rn t o my task : study in g th e h uman instrument . Is th ere a model I can use so I can c omp ar e my ap p r oa ch wit h oth er s? T e a ch e r: Th e r e m ay b e s om e w h o w o u ld g l a d l y sh a r e t h e i r r e s e a rch a n d f in d ing s. I w o u ld enc ou r ag e y ou t o c o l l a b o r at e w ith y ou r f ellow students. It is a v ery us efu l p r act ic e. Studen t: Y ou spoke of conn ect ion s in th e h uman instrument and anomalous phen omen on. Can you please elab orat e on th ese? T e a ch e r: Th e c onn ec t ion s of th e h uman ins tr ument a r e th e th reads th at mak e u p th e f abric of the ph ant om core. Th ese th reads weav e togeth er th e pathw ay s betw een the phy s ical b ody, emot ions, min d, an d gen et ic min d. W it h in each of th es e

Page 18  2001 WingMakers LLC, All Rights Reserved

are su b- lay ers, ju st as th e skin of t h e hu man body is dif f erent th an th e n erv ou s sy st em, wh ich is diff erent th an th e sk elet al s t ruc t u re . The body is ther efor e made up of many lay ers and su bcomponent s t hat comprise t he total st ru ctu r e. Th is is equally t ru e f or th e e m ot ion s, m in d, a nd g en e tic m in d. Th e conn ect ion s betw een th ese lay ers or st rat a of th e hu man in st ru ment , wh ich nu mber 24 primary sy st ems, each originat e f r o m t h e W h o l e n ess N av i g at o r . In other word s, these threads h av e a c om m on g r oun d and sp ir a l out touc h in g ea ch o f th e 24 primary sy st ems, bin d ing th em t ogeth er in a h olist ic syst em. Studen t: What are the 24 systems? Do I know them? T e a ch e r: It is n ot import ant t o recogn iz e each of th em in div idu ally . Some h av e not been discovered in the world of t ime and space. I on ly ment io n th e number so th at y ou can kn ow th e depth of th e h uman instrument and it s impeccable and miracu lou s st ruc tu r e. Studen t: Why is th is so import ant ? T e a ch e r: Th e hu man inst rument is regarded by most cu ltu r es as a body that is vulner able and f ragile. It is con s idered flaw ed and imperf ec t because it degenerates over time an d is s u s c ept i b l e t o d i s e as e . In s om e areas, it is considered n oth ing mor e th an an an imat e ob jec t f or t h e s en s in g of plea s u re or pain. It is h eld in low regard, an d ev en th ose who f eel a spiritu a l imperat iv e, regard it as th e lesser or low er self. Studen t: But it is th e low er self isn ’t it ?

Page 19  2001 WingMakers LLC, All Rights Reserved

T e a ch e r: It is th e vessel of th e tran scen d ent sou l. Wh en y ou see a vessel of beauty, do you w on d er wh at is ins id e it ? Studen t: I gu es s wh en I s ee a beau t iful v es s el – lik e a wor k of art – I assu me the v essel is f or appreciat ion , n ot ut ilit y. T e a ch e r: It doesn ’t requ ire a u t ilit arian funct ion becau s e it s beau ty is suff icient a purpose. Correct? Studen t: Ex act ly. T e a ch e r: Th e hu man inst rument is th e same way . It is a beau t ifu lly conceived creat ion; so mu ch so th at most believ e it is empty . Its pu rpose is in itself. They do n ot see th e 24 st rata, they perceiv e on ly the f iv e domin an t strat a: sk in, m u s c l e , bon es , e mo t i o n s, and m in d. Studen t: Why? Wh y do w e only see th ese f iv e and n ot th e wh ole 24? T e a ch e r: Y ou are taught t h ese percept ions by you r educat ional indoct rin at ion and societ y as a wh ole, an d con v ersely , y ou are n ot t au ght t o appreciat e and un derstand th e oth er 19 st rat a. In most cas es, th ese st rat a req u ire more vigilance and pers istence to un d erst and and apprec iat e. Studen t: So h ow do I learn abou t th e ot her dimensions of th e hu man inst ru ment? T e a ch e r: Y ou stu dy th e hu man inst rument . Y ou stu dy th e b o dy, emo t ions, m in d, an d gen et ic m in d. Y ou lea r n t o un derst and th is sacred v essel for w hat it t ru ly is: th e ex plorat ory, albeit t emporary, v eh icle of your inmost , immort al c on sc iousn ess in t he w or lds of t ime and s p ac e.

Page 20  2001 WingMakers LLC, All Rights Reserved

Studen t: B ut if y ou g av e m e in f or m at ion a bo ut th e 2 4 s tra t a, w ou ldn’ t it h elp me in my studies? T e a ch e r: P erh aps, but it is not necessary t o underst and all of th ese levels w ith th e h uman mind. And h ere again , y ou seek t o kn ow th e st a ir cas e b ef o r e y ou und e rs t and th e f ir st f ew s t ep s. It is th e funct ion of t ime t o mak e th e st air c a s e c o m pr eh en s ib le in s t ep s, n o t s in gu la r r e v e lat io ns . Studen t: I un derstand. T e a ch e r: I h av e h igh lig ht ed th e u n iv e rs a l p a th; n ow t e ll m e w h at y ou h av e lea rn e d. Studen t: Okay, I’ ll do my best . Th e phantom core connec ts th e 24 levels of th e hu man inst ru ment, an d is t he observ in g consciousn ess of the worlds of time and spac e for the human sou l. Th e phant om core h a s mu lt iple th reads, f or lack of a bett er descript ion, th at weave th ese 24 lev els t ogeth er, and it u s es th ese c onn ec t iv e th r ea ds lik e pa thw ay s t o mov e – as a con sciousn ess – f r om on e level t o th e n ex t at qu antu m s p eed s. I t th en pass es th is ex p er ient ia l inf or mation t o th e s ou l , w h ich t h en pro c e ss e s t h i s i n c o m in g d at a in o rd e r t o ev olv e its u nderstan d in g of how t o align w ith th e On e P lan and in creasingly brin g light to t he dark er ou tposts of th e Grand Mult iverse. T e a ch e r: T ak e a deep breath. Y ou h ave list en ed w ell. Studen t: D id I g et it righ t? T e a ch e r: A r e y ou conc ern ed ab ou t b ein g right or are y ou in t erest ed in learn in g? Studen t: Are th ey so diff erent ?

Page 21  2001 WingMakers LLC, All Rights Reserved

T e a ch e r: Th e y c an b e p o l a r op p os i t es . Studen t: I’ m int erest ed in learn in g and being right. T e a ch e r: You asked me at the beginnin g of this dialogue, as t o w h eth er t her e is a t echn iqu e to g a in th e kn owled g e of God . D o y ou r em e m b e r? Studen t: Y e s. T e a ch e r: A nd ha v e y ou d isc ov e r ed y our answ e r ? Studen t: N o. I don ’t th ink t here is an answ er. T e a ch e r: P erh ap s th ere’ s an answ er, but it is d iff erent f or ev ery human. A ll bein gs approach their creator in a unique p a th th a t h as n ev e r b e en n avig a t ed b efor e . If y ou st itc h ed together the vast reservoir of your experience in the worlds of t ime and space, do you th ink it has ever been replicated ? Studen t: I don’t know. I’v e nev er th ought abou t it bef ore. P e rh ap s at a b as i c lev e l i t h as . T e a ch e r: On ly if y ou grossly simplif ied it w ou ld y ou see any similarit y in th e path s of th e ascending sou ls t o th eir C r eat or’s realm. Trut hfu lly, w e are each as un iq u e as the planet s that number the Grand Un iv erse, an d it is precisely th is un iquen ess that p r ev en ts a u n iv ersa l t echn iqu e fr om ev er becomin g th e magical pill of en light en ment . Studen t: I un derstand th is. Was th is don e as part of th e d e s i gn ? T e a ch e r: Y e s.

Page 22  2001 WingMakers LLC, All Rights Reserved

Studen t: I gu ess the real qu est ion is wh at kn ow ledge is requ ired in order t o constru ct my ow n tec hn iqu es for g a in in g th e aw aren ess of my ow n, mu lt i- lay ered self? T e a ch e r: Y ou are on y our way if it is you r pract ice t o make th is in qu iry ev ery morn in g that you arise, and you f eel y ou r self a magn et at tract ing th is v ery kn ow ledge in t o y ou r lif e th r ou gh ev ery f ac et of y ou r ex p er ien ce. Studen t: D oes it h elp if I believ e th at th e ph ant om core is p r es ent wit h in me an d ab sor bin g th is kn ow ledge ev en if my c on sc i ou s m i n d i s n ot ? T e a ch e r: I t d o es and it i s. Studen t: I a m g r ate f u l . T e a ch e r: Y ou a r e mos t w e lc ome .

Page 23  2001 WingMakers LLC, All Rights Reserved

LYRICUS DISCOURSE Universe Relationship

James, the creator of the WingMakers’ Materials, has translated these discourses. They are a significant element of the instructional methods used by teachers from the Lyricus Teaching Order, of which James is a member. They are being made available for the first time. These discourses are dialogues between a teacher and their student, and are recorded for their teaching value so others can utilize the same instruction.

Teacher: And so you desire to experience the Wholeness Navigator. Have you decided how? Student: This is why I wanted to meet with you. I thought you could instruct me on a method or technique to achieve this. Teacher: If I could do this, wouldn’t all that exists here (the ashram) be obsolete? Wouldn’t all of your education fall to yourself? Wouldn’t all of your connection to people erode into an existential journey of self-knowledge? Student: I don’t understand. Teacher: You have assembled the inner and outer knowledge like a bridge without a middle, and the missing middle section is your experience of that which confirms that the two ends do indeed join; that there is cohesion between these worlds; that the bridge has function. Yes? Student: Yes. Teacher: If you found this middle section within your experience, your bridge would be built and you could pass between the inner and outer worlds

Page 1  2001-2003 WingMakers LLC, All Rights Reserved

unencumbered and independent. You would desire to then teach others how to build their own bridges. Yes? Student: Exactly. Teacher: Do you think any of the teachers that have lived on earth have built this bridge and not shared it with others? Student: No. Teacher: Then where is this technique you speak of? Is it hidden so well that none of the world’s finest teachers can articulate it into a sensible methodology? Student: Are you saying that none have built this bridge? Teacher: No. I’m saying that none have wanted to build this bridge. Student: Then why does it consume me so? Teacher: Because you believe it can be built by answers, by experience, and by initiative. Student: And it can’t? Teacher: It cannot be built anymore than you can build something that is already built. Student: What do you mean? Teacher: Can you build this rock? (I was holding a rock I had gathered from the ground.) Student: Do you mean can I build an exact duplicate? Teacher: No, I mean this rock? Student: No. It’s already built. Teacher: So is your bridge. Student: Okay… I understand this in concept, but if you’ve never experienced it, what good is it if it’s built? Teacher: That depends on you.

Page 2  2001-2003 WingMakers LLC, All Rights Reserved

Student: In what way exactly? Teacher: Do you see what’s present more than you see what’s missing? Student: I don’t know… I’m not sure what you mean. Teacher: You have knowledge and discipline. You have intuition and insight. You have initiative and cunning. You have power of will and persistence. Are these more important to you than the missing conscious experience of the Wholeness Navigator? Student: I believe that when I have the experience of the Wholeness Navigator, it will supercede these other things, or it will put them in some kind of collective order and I will be a better person and therefore a better teacher because of it. Teacher: But if you cannot build something, how do you teach its construction? Student: But then you’re saying that I already have this experience and so does everyone else; it’s just that we don’t know it. And again, I realize this in concept, but it seems like some do have this experience. Teacher: Even at this moment you are having this experience, as am I. Student: Yes, but you’re probably conscious of it, I’m not. Teacher: No, I’m conscious of us. I’m conscious of wherever and whatever I turn my attention to. I cannot turn my attention to the Wholeness Navigator because it is of an energetic frequency that is out of the range of the senses of this body and mind. Student: So you’re saying that the Wholeness Navigator or human soul is invisible to our human senses no matter what we do? There isn’t any technique that will allow us to attune to it, or it to us? Teacher: Correct. Student: So my desire is unfounded? Teacher: Your desire is natural and well founded; it is just that it will not culminate in the experience you hope for. Student: Then why do I feel like something vital is missing? Why do I have this nagging belief that my unanswered questions hold me back from my rightful path?

Page 3  2001-2003 WingMakers LLC, All Rights Reserved

Teacher: As I said before, your attention shifts to what is missing because you have invited the impossible into your world and idealized what others before you achieved in the sharing of their knowledge. You believe that great knowledge can only come from the experience of the unknown, hidden worlds in which the human soul lives, and without this experience you are unable to fulfill your promise. Student: But many of the greatest teachers shared their vision of these inner worlds and dimensions of which the Wholeness Navigator is a part. If I cannot explore these worlds as they, how can I hope to expand the consciousness of my time? Teacher: I will share a secret with you. It is not something I do with satisfaction but rather a sense of duty. The accounts of the other worlds are clothed in the very same fabric as dreams. The mystics, saints, and even some of the greatest teachers of the human species lived in bodies with the same limited range of perception as you and I. Their sometimes-spectacular accounts of other dimensions and planes of existence were subjective, non-replicable lucid dreams that were retold as objective worlds of splendor. Student: Are you saying that the accounts of mysticism are fabrications? Teacher: Some are. Some are misinterpretations of lucid dreams. Some are encounters with the meta-dimensional worlds of the future multiverse. Some are encounters with off-planetary beings. Some are planned deceptions. The point I’m making is that those who speak loudest of their experiences of the human soul and the worlds in which it resides are often seeking to describe their own glory more than an objective reality. Student: This will take me a moment to absorb. You seem to be impugning my own teachers, with whom I hold the greatest of respect. Teacher: I told you that I take no satisfaction in this. Nor am I trying to discredit any teacher. Let me describe it this way. If I discovered a place upon earth that no one else had ever come upon, and I made a map with coordinates of this discovery, I would be able to explain to anyone who can read a map how to find this same place. I could also lead people to it based on my experience. Why then are there no maps of the inner worlds? And before you answer, remember that while there are maps, they are not consistent in scale or measure, and thus, they do not describe the same inner geography. Student: I agree there is incongruity about the structure of the multiverse, but this doesn’t necessarily mean that it doesn’t exist.

Page 4  2001-2003 WingMakers LLC, All Rights Reserved

Teacher: I’m not suggesting that it doesn’t exist. There is no map! There are no cartographers of these worlds because these worlds are infinite in scope. How do you map the infinities of First Source? With paper and pen? How do you reduce the extraordinary vision of our collective Creator to words and methodologies? Student: Are you saying it’s all impossible – this desire to experience the inner dimensions of my being? Teacher: The best teachers allow for the possibility, and at the same time never consider it missing in their lives. The fascination of phenomenon is replaced with the consent of the real qualities of the human spirit to shine through their countenance, words, and deeds, and to do so with their unique personality intact. Student: How then can the consciousness evolve if every generation teaches nothing new about the inner worlds? Or worse yet, only adds to the confusion of how these worlds operate within our consciousness? Teacher: As I said before, the bridge, or consciousness, in this case, is built. It cannot be evolved, improved, or enhanced. It is a multi-faceted consciousness that is as far beyond the human mind as the boundaries of the universe are beyond earth. The appreciation of this consciousness is what requires evolution; and its application as a source of guidance and inspiration is what requires instruction. Student: Exactly what I wanted to get to. This is precisely what I want to teach, but if I myself have no experience of this super-consciousness, how can I help others to evolve their appreciation? Teacher: You have been asking for help to experience something that cannot be experienced, instead of choosing to tell the universe what you want to appreciate. Student: I don’t understand. Teacher: The universe responds to your directives, not your questions, hopes, and prayers. If you choose to define your future by telling the universe what you desire to experience and appreciate, and you hold these thoughts in your mind with fierce persistence, the universe – by its own design – will respond accordingly. If, on the other hand, you ask questions and pray for answers, the universe will respond with a deafening silence because you have not given it direction. Student: This is the co-creative process you speak of, and I understand the principles of this, but how does it relate to my desire to expand my understanding of consciousness and teach this understanding to others?

Page 5  2001-2003 WingMakers LLC, All Rights Reserved

Teacher: Desire is not a directive. Simply desiring to achieve something does not engage the universe; it engages your personal power and applies your will to achieve a goal. Praying, as it was originally intended, held two complementary purposes: To demonstrate to the universe that an individual made choices regarding their destiny, and expressing gratitude to the universe for its unfailing support. Student: Given what you’ve said, I assume it doesn’t make sense to make a directive to the universe that I want it to bring me the personal experience of the Wholeness Navigator? Teacher: You can make any directive you select. The universe is not obligated to respond, it simply does. By your selection the universe knows you. You are revealed in this simple act, and through this intimacy, the universe will respond in kind and reveal itself. If you direct the universe to bring you the experience of the Wholeness Navigator, it will bring you this experience, but you will not have consciousness recollection because, as I’ve said before, the signature vibration of the Wholeness Navigator is not perceptible to the human senses or mind. There is no method to capture the experience – the mind is like a camera, but the senses – the film – are not present. Student: So the universe responds according to the directive, but I may think it wasn’t listening because I don’t recall the experience? Teacher: Yes. It is a frequent occurrence with higher dimensional directives, something akin to a perceptual omission. The condition can create resentment and an uneasy sense that the universe is indifferent or even malfunctioning, despite the fact that most individuals consider the breakdown to be their own fault – at least consciously. However, in most students, lurking below the guilt of the conscious mind is the sense that the universe is indifferent, or even worse, purposely non-responsive. Student: How do I direct the universe? Is it a forceful command? Teacher: Each individual is a creator of his or her wisdom path. As such, they must create the priority and structure of their path on their own. They may tap resources like teachers or books, but the creation of the path is their own, regardless of the external circumstances such as religious conformity. Once this is understood and internalized, it becomes the foundation from which you operate. This is one’s spiritual duty, and it is the first step on the path of co-creation with the universe.

Page 6  2001-2003 WingMakers LLC, All Rights Reserved

The second step upon this path is the informed assignment of priority. There is a sequence to all directions – an order in which they build to an end goal or achievement. Student: Please explain how this applies to spiritual revelation? Teacher: When you have a goal to comprehend your identity – not only as a human being but also as a spirit-fragment of First Source, you must break your goal into component building blocks, and see the order within the process. Underlying this order is the fluidity that provides for rapid transformation and adaptation. Once this is defined you direct the universe to respond to this plan by the simple and persistent act of defining and, most importantly, re-defining it. The thought uppermost in your mind is that the universe is “eavesdropping” on your plans, and shifting or re-arranging your material, emotional, mental, and spiritual environments in direct response to its observations. It does this without regard to what you would call your worthiness. It does this because it is its nature. Student: What if my plans are just plain wrong or ill conceived? Teacher: You will most likely be frustrated or unsatisfied by the events that unfold. Student: Can you give me an example? Teacher: If someone plans to begin their teaching profession before they have adequately trained as a student, and the universe responds in kind by providing them students, they may perpetuate their own misunderstandings upon those they teach. This is a common example for would-be teachers of the spiritual arts. Student: But what you said earlier, about defining your plan and its order, if you truly did this properly would you not avoid the ill-conceived plan? Teacher: The universe watches faithfully your every movement and emotional connection to your goal. The ability to avoid the ill-conceived plan rests mostly in the discovery of your original voice – sorted out from the thousands of voices that have influenced you – and to allow this voice to define and direct your approach to your divinity. It is this voice and the judgment and insight behind it that places you and retains you in the security of the universe. Student: But there are so many more insightful than I. Why would I listen to my own voice amidst those of my teachers? Teacher: Do you listen to your teachers, or do you compare their words with what resonates with what you sense is true?

Page 7  2001-2003 WingMakers LLC, All Rights Reserved

Student: To be candid, I compare their words with my own sense of truth. Teacher: So you already listen to your own voice? Student: In a way, I suppose. But I use my voice as a ruler, measuring the words of my teachers with my intuition or… or some related faculty. I don’t originate the thought or idea – I simply evaluate it. Teacher: And why do you do this? Why do you assign yourself the diminished role of measuring and analyzing instead of creating and invention? Student: Because I am inexperienced and lack knowledge. Teacher: But you just agreed that you have experience in evaluating the substance of your instruction – that you can perceive the truth and value of an instruction, principle, or suggestion. Student: Yes, but it is one thing to have the knowledge and skill of evaluation, and quite another to be able to invent or perceive the knowledge of truth within oneself. Teacher: Why? Student: I’m not sure that I know how to explain this. Teacher: The knowledge that will transform you derives from your personal experience of two fundamental phenomena: the Light and Sound vibrations of First Source. Student: Exactly, and how to achieve this experiential knowledge of the Light and Sound requires expert instruction – the kind that only the highest spiritual teacher can supply. Teacher: Do you appreciate the transformation of consciousness? Is it something you have directed the Universe to supply, or are you waiting for a teacher to take you by the hand and lead you to the Light and Sound? In other words, are you waiting to evaluate the instruction of a human being, or are you directing the Universe to supply this experience? Student: I came here, to this ashram, to learn how to experience the Light and Sound of First Source so I can bring this knowledge to others. Teacher: So you are waiting for a human being.

Page 8  2001-2003 WingMakers LLC, All Rights Reserved

Student: Perhaps this is the way the Universe would respond to my directive, to bring me a teacher who can show me the way. Teacher: The Universe and you are the teacher. Together you are the active, unswerving, tireless, ceaseless, on-demand pathway that can provide the direct experience. Or, you can wait for the Universe to send you messengers clothed in human form who are less active, direct, energized, responsive and enduring – if that is your choice… your directive. Student: So you’re telling me to become more of an active partner with the Universe. Teacher: Add responsibility and acceptance of your capacity to partner with the Universe, and you have properly evaluated my instruction. Student: But I feel as if you’re suggesting that teachers do not serve a role in this process. Is this true? Teacher: Everyone upon your life-path will serve a role in this – teachers included. The Universe will arrange the right words, the rights sounds, the right light, the right meaning to enter your life-path, and these will come through nature, humans, animals, technology, and combinations thereof. The process, the Universe, and you are inseparable when properly directed. Student: So the real knowledge is knowing how to direct the Universe? Teacher: It is the one relationship you will have that is responsive to the impressions of your thoughts and the expressions of your heart. You can direct it and it will respond. Student: What is the key to directing the Universe? Teacher: To feel in union and harmony with the Universe. To truly feel that the Universe flows through you and in doing so creates the life-path upon which you walk. To trust this life-path, knowing it is a co-creation between you and the Universe, and to demonstrate this trust in matters small and large. Assuming all of these foundations are in place, then it is merely articulating the highest possible expression of your deepest heart. Student: How do I come to know this? Teacher: You listen to your original voice. You allow it to be expansive, mysterious, paradoxical, boundless, and joyful. When you give this part of you an opportunity to express itself, it will articulate the innermost yearning of your heart

Page 9  2001-2003 WingMakers LLC, All Rights Reserved

and soul, and it is to these yearnings that the Universe is most attuned to hear and respond to. Student: But doesn’t the Universe also respond to our thoughts and prayers? Teacher: There are those who will tell you that you can ask the Universe for abundance, health, good relations, new job and anything else your mind desires, and it will respond to your wishes. The Universe is neutral to your material status within the worlds of form. How successful you are as a human being – measured by the system of men – is not the concern of the Universe, it is the concern of the socially trained mind and ego. Student: But there are practical implications of this partnership with the Universe isn’t there? Teacher: If your highest aspirations from the deepest part of you are being supported by the Universe, you are more likely to succeed in your material quest for prosperity and right relations – for the two are related, are they not? Student: Yes. Teacher: However, those of power devise the system within the worlds of form, and it is this power that dictates the definition of prosperity. The Universe is not involved in these matters, it is humans in power who define such things, and the Universe is not aligned to these definitions. Student: So the two paths are not compatible? Teacher: What two paths are you referring to? Student: The petitions of human prosperity and practical survival, and the aspirations of my highest self. Teacher: There is no inherent incompatibility. It is simply a matter of where you place your focus and how you define prosperity, right relations, success, and so forth. If you try to direct the Universe towards the field of human prosperity and material concerns, do so with the understanding that the Universe is indifferent about these concerns, and you are really petitioning the Genetic Mind, not the Universe. You may receive some support from the Genetic Mind and psychic influences therein, but generally it does not supplant the time-honored system of practice, persistence, creation, evolution, and patience. Student: I think I understand your counsel. Thank you for your advice. Teacher: You are most welcome.

Page 10  2001-2003 WingMakers LLC, All Rights Reserved

LYRICUS DISCOURSE The Interface Zone

James, the creator of the WingMakers’ Materials, has translated these discourses. They are a significant element of the instructional methods used by teachers from the Lyricus Teaching Order, of which James is a member. They are being made available for the first time. These discourses are dialogues between a teacher and their student, and are recorded for their teaching value so others can utilize the same instruction.

Studen t: I w as m ed it at ing th is m o rn in g and f oun d my s e lf d is t ract ed by th e s oun ds of my f ellow stu d ent s. Is th er e a t echn iqu e to block th ese distra ct ions so I can c on c ent r at e better on my meditation ? T e a ch e r: What do you h ope to accomplish w ith th is improv ed c on c ent r at i o n ? Studen t: I’ ll perf orm my medit at ions w ith greater clarity , an d th is in tu rn w ill resu lt in deeper in sight s. T e a ch e r: I see. D oes any of th is deeper insight include the percept ion th at th e ou ter world is n ot a dist ract ion to th e in n er w or ld , but r ath e r a ca taly s t f o r lea r n in g? Studen t: S o y ou’ r e s a y in g tha t I sh ou ld n’t w or ry a bou t d i s t ra ct i on s w h en I p er f or m m y m e d it a t i on s ?

Page 1  2004 WingMakers LLC, All Rights Reserved

T e a ch e r: I sn ’t wor ry th e s ourc e of y ou r d ist r act ion ? Studen t: I suppose it is. But if th ese dist ract ion s— T e a ch e r: Th ey a r e n ot d i s t ra c t i ons. They are phenomen on of th e out er w orld—v ibrat ion s t rav eling in th e eth ers f r om sou r ces you h av e no cont rol ov er. Th at an d n oth ing more. Studen t: But these vibrations in fluence my mind and my abilit y t o con c ent r at e. Isn ’t concent rat ion a v it a l component of suc c ess fu l med itat ion ? T e a ch e r: A g a in , wha t inf lu enc e s y ou r m in d is not e xt e rna l v ib r at ion s, bu t y ou r r e ac t ion t o th e m. Studen t: S o h ow do I ch ange my react ion s o I can b e more s u c c es sf u l i n my m ed i t at i o n s ? T e a ch e r: Is th is issu e on ly relev a nt t o y ou r medit at ions? Studen t: It ’s du ring my mediat ions that I not ice it th e most. T e a ch e r: D o y ou n ot ic e th e fea r or st res s tha t th e e xt e rna l w orld brings you as w ell? Studen t: Y e s. T e a ch e r: Isn ’t th is f ear ak in t o a dist ract ion ? Studen t: I sup p os e. T e a ch e r: Y et w ithout it , w ouldn’ t y ou h av e th e ten d ency to lapse int o complacen cy? Studen t: I d o n ’ t t h ink s o.

Page 2  2004 WingMakers LLC, All Rights Reserved

T e a ch e r: F ear, an d all th e so- c alled n egat iv e emot ions, can represent dist ract ion s, but they are cataly st s and inst igators of act ion ju st as w ell. Ar e th ey n ot? Studen t: I s ee y ou r p o int , b u t t h e se d is t ract ions an d f ears are leadin g me aw ay from my spirit u a l studies an d cause me to behav e in a mann er n ot con s is t ent w ith a spiritual person. T e a ch e r: A n d h ow d o e s a sp ir i t u a l p ers on b eh av e ? Studen t: Th ey are poised and ben evolent . Th ey are t r anqu il in th e f ace of dist ract ions and fears. Th ey exude peace an d exemplify compassion. They ex press div in e love t o all. T e a ch e r: Y ou hav e adequ at ely describ ed a myth ological saint , b ut you ha v e n o t des c r ib ed a spiritu a l person. Ev en in t otal darkn ess, a spiritual p e rs on c an d i s cov e r light. They are truth seeker s and they we ar th e coun t enance of a th ousan d diff eren t personalit ies. Th ey are n ot trut h t ellers. T hey are n ot t ruth e x p re ss e rs. They are not saint s. Th ey ar e t ru th seeker s. Studen t: My def in ition is a litt le idealist ic, I’ ll admit t o that , but wh y is th is import ant t o th e discussion aroun d f ear an d d i s t ra ct i on s? T e a ch e r: Isn ’t y our concern relat ed t o y ou r v iew of wh at c on st i t u t es a s p i r i t u a l p e rs on ’ s b eh av i o r and y ou r per c e iv ed s h o r t c o m in g s r e l a t iv e t o t h at i m a g e? Studen t: Y ou ’re suggest in g th at all of th is can be traced to th is fun dament a l mispercept ion ?

Page 3  2004 WingMakers LLC, All Rights Reserved

T e a ch e r: Y e s. It is a s ig n if i c ant p a rt of w h a t en er g i z es y ou r reaction to fear and distractions. It is a form of self - ju dgment t h a t d e f in e s y ou r r es p ons e t o t h e ex t e rn a l w o r l d. As y ou c li n g t o th e ima g e an d beh av io r of w h a t y ou b e liev e def in es a spiritu a l person, so do y ou adju dicat e you r comparat iv e perf ormance, and in th is regard, y ou w ill depen dably f a ll s h or t . Studen t: B ut if I ’ m fru st r at ed as a resu lt of my idealist ic ima g e o f h ow I th ink I sh ou ld b eh av e, a r e y ou su gg e st in g I on ly n eed to t emper my expect at ion s an d my f rust rat ion will end? T e a ch e r: Why sh ou ld y ou r f rust rat ion s come to an en d? For w h at pu rpo s e d o y ou ch o os e t o e x p e r i en c e c on t ent m en t and calm? D id you in carn at e int o th is world for th e pu rp os e of c omposu re an d regal repos e? Studen t: I’ m on ly say ing th at I desire to demon st r at e spiritu a l v alu es— of wh ich p eac e an d cont en tment — T e a ch e r: Spiritu a l v alu es are as much abou t t urmoil and s t r es s as t h e y a re ab ou t pea ce an d cont en t ment. Spiritu a l v a lu es a re n ot monot on ic n o r a r e th e y b e n ig n. Studen t: But y ou speak lik e spiritu a l valu es are un def in ed an d e n com pa ss … anyth in g. T e a ch e r: Y ou st art ed th is dialogu e w it h th e opin ion that you w er e f ru str at ed w it h ex t erna l n ois e t ha t p rev ent ed y ou r s uc c es sfu l p ra ct ic e o f m e d it at io n. I p o int e d out to y ou th at th e issu e w as n ot noise or dist ract ion, but y ou r n a rrow p er c ep t ion of wh at b eha v ior c on st i t u t es s p i r i t u a l c on du ct a n d wh at does n ot.

Page 4  2004 WingMakers LLC, All Rights Reserved

Studen t: Y es, an d I agree, but st ill spir it ual behav ior is not ab ou t anger, h atred, an d greed . Y ou agree w ith th is much d on ’ t y ou ? T e a ch e r: If you defin e t oo n arrow ly w hat act ion s an d act iv it ies con st itut e spiritu a l behav ior, y ou w ill become n ot on ly a ju dge of y ou rself but all oth ers as w ell. Y ou unw it t ingly c los e d own y our in ter f ac e zon e. Studen t: What is th e int erf ace z on e? T e a ch e r: Th e in t er fa c e z on e is th e a spec t of your c on sc iousn ess th at in t eract s w ith th e sp ec ies w ith w h ic h you share a common biology. It is ph ysically con tained in y ou r DN A, wh ich acts as a n ode w ith in a vast n etw ork that is u lt im at e ly c onn ec t ed t o F irs t S o ur c e. Studen t: And what is t h is v ast n etw ork? T e a ch e r: DN A is both a n etwork w ith in th e in div idual body as w ell as a n ode w it hin th e specie s’ collect ive “body” or genet ic m in d. Th e h um an sp e c ies is c on n ect e d th rou gh th is n e tw or k, wh ich is made possible th rou gh th e DN A. Studen t: So y ou’re say in g that w hat happens inside me is t r an smitted t o a ll oth e r human s? T e a ch e r: Th e Int erface Zon e is lik e a compu t er on a netw or k. Y ou are not aw are of th e n etw ork un less you are int erf acin g w ith y ou r comput er. To access th e n etw ork an d ret r ieve an d share information, you mu st be pres ent at your computer. Similarly , th e Int erf ace Zone requ ires th at y ou bring y our att ent ion t o it in order t o access th is netw ork that span s th e entire spec ies.

Page 5  2004 WingMakers LLC, All Rights Reserved

Studen t: Y ou ’r e s ay ing th at I can c o mmun ic at e w ith ev e ry on e wh o is human? T e a ch e r: Th e Int e rfa c e Z on e is t h e origin at or of langu age – all la n gu ag e s. L ang ua ge is en c oded in to this aspect of th e DNA and it bu bb les t o the su rf ac e o f h um an e x p re ss io n. Th is means that the human DNA brings language t o th e species a n d receives lan gua g e f ro m th e s p ec ies. It is a doorw ay th at open s in both direct ions. Studen t: Are y ou say ing th at I can commun icate w ith my f ellow species—at th e lev e l of DN A—through w ords? T e a ch e r: Y e s. Studen t: Th is is a lit t le h ard t o believ e. T e a ch e r: Isn ’t th is wh at mant ras and af f irmat ions do w ith in y ou r b ody? D on’ t the s e w or ds an d f r equ en c ies a lt e r you, ev en physiologically ? Studen t: Y es, I b eliev e th at bas ed on my exp erien c e, but y ou ’re s ay ing th at th es e same w ord s commu n icat e b ey on d my body int o th e species at large. Th is is a h a rd concept t o un derst and let alone believ e. T e a ch e r: I t d o es not au t om a tic a lly commun ic at e t o th e DNA n etw ork any more than y ou r th ou ght s are aut omat ically communicated to the computer network. On the computer n etw o rk you mu st conv e rt y ou r tho ught s t o wor ds and en ter th e m v ia a k e yb o ard in to y our comput er , an d th en s elect th e path t o sen d y ou r th ou ght s to t he n etw ork. Studen t: I un derstand h ow th is applies t o th e compu t er n etw ork , but h ow does th is work on the D NA n etw ork ?

Page 6  2004 WingMakers LLC, All Rights Reserved

T e a ch e r: Th e Int erfac e Zon e is t h e equiv a lent of a computer n od e and it requ ires s of tware an d act iv at ion in ord er t o access the network. Studen t: A nd wha t is t h e s of tw a r e and h ow d o I a c t iv at e it? T e a ch e r: Y ou desire to kn ow th is before y ou desire t o un derst and why y ou w ou ld w ant t o h ave access to t he DNA n etw o rk ? Studen t: My cu riosit y leapt ah ead of my logic. Can y ou t ell me why I w ould w ant t o est ablish an In t erface Zon e? T e a ch e r: Th e Int erface Zon e is the meeting place of the physical an d en erget ic lev els. It is th e t r an sport of langu age betw een th e tw o v ibrat ory worlds. It is th e gat ew ay from th e in div idu al to th e species. It is h igh ly relev an t in most biological spec ies, but humans h av e sealed th is gat eway th rou gh th e expression of their indiv idu ality an d th e pursu its of t h ei r eg o. Studen t: Y ou ’r e s pe a k i n g of g r ou p c on s c i ou sn ess … l i k e ant s and bees? T e a ch e r: Y es, but th ere are count les s sp ec ies t hat hav e th is c a p ac i t y an d ex e rc i se i t . Studen t: If h uman s h av e sealed th is gat ew ay , there must be a r e a s on. T e a ch e r: It is th e act of pollut ing th e gen et ic min d th at has k ept th is gat eway sealed. Studen t: P o llut ing th e g en e t ic m in d?

Page 7  2004 WingMakers LLC, All Rights Reserved

T e a ch e r: Th ou ght s are th e on ly real form of pollu t ion t o th e hu man species. Beyond pu rely in st in ctu a l expression , th ou ght s assemble lan gu age and language assembles b e h a v i o r. Th i s b eh av i o r c an be d est ru cti v e t o t h e g en et i c m i n d of th e s p ec ies an d can p lac e sev ere limit at ions on its capacit y to discern the soul from the soul carrier. Studen t: So hu mans learn t o iden t if y w ith th e sou l carrier and n ot th e s ou l? T e a ch e r: Y e s. Studen t: A nd who seals th e gat ew ay ? T e a ch e r: Hu mans… subconsciously th ey kn ow it is in th eir b e st int e res t t o c los e th is d oo r way in o r d e r t o pr e v ent irrev ersible damage to th e gen et ic mind. Intu it ively th ey kn ow th at a t ime w ill come wh en it w ill be reopen ed an d th e Int erf ace Zon e w ill once again be accessible t o hu man ity. Studen t: And how w ill it be un sealed? T e a ch e r: Th ere are select indiv idu als wh o w ill open th is gat eway for th e pu rpose of transforming th e genet ic mind of the spec ies. These individuals embody what is to come r e la t iv e to t he hu ma n sp e c ies . In a s en s e, t h ey a r e t im e t r av e le r s wh o b r in g th e fu tu re of hu man c ap ac it ie s t o t h e present- day. Th ey transmit th e futu re v ision f irst , and th en th e t o o ls t o a ct iva te oth e r s. Studen t: I st ill don’ t f eel I un derst an d th e purpose of all th is. T e a ch e r: It is largely th rou gh th e act iv at ion of th e DN A n etw ork th at hu mank ind w ill discov er th e Gran d P ort al

Page 8  2004 WingMakers LLC, All Rights Reserved

b e c au s e ac c es s t o t h e g en et i c m in d i s e s s en t i a l t o t h i s discovery, as is the extra- sensory commun icat ion betw een th os e d est in ed t o as s emb le th e d isc overy’ s c omp on ent part s a n d p i e c e t o g et h e r t h e s ev en - f o l d puz z l e . Studen t: How does one ga in access to the Interface Zone? T e a ch e r: D o y ou wa nt t o kno w h ow t o a cc es s it b e f or e y ou un derst and th e eff ect t h is access w ill h av e on you ? Studen t: A g a in m y i m p a t i en ce g et s t h e b es t of me. I a m in t erest ed in un derst an d in g wh at th is access w ill mean t o me. P le a s e exp la in. T e a ch e r: Th e Int e rfa c e Z on e is t h e ac ces s p o int t o a ct ivat in g t h e g r oup c on s c i ous n es s of h u m an ity. I f h um an it y c an o pe r a t e as a collect ive con sciousn ess, wh ile it s members remain anchored in th e fu lln ess of their indiv idu ality , human it y w ill b e ab le t o r eb alance th e ear th an d op er a t e as c o- c r ea tor s of a n ew e a rth w ith inf luen c e th at w ou ld ex ten d t o g a lac t ic lev e ls . Studen t: How? How does th is all h appen ? T e a ch e r: Th e Int erfac e Zon e is an import ant compon en t of th e Grand P ort al discovery an d it w ill become kn own as th e c on n ect ing element of th e h uma n s p ec ies th at unif ies it s gen et ic min d, an d in th is un if icat ion, un leash es it s pow er and capabilit y to creat e solut ions to th e n atu ral ch allen g es of plan et ary lif e. Studen t: How does th is relate to an indiv idu al lik e me? T e a ch e r: I n ch oos in g t o c on s c i ou s l y ac c es s t h e I n t e rf a ce Zon e, you tap int o th e gen et ic min d w ith great er clarit y. Th is r e su l t s in m o r e v i v id t h ou ght p ro c es s es and en h a n c e d

Page 9  2004 WingMakers LLC, All Rights Reserved

in tu it ion. It also improv es ext r a- sensory percept ions th at en able remot e h ealin g an d remot e commun icat ion. Studen t: What about th e commun ication int o th e gen et ic min d? Y ou men t ioned th at the doorw ay opens in both direct ions. T e a ch e r: Th is is a far more sen s it iv e disclosu r e and on e th at I w ill not mak e u nt il y ou hav e advan c ed fu rth er in your t r a in i n g . I t h in k w e c an b e g in w i t h t h e r e c e pt i v e m o d e b ef o r e w e inv est ig a t e th e tr a ns mit mod e. Studen t: How do I mov e int o th e rec ept iv e mod e? T e a ch e r: It is th rough n atu ral language. As I said, t he Interface Zone op erates within th e const ructs of langu age sin ce it cont ains all language arch etypes. Studen t: Th en wh at words do I speak? T e a ch e r: F ir st , lan gu ag e is not nec es sa r ily c on st ru ct e d of w ords. It can be v isu al an d it can be mu sical as w ell, c on s ist ing of t e mp o, f r equ en cy , modu lat io n, e tc et e r a. Studen t: Wh ic h is more eff ect ive? T e a ch e r: The most effective is to begin with a clear con c eptu al pict ure of th e Interf ace Zon e an d h ow it can be a c t iv at e d t o b e m ore r ec e pt ive as a c a rr ier w av e o f th e g e n et ic min d. Studen t: How do I do this? T e a ch e r: R e m e mb er h ow I s aid t h e DNA c ou ld sp on t an eou s ly con f igu re w ormhole- lik e st ru ctu r es?

Page 10  2004 WingMakers LLC, All Rights Reserved

Studen t: Y e s. T e a ch e r: Th es e st ru ctu r es a re ex t ra -s en sor y, and d o n ot con f orm to t hree-dimensional constru cts of sp ac et ime. Th ey rise and fall in th eir con f igu rat ion s in spont an eou s react ion t o a v a riety of st imu li. Studen t: L ik e af f irma t ion s an d ma nt ras ? T e a ch e r: Y es. Th ey ar e lik e pr og r ammin g p ods , in on e s ens e, because the individu al can reprogram their cellula r DNA in such a way th at it enh an c es th eir int u ition or access to th e g e n et ic min d. Studen t: H o w i s t h is d on e p re c i s e l y ? T e a ch e r: The imagery of the wor mh o le st ruc tu re , it s impermanen ce and spont an eit y, th e mann er in wh ich th is oc cu rs out s id e of th r ee- d imen s ion a l spa c et ime st ru ctu r es , th e w ay in whic h th e ener g y ex cha ng e is rec ip r oca l, th e ima g e of DN A as an int er- species n etw ork— a ll of th es e elemen ts e nh an c e you r p ic tu re of th e pr o c e ss. Studen t: I h av e a conceptu al pictu r e of th is, but it’ s by n o means clea r. T e a ch e r: Y ou cann ot hav e a clear mental pictu r e of someth ing that op erates outsid e of spacetime st ru ctu r es . How ev er, if y ou c ompar e th e p ictu r e you h av e n ow w ith th e on e you h a d t en minu t es ago, it is inf in it ely more precise, w ou ldn ’t y ou agree? Studen t: I sup p os e, s i n c e I did n ’ t h av e any p i ct u r e b e f or e . T e a ch e r: Ex act ly.

Page 11  2004 WingMakers LLC, All Rights Reserved

Studen t: Th is c on cep tu al p ictu r e—v agu e as it is— is suf f icien t f o r m e t o b e g in ? T e a ch e r: No. Y ou need t o pictu r e it in y ou r mind’s ey e and c on t emp lat e th e w on dr ou s mec han ic s o f th is p ro c e ss . H ow th e DN A is lik e tendrils of an enormously complex organ ism that en erget ically liv es out s ide of th e hu man body, but also has th r e e- d imen s ion a l count e r pa rt s t hat c ommun icate, st ore, and process inf ormat ion that reside most ly in t he in tu it iv e s t ruc tu re of th e body -h eart- min d sy st em. Studen t: But is ther e some specific word or sound I need to m a k e in or d e r to a ct iv at e o r e nh an c e m y r e ception o f th e g e n et ic min d ? T e a ch e r: If you h ave a comput er th at is n ot conn ect ed t o th e n etw o rk , wh at is r eq u ir ed ? Studen t: A p o rt o r c on n ect ion. T e a ch e r: And software? Studen t: Y e s, an int e rf a c e of s om e k ind . T e a ch e r: And y ou need a password. Studen t: S o m et i m e s . T e a ch e r: A nd why is a p a ssword requ i re d in s o me i n s t an c es ? Studen t: Becau se th e inf ormat ion is conf iden t ial or on ly meant to be accessible to cert ain in dividuals.

Page 12  2004 WingMakers LLC, All Rights Reserved

T e a ch e r: So y ou can hav e a comput er, a conn ect ion, an d a softw are int erf ace, and if y ou w an t t o get th e informat ion y ou might need a password. What about th e informat ion th at is available t o ev ery on e w ith out a passw ord. Is it usefu l? Studen t: It c ou ld be. T e a ch e r: If ev eryon e can get th is inf ormat ion is it v it a l, pot ent, an d cat alytic? Studen t: I sup p os e n o t . T e a ch e r: Why? Studen t: Because it ’s not protected. T e a ch e r: I see. So th e most v it a l an d pot ent informat ion wou l d b e w i t h h el d f r om a l l p eo p l e b e c aus e i t c oul d not b e p r ot e ct e d f r o m t h e u n sc ru pu lou s in d iv i d u a l s w h o w ou l d pervert and use this in formation improperly? Studen t: Y e s. T e a ch e r: I m a g in e t h a t e v er y o n e w ith in th e hu man species, i n d ep e n d ent of ag e o r s o c i a l s t atu s, h ad a c o mpu t e r. E ach p e r s on c ou l d a cc ess t h e i r c om pu t er , but on ly s om e h ad a con n ect ion t o th e netw ork . Of th ese, some h ad a softw a re interf ac e. Of this gr oup, a small percentage had developed con t ent t o place on th is n etwork, an d of th ese, a v ery small f r ac t i on h a d c r e at ed c on t e n t t h a t c ou l d b e d e f in ed as inspiring t o th os e wh o v entu r ed ont o th e n etwor k.

Page 13  2004 WingMakers LLC, All Rights Reserved

N ow, a h igh er authorit y—let’s call it God—in serts in formation ont o th is n etw ork , but prot ects it w it h a password. Wh o do y ou th in k God w ill prov ide th e password to? Studen t: Th e g r oup that d ev elop ed th e in s p irin g c on t ent an d h av e access to th e n etw ork . T e a ch e r: Th ere is truth t o t his an alogy an d th ere is a gent le decept ion as w ell. God is n ot int erest ed in prot ect in g t h e t ru th ab out th e D NA n etw o rk. H um an s d o th is the m s e lv es . All people h av e th e “ passw ord” as surely as t hey each can breath e, but most believ e they are in th e group wh o lacks a comput er con n ect ion t o th e netw ork , so t hey don ’t ev en try to access the network. Th e small frac tion that know s of this n et w o rk , b e l i e v e s i t t o be p as sw o rd p ro t e ct ed . Studen t: B u t if w e h av e t h e p a ssw o rd , w e d on ’ t u s e i t ? T e a ch e r: W e d on ’t kn ow h ow. Studen t: W h y ? T e a ch e r: As I said bef ore, hu man ity has f orgotten th is capabilit y becau s e it is more in t erest ed in t he explorat ion of th e in div idual ego th an th e format ion and ev olut ion of the g r ou p c on s c i ou sn ess . Studen t: C an y ou tell me what th is passw ord is? T e a ch e r: Y ou mu st h av e th e con c eptu al pict ure and y ou must h old t h e follow in g af f irmat ion clearly in your mind and heart:

I am forever connected to my brothers and sisters of all time and space. What is known by them I can know. What is found by them I can find. What is to come from them I can be. In all

Page 14  2004 WingMakers LLC, All Rights Reserved

that I do may the mind of many hold sway over the mind of one. Studen t: Th is is the password? T e a ch e r: I t is an en cod ed a ff ir m at ion. It a ct iv ates th e Int erf ace Zon e w ithin y ou. It st imu lat es th e conn ect ion betw een you an d the gen et ic min d of hu man ity. Studen t: B u t t h e pa s sw or d i s s o m et h i n g e l s e? T e a ch e r: Y ou are look ing for th e k ey t o tu rn th e lock wh en y ou hav en’ t y et f oun d th e door. Be patien t. All matt ers of th e spirit are a proces s of interchange between the world of the body-hea rt -mind system and the inner dimensions of the soul. Th e Int e rfa c e Z on e is t h e c onne ct ing bri d g e b et we e n yo u an d the spec ies. What you desire is to connect, not isolate. To s t ep f orward int o th e g roup c on sc iousn ess, n ot ju dg e it s imperf ect ion. T o offer y ou r talen ts t o th is consolidat ed bein g, n ot th e God of y our imag e. Th e passw ord is on ly a metaph o r f o r a c c ep t in g t h i s b as i c att itu de an d allow ing it auth orit y in y ou r h eart of h eart s an d m in d of min d s. T h is at t it ud e m us t h o ld p r ima cy in y our b e in g. Studen t: But doesn’ t it already? T e a ch e r: By th e v ery n a ture of your f irst st at ement s in this dialogue, it does not. Studen t: W hy? Wh at d id I s ay th at mak es th is so ev id en t? T e a ch e r: Y ou look ed upon y ou r f ellow s tud ents as d ist ract ions t o y our stu dy. Do you n ot remember?

Page 15  2004 WingMakers LLC, All Rights Reserved

Studen t: I s ee y ou r p o int . T e a ch e r: Th e p as sw o rd i s n o t a m ag i c w or d o r m a n t r a or a ff ir m at ion. I t is the c onst ruc t ion, ov er t im e , of a n at t itu de that becomes intrinsic to your charac ter. Wh en you ca n cite th e aff irmat ion I gav e y ou and kn ow in your h eart an d min d th a t y ou h av e t ru ly liv e d t h is for a p e r io d o f month s, p e rha p s y ears, y ou w ill h ave th e t r ansparent access to th e gen et ic mind that you seek. Studen t: Th an k y ou for y ou r ins igh t. I u nd e rs tan d wh at I came to learn th is day. I h ave on ly one remain in g quest ion. T e a ch e r: What is you r qu est ion ? Studen t: The affirmation says that what ev er I do may the m in d of ma ny hold s wa y ov e r th e m in d of o ne . Is n’t th e min d of on e a met aph or f or First Sou rce? And if th is is th e case, why sh ou ld I p la c e m y tr ust u po n th e g e n et ic min d ins t ead of th e u lt imat e C r e at o r of a ll lif e? T e a ch e r: Th e m in d o f on e is y ou . F ir st S ou rc e is n e ith e r th e min d of on e n or the mind of ma ny. I t is th e M ind of A ll… t o th e degree that First Source can be referred to as a mind. Studen t: So the mind of many is a metaphor for the genetic mind of humanity? T e a ch e r: Y e s. It is a n an c ient t e rm th at is enc o ded . Y ou r DN A ac tually “h ears” th is aff ir mation , and th e “ wor mh oles” of con n ect ion spon taneously form as a resu lt . F ir st S ou rc e a nd tho s e c onc er n ed a b out th e e vo lut ion ar y path o f h um an it y ar e encod ing a n a s p ec t of th e g en e t ic m in d t o b e

Page 16  2004 WingMakers LLC, All Rights Reserved

a tool useful in the discovery of the Gran d Port al. This p a rt icu la r af f irma t ion is u s efu l in accessing this sp ecif ic pa rt of th e genet ic mind. It is n ot reson ant w ith all aspects of th e g e n et ic min d. Studen t: I un derstand. Th ank y ou. T e a ch e r: Y ou a r e mos t w e lc ome .

Page 17  2004 WingMakers LLC, All Rights Reserved

LYRICUS DISCOURSE 6 Techniques of the Intuitive Intelligence

James, the creator of the WingMakers’ Materials, has translated these discourses. They are a significant element of the instructional methods used by teachers from the Lyricus Teaching Order, of which James is a member. They are being made available for the first time. These discourses are dialogues between a teacher and their student, and are recorded for their teaching value so others can utilize the same instruction.

Studen t: How does on e d isc er n th eir inn er v oic e f r om th e v oice that h as been learn ed from th is w orld? T e a ch e r: Th e v oic e of th is w or ld c an b e tr a c ed t o th e eg opersonalit y , wh ile you r origin al v oic e wh is pers an d nu dg es f r o m th e d e pth s of y ou r h e a rt . Studen t: But th e voice of my h eart is n ot n ecessarily f ormed of w ords, but rath er feelin gs. A nd th es e feelin gs are su bt le a n d c on st a n t l y ch an g ing. H op e c an t urn t o d e spa i r, o r l o ve t o h at e in a m e r e f la sh of t im e. T e a ch e r: L ik e th e un iv erse, th e h eart is mu lt i- lev eled. The h eart of wh ich I speak is adept at ex pressing intuit iv e in t elligence in th e spirit of compassion an d un derstan d ing. Wh en y ou h ear a v oice w ith in that st rikes th is balan c e, you h av e found y ou r inner v oice.

Page 1  2004 WingMakers LLC, All Rights Reserved

Studen t: D oes ev ery on e hav e th is in ner v oice and th e abilit y t o e xp r ess it ? T e a ch e r: N o. Studen t: Why is th is limit at ion bestowed on hu man n at ure? T e a ch e r: I t is s imp ly an outgr owth of th e imp erfec t ion s of th e hu man inst ru ment collidin g w ith th e imperf ect ions of t he th r ee- d imen s ion a l env ir onment . Studen t: A nd th es e imp erf ec tion s sub du e th e h ea r t’ s ex pression an d dimin ish its voice? T e a ch e r: No more th an th e clouds control th e sun an d lessen it s warmth. Studen t: S o th e inn er v oic e c on t inu es to exp r ess it s elf even th ou gh the imperf ect ion s mak e it s v o ic e in au d ible ? T e a ch e r: Y e s. Studen t: Using y our an alogy, h ow d oes on e elimin at e th e c l o u d s? T e a ch e r: Y ou can’ t elimin at e imperf ect ions, but you can achieve supremacy ov er them for periods of t ime. Imagine if t h e sk y w e r e a lw ay s sh r ou d ed in c l ou ds . T h e t e les c op e w ou l d n ot e x ist, w ou ld it ? Studen t: I sup p os e n o t . T e a ch e r: S u p p os e t h at t h e c lo u d s w ou l d d i s ap p ea r , but f or on ly on e day each y ear, an d it w as on ly on th is day th at you

Page 2  2004 WingMakers LLC, All Rights Reserved

c ou l d s e e t h e v as t n e s s of t h e u n iv e rs e . D o y ou su pp os e t h e t elescope w ou ld be in v ent ed? Studen t: P e rh ap s… T e a ch e r: The answer is, yes . Th e moment th e hu man spirit un derst ands th e depths and h eight s of its un iv erse, th e will t o a p p r eh end it —t o stu dy i t — i s e n gag ed . Studen t: B ut h ow doe s th is relat e t o th e h e a rt ’s inn e r v o ic e ? T e a ch e r: Th e imperf ect ion s of th e hu man instrument an d th e th ree- dimen s ion al w orld are lik e clou ds that obscure the d e pth s of th e h e ar t. If y ou can see beyond th ese clou ds, if on ly f or a sh ort t ime, y ou w ill t ry to access and un derst and y ou r inn er v oice and ex press it fu lly in your lif e despit e the imperf ect ions. Studen t: A g a in , u s in g y ou r an a lo gy, wh at is th e “ t e le sc ope” as it relates to the heart’s deepest expression ? T e a ch e r: Th ey are th e t echn iqu es of the intu it iv e int elligence. Studen t: C an y ou ex p la in th em t o m e ? T e a ch e r: Th ere is a compon ent of t he hu man inst ru ment kn own poet ically as th e Hear t’ s Scribe. Y ou r emotion a l h ist ory — ev ery nu anc e— is recorded and inscrib ed within the c ir cu it s of your h ear t. Th is, in la r g e mea su r e, is th e s ou r ce of th e “clouds” w e spok e of earlier. Studen t: A nd th ey n eed t o be c leared. How d o I d o th at ? T e a ch e r: F irst and f oremost , it is v it a l to underst an d th e h eart. The h eart is so much more th an a phy s ical muscle

Page 3  2004 WingMakers LLC, All Rights Reserved

pumpin g blood. Th is is on ly th e su rf ace man ifest at ion of n oth ing less than the source of your intu it iv e intelligen ce. Th e en erget ic h eart is th e sou rce t emplat e of th e phy s ical h eart. Studen t: Th e sou rce template? T e a ch e r: As th e phy s ical h eart dist ribut es lif e- giv ing oxygen t o t h e bod y , s o d oe s t h e ene r g e t ic h ea r t d i st r i but e in t u it i v e in t elligence t o t h e min d. Th e en erget ic h eart is th e sou rce t e m p lat e f o r t h e f or m a t ion of th e phy sic a l h e a rt , an d mor e th an th is, it is th e point of conn ect ion to th e h igh est f orm of c on sc iousn ess from wh ich y ou r inn er voice arises. Studen t: My ph ysical heart is based on an en erget ic h eart, and this en ergetic heart is what I w an t t o h a v e ac c es s t o ? T e a ch e r: Th ink of it th is w ay. Th e h eart is dimen s ion a l and mu lt i- facet ed. It expresses emot ion a l curren ts; regu lat es physiological fun ct ions; act ivat es cert ain brain ch emist ry ; c o m mun ica t e s th r ou gh out the b ody and m in d; rec e iv e s p r e c ogn it iv e imp r ess io ns f rom y ou r futu r e e nv iron m ent s; a nd c on n ect s y ou t o a ll o th e r st ate s of being . Th e h eart is also t he gat ew ay to th e compassion f r equ ency of love—the purest force of the multiv erse. Studen t: I ’ ve n ev e r h e a rd o f th is b ef o re. Wh at do y ou m ea n by the compassion freq uency of love? T e a ch e r: L ove, lik e all t h in gs dimen s ion a l, can be separated in t o a s p ec t ru m of fr e qu en c ies — e ach fre q u ency a p ar t of th e wh olen ess, bu t each possessin g a diff erent int elligence. Studen t: Int elligence?

Page 4  2004 WingMakers LLC, All Rights Reserved

T e a ch e r: Are all forms of love th e same? Studen t: O f c ou rs e n o t . T e a ch e r: L ove imbued w it h compassion an d un derstan d ing is diff eren t from lov e th at is stu bborn and self ish, is it n ot ? Studen t: Y e s… b ut I don’t th ink of it as a d if f er en c e in in t elligence in th e lov e it self, but rat her t he person expressing it . T e a ch e r: Th at is becau s e y ou don’t understan d th at emot ions h av e an embedded in t elligence based on th eir frequ en cy and h ow th e fr e qu en cy r e s on at e s w ith th e h igh e r c irc u it s of the m u l t iv e r s e . Studen t: I don’t underst and. T e a ch e r: Th ink of th e mu lt iverse as elev en h olograph ic s ph e r es of c on s c i ous n es s, e ac h in t er p en et r at i n g t h e o n e t h at is m o re inw a rd. On ly th e ou ter s ph e r e c on t a in s all s ph e r es, and th is is th e consciousn ess of First Sou rce, while th e in n ermos t sph ere is th e c on sciou sn es s of in an imat e ob jects lik e a st on e or seash ell. L ove is separat ed in to f r equ encies th at reson at e in h armony w ith each of th ese “ sph eres” or d om a in s of c on s c i ous n es s. S im i l ar ly , th e h eart it s elf c on sis t s o f d if f er ent lay e rs o f c ons c iou sn es s, an d e ach “ la y e r” h a s a n in t elligence of percept ion and ex pression. Th is int elligen ce is lin k e d t o th e b r a in a nd h igh er m in d, s o tha t t he hu m an in st ru ment is c apable of ex pres s in g f r om any d omin an t f r equ ency or sph ere of th e mu lt iv erse. Studen t: Includin g th e lev el of F irst Sou rce? T e a ch e r: Y e s.

Page 5  2004 WingMakers LLC, All Rights Reserved

Studen t: So th e h eart is th e mu lt iv erse inside each of u s? T e a ch e r: It is th e gat ew ay t o th e mu lt iv erse because of its abilit y t o decode emot ion a l frequ en c ies f r om the h igh est lev els of th e mu lt iverse an d ex press th em int o th reedimensional en v ironment s th ro ugh a human in st ru ment . Studen t: I t hou ght th e brain w as th e su preme organ of th e hu man inst ru ment. Th e crown ch ak ra, th e th ird ey e… aren’t th es e as soc iat ed w ith th e b rain and th e h igh er min d? A r en’t th ese more closely con n ect ed w ith th e First Sou rce v ibrat ion th an th e h eart ? T e a ch e r: Th e h ear t op er at es a t the highest frequency within th e hu man inst rument . E motion s are ev en f ast er than th e speed of th ou ght. Th ey operat e ou ts id e of t ime/ sp a c e wh en they are in resonance with the h igh er circu its of th e multiv erse. Studen t: I f th e h ear t op er a tes at t h e hig h es t f r eq u enc y then emotions are more certain to be th e cat a lysts that aw ak en u s t o ou r t rue s e lv e s? T e a ch e r: Y es, th is is why th e most prof oun d spirit u a l experiences are woven from the textures of the heart’s emot ion s rath er th an th e t hou ght s of th e mind. Studen t: Ok ay, so h ow does th is all relat e t o clearin g th e e m o t i on a l d eb r i s t h a t ’ s b e en i n s cr i b e d u po n my h e a rt ? T e a ch e r: It is n ot th e h eart it self th at it h as been inscribed u pon. T h e emot ion al debris is passed f rom th e h eart t o th e b r a in and th e n eu ra l n e tw or k th a t su r r oun ds it . Thu s th e c l e a r i n g t a k es t h e s a m e r ou t e an d i s a p ro c es s, n ot an eve n t .

Page 6  2004 WingMakers LLC, All Rights Reserved

I t b eg i n s w i t h t h e com p as s i on frequ ency of th e emot ion called f org iv en es s. Th is f req u ency ca n b e ev ok ed w ith in y our h ea r t th rou gh th is command:

As the light of my heart brightens, so does my capacity to forgive. As forgiveness flows into my heart it moves upwards, filling my entire head with the most delicate and refined light imaginable, and from this light, a compassion for my past settles in, and all that has occurred is rewritten in this light. Wh ile th is inv ocat ion is being said , y ou can listen carefu lly t o th e w ords an d allow th em t o form v isu al pict ures in y ou r h e a rt. Studen t: Th at’ s in terest in g. I’ ve alw ays been t au ght t o f orm p ic tu r es in my m ind , but n ev e r in my h e a rt. T e a ch e r: Visualiz ation is n ot con f in ed to a specific posit ion in t h e b od y o r h e ad. It c an b e pla c e d an y w h e r e by p r o j e ct i on. Simply project th e pictu r es to t he ar ea in th e cent er of you r c h est . The on e w ho v iews th e p roject ion c an be out s id e of y ou r b ody w at ch ing fr o m a d is t anc e of a f ew m e ter s . Studen t: W ho is w at ch in g ou ts id e m y bod y? T e a ch e r: Y ou a r e. Studen t: Is th is one of th e techn iqu es you ref erred t o as t echn iqu es of t he int u it iv e int elligen ce? T e a ch e r: Y es, but th is t echn iqu e h as addit ion al facets to it. W h en y ou h av e c omp let ed th is f ir st st ep , t hr ee rema in. Studen t: What are they?

Page 7  2004 WingMakers LLC, All Rights Reserved

T e a ch e r: Th e second st ep is to allow this light to sett le in. It r e qu ir e s th at y ou per c e iv e t he lig ht as a v e ry , v er y r ef in ed mist of y ellow - gold, suspended, y et mov ing at a lev el ben eath percept ion. It is import an t t o sense that th is mov ement of th e ligh t inside y ou r h ead possesses int elligence—capable of rew iring, rew r it ing, adapt ing y ou r emotion a l h istory. Studen t: A n d by p er f o rm i n g t h i s t echn i q u e I c an b e g in t o clear th e “ c lou ds” of my emotion a l h istory? T e a ch e r: Y es, but visu a liz at ion an d imagin at ion are v it a l elements of this process . Again , I w ant t o st ress th at th is is a p r o c es s t h at r e qu i re s a c on s is t en t p r act i c e f or a p e r i o d of t ime—ty p ic ally th irty day s or more. Studen t: Why are visu a liz at ion an d imagin at ion so important t o th is pro c e ss ? T e a ch e r: Th ey en gage th e heart’ s core int elligence and the brain’ s recept iv ity is th e result . Studen t: Y ou ’re say ing th at th e brain in t erpret s th e h eart’ s s i g n a l s b as e d on their… clarity ? T e a ch e r: Th e h igh er brain is d es ign ed t o “read” th e h eart’s signals based on how well defined they are in terms of their v isu a l en er g y and emot ion a l a uth en t ic it y. Studen t: Visual energy? T e a ch e r: Whatev er images are projected upon the heart region, they are energized. To the degree you can visualize the image clearly, project it to y ou r h ea r t a r ea an d imbu e it w ith y ou r h eart’ s core emot ion s, y ou will sen d a more pot ent

Page 8  2004 WingMakers LLC, All Rights Reserved

signal t o y ou r h igher brain. It is th is pot ency th at th e h igh er brain responds to. Studen t: In wh at way? T e a ch e r: In th e cont ext of th is dialogu e, it f acilit at es th e c ou r s e of a c t ion to r e w r it e y ou r e m ot ion a l h ist o ry in th e f r equ ency of compassion an d un derst andin g. Studen t: S o th e h ea r t an d b ra in a r e p ar tn e rs , but u lt im a t ely t h e b r a in d ec i d es w h et he r t o a c t on t he s i gn a l… or t he d ir e ct iv e s fr o m t h e h e a rt ? T e a ch e r: Just as the physical heart has an en ergetic or quantu m cou nt erpart, so does th e b ra in. Th es e tw o org an s and their peripheral systems—at both th e ph ysical an d quantu m lev els—are completely in t eg r at ed, in a ma nn er wh ich s c i en c e i s on l y n ow b eg i n n ing t o u n d er s t a n d. It is n ot th at th e heart t r an smit s an order t o th e brain, and t h e b r a in , d et ec t in g t h e p o t en cy of t h e d i r ec t iv e e l e c t s t o a c t on it or not. The heart an d brain are a unified system that cycles and recy cles en ergy, inf ormat ion, and intelligen ce within the human instru ment. Th is system op erates with g r eat er eff ect iv en ess , in t er ms of ex p r es s ing it s inn at e in t elligence in th ree- dimen s ion a l en v iron ment s, wh en it is e nt r a in e d t o th e core h e a rt en e rg y of com p as s ion an d un derst andin g. Studen t: Y ou speak abou t compassion and underst anding, but isn’ t un con d it ional lov e th e cor e h ear t f r eq u ency? T e a ch e r: I ch oos e t o r ef e r t o t h es e c ore f r e qu en c i e s in t erms th at are not so misun d erst ood, as is the term unconditional

love .

Page 9  2004 WingMakers LLC, All Rights Reserved

Studen t: Y ou also ment ioned emot ional au th enticit y w as a k ey element in how the brain respon ds t o th is t echn iq u e. C an y ou expand on this? T e a ch e r: Wh en y ou s e e a p i e c e of c l oth f ro m a d i s t a nc e of tw en ty met ers, what dist ingu ish es it? Studen t: Its color. T e a ch e r: And wh en you are able t o hold th is same cloth and examin e it closely, what then? Studen t: I sup p os e t ex t u r e bec o m es mor e i mp o rt an t … h ow i t feels. T e a ch e r: A nd th e su bt ly of th e d es ign? Studen t: Y es, I supp os e at tw ent y met er s on e w ou ld n ot b e able t o see any su bt le designs th at had been w oven int o the f a br ic. T e a ch e r: E mot ion s are imbu ed w ith t extu r e an d su bt lety. Th e h igh er brain sy st em is d es ign ed t o scan t h e emot ional d at a in comin g f r om th e h eart sy stem and det ermin e if th e textu r es a nd su bt let ie s of th e d at a ar e d e r iv ed fr o m t h e c o r e h e a rt f r equ encies, or are deriv at ives of th e th ree dimen s ion a l environment and/or emot ional histor y. Studen t: Th e h igh er brain mak es th is det ermin at ion? How does it know? T e a ch e r: H a v e y ou n ot ic e d my us e of th e w ord “D esig ned”?

Page 10  2004 WingMakers LLC, All Rights Reserved

Studen t: Y es, but I’ m not sure I int erpret ed it th e w ay y ou meant it. T e a ch e r: Th e h eart an d b r ain sy st ems w ere designed to enable those who were able to apply th eir imagin at ion s f r om th e core heart f r equen c ies t o a c c es s t he hi gh er frequency, h igh er intelligen ce of th e genet ic mind. Th is access made th em th e proph et s and ph ilosoph ers of hu man ity—th e w isdom bearers that elevated all of humanity. Studen t: So only those who had this k now ledg e w ou ld b e ab le t o acc ess th is h igh er st at e? T e a ch e r: N o. Ev eryon e is able to. Studen t: Everyon e? T e a ch e r: S h ou ld any on e b e ex c lu d ed ? Studen t: What about th ose wh o kn owin gly pract ice ev il? T e a ch e r: A lif et ime of 4 00 0 w eek s t o ex p lor e an d un d er st an d th e inf in ite cosmos is t h e ex plan at ion of ev il. Studen t: I don’t underst and? T e a ch e r: We are good, spiritu a l beings, not by th e expression o f ou r b eh av i o r s , b u t b y ou r i n t r in s i c n a t u r e— ou r o r i g in. W e are ea ch allowed access to this h igh er kn ow ledge n ot by how w e a ct , but b y s i mp l y b e in g w h at w e ar e . Studen t: Ok ay, I thin k I un derstand, an d on some lev el, I’ m reliev ed to h ear th is. How ev er, all my lif e I’v e liv ed w ith th e con v ict ion that div in ity is someth ing earn ed. Those wh o w ere w eak an d easily led ast ray by th e dark f orces w ere n ot

Page 11  2004 WingMakers LLC, All Rights Reserved

allow ed access to th e t echn iqu es th at w ou ld empow er th eir greed, h at e, or ev il t enden cies. What y ou ’re n ow t elling me is th at th e techn iqu es of th e intu it iv e in t elligen ce are av ailable t o an y and all. T e a ch e r: They are. This conviction y ou s p eak of is an ar t ifa c t of the mystery schools and the esot eric practices that use t echn iqu es of liberat ion as rew a rds of loy a lty. Studen t: But w on’t s ome p eop le abu s e th es e t echn iqu es, u s in g th em f or s elfis h or ev en ev il pu rp os es ? T e a ch e r: I ju st explained that the heart an d brain are an in t eg r at ed s yst em d es ign ed t o act ivate, acc ess, an d ex pres s the high er frequencies of compassion and understanding, and th at th e br ain s erv es th e r ole of a ss essin g th e emot ion a l auth en t icit y of th e h eart. Th is sk ill, intelligen ce, insigh t wh at ever y ou ch oose to call it , is absolut e and inborn w ith in all h igh er lif e forms. N o on e can u t iliz e th e t echn iqu es of the in tu it iv e int elligen ce if t h eir h eart is passin g dat a t o th eir brain th at is deriv ativ e of emot ional dist ort ion s common to th r ee- d imen s ion a l env ir onment s. Studen t: I st ill don’ t un derstand h ow th e brain knows h ow to do th is, but let ’s mov e on . C an w e r ev ie w th e tec hn iqu e y ou st a rt ed t o ex p lain ? T e a ch e r: Th ere are fou r st eps t o th is part icu lar techn iqu e. It s p ur p os e is t o h e lp th e p r ac t it io n er t o r e c as t t heir e m ot iona l h ist ory int o th e comp ass ion f r eq u ency, an d by so doing , gain a de e p e r a c c es s and mor e f lu en t , on- d e m an d ex p r es s i on of th eir in ner v oice or intu it iv e in t elligence. Studen t: D o es th is t e chn iqu e h av e a na m e ?

Page 12  2004 WingMakers LLC, All Rights Reserved

T e a ch e r: On ly if y ou giv e it on e. Studen t: And y ou’ve disclosed on ly two of th e fou r st eps th us f a r? T e a ch e r: Y es, th e first two we h av e cov ered: t he inv ocat ion and imagin at ion st eps. Th e third st ep is to release . Studen t: How is th is ac comp lis h ed ? T e a ch e r: Wh en y ou f in e- tun e your imagin at ion an d y ou see th e r e f in ed ligh t f r eq u enc y w ith in you r h e ad a r e a an d y ou allow th is—in a sense—t o take u p residen cy, y ou mu st adopt the inner attitude of surrender and release. Studen t: T o w h a t? T e a ch e r: T o th e resu lts of the techn iqu e. T o t he fact th at th e e m o t ion a l h is to r y th at y ou ha v e st o r ed in y ou r n eu r a l and quantu m n etw ork called th e hu man inst ru ment, may u ndergo c h a n g e or m od i f i c at i on. Studen t: B ut if I ’ m p ra ct ic ing th e t echn iqu e h a ven ’t I a lr ea d y s u r r en d e re d t o t h e r e su l t s? I m e a n , w h y w o u ld I b e p r ac t icin g it if I w eren ’t sin c ere? T e a ch e r: Y ou r desire f or th e en d ben efit , in t h is case, a more prof oun d con n ect ion t o y ou r in tu it iv e int elligen ce, can ov ersh adow your w illin gn ess t o see t he w isdom in th e process and delay grat if ication f or the th in g y ou desire. Studen t: Y ou m ean t h a t I m ay b ec o m e i m p a t i en t ?

Page 13  2004 WingMakers LLC, All Rights Reserved

T e a ch e r: It is more lik ely that y ou w ill be less inclin ed t o allow th e f irst tw o st eps in this proces s to unfold organically— in th e ir own t im e—f o r t h e pur p o s e of recast ing you r emot ion a l h ist ory . Th is is w hy th is th ird st ep is design ed int o th e p r o c es s. Studen t: How do I perform this release as y ou call it ? Is th ere a specif ic t echn iqu e? T e a ch e r: It is simple, an d yet difficult at the same time. To release is to t rust. T o t rust is t o believ e in th e in t elligence of both y ou r inn ermost self, as w ell as the origin f rom wh ich it arises. This is th e simple par t . Th e d if f ic u lt p a rt i s t o un derst and th at th e ju dgmen t of th e ego- person alit y is impaired, and in some measure ant ith et ical t o t he intu it iv e in t elligence. Th is st ag e of th e t ec hn iqu e is to r elea se ju dg ment of y ou r progress w ith in th e bounds of th e process. Studen t: How do you mean th is? I’ m not su re I un derst and. T e a ch e r: I f by c le ar in g t he clo u ds o f you r e m ot ion a l h is t or y y ou improv e access to y ou r int u it iv e int elligen ce or inn er v oice, th e ego w ill search f or ev iden ce of your progress in order t o sat isf y its inn at e hunger f or ach iev ement . Th e eg o i s n ot s omet h i ng t o b e b ani she d , i gno red or f aul t e d f o r t h is att itu d e, but r at h er it is t o b e ref in ed. Studen t: Is th is part of th e release t echn iqu e? T e a ch e r: Y e s. Studen t: How?

Page 14  2004 WingMakers LLC, All Rights Reserved

T e a ch e r: Release is a psych ological imperat ive wh en an i n d i v i du a l a sp i r es t o ac c es s a nd exp res s t he i r i nt ui t i ve in t elligence. Y ou r ego is adept at operat ing w ithin th e lower, outer forces, in much the same w ay as y ou r h ea r t is a d ep t at operat ing w ith in th e h i gher, inner forces. As you seek t o align t o th ese inn er f orces, y ou r ego w ill per c eiv e t h e ef f or t a n d t he process therein as a triv ial distra ct ion to the real world problems that press upon you. Th e in st inctu al response of the ego-person alit y, in th is case, is t o p e rce iv e th e focu s on you r c o r e h e a rt f r e qu en c ies as misdirected. Studen t: Why? T e a ch e r: Becau se th e ego resides w ithin th e lower min d an d it s att achment t o th e phy s ical body is main ly through th e ey eb r a i n ’ s p er c e pt i on of it s domin ant realit y—th e threedimensional w orld. To th e pure ego, the h eart is simply a bothersome appendage of the physical body that disp lays w eakn ess. Studen t: Ok ay, I thin k un derst and th e reason that release is th e th ird st ep, bu t h ow do I spec if ically perf orm th is st ep in t h e p r oc es s ? T e a ch e r: Breath in g th rou gh y ou r h eart region is th e meth od t o int ermix th e desires of th e ego w ith th e capacit ies of the h eart, and th is is th e met hod of release. Studen t: How do I do this? T e a ch e r: Aft er y ou h av e complet ed th e f irst tw o st eps, cent er y ou r at t ent ion on you r breath ing. Imagin e that y ou r in- breath

Page 15  2004 WingMakers LLC, All Rights Reserved

b r i n g s t h e d es i r e s of y ou r eg o int o an int erior chamber of y ou r qu antu m h eart. Th en, imagin e this desire for achievement—in the form of an in- br ea th — is sus p en d ed w ith in th is int erior ch amber by h oldin g your breath. As y ou do so, y ou r breath is in t ermix ing w ith th e inf low of compassion th at arises from your quantum or ene rg e t ic h e a rt . N ow , exp e l t h i s n ew l y en er g i z ed b r ea t h b ac k t h r ou g h y ou r h e a rt ar e a , and e a ch t im e, a s y ou exh a le, r epea t th e ph r as e: “ Leave it in the

mystery to shine of its own light .” D o th is s ix t o e ig ht t im es . Studen t: That’s all? T e a ch e r: Y e s. Studen t: I w as expec t in g t he r elea s e pa r t t o b e mor e complicated and diff icu lt. T e a ch e r: Th e diff icu lt part is wh en y ou lack th e t echn iqu e for release, or y ou pract ice th e techn iqu e w ith out emot ion a l a uth en t ic it y and v isu a l e n er gy . Studen t: What is th e fourth and f in a l st ep of this process? T e a ch e r: It is sometimes referred to as light distribution , th ou gh I pref er t o th ink of it as light connection . Studen t: How does it work? T e a ch e r: Just as the physical heart distributes ox ygen via the blood to the periphery of the physical body, the quantum h eart distribut es light v ia v isu al en ergy an d emot ional auth en t ic it y t o th e b or d er s of th e hu man ins t rument . Th e lig ht dist ribut ion techn iqu e is t o imagin e light circu lat ing— u n i m p ed ed —t h r ou gh ou t t h e e x p an s i v e y o u .

Page 16  2004 WingMakers LLC, All Rights Reserved

Studen t: I’ m n ot su re wh at th at means. T e a ch e r: Th e hu man inst rument con s ist s of th e physical body, emot ion al sy st em, and th e facets of the mind. Th e grid that in t erc onnec ts th es e elemen ts and causes them to op erate eff icient ly as a system is similar to th e v eins an d art eries of th e ph ysical body. Th is grid conv ey s light th at in tu rn un if ies a qua n t u m f i e l d and a l l ow s it t o op e r at e in d ep en d ent l y of t h e multiv erse. We sometimes refer to this in dividuated grid as th e expansive you . Studen t: S o I am th is loos e c on f ederat ion of light part icles that somehow manages to coalesce into a body and mind, an d t o th is I need t o v isu aliz e light being dist ribut ed w ith out blockages or int erru pt ion s. Is th is th e idea? T e a ch e r: Y ou simply n eed to place your att ent ion on th e realit y of wh at y ou are. It on ly t ak es a f ew moment s, but it is crit ical that you pract ice th is t e chn iqu e fr e qu ent ly an d in a specif ic mann er. Studen t: How f r equent ly ? T e a ch e r: Th at is u p to y ou, but y ou cann ot do it too mu ch. Studen t: W h y do I ev en ne ed t o b e c ons c i ou s of t hi s ? It seems th at th e light f lows just f in e w ith out my direct ion . T e a ch e r: I t d o es, but y ou a re n ot d ir ec t in g it, you a r e a c c es s in g it, t ouch in g in t o this h o log rap h ic g r idw o rk of lig ht th at is the f undament a l structu r e of you r ex ist en c e in th e th r ee- d imen s ion a l env ir onment . Studen t: M ay b e y ou sh ou ld ju st ex p la in th e t echn iqu e, a nd I’ ll s t op ask ing qu est ion s.

Page 17  2004 WingMakers LLC, All Rights Reserved

T e a ch e r: If you could concent r at e th is grid of light —mak e it brigh t er, more int en s e; wh at do y ou th ink th e resu lt wou ld be? Studen t: M o r e en e rg y? T e a ch e r: N o. It can actu ally h av e th e opposit e eff ect in th e s ens e that th e b ody is f at igued and w eak en ed. Studen t: So dist ribut in g light is n ot abou t con cent r at ing it ? T e a ch e r: N o. It’ s balan c in g th e light qu ot ient w ith in th e hu man inst ru ment and ensu rin g it is coh erent, rhy th mic, and f r e e f lo w in g. Studen t: It sounds lik e you’ re describin g th e phy s ical h eart again. T e a ch e r: Th is is the n at ur a l s t at e of th e h ea rt a nd th e ent ir e hu man inst ru ment, but in the day-t o-day in t eract ion s w ith th e th ree- dimen s ion al env ironment , th e human in st ru ment can lose th is balance an d slip in to an incoh erent , arrhy thmic, an d entangled state of existence. Th e h eart perceiv es th is stat e an d, w ithout kn ow ledge of the p r op er t ec hn iqu es , r es p ond s in k ind , fu elin g th e ment a l dysfunct ion an d phy s iological in ef f icien cy w ith it s en ergy. Studen t: M o r e “ c lou d” cov er? T e a ch e r: P r ecisely. Th is is why th is step in th e p r oc es s is imp o r ta nt b ec au s e it h e lps the h e a rt t o syn ch ro niz e its ene r g y w ith th e deeper, sub-qu an tum st ructures upon wh ich y ou d e p en d.

Page 18  2004 WingMakers LLC, All Rights Reserved

Studen t: What do I do? T e a ch e r: C an y ou visu a liz e you r h eart beat in g in your ch est d i s t r ib u t in g oxy g en t o y ou r b ody an d b r ain s ystem? Studen t: Y e s. T e a ch e r: I ma g in e th is s ame fu nct ion is oc cur r ing in y ou r quantum or en ergetic heart, and that instead of veins an d ar t er ies , th er e ar e fila men ts of light that diverge from y our q u a n t u m h e a rt an d c on n ec t y ou t o a br o a d e r g r i d . T h is g ri d i s the source of your existence as a physic al being. N ow, y ou can th ink of th ese f ilament s as bot h root s and w ings. Root s in th e sense that th ey an ch or and grou nd you r ex ist ence; an d w ings in t he sens e that th ey p r ov id e up lift an d ex pansion to y ou r lif e. Th r ou gh out th e d ay , s imp ly f eel th e en erg y s t ru ctu r e t ha t surroun ds you. Wh en y ou do th is, imagin e th at you r h eart is “ p lu gging in ” or conn ect in g to th is st ructu r e, ev en if you can not v isu aliz e it, f eel its presence like a primordial soil of lif e- giv in g en ergy. Feel th is conn ect ion as a rhyth mic pu lsin g of light, f low in g f r om th e grid in to y our h eart syst em and th en f lo w in g out f r om you r h e a rt t o th e r est o f y ou r b o dy. Studen t: I f elt th is ju st list enin g to y ou. T e a ch e r: Th at is the techn iqu e for th e fou r th and f inal st ep. Studen t: Sh ou ld th is f ou rth st ep be perf ormed in concert w ith th e oth er th ree t echn iqu es?

Page 19  2004 WingMakers LLC, All Rights Reserved

T e a ch e r: It is n ot necessary to perform th is wh en y ou act u po n th e o th e r th ree st ep s. Th is fou r th t echn ique can b e perf ormed th rou gh out th e day an d on ly t ak es a matt er of seconds. It can be perf ormed twenty times each day for the rest of y ou r lif e. It is a techniqu e to rebalance an d replen is h y ou r c or e h e a rt f r e qu en c ies an d t o en su r e t h ey a r e b e ing dist ribut ed th roughout th e hu man instru ment. It act iv at es th e inner currents. Studen t: What ar e those? T e a ch e r: W h en a r iv e r l o s es i t s c u r r en t w h at h ap p en s ? Studen t: I t s l ow s dow n an d bec o m es s t a gn an t . T e a ch e r: C larity and t empo are relat ed, are th ey n ot? Studen t: I t h ink th is is t ru e as it rela t es t o r iv ers , but I assu me you’ re talk in g about th e hu man sy st em as w ell. T e a ch e r: C o rr ect . Studen t: So th e t echn iqu es of th e intu it iv e int elligence are really mu lt i-f acet ed in wh at th ey brin g t o th e indiv idual? T e a ch e r: If you can access you r intu it iv e int elligen ce, in a s e n s e, in cr e a s e t h e b an dw i dth of y ou r conn ect ion to th e light energy grid that supports you, a single word can catapu lt you in t o un derstanding, wh en before a hundred books lef t y ou in ign orance. Intu it iv e int elligen ce is th e pot en cy of th e qu an tu m h eart t r ick lin g int o th e three dimension a l w orld. It is th e k ey t o th e kn ow ledge that mat t ers. F or th is kn ow ledge ch anges ev ery th ing in th e dimen s ion s of th e p as t, p r es ent an d futur e.

Page 20  2004 WingMakers LLC, All Rights Reserved

Studen t: I w ill f aithf u lly pract ice it. Th ank y ou f or sh aring th is w ith m e. T e a ch e r: It is my hon or.

Page 21  2004 WingMakers LLC, All Rights Reserved

Page 1

..EXCERPTS FROM LIMINAL COSMOGONY What follows are a series of excerpts from a non-published text known as: Liminal Cosmogony. This record is part of the knowledge system contained within the galactic Tributary Zone of the Milky Way galaxy. Translations are as precise as possible though the words used are not always consistent to the WingMakers glossary. When this occurs it is because these particular records are not planetary or species specific, and therefore, have not been reduced to human or earthly terminology, as is the case with the WingMakers Materials.

THE IDENTITY OF LYRICUS The Lyricus Teaching Order originates in the Central Race of the 7th Superuniverse. Within the Central Race is a sub-race known symbolically as the WingMakers. Within the WingMakers there is a specific order of beings that are collectively known as Lyricus, and it is this group that is responsible for assembling and exporting the knowledge base necessary for a developing species to scientifically prove the existence of soul and establish the science of multidimensional reality as the nucleus knowledge system of the species. This outcome of evolution is universal and, in the broadest measure, identical for all species that are based on the biogenetic template of the Central Race, known as the 7th Archetype Soul Carrier of the Individuated Consciousness of First Source. It is Lyricus that is responsible for shepherding a developing species to the technological and scientific prowess whereby the soul and the soul carrier are distinguished and acknowledged by the species at large. THE DEVELOPMENT OF A SPECIES The Central Race is an ancient race based on the same genetic template as humanoid life elsewhere within the 7th Superuniverse. This template is interconnected and does not relate on an evolutionary scale so much as a density scale. The density of vibration of one planet within the 7th Superuniverse is unique among all other planets, and it is this vibratory condition that prescribes the biogenetic template’s characteristics and thus its propensities and capacities. Soul carriers of the highest order are no more evolved than the least—as they serve precisely the same functional purpose, only at a different rate of vibration. Indeed, in many ways the soul carriers that are designed to operate in dense vibrations are more sophisticated and evolved than those designed for the more rarified vibrations of the Central Universe. Each soul carrier is part of an unbroken chain of biogenetic structures that are each based on the same configurable template that enables the individuated consciousness to interact on a near-infinite

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 2

number of organic and synthetic planets and spatial environments. The souls that inhabit higher order soul carriers are typically more experienced than those that inhabit soul carriers designed for denser vibrations, but this is a generalization and not a rule. As soul experiences different spatial environments within the Superuniverse of its origin, it also experiences different dimensions and non-spatial environments within the multiverse that extend beyond the Superuniverse’s material structure. Physical space requires that soul—which is non-physical—be carried in an instrument of protection, perception, and interaction. It is through this membrane of perception and expression that soul can transform the physical environment, and in this process transform itself. It is this exchange of energy between the individuated consciousness and the species’ soul carrier that enables the species to transform from a planetary animal to an interdimensional spiritual force. The species of a particular planet has a unique ascension path and evolutionary track in order to become an interdimensional force. This occurs through three primary manifestations: 1. The species as a whole learns how to fuse the soul carrier to its individuated consciousness and operate the soul carrier as an integrated extension of the individuated consciousness. When this occurs the soul carrier is vibrationally shifted to resonate with the soul, and this ability—at the species level—occurs as an outgrowth of the discovery of the Grand Portal. 2. The species has been inducted as a member of standing on the Superuniverse Network and has established lines of communication with post Grand Portal species within their spatial zone. 3. The species—through the science of multidimensional reality— is able to manage, with responsible stewardship, its planet and complementary life forms, and ward off non-complementary life forms in a posture of non-violence. These capabilities and conditions must converge in the species before it is allowed to operate interdimensionally as a collective force. Each species, or more specifically, sub-species of the Central Race, ultimately returns to its origins. In this case, its origins are instilled deep inside the soul carrier coding or DNA. It is an indelible instinct to locate the true origins of the species, and the Grand Portal

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 3

discovery provides the first verifiable evidence linking the species to a greater brotherhood whose lineage is extraterrestrial. The Lyricus Teaching Order does not distribute this knowledge openly like a teacher distributes their knowledge to students in a classroom. Each planet is provided a council of teachers from Lyricus who incarnate within the species and its home planet at specific times in order to establish the entrainment of knowledge in the direction of the Grand Portal. The great inventions and revelations of a species are most frequently accorded to a person who was not the true originator of the idea, but was the person who assembled the resources to make the idea a standard of knowledge. The Lyricus Planetary Council whispers the seeds of knowledge to the greater minds of the species, but remain themselves in the shadows of recognition. This is how the species is led to develop its planetary communications network, which is the very foundation for the Grand Portal discovery. THE OUTWARD DISCLOSURES OF LYRICUS The Teaching Order of Lyricus only becomes exoteric within the species at the stage when the communications network is accessible to private domiciles and the technology is sufficiently secure to prevent seizure; the political system is sufficiently open to prevent censorship; and the host environment is sufficiently trusted to prevent modification. When these conditions are attained, the teachings of Lyricus are brought to the species upon the network that will ultimately serve as the distribution hub for its knowledge system. Generally, these teachings will be brought forward in several “impressions”. The first is the announcement that formalizes its arrival and is observable to the greater network of workers who are involved – no matter how significantly—in the discovery of the Grand Portal. This typically occurs in the 3rd precursor generation, however, in some species it is earlier or later by one generation. During this first introduction, the teachings of Lyricus are fundamentally depicted and articulated. These would include the discourses, cosmology, and activation resources. Activation resources are encoded sensory data streams that are translated by Lyricus teachers into the media format and sensory system prevalent to the species. The second impression of the teachings is made available to select students who have been identified as architects of the Grand Portal discovery. These teachings are increasingly esoteric in nature and are exclusively relevant to the new science of multidimensional realities that will act as the foundation stone for the discovery of the Grand Portal.

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 4

The activation resources are initially muted because the immaturity of the media and communications network reduces the data stream and its activation influence. As the network evolves and more data can be embedded, the activation resources become more potent. This generally occurs during the 2nd precursor generation. The third impression of the Lyricus teachings occurs when the core frequencies of the activation materials are distilled into a technology that can entrain the heartbrain system of the soul carrier. This heightened activation technology enables those who have incarnated with specific functions associated with the Grand Portal discovery and its propagation to resist the natural inertia and fear reaction of the establishment. It is these individuals—many of whom incarnate from Lyricus—that will lead the discovery of the species' soul, and as importantly, the propagation of this breakthrough into the new institutions resulting from the discovery. The fourth and final impression from the Lyricus teachings occurs after the Grand Portal’s discovery and establishes the application of the Grand Portal to the species’ requirements in the realms of spiritual advancement and educational systems. The latter element is the most critical of the four impressions because it sustains the knowledge across generations. As there are three precursor generations that reveal the Grand Portal, there are generally three successor generations that transmit and diffuse the findings of the Grand Portal into the social, cultural, political, and scientific institutions of the species. The occasion just preceding and following the discovery of the Grand Portal is the most critical because it is this point in time that is most susceptible to revision, suppression, and outright subjugation of the findings revealed in its discovery. The manner in which the findings are released to public scrutiny is of vital consequence, and Lyricus has developed a precise set of protocols to help in the efficiency and effectiveness of this transmission. THE FINDINGS OF THE GRAND PORTAL Notwithstanding the efficacy of these protocols, there are instances where the discovery of the Grand Portal was successfully suppressed by established institutions that foresaw their ruin or replacement in the dawning of this discovery. This fear reaction is a natural result of perceived displacement, which is why Lyricus specializes in the psychology of change management, and why the transmission protocols are so rigorously tested and refined. The primary findings of the Grand Portal can be reduced to four fundamental knowledge systems. They are: 1. The soul carrier function is muted or diminished in proportional

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 5

sympathy to the species’ perception of soul. 2. The species is unified at multiple levels that transcend time and place. This unification is essential to its vibrant survival as well as its ascension pathway as a spiritual force that animates and preserves the knowledge defined by the species. 3. The species is innately connected to a vast network of related life forms each based on the biogenetic soul carrier archetype of the Central Race specific to its superuniverse. Collectively, these species represent the cellular structure of First Source, while the individuated consciousness represents the indivisible particle thereof. 4. The individuated consciousness is orchestrated by the species to produce a knowledge path that leads the species to its creator and upholder. It is this return—like a migratory journey enjoined by a fierce tailwind—that is accelerated by the Grand Portal. The individual is not existential, nor truly independent of the species. The individual is not supreme, nor is it the reward of consciousness. The individual is less an artifact of First Source than it is of the species. The soul carrier is ultimately transformed and fused with the individuated consciousness to the point it is indiscernible as a separate component of consciousness, but the individual remains devoted to the archetype of the species. IMPLICATIONS AND EFFECTS OF THE GRAND PORTAL The primary effects of the Grand Portal can be reduced to three major influences. They are: 1. Institutions of science, religion, and culture are reformatted to embrace the science of multidimensional realities as their core, guiding frequency. 2. Government leaders are obliged to restructure their political systems to allow for the integration of new systems of knowledge, specifically of the multidimensional universe and the extended brotherhood of intelligent beings that live therein. 3. Social institutions related to trade and enterprise are reengineered to support the technologies that arise from the discovery of the Grand Portal. These technologies dramatically alter the way of life on a planetary scale. These include soul carrier health, species continuation planning, ecosystem stability, and

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 6

harmonization of species in service to a planetary educational system. The areas of resistance to the Grand Portal are predictable if not avoidable. Resistance is largely predicated on three basic factors: 1. Is particle energy used as a weapon and/or an energy resource? 2. Is religion fragmented or unified? 3. Is machine intelligence managed by species’ intelligence? Socio-Political Resistance Because particle energy is a core component of the Grand Portal discovery, the species is aware of the inherent power of particle energy before it has discovered the Grand Portal. This awareness can provide unlimited resources for energy production, and it can also be a weapon of coercion to seize control of planetary resources. If the species is using particle energy as a weapon of intimidation amongst its own members, it is more likely to resist the approach of the Grand Portal because the discoveries of the Grand Portal introduce an indisputable range of intelligent life forms whose relationships are initially uncertain. Because of this perceived shift in the balance of supremacy, the evidence of the Grand Portal is resisted and there is a comprehensive stratagem to conceal it. Religious Resistance Among species whose religious and spiritual identities are fragmented, religious leaders are essentially in competition. That is to say, leadership has chosen to define the spiritual worlds and individual purpose therein differently. This is common among species that have partial activation of the soul carrier’s sensorial capacity. This fractional capacity is precisely the cause of discordant views by spiritual leaders, and the resulting rivalry is the primary cause of resistance expressed by spiritual leaders when the Grand Portal is discovered. The resistance generally takes the form of skepticism initially and evolves into indignation and ridicule. Unlike the social and political leaders who can operate in stealth through well-concealed stratagem, spiritual leaders generally resist the Grand Portal after it is discovered and announced, and do so openly. Technology Resistance As the species evolves its communication network, machine intelligence begins to eclipse species’ intelligence. Machines of super-intelligence are built that—if not

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 7

properly managed by the species—can self-evolve at a velocity greater than organic evolution, overtaking the embedded management protocols and allowing machines to dominate the frontiers of science and technology. When this occurs, the Grand Portal can still be discovered, but the species itself is not sufficiently prepared to assimilate the findings and apply them in service to the formation of new institutions and the transformation of existing ones. When the Grand Portal is revealed solely by machine intelligence, the discovery is hollow and its propagation is typically reserved for the intellectually elite of the species. The Grand Portal’s discovery is far less significant than the diffusion and propagation of its findings to the species’ educational institutions and planetary scientific class. The discovery holds the promise of the activation of the soul carrier’s sensorial system, which is an intelligence accelerator of significant value to the species. Species who have both fragmented spiritual identities and deploy particle energy as weapons are among the most resistant to the Grand Portal evidence. Typically the resistance is twofold: 1. Political operatives predict the dawning of the Grand Portal discovery and a stratagem for its concealment is initiated before the discovery can be adequately corroborated and proven irrefutable. 2. When the stratagem to conceal fails and the evidence is distributed to the network, spiritual leaders offer the next wave of resistance by doubting the motivations of those leaders responsible for its discovery, since all or most do not subscribe to the belief systems defined and/or upheld by the spiritual leaders. The period immediately preceding the discovery of the Grand Portal is the most critical. This episode of time is known as the Attestation Period, the time when critics will rise with full voice and unrestrained reluctance to resist the implications of the Grand Portal because they are aware—dimly as it may be—that massive change undermines their control impulse. It is a time when spiritual leaders and politicians join forces to repel this intricate and complex metaphysical and scientific revelation. This is why the protocols are so carefully engineered by Lyricus to ensure that the leaders involved in the Grand Portal discovery operate skillfully to ensure that resistance is met with intelligent countermeasures that bring the proof of the human soul to the network in a way that cannot be censored, altered or restrained. The network itself will reveal the human soul in a way that is unimaginable and

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 8

therefore indefensible. TEMPLATES OF LIFE While Lyricus exports the genetic template for a species, the template is not physical or material in structure. Across all dimensions of space there exists a primary field of vibration or quantum primacy. This field is non-physical but informs the physical. It exists independent of the physical structures of existence, and can be thought of as Underivative Information Structures (UIS). UISs are sub-quantum and represent the primary blueprint for living systems and inorganic matter. It is UIS that gives rise to the quantum fields that interpenetrate planets, stars, galaxies, and the universe at large. It is the communication field of life that connects the nonlocal and the local, the individual and the collective, the one and the infinite. Lyricus brings the master templates that operate at an energetic, quantum level, and are inter-meshed or seated upon UIS, which then acts as the energetic grid for all master templates. Within the master templates are the vibratory fields and biomagnetics that give rise to all dimensional expressions, including the genome of the species or organism and its corresponding energy system and linkages, resonant couplings, and communication systems. Thus, Lyricus defines the physical borders of a species or organism without exporting a physical representation. Rather it is “programmed” into the master template at the quantum level and this master template activates the sub-programs that ultimately formulate the cellular intelligence or molecular integrity of a living, organic system or inorganic matter. Species typically uncover these energetic structures after they have fully absorbed and assimilated the physical structures that emerge from the energetic. There are eleven primary fields of vibration and each is interfaced directly with the other. They are not layered in a three-dimensional construct. They are holograhically coiled and encoded in a manner that cannot be expressed with language nor depicted with three-dimensional geometry or spatial relationships. The master template is the common interface between each field of vibration. Energetically, it is supported and sustained through UIS. UIS, the master templates, and the energetic systems that arise from it are constantly in an interactive process of communication. It is this communication that informs the evolutionary design of a species, organism, or material object—whether organic or inorganic. This interactive process of the energetic systems is monitored by a frequency of UIS that is called Source Intelligence or the Universal Spirit Intelligence. This

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 9

frequency absorbs, filters, and processes the communication between the fields of vibration and distills them into packets of information suitable for utilization by First Source. This is the manner in which the interactions between all dimensions of existence are brought into coherence and applicability to the formation of new worlds, species, and dimensional constructs. This is the conduit in which the multiverse evolves and all life within it advances into higher dimensional expressions. UIS provides the structure behind the quantum fields and energetic systems that yield form and the living systems that support form. The soul carrier is an outcome of the master template that is energetically distributed to life-bearing planets upon the multiverse vehicle of UIS. This template, which creates and interacts with the morphogenetic field of the soul, defines the soul carriers’ limits of functionality and expression—but only in the flow of time. THE PRESENCE OF SOUL The soul carrier is in a constant state of flux and development that is the result of the dance between the master template, UIS and the DNA molecule present in each cell. As the soul carrier of the species evolves, the DNA molecule increasingly activates its antenna and responds to the higher dimensional, organizing information field that enables the soul carrier to integrate soul consciousness more fully. As the soul consciousness enters the soul carrier with greater vibratory force and integration, it vibrationally alters the soul carrier. It does this generally in three distinct ways: 1. The energy centers of the soul carrier (sometimes referred to as chakras) are the conduits of UIS energy to the soul carrier—at all levels—physically, emotionally, and mentally. This increase in UIS energy vibrationally shifts the soul carrier, causing it to have greater access to the consciousness of soul. 2. As the frequency of soul is accessed, the soul carrier gains an appreciation and growing realization that it is the carrier wave expression of a God-Fragment interacting with the worlds of linear time, crystallized matter, and three-dimensional space. This new perception portends a transformative identity and value shift. 3. The DNA molecule is both an antenna that attunes to UIS and the master template, as well as a transmitter of its transformations that are a result of its further intimate contact with the soul consciousness. This transmission is a vibrational frequency that is communicable to the DNA molecules of all others within the

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 10

species, even affecting related species. The soul is attuned to UIS and operates therein because this is the vibratory field that is native to its essence. As a greater percentage of the species embody their soul consciousness, it becomes easier for the remaining members to do so as well. DEVELOPMENTAL SHIFTS There are four developmental shifts that precede the emergence of the Grand Portal, and these generally occur within 3-5 generations of the discovery. They are unfolded in the following order: 1. A physical shift is expressed in the planetary environment and spatial surroundings. This physical shift is symbolic of the momentous changes in the virtual structures that prepare the species for the Grand Portal. The physical shifts generally take expression through weather conditions, astronomical anomalies, ethnic turmoil, technological dysfunction, and disease—all of which impact on economic and planetary stability. 2. An emotional shift is expressed in the movement of the species to more effectively manage their emotional center (heart) at an energetic, non-physical level, enabling a higher bandwidth connection between the heart and brain centers. This heart-brain connection aligns the energetic centers of the soul carrier to accept a more intense awakening of the intuitive powers innately present in the genetic mind of the species. 3. A mental shift is expressed as the genetic mind of the species is made more accessible to the species as a result of the previous shift in heart-brain integration. The genetic mind—as the repository of information defined by the species—operates independent of horizontal time flows and can provide quantum leaps in knowledge if its higher dimensional information packets are accessed. 4. A shift within the genetic mind occurs when the grid of the genetic mind becomes discontinuous, forming into multiple groupings. Members of the species will energetically reorganize into resonant groups, each accessing different regions of the genetic mind and evolving a discrete sub-genetic mind whose resonant coupling is more closely fitted to each group. These four phases occur sequentially, unfolding in time and informing and catalyzing the next phase until it culminates in the discovery of the Grand Portal. This progression operates in subtle, intricate, and meticulous processes, and

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved

Page 11

despite the apparent surface chaos the deeper ordered systems prevail and entrain the surface effects of time, space and matter. At the end of the fourth phase the energy of UIS and the virtual structures of the master template begin to “descend” within the planetary dimension of time and space—attracted by the shifting consciousness of the species. Those members of the species that are energetically attracted to the higher dimensional regions of the genetic mind will—during this time—reveal the science of multidimensional reality that has always been encoded into the master template, waiting for the resonance of minds and hearts to uncover it. The Grand Portal is holographic, emitting from First Source and extending to UIS, embedded within the master template, conducted into the quantum fields of the genetic mind, drawn into the energetic systems of the soul carrier, and finally coiled within the DNA molecule of the species. This masterful interchange of energy, information, and expression is orchestrated by the magnetic field that surrounds the Grand Portal. The Grand Portal is similar to a gravitational field that entrains all surrounding matter to its presence. This presence is electromagnetically released into the threedimensional realms, whereby it becomes the beckoning force that literally tows a species through time and space to the Grand Portal, and through the energetic field that it represents.

More Information: www.lyricus.org

 2004 Lyricus, All Rights Reserved