Saturday, February 13, 2016
F: 5:35 a.m. All right, Miss Rita, I’m ready if you are.
R: Then, let’s look at the world – by which, I mean “reality” – as it appears from a higher level, a more inclusive level, than the so-called individual.
I have been at some pains to reinforce what the guys told us, that life is a series of monads in which aggregations of smaller-scale communities function as individuals within larger communities, each of which communities function as individuals at a higher level. By now that concept should be very familiar.
But of course in any model, looking through the opposite end of the microscope or telescope or binoculars – use your own analogy – the very same reality is going to present itself in very different aspect. What looks like communities of individuals seen one way looks like subdivisions of a great unity, seen another way. So, let’s look at things that other way.
And perhaps later we will look at things yet another way, for of course there are always more ways to see anything. It isn’t just looking up or looking down, so to speak.
Continue reading Rita – communication and bias
Rita — A matter of scale
Friday, February 12, 2016
F: 5:30 a.m. All right, Rita, I have re-read what you gave me yesterday. If I had any thought of steering today’s discussion by a question from the content of yesterday’s, I’m going to have to give up the idea. So I hope you’re ready to proceed on your own.
R: Last year, you wouldn’t even have re-read the material. At any time, you could pause, go back, and ask something that came to mind. Or, you could set a slip of paper to one side, to mark down questions as they arose. We had spoken of your doing that, remember.
F: Yes, but I usually don’t want to take even a small amount of time to do that.
R: Nor with your reading. The “full speed ahead” inclination, like any other, has its inherent advantages and drawbacks. It cannot always be easy or evident which a given habit is [I think she meant, provides], except in context.
Continue reading Rita — A matter of scale
Speaking of communication ….
I just checked the website for The Monroe Institute and to my delight they have listed the weekend program that Bob Holbrook and I are going to teach in April and again in August.
I’m really looking forward to this. We’re all born with access to guidance, and we use it all our lives, often without knowing it. A few tips and the right kind of practice and feedback should make a big difference for people.
Here is the course description TMI put up:
Accessing Inner Guidance April 22-24, 2016
Join guest trainer Frank DeMarco and TMI certified trainer Bob Holbrook for this new Guidance weekend workshop. This program is designed to help you access your inner guidance and use it more surely, naturally, and easily, in all areas of your life.
Learn to access, trust and apply your inner guidance
Using The Monroe Institute’s Spatial Angle Modulation™ (SAM) technology to facilitate expanded states of consciousness, participants can more easily develop a trusted flow of information that they can apply in their everyday life.
Explore various concepts and practices of how to access and use guidance in your life. Practice ways to bring the mind and body into coherent alignment to support a practical and reliable connection to the vast potential of our infinite consciousness.
Explore Expanded States of Consciousness
Access Positive and Useful Guidance
Accessing Inner Guidance uses three kinds of exercises: individual, done in the CHEC units; in pairs and within a group setting. Repeating and alternating these exercises gives participants a firm feel for the skills, perceptions, limitations and problems involved. The goals and practice of each exercise will change as participants’ skills and familiarity with technique improves.
Learn methods to access positive and useful guidance within as a way of being
New Rita communication — starting a new model
Thursday, February 11, 2016
7:50 a.m. Lying down in bed, sleeping late, a sudden thought like cutting through fog, and I thought, “Miss Rita, ready for me to get back to work?” So here I am. I have almost forgotten the thought – it was a realization that the spatial analogy is still intertwined with my ideas about mind.
So I guess we’ll see, as soon as I get some coffee.
F: Okay. Rita?
R: Your layoff seems to you to have lasted a long time, but not so long, really. One thing interruptions do is sever the day-to-day connection of thought. At some point maybe we will go into that. There is value and disadvantage, both, to continuity and to discontinuity, as to everything else in life.
F: I guess. But, this morning’s thought? Or, no, I have to remember to let this go where it wants to go. Interruptions also stop us from forcing things, don’t they?
Continue reading New Rita communication — starting a new model
John Wolf on Evil Acts
A Message on Evil Acts
Referring to the last two postings, one might ask,“Doesn’t this lead to copping out and turning our back to our problems?” “If people are intimately involved with constructing their own experiences, and evil tendencies are built into our reality, then what keeps us from wiping our hands of other people’s problems?” What does this insight bring to a situation like a step father raping his step daughter, for example?
(My Joint Mind:)
A part of me is saying I will never make sense of the world, especially that of pain, suffering and violence if I keep looking at it from a “world should make sense point of view”. (In other words, if we insist that the objective world that we experience through our external senses and ego make sense on a stand alone basis, we are barking up the wrong tree.)
Continue reading John Wolf on Evil Acts
Don Sanderson on enlightenment
[Don posted this as a comment to another post, but I thought it deserved a wider audience than that was likely to get.]
When I was still pre-puberty, anything that smelled like normal Western religion turned me away and still does, yet I was attracted to Rosicrucian, Theosophy, and Buddhist wisps that were floating around without having a clue to enlighten me why so. Then, in the later sixties a dark, little bookstore on a side street invaded my world with stacks of East Asian publications that promised enlightenment. The ones that attracted me, especially those by Zen roshis, Krishnamurti, and Shri Ramana, never mentioned God, sin, salvation, required beliefs, or pleading prayers, but practices prefaced by, in essence, “try it, you’ll like it.” I did try, but knew no one else who was interested and supportive, so often my focus was lost in making do. Only in the last couple of years am I starting to get hints of what it is all about thanks to heavy duty help streaming down from elsewhere. While I’ve always somehow treasured those teachings, truthfully I didn’t really consider them practical until just a few months ago.
Continue reading Don Sanderson on enlightenment
Krishnamurti on reforming systems
Our Norwegian friend Inger Lise Karlsen adds this comment to another post, which I think deserves a place of its own, this election year. From J. Krishnamurti, Total Freedom — The Essential Krishnamurti:
“What is the good of learning if in the process of living we are destroying ourselves?
“As we are having series of devastating wars, one right after another, there is obviously something radically wrong with the way we bring up our children. I think most of us are aware of this, but we do not know how to deal with it.
“Systems, whether educational or political, are not changed mysteriously; they are transformed when there is a fundamental change in ourselves. The individual is of first importance, not the system; and as long as the individual does not understand the total process of himself, no system, whether of the left or of the right, can bring order and peace to the world.
“Without understanding the whole complex being of man, mere reformation will bring about only the confusing demand for further reforms. There is no end to reform; and there is no fundamental solution along these lines.
“Authority, as “the one who knows,” has no place in learning. The educator and the student are both learning through their special relationship with each other, but this does not mean that the educator disregards the orderliness of thought. Instead the educator and the student sharing the freedom of thoughts between them, following the same line. And both learning from each others.
“The fullest development of every individual creates a society of equals.”