Purpose and Mission

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 scientifi c
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 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 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.

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 heart-brain 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 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 the ir
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 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 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 reserve d
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 carrie r’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 implication s 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 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 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 carrie r
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 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 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 three-dimensional 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.

Discourse One

Student: What prevents me from experiencing my innermost self?

Teacher: Nothing.

Student: Then why don’t I experience it?

Teacher: Fear.

Student: So, then fear prevents me?

Teacher: Nothing prevents you.

Student: But didn’t you just say that fear is the reason I can’t experience this state of
consciousness?

Teacher: Yes, but it does not prevent you.

Student: Then what does?

Teacher: Nothing.

Student: Then what role does fear play?

Teacher: If you are in prison, what do you fear most when you dream of being liberated?

Student: Returning to prison… So, you’re saying that I fear experiencing my inmost self because
I will return to my ignorance.

Teacher: No. I am saying that your fear of ignorance holds you in ignorance.

Student: I’m confused. I thought you were saying that I feared the experience of my highest self,
but now it sounds like you’re saying that I fear my human self. Which is it?

Teacher: You fear the return to your human self after experiencing the God-fragment within you.

Student: Why?

Teacher: If you are thirsting in the desert, what is it that you desire above all else?

Student: Water?

Teacher: So if I gave you a glass of water, you’d be satisfied?

Student: Yes.

Teacher: For how long?

Student: Okay. I see your point. What I would desire above all else is to be near water so I could
drink whenever I wanted, or better yet, I would want to leave the desert entirely.

Teacher: And if you loved the desert, wouldn’t you fear to leave it?

Student: You’re saying that I fear the experience of my inmost self because I would want to
leave this world behind, but how can I fear this when I have no experience of it whatsoever?
Teacher: This is not the fear that floods your body when someone is about to kill you. It is the
fear of a shadow so mysterious, ancient, and primordial that you know immediately that it
transcends this life and this world, and its knowing will change you irrevocably.

Student: So it’s really this change that I fear?

Teacher: It’s the irrevocability of the change that you fear.

Student: But how do you know? How do you know I fear this so much that I cannot experience
my inmost self?

Teacher: In order to keep the human instrument in stable interaction with its world, the designers
of the human instrument created certain sensory constraints. Because these were not absolutely
effective, there was also designed into the Genetic Mind of the human species an instinctual fear
of being displaced from its dominant reality. For these two reasons, I know.

Student: But this isn’t fair. You’re saying my capacity to experience my inmost self has been
diminished by the very beings that designed it. Why? Why should I be continually frustrated to
know I have a God-fragment inside me, but not be allowed to interact with it?

Teacher: Do you love this world?

Student: Yes.

Teacher: You are here as a human instrument to interact with this world and attune to its
dominant reality, and bring your understanding of your inmost self to this world even if this
understanding is not pure, strong, or clear.

Student: But if I had this experience of my inmost self, couldn’t I bring more of this
understanding into this world?

Teacher: This is the fallacy that frustrates you. Do you think the experience of this sublime
energy and intelligence can be reduced to human translation?

Student: Yes.

Teacher: Then how?

Student: I can teach others how it feels to be in rapport with their souls. I can bring more light to
this world and inspire others to seek this out within themselves. Isn’t this what you do?

Teacher: Have I taught you how to achieve this state?

Student: No. But you have inspired me.

Teacher: Are you sure? Haven’t I just told you that you can’t experience this state in the human
instrument? Is that inspiration by your definition?

Student: I didn’t mean in this specific case, but you inspire me to think deeper into the issues or
problems that confront me.

Teacher: If you want to bring more light into this world, why will interaction with your inmost
self enable you to do so?

Student: That’s just it. I don’t know if it will. It just seems logical that it would. Don’t all good
teachers have this insight? Don’t you?

Teacher: It’s true that there are teachers who can switch their dominant realities, and have
learned to integrate this in their life without losing balance or effectiveness in this world, but
they are extremely rare.

Student: I know this. But this is what I aspire to learn. It is learned isn’t it? Can’t you teach me?

Teacher: No, it is not learned. It is not teachable. It is not acquired through instruction, esoteric
technique, or revelatory process.

Student: Then how do those teachers who have this ability acquire it?

Teacher: No one acquires this ability. That’s my point. No teacher within a human instrument on
Earth at this time, or any previous, has the ability to live as a human and simultaneously live as a
God-fragment. Nor does any teacher juggle between these realities with certainty and control.

Student: I’m surprised to hear this. Why is this so?

Teacher: For the same reasons I told you earlier. Do you not think this applies to all humans?

Student: Even Jesus?

Teacher: Even Jesus.

Student: Then why do I have this desire? Who put this notion into my head that I should be able
to experience this inmost self or God-fragment?

Teacher: If one experiences the wind, do they not understand something of a hurricane?

Student: I suppose.

Teacher: And if they experience the rain, don’t they understand even more about hurricanes?

Student: Yes.
Teacher: If you never experienced a hurricane, but you experienced wind and rain, might you be
able to imagine a hurricane better than if you never experienced wind and rain?

Student: I should think so.

Teacher: Such is the case of the God-fragment within the human instrument. You can experience
unconditional love, supernal beauty, harmony, reverence, and wholeness, and in so doing, you
can imagine the features and capabilities of the God-fragment within you. Some teachers have
simply touched more of the edges of the God-fragment than others, but I assure you, none have
entered into its depths while living in the human instrument.

Student: But don’t some teachers travel outside their body?

Teacher: Yes, but they are still living in a human instrument whilst they travel. Everything I said
still applies.

Student: So what do I do? Give up the desire to have this experience?

Teacher: There is a fish that can leave its underwater world upon the equivalent of wings. While
it is only for a short time, it experiences the realm of the air-breathers. Do you think this flying
fish ever desires to touch a cloud, climb a tree, or venture into a forest?

Student: I don’t know… I doubt it.

Teacher: Then why does it fly above the water?

Student: I suppose it’s an instinct, something of an evolutionary imperative—

Teacher: Exactly.

Student: So you’re saying this is true of humans as well. We strive to experience our God-
fragment out of an evolutionary imperative or compulsion?

Teacher: Yes, and like the flying fish, when we break from our world it is only for a short time
and we fall beneath the surface once again. But while we are above the surface of our world, we
momentarily forget we are just a human with a beginning and an end. Yet, when we do this, we
do not imagine that we can touch the face of God within ourselves.

Student: But I do. I feel that I can, and even should, touch this God-fragment.

Teacher: You think this way because you have the hopeful exuberance and naïveté of a person
unacquainted with the experience of First Source.

Student: So you don’t feel this way?

Teacher: Anyone attuned to the highest vibrations of their innermost self will feel this and be
guided by it. The only difference is that I am content in knowing that I will not experience it
while I am embodied in a human instrument.

Student: And what does this contentment provide you that I don’t have?

Teacher: The ability to channel my energy into this world rather than to apply it in the pursuit of
another.

Student: But I thought you said it is an evolutionary imperative? How do I control this desire or
ambition?

Teacher: Live in this world with all your passion and strength. See the God-fragment in this
world, even if it is only a diminished beacon or tired light. See it! Nurture it! Do not be so quick
to look for it in the depths of your heart or mind where you believe it might be.

Student: It’s hard not to be disheartened at the sound of these words. It is like someone telling
me that the vision I had was merely a mirage, or a trick of the light.

Teacher: This is a world of shadows and echoes. You can chase the source of these if you desire,
but you will likely do so at the loss of living in this world. You will diminish your experience of
the shadows and echoes, and this is the very reason you incarnated upon this planet at this time.

Student: But it sounds so passive, as if I should settle for experiencing this world, and not try to
change it. I feel like I’m here with a mission to improve it, to change it for the better, and I’m
missing some experience, some capability to do this. What is it I feel and why?

Teacher: When you experience the warmth of the sun, do you change the sun?

Student: No.

Teacher: And if you hold a piece of ice in your hands, do you change it?

Student: Yes. It begins to melt.

Teacher: So there are some things you can only experience, and there are some things you can
change.

Student: And I should know the difference.

Teacher: It helps.

Student: I know this. It’s elementary. I’m not sure it helps me feel less disheartened.
Teacher: You know this, I agree, but you have not necessarily practiced it. It is a principle of life
to practice discretion and discernment, and while people will think this concept elementary, it is
a critical difference in living life in a state of fulfillment or, as you put it, frustration.

Student: So I can’t change the fact that the God-fragment within me is unknowable to my human
mind, and I need to accept that. Is that the lesson to be learned here?

Teacher: No.

Student: Then what is?

Teacher: The concept of the God-fragment within you has power. It can be contemplated, but it
cannot be experienced as a dominant reality in a human instrument. Through this contemplative
approach you can learn discernment, and through this discernment you will learn how to
navigate in the world of shadows and echoes in such a way that you bring changes that are in
accord with the objectives of First Source. You externalize the will of the God-fragment, rather
than seek its experience. In so doing, you eliminate the fear and frustration energies that flow
through your mind.

Student: Thank you. Your teaching just struck the chord I have been seeking since I found this
path, and I feel its resonance.

Teacher: In resonance you will be guided.

Discourse Two
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 manifestation?

Student: First Source inhabits a body like you and me?

Teacher: Can any person upon Earth create something more magnificent than their human
instrument?

Student: I can’t think of an instance.

Teacher: So, within this world, the human instrument is the highest expression of materiality?

Student: I think so.

Teacher: And whatever a human creates, its creation is less magnificent than it is.

Student: Unless it is a child.

Teacher: And who is the child of First Source?

Student: We are.

Teacher: No. Humans are thousands of generations removed from First Source. Who was the
original child or first creation of God?

Student: I don’t know. Source Intelligence or Spirit?

Teacher: Source Intelligence isn’t a creation of God; it is the mobility and presence of God.

Student: Then I’m afraid I don’t know.

Teacher: When a cloud emerges from a blue sky, there are specific conditions that create the
cloud. It appears from the sky, but does not resemble the sky in color, scale, texture, or scope.
And yet, is it not accurate to say that the cloud was a child of the sky?

Student: I suppose, but what does this have to do with the physical body of God?

Teacher: Think of First Source as the sky, and the physical 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 physical counterpart could manifest to
govern the physical universe. Then which came first, the physical universe or the physical
expression of God?

Teacher: Do you elect a president before you have a nation?

Student: Okay, I see your point. Is it true that we were created in the image of God?
Teacher: There are genetic archetypes that reside within the physical manifestation of God, and
these archetypes are seven-fold.

Student: So there are seven manifestations of God? Are they all physical?

Teacher: They can be summoned physically at will, but God appears to each of his seven
offspring in the form they will recognize as their father.

Student: Are you referring to the seven root races of Earth?

Teacher: No. The seven races of humankind are part of the most ancient genetic line of the
universe in which Earth is an infinitesimal component. I’m referring to the seven genetic
archetypes that reside within the Seven Tribes of Light that are known as the Central Race. They
are sometimes referred to as the Elohim, Shining Ones, or WingMakers.

Student: And you’re saying that these beings are separated into seven, genetic groups?

Teacher: The Grand Universe consists of seven universes, and each of these converges in the
central-most region of the Grand Universe. It is within this region that the seven, physical
manifestations of First Source live, each an archetype of the human instrument designed for the
universe of its destiny.

Student: Are you saying there are seven versions of God?

Teacher: There is only one God, but there are seven human instruments — each with different
attributes and capabilities — that the one God inhabits. Our universe is associated with the
Seventh Archetype, and it is this expression of First Source that interacts with, and governs, our
universe.

Student: Are all seven universes like our own?

Teacher: The physical worlds are similar in all material respects, but the life forms that populate
them possess different genetic capabilities, forms, and expressions, each based on the archetype
of First Source.

Student: A human instrument from universe one would not be similar to a human instrument
from any of the other six universes?

Teacher: Correct.

Student: But isn’t this true even within our own universe? Not all humanoid life forms look the
same?

Teacher: This is not a matter of appearance. You are 99% identical to a chimpanzee —
genetically speaking — and yet you undoubtedly consider yourself quite different in appearance.
Student: What you’re saying is that all humanoid life forms, regardless of where they are located
within our universe, are genetically linked to the Seventh Archetype of First Source?

Teacher: Correct, but you can extend this to include a broad spectrum of other life forms as well.
In other words, it’s not just the human instrument.

Student: Then in the other six universes, each has its own 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 Source divide itself into seven,
genetic universes?

Teacher: When you approach a vast mystery, a mystery as infinite as the Grand Universe, what
do you, as the creator, desire above all other things?

Student: Assurance that the universes will not be destroyed.

Teacher: Assume that you have no doubt of this — so perfect is your plan.

Student: Then I would probably want to inhabit what I created and explore it.

Teacher: And how would you do this?

Student: I would need to travel somehow.

Teacher: Assume that you are the Seventh Archetype of First Source. You are alone in your
universe, and the universe is populated only with celestial bodies. There are no sentient life
forms and no method of travel.

Student: But isn’t that what Source Intelligence is for? Doesn’t First Source utilize Source
Intelligence for its travel or omnipresence?

Teacher: Let me remind you that we are discussing a physical expression of God. The Seventh
Archetype of First Source is not able to travel about the universe independent of the laws of the
universe. You may think of these seven Archetypes as the Human Instruments of First Source,
and attribute similar characteristics and limitations to them, as we ourselves must bear.

Student: So, the physical archetypes of First Source do not share the omnipresence and
omniscience of their Father?

Teacher: They do not.

Student: Do they operate as a team, or are they independent?

Teacher: They operate in cooperation and collaboration, but they exercise their sovereign wills as
it pertains to the universe under their charge.

Student: Were the archetypes of First Source created right after the creation of the Grand
Universe?

Teacher: They were created in succession the same way a family is created.

Student: Why?

Teacher: There is much to learn from the creation of one that can be passed on to the next.

Student: I want to see if I understand this correctly. At some point in time there was a Grand
Universe created by First Source, consisting of seven universes, each governed by a physical
expression of First Source. The universes were devoid of life other than celestial bodies like stars
and planets. Is this correct so far?

Teacher: Yes.

Student: And then the creation of life occurred. How?

Teacher: First Archetype of First Source created life forms, what we shall call, the Central Race
of First Universe. These beings were very powerful and not unlike their creator in function and
form. They, in turn, created the genetic structures that became the first, pure physical soul
carriers that housed the individuated spirit energies of First Source.

Student: And this repeated itself six more times?

Teacher: Each universe was populated with genetic structures that were based on the Archetype
of First Source for that particular universe. Each genetic structure had unique capabilities that
were suited for the exploration and colonization of their particular universe.

Student: So, there are seven, different, genetic structures of soul carriers exploring the Grand
Universe. For what reason? Why does First Source design the universe this way?

Teacher: The Grand Universe is a vast network of life-bearing planets that enable the
individuated spirit consciousness, housed within a soul carrier or human instrument, to interact
with the limitations that physical worlds — by their very structure — impose. By interacting
with these limitations, the genetic structures evolve, and in this evolution, they become unified.

Student: Are you saying that evolution’s final form is unity?

Teacher: Not in all species, but in the most advanced formats of physical existence, unity is the
outcome of evolution.

Student: Why?
Teacher: When you create something that is in your image, what do you think is the most
difficult thing to do?

Student: Let it go?

Teacher: Correct. You want your creation to explore and colonize the universe, but you also
want your creation to return. Thus, you instill a fundamental instinct within your creation to
desire to return to their place of origin. This is the unification instinct and it is one of the most
powerful instincts designed into the soul carriers, of which the human instrument is one.

Student: Then human-like, soul carriers exist throughout the Grand Universe, and all of them are
designed to explore the expanding universe, but also to return to the central-most region after
they’re done. This doesn’t make a lot of sense.

Teacher: It is not the soul carriers that return. These are physical-based vehicles that, like all
physical matter, decay and transform. Only the Wholeness Navigator within the soul carrier
neither decays nor transforms. It remains everlasting, and within this specific element of
humanity it is designed to return to its origins.

Student: Where does one draw the line between First Source and other life forms?

Teacher: How do you mean this?

Student: Are the Archetypes of First Source separate from First Source. In other words, do they
have their own identity, or do they think of themselves as First Source? In the same way, what
about the Central Race?

Teacher: There are five rings of life that comprise First Source. At the center is the
consciousness of First Source. At the whole is Source Intelligence. In between are three rings of
life: the seven Archetypes of First Source, the Central Race, and the individuated spirit-essence,
or Wholeness Navigator.

Student: And each of these rings of life draws their identity from First Source?

Teacher: Yes.

Student: What you’re really saying is that all of these life 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?
Teacher: The five rings of life are distinct forms of consciousness. In the formless state, each
ring of life is aware of its unity, purpose, and inherent kinship with the others. In the physical
realms, where consciousness is expressed through a dimensionally focused soul-carrier, they
have a diminished awareness of this connection. Thus, they are both separate and unified,
depending upon which strata of consciousness the entity is focused.

Student: Then you’re saying that even the Archetypes of First Source, since they have a physical
body, operate in the three-dimensional world without a strong sense of connection to First
Source? It hardly seems possible.

Teacher: No one within the Central Race pretends to know the degree in which the Archetypes of
First Source have a diminished capacity to recall their Source vibration. However, those within
the Central Race are well aware of how the soul carriers of three-dimensional substance, create
the condition of separation in which divine recall is reduced to such a degree that the entity
regards itself as separate from First Source, and therefore its capabilities.

Student: Separate from the capabilities of First Source?

Teacher: If you believe you are an ant, how do you behave differently than an eagle?

Student: But an ant is not an eagle.

Teacher: But the Wholeness Navigator is First Source. If the ant were an eagle, in every respect
except form, but associated its capabilities with that of an ant, the eagle would slowly lose its
ability to fly, it’s entire physical body, mind, and emotional make-up would change. Its soul
carrier would literally devolve.

Student: Our bodies cause our souls to devolve?

Teacher: No. Our sense of separation from our Source vibration causes our human instrument to
remain devolved. The devolution has already occurred; it is merely perpetuated.

Student: Then the goal is to awaken this Source vibration and begin to re-associate with its
divinity – this is what causes the human instrument to evolve in the direction of the Wholeness
Navigator?

Teacher: If you are going to start a fire, what do you need?

Student: Dry wood, kindling and a lot of work generating sufficient heat to combust the kindling.

Teacher: And what is the most critical of these?

Student: I suppose the kindling.

Teacher: Can you start a fire without any of the elements?

Student: No.

Teacher: Are you sure?

Student: Well, I could start a fire with the kindling, but without the dry wood, it won’t last very
long.

Teacher: Aren’t they all critical then?

Student: Yes.

Teacher: And if I had all the critical components to start a fire, but I had no experience, would I
be able to produce fire?

Student: Probably not.

Teacher: I might not even know, if someone were to give me all of these items, that their purpose
was to create a fire. Correct?

Student: Correct.

Teacher: So we can add experiential knowledge as a critical component.

Student: Yes.

Teacher: And what if I didn’t see the need for a fire?

Student: Okay, so you also need a reason or desire.

Teacher: Yes. Desire and purpose is critical.

Student: Okay, I agree we can add that to our expanding list.

Teacher: And if we were outside and it was raining and our kindling became wet—

Student: I understand, conditions must be right.

Teacher: So conditions are important also?

Student: Yes, but where are you going with this? I don’t understand how this applies to my
question about what causes the Wholeness Navigator to evolve?

Teacher: You simplified your question to the extreme. The equations of evolution are so
complex that they are invisible to the mind of the human instrument. It is not merely the re-
association with the Source vibration or God-Fragment that draws the Wholeness Navigator to it
divinity and re-asserts its capabilities as a replica of First Source. This equation carries thousands
upon thousands of critical elements bundled in a coherent, carefully orchestrated path. I wanted
you to remember this.

Student: But isn’t it necessary to simplify in order to approach the subject? How can anyone give
all of these factors equal weight and still have an intelligent discussion?

Teacher: That’s my point. You cannot.

Student: So we can’t even discuss it?

Teacher: No, not with any degree of accuracy. Evolutionary circuits are dependent on complex
systems, and these systems are so vast and multifaceted that words – when applied to depict
them – only serve to bring focus on one element and this element is never – in itself – powerful
enough to catalyze or mobilize the evolutionary path.

Student: So what does?

Teacher: If you had a magical friend that was infallible in her judgment. Perfect in her decisions
because she saw clear to the destination of First Source and therefore knew how to travel the
landscape to achieve her reunion with God. What would you do with this friend?

Student: I’d listen to them. I’d ask them for directions and guidance. I’d follow as closely behind
them as I could.

Teacher: Even if they led you to a cliff and jumped off.

Student: Well, if I really believed they had this infallible judgment as you put it, yes, even if they
jumped off a cliff. Somehow I’d trust that I would be okay if I followed them over.

Teacher: What if they didn’t know you were following and they had capabilities that you did
not? In this example, they could fly, but you could not.

Student: I guess I would have made a terrible mistake in following them, and I’d die as a result.

Teacher: So your friend’s judgment, even though it was infallible for herself, led to your own
destruction.

Student: Yes.

Teacher: So who then do you offer your trust to?

Student: Myself.

Teacher: And why?

Student: Because I know my own limitations.

Teacher: So what do you think is the mobilizing factor for one’s evolutionary path to Wholeness
and unity?

Student: You mean if I could sum it up in a single concept – despite the fact you showed me
earlier that it couldn’t be done?

Teacher: You’re learning very well.

Student: It would be to trust myself.

Teacher: What part of your self?

Student: The soul.

Teacher: And not the carrier?

Student: Okay, I would need to trust the whole of me.

Teacher: Trust the parts and the whole. Trust the connection of these to First Source. Trust the
God-Fragment that orchestrates all of this complexity into coherent experience and knowledge
that assures the recollection of your divinity. Trust the evolutionary process defined by First
Source. Trust each of these above the external voices that meet you, no matter how infallible
they may appear to be. Trust your self-knowing and its ability to guide you in the ascending
spiral of your journey.

Student: Even though I am but a student?

Teacher: Are we not all students?

Student: But there are those who know more than me. I don’t feel like I know that much to trust
myself. How can I overcome this self-doubt?

Teacher: It is not something to overcome. If it were, would you then require trust?

Student: I suppose not.

Teacher: When you grapple with the finer distinctions of a concept, you invariably come to a
wall that defines the limits of your memory or experience. When you find this wall, there is
nothing wrong with seeking help from others, but remember that you are the entity that is most
aware of your own needs. The wall that you find may be precisely what you need at that time.

Student: Then it seems that I need to become more aware of my self-interests and needs.

Teacher: The needs that you have which fuel your evolution as a Sovereign Integral. If you are
hungry, your stomach will remind you. If you are tired, you will yawn and your eyelids will
become unbearably heavy. What is the equivalent for your evolution as a Sovereign Integral?
Student: It’s an interesting question. I don’t know.

Teacher: What causes you to search for your higher self?

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?

Student: I can tell by your question that I answered wrong. What is it then?

Teacher: It is inspiration! Inspiration from the spiritual masters who came before you. Inspiration
from Nature. Inspiration from art. But most importantly, it is the inspiration that enters from the
realm of the Wholeness Navigator within you, into your human instrument and then tirelessly
kindles your desire to recollect the reality of the God-Fragment stored inside you.

Student: How do I recognize this inspiration?

Teacher: It is not important to recognize it. It only matters that you feel it and welcome its
presence because this is how you develop self-trust and self-knowing.

Student: Are there techniques to accomplish this?

Teacher: Of course.

Student: What are they?

Teacher: You haven’t invented them yet?

Student: I thought you might know some that you could share.

Teacher: I know my own. I do not know yours.

Student: They’re different for everyone?

Teacher: I don’t know.

Student: How did you create your own techniques?

Teacher: If you want to establish a relationship with someone that you want to know, what are
some of the things you do?

Student: I might invite them for a conversation over tea, or possibly write them an introductory
letter describing my wish to meet them.

Teacher: And if they don’t respond.

Student: I will probably assume that they are too busy, or more likely, not interested in meeting
me.

Teacher: Then this is the problem.

Student: What?

Teacher: The human instrument gives up too easy, if it invites the Wholeness Navigator into its
realm at all.

Student: I think we’re all sensitive to rejection.

Teacher: Do you think it’s possible to be rejected by the divine instruments of First Source?

Student: I never thought about it before. Maybe?

Teacher: It is not. The divine instruments of First Source are ever vigilant for sincere prayers,
and never reject the offer to extend their presence within the human instrument of an entity that
desires to ascend in consciousness. This is an immutable law of the universe.

Student: Is there a better way to extend this invitation than simply asking in prayer?

Teacher: It is not your words that will be heard. It is your feelings and the purity of their
motivation. You could be drunk from wine and swearing in your loudest voice, but if your
innermost feelings were pure, sincere, humble, and motivated by love, your invitation would be
answered. In contrast, you could be meditating for days, striving to be of perfect character, and
asking in the quietest whisper of a clear mind, but if you were tainted with the motivations of
honor and pride, your invitation would most likely be declined.

Student: Why would the Wholeness Navigator, or any divine instrument of First Source, care?

Teacher: Why do you care if the food you eat is served on a clean plate or a dirty floor?

Student: I don’t understand the comparison.

Teacher: The human instrument is a vessel or soul carrier. Upon your planet, it houses the pure
and perfect instrument of First Source: the Wholeness Navigator. If the human instrument is
impure with thoughts of materiality, motivations of self-aggrandizement, or actions of hatred, it
makes the soul carrier less receptive to the vibrations of the Wholeness Navigator. In some cases,
the Wholeness Navigator, if it enters into such a vessel and offers its capabilities, these very
capabilities are corrupted for selfish purposes.

Student: So the Wholeness Navigator does not want its capabilities to become contaminated by
an impure soul carrier?
Teacher: This is partially true, but it is more that the God-Fragment within you chooses to
expose its energies to a human instrument that has invited it to share its vision and
understanding. Once it is invited, it will monitor the response of the human instrument to its
presence. If the invitations are repeatedly extended, the God-Fragment will continue to
materialize as an infused, spirit-led consciousness that directs the human instrument in its earthly
mission.

Student: It sounds like the God-Fragment takes over. Is that how it is?

Teacher: The God-Fragment injects divine perspective to the human instrument. It enables the
soul carrier to become the soul’s vision in service to First Source. In doing this, the human
instrument is transformed.

Student: I understand. I think I need some time to sort all of this out. Thank you for sharing your
perspective and helping me with my understanding.

Teacher: You are very welcome.

Discourse Three
Student: Is there a technique to gain knowledge of God?

Teacher: What God do you speak of?

Student: The one and only source of all.

Teacher: No.

Student: Why then are there some who seem blessed with the knowledge of God, and some
that seem completely ignorant of his presence and value? Surely those who are enlightened
discovered a technique to secure their knowledge.

Teacher: There are no techniques. This is the great fallacy that has swept across the universe
of sentient beings. We persist in our belief that there is a formula or ritual or teacher that can
bring us enlightenment – or the knowledge of God.

Student: If there is no technique or teacher, then why does all of this exist? Why do you, my
teacher, sit before me? Or why are there books and learned masters here, in this instructional
setting? Are you telling me they’re all worthless?

Teacher: When there are questions there are answers waiting to be heard. All of this exists
for the questions of people such as you. If these questions did not exist, this would not exist.

Student: But what’s the point if the answers are not bringing me closer to the knowledge of
God?

Teacher: Why doesn’t the knowledge of destruction lay in the hands of the many instead of
the hands of the few?
Student: What do you mean?

Teacher: Why is the knowledge of how to destroy humankind – on a mass level – so carefully
safeguarded?

Student: You’re talking about weapons of mass destruction?

Teacher: Yes.

Student: Naturally the technology is so destructive it needs to be managed and controlled by

responsible governments.

Teacher: Why is it controlled?

Student: If it were in the power of any one person to destroy the lives of many, he or she
might do so if they became sick of mind.

Teacher: Is the knowledge of mass destruction the opposite of the knowledge of mass
enlightenment?

Student: I don’t know.

Teacher: What if you were given the power to enlighten the masses of humanity or destroy
humanity? Would you not be the most powerful person on earth?

Student: I can’t imagine how I could be more powerful.

Teacher: How would you choose to wield your power?

Student: I suppose I’d have to have many advisors helping me to make the right decisions in
order to build a great society that was rich in culture and learned citizens.

Teacher: What if the citizens that you ruled rebelled? What if they chose to be independent
of your power? What would you do then?

Student: But if I had the power to enlighten them, why would they rebel? They would be
enlightened and, as a result, they would choose to live harmoniously.

Teacher: But some might not want to be enlightened. Perhaps they feel that they know what
is best for their development and would resist an outside source, no matter how benevolent
and wise.

Student: Then I would let them have their own way.

Teacher: Even if they killed themselves and behaved in decadence?

Student: I would try to teach them how to behave properly so they would learn to live
harmoniously.

Teacher: Do you think they would listen?

Student: If they didn’t, I’d place the good and respectful people separate from those that
were warring and cruel.

Teacher: I see. So you would divide your citizens into two groups?

Student: It would be the only way to bring harmony to some, if it couldn’t be brought to all.

Teacher: And if the warring and cruel citizens ultimately had children that desired to live in
harmony, what would happen then?

Student: They would only need to ask and they could rejoin the society.

Teacher: So the citizens of your society would accept them without any problem and confer
upon them the same social benefits that they themselves enjoy?

Student: Yes.

Teacher: And if they didn’t?

Student: I would have to order it – make it a law – I suppose. But again, if I had the power
to enlighten my citizens, they surely would forgive those that were led astray by their parents,
and let them re-enter the broader society.

Teacher: And what would be the result if one of these new citizens murdered someone within
your enlightened society?

Student: They would be expelled and punished.

Teacher: Not enlightened?

Student: I would assume they were not able to be enlightened.

Teacher: So your power to enlighten was not perfect.

Student: I guess not.

Teacher: And what if the decadent society decided that the enlightened society should be
conquered?

Student: Why would they attack if they knew I had the power to annihilate them?

Teacher: Perhaps they believed you didn’t actually possess the power, or if you did, that you
would never use it.

Student: We would then have to defend ourselves and capture the decadent society’s leaders
and lock them up until they changed their ways of thinking and acting.

Teacher: Then your power to destroy was not perfect either.

Student: Not in the same way I thought it was.

Teacher: You have answered these hypothetical questions wisely. Do you see how power
complicates?

Student: Yes.

Teacher: Do you understand that having the power to enlighten or destroy is a type of power
that most people consign to God?

Student: Yes.

Teacher: So I was asking you to play God, hypothetically.

Student: I understand, but how does that answer my question about gaining the knowledge
of God?

Teacher: It may not. I simply wanted you to have a glimpse of the perspective of the human-
imagined God.

Student: Why?

Teacher: If you want the knowledge of God, you must have some perspective on the position
of a God.

Student: But I didn’t mean that I wanted to have the knowledge of the God that humans have
created.

Teacher: It’s the only knowledge you can have.

Student: Why can’t I obtain the knowledge of the true God, First Source? Why isn’t there a
technique that I can use to find and acquire this knowledge?

Teacher: Let’s return to our hypothetical scenario. Suppose that your power to destroy was
simply a thought away. If you became angry, your power to destroy would be unleashed and
the recipient of your anger would be obliterated.

Student: Would it work the same way for enlightenment? In other words, would I be able to
enlighten with a simple thought?

Teacher: Yes.

Student: Okay.

Teacher: How many times a day do you have an angry thought and a thought to enlighten
someone?

Student: I don’t know. On a good day, I don’t have any angry thoughts.

Teacher: On a bad day?

Student: Maybe three or four.

Teacher: Each time you have these thoughts, if you were angry with a person, your anger
would harm the object of your rage.

Student: What about the other side of the coin. What if I were loving and kind, would my
thoughts enlighten them as well?

Teacher: Precisely.

Student: So, with nothing but my thoughts, I can harm or help a person.

Teacher: Yes.

Student: Then wouldn’t it make sense that if I had the knowledge of God, I would also have
the discipline to control my thoughts and emotions?

Teacher: No.

Student: Why?

Teacher: Because your dominant reality is that of a human being with all of its weaknesses
and foibles. You are designed to have spontaneous thoughts and emotions. You have instincts
that respond to stimuli, and you cannot control your natural thoughts or emotions. You can
suppress them. You can ignore them. You can even extinguish them, but only for a period of
time.

Student: And this is why I can’t have the knowledge of God?

Teacher: Correct.

Student: Then every human is sealed inside a world of limitation because they have this
inability to control their impulses – be they thoughts or emotions? It seems unfair.

Teacher: Perhaps, but this same limitation is liberating.

Student: In what way?

Teacher: Do you know the will of First Source?

Student: No, but I think I have an idea of what is aligned with the will of God and what is not.

Teacher: If you truly know what is aligned and what it not, then you would need to know the
will of First Source, would you not?

Student: I mean that I know the general direction or intention of God’s will.

Teacher: But not the details?

Student: Correct. I know that what is of love and light is aligned with the will of God, and
what is of evil and darkness is not. But I might not be able to distinguish between the more
subtle shades of light and darkness or good and evil.
Teacher: I see. And how did you arrive at this conclusion?

Student: It is what I have been taught.

Teacher: And who taught you this?

Student: My teachers, the books I’ve read. Everyone believes this don’t they?

Teacher: And because you have been taught that the will of God is knowable, you believe you
can make the judgment that a loving act is aligned, but an evil act is not.

Student: Basically, yes.

Teacher: What if I suggested to you that understanding the will of God is one and the same
as possessing the knowledge of God?

Student: I’m not sure that I understand what you mean.

Teacher: What do you think I mean? Make an effort to express your thoughts, no matter how
murky they may be. Sometimes the fog lifts only when you struggle to see through it.

Student: I have the sense that you’re suggesting that if I understand what the creator desires
from his creation, I would also understand a key component of the knowledge of God. In other
words, in order to have the knowledge of God, I must know what God wants from me, what
he desired me to become.

Teacher: And what do you think God wants you to become?

Student: Liberated.

Teacher: From limitation?

Student: Yes. Exactly.

Teacher: First Source desires that you live without limitation, but creates a soul carrier and a
setting for that soul carrier to live within that is rooted in limitation. Why do think it is the will
of God that you shrug off your limitations?

Student: Because if I have no limitations, I am liberated of the things that reduce my spiritual
awareness.

Teacher: And what will you do then – when you are free of all limitation?

Student: I’m not exactly sure, but it will be blissful and likened to what Buddha called Nirvana
– freedom from desire.

Teacher: Why would your Creator create you, set you in a soul carrier that was bound to a
reality of limitation, construct an elaborate universe school to educate you, and commission
a vast array of instructors, only to enable you to pass into Nirvana or a blissful state?
Student: I don’t know. That’s in part what I’m trying to understand.

Teacher: Are you sure?

Student: Well it’s certainly one of the things I’m trying to understand.

Teacher: If you’re trying to understand this, then answer my question.

Student: But I don’t know the answer.

Teacher: Try to articulate it as best you can.

Student: I agree it doesn’t make sense that God would have me educated in the ways of the
universe and then leave me to simply enjoy it, but I don’t know what else I would do. No one
paints this picture very clearly.

Teacher: The picture, as you put it, is found in the service to a plan. The plan is the collective
unfolding of souls to realize the singular nature of universehood as an undivided process.

We move from neighborhoods to cities, to states, to nations, to continents, to hemispheres,

to planets, to solar systems, to galaxies, to local universes, to superuniverses, to the Grand
Multiverse – the all-encompassing structure of our collective unity.

And every step we emerge the victor of the lesser state of being in that our lives increasingly
exemplify the presence of our collective perception of what is best for the evolutionary course
set forth by First Source for the Grand Multiverse.

Student: Okay, so this is the reason? To simply be able to hold the perspective of what is best
for the Grand Multiverse? How can I ever know such a thing?

Teacher: You cannot.

Student: So again, I’m frustrated in ignorance. This seems to be the theme of spiritual
matters.

Teacher: It is only because you take the undivided process and leap to its end, wishing to
bring it closer into your reality of now. Your patience is exceeded by your vision of what is to
be.

Student: I know. But what can I do about it?

Teacher: Define the knowledge that you need to accomplish each step of your process. Don’t
profess to need the knowledge of God before you have the knowledge of your earth world or
the knowledge of your human instrument. Frame your knowledge in the context of your
design.

Student: How do you mean that?

Teacher: You are a physical body with complex, emotional impulses and instincts; you are
also a system of nerves and data collectors that feed your consciousness and brain. Moreover,
you are a collective of consciousnesses that span your entire species and time. These
elements comprise your human instrument.

Like most seekers, you try to understand the mysterious substance of your inmost spirit –
the Wholeness Navigator – before you understand your human instrument. And even more
to the point, you seek to understand the Creator and sustainer of the Wholeness Navigator
before you understand your inmost spirit.

You have intuited the undivided process because it is stored within you, but if you stretch the
reach of your understanding it is because you seek to know the stars before you know the
planet upon which you stand. And I ask you, what good is the knowledge of the stars when
your home is misunderstood?

Student: You’re saying that I need to study my body and mind before I study the soul?

Teacher: No, I’m saying the knowledge of God that you seek is contained in every step of the
undivided process. It is not realized in some sudden, elusive revelatory experience at the end
of your journey. It is found in every step along the way.

Student: Yes, I understand this in concept. I’ve heard this many times before, but I sense
that you’re making a different distinction here.

Teacher: Perhaps. I’m only recommending that you understand the soul carrier before you
seek to know the soul, and that you understand the soul before you seek to understand its
creator. Otherwise, if you first channel your energy into understanding the Creator, you will
see it marginally, and this partial knowledge will deform your understanding of the soul carrier
and the soul within it.

Student: But how will I know that my understanding of the soul carrier is adequate so that I
can embark on the understanding of my soul?

Teacher: The human instrument is an amazing composite of miraculous connections between

the material and non-physical worlds. When you understand these connections, they will guide
you to your understanding of the soul within you.

Student: So then I should really be asking you about how I can gain the knowledge of these
connections. Is that correct?

Teacher: Yes.

Student: So how do I? Is it the chakras that are key?

Teacher: Much has been said and written about the energy centers that are revealed within
the human instrument, but these energy centers are not the connections between the physical
and non-physical realms.

What weaves together the physical body with the non-physical bodies is what we refer to as
the phantom core.

Student: What is this composed of?

Teacher: The phantom core is not composed of anything material. It is like a shadow of soul
consciousness that can move between the realms of the human instrument.

Student: So it can operate equally well within the mind and body?

Teacher: The phantom core is the consciousness that moves between the body, emotions,
mind, and genetic mind at speeds greater than light. Yet it is a point of awareness that
distributes the experiences of the human instrument to the soul.

Student: Does it embellish the experiences or simply report them like a recorder?

Teacher: It reports everything in extraordinary terms.

Student: How do you mean?

Teacher: Even in the quiet moments of your life when you are staring through a window or
reading a book, there is a great universe of experience that is perceived by this phantom
core, and every miniature detail is faithfully recorded and transmitted to the soul.

The phantom core is the super consciousness of the human instrument. It is separate from
the soul, and is considered the soul’s emissary to the natural world in which the human
instrument 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 that is the garment of First Source.

Student: Why have I never heard of this before?

Teacher: Who should tell you?

Student: You, for one.

Teacher: I just did, were you not listening?

Student: Yes, but I’ve been your student for two years and this is the first I’ve heard of this
phantom core. Why?

Teacher: We teach through association and metaphor. You have been taught about the
phantom core, you just haven’t heard its name before now. And now that you have its name,
it crystallizes in your mind a clearer picture of its design and purpose.

Student: But two years it takes for me to know its name?

Teacher: For some it is two hours for some it a lifetime. It depends on the person and how
they arrive at their answers. You sought the unknowable before you sought what is to be
known in your present life – where your consciousness resides now.

Student: Okay, we’ve established that I’m a dreamer –

Teacher: There’s nothing wrong with seeking the unknowable. I am not suggesting that you
have wasted your time in the pursuit of a dream.

Student: But it seems that I need to place more time in understanding this phantom core.
What do you recommend I learn in this regard?

Teacher: Learn all that you can about the human body, emotions, and mind. Make it the focus
of your study for a period of time – perhaps a year or two, depending on the availability of
your time.

As you do this, take notes about the features of the human instrument that either seem
connected or anomalous. For example, the brain is dominated by the data received from the
eyes. Why do the eyes not dominate consciousness?

As you produce your notes, organized around connections and anomalous phenomenon, begin
to define the structure of the human instrument as one would if they were making a map of
the interaction between the body, emotions, mind, and genetic mind. Remember that the
phantom core is the shadow of the soul and operates seamlessly between the folds of the
human instrument. It is the first perceiver and transmitter of the experience that consumes
the human instrument of a specific individuality. It is the continuity of the undivided process
within the material realms, while the soul is the continuity of the undivided process within the
non-physical realms.

Student: And what about the Wholeness Navigator?

Teacher: It is the bridge of continuity between these two worlds. The Wholeness Navigator is
the interlock between the worlds of time and the worlds of non-time. It is the fusion of the
soul and the phantom core, integrating this vast experiential storehouse of data, and making
it coherent as a force of transformation.

Student: It will take me a long time to create this picture and understand the connections.

Teacher: It will take you a lifetime, if you are fortunate. However, if you set forth upon the
path of First Source without first understanding the fundamental structures within which your
soul operates, you will pursue a mirage. God will appear and disappear, and doubt will shake
you every time a new occurrence crosses your path. It will seem that all is impermanent,
even the face of God.

Student: You said a moment ago that the Wholeness Navigator uses the experiences of the
soul carrier and soul as a force of transformation. Transformation of whom and for what
purpose?

Teacher: The transformation is of the individual personality – the God-fragment that sojourns
in both the worlds of time and non-time, and is devoted to the One Plan that embraces all
forms, personalities, and opinions therein. This personality is the identity that endures the
shape shifting of forms and the ceaseless churning of time to become a conscious extension
of the One Plan.

The purpose of this transformation is to explore the Grand Multiverse as emissaries of First
Source, creating new opportunities for the expansion and ongoing evolution of the One Plan.
Student: I suspect you purposely gave me an abstract answer as a way of reminding me of
the task ahead.

Teacher: I gave you what is available to be given. Words themselves are an abstraction, are
they not?

Student: If you don’t mind, I want to return to my task: studying the human instrument. Is
there a model I can use so I can compare my approach with others?

Teacher: There may be some who would gladly share their research and findings. I would
encourage you to collaborate with your fellow students. It is a very useful practice.

Student: You spoke of connections in the human instrument and anomalous phenomenon.
Can you please elaborate on these?

Teacher: The connections of the human instrument are the threads that make up the fabric
of the phantom core. These threads weave together the pathways between the physical body,
emotions, mind, and genetic mind. Within each of these are sub-layers, just as the skin of
the human body is different than the nervous system, which is different than the skeletal
structure.

The body is therefore made up of many layers and sub-components that comprise the total
structure. This is equally true for the emotions, mind, and genetic mind.

The connections between these layers or strata of the human instrument, which number 24
primary systems, each originate from the Wholeness Navigator. In other words, these threads
have a common ground and spiral out touching each of the 24 primary systems, binding them
together in a holistic system.

Student: What are the 24 systems? Do I know them?

Teacher: It is not important to recognize each of them individually. Some have not been
discovered in the world of time and space. I only mention the number so that you can know
the depth of the human instrument and its impeccable and miraculous structure.

Student: Why is this so important?

Teacher: The human instrument is regarded by most cultures as a body that is vulnerable
and fragile. It is considered flawed and imperfect because it degenerates over time and is
susceptible to disease. In some areas, it is considered nothing more than an animate object
for the sensing of pleasure or pain. It is held in low regard, and even those who feel a spiritual
imperative, regard it as the lesser or lower self.

Student: But it is the lower self isn’t it?

Teacher: It is the vessel of the transcendent soul. When you see a vessel of beauty, do you
wonder what is inside it?

Student: I guess when I see a beautiful vessel – like a work of art – I assume the vessel is
for appreciation, not utility.
Teacher: It doesn’t require a utilitarian function because its beauty is sufficient a purpose.
Correct?

Student: Exactly.

Teacher: The human instrument is the same way. It is a beautifully conceived creation; so
much so that most believe it is empty. Its purpose is in itself. They do not see the 24 strata,
they perceive only the five dominant strata: skin, muscle, bones, emotions, and mind.

Student: Why? Why do we only see these five and not the whole 24?

Teacher: You are taught these perceptions by your educational indoctrination and society as
a whole, and conversely, you are not taught to appreciate and understand the other 19 strata.
In most cases, these strata require more vigilance and persistence to understand and
appreciate.

Student: So how do I learn about the other dimensions of the human instrument?

Teacher: You study the human instrument. You study the body, emotions, mind, and genetic
mind. You learn to understand this sacred vessel for what it truly is: the exploratory, albeit
temporary, vehicle of your inmost, immortal consciousness in the worlds of time and space.

Student: But if you gave me information about the 24 strata, wouldn’t it help me in my
studies?

Teacher: Perhaps, but it is not necessary to understand all of these levels with the human
mind. And here again, you seek to know the staircase before you understand the first few
steps. It is the function of time to make the staircase comprehensible in steps, not singular
revelations.

Student: I understand.

Teacher: I have highlighted the universal path; now tell me what you have learned.

Student: Okay, I’ll do my best. The phantom core connects the 24 levels of the human
instrument, and is the observing consciousness of the worlds of time and space for the human
soul. The phantom core has multiple threads, for lack of a better description, that weave these
24 levels together, and it uses these connective threads like pathways to move – as a
consciousness – from one level to the next at quantum speeds. It then passes this experiential
information to the soul, which then processes this incoming data in order to evolve its
understanding of how to align with the One Plan and increasingly bring light to the darker
outposts of the Grand Multiverse.

Teacher: Take a deep breath. You have listened well.

Student: Did I get it right?

Teacher: Are you concerned about being right or are you interested in learning?

Student: Are they so different?

Teacher: They can be polar opposites.

Student: I’m interested in learning and being right.

Teacher: You asked me at the beginning of this dialogue, as to whether there is a technique
to gain the knowledge of God. Do you remember?

Student: Yes.

Teacher: And have you discovered your answer?

Student: No. I don’t think there is an answer.

Teacher: Perhaps there’s an answer, but it is different for every human. All beings approach
their creator in a unique path that has never been navigated before. If you stitched together
the vast reservoir of your experience in the worlds of time and space, do you think it has ever
been replicated?

Student: I don’t know. I’ve never thought about it before. Perhaps at a basic level it has.

Teacher: Only if you grossly simplified it would you see any similarity in the paths of the
ascending souls to their Creator’s realm. Truthfully, we are each as unique as the planets that
number the Grand Universe, and it is precisely this uniqueness that prevents a universal
technique from ever becoming the magical pill of enlightenment.

Student: I understand this. Was this done as part of the design?

Teacher: Yes.

Student: I guess the real question is what knowledge is required in order to construct my own
techniques for gaining the awareness of my own, multi-layered self?

Teacher: You are on your way if it is your practice to make this inquiry every morning that
you arise, and you feel yourself a magnet attracting this very knowledge into your life through
every facet of your experience.

Student: Does it help if I believe that the phantom core is present within me and absorbing
this knowledge even if my conscious mind is not?

Teacher: It does and it is.

Student: I am grateful.

Teacher: You are most welcome.

Discourse Four
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 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.

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?

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.

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?

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.

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?

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.

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 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.

Discourse Five
Student: I was meditating this morning and found myself distracted by the sounds of my fellow
students. Is there a technique to block these distractions so I can concentrate better on my
meditation?

Teacher: What do you hope to accomplish with this improved concentration?

Student: I’ll perform my meditations with greater clarity, and this in turn will result in deeper
insights.

Teacher: I see. Does any of this deeper insight include the perception that the outer world is not a
distraction to the inner world, but rather a catalyst for learning?

Student: So you’re saying that I shouldn’t worry about distractions when I perform my
meditations?

Teacher: Isn’t worry the source of your distraction?

Student: I suppose it is. But if these distractions—

Teacher: They are not distractions. They are phenomenon of the outer world—vibrations
traveling in the ethers from sources you have no control over. That and nothing more.

Student: But these vibrations influence my mind and my ability to concentrate. Isn’t
concentration a vital component of successful meditation?
Teacher: Again, what influences your mind is not external vibrations, but your reaction to them.

Student: So how do I change my reaction so I can be more successful in my meditations?

Teacher: Is this issue only relevant to your meditations?

Student: It’s during my mediations that I notice it the most.

Teacher: Do you notice the fear or stress that the external world brings you as well?

Student: Yes.

Teacher: Isn’t this fear akin to a distraction?

Student: I suppose.

Teacher: Yet without it, wouldn’t you have the tendency to lapse into complacency?

Student: I don’t think so.

Teacher: Fear, and all the so-called negative emotions, can represent distractions, but they are
catalysts and instigators of action just as well. Are they not?

Student: I see your point, but these distractions and fears are leading me away from my spiritual
studies and cause me to behave in a manner not consistent with a spiritual person.

Teacher: And how does a spiritual person behave?

Student: They are poised and benevolent. They are tranquil in the face of distractions and fears.
They exude peace and exemplify compassion. They express divine love to all.

Teacher: You have adequately described a mythological saint, but you have not described a
spiritual person. Even in total darkness, a spiritual person can discover light. They are truth
seekers and they wear the countenance of a thousand different personalities. They are not truth
tellers. They are not truth expressers. They are not saints. They are truth seekers.

Student: My definition is a little idealistic, I’ll admit to that, but why is this important to the
discussion around fear and distractions?

Teacher: Isn’t your concern related to your view of what constitutes a spiritual person’s behavior
and your perceived shortcomings relative to that image?

Student: You’re suggesting that all of this can be traced to this fundamental misperception?

Teacher: Yes. It is a significant part of what energizes your reaction to fear and distractions. It is
a form of self-judgment that defines your response to the external world. As you cling to the
image and behavior of what you believe defines a spiritual person, so do you adjudicate your
comparative performance, and in this regard, you will dependably fall short.

Student: But if I’m frustrated as a result of my idealistic image of how I think I should behave,
are you suggesting I only need to temper my expectations and my frustration will end?

Teacher: Why should your frustrations come to an end? For what purpose do you choose to
experience contentment and calm? Did you incarnate into this world for the purpose of
composure and regal repose?

Student: I’m only saying that I desire to demonstrate spiritual values—of which peace and
contentment—

Teacher: Spiritual values are as much about turmoil and stress as they are about peace and
contentment. Spiritual values are not monotonic nor are they benign.

Student: But you speak like spiritual values are undefined and encompass… anything.

Teacher: You started this dialogue with the opinion that you were frustrated with external noise
that prevented your successful practice of meditation. I pointed out to you that the issue was not
noise or distraction, but your narrow perception of what behavior constitutes spiritual conduct
and what does not.

Student: Yes, and I agree, but still spiritual behavior is not about anger, hatred, and greed. You
agree with this much don’t you?

Teacher: If you define too narrowly what actions and activities constitute spiritual behavior, you
will become not only a judge of yourself but all others as well. You unwittingly close down your
interface zone.

Student: What is the interface zone?

Teacher: The interface zone is the aspect of your consciousness that interacts with the species
with which you share a common biology. It is physically contained in your DNA, which acts as a
node within a vast network that is ultimately connected to First Source.

Student: And what is this vast network?

Teacher: DNA is both a network within the individual body as well as a node within the species’
collective “body” or genetic mind. The human species is connected through this network, which
is made possible through the DNA.

Student: So you’re saying that what happens inside me is transmitted to all other humans?

Teacher: The Interface Zone is like a computer on a network. You are not aware of the network
unless you are interfacing with your computer. To access the network and retrieve and share
information, you must be present at your computer. Similarly, the Interface Zone requires that
you bring your attention to it in order to access this network that spans the entire species.

Student: You’re saying that I can communicate with everyone who is human?

Teacher: The Interface Zone is the originator of language – all languages. Language is encoded
into this aspect of the DNA and it bubbles to the surface of human expression. This means that
the human DNA brings language to the species and receives language from the species. It is a
doorway that opens in both directions.

Student: Are you saying that I can communicate with my fellow species—at the level of DNA—
through words?

Teacher: Yes.

Student: This is a little hard to believe.

Teacher: Isn’t this what mantras and affirmations do within your body? Don’t these words and
frequencies alter you, even physiologically?

Student: Yes, I believe that based on my experience, but you’re saying that these same words
communicate beyond my body into the species at large. This is a hard concept to understand let
alone believe.

Teacher: It does not automatically communicate to the DNA network anymore than your
thoughts are automatically communicated to the computer network. On the computer network
you must convert your thoughts to words and enter them via a keyboard into your computer, and
then select the path to send your thoughts to the network.

Student: I understand how this applies to the computer network, but how does this work on the
DNA network?

Teacher: The Interface Zone is the equivalent of a computer node and it requires software and
activation in order to access the network.

Student: And what is the software and how do I activate it?

Teacher: You desire to know this before you desire to understand why you would want to have
access to the DNA network?

Student: My curiosity leapt ahead of my logic. Can you tell me why I would want to establish an
Interface Zone?

Teacher: The Interface Zone is the meeting place of the physical and energetic levels. It is the
transport of language between the two vibratory worlds. It is the gateway from the individual to
the species. It is highly relevant in most biological species, but humans have sealed this gateway
through the expression of their individuality and the pursuits of their ego.

Student: You’re speaking of group consciousness… like ants and bees?

Teacher: Yes, but there are countless species that have this capacity and exercise it.

Student: If humans have sealed this gateway, there must be a reason.

Teacher: It is the act of polluting the genetic mind that has kept this gateway sealed.

Student: Polluting the genetic mind?

Teacher: Thoughts are the only real form of pollution to the human species. Beyond purely
instinctual expression, thoughts assemble language and language assembles behavior. This
behavior can be destructive to the genetic mind of the species and can place severe limitations on
its capacity to discern the soul from the soul carrier.

Student: So humans learn to identify with the soul carrier and not the soul?

Teacher: Yes.

Student: And who seals the gateway?

Teacher: Humans… subconsciously they know it is in their best interest to close this doorway in
order to prevent irreversible damage to the genetic mind. Intuitively they know that a time will
come when it will be reopened and the Interface Zone will once again be accessible to humanity.

Student: And how will it be unsealed?

Teacher: There are select individuals who will open this gateway for the purpose of transforming
the genetic mind of the species. These individuals embody what is to come relative to the human
species. In a sense, they are time travelers who bring the future of human capacities to the
present-day. They transmit the future vision first, and then the tools to activate others.

Student: I still don’t feel I understand the purpose of all this.

Teacher: It is largely through the activation of the DNA network that humankind will discover
the Grand Portal because access to the genetic mind is essential to this discovery, as is the extra-
sensory communication between those destined to assemble the discovery’s component parts and
piece together the seven-fold puzzle.

Student: How does one gain access to the Interface Zone?

Teacher: Do you want to know how to access it before you understand the effect this access will
have on you?
Student: Again my impatience gets the best of me. I am interested in understanding what this
access will mean to me. Please explain.

Teacher: The Interface Zone is the access point to activating the group consciousness of
humanity. If humanity can operate as a collective consciousness, while its members remain
anchored in the fullness of their individuality, humanity will be able to rebalance the earth and
operate as co-creators of a new earth with influence that would extend to galactic levels.

Student: How? How does this all happen?

Teacher: The Interface Zone is an important component of the Grand Portal discovery and it will
become known as the connecting element of the human species that unifies its genetic mind, and
in this unification, unleashes its power and capability to create solutions to the natural challenges
of planetary life.

Student: How does this relate to an individual like me?

Teacher: In choosing to consciously access the Interface Zone, you tap into the genetic mind
with greater clarity. This results in more vivid thought processes and enhanced intuition. It also
improves extra-sensory perceptions that enable remote healing and remote communication.

Student: What about the communication into the genetic mind? You mentioned that the doorway
opens in both directions.

Teacher: This is a far more sensitive disclosure and one that I will not make until you have
advanced further in your training. I think we can begin with the receptive mode before we
investigate the transmit mode.

Student: How do I move into the receptive mode?

Teacher: It is through natural language. As I said, the Interface Zone operates within the
constructs of language since it contains all language archetypes.

Student: Then what words do I speak?

Teacher: First, language is not necessarily constructed of words. It can be visual and it can be
musical as well, consisting of tempo, frequency, modulation, etcetera.

Student: Which is more effective?

Teacher: The most effective is to begin with a clear conceptual picture of the Interface Zone and
how it can be activated to be more receptive as a carrier wave of the genetic mind.

Student: How do I do this?

Teacher: Remember how I said the DNA could spontaneously configure wormhole-like
structures?

Student: Yes.

Teacher: These structures are extra-sensory, and do not conform to three-dimensional constructs
of spacetime. They rise and fall in their configurations in spontaneous reaction to a variety of
stimuli.

Student: Like affirmations and mantras?

Teacher: Yes. They are like programming pods, in one sense, because the individual can
reprogram their cellular DNA in such a way that it enhances their intuition or access to the
genetic mind.

Student: How is this done precisely?

Teacher: The imagery of the wormhole structure, its impermanence and spontaneity, the manner
in which this occurs outside of three-dimensional spacetime structures, the way in which the
energy exchange is reciprocal, the image of DNA as an inter-species network—all of these
elements enhance your picture of the process.

Student: I have a conceptual picture of this, but it’s by no means clear.

Teacher: You cannot have a clear mental picture of something that operates outside of spacetime
structures. However, if you compare the picture you have now with the one you had ten minutes
ago, it is infinitely more precise, wouldn’t you agree?

Student: I suppose, since I didn’t have any picture before.

Teacher: Exactly.

Student: This conceptual picture—vague as it is—is sufficient for me to begin?

Teacher: No. You need to picture it in your mind’s eye and contemplate the wondrous mechanics
of this process. How the DNA is like tendrils of an enormously complex organism that
energetically lives outside of the human body, but also has three-dimensional counterparts that
communicate, store, and process information that reside mostly in the intuitive structure of the
body-heart-mind system.

Student: But is there some specific word or sound I need to make in order to activate or enhance
my reception of the genetic mind?

Teacher: If you have a computer that is not connected to the network, what is required?

Student: A port or connection.

Teacher: And software?

Student: Yes, an interface of some kind.

Teacher: And you need a password.

Student: Sometimes.

Teacher: And why is a password required in some instances?

Student: Because the information is confidential or only meant to be accessible to certain

individuals.

Teacher: So you can have a computer, a connection, and a software interface, and if you want to
get the information you might need a password.

What about the information that is available to everyone without a password. Is it useful?

Student: It could be.

Teacher: If everyone can get this information is it vital, potent, and catalytic?

Student: I suppose not.

Teacher: Why?

Student: Because it’s not protected.

Teacher: I see. So the most vital and potent information would be withheld from all people
because it could not be protected from the unscrupulous individuals who would pervert and use
this information improperly?

Student: Yes.

Teacher: Imagine that everyone within the human species, independent of age or social status,
had a computer. Each person could access their computer, but only some had a connection to the
network. Of these, some had a software interface. Of this group, a small percentage had
developed content to place on this network, and of these, a very small fraction had created
content that could be defined as inspiring to those who ventured onto the network.

Now, a higher authority—let’s call it God—inserts information onto this network, but protects it
with a password. Who do you think God will provide the password to?

Student: The group that developed the inspiring content and have access to the network.
Teacher: There is truth to this analogy and there is a gentle deception as well. God is not
interested in protecting the truth about the DNA network. Humans do this themselves.

All people have the “password” as surely as they each can breathe, but most believe they are in
the group who lacks a computer connection to the network, so they don’t even try to access the
network. The small fraction that knows of this network, believes it to be password protected.

Student: But if we have the password, we don’t use it?

Teacher: We don’t know how.

Student: Why?

Teacher: As I said before, humanity has forgotten this capability because it is more interested in
the exploration of the individual ego than the formation and evolution of the group
consciousness.

Student: Can you tell me what this password is?

Teacher: You must have the conceptual picture and you must hold the following affirmation
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 that I do may the mind of many hold sway over the mind of one.

Student: This is the password?

Teacher: It is an encoded affirmation. It activates the Interface Zone within you. It stimulates the
connection between you and the genetic mind of humanity.

Student: But the password is something else?

Teacher: You are looking for the key to turn the lock when you haven’t yet found the door. Be
patient. All matters of the spirit are a process of interchange between the world of the body-
heart-mind system and the inner dimensions of the soul.

The Interface Zone is the connecting bridge between you and the species. What you desire is to
connect, not isolate. To step forward into the group consciousness, not judge its imperfection. To
offer your talents to this consolidated being, not the God of your image.

The password is only a metaphor for accepting this basic attitude and allowing it authority in
your heart of hearts and mind of minds. This attitude must hold primacy in your being.

Student: But doesn’t it already?

Teacher: By the very nature of your first statements in this dialogue, it does not.
Student: Why? What did I say that makes this so evident?

Teacher: You looked upon your fellow students as distractions to your study. Do you not
remember?

Student: I see your point.

Teacher: The password is not a magic word or mantra or affirmation. It is the construction, over
time, of an attitude that becomes intrinsic to your character. When you can cite the affirmation I
gave you and know in your heart and mind that you have truly lived this for a period of months,
perhaps years, you will have the transparent access to the genetic mind that you seek.

Student: Thank you for your insight. I understand what I came to learn this day. I have only one
remaining question.

Teacher: What is your question?

Student: The affirmation says that whatever I do may the mind of many hold sway over the mind
of one. Isn’t the mind of one a metaphor for First Source? And if this is the case, why should I
place my trust upon the genetic mind instead of the ultimate Creator of all life?

Teacher: The mind of one is you. First Source is neither the mind of one nor the mind of many. It
is the Mind of All… to the degree that First Source can be referred to as a mind.

Student: So the mind of many is a metaphor for the genetic mind of humanity?

Teacher: Yes. It is an ancient term that is encoded. Your DNA actually “hears” this affirmation,
and the “wormholes” of connection spontaneously form as a result.

First Source and those concerned about the evolutionary path of humanity are encoding an aspect
of the genetic mind to be a tool useful in the discovery of the Grand Portal. This particular
affirmation is useful in accessing this specific part of the genetic mind. It is not resonant with all
aspects of the genetic mind.

Student: I understand. Thank you.

Teacher: You are most welcome.

Discourse Six
Student: How does one discern their inner voice from the voice that has been learned from this
world?
Teacher: The voice of this world can be traced to the ego-personality, while your original voice
whispers and nudges from the depths of your heart.

Student: But the voice of my heart is not necessarily formed of words, but rather feelings. And
these feelings are subtle and constantly changing. Hope can turn to despair, or love to hate in a
mere flash of time.

Teacher: Like the universe, the heart is multi-leveled. The heart of which I speak is adept at
expressing intuitive intelligence in the spirit of compassion and understanding. When you hear a
voice within that strikes this balance, you have found your inner voice.

Student: Does everyone have this inner voice and the ability to express it?

Teacher: No.

Student: Why is this limitation bestowed on human nature?

Teacher: It is simply an outgrowth of the imperfections of the human instrument colliding with
the imperfections of the three-dimensional environment.

Student: And these imperfections subdue the heart’s expression and diminish its voice?

Teacher: No more than the clouds control the sun and lessen its warmth.

Student: So the inner voice continues to express itself even though the imperfections make its
voice inaudible?

Teacher: Yes.

Student: Using your analogy, how does one eliminate the clouds?

Teacher: You can’t eliminate imperfections, but you can achieve supremacy over them for
periods of time. Imagine if the sky were always shrouded in clouds. The telescope would not
exist, would it?

Student: I suppose not.

Teacher: Suppose that the clouds would disappear, but for only one day each year, and it was
only on this day that you could see the vastness of the universe. Do you suppose the telescope
would be invented?

Student: Perhaps…

Teacher: The answer is, yes. The moment the human spirit understands the depths and heights of
its universe, the will to apprehend it—to study it—is engaged.
Student: But how does this relate to the heart’s inner voice?

Teacher: The imperfections of the human instrument and the three-dimensional world are like
clouds that obscure the depths of the heart. If you can see beyond these clouds, if only for a short
time, you will try to access and understand your inner voice and express it fully in your life
despite the imperfections.

Student: Again, using your analogy, what is the “telescope” as it relates to the heart’s deepest
expression?

Teacher: They are the techniques of the intuitive intelligence.

Student: Can you explain them to me?

Teacher: There is a component of the human instrument known poetically as the Heart’s Scribe.
Your emotional history—every nuance—is recorded and inscribed within the circuits of your
heart. This, in large measure, is the source of the “clouds” we spoke of earlier.

Student: And they need to be cleared. How do I do that?

Teacher: First and foremost, it is vital to understand the heart. The heart is so much more than a
physical muscle pumping blood. This is only the surface manifestation of nothing less than the
source of your intuitive intelligence. The energetic heart is the source template of the physical
heart.

Student: The source template?

Teacher: As the physical heart distributes life-giving oxygen to the body, so does the energetic
heart distribute intuitive intelligence to the mind. The energetic heart is the source template for
the formation of the physical heart, and more than this, it is the point of connection to the highest
form of consciousness from which your inner voice arises.

Student: My physical heart is based on an energetic heart, and this energetic heart is what I want
to have access to?

Teacher: Think of it this way. The heart is dimensional and multi-faceted. It expresses emotional
currents; regulates physiological functions; activates certain brain chemistry; communicates
throughout the body and mind; receives precognitive impressions from your future
environments; and connects you to all other states of being.

The heart is also the gateway to the compassion frequency of love—the purest force of the
multiverse.

Student: I’ve never heard of this before. What do you mean by the compassion frequency of
love?
Teacher: Love, like all things dimensional, can be separated into a spectrum of frequencies—
each frequency a part of the wholeness, but each possessing a different intelligence.

Student: Intelligence?

Teacher: Are all forms of love the same?

Student: Of course not.

Teacher: Love imbued with compassion and understanding is different from love that is stubborn
and selfish, is it not?

Student: Yes… but I don’t think of it as a difference in intelligence in the love itself, but rather
the person expressing it.

Teacher: That is because you don’t understand that emotions have an embedded intelligence
based on their frequency and how the frequency resonates with the higher circuits of the
multiverse.

Student: I don’t understand.

Teacher: Think of the multiverse as eleven holographic spheres of consciousness, each

interpenetrating the one that is more inward. Only the outer sphere contains all spheres, and this
is the consciousness of First Source, while the innermost sphere is the consciousness of
inanimate objects like a stone or seashell. Love is separated into frequencies that resonate in
harmony with each of these “spheres” or domains of consciousness. Similarly, the heart itself
consists of different layers of consciousness, and each “layer” has an intelligence of perception
and expression. This intelligence is linked to the brain and higher mind, so that the human
instrument is capable of expressing from any dominant frequency or sphere of the multiverse.

Student: Including the level of First Source?

Teacher: Yes.

Student: So the heart is the multiverse inside each of us?

Teacher: It is the gateway to the multiverse because of its ability to decode emotional
frequencies from the highest levels of the multiverse and express them into three-dimensional
environments through a human instrument.

Student: I thought the brain was the supreme organ of the human instrument. The crown chakra,
the third eye… aren’t these associated with the brain and the higher mind? Aren’t these more
closely connected with the First Source vibration than the heart?
Teacher: The heart operates at the highest frequency within the human instrument. Emotions are
even faster than the speed of thought. They operate outside of time/space when they are in
resonance with the higher circuits of the multiverse.

Student: If the heart operates at the highest frequency then emotions are more certain to be the
catalysts that awaken us to our true selves?

Teacher: Yes, this is why the most profound spiritual experiences are woven from the textures of
the heart’s emotions rather than the thoughts of the mind.

Student: Okay, so how does this all relate to clearing the emotional debris that’s been inscribed
upon my heart?

Teacher: It is not the heart itself that it has been inscribed upon. The emotional debris is passed
from the heart to the brain and the neural network that surrounds it. Thus the clearing takes the
same route and is a process, not an event.

It begins with the compassion frequency of the emotion called forgiveness. This frequency can
be evoked within your heart through this 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.

While this invocation is being said, you can listen carefully to the words and allow them to form
visual pictures in your heart.

Student: That’s interesting. I’ve always been taught to form pictures in my mind, but never in my
heart.

Teacher: Visualization is not confined to a specific position in the body or head. It can be placed
anywhere by projection. Simply project the pictures to the area in the center of your chest. The
one who views the projection can be outside of your body watching from a distance of a few
meters.

Student: Who is watching outside my body?

Teacher: You are.

Student: Is this one of the techniques you referred to as techniques of the intuitive intelligence?

Teacher: Yes, but this technique has additional facets to it. When you have completed this first
step, three remain.

Student: What are they?

Teacher: The second step is to allow this light to settle in. It requires that you perceive the light
as a very, very refined mist of yellow-gold, suspended, yet moving at a level beneath perception.
It is important to sense that this movement of the light inside your head possesses intelligence—
capable of rewiring, rewriting, adapting your emotional history.

Student: And by performing this technique I can begin to clear the “clouds” of my emotional
history?

Teacher: Yes, but visualization and imagination are vital elements of this process. Again, I want
to stress that this is a process that requires a consistent practice for a period of time—typically
thirty days or more.

Student: Why are visualization and imagination so important to this process?

Teacher: They engage the heart’s core intelligence and the brain’s receptivity is the result.

Student: You’re saying that the brain interprets the heart’s signals based on their… clarity?

Teacher: The higher brain is designed to “read” the heart’s signals based on how well defined
they are in terms of their visual energy and emotional authenticity.

Student: Visual energy?

Teacher: Whatever images are projected upon the heart region, they are energized. To the degree
you can visualize the image clearly, project it to your heart area and imbue it with your heart’s
core emotions, you will send a more potent signal to your higher brain. It is this potency that the
higher brain responds to.

Student: In what way?

Teacher: In the context of this dialogue, it facilitates the course of action to rewrite your
emotional history in the frequency of compassion and understanding.

Student: So the heart and brain are partners, but ultimately the brain decides whether to act on
the signal… or the directives from the heart?

Teacher: Just as the physical heart has an energetic or quantum counterpart, so does the brain.
These two organs and their peripheral systems—at both the physical and quantum levels—are
completely integrated, in a manner which science is only now beginning to understand.

It is not that the heart transmits an order to the brain, and the brain, detecting the potency of the
directive elects to act on it or not. The heart and brain are a unified system that cycles and
recycles energy, information, and intelligence within the human instrument. This system operates
with greater effectiveness, in terms of expressing its innate intelligence in three-dimensional
environments, when it is entrained to the core heart energy of compassion and understanding.
Student: You speak about compassion and understanding, but isn’t unconditional love the core
heart frequency?

Teacher: I choose to refer to these core frequencies in terms that are not so misunderstood, as is
the term unconditional love.

Student: You also mentioned emotional authenticity was a key element in how the brain
responds to this technique. Can you expand on this?

Teacher: When you see a piece of cloth from a distance of twenty meters, what distinguishes it?

Student: Its color.

Teacher: And when you are able to hold this same cloth and examine it closely, what then?

Student: I suppose texture becomes more important… how it feels.

Teacher: And the subtly of the design?

Student: Yes, I suppose at twenty meters one would not be able to see any subtle designs that had
been woven into the fabric.

Teacher: Emotions are imbued with texture and subtlety. The higher brain system is designed to
scan the emotional data incoming from the heart system and determine if the textures and
subtleties of the data are derived from the core heart frequencies, or are derivatives of the three
dimensional environment and/or emotional history.

Student: The higher brain makes this determination? How does it know?

Teacher: Have you noticed my use of the word “Designed”?

Student: Yes, but I’m not sure I interpreted it the way you meant it.

Teacher: The heart and brain systems were designed to enable those who were able to apply their
imaginations from the core heart frequencies to access the higher frequency, higher intelligence
of the genetic mind. This access made them the prophets and philosophers of humanity—the
wisdom bearers that elevated all of humanity.

Student: So only those who had this knowledge would be able to access this higher state?

Teacher: No. Everyone is able to.

Student: Everyone?

Teacher: Should anyone be excluded?

Student: What about those who knowingly practice evil?

Teacher: A lifetime of 4000 weeks to explore and understand the infinite cosmos is the
explanation of evil.

Student: I don’t understand?

Teacher: We are good, spiritual beings, not by the expression of our behaviors, but by our
intrinsic nature—our origin. We are each allowed access to this higher knowledge not by how we
act, but by simply being what we are.

Student: Okay, I think I understand, and on some level, I’m relieved to hear this. However, all
my life I’ve lived with the conviction that divinity is something earned. Those who were weak
and easily led astray by the dark forces were not allowed access to the techniques that would
empower their greed, hate, or evil tendencies. What you’re now telling me is that the techniques
of the intuitive intelligence are available to any and all.

Teacher: They are. This conviction you speak of is an artifact of the mystery schools and the
esoteric practices that use techniques of liberation as rewards of loyalty.

Student: But won’t some people abuse these techniques, using them for selfish or even evil
purposes?

Teacher: I just explained that the heart and brain are an integrated system designed to activate,
access, and express the higher frequencies of compassion and understanding, and that the brain
serves the role of assessing the emotional authenticity of the heart. This skill, intelligence, insight
whatever you choose to call it, is absolute and inborn within all higher life forms. No one can
utilize the techniques of the intuitive intelligence if their heart is passing data to their brain that is
derivative of emotional distortions common to three-dimensional environments.

Student: I still don’t understand how the brain knows how to do this, but let’s move on.

Can we review the technique you started to explain?

Teacher: There are four steps to this particular technique. Its purpose is to help the practitioner to
recast their emotional history into the compassion frequency, and by so doing, gain a deeper
access and more fluent, on-demand expression of their inner voice or intuitive intelligence.

Student: Does this technique have a name?

Teacher: Only if you give it one.

Student: And you’ve disclosed only two of the four steps thus far?

Teacher: Yes, the first two we have covered: the invocation and imagination steps. The third step
is to release.
Student: How is this accomplished?

Teacher: When you fine-tune your imagination and you see the refined light frequency within
your head area and you allow this—in a sense—to take up residency, you must adopt the inner
attitude of surrender and release.

Student: To what?

Teacher: To the results of the technique. To the fact that the emotional history that you have
stored in your neural and quantum network called the human instrument, may undergo change or
modification.

Student: But if I’m practicing the technique haven’t I already surrendered to the results? I mean,
why would I be practicing it if I weren’t sincere?

Teacher: Your desire for the end benefit, in this case, a more profound connection to your
intuitive intelligence, can overshadow your willingness to see the wisdom in the process and
delay gratification for the thing you desire.

Student: You mean that I may become impatient?

Teacher: It is more likely that you will be less inclined to allow the first two steps in this process
to unfold organically—in their own time—for the purpose of recasting your emotional history.
This is why this third step is designed into the process.

Student: How do I perform this release as you call it? Is there a specific technique?

Teacher: It is simple, and yet difficult at the same time. To release is to trust. To trust is to
believe in the intelligence of both your innermost self, as well as the origin from which it arises.
This is the simple part. The difficult part is to understand that the judgment of the ego-
personality is impaired, and in some measure antithetical to the intuitive intelligence.

This stage of the technique is to release judgment of your progress within the bounds of the
process.

Student: How do you mean this? I’m not sure I understand.

Teacher: If by clearing the clouds of your emotional history you improve access to your intuitive
intelligence or inner voice, the ego will search for evidence of your progress in order to satisfy its
innate hunger for achievement.

The ego is not something to be banished, ignored or faulted for this attitude, but rather it is to be
refined.

Student: Is this part of the release technique?

Teacher: Yes.

Student: How?

Teacher: Release is a psychological imperative when an individual aspires to access and express
their intuitive intelligence. Your ego is adept at operating within the lower, outer forces, in much
the same way as your heart is adept at operating within the higher, inner forces.

As you seek to align to these inner forces, your ego will perceive the effort and the process
therein as a trivial distraction to the real world problems that press upon you. The instinctual
response of the ego-personality, in this case, is to perceive the focus on your core heart
frequencies as misdirected.

Student: Why?

Teacher: Because the ego resides within the lower mind and its attachment to the physical body
is mainly through the eye-brain’s perception of its dominant reality—the three-dimensional
world. To the pure ego, the heart is simply a bothersome appendage of the physical body that
displays weakness.

Student: Okay, I think understand the reason that release is the third step, but how do I
specifically perform this step in the process?

Teacher: Breathing through your heart region is the method to intermix the desires of the ego
with the capacities of the heart, and this is the method of release.

Student: How do I do this?

Teacher: After you have completed the first two steps, center your attention on your breathing.
Imagine that your in-breath brings the desires of your ego into an interior chamber of your
quantum heart. Then, imagine this desire for achievement—in the form of an in-breath—is
suspended within this interior chamber by holding your breath. As you do so, your breath is
intermixing with the inflow of compassion that arises from your quantum or energetic heart.
Now, expel this newly energized breath back through your heart area, and each time, as you
exhale, repeat the phrase: “Leave it in the mystery to shine of its own light.” Do this six to eight
times.

Student: That’s all?

Teacher: Yes.

Student: I was expecting the release part to be more complicated and difficult.

Teacher: The difficult part is when you lack the technique for release, or you practice the
technique without emotional authenticity and visual energy.
Student: What is the fourth and final step of this process?

Teacher: It is sometimes referred to as light distribution, though I prefer to think of it as light

connection.

Student: How does it work?

Teacher: Just as the physical heart distributes oxygen via the blood to the periphery of the
physical body, the quantum heart distributes light via visual energy and emotional authenticity to
the borders of the human instrument. The light distribution technique is to imagine light
circulating—unimpeded—throughout the expansive you.

Student: I’m not sure what that means.

Teacher: The human instrument consists of the physical body, emotional system, and the facets
of the mind. The grid that interconnects these elements and causes them to operate efficiently as
a system is similar to the veins and arteries of the physical body. This grid conveys light that in
turn unifies a quantum field and allows it to operate independently of the multiverse. We
sometimes refer to this individuated grid as the expansive you.

Student: So I am this loose confederation of light particles that somehow manages to coalesce
into a body and mind, and to this I need to visualize light being distributed without blockages or
interruptions. Is this the idea?

Teacher: You simply need to place your attention on the reality of what you are. It only takes a
few moments, but it is critical that you practice this technique frequently and in a specific
manner.

Student: How frequently?

Teacher: That is up to you, but you cannot do it too much.

Student: Why do I even need to be conscious of this? It seems that the light flows just fine
without my direction.

Teacher: It does, but you are not directing it, you are accessing it, touching into this holographic
gridwork of light that is the fundamental structure of your existence in the three-dimensional
environment.

Student: Maybe you should just explain the technique, and I’ll stop asking questions.

Teacher: If you could concentrate this grid of light—make it brighter, more intense; what do you
think the result would be?

Student: More energy?

Teacher: No. It can actually have the opposite effect in the sense that the body is fatigued and
weakened.

Student: So distributing light is not about concentrating it?

Teacher: No. It’s balancing the light quotient within the human instrument and ensuring it is
coherent, rhythmic, and free flowing.

Student: It sounds like you’re describing the physical heart again.

Teacher: This is the natural state of the heart and the entire human instrument, but in the day-to-
day interactions with the three-dimensional environment, the human instrument can lose this
balance and slip into an incoherent, arrhythmic, and entangled state of existence.

The heart perceives this state and, without knowledge of the proper techniques, responds in kind,
fueling the mental dysfunction and physiological inefficiency with its energy.

Student: More “cloud” cover?

Teacher: Precisely. This is why this step in the process is important because it helps the heart to
synchronize its energy with the deeper, sub-quantum structures upon which you depend.

Student: What do I do?

Teacher: Can you visualize your heart beating in your chest distributing oxygen to your body and
brain system?

Student: Yes.

Teacher: Imagine this same function is occurring in your quantum or energetic heart, and that
instead of veins and arteries, there are filaments of light that diverge from your quantum heart
and connect you to a broader grid. This grid is the source of your existence as a physical being.

Now, you can think of these filaments as both roots and wings. Roots in the sense that they
anchor and ground your existence; and wings in the sense that they provide uplift and expansion
to your life.

Throughout the day, simply feel the energy structure that surrounds you. When you do this,
imagine that your heart is “plugging in” or connecting to this structure, even if you cannot
visualize it, feel its presence like a primordial soil of life-giving energy. Feel this connection as a
rhythmic pulsing of light, flowing from the grid into your heart system and then flowing out
from your heart to the rest of your body.

Student: I felt this just listening to you.

Teacher: That is the technique for the fourth and final step.
Student: Should this fourth step be performed in concert with the other three techniques?

Teacher: It is not necessary to perform this when you act upon the other three steps. This fourth
technique can be performed throughout the day and only takes a matter of seconds. It can be
performed twenty times each day for the rest of your life. It is a technique to rebalance and
replenish your core heart frequencies and to ensure they are being distributed throughout the
human instrument. It activates the inner currents.

Student: What are those?

Teacher: When a river loses its current what happens?

Student: It slows down and becomes stagnant.

Teacher: Clarity and tempo are related, are they not?

Student: I think this is true as it relates to rivers, but I assume you’re talking about the human
system as well.

Teacher: Correct.

Student: So the techniques of the intuitive intelligence are really multi-faceted in what they bring
to the individual?

Teacher: If you can access your intuitive intelligence, in a sense, increase the bandwidth of your
connection to the light energy grid that supports you, a single word can catapult you into
understanding, when before a hundred books left you in ignorance.

Intuitive intelligence is the potency of the quantum heart trickling into the three dimensional
world. It is the key to the knowledge that matters. For this knowledge changes everything in the
dimensions of the past, present and future.

Student: I will faithfully practice it. Thank you for sharing this with me.

Teacher: It is my honor.

Relationships
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?

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 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.

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 matri x
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 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
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.

· 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 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 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.
Teachers
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 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, neo-sciences, 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 three-dimensional, life-bearing planets.

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?

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.

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 obscure d 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 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 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 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.

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 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 self-aggrandizement.

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 near-infinite 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?

ANSWER 14
The discovery of the Grand Portal is a comprehensive breakthrough that spawns the science of multidimensional reality.
This new science is an all-encompassing 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 co-mingle 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 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.