Lyricus Teachings Combined PDF's

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..LYRICUS TEACHERS AND METHODOLOGIES
QUESTION 1
How do teachers from Lyricus decide what information to share with a
species at what point in time?
ANSWER 1
Every sentient being emits or broadcasts a signature electromagnetic
vibration. This vibration is collectively woven into a species. It is this
vibration that is “read” by Lyricus from the master template field that
interacts with the species’ collective frequency. From this collective
signature it is understood what the progress of the species is and when it is
appropriate for the Lyricus teachers to embed within the species and what
specific information is appropriate at any one point in spacetime.
There are teachers who incarnate into each of the four quarters of power
(government, religion, culture, and science) within the species, and
generally this process is initiated within the culture quarter first because it is
generally the most accommodating. The Lyricus teacher involved in leading
this effort is responsible for activating and bringing coherence to the other
teachers who will emerge to lead the effort in the other quarters of power.
Within the galaxy is a Tributary Zone, which is a synthetic “planet” that is

designed to house the knowledge system appropriate for the species of
that particular galaxy. Lyricus uses these Tributary Zones as research and
training centers wherein its teachers can gather the information, translate it
into the indigenous cultural or scientific formats of the species, and then
export it to a specific planetary species.
This process can require 10,000 years, sometimes more, in order to

shepherd the species from the relatively primitive systems of governance,
culture, science, and religion, and orchestrate these quarters of power to
achieve the profound shift to the Grand Portal. Lyricus teachers operate in
the same soul carrier as the species they serve, and for this reason must
reincarnate hundreds of times over the course of this timeline in order to
attain the Grand Portal.
QUESTION 2
What happens if a species doesn’t discover the Grand Portal?
ANSWER 2
It is not a question of whether a species discovers the Grand Portal so
much as it is a question of when. There are times when a species enters
the cusp of the discovery zone and falls back from resistance. However, the
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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.

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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?

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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.

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5. Protecting and defending the knowledge system as it

becomes increasingly powerful in its ability to reveal the
illusory nature of the MEST universe (Matter, Energy, Space
and Time).
It is not only those who make the discovery that are important to this
process; it is the larger web of influences and connections of everyday
people who make this watershed discovery of the Grand Portal a reality for
the species. And those who are involved in its discovery—regardless of the
import of their contribution—are those who are most intimately engaged
and aligned with the broader and most vital objectives of the species and
planet.
QUESTION 8
Is there a specific philosophical system that underlies Lyricus’ teachings?
ANSWER 8
The philosophical system of Lyricus is that the science of multidimensional
reality is the nucleus knowledge system of the species from which all other
systems emerge and have their meaning—to the degree their linkages are
preserved. The problem with contemporary philosophical systems is that
they fall prey to language conventions that do not rely on science, but
rather the subjective opinion of individuals, and the linkages to the
multidimensional reality are obscured by the accumulations of the genetic
mind.
The members of Lyricus do not consider that they are teachers of a

philosophical system so much as they are catalysts of a species’
knowledge system with the specific intention of guiding the evolution of that
knowledge system to an ultimate conclusion: the irrefutable scientific
discovery of the distinctions inherent in the individuated consciousness,
and how this individuated consciousness operates in the multidimensional
reality of First Source.
In the knowledge of this reality, there is no need for a philosophical system

or spiritual belief system or religious structure because the individual
recognizes that they are complete unto themselves with respect to the vital
knowledge. No laws or rules are required in this realization because the
knowledge itself entrains the soul carrier to its holographic truth, which is
based on the most profound levels of love and understanding. As this is the
foundation of persistent reality, those who live in this frequency neither
require nor seek a philosophical system.
That which is offered by Lyricus through its outermost educational

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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

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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

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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.

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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

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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?

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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

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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.

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..WINGMAKERS
Lyricus is aligned with the Central Race, or WingMakers, and the great
majority of its members are from the Central Race. Within Lyricus,
expertise is centered on seven disciplines: the fields of genetics, neo-
sciences, metaphysics, sensory data streams, psycho-coherence, cultural
evolution, and the Sovereign Integral. Lyricus is not focused exclusively on
philosophy or spiritual teachings. Its central purpose is the irrefutable
discovery of the humanoid soul upon three-dimensional, life-bearing
planets.
Lyricus could be likened to the Jesuits or Tibetan monks of the Central

Race, except that the teachers of Lyricus place a much more significant
emphasis on the nexus of the integrated sciences and arts. Nonetheless,
they are a faction of the Central Race and bear responsibility for
shepherding a species to the Grand Portal, and thereby indoctrinating the
species, as a whole, into the broader network of the intelligent,
interconnected universe.
This task requires a very broad agenda, encompassing genetics at its core,
and the other six disciplines mentioned above as integral, but peripheral
forces that propel a humanoid species to discover its own animating life
force and the subtle vibratory fields in which it operates. Lyricus employs a
variety of sensory data streams to awaken a species, ranging from music,
books, art, science, culture, and mythology. Generally, these are isolated
expressions, but as the species draws closer to the Grand Portal, the
sensory data streams are increasingly integrated, encoded, and represent
potent forces for the expansion of consciousness.
WingMakers is an expression of an encoded sensory data stream that is

designed to help in the awakening process of those individuals incarnating
in ever increasing numbers over the next three generations. The
WingMakers sites—each of the seven—will be translated in a specific
order. Each site carries a central theme that is connected to the seven
disciplines of Lyricus. These seven disciplines—collectively—are the
triggers for those incarnating in approximately 35-40 years who will be the
scientists, scholars, psychologists, and artists that will uncover and
disseminate the Grand Portal.
WingMakers is part of the mythological expression of Lyricus that typically

accompanies its first exterial expression within a species. It is the “calling
card”, announcing its initial approach as it treads softly among the species

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to which it serves. WingMakers is the mythological expression of the

underlying structure of the Lyricus Teaching Order. It is symbolic of how
Lyricus is brought to the planet.

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..RELATIONSHIP OF LYRICUS TO HUMAN SPECIES
QUESTION 1
How does a new species—like the human species—get created? Or is the
species groomed from an evolutionary context and simply emerges from an
organic soup?
ANSWER 1
First Animation of First Soul Carrier is a very critical event in the life of a
planet. This corresponds to the creation myths that typically flourish in a
species’ historical records. It is this invocation of soul consciousness into
the physical and mental membrane of a life-bearing planet that initiates the
species, and this process is always observed and often administered by
representatives of the Central Race that are affiliated with Lyricus.
A life-bearing planet is carefully selected once it has proven itself

supportive to advanced life forms. Then the soul carrier template is
adjusted to operate within the environment. Once the soul carrier template
is defined, experiments with incoming souls from Lyricus who are adept at
occupying and operating multiple soul carriers simultaneously, are carried
out. From this experimental data, any necessary adjustments are made and
then and only then is First Animation initiated.
This basic process may be carried out on approximately 32.7 trillion planets
within the 7th Superuniverse. When these materials are first published on a
planet, and members of the species examine them, it is the scale of this
number that typically stands out in the psyche of the individual. Following
the discovery of the Grand Portal it is considered plausible. Only a small
percentage of these life-bearing planets are currently supporting humanoid
soul carrier templates, but these are the dominant soul carriers throughout
the 7th superuniverse.
From its most formative stages as an experimental soul carrier, to its arrival
as a unified consciousness devoted to the holographic truth of First Source,
the hand of Lyricus unalterably leads the soul carrier species to the Grand
Portal. Lyricus provides instructions for the individual, but only to the extent
that a clear baseline is established that countermands the distortions
endemic in the organized teachings of the soul carrier.
QUESTION 2
What is the process that Lyricus goes through to help a species in its
evolutionary progression?

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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

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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.

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

Page 5
template, they are fundamentally incompatible. Thus, the Central Race

engineered an interface that serves to integrate the soul and soul carrier,
and orient the collective known as the individuated consciousness.
The individuated consciousness consists of six, interconnected energy

systems. They are:
1) Soul Carrier generally consists of 24 primary systems and

four major elements: body, emotions, mind, and genetic
mind. It is the soul carrier in the worlds of time and space
that enables the soul to operate within the physical worlds of
time, matter, and three-dimensional space.
2) Phantom Core is the super consciousness of the soul

carrier. It is separate from the soul, and is considered the
soul’s emissary to the natural world in which the soul carrier
must interact. It is through this awareness that soul
experiences the natural world of limitation and separation,
drawing in the experiences that help it to build appreciation
for the Grand Multiverse, the garment of First Source.
3) Sovereign Integral is a state of consciousness whereby

the entity and all of its various forms of expression and
perception are integrated as a conscious wholeness. The
Sovereign Integral is the core identity of the individual. It is
the gathering of all created experiences and all instinctive
knowledge. This is the soul’s knowledge repository based on
its collective, individual experiences within all dimensions
and times since its creation as a unique consciousness.
4) Remnant Imprint is the impression of the Sovereign

Integral as it penetrates into the soul carrier as a force of
super consciousness. It is referred to as a ‘remnant’ only
because it exists in the dimension of time and space, while
the Sovereign Integral consciousness operates outside of
three-dimensional time and space. The remnant imprint is
the cast of energy bestowed by the Sovereign Integral to the
soul carrier. It is precisely this energy that generates ideas
and inspirations, making it possible for the voice of all that
you are to surface into the worlds of time and space in which
you are only a particle of your total being.
5) Wholeness Navigator guides the soul carrier to perceive

fragmentary existence as a passageway into wholeness and

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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.

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· 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

Page 8
sovereign will of the individuated consciousness, and the master template

of the soul carrier itself. Collectively these three elements converge and
create the banks of the “river”, the topography of its journey, and the
destination to which it flows.
Because the God-Fragment or soul is the highest vibratory frequency within

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

Page 9
is in conflict with First Source and its aligned expressions. In most

instances, Lyricus looks upon the evil expressions of a species or one of its
members with compassion, heightening our resolve to assist a species to
the Grand Portal.
In Lyricus terminology, evil is resistance to the path of awareness—namely

the Grand Portal. Resistance to the Grand Portal’s discovery and
propagation is the primary outgrowth of uninformed entities that desire to
retain the deceptions of their personal power, fearing that the
enlightenment of the species will displace them. Evil lacks a root system
that is fed from the depths of the individuated consciousness, and it is
therefore easily eradicated once the individuated consciousness becomes
the identity of the human species.

LYRICUS DISCOURSE
Experiencing the Wholeness Navigator
James, the creator of the WingMakers’ Materials, has translated

these discourses. They are a significant element of the instructional
methods used by teachers from the Lyricus Teaching Order, of
which James is a member. They are being made available for the
first time.
These discourses are dialogues between a teacher and their

student, and are recorded for their teaching value so others can
utilize the same instruction.
S t u d e n t : W h a t p r e v e n t s m e f r o m e x p e r ie n c in g m y in n e r m o s t
self?
T e a c h e r : N o t h in g .
Student: Then why don’t I experience it?
Teacher: Fear.
Student: So, then fear prevents me?
Teacher: Nothing prevents you.
S t u d e n t : B u t d id n ’ t y o u j u s t s a y t h a t f e a r is t h e r e a s o n I c a n ’ t
e x p e r i e n c e t h i s s t a te o f c o n s c i o u s n e s s ?
Teacher: Yes, but it does not prevent you.
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 2001 WingMakers LLC, All Rights Reserved
Student: Then what does?
T e a c h e r : N o t h in g .
S t u d e n t : T h e n w h a t r o le d o e s f e a r p la y ?
T e a c h e r : I f y o u a r e in p r is o n , w h a t d o y o u f e a r m o s t w h e n
you dream of being liberated?
S t u d e n t : R e t u r n in g t o p r is o n … S o , y ou ’ r e s a y in g t h a t I f e a r
ex perien cin g my in most self becau s e I w ill ret u rn t o my
ig n o r a n c e .
T e a c h e r : N o . I a m s a y in g t h a t y o u r f e a r o f ig n o r a n c e h o ld s
y o u in ig n o r a n c e .
S t u d e n t : I ’ m c o n f u s e d . I t h o u g h t y o u w e r e s a y in g t h a t I
f e a r e d t h e e x p e r i e n c e o f m y h ig h e s t s e lf , b u t n o w it s o u n d s
lik e y ou ’ re say in g t h at I f ear my h u man self . Wh ich is it ?
T e a c h e r : Y o u f e a r t h e r e t u r n t o y o u r h u m a n s e lf a f t e r
e x p e r i e n c i n g t h e G o d - f ra g m e n t w it h in y o u .
Student: Why?
T e a c h e r : If y ou are t h irst in g in t h e desert , w h at is it t h at y ou

desire above all else?
Student: Water?
T e a c h e r : S o if I g a v e y o u a g la s s o f w a t e r , y o u ’ d b e s a t i s f i e d ?
Student: Yes.
T e a c h e r : F o r h o w lon g ?
Page 2
Student: Okay. I see your point. What I would desire above
all else is t o be n ear w a t er s o I c o u l d d r i n k w h e n e v e r I
w a n t e d , o r b e t t e r y e t , I w o u ld w a n t t o lea v e t h e d e s e r t
entirely.
T e a c h e r : A n d i f y o u l o v e d t h e d e s er t , w o u ld n ’ t y o u f e a r t o
leav e it ?
S t u d e n t : Y o u ’ r e s a y in g t h a t I f e a r t h e e x p e r ie n c e o f m y
in m o s t s e lf b e c a u s e I w o u ld w a n t t o lea v e t h is w o r ld b e h in d ,
b u t h o w c a n I f e a r t h is w h e n I h a v e n o e x p e r ie n c e o f it
whatsoever?
T e a c h e r : T h is is n o t t h e f e a r t h a t f lo o d s y o u r b o d y w h e n
someon e is abou t t o k ill y ou . It is t h e f ear of a sh adow so
m y s t e r i o u s , a n c i e n t , a n d p ri m o r d i a l t h a t y o u k n o w
immediat ely t h at it t r an scen d s t h is lif e an d t h is w orld, an d it s
k n ow in g w ill ch an ge y ou irrev ocably .
S t u d e n t : S o it ’ s r e a lly t h is c h a n g e t h a t I f e a r ?
T e a c h e r : It ’ s t h e irrev ocabilit y of t h e ch an ge t h at y ou f ear.
S t u d e n t : B u t h o w d o y o u k n o w ? H o w d o y o u k n o w I f e a r t h is
so much that I cannot experience my inmost self?
T e a c h e r : I n o r d e r t o k e e p t h e h u m a n in s t r u m e n t in s t a b le
in t eract ion w it h it s w orld, t h e d e s i g n e r s o f t h e h u m a n
i n s t r u m e n t c r e a t e d c e r t a i n s e n so r y c o n s t r a i n t s . B e c a u s e t h e s e
w ere n ot absolu t ely ef f ect iv e, t h e r e w a s a l s o d e s i g n e d i n t o
t h e G e n e t i c M i n d o f t h e h u m a n s pecies an in st in ct u a l f ear of
b e i n g d i s p l a c e d f r o m i t s d o m in a n t r e a lit y . F o r t h e s e t w o
reasons, I know.
Page 3
S t u d e n t : B u t t h is is n ’ t f a ir . Y o u ’ r e s a y in g m y c a p a c it y t o
experience my inmost self has been diminished by the very
b e i n g s t h a t d e s i g n e d i t . W h y ? Wh y sh ou ld I be con t in u a lly
f r u s t r a t e d t o k n o w I h a v e a G od - f r a g m e n t i n s i d e m e , b u t n o t
be allow ed t o in t eract w it h it ?
T e a c h e r : D o y o u lov e t h is w o r ld ?
Student: Yes.
T e a c h e r : Y o u a r e h e r e a s a h u m a n i ns t r u m e n t t o in t e r a c t w it h
t h is w o r ld a n d a t t u n e t o it s d om i n a n t r e a l i t y , a n d b r i n g y o u r
u n d erst an din g of y ou r in most self t o t h is w orld ev en if t h is
u n d e r s t a n d in g is n o t p u r e , s t r o n g , o r c le a r .
S t u d e n t : Bu t if I h a d t h is ex perien ce of my in most self ,

c o u l d n ’ t I b r i n g m o r e o f t h i s u n d e r s t a n d in g in t o t h is w o r ld ?
T e a c h e r : T h is is t h e f a llac y t h a t f r u s t r a t e s y o u . D o y o u t h in k
t h e ex perien ce of t h is su blime en ergy an d in t elligen ce can be
reduced to human translation?
Student: Yes.
Teacher: Then how?
S t u d e n t : I c a n t e a c h o t h e r s h o w it f e e ls t o b e in r a p p o r t w it h
t h eir sou ls. I can brin g more ligh t t o t h is w orld an d in spire
o t h e r s t o s e e k t h is o u t w it h in t h e m s e lv e s . I s n ’ t t h is w h a t y o u
do?
T e a c h e r : H a v e I t a u g h t y o u h o w t o a c h ie v e t h is s t a t e ?
S t u d e n t : N o . B u t y o u h a v e in s p ir e d m e .
Page 4
T e a c h e r : A r e y o u s u r e ? H a v e n ’ t I j u s t t o ld y o u t h a t y o u c a n ’ t
e x p e r i e n c e t h i s s t a t e i n t he h u m a n in s t r u m e n t ? I s t h a t
in spirat ion by y ou r def in it ion ?
S t u d e n t : I didn ’ t mean in t h is specif ic case, bu t y ou in spire

m e t o t h in k d e e p e r in t o t h e is s u e s o r p r o b lem s t h a t c o n f r o n t
me.
T e a c h e r : If y ou w a n t t o brin g more ligh t in t o t h is w orld, w h y

w ill in t eract ion w it h y ou r in most self en able y ou t o do so?
S t u d e n t : T h at ’ s ju st it . I don ’ t k n ow if it w ill. It ju st seems

logical t h at it w ou ld. D on ’ t all good t each ers h a v e t h is
in s ig h t ? D o n ’ t y o u ?
T e a c h e r : I t ’ s t r u e t h a t t h e r e a r e t e a c h e r s w h o c a n s w it c h t h e ir
domin a n t realit ies, an d h a v e learn ed t o in t egrat e t h is in t h eir
lif e w it h ou t losin g balan c e or ef f ect iv en ess in t h is w orld, bu t
they are extremely rare.
S t u d e n t : I k n ow t h is. Bu t t h is is w h at I aspire t o learn . It is

lea r n e d is n ’ t it ? C a n ’ t y o u t e a c h m e ?
T e a c h e r : N o, it is n ot learn ed. It is n ot t each a ble. It is n ot

acqu ired t h rou g h in st ru ct ion , esot eric t ech n iqu e, or rev elat ory
process.
S t u d e n t : T h en h ow do t h ose t each ers w h o h a v e t h is abilit y

acqu ire it ?
T e a c h e r : N o on e acqu ires t h is abilit y . T h at ’ s my poin t . N o

t e a c h e r w it h in a h u m a n in s t r u m e n t o n E a r t h a t t h is t im e , o r
an y prev iou s , h a s t h e abilit y t o liv e as a h u man an d
simu lt an eou s ly liv e as a God- f ra g m e n t . N o r d o e s a n y t e a c h e r
j u g g l e b e t w e e n t h e s e r e a l i t i e s w it h c e r t a i n t y a n d c o n t r o l .
Page 5
S t u d e n t : I ’ m s u r p r is e d t o h e a r t h is . W h y is t h is s o ?
T e a c h e r : F o r t h e s a m e r e a s o n s I t o l d y o u e a r lier . D o y o u n o t
t h in k t h is applies t o all h u man s?
Student: Even Jesus?
Teacher: Even Jesus.
S t u d e n t : T h e n w h y d o I h a v e t h is d e s ir e ? W h o p u t t h is n o t io n
in t o m y h e a d t h a t I s h o u ld b e a b le t o e x p e r ie n c e t h is in m o s t
s e lf o r G o d - f r a g m e n t ?
Teacher: If one experiences the wind, do they not understand

something of a hurricane?
Student: I suppose.
T e a c h e r : A n d i f t h e y e x p e r i e n c e t h e r a in , d o n ’ t t h e y
u n d e r s t a n d e v e n m o r e a b o u t h u r r ic a n e s ?
Student: Yes.
T e a c h e r : I f y o u n e v e r e x p e r ie n c e d a h u r r ic a n e , b u t y o u
e x p e r i e n c e d w i n d a n d r a i n , m i g ht y ou be able t o imagin e a
h u r r ic a n e b e t t e r t h a n if y o u n ev e r e x p e r i e n c e d w i n d a n d r a i n ?
S t u d e n t : I sh ou ld t h in k so.
T e a c h e r : S u c h is t h e c a s e o f t h e G o d - f r a g m e n t w it h in t h e
h u m a n in s t r u m e n t . Y o u c a n e x p e r ie n c e u n c o n d it io n a l lov e ,
s u p e r n a l b e a u t y , h a r m o n y , r e v er e n c e , a n d w h o l e n e s s , a n d i n
so doin g, y ou can imagin e t h e f eat u r es an d capabilit ies of t h e
G o d - f r a g m e n t w it h in y o u . S o m e t e a c h e r s h a v e s im p ly t o u c h e d
Page 6
more of the edges of the God-fragment than others, but I
assu re y ou , n on e h a v e en t ered in t o it s dept h s w h ile liv in g in
t h e h u m a n in s t r u m e n t .
S t u d e n t : B u t d o n ’ t s o m e t e a c h e r s t r a v e l o u t s id e t h e ir b o d y ?
T e a c h e r : Y es, bu t t h ey are st ill liv in g in a h u man in st ru men t

w h ilst t h ey t r av el. E v ery t h in g I said st ill applies.
S t u d e n t : S o w h a t d o I d o ? G iv e u p t h e d e s ir e t o h a v e t h is
experience?
Teacher: There is a fish that can leave its underwater world

u p on t h e equ iv a len t of w in g s. Wh ile it is on ly f or a sh ort t ime,
i t e x p e r i e n c e s t h e r e a l m o f t he a i r - b r e a t h e r s . D o y o u t h i n k
t h is f ly in g f is h e v e r d e s ir e s t o t o u c h a c lo u d , c limb a t r e e , o r
v e n t u r e in t o a f o r e s t ?
Student: I don’t know… I doubt it.
Teacher: Then why does it fly above the water?
S t u d e n t : I s u p p o s e i t ’ s a n i n s ti n c t , s o m e t h i n g o f a n
e v o lu t ion a r y imp e r a t iv e —
T e a c h e r : E x a c t ly .
S t u d e n t : S o y o u ’ r e s a y in g t h is is t r u e o f h u m a n s a s w e ll. W e
s t r i v e t o e x p e r i e n c e o u r G o d - f ra g m e n t o u t o f a n e v o l u t i o n a r y
imperative or compulsion?
Teacher: Yes, and like the flying fish, when we break from our
w o r ld it is o n ly f o r a s h o r t t im e a n d w e f a ll b e n e a t h t h e
surface once again. But while we are above the surface of our
w o r ld , w e m o m e n t a r ily f o r g e t w e a r e j u s t a h u m a n w it h a
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b e g i n n i n g a n d a n e n d . Y e t , w he n w e d o t h is , w e d o n o t
ima g in e t h a t w e c a n t o u c h t h e f a c e o f G o d w it h in o u r s e lv e s .
Student: But I do. I feel that I can, and even should, touch
t h is G o d - f r a g m e n t .
T e a c h e r : Y o u t h in k t h is w a y b e c au s e y o u h a v e t h e h o p e f u l
e x u b e r a n c e a n d n a ï v e t é o f a p e r s o n u n a c q u a in t e d w it h t h e
experience of First Source.
S t u d e n t : S o y o u d o n ’ t f e e l t h is w a y ?
T e a c h e r : A n y o n e a t t u n e d t o t h e h ig h e s t v ib r a t ion s o f t h e ir
in n ermost self w ill f eel t h is an d be gu ided by it . T h e on ly
dif f eren c e is t h at I am con t en t in k n ow in g t h at I w ill n ot
ex perien ce it w h ile I am embodied in a h u man in st ru men t .
Student: And what does this contentment provide you that I

don’t have?
T e a c h e r : T h e abilit y t o ch an n el my en ergy in t o t h is w orld

r a t h e r t h a n t o a p p ly it in t h e p u r s u it o f a n o t h e r .
S t u d e n t : Bu t I t h ou gh t y ou said it is an ev olu t ion a ry

imperative? How do I control this desire or ambition?
T e a c h e r : L iv e in t h is w orld w it h all y ou r passion an d st ren g t h .

See t h e God- f r agmen t in t h is w orld, ev en if it is on ly a
d im in is h e d b e a c o n o r t ir e d lig h t . S e e it ! N u r t u r e it ! D o n o t b e
s o q u ic k t o lo o k f o r it in t h e d e p t h s o f y o u r h e a r t o r m in d
where you believe it might be.
Student: It’s hard not to be disheartened at the sound of

t h ese w ords. It is lik e someon e t ellin g me t h at t h e v ision I
h a d w a s merely a mirage, or a t r ick of t h e ligh t .
Page 8
Teacher: This is a world of shadows and echoes. You can
ch ase t h e sou r ce of t h ese if y ou desire, bu t y ou w ill lik ely do
so at t h e loss of liv in g in t h is w orld. Y ou w ill dimin ish y ou r
experience of the shadows and echoes, and this is the very
r e a s o n y o u i n c a r n a t e d u p o n t hi s p l a n e t a t t h i s t i m e .
Student: But it sounds so passive, as if I should settle for

experiencing t h is w o r ld , a n d n o t t r y t o change it . I f eel lik e
I ’ m h e r e w it h a m is s io n t o imp r o v e it , t o c h a n g e it f o r t h e
bet t er, an d I’ m missin g some ex perien ce, some capabilit y t o
do t h is. Wh at is it I f eel an d w h y ?
T e a c h e r : W h e n y o u e x p e r i e n c e t h e w ar m t h o f t h e s u n , d o y o u
change the sun?
Student: No.
T e a c h e r : A n d if y o u h o ld a p ie c e o f ic e in y o u r h a n d s , d o y o u
change it?
S t u d e n t : Y e s . I t b e g in s t o m e lt .
Teacher: So there are some things you can only experience,

and there are some things you can change.
S t u d e n t : A n d I s h o u ld k n o w t h e d if f e r e n c e .
T e a c h e r : I t h e lp s .
Student: I know this. It’s elementary. I’m not sure it helps

me feel less disheartened.
T e a c h e r : Y o u k n o w t h is , I a g r e e , b ut y o u h a v e n o t n e c e s s a r ily
practiced it. It is a principle of life to practice discretion and
Page 9
discern men t , an d w h ile people w ill t h in k t h is con c ept
elemen t a ry , it is a crit ical dif f eren c e in liv in g lif e in a st at e of
f u lf illmen t or, as y ou pu t it , f r u s t r at ion .
Student: So I can’t change the fact that the God-fragment

w it h in m e is u n k n o w a b le t o m y h u m a n m in d , a n d I n e e d t o
a c c e p t t h a t . I s t h a t t h e les s o n t o b e lea r n e d h e r e ?
Teacher: No.
S t u d e n t : T h e n w h a t is ?
Teacher: The concept of the God-fragment within you has

p o w e r . I t c a n b e c o n t e m p l a t e d, b u t i t c a n n o t b e e x p e r i e n c e d
a s a d o m in a n t r e a lit y in a h u m a n in s t r u m e n t . T h r o u g h t h is
c o n t e m p la t iv e a p p r o a c h y o u c a n lea r n d is c e r n m e n t , a n d
t h rou g h t h is discern men t y ou w ill learn h ow t o n a v igat e in t h e
world of shadows and echoes in such a way that you bring
c h a n g e s t h a t a r e i n a c c o r d w i t h t h e o b j e c t iv e s o f F ir s t S o u r c e .
Y ou ex t ern aliz e t h e w ill of t h e God- f r agmen t , rat h er t h an seek
it s ex perien ce. In so doin g, y ou elimin at e t h e f ear an d
f r u s t r a t ion e n e r g ie s t h a t f lo w t h r o u g h y o u r m in d .
S t u d e n t : T h a n k y o u . Y o u r t e a c h in g j u s t s t r u c k t h e c h o r d I
have been seeking since I found this path, and I feel its
resonance.
T e a c h e r : In reson a n c e y ou w ill be gu ided.
Page 10
LYRICUS DISCOURSE
Calling Forth the Wholeness Navigator

first time.

Student: Is God a physical being?
Teacher: Are you?
Student: Of course.
Teacher: Then doesn’t it stand to reason that God is as well?
Student: I don’t know…
Teacher: Can a dead man govern a city?
Student: No.
Teacher: Then how does First Source govern the Grand

Universe that is — at its most coarse expression — a physical
m a n if e s t a t ion ?
Page 1
S t u d e n t : F ir s t S o u r c e in h a b it s a b o d y l i k e y o u a n d m e ?
T e a c h e r : C a n a n y p e r s o n u p o n E a r th c r e a t e s o m e t h i n g m o r e
m a g n if ic e n t t h a n t h e ir h u m a n in s t r u m e n t ?
Student: I can’t think of an instance.
T e a c h e r : So, w it h in t h is w orld, t h e h u man in st ru men t is t h e

highest expression of materiality?
Student: I think so.
Teacher: And whatever a human creates, its creation is less

magn if icen t t h an it is.
S t u d e n t : Un less it is a ch ild.
T e a c h e r : A n d w h o i s t h e c h i l d o f F ir s t S o u r c e ?
Student: We are.
T e a c h e r : N o . H u m a n s a r e t h o u s a n d s o f g e n e r a t io n s r e m o v e d
f r o m F i r s t S o u r c e . W h o w a s t h e o rigin al ch ild or f irst creat ion
of God?
S t u d e n t : I don ’ t k n ow . Sou r ce In t elligen ce or Spirit ?
T e a c h e r : Sou r ce In t elligen ce isn ’ t a creat ion of God; it is t h e

mobilit y an d presen ce of God.
Student: Then I’m afraid I don’t know.
Teacher: When a cloud emerges from a blue sky, there are

specif ic con d it ion s t h at creat e t h e c l o u d . I t a p p e a r s f r o m t h e
s k y , b u t d o e s n o t r e s e m b le t h e sk y in color, scale, t ex t u r e, or
Page 2
s c o p e . A n d y e t , i s i t n o t a c c u r at e t o s a y t h a t t h e c lo u d w a s a
ch ild of t h e sk y ?
S t u d e n t : I s u p p o s e , b u t w h a t d o e s t h is h a v e t o d o w it h t h e
physical body of God?
T e a c h e r : T h in k o f F ir s t S o u r c e a s t h e s k y , a n d t h e p h y s ic a l
body of First Source as the cloud.
Student: So, the first child of God was the physical body of
God?
Teacher: Yes.
Student: First Source created the conditions whereby its

p h y s ic a l c o u n t e r p a r t c o u ld m a n if e s t t o g o v e r n t h e p h y s ic a l
u n iv e r s e . T h e n w h ic h c a m e f ir s t , t h e p h y s i c a l u n i v e r s e o r t h e
physical expression of God?
T e a c h e r : D o y o u e le c t a p r e s id e n t b e f o r e y o u h a v e a n a t io n ?
S t u d e n t : O k a y , I s e e y o u r p o in t . I s it t r u e t h a t w e w e r e
created in the image of God?
T e a c h e r : T h e r e a r e g e n e t i c a r c h e t y p e s t h a t r e s id e w it h in t h e
p h y s i c a l m a n i f e s t a t i o n o f G od , a n d t h e s e a r c h e t y p e s a r e
seven-fold.
S t u d e n t : S o t h e r e a r e seven m a n if e s t a t ion s o f G o d ? A r e t h e y
all ph y s ical?
T e a c h e r : T h ey can be su mmon ed ph y s ically at w ill, bu t God

appears t o each of h is sev en of f s prin g in t h e f orm t h ey w ill
recognize as their father.
Page 3
S t u d e n t : A r e y o u r e f e r r i n g t o t h e s ev e n r o o t r a c e s o f E a r t h ?
T e a c h e r : N o . T h e s e v e n r a c e s o f h u m a n k in d a r e p a r t o f t h e
m o s t a n c ie n t g e n e t ic lin e o f t h e u n iv e r s e in w h ic h E a r t h is a n
i n f i n i t e s i m a l c o m p o n e n t . I ’ m r ef e r r in g t o t h e s e v e n g e n e t ic
a r c h e t y p e s t h a t r e s id e w it h in t h e S e v e n T r ib e s o f L ig h t t h a t
a r e k n o w n a s t h e C en t r a l R a c e . T h e y a r e s o m e t i m e s r e f e r r e d
t o a s t h e E lo h im, S h in in g O n e s , o r W in g M a k e r s .
S t u d e n t : A n d y o u ’ r e s a y in g t h a t t h e s e b e i n g s a r e s e p a r a t e d
into seven, genetic groups?
Teacher: The Grand Universe consists of seven universes, and

e a c h o f t h e s e c o n v e r g e s i n t he c e n t r a l - m o s t r e g i o n o f t h e
Gran d Un iv erse. It is w it h in t h is region t h at t h e sev en ,
p h y s ic a l m a n if e s t a t ion s o f F ir s t S o u r c e liv e , e a c h a n
a r c h e t y p e o f t h e h u m a n i n s t r u m en t d e s i g n e d f o r t h e u n i v e r s e
of its destiny.
Student: Are you saying there are seven versions of God?
Teacher: There is only one God, but there are seven human
in st ru men t s — each w it h dif f eren t at t r ibu t es an d capabilit ies
— that the one God inhabits. Our universe is associated with
t h e S e v e n t h A r c h e t y p e , a n d i t is t h is ex pression of F irst
Source that interacts with, and governs, our universe.
S t u d e n t : A r e a ll s e v e n u n iv e r s e s lik e o u r o w n ?
T e a c h e r : T h e ph y s ical w orlds are similar in all mat erial

r e s p e c t s , b u t t h e lif e f o r m s t h a t p o p u lat e t h e m p o s s e s s
d i f f er e n t g e n et ic c a p a b i l i t i e s , f or m s , a n d e x p r e s s i o n s , e a c h
based on the archetype of First Source.
Page 4
S t u d e n t : A h u m a n in s t r u m e n t f r o m u n iv e r s e o n e w o u ld n o t b e
s im ila r t o a h u m a n in s t r u m e n t f r o m a n y o f t h e o t h e r s ix
u n iv e r s e s ?
Teacher: Correct.
S t u d e n t : B u t is n ’ t t h is t r u e e v e n w it h in o u r o w n u n iv e r s e ? N o t
all h u man oid lif e f orms look t h e same?
Teacher: This is not a matter of appearance. You are 99%

iden t ical t o a ch impan z ee — gen e t i c a l l y s p e a k i n g — a n d y e t
y o u u n d o u b t e d ly c o n s id e r y o u r s e lf q u it e d if f e r e n t in
appearance.
S t u d e n t : Wh at y ou ’ re say in g is t h at all h u man oid lif e f orms,

r e g a r d l e s s o f w h e r e t h e y a r e l oc a t e d w it h in o u r u n iv e r s e , a r e
gen et ically lin k ed t o t h e Sev en t h A r c h e t y p e o f F i r s t S o u r c e ?
T e a c h e r : C o r r e c t , b u t y o u c a n e x t e n d t h is t o in c lu d e a b r o a d
s p e c t r u m o f o t h e r lif e f o r m s a s w ell. In ot h er w ords, it ’ s n ot
j u s t t h e h u m a n in s t r u m e n t .
S t u d e n t : T h e n in t h e o t h e r s ix u n iv e r s e s , e a c h h a s it s o w n
archetype that is embodied by God, and the life forms of
these universes conform to this archetype — at least from a
genetic perspective, if not in appearance. Is this accurate?
Teacher: Yes.
Student: Then the obvious question is why? Why does First

Sou r ce div ide it self in t o s e v e n , g e n e t ic u n iv e r s e s ?
Teacher: When you approach a vast mystery, a mystery as

infinite as the Grand Universe, what do you, as the creator,
desire abov e all ot h er t h in gs?
Page 5
S t u d e n t : A s s u r a n c e t h a t t h e u n iv ers e s w i l l n ot b e d e s t ro y ed .
T e a c h e r : A s s u m e t h a t y o u h a v e n o d o u b t o f t h is — s o p e r f e c t
is y ou r plan .
S t u d e n t : T h e n I w o u l d p r o b a b l y w a n t t o in h a b it w h a t I c r e a t e d
and explore it.
T e a c h e r : A n d h o w w o u ld y o u d o t h is ?
Student: I would need to travel somehow.
Teacher: Assume that you are the Seventh Archetype of First

S o u r c e . Y o u a r e a lo n e in y o u r u n iv e r s e , a n d t h e u n iv e r s e is
popu lat ed on ly w it h celest ial bodies. T h ere are n o sen t ien t lif e
f o r m s a n d n o m e t h o d o f t r a v e l.
S t u d e n t : Bu t isn ’ t t h at w h at Sou r ce In t elligen ce is f or?

D oesn ’ t F irst Sou r ce u t iliz e Sou r ce In t elligen ce f or it s t r av el
or omnipresence?
T e a c h e r : L e t m e r e m i n d y o u t ha t w e a r e d i s c u s s i n g a physical
expression of God. The Seventh Archetype of First Source is
n o t a b le t o t r a v e l a b o u t t h e u n iv e r s e in d e p e n d e n t o f t h e la w s
of the universe. You may think of these seven Archetypes as
t h e H u m a n I n s t r u m e n t s o f F ir s t S o u r c e , a n d a t t r ib u t e s im ilar
characteristics and limitations to them, as we ourselves must
bear.
S t u d e n t : S o , t h e p h y s i c a l a r c h e t y p e s o f F ir s t S o u r c e d o n o t
s h a r e t h e o m n i p r e s e n c e a n d o mn i s c i e n c e o f t h e i r F a t h e r ?
Teacher: They do not.
Page 6
Student: Do they operate as a team, or are they independent?
T e a c h e r : T h e y o p e r a t e i n c o o p e r a ti o n a n d c o l l a b o r a t i o n , b u t
t h ey ex ercise t h eir sov ereign w ills as it pert ain s t o t h e
u n iv e r s e u n d e r t h e ir c h a r g e .
S t u d e n t : W e r e t h e a r c h e t y p e s o f F ir s t S o u r c e c r e a t e d r ig h t
a f t e r t h e c r e a t io n o f t h e G r a n d U n i v e r s e ?
Teacher: They were created in succession the same way a

f a mily is creat ed.
Student: Why?
T e a c h e r : T h e r e is m u c h t o lea r n f r o m t h e c r e a t i o n o f o n e t h a t
can be passed on to the next.
Student: I want to see if I understand this correctly. At some

p o in t in t im e t h e r e w a s a G r a nd U n i v e r s e c r e a t e d b y F i r s t
S o u r c e , c o n s is t in g o f s e v e n u n iv e r s e s , e a c h g o v e r n e d b y a
p h y s i c a l e x p r e s s i o n o f F i r st S o u r c e . T h e u n iv e r s e s w e r e
dev oid of lif e ot h er t h an celest ial bodies lik e st ars an d
planets. Is this correct so far?
Teacher: Yes.
S t u d e n t : A n d t h e n t h e c r e a t i o n of lif e occu rred. How ?
Teacher: First Archetype of First Source created life forms,

w h at w e sh all call, t h e C en t ral Race of F irst Un iv erse. T h ese
b e i n g s w e r e v e r y p o w e r f u l a nd n o t u n l i k e t h e i r c r e a t o r i n
f u n c t io n a n d f o r m . T h e y , in t u r n , c r e a t e d t h e g e n e t ic
s t r u c t u r e s t h a t b e c a m e t h e f i r st , p u r e p h y s i c a l s o u l c a r r i e r s
t h a t h o u s e d t h e i n d i v i d u a t e d s pi r i t e n e r g i e s o f F i r s t S o u r c e .
Page 7
S t u d e n t : An d t h is repeat ed it self six more t imes?
T e a c h e r : E a c h u n i v e r s e w a s p o p u l a t ed w i t h g e n e t i c s t r u c t u r e s
t h a t w e r e b a s e d o n t h e A r c h e t y p e o f F ir s t S o u r c e f o r t h a t
p a r t ic u la r u n iv e r s e . E a c h g e n e t ic s t r u c t u r e h a d u n iq u e
capabilit ies t h at w ere su it ed f or t h e ex plorat ion an d
c o lon iz a t io n o f t h e ir p a r t ic u la r u n iv e r s e .
S t u d e n t : S o , t h e r e a r e s e v e n , d i f f e r en t , g e n e t i c s t r u c t u r e s o f
s o u l c a r r i e r s e x p l o r i n g t h e G r a nd U n i v e r s e . F o r w h a t r e a s o n ?
W h y d o e s F i r s t S o u r c e d e s ig n t h e u n i v e r s e t h i s w a y ?
T e a c h e r : T h e Gran d Un iv erse is a v a st n et w ork of lif e- bearin g

p l a n e t s t h a t e n a b l e t h e i n d i v id u a t e d s p i r i t c o n s c i o u s n e s s ,
h o u s e d w it h in a s o u l c a r r ie r o r h u m a n in s t r u m e n t , t o in t e r a c t
w it h t h e limit at ion s t h at ph y s ical w orlds — by t h eir v ery
st ru ct u r e — impose. By in t eract in g w it h t h ese limit at ion s , t h e
g e n e t ic s t r u c t u r e s e v o lv e , a n d in t h is e v o lu t ion , t h e y b e c o m e
u n if ie d .
S t u d e n t : A r e y o u s a y in g t h a t e v o lu t ion ’ s f in a l f o r m is u n it y ?
T e a c h e r : N ot in all species, bu t in t h e most adv a n c ed f ormat s

of ph y s ical ex ist en c e, u n it y is t h e o u t c o m e o f e v o l u t i o n .
Student: Why?
T e a c h e r : Wh en y ou creat e somet h in g t h at is in y ou r image,

w h a t d o y o u t h in k is t h e m o s t d if f ic u lt t h in g t o d o ?
S t u d e n t : L e t it g o ?
T e a c h e r : C o r r e c t . Y o u w a n t y o u r c r e a t io n t o e x p lo r e a n d
c o lon iz e t h e u n iv e r s e , b u t y o u a ls o w a n t y o u r c r e a t io n t o
ret u rn . T h u s , y ou in st ill a f u n d amen t a l in st in ct w it h in y ou r
Page 8
c r e a t io n t o d e s ir e t o r e t u r n t o t h e ir p la c e o f o r ig in . T h is is t h e
u n if icat ion in st in ct an d it is on e o f t h e m o s t p o w e r f u l i n s t i n c t s
d e s i g n e d i n t o t h e s o u l c ar r ie r s , o f w h ic h t h e h u m a n
in st ru men t is on e.
S t u d e n t : T h e n h u m a n - lik e , s o u l c a r r ie r s e x is t t h r o u g h o u t t h e
Grand Universe, and all of them are designed to explore the
e x p a n d in g u n iv e r s e , b u t a ls o t o r e t u r n t o t h e c e n t r a l- m o s t
r e g io n a f t e r t h e y ’ r e d o n e . T h is d o e s n ’ t m a k e a lot o f s e n s e .
Teacher: It is not the soul carriers that return. These are

ph y s ical- b ased v eh icles t h at , lik e all ph y s ical mat t er, decay
a n d t r a n s f o r m . O n l y t h e W h o l e ne s s N a v ig a t o r w it h in t h e s o u l
c a r r i e r n e i t h e r d e c a y s n o r t r a n s forms. It remain s ev erlast in g,
an d w it h in t h is specif ic elemen t of h u man it y it is design ed t o
ret u rn t o it s origin s.
Student: Where does one draw the line between First Source
and other life forms?
T e a c h e r : H o w d o y o u m e a n t h is ?
Student: Are the Archetypes of First Source separate from

F ir s t S o u r c e . I n o t h e r w o r d s , d o t h e y h a v e t h e ir o w n id e n t it y ,
o r d o t h e y t h in k o f t h e m s e lv e s a s F ir s t S o u r c e ? I n t h e s a m e
way, what about the Central Race?
Teacher: There are five rings of life that comprise First

S o u r c e . A t t h e c e n t e r i s t h e c on s c i o u s n e s s o f F i r s t S o u r c e . A t
t h e w h ole is Sou r ce In t elligen ce. In bet w een are t h ree rin g s
o f l i f e : t h e s e v e n A r c h e t y p e s o f F ir s t S o u r c e , t h e C e n t r a l
R a c e , a n d t h e i n d i v i d u a t e d s pi r i t - e s s e n c e , o r W h o l e n e s s
N a v ig a t o r .
Page 9
Student: And each of these rings of life draws their identity
f r o m F ir s t S o u r c e ?
Teacher: Yes.
S t u d e n t : Wh at y ou ’ re really say in g is t h at all of t h ese lif e

forms are threaded together as one consciousness?
Teacher: No more than a family is one consciousness.
Student: They are separate?
Teacher: They are both separate and unified.
Student: How?
T e a c h e r : T h e f iv e r in g s o f lif e a r e d is t in c t f o r m s o f
consciousness. In the formless state, each ring of life is
a w a r e o f it s u n it y , p u r p o s e , a n d in h e r e n t k in s h ip w it h t h e
o t h e r s . I n t h e p h y s i c a l r e a lm s , w h e r e c o n s c i o u s n e s s i s
e x p r e s s e d t h r o u g h a d im e n s ion a lly f o c u s e d s o u l - c a r r i e r , t h e y
h a v e a d im in is h e d a w a r e n e s s o f t h is c o n n e c t ion . T h u s , t h e y
a r e b o t h s e p a r a t e a n d u n i f i e d , d ep e n d in g u p o n w h ic h s t r a t a o f
consciousness the entity is focused.
Student: Then you’re saying that even the Archetypes of First

S o u r c e , s in c e t h e y h a v e a p h y s ica l b o d y , o p e r a t e i n t h e t h r e e -
d im e n s ion a l w o r ld w it h o u t a s t r o n g s e n s e o f c o n n e c t ion t o
First Source? It hardly seems possible.
T e a c h e r : N o o n e w it h in t h e C e n t r a l R a c e p r e t e n d s t o k n o w t h e
degree in which the Archetypes of First Source have a
d i m i n i s h e d c a p a c i t y t o r e c a l l t he ir S o u r c e v ib r a t ion . H o w e v e r ,
t h o s e w it h in t h e C e n t r a l R a c e a r e w e l l a w a r e o f h o w t h e s o u l
c a r r i e r s o f t h r e e - d i m e n s i o n a l s ub s t a n c e , c r e a t e t h e c o n d it ion
Page 10
of separation in which divine recall is reduced to such a
d e g r e e t h a t t h e e n t it y r e g a r d s its e lf a s s e p a r a t e f r o m F ir s t
Sou r ce, an d t h eref ore it s capabilit ies.
S t u d e n t : Separat e f r om t h e capabilit ies of F irst Sou r ce?
T e a c h e r : I f y o u b e liev e y o u a r e a n a n t , h o w d o y o u b e h a v e
d if f e r e n t ly t h a n a n e a g le ?
S t u d e n t : B u t a n a n t is n o t a n e a g le .
T e a c h e r : B u t t h e W h o l e n e s s N a v i g a t o r is F ir s t S o u r c e . I f t h e
a n t w e r e a n e a g l e , i n e v e ry r e s p e c t e x c e p t f o r m , b u t
associat ed it s capabilit ies w it h t h at of an an t , t h e eagle w ou ld
slow ly loose it s abilit y t o f ly , it ’ s en t ire ph y s ical body , min d ,
and emotional make-up would change. Its soul carrier would
lit erally dev olv e.
Student: Our bodies cause our souls to devolve?
Teacher: No. Our sense of separation from our Source

v ib r a t ion c a u s e s o u r h u m a n in s t r u m e n t t o remain d e v o l v e d .
T h e d e v o l u t i o n h a s a l r e a d y o c c u r r e d ; it is merely perpet u a t ed.
S t u d e n t : T h e n t h e g o a l i s t o a w a k e n t h i s S o u r c e v ib r a t i o n a n d
b e g i n t o r e - a s s o c i a t e w it h it s d iv in it y – t h is is w h a t c a u s e s
t h e h u m a n in s t r u m e n t t o e v o lv e in t h e d ir e c t ion o f t h e
Wholeness Navigator?
Teacher: If you are going to start a fire, what do you need?
S t u d e n t : D r y w o o d , k in d lin g a n d a lot o f w o r k g e n e r a t in g
s u f f ic ie n t h e a t t o c o m b u s t t h e k in d lin g .
T e a c h e r : An d w h at is t h e most crit ical of t h ese?
Page 11
Student: I suppose the kindling.
T e a c h e r : C a n y o u s t a r t a f ir e w it h o u t a n y o f t h e e le m e n t s ?
Student: No.
Teacher: Are you sure?
S t u d e n t : W e ll, I c o u ld s t a r t a f ir e w it h t h e k in d lin g , b u t
w it h o u t t h e d r y w o o d , it w o n ’ t las t v e r y lon g .
T e a c h e r : Aren ’ t t h ey all crit ical t h en ?
Student: Yes.
T e a c h e r : An d if I h a d all t h e crit ical compon en t s t o st art a

f i r e , b u t I h a d n o e x p e r i e n c e , w ou l d I b e a b l e t o p r o d u c e f i r e ?
S t u d e n t : P r o b a b ly n o t .
T e a c h e r : I m ig h t n o t e v e n k n o w , if s o m e o n e w e r e t o g i v e m e
all of these items, that their purpose was to create a fire.
Correct?
Student: Correct.
T e a c h e r : S o w e c a n a d d e x p e r i e n t i a l k n ow ledge as a crit ical

component.
Student: Yes.
T e a c h e r : A n d w h a t if I d id n ’ t s e e t h e n e e d f o r a f ir e ?
Student: Okay, so you also need a reason or desire.
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Teacher: Yes. Desire and purpose is critical.
Student: Okay, I agree we can add that to our expanding list.
T e a c h e r : An d if w e w ere ou t s ide an d it w a s rain in g an d ou r

kindling became wet—
S t u d e n t : I u n d e r s t a n d , c o n d it ion s m u s t b e r ig h t .
T e a c h e r : So con d it ion s are import an t also?
Student: Yes, but where are you going with this? I don’t
u n d e r s t a n d h o w t h is a p p lies t o m y q u e s t io n a b o u t w h a t c a u s e s
the Wholeness Navigator to evolve?
Teacher: You simplified your question to the extreme. The

e q u a t i o n s o f e v o l u t i o n a r e s o c om p l e x t h a t t h e y a r e i n v i s i b l e
t o t h e m in d o f t h e h u m a n in s t r u m e n t . I t is n o t m e r e ly t h e r e -
a s s o c i a t i o n w i t h t h e S o u r c e v ib r a t i o n o r G o d - F r a g m e n t t h a t
d r a w s t h e W h o le n e s s N a v ig a t o r t o i t d i v i n i t y a n d r e - a s s e r t s i t s
capabilit ies as a replica of F irst Sou r ce. T h is equ a t ion carries
t h o u s a n d s u p o n t h o u s a n d s o f c rit ical elemen t s bu n d led in a
c o h e r e n t , c a r e f u l l y o r c h e s t r a te d p a t h . I w a n t e d y o u t o
remember this.
S t u d e n t : Bu t isn ’ t it n ecessary t o simplif y in order t o

approach the subject? How can anyone give all of these
f a ct ors equ a l w eigh t an d st ill h a v e an in t elligen t discu ssion ?
T e a c h e r : T h a t ’ s m y p o in t . Y o u c a n n o t .
Student: So we can’t even discuss it?
Page 13
T e a c h e r : N o , n o t w it h a n y d e g r e e o f a c c u r a c y . E v o lu t ion a r y
circuits are dependent on complex systems, and these
s y s t e m s a r e s o v a s t a n d m u l ti f a c e t e d t h a t w o r d s – w h e n
applied to depict them – only serve to bring focus on one
e l e m e n t a n d t h i s e l e m e n t i s n ev er – in it self – pow erf u l
en ou gh t o cat a ly z e or mobiliz e t h e ev olu t ion a ry pat h .
Student: So what does?
T e a c h e r : If y ou h a d a magical f r ien d t h at w a s in f a llible in h er

j u d g m e n t . P e r f e c t i n h e r d e c i s io n s b e c a u s e s h e s a w c l e a r t o
t h e dest in at ion of F irst Sou r ce a n d t h e r e f o r e k n e w h o w t o
t r a v e l t h e la n d s c a p e t o a c h ie ve h e r r e u n io n w it h G o d . W h a t
w o u ld y o u d o w it h t h is f r ien d ?
S t u d e n t : I ’ d lis t e n t o t h e m . I ’ d a s k t h e m f o r d ir e c t ion s a n d
gu idan ce. I’ d f ollow as closely b e h in d t h e m a s I c o u ld .
T e a c h e r : E v e n if t h e y led y o u t o a c lif f a n d j u m p e d o f f .
S t u d e n t : Well, if I really believ ed t h ey h a d t h is in f a llible

j u d g m e n t a s y o u p u t i t , y e s , e v e n if t h e y j u m p e d o f f a c lif f .
S o m e h o w I ’ d t r u s t t h a t I w o u ld b e o k a y if I f o llow e d t h e m
over.
T e a c h e r : W h at if t h ey d id n ’ t k n ow y o u w e r e f o llow in g a n d t h e y
h a d capabilit ies t h at y ou did n ot ? In t h is ex ample, t h ey cou ld
f ly , b u t y o u c o u ld n o t .
S t u d e n t : I g u e s s I w o u l d h a v e m ad e a t e rri b l e m i s t a ke i n
following them, and I’d die as a result.
T e a c h e r : S o y o u r f r ien d ’ s j u d g m e n t , e v e n t h o u g h it w a s
in f a llible f or h erself , led t o y ou r ow n dest ru ct ion .
Page 14
Student: Yes.
Teacher: So who then do you offer your trust to?
S t u d e n t : M y s e lf .
Teacher: And why?
S t u d e n t : Becau se I k n ow my ow n limit at ion s .
T e a c h e r : So w h at do y ou t h in k is t h e mobiliz in g f a ct or f or
o n e ’ s e v o l u t i o n a r y p a t h t o W h o le n e s s a n d u n it y ?
S t u d e n t : Y o u m e a n if I c o u ld s u m it u p in a s in g le c o n c e p t –
d e s p i t e t h e f a c t y o u s h o w e d m e earlier t h at it cou ldn ’ t be
done?
T e a c h e r : Y o u ’ r e lea r n in g v e r y w e ll.
S t u d e n t : I t w o u ld b e t o t r u s t m y s e lf .
T e a c h e r : W h a t p a r t o f y o u r s e lf ?
S t u d e n t : T h e s o u l.
T e a c h e r : A n d n o t t h e c a r r ie r ?
S t u d e n t : O k a y , I w o u ld n e e d t o t r u s t t h e w h o le o f m e .
T e a c h e r : T r u s t t h e p a r t s a n d t h e w h o le . T r u s t t h e c o n n e c t ion
o f t h e s e t o F ir s t S o u r c e . T r u s t t h e G o d - F r a g m e n t t h a t
orch est r at es all of t h is complex it y in t o coh eren t ex perien ce
a n d k n o w l e d g e t h a t a s s u r e s t h e r e c o llec t ion o f y o u r d iv in it y .
T r u s t t h e e v o lu t ion a r y p r o c e s s d e f i n e d b y F i r st S o u r c e . T r u s t
each of these above the external voices that meet you, no
Page 15
mat t er h ow in f a llible t h ey may appear t o be. T r u s t y ou r self -
k n ow in g an d it s abilit y t o gu ide y ou in t h e ascen d in g spiral of
your journey.
Student: Even though I am but a student?
T e a c h e r : A r e w e n o t a ll s t u d e n t s ?
Student: But there are those who know more than me. I don’t
f e e l lik e I k n o w t h a t m u c h t o t r u s t m y s e lf . H o w c a n I
overcome this self-doubt?
T e a c h e r : I t is n o t s o m e t h in g t o o v e r c o m e . I f it w e r e , w o u ld
y o u t h e n r e q u ir e t r u s t ?
Student: I suppose not.
Teacher: When you grapple with the finer distinctions of a

con c ept , y ou in v a riably come t o a w a ll t h at def in es t h e limit s
o f y o u r m e m o r y o r e x p e r i e n c e . W h e n y o u f in d t h is w a ll, t h e r e
is n ot h in g w r on g w it h seek in g h elp f r om ot h ers, bu t remember
t h a t y o u a r e t h e e n t it y t h a t is m o s t a w a r e o f y o u r o w n n e e d s .
The wall that you find may be precisely what you need at that
t im e .
Student: Then it seems that I need to become more aware of

my self-interests and needs.
T e a c h e r : T h e n e e d s t h a t y o u h a v e w h ic h f u e l y o u r e v o lu t ion
a s a S o v e r e i g n I n t e g r a l . I f y ou a r e h u n g r y , y o u r s t o m a c h w i l l
remin d y ou . If y ou are t ired, y ou w ill y a w n an d y ou r ey elids
w ill become u n b earably h eav y . Wh at is t h e equ iv a len t f or y ou r
e v o lu t ion a s a S o v e r e ig n I n t e g r a l?
Student: It’s an interesting question. I don’t know.
Page 16
T e a c h e r : W h a t c a u s e s y o u t o s e a rc h f o r y o u r h ig h e r s e lf ?
Student: I guess unanswered questions. Not knowing who I

am, where I am going, or why I am here.
Teacher: Really? Unanswered questions awaken you to your

highest self-interests?
S t u d e n t : I c a n t e ll b y y o u r q u e s t io n t h a t I a n s w e r e d w r o n g .
Wh at is it t h en ?
T e a c h e r : I t i s inspiration! In spirat ion f r om t h e spirit u a l

m a s t e r s w h o c a m e b e f o r e y o u . In spirat ion f r om N a t u re.
In spirat ion f r om art . Bu t most import an t ly , it is t h e
in spirat ion t h at en t ers f r om t h e r e a l m o f t h e W h o l e n e s s
N a v ig a t o r w it h in y o u , in t o y ou r h u m a n in s t r u m e n t a n d t h e n
t ir e les s ly k in d les y o u r d e s i r e t o r e c o l l e c t t h e r e a l i t y o f t h e
God-Fragment stored inside you.
S t u d e n t : How do I recogn iz e t h is in spirat ion ?
T e a c h e r : It is n ot import an t t o recogn iz e it . It on ly mat t ers

t h at y ou f eel it an d w elcome its p r e s e n c e b e c a u s e t h i s i s h o w
y o u d e v e lop s e lf - t r u s t a n d s e lf - k n o w in g .
Student: Are there techniques to accomplish this?
Teacher: Of course.
Student: What are they?
T e a c h e r : Y o u h a v e n ’ t in v e n t e d t h e m y e t ?
Page 17
S t u d e n t : I t h o u g h t y o u m ig h t k n o w s o m e t h a t y o u c o u ld
share.
Teacher: I know my own. I do not know yours.
Student: They’re different for everyone?
Teacher: I don’t know.
S t u d e n t : H o w d id y o u c r e a t e y o u r o w n t e c h n iq u e s ?
T e a c h e r : I f y o u w a n t t o e s t a b lis h a r e lat io n s h ip w it h s o m e o n e
t h a t y o u w a n t t o k n o w , w h a t a r e s o m e o f t h e t h in g s y o u d o ?
S t u d e n t : I m ig h t in v it e t h e m f o r a c o n v e r s a t io n o v e r t e a , o r
possibly w r it e t h em an in t r odu c t ory let t er describin g my w ish
to meet them.
Teacher: And if they don’t respond.
S t u d e n t : I w ill probably assu me t h at t h ey are t oo bu sy , or

more lik ely , n ot in t erest ed in meet in g me.
T e a c h e r : T h en t h is is t h e problem.
Student: What?
T e a c h e r : T h e h u man in st ru men t giv es u p t oo easy , if it in v it es

t h e Wh olen ess N av igat or in t o it s realm at all.
Student: I think we’re all sensitive to rejection.
T e a c h e r : D o y o u t h i n k i t ’ s p o s s i b le t o b e r e j e c t e d b y t h e
d iv in e in s t r u m e n t s o f F ir s t S o u r c e ?
Page 18
S t u d e n t : I n e v e r t h o u g h t a b o u t it b e f o r e . M a y b e ?
T e a c h e r : I t is n o t . T h e d iv in e in s t r u m e n t s o f F ir s t S o u r c e a r e
e v e r v i g i l a n t f o r s i n c e r e p r a y e rs , a n d n e v e r r e j e c t t h e o f f e r t o
e x t e n d t h e i r p r e s e n c e w i t h i n t h e h u m a n in s t r u m e n t o f a n
e n t it y t h a t d e s ir e s t o a s c e n d i n c o n s c i o u s n e s s . T h i s i s a n
immutable law of the universe.
S t u d e n t : I s t h e r e a b e t t e r w a y t o e x t e n d t h is in v it a t io n t h a n
simply ask in g in pray er?
T e a c h e r : It is n ot y ou r w ords t h at w ill be h eard. It is y ou r

f e e l i n g s a n d t h e p u r i t y o f t h e ir m o t iv a t io n . Y o u c o u ld b e d r u n k
f r o m w in e a n d s w e a r in g in y o u r lou d est v oice, bu t if y ou r
i n n e r m o s t f e e l i n g s w e r e p u r e , s i n c e r e , h u m b l e , a n d m o t iv a t e d
b y lov e , y o u r in v it a t io n w o u ld b e a n s w e r e d . I n c o n t r a s t , y o u
c o u l d b e m e d i t a t i n g f o r d a y s , s t r iv in g t o b e o f p e r f e c t
c h a r a c t e r , a n d a s k i n g i n t h e q uiet est w h isper of a clear min d ,
b u t if y o u w e r e t a in t e d w it h t h e m o t iv a t io n s o f h o n o r a n d
pride, y ou r in v it a t ion w ou ld most lik ely be declin ed.
S t u d e n t : W h y w o u ld t h e W h o le n e s s N a v ig a t o r , o r a n y d iv in e
instrument of First Source, care?
T e a c h e r : W h y d o y o u c a r e if t h e f o o d y o u e a t is s e r v e d o n a
clean plate or a dirty floor?
S t u d e n t : I d o n ’ t u n d e r s t a n d t h e c o m p a r is o n .
T e a c h e r : T h e h u m a n in s t r u m e n t is a v e s s e l o r s o u l c a r r i e r .
U p o n y o u r p la n e t , it h o u s e s t he p u r e a n d p e r f e c t i n s t r u m e n t
o f F ir s t S o u r c e : t h e W h o le n e s s N a v ig a t o r . I f t h e h u m a n
in s t r u m e n t is imp u r e w it h t h o u g h t s o f m a t e r ia lit y , m o t iv a t io n s
o f s e l f - a g g r a n d i z e m e n t , o r a c t io n s o f h a t r e d , i t m a k e s t h e
s o u l c a r r i e r l e s s r e c e p t i v e t o t he v i b r a t i o n s o f t h e W h o l e n e s s
Page 19
N a v i g a t o r . I n s o m e c a s e s , t he W h o l e n e s s N a v i g a t o r , i f i t
en t ers in t o su ch a v essel an d of f ers it s capabilit ies, t h ese
v ery capabilit ies are corru pt ed f or self ish pu rposes.
S t u d e n t : S o t h e W h o l e n e s s N a v i g at o r d o e s n o t w a n t it s
capabilit ies t o become con t amin at ed by an impu re sou l
carrier?
T e a c h e r : T h is is part ially t r u e, bu t it is more t h at t h e God-

F r a g m e n t w it h in y o u c h o o s e s t o e x p o s e i t s e n e r g i e s t o a
h u m a n in s t r u m e n t t h a t h a s in v it ed i t t o s h a r e i t s v i s i o n a n d
u n d erst an din g . On ce it is in v it ed, it w ill mon it or t h e respon se
o f t h e h u m a n in s t r u m e n t t o it s p r e s e n c e . I f t h e in v it a t io n s a r e
repeat edly ex t en d ed, t h e God- F r agmen t w ill con t in u e t o
mat erializ e as an in f u sed, spirit - l e d c o n s c i o u s n e s s t h a t d i r e c t s
t h e h u m a n in s t r u m e n t in it s e a r t h ly m is s io n .
Student: It sounds like the God-Fragment takes over. Is that

h ow it is?
Teacher: The God-Fragment injects divine perspective to the

h u m a n in s t r u m e n t . I t e n a b les t he s o u l c a r r i e r t o b e c o m e t h e
s o u l ’ s v i s i o n i n s e r v i c e t o F ir s t S o u r c e . I n d o in g t h is , t h e
h u m a n in s t r u m e n t is t r a n s f o r m e d .
S t u d e n t : I u n d e r s t a n d . I t h in k I n e e d s o m e t im e t o s o r t a ll o f
t h is ou t . T h an k y ou f or sh arin g y ou r perspect iv e an d h elpin g
m e w it h m y u n d e r s t a n d in g .
Teacher: You are very welcome.
Page 20
LYRICUS DISCOURSE
The Nature of Knowledge

first time.

Studen t: Is there a technique to gain know ledge of God?
T e a ch e r: What God do you speak of?
Studen t: Th e on e an d on ly sou rce of all.
T e a ch e r: N o.
Studen t: Wh y t h en a r e t he re s o m e w ho s e em b l e s s ed w it h t he
kn ow ledge of God, and some that seem complet ely ign orant of
h is p r es en c e and valu e? Su rely th os e wh o a r e en lig ht en ed
d i s c ov e r ed a t e chn iq u e t o s ec u r e t h e i r k n ow l ed ge .
T e a ch e r: Th er e ar e n o t ech n iq u es. Th is is th e grea t fa lla cy

th at h as sw ept ac ros s th e un iv erse of sent ient b ein g s. We
persist in ou r belief that t here is a formu la or ritu al or
t each er th at can brin g u s en light en ment – or the k now ledge of
God.
Page 1
Studen t: I f th e re is n o t ech n iq u e or t ea ch e r, th en w hy does
all of t h is ex ist? Why do you, my t each er, sit bef ore me? Or
why are th ere books and learn ed masters h ere, in th is
in st ru ct ion al set t ing? Are y ou t ellin g me th ey’ re all w orth less?
T e a ch e r: When ther e are question s there are answ ers wait in g

t o be h eard. All of th is ex ists f o r t he q uest i o ns of p e op l e suc h
as y ou. If th es e ques t ion s d id n ot ex ist , this wou ld n o t exis t .
Studen t: But wh at’s th e p oint if th e ans wer s a r e n ot b r ingin g

me closer to th e know ledge of God?
T e a ch e r: Why doesn ’t t h e know ledge of dest ruction lay in th e

h an ds of th e m any in st e ad o f th e h and s of th e few ?
Studen t: What do you mean?
T e a ch e r: Why is the k now ledge of h ow to dest roy hu man kin d

– on a m as s l e v e l – s o c a r ef u l l y s af egua r d e d?
Studen t: Y ou ’re t alk ing ab out w eap ons of mass d est ru ct ion ?
T e a ch e r: Y e s.
Studen t: N at urally th e t echnology is so dest ru ctiv e it n eeds to

be managed and controlled by resp on sible govern ments.
T e a ch e r: Why is it con t rolled?
Studen t: I f i t w e r e i n t h e p ow e r of any o n e p e rs on t o d es t roy

the lives of many, he or sh e might do so if they became sick
of mind.
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T e a ch e r: Is th e know ledge of mass dest ru ct ion th e opposit e of
th e kn ow ledge of mass en light en men t?
Studen t: I don’t know.
T e a ch e r: What if you w ere giv en th e pow er t o en light en th e

m a s se s of h um an ity o r d est r oy hu man ity ? Wou ld y ou not be
t h e m o st p ow e rfu l p e r s on on e a rth ?
Studen t: I can ’t ima g in e h ow I c ou ld be m o r e p ow e rfu l.
T e a ch e r: H o w w ou ld y ou ch oos e t o w i eld y ou r p ow e r?
Studen t: I sup p os e I’ d h av e t o hav e many a dv isor s h e lp ing

m e t o m ak e th e r ight d e c is ion s in o r d er t o bu ild a gr e at
societ y t hat w a s rich in cu lture and learn ed cit izen s.
T e a ch e r: What if the cit iz en s th at y ou ru led rebelled? Wh at if

t h ey c h ose t o b e i n d ep ende nt o f your p owe r? Wh at woul d yo u
d o t h en ?
Studen t: B u t if I h a d t h e p ow e r t o e n lig h t en t h em, w h y w o u l d

they rebel? They would be en lig h t en e d a n d , as a r e su l t , t h e y
w ou ld ch oose t o live h a rmon iously.
T e a ch e r: But some might not want to be en lighten ed. Perhaps

they feel that they kn ow what is best for th eir dev elopment
a nd w ou ld r es is t an o ut s id e s ou rc e , n o m a tt e r h ow b en ev o lent
a n d w i s e.
Studen t: Th en I w ou ld let them h av e th eir ow n w ay.
T e a ch e r: Ev en if they k illed th emselv es and behav ed in

d e c ad en ce ?
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Studen t: I w ou ld try t o t each th em h ow to beh av e properly so
th ey w ou ld learn t o liv e harmon iou s ly .
T e a ch e r: D o y ou thin k t he y w ou ld lis ten ?
Studen t: If th ey d id n’t , I’ d plac e th e good an d res p ec tfu l

p e o p l e s ep a r at e f r om t h o s e t h at w e r e w a rr i n g an d c ru e l .
T e a ch e r: I s ee . So y ou w o u ld d iv id e y ou r c it iz ens in to tw o
g r ou ps ?
Studen t: It w ou ld be th e on ly w ay t o brin g h a rmony t o some,

if it cou ldn ’t be brou ght t o all.
T e a ch e r: A nd if th e w a r r in g an d c ru e l cit iz en s u ltim a t e ly ha d
ch ildren th at desired t o liv e in harmony , wh at wou ld h a ppen
th en?
Studen t: T h e y w ou ld on ly n ee d t o a s k a n d t h ey c ou l d r e j oi n
t h e s oc i e t y .
T e a ch e r: S o t h e c i t i ze ns o f yo ur s o c i ety wo uld ac c ep t t hem

w ith out any problem and conf er upon th em th e same social
ben ef its th at th ey th emselv es en joy ?
Studen t: Y e s.
T e a ch e r: A nd if th ey d idn ’t?
Studen t: I would have to order it – mak e it a law – I suppose.

But again, if I had th e pow er to en light en my citiz ens, th ey
surely would forgive those that were led astray by their
p a r en t s, an d l e t t h em r e- en t er t h e b r o ad e r s oc i e t y .
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T e a ch e r: A nd what w ou ld b e th e resu lt if on e of th es e n ew
citizens mu rdered someon e within y ou r en lig ht ened s oc iety?
Studen t: Th e y w ou ld b e e x p el l e d an d pun i sh e d.
T e a ch e r: N ot en light en ed?
Studen t: I w ou ld as su m e t h ey w er e not a b le t o b e
e n l i g h t ene d .
T e a ch e r: S o y ou r pow er t o en lig ht en w as n ot per f ec t.
Studen t: I gues s not.
T e a ch e r: And what if the deca dent society decided that the

en light ened society sh ou ld be conqu ered?
Studen t: Why w ou ld th ey attack if th ey kn ew I h ad th e pow er

t o ann ih ila t e th em?
T e a ch e r: P erh ap s t h ey b e l i e ve d you d id n’ t a ct ual l y p os s ess

th e p ow e r, o r if you d id, tha t y ou wou ld n e v er use it.
Studen t: W e w ou ld th en h ave to d ef end our s e lves a nd c ap tu r e

th e decadent society ’s leaders and lock th em up un t il th ey
c h a n g ed t h e i r w a y s of t h i n k in g and a ct i n g .
T e a ch e r: Th e n y ou r p ow er t o d e st r oy w a s n o t p erf e ct e i t h er .
Studen t: N ot in th e same way I th ou ght it w as.
T e a ch e r: You have answered these h ypoth et ic a l q u est ions

w i s e l y . D o y ou s e e h ow p ow e r c o m p l ic a t es ?
Studen t: Y e s.
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T e a ch e r: D o y ou und e r st and th a t h av ing th e p ower t o
e n l i g h t en o r d e st r oy is a t y pe of p ow er t h a t mos t p eo p l e
consign to God?
Studen t: Y e s.
T e a ch e r: So I w as ask in g y ou t o play God, hy poth et ically .
Studen t: I understand, but how does that answer my qu es tion

abou t gain ing th e kn ow ledge of God?
T e a ch e r: It may not . I simply wan t ed y ou t o h av e a glimpse of

the perspectiv e of the human-imagin ed God.
Studen t: Why?
T e a ch e r: If you w ant th e know ledge of God, you mu st hav e

s o m e p e rsp e ct i v e on t h e pos it i o n of a G o d .
Studen t: B u t I d i d n ’ t m ea n t hat I w ant e d t o have t he

kn ow ledge of th e God th at hu mans hav e creat ed.
T e a ch e r: I t ’s th e on ly k now led g e y ou c an h av e.
Studen t: Why can’t I obt a in th e kn ow ledge of th e true God,

F ir st S ou rc e ? Why is n’t th e r e a t echn iqu e th at I c an us e to
f ind an d ac qu ir e th is kn ow ledge?
T e a ch e r: Let’ s return to our hy poth et ical scen a rio. Su ppose

th at y ou r pow er t o dest roy was simply a th ou ght aw ay. If y ou
b ec ame an gry, your pow er to d est roy w ou ld b e un leash ed an d
the recipient of your anger would be ob literated.
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Studen t: Wou ld it w ork th e same w ay for en light enmen t? In
oth er w ord s, wou ld I b e ab le to en light en w it h a simple
th ou ght ?
Studen t: O k ay.
T e a ch e r: H o w m any t im es a da y d o y ou h av e a n a ng ry th ou ght
and a thou ght to en lighten someon e?
Studen t: I don’t know. On a good day , I don’t hav e any an gry

th ou ght s.
T e a ch e r: O n a b ad d a y?
Studen t: M ay b e th re e o r f ou r.
T e a ch e r: E ach t ime you h av e th es e th ou ght s, if y ou w er e

a n g ry w i t h a p e rs on, y ou r an g er w o u ld h ar m t h e o b j ect of
y ou r r ag e.
Studen t: What ab out the other side of th e coin. Wh at if I w ere

lov in g and k ind, w o u ld my th ought s en light en th em as well?
T e a ch e r: P r ecisely.
Studen t: So, w ith noth ing but my th oughts, I can harm or

h e lp a p ers on .
Studen t: Th e n w ou ld n’t it m ak e s en s e th a t if I had th e

kn ow ledge of God, I w ou ld also hav e th e disciplin e to con trol
my th ought s an d emot ion s?
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T e a ch e r: N o.
Studen t: Why?
T e a ch e r: Bec au s e you r d omina nt r ea lity is th at of a h uman

being w ith all of its w eakn esses an d foibles. Y ou are design ed
t o hav e spon t an eou s th ou ght s and emot ions. Y ou hav e
in st incts th at respon d t o st imu li, an d you cannot c on t r o l y o u r
n atu ral thoughts or emot ion s. Y ou can suppress th em. Y ou
can ignore th em. You can even ext in gu ish th em, bu t on ly for a
period of time.
Studen t: And th is is why I can’ t h av e th e kn ow ledge of God?
T e a ch e r: C o rr ect .
Studen t: T h e n ev e r y h u man is s ealed in side a world of

limit at ion becau s e th ey h av e th is in abilit y t o cont rol th eir
impu lses – be th ey th ou ght s or emot ion s? It seems unf air.
T e a ch e r: P erh aps, but th is same limitat ion is liberat ing.
Studen t: In wh at way?
T e a ch e r: D o y ou know t h e w ill of F irst Source?
Studen t: N o, bu t I th ink I h av e an idea of w hat is align ed w ith

th e w ill of God and wh at is not.
T e a ch e r: If you t ru ly kn ow wh at is align ed and wh at it not,

th en y ou w ou ld n eed t o k now th e w ill of F irst Sou rce, w ould
y ou not?
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Studen t: I mean that I kn ow th e gen eral direct ion or int ent ion
of God’s w ill.
T e a ch e r: But n ot the det a ils?
Studen t: C orrect . I kn ow th at wh at is of lov e and ligh t is

align ed w ith th e w ill of God, an d wh at is of ev il an d darkn ess
i s n ot . But I m i gh t n ot b e a b le t o d i st i n g u i sh b e t w e en t h e
more su btle sh ad es of lig ht an d d a rkn es s or good and ev il.
T e a ch e r: I s ee . And h ow d id y ou a r r ive at th is c on c lu s ion ?
Studen t: It is wh at I h a ve been taugh t.
T e a ch e r: And who taught y ou th is?
Studen t: My t each ers, th e book s I’v e read. Ev ery on e believ es

th is don’ t th ey ?
T e a ch e r: And becau s e y ou hav e been t au ght that th e w ill of

God is know able, you believe y ou c an mak e th e ju dg men t tha t
a lov in g act is aligned, but an ev il act is n ot .
Studen t: Basically, yes.
T e a ch e r: What if I suggest ed to y ou that u nderst an d in g th e

w ill of God is on e an d th e same as possessing the k now ledge
of God?
Studen t: I ’ m n o t su r e t ha t I u nd e rs tan d wh at you m e an.
T e a ch e r: What do you th ink I mean? Mak e an effort to express

y ou r th oughts, n o matt er h ow mu rk y th ey may be. Sometimes
th e f og lift s on ly wh en y ou st ru ggle t o see th rough it.
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Studen t: I h av e the sense th at y ou’ re suggest in g th at if I
un d erst and wh at the creator d es ires f rom h is creat ion , I
w ou ld also un d erstand a k ey c omp on ent of t he kn ow led ge of
G o d . In oth e r w o rd s, in o rd e r t o h a v e t h e k n ow l ed g e of G od , I
must kn ow wh at God wants f r om me, wh at h e desired me to
b e c o me.
T e a ch e r: A nd w ha t d o y ou t h ink God w a nt s y ou to b ec o m e?
Studen t: L ib e r at e d.
T e a ch e r: F r om limitat ion ?
Studen t: Y es. E xact ly.
T e a ch e r: F irst Sou rce desires that y ou liv e w ith out limit at ion,
b u t c rea t es a s ou l ca r ri e r a nd a s et t i ng f o r t hat soul c a rr i e r t o
liv e w ith in th at is root ed in limit at ion. Why do thin k it is th e
w ill of God th at y ou sh rug off y ou r limit at ion s?
Studen t: Becau se if I h a ve n o limit at ion s, I am liberat ed of

th e th ings that reduce my spir it ual aw aren ess.
T e a ch e r: And what w ill y ou do t hen – wh en y ou are f r ee of all

limit at ion?
Studen t: I’ m n ot ex act ly su re, but it w ill be blissfu l and

lik en ed t o wh at Buddha called N irv an a – f r eedom from desire.
T e a ch e r: W hy w ou ld y ou r C re a t o r c r e at e y ou, s et y ou in a
sou l carrier th at was boun d t o a reality of limitat ion ,
c on st ru ct a n e la b ora t e u n iv e rs e s ch oo l t o e duc a te y ou , and
c ommiss ion a vast array of in st ru ct ors, on ly t o en able y ou t o
p ass int o N ir v ana or a b liss ful st a t e?
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Studen t: I don’t kno w. Th at’s in p a rt wh at I ’ m t ry ing t o
un derst and.
T e a ch e r: A r e y ou s u r e?
Studen t: Well it ’s cert ain ly on e of th e th in gs I’ m try in g t o

un derst and.
T e a ch e r: If you’re try ing t o un derst an d th is, th en an sw er my

question.
Studen t: B ut I d on ’t kn ow t he an sw er .
T e a ch e r: T ry t o a rt ic u lat e it as b e st you c an.
Studen t: I agree it doesn’t mak e sense that God w ou ld h ave

me ed uc at ed in th e w ay s of th e u n iv ers e a nd then lea v e me t o
simply enjoy it, bu t I don’ t kn ow wh at else I w ou ld do. No on e
paint s th is pict ure v ery clearly .
T e a ch e r: Th e pict ure, as y ou put it, is foun d in the serv ice t o

a plan. The plan is th e collectiv e unf oldin g of souls t o realiz e
th e s ingu la r n atu r e o f u n iv e r se h o od a s a n un d iv id e d p ro c es s.
W e m o ve f r o m n e igh bo rh o o ds t o c it ie s, t o s t at es , t o na t io ns ,
t o c ont in ent s, t o h em is ph e r es, t o p la n et s, t o s o lar sys t ems, t o
galax ies, t o local un iv erses, t o su perun iv ers es , t o th e Gr an d
Mu lt iv erse – t he all- encompassin g st ru ctu r e of ou r collect iv e
un ity .
And ever y step we emerge the vic t or of t h e l e s se r s t at e of

being in th at ou r liv es increasin g ly ex emplif y th e presen ce of
ou r collect iv e percept ion of wh at is best f or th e ev olut ionary
c ou r s e s et f or t h by F i rs t Sou r c e f or t h e G r and M u l t i v er s e.
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Studen t: Ok ay, s o th is is th e r eas on ? T o s imp ly b e ab le to
h old t h e per s p ec t iv e of wh at is b est for th e Gra nd Mu lt iv ers e?
How can I ev er kn ow suc h a th in g?
T e a ch e r: Y ou cann ot .
Studen t: S o a g a in , I ’ m f ru s t ra t e d in ign o ra n c e. T h i s s e e ms t o
be th e theme of spirit u a l mat t ers.
T e a ch e r: It i s on ly b ec aus e yo u t a ke t he und i vid e d p ro c es s

and leap to its end, w ish ing to bring it closer into y ou r realit y
o f n ow . You r p a t ienc e is ex c ee d e d by you r v is io n of wh at is t o
be.
Studen t: I kn ow . But wh at ca n I d o ab ou t it?
T e a ch e r: D ef in e the k no w ledg e th at you need to accomplish

each st ep of y ou r proc ess. Don’ t p r of es s to n eed th e
know ledge of God before you have the knowledge of your
earth w orld or th e kn ow ledge of your hu man instru ment.
F r a m e y ou r k n ow l e d g e i n t h e c on t ex t of y ou r d e sig n .
Studen t: How do you mean th at ?
T e a ch e r: Y ou are a physical body w ith complex , emot ion a l

impulses and in st incts; you ar e also a system of nerv es an d
data collector s that feed you r c on s c i ous n es s and b ra i n .
Moreover, you ar e a collect ive of consciousnes ses that sp an
y ou r en t ire sp e c ies a nd t im e. Thes e elements comprise your
hu man inst ru ment.
L ik e m os t s e ek e rs, y ou t ry to u nd e rs tan d th e m ys t e r ious

s u b st an c e of y ou r in m os t s p ir i t – t h e W h o l e n ess N av i g at o r –
bef ore y ou understand y ou r hu man inst ru ment. And ev en
more t o th e poin t, y ou seek t o underst an d th e C r eat or an d
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s ust ain er of th e W holen ess Nav ig at o r bef o r e y ou u n d er st an d
y ou r in most spirit.
Y ou h a v e i n t u i t ed t h e u n d i v id e d p ro c es s b ec au se i t i s st or e d
w ith in y ou, bu t if you st ret ch th e reach of y ou r un derst an din g
it is becau s e y ou seek t o know t h e stars bef ore you kn ow th e
p la n et u po n wh ich y ou st an d. An d I ask y ou, w ha t g oo d is th e
kn ow ledge of th e st ars wh en your home is misunderst ood?
Studen t: Y ou ’re say ing th at I n eed t o study my body an d min d

b ef ore I stu dy th e sou l?
T e a ch e r: No, I’m saying the know ledge of God that you seek
is cont ained in ev ery st ep of the undiv ided process. It is not
realiz ed in some sudden, elusiv e rev elat ory ex perien ce at th e
e n d of y ou r j ou rn ey . It is found in every st ep alon g t h e w ay.
Studen t: Y e s, I u nder s tan d th is in conc e pt . I’v e h e a rd th is

many t imes bef ore, but I sense th at y ou ’re mak in g a diff erent
dist in ct ion here.
T e a ch e r: P erh aps. I’ m on ly recommendin g th at you

u n d er s t an d t h e s ou l c ar r i e r b e f o r e y ou s e e k t o k n ow t h e s o u l ,
a nd th at y ou und e rs t and th e s ou l b ef ore y ou s e ek t o
un derst and it s creat or. Oth erw ise, if you f irst ch ann el y ou r
en ergy in to un derstanding the C r eat or, you w ill see it
margin ally , and th is part ial kn ow ledge w ill def orm y ou r
un derst andin g of t he sou l carrier an d th e sou l w ith in it.
Studen t: But h ow w ill I kn ow th at my u nderstan d in g of th e

s ou l ca r r ie r i s ad e qu at e s o t h a t I c an emb a rk on t h e
un derst andin g of my sou l?
T e a ch e r: Th e hu man inst rument is an amaz in g composit e of

miracu lous conn ect ions bet ween th e mat erial and n on -ph ysical
Page 13
w orlds. Wh en y ou un derst an d th ese conn ect ion s, th ey w ill
g u ide y ou to y ou r un d er st an din g of th e s ou l w ithin y ou.
Studen t: S o th en I s ho u ld rea lly b e ask ing y ou a b ou t h ow I

can gain th e kn ow ledge of th ese conn ect ions. Is th at correct ?
Studen t: S o h ow do I? Is it th e ch ak ra s th at a re k e y?
T e a ch e r: Mu ch h as been said an d w r it ten about th e en ergy

centers that are revealed within th e human in st ru ment , but
th es e en er g y c en t er s a r e n ot th e c on nec t ion s b etw een th e
physical an d n on- phy s ical realms.
What weaves together the physic al body with the non-ph ysical
b od i es i s w h at w e ref e r t o a s t he p hant o m core .
Studen t: What is th is composed of ?
T e a ch e r: Th e ph an tom c o r e is n ot c omp o s ed o f a ny th in g
material. It is like a shadow of s ou l c on sc i ou sn es s t h a t can
mov e betw een th e realms of th e hu man inst rument .
Studen t: S o it c an op er at e eq ua lly w ell w it h in the mind and

b o dy ?
T e a ch e r: Th e ph an tom core is the consciousn ess that moves

b e t w e en t h e b ody , e m o t i on s, m i n d, and g en e t i c m i n d at
s p e ed s gre a t e r t han lig ht. Yet it is a p o int o f aw a r en es s th a t
d i s t r ib u t es t h e e x per i e n c es of th e hu man instrument t o th e
s ou l .
Studen t: D oes it embellish th e experien ces or simply report

them like a recorder ?
Page 14
T e a ch e r: It reports ev erything in extraordinary terms.
Studen t: How do you mean?
T e a ch e r: Ev en in the qu iet moments of your lif e wh en y ou are

star ing through a window or reading a book , ther e is a great
universe of experien ce that is p e rc e i v ed b y t h i s p h a n t om c o r e,
and ev ery min iatu re det a il is faithf u lly recorded and
t r an smitted t o t h e s ou l.
Th e ph an t om c or e i s the su per c onsc i o usn es s of t he human

in st ru ment . It is separat e from the soul, and is considered the
sou l’ s emissary t o th e n a tural w orld in wh ich th e h uman
in st ru ment mu st interact .
It is th rough th is aw ar en es s th a t s ou l ex p er iences th e na tu r a l
w orld of limit at ion an d separat ion, drawin g in t he ex periences
th at h elp it t o bu ild appreciation f or the Grand Mu lt iv erse th at
is t h e garment of First Sou r ce.
Studen t: W hy h av e I n e v er hea r d of this b ef or e ?
T e a ch e r: Who sh ould t ell y ou?
Studen t: Y ou, f o r on e.
T e a ch e r: I ju st did, w ere you n ot list enin g ?
Studen t: Y e s, but I’ v e b e en y ou r stu de nt f o r two y e a rs an d

th is is th e f irst I’v e h eard of th is ph antom core. Why?
T e a ch e r: W e t e ach t h r ou gh as s oc iat ion an d met aphor. Y ou

h av e b e en tau ght ab ou t t he p ha nt om c o r e, y ou j u st h av en ’t
h e a rd it s n a m e b e for e n ow. A nd now th at y ou ha v e its n am e ,
Page 15
it cryst alliz es in y our min d a clearer pictu r e of its design an d
purpos e.
Studen t: But tw o years it tak es f or me to kn ow its n ame?
T e a ch e r: F o r s om e it is t wo hou rs f or som e it a lif e t im e. I t

d e p en ds on t h e p er so n an d h ow t hey arrive at their an swer s.
Y ou sought th e u nkn ow able bef ore y ou sou ght what is t o be
kn own in y ou r p r esent lif e – wh er e y ou r cons c iou sn es s r es id es
n ow.
Studen t: Ok ay, w e’v e est a b lis h ed th at I ’ m a d r ea mer –
T e a ch e r: There’s nothing wrong with seek in g th e u nkn ow able.

I a m n ot s ug g est ing th at y ou hav e w as t ed y ou r t im e in the
p u r su i t of a d r ea m.
Studen t: B ut it s e ems th at I n e e d t o p la c e m o r e t im e in
u n d er st an d i n g t h i s p h a n t om c o r e. Wh at d o y ou rec o m m en d I
learn in th is regard?
T e a ch e r: Learn all th at y ou can abou t th e hu man body,

emot ion s, an d min d. Mak e it th e f ocu s of your stu dy f or a
p e r i o d of t i m e – p er h ap s a y e a r or t w o , d ep en di n g on t h e
av ailability of y ou r t ime.
As you do th is, take n ot es abou t t he featu r es of th e hu man

in st ru ment th at either seem connected or anomalous. For
example, the brain is dominated by the data received from the
eyes. Why do the eyes not d om i n at e c on sc i ou sn es s ?
As you produ c e y our n ot es, organ iz ed arou nd conn ect ion s an d

a n oma lo us ph en o me n on, b e gin t o d ef in e th e st ru ctu r e of th e
hu man inst ru ment as on e w ou ld if th ey w ere mak ing a map of
th e in teract ion betw een th e b o dy, emo t ions, m in d, an d
Page 16
g e n et ic min d. R e m em b e r tha t the p hant om cor e is th e sh ad ow
of the soul and operates seamlessly betw een th e f olds of th e
hu man inst ru ment. It is th e f irst perceiv er and t r an smitter of
th e experien ce th at con su mes th e hu man inst rument of a
specif ic indiv idu ality . It is the cont inu it y of th e un div ided
process wit h in th e mat erial realms, while th e sou l is th e
con t inu ity of th e u ndiv ided process w ith in th e n on- phy s ical
realms.
Studen t: And what abou t th e Wh olen ess N av igator?
T e a ch e r: It is th e bridge of cont inu ity betw een th ese tw o

w or lds. Th e Wh olen ess Na v ig a tor is th e int erlock betw een th e
w or lds of t ime and th e w or lds of n on -time. I t is th e fu s ion of
th e sou l an d th e phant om core, int egrat ing th is v a st
experiential storeh ou se of data, an d making it coherent as a
forc e of transformation.
Studen t: It w ill t ake me a lon g t ime to creat e th is pictu re an d

un derst and th e conn ect ion s.
T e a ch e r: It w ill t ake y ou a lifet ime, if y ou are fortun at e.

How ev er, if y ou set f orth upon th e path of First Source
w ith out f irst un derst an d in g th e fundament a l structu r es w ith in
wh ich y our sou l operat es, y ou w ill pu rsu e a mirage. God will
appear and disappear, and doubt w ill shak e y ou ev ery t ime a
n ew occu rrence crosses y ou r path. It will seem th at all is
impermanent, ev en the face of God.
Studen t: You said a moment ago that the Wholen ess

N av ig at or u s es th e ex p er iences of the soul carrier and soul as
a forc e of tran sformation . Transformation of whom and for
wh at pu rpose?
Page 17
T e a ch e r: Th e t r ansfo r m at io n is of t he in d iv idu a l p e r s ona lit y –
th e God-fragment th at sojou rn s in both th e w orlds of t ime and
n on- t im e, an d is d ev ot e d t o th e On e P la n t ha t emb r ac e s all
f orms, person alit ies, and opin ion s th erein . T h is p er s ona lit y is
th e id ent it y th at end ur es t h e s ha p e sh ift ing of f orms an d the
c e a s e les s c hu rn in g o f t im e t o b ec o m e a c on s c i ous ext en s i on of
th e On e Plan .
Th e pu r pos e of th is t r an sf or ma t ion is t o ex p lor e th e Gr and

Mu lt iv erse as emissaries of F irst Sou rce, creat in g n ew
opportunit ies for the ex pansion an d ongoing ev olution of the
One Plan.
Studen t: I sus p ect y ou pu rp os ely g av e me an abs t ra ct an sw er

as a way of remindin g me of the task ah ead.
T e a ch e r: I ga v e y ou w h a t i s a v a i l a b l e t o b e g iv en . W o rd s
th ems elv es ar e an ab st r ac t ion, a r e th ey n ot?
Studen t: If you don ’t min d, I w ant t o retu rn t o my task :

study in g th e h uman instrument . Is th ere a model I can use so
I can c omp ar e my ap p r oa ch wit h oth er s?
T e a ch e r: Th e r e m ay b e s om e w h o w o u ld g l a d l y sh a r e t h e i r
r e s e a rch a n d f in d ing s. I w o u ld enc ou r ag e y ou t o c o l l a b o r at e
w ith y ou r f ellow students. It is a v ery us efu l p r act ic e.
Studen t: Y ou spoke of conn ect ion s in th e h uman instrument

and anomalous phen omen on. Can you please elab orat e on
th ese?
T e a ch e r: Th e c onn ec t ion s of th e h uman ins tr ument a r e th e

th reads th at mak e u p th e f abric of the ph ant om core. Th ese
th reads weav e togeth er th e pathw ay s betw een the phy s ical
b ody, emot ions, min d, an d gen et ic min d. W it h in each of th es e
Page 18
are su b- lay ers, ju st as th e skin of t h e hu man body is dif f erent
th an th e n erv ou s sy st em, wh ich is diff erent th an th e sk elet al
s t ruc t u re .
The body is ther efor e made up of many lay ers and su b-

component s t hat comprise t he total st ru ctu r e. Th is is equally
t ru e f or th e e m ot ion s, m in d, a nd g en e tic m in d.
Th e conn ect ion s betw een th ese lay ers or st rat a of th e hu man
in st ru ment , wh ich nu mber 24 primary sy st ems, each originat e
f r o m t h e W h o l e n ess N av i g at o r . In other word s, these threads
h av e a c om m on g r oun d and sp ir a l out touc h in g ea ch o f th e 24
primary sy st ems, bin d ing th em t ogeth er in a h olist ic syst em.
Studen t: What are the 24 systems? Do I know them?
T e a ch e r: It is n ot import ant t o recogn iz e each of th em

in div idu ally . Some h av e not been discovered in the world of
t ime and space. I on ly ment io n th e number so th at y ou can
kn ow th e depth of th e h uman instrument and it s impeccable
and miracu lou s st ruc tu r e.
Studen t: Why is th is so import ant ?
T e a ch e r: Th e hu man inst rument is regarded by most cu ltu r es

as a body that is vulner able and f ragile. It is con s idered
flaw ed and imperf ec t because it degenerates over time an d is
s u s c ept i b l e t o d i s e as e . In s om e areas, it is considered n oth ing
mor e th an an an imat e ob jec t f or t h e s en s in g of plea s u re or
pain. It is h eld in low regard, an d ev en th ose who f eel a
spiritu a l imperat iv e, regard it as th e lesser or low er self.
Studen t: But it is th e low er self isn ’t it ?
Page 19
T e a ch e r: It is th e vessel of th e tran scen d ent sou l. Wh en y ou
see a vessel of beauty, do you w on d er wh at is ins id e it ?
Studen t: I gu es s wh en I s ee a beau t iful v es s el – lik e a wor k

of art – I assu me the v essel is f or appreciat ion , n ot ut ilit y.
T e a ch e r: It doesn ’t requ ire a u t ilit arian funct ion becau s e it s

beau ty is suff icient a purpose. Correct?
Studen t: Ex act ly.
T e a ch e r: Th e hu man inst rument is th e same way . It is a

beau t ifu lly conceived creat ion; so mu ch so th at most believ e
it is empty . Its pu rpose is in itself. They do n ot see th e 24
st rata, they perceiv e on ly the f iv e domin an t strat a: sk in,
m u s c l e , bon es , e mo t i o n s, and m in d.
Studen t: Why? Wh y do w e only see th ese f iv e and n ot th e

wh ole 24?
T e a ch e r: Y ou are taught t h ese percept ions by you r

educat ional indoct rin at ion and societ y as a wh ole, an d
con v ersely , y ou are n ot t au ght t o appreciat e and un derstand
th e oth er 19 st rat a. In most cas es, th ese st rat a req u ire more
vigilance and pers istence to un d erst and and apprec iat e.
Studen t: So h ow do I learn abou t th e ot her dimensions of th e

hu man inst ru ment?
T e a ch e r: Y ou stu dy th e hu man inst rument . Y ou stu dy th e

b o dy, emo t ions, m in d, an d gen et ic m in d. Y ou lea r n t o
un derst and th is sacred v essel for w hat it t ru ly is: th e
ex plorat ory, albeit t emporary, v eh icle of your inmost ,
immort al c on sc iousn ess in t he w or lds of t ime and s p ac e.
Page 20
Studen t: B ut if y ou g av e m e in f or m at ion a bo ut th e 2 4 s tra t a,
w ou ldn’ t it h elp me in my studies?
T e a ch e r: P erh aps, but it is not necessary t o underst and all of

th ese levels w ith th e h uman mind. And h ere again , y ou seek
t o kn ow th e st a ir cas e b ef o r e y ou und e rs t and th e f ir st f ew
s t ep s. It is th e funct ion of t ime t o mak e th e st air c a s e
c o m pr eh en s ib le in s t ep s, n o t s in gu la r r e v e lat io ns .
Studen t: I un derstand.
T e a ch e r: I h av e h igh lig ht ed th e u n iv e rs a l p a th; n ow t e ll m e

w h at y ou h av e lea rn e d.
Studen t: Okay, I’ ll do my best . Th e phantom core connec ts

th e 24 levels of th e hu man inst ru ment, an d is t he observ in g
consciousn ess of the worlds of time and spac e for the human
sou l. Th e phant om core h a s mu lt iple th reads, f or lack of a
bett er descript ion, th at weave th ese 24 lev els t ogeth er, and it
u s es th ese c onn ec t iv e th r ea ds lik e pa thw ay s t o mov e – as a
con sciousn ess – f r om on e level t o th e n ex t at qu antu m
s p eed s. I t th en pass es th is ex p er ient ia l inf or mation t o th e
s ou l , w h ich t h en pro c e ss e s t h i s i n c o m in g d at a in o rd e r t o
ev olv e its u nderstan d in g of how t o align w ith th e On e P lan
and in creasingly brin g light to t he dark er ou tposts of th e
Grand Mult iverse.
T e a ch e r: T ak e a deep breath. Y ou h ave list en ed w ell.
Studen t: D id I g et it righ t?
T e a ch e r: A r e y ou conc ern ed ab ou t b ein g right or are y ou

in t erest ed in learn in g?
Studen t: Are th ey so diff erent ?
Page 21
T e a ch e r: Th e y c an b e p o l a r op p os i t es .
Studen t: I’ m int erest ed in learn in g and being right.
T e a ch e r: You asked me at the beginnin g of this dialogue, as

t o w h eth er t her e is a t echn iqu e to g a in th e kn owled g e of God .
D o y ou r em e m b e r?
Studen t: Y e s.
T e a ch e r: A nd ha v e y ou d isc ov e r ed y our answ e r ?
Studen t: N o. I don ’t th ink t here is an answ er.
T e a ch e r: P erh ap s th ere’ s an answ er, but it is d iff erent f or

ev ery human. A ll bein gs approach their creator in a unique
p a th th a t h as n ev e r b e en n avig a t ed b efor e . If y ou st itc h ed
together the vast reservoir of your experience in the worlds of
t ime and space, do you th ink it has ever been replicated ?
Studen t: I don’t know. I’v e nev er th ought abou t it bef ore.

P e rh ap s at a b as i c lev e l i t h as .
T e a ch e r: On ly if y ou grossly simplif ied it w ou ld y ou see any

similarit y in th e path s of th e ascending sou ls t o th eir
C r eat or’s realm. Trut hfu lly, w e are each as un iq u e as the
planet s that number the Grand Un iv erse, an d it is precisely
th is un iquen ess that p r ev en ts a u n iv ersa l t echn iqu e fr om ev er
becomin g th e magical pill of en light en ment .
Studen t: I un derstand th is. Was th is don e as part of th e

d e s i gn ?
Page 22
Studen t: I gu ess the real qu est ion is wh at kn ow ledge is
requ ired in order t o constru ct my ow n tec hn iqu es for g a in in g
th e aw aren ess of my ow n, mu lt i- lay ered self?
T e a ch e r: Y ou are on y our way if it is you r pract ice t o make

th is in qu iry ev ery morn in g that you arise, and you f eel
y ou r self a magn et at tract ing th is v ery kn ow ledge in t o y ou r lif e
th r ou gh ev ery f ac et of y ou r ex p er ien ce.
Studen t: D oes it h elp if I believ e th at th e ph ant om core is

p r es ent wit h in me an d ab sor bin g th is kn ow ledge ev en if my
c on sc i ou s m i n d i s n ot ?
T e a ch e r: I t d o es and it i s.
Studen t: I a m g r ate f u l .
T e a ch e r: Y ou a r e mos t w e lc ome .
Page 23
LYRICUS DISCOURSE
Universe Relationship

first time.

Teacher: And so you desire to experience the Wholeness Navigator. Have you
decided how?
Student: This is why I wanted to meet with you. I thought you could instruct me
on a method or technique to achieve this.
Teacher: If I could do this, wouldn’t all that exists here (the ashram) be obsolete?
Wouldn’t all of your education fall to yourself? Wouldn’t all of your connection to
people erode into an existential journey of self-knowledge?
Student: I don’t understand.
Teacher: You have assembled the inner and outer knowledge like a bridge
without a middle, and the missing middle section is your experience of that which
confirms that the two ends do indeed join; that there is cohesion between these
worlds; that the bridge has function. Yes?
Student: Yes.
Teacher: If you found this middle section within your experience, your bridge
would be built and you could pass between the inner and outer worlds
Page 1
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unencumbered and independent. You would desire to then teach others how to
build their own bridges. Yes?
Student: Exactly.
Teacher: Do you think any of the teachers that have lived on earth have built this
bridge and not shared it with others?
Student: No.
Teacher: Then where is this technique you speak of? Is it hidden so well that
none of the world’s finest teachers can articulate it into a sensible methodology?
Student: Are you saying that none have built this bridge?
Teacher: No. I’m saying that none have wanted to build this bridge.
Student: Then why does it consume me so?
Teacher: Because you believe it can be built by answers, by experience, and by

initiative.
Student: And it can’t?
Teacher: It cannot be built anymore than you can build something that is already
built.
Student: What do you mean?
Teacher: Can you build this rock? (I was holding a rock I had gathered from the
ground.)
Student: Do you mean can I build an exact duplicate?
Teacher: No, I mean this rock?
Student: No. It’s already built.
Teacher: So is your bridge.
Student: Okay… I understand this in concept, but if you’ve never experienced it,
what good is it if it’s built?
Teacher: That depends on you.
Page 2
Student: In what way exactly?
Teacher: Do you see what’s present more than you see what’s missing?
Student: I don’t know… I’m not sure what you mean.
Teacher: You have knowledge and discipline. You have intuition and insight. You
have initiative and cunning. You have power of will and persistence. Are these
more important to you than the missing conscious experience of the Wholeness
Navigator?
Student: I believe that when I have the experience of the Wholeness Navigator, it
will supercede these other things, or it will put them in some kind of collective
order and I will be a better person and therefore a better teacher because of it.
Teacher: But if you cannot build something, how do you teach its construction?
Student: But then you’re saying that I already have this experience and so does
everyone else; it’s just that we don’t know it. And again, I realize this in concept,
but it seems like some do have this experience.
Teacher: Even at this moment you are having this experience, as am I.
Student: Yes, but you’re probably conscious of it, I’m not.
Teacher: No, I’m conscious of us. I’m conscious of wherever and whatever I turn
my attention to. I cannot turn my attention to the Wholeness Navigator because it
is of an energetic frequency that is out of the range of the senses of this body and
mind.
Student: So you’re saying that the Wholeness Navigator or human soul is

invisible to our human senses no matter what we do? There isn’t any technique
that will allow us to attune to it, or it to us?
Teacher: Correct.
Student: So my desire is unfounded?
Teacher: Your desire is natural and well founded; it is just that it will not
culminate in the experience you hope for.
Student: Then why do I feel like something vital is missing? Why do I have this
nagging belief that my unanswered questions hold me back from my rightful path?
Page 3
Teacher: As I said before, your attention shifts to what is missing because you
have invited the impossible into your world and idealized what others before you
achieved in the sharing of their knowledge. You believe that great knowledge can
only come from the experience of the unknown, hidden worlds in which the human
soul lives, and without this experience you are unable to fulfill your promise.
Student: But many of the greatest teachers shared their vision of these inner
worlds and dimensions of which the Wholeness Navigator is a part. If I cannot
explore these worlds as they, how can I hope to expand the consciousness of my
time?
Teacher: I will share a secret with you. It is not something I do with satisfaction
but rather a sense of duty. The accounts of the other worlds are clothed in the
very same fabric as dreams. The mystics, saints, and even some of the greatest
teachers of the human species lived in bodies with the same limited range of
perception as you and I. Their sometimes-spectacular accounts of other
dimensions and planes of existence were subjective, non-replicable lucid dreams
that were retold as objective worlds of splendor.
Student: Are you saying that the accounts of mysticism are fabrications?
Teacher: Some are. Some are misinterpretations of lucid dreams. Some are
encounters with the meta-dimensional worlds of the future multiverse. Some are
encounters with off-planetary beings. Some are planned deceptions. The point I’m
making is that those who speak loudest of their experiences of the human soul
and the worlds in which it resides are often seeking to describe their own glory
more than an objective reality.
Student: This will take me a moment to absorb. You seem to be impugning my

own teachers, with whom I hold the greatest of respect.
Teacher: I told you that I take no satisfaction in this. Nor am I trying to discredit
any teacher. Let me describe it this way. If I discovered a place upon earth that no
one else had ever come upon, and I made a map with coordinates of this
discovery, I would be able to explain to anyone who can read a map how to find
this same place. I could also lead people to it based on my experience.
Why then are there no maps of the inner worlds? And before you answer,
remember that while there are maps, they are not consistent in scale or measure,
and thus, they do not describe the same inner geography.
Student: I agree there is incongruity about the structure of the multiverse, but
this doesn’t necessarily mean that it doesn’t exist.
Page 4
Teacher: I’m not suggesting that it doesn’t exist. There is no map! There are no
cartographers of these worlds because these worlds are infinite in scope. How do
you map the infinities of First Source? With paper and pen? How do you reduce the
extraordinary vision of our collective Creator to words and methodologies?
Student: Are you saying it’s all impossible – this desire to experience the inner
dimensions of my being?
Teacher: The best teachers allow for the possibility, and at the same time never
consider it missing in their lives. The fascination of phenomenon is replaced with
the consent of the real qualities of the human spirit to shine through their
countenance, words, and deeds, and to do so with their unique personality intact.
Student: How then can the consciousness evolve if every generation teaches
nothing new about the inner worlds? Or worse yet, only adds to the confusion of
how these worlds operate within our consciousness?
Teacher: As I said before, the bridge, or consciousness, in this case, is built. It

cannot be evolved, improved, or enhanced. It is a multi-faceted consciousness
that is as far beyond the human mind as the boundaries of the universe are
beyond earth. The appreciation of this consciousness is what requires evolution;
and its application as a source of guidance and inspiration is what requires
instruction.
Student: Exactly what I wanted to get to. This is precisely what I want to teach,
but if I myself have no experience of this super-consciousness, how can I help
others to evolve their appreciation?
Teacher: You have been asking for help to experience something that cannot be
experienced, instead of choosing to tell the universe what you want to appreciate.
Student: I don’t understand.
Teacher: The universe responds to your directives, not your questions, hopes,
and prayers. If you choose to define your future by telling the universe what you
desire to experience and appreciate, and you hold these thoughts in your mind
with fierce persistence, the universe – by its own design – will respond
accordingly. If, on the other hand, you ask questions and pray for answers, the
universe will respond with a deafening silence because you have not given it
direction.
Student: This is the co-creative process you speak of, and I understand the
principles of this, but how does it relate to my desire to expand my understanding
of consciousness and teach this understanding to others?
Page 5
Teacher: Desire is not a directive. Simply desiring to achieve something does not
engage the universe; it engages your personal power and applies your will to
achieve a goal. Praying, as it was originally intended, held two complementary
purposes: To demonstrate to the universe that an individual made choices
regarding their destiny, and expressing gratitude to the universe for its unfailing
support.
Student: Given what you’ve said, I assume it doesn’t make sense to make a
directive to the universe that I want it to bring me the personal experience of the
Wholeness Navigator?
Teacher: You can make any directive you select. The universe is not obligated to
respond, it simply does. By your selection the universe knows you. You are
revealed in this simple act, and through this intimacy, the universe will respond in
kind and reveal itself.
If you direct the universe to bring you the experience of the Wholeness Navigator,
it will bring you this experience, but you will not have consciousness recollection
because, as I’ve said before, the signature vibration of the Wholeness Navigator is
not perceptible to the human senses or mind. There is no method to capture the
experience – the mind is like a camera, but the senses – the film – are not
present.
Student: So the universe responds according to the directive, but I may think it
wasn’t listening because I don’t recall the experience?
Teacher: Yes. It is a frequent occurrence with higher dimensional directives,

something akin to a perceptual omission. The condition can create resentment and
an uneasy sense that the universe is indifferent or even malfunctioning, despite
the fact that most individuals consider the breakdown to be their own fault – at
least consciously. However, in most students, lurking below the guilt of the
conscious mind is the sense that the universe is indifferent, or even worse,
purposely non-responsive.
Student: How do I direct the universe? Is it a forceful command?
Teacher: Each individual is a creator of his or her wisdom path. As such, they
must create the priority and structure of their path on their own. They may tap
resources like teachers or books, but the creation of the path is their own,
regardless of the external circumstances such as religious conformity. Once this is
understood and internalized, it becomes the foundation from which you operate.
This is one’s spiritual duty, and it is the first step on the path of co-creation with
the universe.
Page 6
The second step upon this path is the informed assignment of priority. There is a
sequence to all directions – an order in which they build to an end goal or
achievement.
Student: Please explain how this applies to spiritual revelation?
Teacher: When you have a goal to comprehend your identity – not only as a
human being but also as a spirit-fragment of First Source, you must break your
goal into component building blocks, and see the order within the process.
Underlying this order is the fluidity that provides for rapid transformation and
adaptation. Once this is defined you direct the universe to respond to this plan by
the simple and persistent act of defining and, most importantly, re-defining it. The
thought uppermost in your mind is that the universe is “eavesdropping” on your
plans, and shifting or re-arranging your material, emotional, mental, and spiritual
environments in direct response to its observations. It does this without regard to
what you would call your worthiness. It does this because it is its nature.
Student: What if my plans are just plain wrong or ill conceived?
Teacher: You will most likely be frustrated or unsatisfied by the events that
unfold.
Student: Can you give me an example?
Teacher: If someone plans to begin their teaching profession before they have
adequately trained as a student, and the universe responds in kind by providing
them students, they may perpetuate their own misunderstandings upon those they
teach. This is a common example for would-be teachers of the spiritual arts.
Student: But what you said earlier, about defining your plan and its order, if you
truly did this properly would you not avoid the ill-conceived plan?
Teacher: The universe watches faithfully your every movement and emotional
connection to your goal. The ability to avoid the ill-conceived plan rests mostly in
the discovery of your original voice – sorted out from the thousands of voices that
have influenced you – and to allow this voice to define and direct your approach to
your divinity. It is this voice and the judgment and insight behind it that places
you and retains you in the security of the universe.
Student: But there are so many more insightful than I. Why would I listen to my
own voice amidst those of my teachers?
Teacher: Do you listen to your teachers, or do you compare their words with what
resonates with what you sense is true?
Page 7
Student: To be candid, I compare their words with my own sense of truth.
Teacher: So you already listen to your own voice?
Student: In a way, I suppose. But I use my voice as a ruler, measuring the words
of my teachers with my intuition or… or some related faculty. I don’t originate the
thought or idea – I simply evaluate it.
Teacher: And why do you do this? Why do you assign yourself the diminished role
of measuring and analyzing instead of creating and invention?
Student: Because I am inexperienced and lack knowledge.
Teacher: But you just agreed that you have experience in evaluating the
substance of your instruction – that you can perceive the truth and value of an
instruction, principle, or suggestion.
Student: Yes, but it is one thing to have the knowledge and skill of evaluation,
and quite another to be able to invent or perceive the knowledge of truth within
oneself.
Teacher: Why?
Student: I’m not sure that I know how to explain this.
Teacher: The knowledge that will transform you derives from your personal
experience of two fundamental phenomena: the Light and Sound vibrations of First
Source.
Student: Exactly, and how to achieve this experiential knowledge of the Light and
Sound requires expert instruction – the kind that only the highest spiritual teacher
can supply.
Teacher: Do you appreciate the transformation of consciousness? Is it something

you have directed the Universe to supply, or are you waiting for a teacher to take
you by the hand and lead you to the Light and Sound? In other words, are you
waiting to evaluate the instruction of a human being, or are you directing the
Universe to supply this experience?
Student: I came here, to this ashram, to learn how to experience the Light and
Sound of First Source so I can bring this knowledge to others.
Teacher: So you are waiting for a human being.
Page 8
Student: Perhaps this is the way the Universe would respond to my directive, to
bring me a teacher who can show me the way.
Teacher: The Universe and you are the teacher. Together you are the active,
unswerving, tireless, ceaseless, on-demand pathway that can provide the direct
experience. Or, you can wait for the Universe to send you messengers clothed in
human form who are less active, direct, energized, responsive and enduring – if
that is your choice… your directive.
Student: So you’re telling me to become more of an active partner with the

Universe.
Teacher: Add responsibility and acceptance of your capacity to partner with the
Universe, and you have properly evaluated my instruction.
Student: But I feel as if you’re suggesting that teachers do not serve a role in this
process. Is this true?
Teacher: Everyone upon your life-path will serve a role in this – teachers
included. The Universe will arrange the right words, the rights sounds, the right
light, the right meaning to enter your life-path, and these will come through
nature, humans, animals, technology, and combinations thereof. The process, the
Universe, and you are inseparable when properly directed.
Student: So the real knowledge is knowing how to direct the Universe?
Teacher: It is the one relationship you will have that is responsive to the
impressions of your thoughts and the expressions of your heart. You can direct it
and it will respond.
Student: What is the key to directing the Universe?
Teacher: To feel in union and harmony with the Universe. To truly feel that the
Universe flows through you and in doing so creates the life-path upon which you
walk. To trust this life-path, knowing it is a co-creation between you and the
Universe, and to demonstrate this trust in matters small and large. Assuming all of
these foundations are in place, then it is merely articulating the highest possible
expression of your deepest heart.
Student: How do I come to know this?
Teacher: You listen to your original voice. You allow it to be expansive,

mysterious, paradoxical, boundless, and joyful. When you give this part of you an
opportunity to express itself, it will articulate the innermost yearning of your heart
Page 9
and soul, and it is to these yearnings that the Universe is most attuned to hear
and respond to.
Student: But doesn’t the Universe also respond to our thoughts and prayers?
Teacher: There are those who will tell you that you can ask the Universe for
abundance, health, good relations, new job and anything else your mind desires,
and it will respond to your wishes. The Universe is neutral to your material status
within the worlds of form. How successful you are as a human being – measured
by the system of men – is not the concern of the Universe, it is the concern of the
socially trained mind and ego.
Student: But there are practical implications of this partnership with the Universe
isn’t there?
Teacher: If your highest aspirations from the deepest part of you are being
supported by the Universe, you are more likely to succeed in your material quest
for prosperity and right relations – for the two are related, are they not?
Student: Yes.
Teacher: However, those of power devise the system within the worlds of form,
and it is this power that dictates the definition of prosperity. The Universe is not
involved in these matters, it is humans in power who define such things, and the
Universe is not aligned to these definitions.
Student: So the two paths are not compatible?
Teacher: What two paths are you referring to?
Student: The petitions of human prosperity and practical survival, and the
aspirations of my highest self.
Teacher: There is no inherent incompatibility. It is simply a matter of where you

place your focus and how you define prosperity, right relations, success, and so
forth. If you try to direct the Universe towards the field of human prosperity and
material concerns, do so with the understanding that the Universe is indifferent
about these concerns, and you are really petitioning the Genetic Mind, not the
Universe. You may receive some support from the Genetic Mind and psychic
influences therein, but generally it does not supplant the time-honored system of
practice, persistence, creation, evolution, and patience.
Student: I think I understand your counsel. Thank you for your advice.
Teacher: You are most welcome.
Page 10
LYRICUS DISCOURSE
The Interface Zone

first time.

Studen t: I w as m ed it at ing th is m o rn in g and f oun d my s e lf

d is t ract ed by th e s oun ds of my f ellow stu d ent s. Is th er e a
t echn iqu e to block th ese distra ct ions so I can c on c ent r at e
better on my meditation ?
T e a ch e r: What do you h ope to accomplish w ith th is improv ed

c on c ent r at i o n ?
Studen t: I’ ll perf orm my medit at ions w ith greater clarity , an d

th is in tu rn w ill resu lt in deeper in sight s.
T e a ch e r: I see. D oes any of th is deeper insight include the

percept ion th at th e ou ter world is n ot a dist ract ion to th e
in n er w or ld , but r ath e r a ca taly s t f o r lea r n in g?
Studen t: S o y ou’ r e s a y in g tha t I sh ou ld n’t w or ry a bou t

d i s t ra ct i on s w h en I p er f or m m y m e d it a t i on s ?
Page 1
T e a ch e r: I sn ’t wor ry th e s ourc e of y ou r d ist r act ion ?
Studen t: I suppose it is. But if th ese dist ract ion s—
T e a ch e r: Th ey a r e n ot d i s t ra c t i ons. They are phenomen on of

th e out er w orld—v ibrat ion s t rav eling in th e eth ers f r om
sou r ces you h av e no cont rol ov er. Th at an d n oth ing more.
Studen t: But these vibrations in fluence my mind and my

abilit y t o con c ent r at e. Isn ’t concent rat ion a v it a l component
of suc c ess fu l med itat ion ?
T e a ch e r: A g a in , wha t inf lu enc e s y ou r m in d is not e xt e rna l

v ib r at ion s, bu t y ou r r e ac t ion t o th e m.
Studen t: S o h ow do I ch ange my react ion s o I can b e more

s u c c es sf u l i n my m ed i t at i o n s ?
T e a ch e r: Is th is issu e on ly relev a nt t o y ou r medit at ions?
Studen t: It ’s du ring my mediat ions that I not ice it th e most.
T e a ch e r: D o y ou n ot ic e th e fea r or st res s tha t th e e xt e rna l

w orld brings you as w ell?
Studen t: Y e s.
T e a ch e r: Isn ’t th is f ear ak in t o a dist ract ion ?
Studen t: I sup p os e.
T e a ch e r: Y et w ithout it , w ouldn’ t y ou h av e th e ten d ency to

lapse int o complacen cy?
Studen t: I d o n ’ t t h ink s o.
Page 2
T e a ch e r: F ear, an d all th e so- c alled n egat iv e emot ions, can
represent dist ract ion s, but they are cataly st s and inst igators
of act ion ju st as w ell. Ar e th ey n ot?
Studen t: I s ee y ou r p o int , b u t t h e se d is t ract ions an d f ears are

leadin g me aw ay from my spirit u a l studies an d cause me to
behav e in a mann er n ot con s is t ent w ith a spiritual person.
T e a ch e r: A n d h ow d o e s a sp ir i t u a l p ers on b eh av e ?
Studen t: Th ey are poised and ben evolent . Th ey are t r anqu il in

th e f ace of dist ract ions and fears. Th ey exude peace an d
exemplify compassion. They ex press div in e love t o all.
T e a ch e r: Y ou hav e adequ at ely describ ed a myth ological saint ,

b ut you ha v e n o t des c r ib ed a spiritu a l person. Ev en in t otal
darkn ess, a spiritual p e rs on c an d i s cov e r light. They are truth
seeker s and they we ar th e coun t enance of a th ousan d
diff eren t personalit ies. Th ey are n ot trut h t ellers. T hey are
n ot t ruth e x p re ss e rs. They are not saint s. Th ey ar e t ru th
seeker s.
Studen t: My def in ition is a litt le idealist ic, I’ ll admit t o that ,

but wh y is th is import ant t o th e discussion aroun d f ear an d
d i s t ra ct i on s?
T e a ch e r: Isn ’t y our concern relat ed t o y ou r v iew of wh at

c on st i t u t es a s p i r i t u a l p e rs on ’ s b eh av i o r and y ou r per c e iv ed
s h o r t c o m in g s r e l a t iv e t o t h at i m a g e?
Studen t: Y ou ’re suggest in g th at all of th is can be traced to

th is fun dament a l mispercept ion ?
Page 3
T e a ch e r: Y e s. It is a s ig n if i c ant p a rt of w h a t en er g i z es y ou r
reaction to fear and distractions. It is a form of self - ju dgment
t h a t d e f in e s y ou r r es p ons e t o t h e ex t e rn a l w o r l d. As y ou c li n g
t o th e ima g e an d beh av io r of w h a t y ou b e liev e def in es a
spiritu a l person, so do y ou adju dicat e you r comparat iv e
perf ormance, and in th is regard, y ou w ill depen dably f a ll
s h or t .
Studen t: B ut if I ’ m fru st r at ed as a resu lt of my idealist ic

ima g e o f h ow I th ink I sh ou ld b eh av e, a r e y ou su gg e st in g I
on ly n eed to t emper my expect at ion s an d my f rust rat ion will
end?
T e a ch e r: Why sh ou ld y ou r f rust rat ion s come to an en d? For

w h at pu rpo s e d o y ou ch o os e t o e x p e r i en c e c on t ent m en t and
calm? D id you in carn at e int o th is world for th e pu rp os e of
c omposu re an d regal repos e?
Studen t: I’ m on ly say ing th at I desire to demon st r at e spiritu a l

v alu es— of wh ich p eac e an d cont en tment —
T e a ch e r: Spiritu a l v alu es are as much abou t t urmoil and

s t r es s as t h e y a re ab ou t pea ce an d cont en t ment. Spiritu a l
v a lu es a re n ot monot on ic n o r a r e th e y b e n ig n.
Studen t: But y ou speak lik e spiritu a l valu es are un def in ed an d

e n com pa ss … anyth in g.
T e a ch e r: Y ou st art ed th is dialogu e w it h th e opin ion that you

w er e f ru str at ed w it h ex t erna l n ois e t ha t p rev ent ed y ou r
s uc c es sfu l p ra ct ic e o f m e d it at io n. I p o int e d out to y ou th at
th e issu e w as n ot noise or dist ract ion, but y ou r n a rrow
p er c ep t ion of wh at b eha v ior c on st i t u t es s p i r i t u a l c on du ct a n d
wh at does n ot.
Page 4
Studen t: Y es, an d I agree, but st ill spir it ual behav ior is not
ab ou t anger, h atred, an d greed . Y ou agree w ith th is much
d on ’ t y ou ?
T e a ch e r: If you defin e t oo n arrow ly w hat act ion s an d

act iv it ies con st itut e spiritu a l behav ior, y ou w ill become n ot
on ly a ju dge of y ou rself but all oth ers as w ell. Y ou unw it t ingly
c los e d own y our in ter f ac e zon e.
Studen t: What is th e int erf ace z on e?
T e a ch e r: Th e in t er fa c e z on e is th e a spec t of your
c on sc iousn ess th at in t eract s w ith th e sp ec ies w ith w h ic h you
share a common biology. It is ph ysically con tained in y ou r
DN A, wh ich acts as a n ode w ith in a vast n etw ork that is
u lt im at e ly c onn ec t ed t o F irs t S o ur c e.
Studen t: And what is t h is v ast n etw ork?
T e a ch e r: DN A is both a n etwork w ith in th e in div idual body as

w ell as a n ode w it hin th e specie s’ collect ive “body” or genet ic
m in d. Th e h um an sp e c ies is c on n ect e d th rou gh th is n e tw or k,
wh ich is made possible th rou gh th e DN A.
Studen t: So y ou’re say in g that w hat happens inside me is

t r an smitted t o a ll oth e r human s?
T e a ch e r: Th e Int erface Zon e is lik e a compu t er on a netw or k.

Y ou are not aw are of th e n etw ork un less you are int erf acin g
w ith y ou r comput er. To access th e n etw ork an d ret r ieve an d
share information, you mu st be pres ent at your computer.
Similarly , th e Int erf ace Zone requ ires th at y ou bring y our
att ent ion t o it in order t o access th is netw ork that span s th e
entire spec ies.
Page 5
Studen t: Y ou ’r e s ay ing th at I can c o mmun ic at e w ith ev e ry on e
wh o is human?
T e a ch e r: Th e Int e rfa c e Z on e is t h e origin at or of langu age – all

la n gu ag e s. L ang ua ge is en c oded in to this aspect of th e DNA
and it bu bb les t o the su rf ac e o f h um an e x p re ss io n. Th is
means that the human DNA brings language t o th e species
a n d receives lan gua g e f ro m th e s p ec ies. It is a doorw ay th at
open s in both direct ions.
Studen t: Are y ou say ing th at I can commun icate w ith my

f ellow species—at th e lev e l of DN A—through w ords?
Studen t: Th is is a lit t le h ard t o believ e.
T e a ch e r: Isn ’t th is wh at mant ras and af f irmat ions do w ith in

y ou r b ody? D on’ t the s e w or ds an d f r equ en c ies a lt e r you, ev en
physiologically ?
Studen t: Y es, I b eliev e th at bas ed on my exp erien c e, but

y ou ’re s ay ing th at th es e same w ord s commu n icat e b ey on d my
body int o th e species at large. Th is is a h a rd concept t o
un derst and let alone believ e.
T e a ch e r: I t d o es not au t om a tic a lly commun ic at e t o th e DNA

n etw ork any more than y ou r th ou ght s are aut omat ically
communicated to the computer network. On the computer
n etw o rk you mu st conv e rt y ou r tho ught s t o wor ds and en ter
th e m v ia a k e yb o ard in to y our comput er , an d th en s elect th e
path t o sen d y ou r th ou ght s to t he n etw ork.
Studen t: I un derstand h ow th is applies t o th e compu t er

n etw ork , but h ow does th is work on the D NA n etw ork ?
Page 6
T e a ch e r: Th e Int erfac e Zon e is t h e equiv a lent of a computer
n od e and it requ ires s of tware an d act iv at ion in ord er t o
access the network.
Studen t: A nd wha t is t h e s of tw a r e and h ow d o I a c t iv at e it?
T e a ch e r: Y ou desire to kn ow th is before y ou desire t o

un derst and why y ou w ou ld w ant t o h ave access to t he DNA
n etw o rk ?
Studen t: My cu riosit y leapt ah ead of my logic. Can y ou t ell me

why I w ould w ant t o est ablish an In t erface Zon e?
T e a ch e r: Th e Int erface Zon e is the meeting place of the

physical an d en erget ic lev els. It is th e t r an sport of langu age
betw een th e tw o v ibrat ory worlds. It is th e gat ew ay from th e
in div idu al to th e species. It is h igh ly relev an t in most
biological spec ies, but humans h av e sealed th is gat eway
th rou gh th e expression of their indiv idu ality an d th e pursu its
of t h ei r eg o.
Studen t: Y ou ’r e s pe a k i n g of g r ou p c on s c i ou sn ess … l i k e ant s

and bees?
T e a ch e r: Y es, but th ere are count les s sp ec ies t hat hav e th is

c a p ac i t y an d ex e rc i se i t .
Studen t: If h uman s h av e sealed th is gat ew ay , there must be a

r e a s on.
T e a ch e r: It is th e act of pollut ing th e gen et ic min d th at has

k ept th is gat eway sealed.
Studen t: P o llut ing th e g en e t ic m in d?
Page 7
T e a ch e r: Th ou ght s are th e on ly real form of pollu t ion t o th e
hu man species. Beyond pu rely in st in ctu a l expression ,
th ou ght s assemble lan gu age and language assembles
b e h a v i o r. Th i s b eh av i o r c an be d est ru cti v e t o t h e g en et i c m i n d
of th e s p ec ies an d can p lac e sev ere limit at ions on its capacit y
to discern the soul from the soul carrier.
Studen t: So hu mans learn t o iden t if y w ith th e sou l carrier and

n ot th e s ou l?
Studen t: A nd who seals th e gat ew ay ?
T e a ch e r: Hu mans… subconsciously th ey kn ow it is in th eir

b e st int e res t t o c los e th is d oo r way in o r d e r t o pr e v ent
irrev ersible damage to th e gen et ic mind. Intu it ively th ey kn ow
th at a t ime w ill come wh en it w ill be reopen ed an d th e
Int erf ace Zon e w ill once again be accessible t o hu man ity.
Studen t: And how w ill it be un sealed?
T e a ch e r: Th ere are select indiv idu als wh o w ill open th is

gat eway for th e pu rpose of transforming th e genet ic mind of
the spec ies. These individuals embody what is to come
r e la t iv e to t he hu ma n sp e c ies . In a s en s e, t h ey a r e t im e
t r av e le r s wh o b r in g th e fu tu re of hu man c ap ac it ie s t o t h e
present- day. Th ey transmit th e futu re v ision f irst , and th en
th e t o o ls t o a ct iva te oth e r s.
Studen t: I st ill don’ t f eel I un derst an d th e purpose of all th is.
T e a ch e r: It is largely th rou gh th e act iv at ion of th e DN A

n etw ork th at hu mank ind w ill discov er th e Gran d P ort al
Page 8
b e c au s e ac c es s t o t h e g en et i c m in d i s e s s en t i a l t o t h i s
discovery, as is the extra- sensory commun icat ion betw een
th os e d est in ed t o as s emb le th e d isc overy’ s c omp on ent part s
a n d p i e c e t o g et h e r t h e s ev en - f o l d puz z l e .
Studen t: How does one ga in access to the Interface Zone?
T e a ch e r: D o y ou wa nt t o kno w h ow t o a cc es s it b e f or e y ou
un derst and th e eff ect t h is access w ill h av e on you ?
Studen t: A g a in m y i m p a t i en ce g et s t h e b es t of me. I a m
in t erest ed in un derst an d in g wh at th is access w ill mean t o me.
P le a s e exp la in.
T e a ch e r: Th e Int e rfa c e Z on e is t h e ac ces s p o int t o a ct ivat in g

t h e g r oup c on s c i ous n es s of h u m an ity. I f h um an it y c an o pe r a t e
as a collect ive con sciousn ess, wh ile it s members remain
anchored in th e fu lln ess of their indiv idu ality , human it y w ill
b e ab le t o r eb alance th e ear th an d op er a t e as c o- c r ea tor s of a
n ew e a rth w ith inf luen c e th at w ou ld ex ten d t o g a lac t ic lev e ls .
Studen t: How? How does th is all h appen ?
T e a ch e r: Th e Int erfac e Zon e is an import ant compon en t of th e

Grand P ort al discovery an d it w ill become kn own as th e
c on n ect ing element of th e h uma n s p ec ies th at unif ies it s
gen et ic min d, an d in th is un if icat ion, un leash es it s pow er and
capabilit y to creat e solut ions to th e n atu ral ch allen g es of
plan et ary lif e.
Studen t: How does th is relate to an indiv idu al lik e me?
T e a ch e r: I n ch oos in g t o c on s c i ou s l y ac c es s t h e I n t e rf a ce
Zon e, you tap int o th e gen et ic min d w ith great er clarit y. Th is
r e su l t s in m o r e v i v id t h ou ght p ro c es s es and en h a n c e d
Page 9
in tu it ion. It also improv es ext r a- sensory percept ions th at
en able remot e h ealin g an d remot e commun icat ion.
Studen t: What about th e commun ication int o th e gen et ic

min d? Y ou men t ioned th at the doorw ay opens in both
direct ions.
T e a ch e r: Th is is a far more sen s it iv e disclosu r e and on e th at I

w ill not mak e u nt il y ou hav e advan c ed fu rth er in your
t r a in i n g . I t h in k w e c an b e g in w i t h t h e r e c e pt i v e m o d e b ef o r e
w e inv est ig a t e th e tr a ns mit mod e.
Studen t: How do I mov e int o th e rec ept iv e mod e?
T e a ch e r: It is th rough n atu ral language. As I said, t he

Interface Zone op erates within th e const ructs of langu age
sin ce it cont ains all language arch etypes.
Studen t: Th en wh at words do I speak?
T e a ch e r: F ir st , lan gu ag e is not nec es sa r ily c on st ru ct e d of

w ords. It can be v isu al an d it can be mu sical as w ell,
c on s ist ing of t e mp o, f r equ en cy , modu lat io n, e tc et e r a.
Studen t: Wh ic h is more eff ect ive?
T e a ch e r: The most effective is to begin with a clear

con c eptu al pict ure of th e Interf ace Zon e an d h ow it can be
a c t iv at e d t o b e m ore r ec e pt ive as a c a rr ier w av e o f th e
g e n et ic min d.
Studen t: How do I do this?
T e a ch e r: R e m e mb er h ow I s aid t h e DNA c ou ld sp on t an eou s ly

con f igu re w ormhole- lik e st ru ctu r es?
Page 10
Studen t: Y e s.
T e a ch e r: Th es e st ru ctu r es a re ex t ra -s en sor y, and d o n ot

con f orm to t hree-dimensional constru cts of sp ac et ime. Th ey
rise and fall in th eir con f igu rat ion s in spont an eou s react ion t o
a v a riety of st imu li.
Studen t: L ik e af f irma t ion s an d ma nt ras ?
T e a ch e r: Y es. Th ey ar e lik e pr og r ammin g p ods , in on e s ens e,

because the individu al can reprogram their cellula r DNA in
such a way th at it enh an c es th eir int u ition or access to th e
g e n et ic min d.
Studen t: H o w i s t h is d on e p re c i s e l y ?
T e a ch e r: The imagery of the wor mh o le st ruc tu re , it s

impermanen ce and spont an eit y, th e mann er in wh ich th is
oc cu rs out s id e of th r ee- d imen s ion a l spa c et ime st ru ctu r es , th e
w ay in whic h th e ener g y ex cha ng e is rec ip r oca l, th e ima g e of
DN A as an int er- species n etw ork— a ll of th es e elemen ts
e nh an c e you r p ic tu re of th e pr o c e ss.
Studen t: I h av e a conceptu al pictu r e of th is, but it’ s by n o

means clea r.
T e a ch e r: Y ou cann ot hav e a clear mental pictu r e of someth ing

that op erates outsid e of spacetime st ru ctu r es . How ev er, if y ou
c ompar e th e p ictu r e you h av e n ow w ith th e on e you h a d t en
minu t es ago, it is inf in it ely more precise, w ou ldn ’t y ou agree?
Studen t: I sup p os e, s i n c e I did n ’ t h av e any p i ct u r e b e f or e .
T e a ch e r: Ex act ly.
Page 11
Studen t: Th is c on cep tu al p ictu r e—v agu e as it is— is suf f icien t
f o r m e t o b e g in ?
T e a ch e r: No. Y ou need t o pictu r e it in y ou r mind’s ey e and

c on t emp lat e th e w on dr ou s mec han ic s o f th is p ro c e ss . H ow th e
DN A is lik e tendrils of an enormously complex organ ism that
en erget ically liv es out s ide of th e hu man body, but also has
th r e e- d imen s ion a l count e r pa rt s t hat c ommun icate, st ore, and
process inf ormat ion that reside most ly in t he in tu it iv e
s t ruc tu re of th e body -h eart- min d sy st em.
Studen t: But is ther e some specific word or sound I need to

m a k e in or d e r to a ct iv at e o r e nh an c e m y r e ception o f th e
g e n et ic min d ?
T e a ch e r: If you h ave a comput er th at is n ot conn ect ed t o th e

n etw o rk , wh at is r eq u ir ed ?
Studen t: A p o rt o r c on n ect ion.
T e a ch e r: And software?
Studen t: Y e s, an int e rf a c e of s om e k ind .
T e a ch e r: And y ou need a password.
Studen t: S o m et i m e s .
T e a ch e r: A nd why is a p a ssword requ i re d in s o me i n s t an c es ?
Studen t: Becau se th e inf ormat ion is conf iden t ial or on ly

meant to be accessible to cert ain in dividuals.
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T e a ch e r: So y ou can hav e a comput er, a conn ect ion, an d a
softw are int erf ace, and if y ou w an t t o get th e informat ion y ou
might need a password.
What about th e informat ion th at is available t o ev ery on e

w ith out a passw ord. Is it usefu l?
Studen t: It c ou ld be.
T e a ch e r: If ev eryon e can get th is inf ormat ion is it v it a l,

pot ent, an d cat alytic?
Studen t: I sup p os e n o t .
T e a ch e r: Why?
Studen t: Because it ’s not protected.
T e a ch e r: I see. So th e most v it a l an d pot ent informat ion

wou l d b e w i t h h el d f r om a l l p eo p l e b e c aus e i t c oul d not b e
p r ot e ct e d f r o m t h e u n sc ru pu lou s in d iv i d u a l s w h o w ou l d
pervert and use this in formation improperly?
Studen t: Y e s.
T e a ch e r: I m a g in e t h a t e v er y o n e w ith in th e hu man species,

i n d ep e n d ent of ag e o r s o c i a l s t atu s, h ad a c o mpu t e r. E ach
p e r s on c ou l d a cc ess t h e i r c om pu t er , but on ly s om e h ad a
con n ect ion t o th e netw ork . Of th ese, some h ad a softw a re
interf ac e. Of this gr oup, a small percentage had developed
con t ent t o place on th is n etwork, an d of th ese, a v ery small
f r ac t i on h a d c r e at ed c on t e n t t h a t c ou l d b e d e f in ed as inspiring
t o th os e wh o v entu r ed ont o th e n etwor k.
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N ow, a h igh er authorit y—let’s call it God—in serts in formation
ont o th is n etw ork , but prot ects it w it h a password. Wh o do
y ou th in k God w ill prov ide th e password to?
Studen t: Th e g r oup that d ev elop ed th e in s p irin g c on t ent an d

h av e access to th e n etw ork .
T e a ch e r: Th ere is truth t o t his an alogy an d th ere is a gent le

decept ion as w ell. God is n ot int erest ed in prot ect in g t h e
t ru th ab out th e D NA n etw o rk. H um an s d o th is the m s e lv es .
All people h av e th e “ passw ord” as surely as t hey each can

breath e, but most believ e they are in th e group wh o lacks a
comput er con n ect ion t o th e netw ork , so t hey don ’t ev en try to
access the network. Th e small frac tion that know s of this
n et w o rk , b e l i e v e s i t t o be p as sw o rd p ro t e ct ed .
Studen t: B u t if w e h av e t h e p a ssw o rd , w e d on ’ t u s e i t ?
T e a ch e r: W e d on ’t kn ow h ow.
Studen t: W h y ?
T e a ch e r: As I said bef ore, hu man ity has f orgotten th is

capabilit y becau s e it is more in t erest ed in t he explorat ion of
th e in div idual ego th an th e format ion and ev olut ion of the
g r ou p c on s c i ou sn ess .
Studen t: C an y ou tell me what th is passw ord is?
T e a ch e r: Y ou mu st h av e th e con c eptu al pict ure and y ou must

h old t h e follow in g af f irmat ion clearly in your mind and heart:
I am forever connected to my brothers and sisters of all time
and space. What is known by them I can know. What is found
by them I can find. What is to come from them I can be. In all
Page 14
that I do may the mind of many hold sway over the mind of
one.
Studen t: Th is is the password?
T e a ch e r: I t is an en cod ed a ff ir m at ion. It a ct iv ates th e

Int erf ace Zon e w ithin y ou. It st imu lat es th e conn ect ion
betw een you an d the gen et ic min d of hu man ity.
Studen t: B u t t h e pa s sw or d i s s o m et h i n g e l s e?
T e a ch e r: Y ou are look ing for th e k ey t o tu rn th e lock wh en

y ou hav en’ t y et f oun d th e door. Be patien t. All matt ers of th e
spirit are a proces s of interchange between the world of the
body-hea rt -mind system and the inner dimensions of the soul.
Th e Int e rfa c e Z on e is t h e c onne ct ing bri d g e b et we e n yo u an d

the spec ies. What you desire is to connect, not isolate. To
s t ep f orward int o th e g roup c on sc iousn ess, n ot ju dg e it s
imperf ect ion. T o offer y ou r talen ts t o th is consolidat ed bein g,
n ot th e God of y our imag e.
Th e passw ord is on ly a metaph o r f o r a c c ep t in g t h i s b as i c

att itu de an d allow ing it auth orit y in y ou r h eart of h eart s an d
m in d of min d s. T h is at t it ud e m us t h o ld p r ima cy in y our b e in g.
Studen t: But doesn’ t it already?
T e a ch e r: By th e v ery n a ture of your f irst st at ement s in this

dialogue, it does not.
Studen t: W hy? Wh at d id I s ay th at mak es th is so ev id en t?
T e a ch e r: Y ou look ed upon y ou r f ellow s tud ents as d ist ract ions

t o y our stu dy. Do you n ot remember?
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Studen t: I s ee y ou r p o int .
T e a ch e r: Th e p as sw o rd i s n o t a m ag i c w or d o r m a n t r a or
a ff ir m at ion. I t is the c onst ruc t ion, ov er t im e , of a n at t itu de
that becomes intrinsic to your charac ter. Wh en you ca n cite
th e aff irmat ion I gav e y ou and kn ow in your h eart an d min d
th a t y ou h av e t ru ly liv e d t h is for a p e r io d o f month s, p e rha p s
y ears, y ou w ill h ave th e t r ansparent access to th e gen et ic
mind that you seek.
Studen t: Th an k y ou for y ou r ins igh t. I u nd e rs tan d wh at I

came to learn th is day. I h ave on ly one remain in g quest ion.
T e a ch e r: What is you r qu est ion ?
Studen t: The affirmation says that what ev er I do may the

m in d of ma ny hold s wa y ov e r th e m in d of o ne . Is n’t th e min d
of on e a met aph or f or First Sou rce? And if th is is th e case,
why sh ou ld I p la c e m y tr ust u po n th e g e n et ic min d ins t ead of
th e u lt imat e C r e at o r of a ll lif e?
T e a ch e r: Th e m in d o f on e is y ou . F ir st S ou rc e is n e ith e r th e
min d of on e n or the mind of ma ny. I t is th e M ind of A ll… t o
th e degree that First Source can be referred to as a mind.
Studen t: So the mind of many is a metaphor for the genetic

mind of humanity?
T e a ch e r: Y e s. It is a n an c ient t e rm th at is enc o ded . Y ou r DN A

ac tually “h ears” th is aff ir mation , and th e “ wor mh oles” of
con n ect ion spon taneously form as a resu lt .
F ir st S ou rc e a nd tho s e c onc er n ed a b out th e e vo lut ion ar y path

o f h um an it y ar e encod ing a n a s p ec t of th e g en e t ic m in d t o b e
Page 16
a tool useful in the discovery of the Gran d Port al. This
p a rt icu la r af f irma t ion is u s efu l in accessing this sp ecif ic pa rt
of th e genet ic mind. It is n ot reson ant w ith all aspects of th e
g e n et ic min d.
Studen t: I un derstand. Th ank y ou.
T e a ch e r: Y ou a r e mos t w e lc ome .
Page 17
LYRICUS DISCOURSE 6
Techniques of the Intuitive Intelligence

first time.

Studen t: How does on e d isc er n th eir inn er v oic e f r om th e

v oice that h as been learn ed from th is w orld?
T e a ch e r: Th e v oic e of th is w or ld c an b e tr a c ed t o th e eg o-
personalit y , wh ile you r origin al v oic e wh is pers an d nu dg es
f r o m th e d e pth s of y ou r h e a rt .
Studen t: But th e voice of my h eart is n ot n ecessarily f ormed

of w ords, but rath er feelin gs. A nd th es e feelin gs are su bt le
a n d c on st a n t l y ch an g ing. H op e c an t urn t o d e spa i r, o r l o ve t o
h at e in a m e r e f la sh of t im e.
T e a ch e r: L ik e th e un iv erse, th e h eart is mu lt i- lev eled. The

h eart of wh ich I speak is adept at ex pressing intuit iv e
in t elligence in th e spirit of compassion an d un derstan d ing.
Wh en y ou h ear a v oice w ith in that st rikes th is balan c e, you
h av e found y ou r inner v oice.
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Studen t: D oes ev ery on e hav e th is in ner v oice and th e abilit y
t o e xp r ess it ?
T e a ch e r: N o.
Studen t: Why is th is limit at ion bestowed on hu man n at ure?
T e a ch e r: I t is s imp ly an outgr owth of th e imp erfec t ion s of th e

hu man inst ru ment collidin g w ith th e imperf ect ions of t he
th r ee- d imen s ion a l env ir onment .
Studen t: A nd th es e imp erf ec tion s sub du e th e h ea r t’ s

ex pression an d dimin ish its voice?
T e a ch e r: No more th an th e clouds control th e sun an d lessen

it s warmth.
Studen t: S o th e inn er v oic e c on t inu es to exp r ess it s elf even

th ou gh the imperf ect ion s mak e it s v o ic e in au d ible ?
Studen t: Using y our an alogy, h ow d oes on e elimin at e th e

c l o u d s?
T e a ch e r: Y ou can’ t elimin at e imperf ect ions, but you can

achieve supremacy ov er them for periods of t ime. Imagine if
t h e sk y w e r e a lw ay s sh r ou d ed in c l ou ds . T h e t e les c op e w ou l d
n ot e x ist, w ou ld it ?
Studen t: I sup p os e n o t .
T e a ch e r: S u p p os e t h at t h e c lo u d s w ou l d d i s ap p ea r , but f or
on ly on e day each y ear, an d it w as on ly on th is day th at you
Page 2
c ou l d s e e t h e v as t n e s s of t h e u n iv e rs e . D o y ou su pp os e t h e
t elescope w ou ld be in v ent ed?
Studen t: P e rh ap s…
T e a ch e r: The answer is, yes . Th e moment th e hu man spirit

un derst ands th e depths and h eight s of its un iv erse, th e will t o
a p p r eh end it —t o stu dy i t — i s e n gag ed .
Studen t: B ut h ow doe s th is relat e t o th e h e a rt ’s inn e r v o ic e ?
T e a ch e r: Th e imperf ect ion s of th e hu man instrument an d th e

th ree- dimen s ion al w orld are lik e clou ds that obscure the
d e pth s of th e h e ar t. If y ou can see beyond th ese clou ds, if
on ly f or a sh ort t ime, y ou w ill t ry to access and un derst and
y ou r inn er v oice and ex press it fu lly in your lif e despit e the
imperf ect ions.
Studen t: A g a in , u s in g y ou r an a lo gy, wh at is th e “ t e le sc ope”

as it relates to the heart’s deepest expression ?
T e a ch e r: Th ey are th e t echn iqu es of the intu it iv e int elligence.
Studen t: C an y ou ex p la in th em t o m e ?
T e a ch e r: Th ere is a compon ent of t he hu man inst ru ment

kn own poet ically as th e Hear t’ s Scribe. Y ou r emotion a l
h ist ory — ev ery nu anc e— is recorded and inscrib ed within the
c ir cu it s of your h ear t. Th is, in la r g e mea su r e, is th e s ou r ce of
th e “clouds” w e spok e of earlier.
Studen t: A nd th ey n eed t o be c leared. How d o I d o th at ?
T e a ch e r: F irst and f oremost , it is v it a l to underst an d th e

h eart. The h eart is so much more th an a phy s ical muscle
Page 3
pumpin g blood. Th is is on ly th e su rf ace man ifest at ion of
n oth ing less than the source of your intu it iv e intelligen ce. Th e
en erget ic h eart is th e sou rce t emplat e of th e phy s ical h eart.
Studen t: Th e sou rce template?
T e a ch e r: As th e phy s ical h eart dist ribut es lif e- giv ing oxygen

t o t h e bod y , s o d oe s t h e ene r g e t ic h ea r t d i st r i but e in t u it i v e
in t elligence t o t h e min d. Th e en erget ic h eart is th e sou rce
t e m p lat e f o r t h e f or m a t ion of th e phy sic a l h e a rt , an d mor e
th an th is, it is th e point of conn ect ion to th e h igh est f orm of
c on sc iousn ess from wh ich y ou r inn er voice arises.
Studen t: My ph ysical heart is based on an en erget ic h eart,

and this en ergetic heart is what I w an t t o h a v e ac c es s t o ?
T e a ch e r: Th ink of it th is w ay. Th e h eart is dimen s ion a l and

mu lt i- facet ed. It expresses emot ion a l curren ts; regu lat es
physiological fun ct ions; act ivat es cert ain brain ch emist ry ;
c o m mun ica t e s th r ou gh out the b ody and m in d; rec e iv e s
p r e c ogn it iv e imp r ess io ns f rom y ou r futu r e e nv iron m ent s; a nd
c on n ect s y ou t o a ll o th e r st ate s of being .
Th e h eart is also t he gat ew ay to th e compassion f r equ ency of

love—the purest force of the multiv erse.
Studen t: I ’ ve n ev e r h e a rd o f th is b ef o re. Wh at do y ou m ea n
by the compassion freq uency of love?
T e a ch e r: L ove, lik e all t h in gs dimen s ion a l, can be separated

in t o a s p ec t ru m of fr e qu en c ies — e ach fre q u ency a p ar t of th e
wh olen ess, bu t each possessin g a diff erent int elligence.
Studen t: Int elligence?
Page 4
T e a ch e r: Are all forms of love th e same?
Studen t: O f c ou rs e n o t .
T e a ch e r: L ove imbued w it h compassion an d un derstan d ing is

diff eren t from lov e th at is stu bborn and self ish, is it n ot ?
Studen t: Y e s… b ut I don’t th ink of it as a d if f er en c e in

in t elligence in th e lov e it self, but rat her t he person
expressing it .
T e a ch e r: Th at is becau s e y ou don’t understan d th at emot ions

h av e an embedded in t elligence based on th eir frequ en cy and
h ow th e fr e qu en cy r e s on at e s w ith th e h igh e r c irc u it s of the
m u l t iv e r s e .
Studen t: I don’t underst and.
T e a ch e r: Th ink of th e mu lt iverse as elev en h olograph ic

s ph e r es of c on s c i ous n es s, e ac h in t er p en et r at i n g t h e o n e t h at
is m o re inw a rd. On ly th e ou ter s ph e r e c on t a in s all s ph e r es,
and th is is th e consciousn ess of First Sou rce, while th e
in n ermos t sph ere is th e c on sciou sn es s of in an imat e ob jects
lik e a st on e or seash ell. L ove is separat ed in to f r equ encies
th at reson at e in h armony w ith each of th ese “ sph eres” or
d om a in s of c on s c i ous n es s. S im i l ar ly , th e h eart it s elf c on sis t s
o f d if f er ent lay e rs o f c ons c iou sn es s, an d e ach “ la y e r” h a s a n
in t elligence of percept ion and ex pression. Th is int elligen ce is
lin k e d t o th e b r a in a nd h igh er m in d, s o tha t t he hu m an
in st ru ment is c apable of ex pres s in g f r om any d omin an t
f r equ ency or sph ere of th e mu lt iv erse.
Studen t: Includin g th e lev el of F irst Sou rce?
Page 5
Studen t: So th e h eart is th e mu lt iv erse inside each of u s?
T e a ch e r: It is th e gat ew ay t o th e mu lt iv erse because of its

abilit y t o decode emot ion a l frequ en c ies f r om the h igh est
lev els of th e mu lt iverse an d ex press th em int o th ree-
dimensional en v ironment s th ro ugh a human in st ru ment .
Studen t: I t hou ght th e brain w as th e su preme organ of th e

hu man inst ru ment. Th e crown ch ak ra, th e th ird ey e… aren’t
th es e as soc iat ed w ith th e b rain and th e h igh er min d? A r en’t
th ese more closely con n ect ed w ith th e First Sou rce v ibrat ion
th an th e h eart ?
T e a ch e r: Th e h ear t op er at es a t the highest frequency within

th e hu man inst rument . E motion s are ev en f ast er than th e
speed of th ou ght. Th ey operat e ou ts id e of t ime/ sp a c e wh en
they are in resonance with the h igh er circu its of th e
multiv erse.
Studen t: I f th e h ear t op er a tes at t h e hig h es t f r eq u enc y then

emotions are more certain to be th e cat a lysts that aw ak en u s
t o ou r t rue s e lv e s?
T e a ch e r: Y es, th is is why th e most prof oun d spirit u a l

experiences are woven from the textures of the heart’s
emot ion s rath er th an th e t hou ght s of th e mind.
Studen t: Ok ay, so h ow does th is all relat e t o clearin g th e

e m o t i on a l d eb r i s t h a t ’ s b e en i n s cr i b e d u po n my h e a rt ?
T e a ch e r: It is n ot th e h eart it self th at it h as been inscribed

u pon. T h e emot ion al debris is passed f rom th e h eart t o th e
b r a in and th e n eu ra l n e tw or k th a t su r r oun ds it . Thu s th e
c l e a r i n g t a k es t h e s a m e r ou t e an d i s a p ro c es s, n ot an eve n t .
Page 6
I t b eg i n s w i t h t h e com p as s i on frequ ency of th e emot ion called
f org iv en es s. Th is f req u ency ca n b e ev ok ed w ith in y our h ea r t
th rou gh th is command:
As the light of my heart brightens, so does my capacity to

forgive. As forgiveness flows into my heart it moves upwards,
filling my entire head with the most delicate and refined light
imaginable, and from this light, a compassion for my past
settles in, and all that has occurred is rewritten in this light.
Wh ile th is inv ocat ion is being said , y ou can listen carefu lly t o
th e w ords an d allow th em t o form v isu al pict ures in y ou r
h e a rt.
Studen t: Th at’ s in terest in g. I’ ve alw ays been t au ght t o f orm

p ic tu r es in my m ind , but n ev e r in my h e a rt.
T e a ch e r: Visualiz ation is n ot con f in ed to a specific posit ion in

t h e b od y o r h e ad. It c an b e pla c e d an y w h e r e by p r o j e ct i on.
Simply project th e pictu r es to t he ar ea in th e cent er of you r
c h est . The on e w ho v iews th e p roject ion c an be out s id e of
y ou r b ody w at ch ing fr o m a d is t anc e of a f ew m e ter s .
Studen t: W ho is w at ch in g ou ts id e m y bod y?
T e a ch e r: Y ou a r e.
Studen t: Is th is one of th e techn iqu es you ref erred t o as

t echn iqu es of t he int u it iv e int elligen ce?
T e a ch e r: Y es, but th is t echn iqu e h as addit ion al facets to it.

W h en y ou h av e c omp let ed th is f ir st st ep , t hr ee rema in.
Studen t: What are they?
Page 7
T e a ch e r: Th e second st ep is to allow this light to sett le in. It
r e qu ir e s th at y ou per c e iv e t he lig ht as a v e ry , v er y r ef in ed
mist of y ellow - gold, suspended, y et mov ing at a lev el ben eath
percept ion. It is import an t t o sense that th is mov ement of th e
ligh t inside y ou r h ead possesses int elligence—capable of
rew iring, rew r it ing, adapt ing y ou r emotion a l h istory.
Studen t: A n d by p er f o rm i n g t h i s t echn i q u e I c an b e g in t o
clear th e “ c lou ds” of my emotion a l h istory?
T e a ch e r: Y es, but visu a liz at ion an d imagin at ion are v it a l

elements of this process . Again , I w ant t o st ress th at th is is a
p r o c es s t h at r e qu i re s a c on s is t en t p r act i c e f or a p e r i o d of
t ime—ty p ic ally th irty day s or more.
Studen t: Why are visu a liz at ion an d imagin at ion so important

t o th is pro c e ss ?
T e a ch e r: Th ey en gage th e heart’ s core int elligence and the

brain’ s recept iv ity is th e result .
Studen t: Y ou ’re say ing th at th e brain in t erpret s th e h eart’ s

s i g n a l s b as e d on their… clarity ?
T e a ch e r: Th e h igh er brain is d es ign ed t o “read” th e h eart’s

signals based on how well defined they are in terms of their
v isu a l en er g y and emot ion a l a uth en t ic it y.
Studen t: Visual energy?
T e a ch e r: Whatev er images are projected upon the heart

region, they are energized. To the degree you can visualize
the image clearly, project it to y ou r h ea r t a r ea an d imbu e it
w ith y ou r h eart’ s core emot ion s, y ou will sen d a more pot ent
Page 8
signal t o y ou r h igher brain. It is th is pot ency th at th e h igh er
brain responds to.
Studen t: In wh at way?
T e a ch e r: In th e cont ext of th is dialogu e, it f acilit at es th e

c ou r s e of a c t ion to r e w r it e y ou r e m ot ion a l h ist o ry in th e
f r equ ency of compassion an d un derst andin g.
Studen t: S o th e h ea r t an d b ra in a r e p ar tn e rs , but u lt im a t ely

t h e b r a in d ec i d es w h et he r t o a c t on t he s i gn a l… or t he
d ir e ct iv e s fr o m t h e h e a rt ?
T e a ch e r: Just as the physical heart has an en ergetic or

quantu m cou nt erpart, so does th e b ra in. Th es e tw o org an s
and their peripheral systems—at both th e ph ysical an d
quantu m lev els—are completely in t eg r at ed, in a ma nn er wh ich
s c i en c e i s on l y n ow b eg i n n ing t o u n d er s t a n d.
It is n ot th at th e heart t r an smit s an order t o th e brain, and

t h e b r a in , d et ec t in g t h e p o t en cy of t h e d i r ec t iv e e l e c t s t o a c t
on it or not. The heart an d brain are a unified system that
cycles and recy cles en ergy, inf ormat ion, and intelligen ce
within the human instru ment. Th is system op erates with
g r eat er eff ect iv en ess , in t er ms of ex p r es s ing it s inn at e
in t elligence in th ree- dimen s ion a l en v iron ment s, wh en it is
e nt r a in e d t o th e core h e a rt en e rg y of com p as s ion an d
un derst andin g.
Studen t: Y ou speak abou t compassion and underst anding, but

isn’ t un con d it ional lov e th e cor e h ear t f r eq u ency?
T e a ch e r: I ch oos e t o r ef e r t o t h es e c ore f r e qu en c i e s in t erms

th at are not so misun d erst ood, as is the term unconditional
love .
Page 9
Studen t: Y ou also ment ioned emot ional au th enticit y w as a k ey
element in how the brain respon ds t o th is t echn iq u e. C an y ou
expand on this?
T e a ch e r: Wh en y ou s e e a p i e c e of c l oth f ro m a d i s t a nc e of
tw en ty met ers, what dist ingu ish es it?
Studen t: Its color.
T e a ch e r: And wh en you are able t o hold th is same cloth and

examin e it closely, what then?
Studen t: I sup p os e t ex t u r e bec o m es mor e i mp o rt an t … h ow i t

feels.
T e a ch e r: A nd th e su bt ly of th e d es ign?
Studen t: Y es, I supp os e at tw ent y met er s on e w ou ld n ot b e

able t o see any su bt le designs th at had been w oven int o the
f a br ic.
T e a ch e r: E mot ion s are imbu ed w ith t extu r e an d su bt lety. Th e

h igh er brain sy st em is d es ign ed t o scan t h e emot ional d at a
in comin g f r om th e h eart sy stem and det ermin e if th e textu r es
a nd su bt let ie s of th e d at a ar e d e r iv ed fr o m t h e c o r e h e a rt
f r equ encies, or are deriv at ives of th e th ree dimen s ion a l
environment and/or emot ional histor y.
Studen t: Th e h igh er brain mak es th is det ermin at ion? How

does it know?
T e a ch e r: H a v e y ou n ot ic e d my us e of th e w ord “D esig ned”?
Page 10
Studen t: Y es, but I’ m not sure I int erpret ed it th e w ay y ou
meant it.
T e a ch e r: Th e h eart an d b r ain sy st ems w ere designed to

enable those who were able to apply th eir imagin at ion s f r om
th e core heart f r equen c ies t o a c c es s t he hi gh er frequency,
h igh er intelligen ce of th e genet ic mind. Th is access made
th em th e proph et s and ph ilosoph ers of hu man ity—th e w isdom
bearers that elevated all of humanity.
Studen t: So only those who had this k now ledg e w ou ld b e ab le

t o acc ess th is h igh er st at e?
T e a ch e r: N o. Ev eryon e is able to.
Studen t: Everyon e?
T e a ch e r: S h ou ld any on e b e ex c lu d ed ?
Studen t: What about th ose wh o kn owin gly pract ice ev il?
T e a ch e r: A lif et ime of 4 00 0 w eek s t o ex p lor e an d un d er st an d

th e inf in ite cosmos is t h e ex plan at ion of ev il.
Studen t: I don’t underst and?
T e a ch e r: We are good, spiritu a l beings, not by th e expression

o f ou r b eh av i o r s , b u t b y ou r i n t r in s i c n a t u r e— ou r o r i g in. W e
are ea ch allowed access to this h igh er kn ow ledge n ot by how
w e a ct , but b y s i mp l y b e in g w h at w e ar e .
Studen t: Ok ay, I thin k I un derstand, an d on some lev el, I’ m

reliev ed to h ear th is. How ev er, all my lif e I’v e liv ed w ith th e
con v ict ion that div in ity is someth ing earn ed. Those wh o w ere
w eak an d easily led ast ray by th e dark f orces w ere n ot
Page 11
allow ed access to th e t echn iqu es th at w ou ld empow er th eir
greed, h at e, or ev il t enden cies. What y ou ’re n ow t elling me is
th at th e techn iqu es of th e intu it iv e in t elligen ce are av ailable
t o an y and all.
T e a ch e r: They are. This conviction y ou s p eak of is an ar t ifa c t

of the mystery schools and the esot eric practices that use
t echn iqu es of liberat ion as rew a rds of loy a lty.
Studen t: But w on’t s ome p eop le abu s e th es e t echn iqu es,

u s in g th em f or s elfis h or ev en ev il pu rp os es ?
T e a ch e r: I ju st explained that the heart an d brain are an

in t eg r at ed s yst em d es ign ed t o act ivate, acc ess, an d ex pres s
the high er frequencies of compassion and understanding, and
th at th e br ain s erv es th e r ole of a ss essin g th e emot ion a l
auth en t icit y of th e h eart. Th is sk ill, intelligen ce, insigh t
wh at ever y ou ch oose to call it , is absolut e and inborn w ith in
all h igh er lif e forms. N o on e can u t iliz e th e t echn iqu es of the
in tu it iv e int elligen ce if t h eir h eart is passin g dat a t o th eir
brain th at is deriv ativ e of emot ional dist ort ion s common to
th r ee- d imen s ion a l env ir onment s.
Studen t: I st ill don’ t un derstand h ow th e brain knows h ow to

do th is, but let ’s mov e on .
C an w e r ev ie w th e tec hn iqu e y ou st a rt ed t o ex p lain ?
T e a ch e r: Th ere are fou r st eps t o th is part icu lar techn iqu e. It s

p ur p os e is t o h e lp th e p r ac t it io n er t o r e c as t t heir e m ot iona l
h ist ory int o th e comp ass ion f r eq u ency, an d by so doing , gain
a de e p e r a c c es s and mor e f lu en t , on- d e m an d ex p r es s i on of
th eir in ner v oice or intu it iv e in t elligence.
Studen t: D o es th is t e chn iqu e h av e a na m e ?
Page 12
T e a ch e r: On ly if y ou giv e it on e.
Studen t: And y ou’ve disclosed on ly two of th e fou r st eps th us

f a r?
T e a ch e r: Y es, th e first two we h av e cov ered: t he inv ocat ion

and imagin at ion st eps. Th e third st ep is to release .
Studen t: How is th is ac comp lis h ed ?
T e a ch e r: Wh en y ou f in e- tun e your imagin at ion an d y ou see

th e r e f in ed ligh t f r eq u enc y w ith in you r h e ad a r e a an d y ou
allow th is—in a sense—t o take u p residen cy, y ou mu st adopt
the inner attitude of surrender and release.
Studen t: T o w h a t?
T e a ch e r: T o th e resu lts of the techn iqu e. T o t he fact th at th e

e m o t ion a l h is to r y th at y ou ha v e st o r ed in y ou r n eu r a l and
quantu m n etw ork called th e hu man inst ru ment, may u ndergo
c h a n g e or m od i f i c at i on.
Studen t: B ut if I ’ m p ra ct ic ing th e t echn iqu e h a ven ’t I a lr ea d y

s u r r en d e re d t o t h e r e su l t s? I m e a n , w h y w o u ld I b e p r ac t icin g
it if I w eren ’t sin c ere?
T e a ch e r: Y ou r desire f or th e en d ben efit , in t h is case, a more

prof oun d con n ect ion t o y ou r in tu it iv e int elligen ce, can
ov ersh adow your w illin gn ess t o see t he w isdom in th e process
and delay grat if ication f or the th in g y ou desire.
Studen t: Y ou m ean t h a t I m ay b ec o m e i m p a t i en t ?
Page 13
T e a ch e r: It is more lik ely that y ou w ill be less inclin ed t o
allow th e f irst tw o st eps in this proces s to unfold organically—
in th e ir own t im e—f o r t h e pur p o s e of recast ing you r emot ion a l
h ist ory . Th is is w hy th is th ird st ep is design ed int o th e
p r o c es s.
Studen t: How do I perform this release as y ou call it ? Is th ere

a specif ic t echn iqu e?
T e a ch e r: It is simple, an d yet difficult at the same time. To

release is to t rust. T o t rust is t o believ e in th e in t elligence of
both y ou r inn ermost self, as w ell as the origin f rom wh ich it
arises. This is th e simple par t . Th e d if f ic u lt p a rt i s t o
un derst and th at th e ju dgmen t of th e ego- person alit y is
impaired, and in some measure ant ith et ical t o t he intu it iv e
in t elligence.
Th is st ag e of th e t ec hn iqu e is to r elea se ju dg ment of y ou r

progress w ith in th e bounds of th e process.
Studen t: How do you mean th is? I’ m not su re I un derst and.
T e a ch e r: I f by c le ar in g t he clo u ds o f you r e m ot ion a l h is t or y

y ou improv e access to y ou r int u it iv e int elligen ce or inn er
v oice, th e ego w ill search f or ev iden ce of your progress in
order t o sat isf y its inn at e hunger f or ach iev ement .
Th e eg o i s n ot s omet h i ng t o b e b ani she d , i gno red or f aul t e d

f o r t h is att itu d e, but r at h er it is t o b e ref in ed.
Studen t: Is th is part of th e release t echn iqu e?
Studen t: How?
Page 14
T e a ch e r: Release is a psych ological imperat ive wh en an
i n d i v i du a l a sp i r es t o ac c es s a nd exp res s t he i r i nt ui t i ve
in t elligence. Y ou r ego is adept at operat ing w ithin th e lower,
outer forces, in much the same w ay as y ou r h ea r t is a d ep t at
operat ing w ith in th e h i gher, inner forces.
As you seek t o align t o th ese inn er f orces, y ou r ego w ill

per c eiv e t h e ef f or t a n d t he process therein as a triv ial
distra ct ion to the real world problems that press upon you.
Th e in st inctu al response of the ego-person alit y, in th is case,
is t o p e rce iv e th e focu s on you r c o r e h e a rt f r e qu en c ies as
misdirected.
Studen t: Why?
T e a ch e r: Becau se th e ego resides w ithin th e lower min d an d

it s att achment t o th e phy s ical body is main ly through th e ey e-
b r a i n ’ s p er c e pt i on of it s domin ant realit y—th e three-
dimensional w orld. To th e pure ego, the h eart is simply a
bothersome appendage of the physical body that disp lays
w eakn ess.
Studen t: Ok ay, I thin k un derst and th e reason that release is

th e th ird st ep, bu t h ow do I spec if ically perf orm th is st ep in
t h e p r oc es s ?
T e a ch e r: Breath in g th rou gh y ou r h eart region is th e meth od

t o int ermix th e desires of th e ego w ith th e capacit ies of the
h eart, and th is is th e met hod of release.
Studen t: How do I do this?
T e a ch e r: Aft er y ou h av e complet ed th e f irst tw o st eps, cent er

y ou r at t ent ion on you r breath ing. Imagin e that y ou r in- breath
Page 15
b r i n g s t h e d es i r e s of y ou r eg o int o an int erior chamber of
y ou r qu antu m h eart. Th en, imagin e this desire for
achievement—in the form of an in- br ea th — is sus p en d ed w ith in
th is int erior ch amber by h oldin g your breath. As y ou do so,
y ou r breath is in t ermix ing w ith th e inf low of compassion th at
arises from your quantum or ene rg e t ic h e a rt . N ow , exp e l t h i s
n ew l y en er g i z ed b r ea t h b ac k t h r ou g h y ou r h e a rt ar e a , and
e a ch t im e, a s y ou exh a le, r epea t th e ph r as e: “ Leave it in the
mystery to shine of its own light .” D o th is s ix t o e ig ht t im es .
Studen t: That’s all?
Studen t: I w as expec t in g t he r elea s e pa r t t o b e mor e

complicated and diff icu lt.
T e a ch e r: Th e diff icu lt part is wh en y ou lack th e t echn iqu e for

release, or y ou pract ice th e techn iqu e w ith out emot ion a l
a uth en t ic it y and v isu a l e n er gy .
Studen t: What is th e fourth and f in a l st ep of this process?
T e a ch e r: It is sometimes referred to as light distribution ,

th ou gh I pref er t o th ink of it as light connection .
Studen t: How does it work?
T e a ch e r: Just as the physical heart distributes ox ygen via the

blood to the periphery of the physical body, the quantum
h eart distribut es light v ia v isu al en ergy an d emot ional
auth en t ic it y t o th e b or d er s of th e hu man ins t rument . Th e lig ht
dist ribut ion techn iqu e is t o imagin e light circu lat ing—
u n i m p ed ed —t h r ou gh ou t t h e e x p an s i v e y o u .
Page 16
Studen t: I’ m n ot su re wh at th at means.
T e a ch e r: Th e hu man inst rument con s ist s of th e physical body,

emot ion al sy st em, and th e facets of the mind. Th e grid that
in t erc onnec ts th es e elemen ts and causes them to op erate
eff icient ly as a system is similar to th e v eins an d art eries of
th e ph ysical body. Th is grid conv ey s light th at in tu rn un if ies
a qua n t u m f i e l d and a l l ow s it t o op e r at e in d ep en d ent l y of t h e
multiv erse. We sometimes refer to this in dividuated grid as
th e expansive you .
Studen t: S o I am th is loos e c on f ederat ion of light part icles

that somehow manages to coalesce into a body and mind, an d
t o th is I need t o v isu aliz e light being dist ribut ed w ith out
blockages or int erru pt ion s. Is th is th e idea?
T e a ch e r: Y ou simply n eed to place your att ent ion on th e

realit y of wh at y ou are. It on ly t ak es a f ew moment s, but it is
crit ical that you pract ice th is t e chn iqu e fr e qu ent ly an d in a
specif ic mann er.
Studen t: How f r equent ly ?
T e a ch e r: Th at is u p to y ou, but y ou cann ot do it too mu ch.
Studen t: W h y do I ev en ne ed t o b e c ons c i ou s of t hi s ? It
seems th at th e light f lows just f in e w ith out my direct ion .
T e a ch e r: I t d o es, but y ou a re n ot d ir ec t in g it, you a r e

a c c es s in g it, t ouch in g in t o this h o log rap h ic g r idw o rk of lig ht
th at is the f undament a l structu r e of you r ex ist en c e in th e
th r ee- d imen s ion a l env ir onment .
Studen t: M ay b e y ou sh ou ld ju st ex p la in th e t echn iqu e, a nd I’ ll

s t op ask ing qu est ion s.
Page 17
T e a ch e r: If you could concent r at e th is grid of light —mak e it
brigh t er, more int en s e; wh at do y ou th ink th e resu lt wou ld
be?
Studen t: M o r e en e rg y?
T e a ch e r: N o. It can actu ally h av e th e opposit e eff ect in th e

s ens e that th e b ody is f at igued and w eak en ed.
Studen t: So dist ribut in g light is n ot abou t con cent r at ing it ?
T e a ch e r: N o. It’ s balan c in g th e light qu ot ient w ith in th e

hu man inst ru ment and ensu rin g it is coh erent, rhy th mic, and
f r e e f lo w in g.
Studen t: It sounds lik e you’ re describin g th e phy s ical h eart

again.
T e a ch e r: Th is is the n at ur a l s t at e of th e h ea rt a nd th e ent ir e
hu man inst ru ment, but in the day-t o-day in t eract ion s w ith th e
th ree- dimen s ion al env ironment , th e human in st ru ment can
lose th is balance an d slip in to an incoh erent , arrhy thmic, an d
entangled state of existence.
Th e h eart perceiv es th is stat e an d, w ithout kn ow ledge of the

p r op er t ec hn iqu es , r es p ond s in k ind , fu elin g th e ment a l
dysfunct ion an d phy s iological in ef f icien cy w ith it s en ergy.
Studen t: M o r e “ c lou d” cov er?
T e a ch e r: P r ecisely. Th is is why th is step in th e p r oc es s is

imp o r ta nt b ec au s e it h e lps the h e a rt t o syn ch ro niz e its ene r g y
w ith th e deeper, sub-qu an tum st ructures upon wh ich y ou
d e p en d.
Page 18
Studen t: What do I do?
T e a ch e r: C an y ou visu a liz e you r h eart beat in g in your ch est

d i s t r ib u t in g oxy g en t o y ou r b ody an d b r ain s ystem?
Studen t: Y e s.
T e a ch e r: I ma g in e th is s ame fu nct ion is oc cur r ing in y ou r

quantum or en ergetic heart, and that instead of veins an d
ar t er ies , th er e ar e fila men ts of light that diverge from y our
q u a n t u m h e a rt an d c on n ec t y ou t o a br o a d e r g r i d . T h is g ri d i s
the source of your existence as a physic al being.
N ow, y ou can th ink of th ese f ilament s as bot h root s and

w ings. Root s in th e sense that th ey an ch or and grou nd you r
ex ist ence; an d w ings in t he sens e that th ey p r ov id e up lift an d
ex pansion to y ou r lif e.
Th r ou gh out th e d ay , s imp ly f eel th e en erg y s t ru ctu r e t ha t

surroun ds you. Wh en y ou do th is, imagin e th at you r h eart is
“ p lu gging in ” or conn ect in g to th is st ructu r e, ev en if you
can not v isu aliz e it, f eel its presence like a primordial soil of
lif e- giv in g en ergy. Feel th is conn ect ion as a rhyth mic pu lsin g
of light, f low in g f r om th e grid in to y our h eart syst em and th en
f lo w in g out f r om you r h e a rt t o th e r est o f y ou r b o dy.
Studen t: I f elt th is ju st list enin g to y ou.
T e a ch e r: Th at is the techn iqu e for th e fou r th and f inal st ep.
Studen t: Sh ou ld th is f ou rth st ep be perf ormed in concert w ith

th e oth er th ree t echn iqu es?
Page 19
T e a ch e r: It is n ot necessary to perform th is wh en y ou act
u po n th e o th e r th ree st ep s. Th is fou r th t echn ique can b e
perf ormed th rou gh out th e day an d on ly t ak es a matt er of
seconds. It can be perf ormed twenty times each day for the
rest of y ou r lif e. It is a techniqu e to rebalance an d replen is h
y ou r c or e h e a rt f r e qu en c ies an d t o en su r e t h ey a r e b e ing
dist ribut ed th roughout th e hu man instru ment. It act iv at es th e
inner currents.
Studen t: What ar e those?
T e a ch e r: W h en a r iv e r l o s es i t s c u r r en t w h at h ap p en s ?
Studen t: I t s l ow s dow n an d bec o m es s t a gn an t .
T e a ch e r: C larity and t empo are relat ed, are th ey n ot?
Studen t: I t h ink th is is t ru e as it rela t es t o r iv ers , but I

assu me you’ re talk in g about th e hu man sy st em as w ell.
T e a ch e r: C o rr ect .
Studen t: So th e t echn iqu es of th e intu it iv e int elligence are

really mu lt i-f acet ed in wh at th ey brin g t o th e indiv idual?
T e a ch e r: If you can access you r intu it iv e int elligen ce, in a

s e n s e, in cr e a s e t h e b an dw i dth of y ou r conn ect ion to th e light
energy grid that supports you, a single word can catapu lt you
in t o un derstanding, wh en before a hundred books lef t y ou in
ign orance.
Intu it iv e int elligen ce is th e pot en cy of th e qu an tu m h eart

t r ick lin g int o th e three dimension a l w orld. It is th e k ey t o th e
kn ow ledge that mat t ers. F or th is kn ow ledge ch anges
ev ery th ing in th e dimen s ion s of th e p as t, p r es ent an d futur e.
Page 20
Studen t: I w ill f aithf u lly pract ice it. Th ank y ou f or sh aring th is
w ith m e.
T e a ch e r: It is my hon or.
Page 21
Page 1
..EXCERPTS FROM LIMINAL COSMOGONY
What follows are a series of excerpts from a non-published text known as: Liminal
Cosmogony. This record is part of the knowledge system contained within the
galactic Tributary Zone of the Milky Way galaxy. Translations are as precise as
possible though the words used are not always consistent to the WingMakers
glossary. When this occurs it is because these particular records are not planetary
or species specific, and therefore, have not been reduced to human or earthly
terminology, as is the case with the WingMakers Materials.
THE IDENTITY OF LYRICUS

The Lyricus Teaching Order originates in the Central Race of the 7th
Superuniverse. Within the Central Race is a sub-race known symbolically as the
WingMakers. Within the WingMakers there is a specific order of beings that are
collectively known as Lyricus, and it is this group that is responsible for assembling
and exporting the knowledge base necessary for a developing species to
scientifically prove the existence of soul and establish the science of
multidimensional reality as the nucleus knowledge system of the species.
This outcome of evolution is universal and, in the broadest measure, identical for
all species that are based on the biogenetic template of the Central Race, known
as the 7th Archetype Soul Carrier of the Individuated Consciousness of First
Source. It is Lyricus that is responsible for shepherding a developing species to the
technological and scientific prowess whereby the soul and the soul carrier are
distinguished and acknowledged by the species at large.
THE DEVELOPMENT OF A SPECIES

The Central Race is an ancient race based on the same genetic template as
humanoid life elsewhere within the 7th Superuniverse. This template is
interconnected and does not relate on an evolutionary scale so much as a density
scale. The density of vibration of one planet within the 7th Superuniverse is unique
among all other planets, and it is this vibratory condition that prescribes the
biogenetic template’s characteristics and thus its propensities and capacities.
Soul carriers of the highest order are no more evolved than the least—as they
serve precisely the same functional purpose, only at a different rate of vibration.
Indeed, in many ways the soul carriers that are designed to operate in dense
vibrations are more sophisticated and evolved than those designed for the more
rarified vibrations of the Central Universe. Each soul carrier is part of an unbroken
chain of biogenetic structures that are each based on the same configurable
template that enables the individuated consciousness to interact on a near-infinite

Page 2
number of organic and synthetic planets and spatial environments.
The souls that inhabit higher order soul carriers are typically more experienced
than those that inhabit soul carriers designed for denser vibrations, but this is a
generalization and not a rule. As soul experiences different spatial environments
within the Superuniverse of its origin, it also experiences different dimensions and
non-spatial environments within the multiverse that extend beyond the
Superuniverse’s material structure.
Physical space requires that soul—which is non-physical—be carried in an

instrument of protection, perception, and interaction. It is through this membrane of
perception and expression that soul can transform the physical environment, and in
this process transform itself. It is this exchange of energy between the individuated
consciousness and the species’ soul carrier that enables the species to transform
from a planetary animal to an interdimensional spiritual force.
The species of a particular planet has a unique ascension path and evolutionary
track in order to become an interdimensional force. This occurs through three
primary manifestations:
1. The species as a whole learns how to fuse the soul carrier to its
individuated consciousness and operate the soul carrier as an
integrated extension of the individuated consciousness. When this
occurs the soul carrier is vibrationally shifted to resonate with the
soul, and this ability—at the species level—occurs as an outgrowth
of the discovery of the Grand Portal.
2. The species has been inducted as a member of standing on the

Superuniverse Network and has established lines of
communication with post Grand Portal species within their spatial
zone.
3. The species—through the science of multidimensional reality—

is able to manage, with responsible stewardship, its planet and
complementary life forms, and ward off non-complementary life
forms in a posture of non-violence.
These capabilities and conditions must converge in the species before it is allowed
to operate interdimensionally as a collective force. Each species, or more
specifically, sub-species of the Central Race, ultimately returns to its origins. In this
case, its origins are instilled deep inside the soul carrier coding or DNA. It is an
indelible instinct to locate the true origins of the species, and the Grand Portal

Page 3
discovery provides the first verifiable evidence linking the species to a greater
brotherhood whose lineage is extraterrestrial.
The Lyricus Teaching Order does not distribute this knowledge openly like a
teacher distributes their knowledge to students in a classroom. Each planet is
provided a council of teachers from Lyricus who incarnate within the species and
its home planet at specific times in order to establish the entrainment of knowledge
in the direction of the Grand Portal.
The great inventions and revelations of a species are most frequently accorded to
a person who was not the true originator of the idea, but was the person who
assembled the resources to make the idea a standard of knowledge. The Lyricus
Planetary Council whispers the seeds of knowledge to the greater minds of the
species, but remain themselves in the shadows of recognition. This is how the
species is led to develop its planetary communications network, which is the very
foundation for the Grand Portal discovery.
THE OUTWARD DISCLOSURES OF LYRICUS

The Teaching Order of Lyricus only becomes exoteric within the species at the
stage when the communications network is accessible to private domiciles and the
technology is sufficiently secure to prevent seizure; the political system is
sufficiently open to prevent censorship; and the host environment is sufficiently
trusted to prevent modification. When these conditions are attained, the teachings
of Lyricus are brought to the species upon the network that will ultimately serve as
the distribution hub for its knowledge system.
Generally, these teachings will be brought forward in several “impressions”. The

first is the announcement that formalizes its arrival and is observable to the greater
network of workers who are involved – no matter how significantly—in the
discovery of the Grand Portal. This typically occurs in the 3rd precursor generation,
however, in some species it is earlier or later by one generation.
During this first introduction, the teachings of Lyricus are fundamentally depicted
and articulated. These would include the discourses, cosmology, and activation
resources. Activation resources are encoded sensory data streams that are
translated by Lyricus teachers into the media format and sensory system prevalent
to the species.
The second impression of the teachings is made available to select students who
have been identified as architects of the Grand Portal discovery. These teachings
are increasingly esoteric in nature and are exclusively relevant to the new science
of multidimensional realities that will act as the foundation stone for the discovery
of the Grand Portal.

Page 4
The activation resources are initially muted because the immaturity of the media
and communications network reduces the data stream and its activation influence.
As the network evolves and more data can be embedded, the activation resources
become more potent. This generally occurs during the 2nd precursor generation.
The third impression of the Lyricus teachings occurs when the core frequencies of
the activation materials are distilled into a technology that can entrain the 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

Page 5
sympathy to the species’ perception of soul.
2. The species is unified at multiple levels that transcend time and

place. This unification is essential to its vibrant survival as well as
its ascension pathway as a spiritual force that animates and
preserves the knowledge defined by the species.
3. The species is innately connected to a vast network of related

life forms each based on the biogenetic soul carrier archetype of
the Central Race specific to its superuniverse. Collectively, these
species represent the cellular structure of First Source, while the
individuated consciousness represents the indivisible particle
thereof.
4. The individuated consciousness is orchestrated by the species

to produce a knowledge path that leads the species to its creator
and upholder. It is this return—like a migratory journey enjoined by
a fierce tailwind—that is accelerated by the Grand Portal.
The individual is not existential, nor truly independent of the species. The individual
is not supreme, nor is it the reward of consciousness. The individual is less an
artifact of First Source than it is of the species. The soul carrier is ultimately
transformed and fused with the individuated consciousness to the point it is
indiscernible as a separate component of consciousness, but the individual
remains devoted to the archetype of the species.
IMPLICATIONS AND EFFECTS OF THE GRAND PORTAL

The primary effects of the Grand Portal can be reduced to three major influences.
They are:
1. Institutions of science, religion, and culture are reformatted to

embrace the science of multidimensional realities as their core,
guiding frequency.
2. Government leaders are obliged to restructure their political

systems to allow for the integration of new systems of knowledge,
specifically of the multidimensional universe and the extended
brotherhood of intelligent beings that live therein.
3. Social institutions related to trade and enterprise are

reengineered to support the technologies that arise from the
discovery of the Grand Portal. These technologies dramatically
alter the way of life on a planetary scale. These include soul carrier
health, species continuation planning, ecosystem stability, and

Page 6
harmonization of species in service to a planetary educational

system.
The areas of resistance to the Grand Portal are predictable if not avoidable.
Resistance is largely predicated on three basic factors:
1. Is particle energy used as a weapon and/or an energy

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

Page 7
properly managed by the species—can self-evolve at a velocity greater than

organic evolution, overtaking the embedded management protocols and allowing
machines to dominate the frontiers of science and technology.
When this occurs, the Grand Portal can still be discovered, but the species itself is
not sufficiently prepared to assimilate the findings and apply them in service to the
formation of new institutions and the transformation of existing ones. When the
Grand Portal is revealed solely by machine intelligence, the discovery is hollow and
its propagation is typically reserved for the intellectually elite of the species.
The Grand Portal’s discovery is far less significant than the diffusion and
propagation of its findings to the species’ educational institutions and planetary
scientific class. The discovery holds the promise of the activation of the soul
carrier’s sensorial system, which is an intelligence accelerator of significant value
to the species.
Species who have both fragmented spiritual identities and deploy particle energy
as weapons are among the most resistant to the Grand Portal evidence. Typically
the resistance is twofold:
1. Political operatives predict the dawning of the Grand Portal

discovery and a stratagem for its concealment is initiated before
the discovery can be adequately corroborated and proven
irrefutable.
2. When the stratagem to conceal fails and the evidence is

distributed to the network, spiritual leaders offer the next wave of
resistance by doubting the motivations of those leaders
responsible for its discovery, since all or most do not subscribe to
the belief systems defined and/or upheld by the spiritual leaders.
The period immediately preceding the discovery of the Grand Portal is the most
critical. This episode of time is known as the Attestation Period, the time when
critics will rise with full voice and unrestrained reluctance to resist the implications
of the Grand Portal because they are aware—dimly as it may be—that massive
change undermines their control impulse. It is a time when spiritual leaders and
politicians join forces to repel this intricate and complex metaphysical and scientific
revelation.
This is why the protocols are so carefully engineered by Lyricus to ensure that the
leaders involved in the Grand Portal discovery operate skillfully to ensure that
resistance is met with intelligent countermeasures that bring the proof of the human
soul to the network in a way that cannot be censored, altered or restrained. The
network itself will reveal the human soul in a way that is unimaginable and

Page 8
therefore indefensible.
TEMPLATES OF LIFE
While Lyricus exports the genetic template for a species, the template is not
physical or material in structure. Across all dimensions of space there exists a
primary field of vibration or quantum primacy. This field is non-physical but informs
the physical. It exists independent of the physical structures of existence, and can
be thought of as Underivative Information Structures (UIS).
UISs are sub-quantum and represent the primary blueprint for living systems and
inorganic matter. It is UIS that gives rise to the quantum fields that interpenetrate
planets, stars, galaxies, and the universe at large. It is the communication field of
life that connects the nonlocal and the local, the individual and the collective, the
one and the infinite.
Lyricus brings the master templates that operate at an energetic, quantum level,
and are inter-meshed or seated upon UIS, which then acts as the energetic grid for
all master templates. Within the master templates are the vibratory fields and
biomagnetics that give rise to all dimensional expressions, including the genome of
the species or organism and its corresponding energy system and linkages,
resonant couplings, and communication systems.
Thus, Lyricus defines the physical borders of a species or organism without

exporting a physical representation. Rather it is “programmed” into the master
template at the quantum level and this master template activates the sub-programs
that ultimately formulate the cellular intelligence or molecular integrity of a living,
organic system or inorganic matter.
Species typically uncover these energetic structures after they have fully absorbed
and assimilated the physical structures that emerge from the energetic. There are
eleven primary fields of vibration and each is interfaced directly with the other.
They are not layered in a three-dimensional construct. They are holograhically
coiled and encoded in a manner that cannot be expressed with language nor
depicted with three-dimensional geometry or spatial relationships.
The master template is the common interface between each field of vibration.
Energetically, it is supported and sustained through UIS. UIS, the master
templates, and the energetic systems that arise from it are constantly in an
interactive process of communication. It is this communication that informs the
evolutionary design of a species, organism, or material object—whether organic or
inorganic.
This interactive process of the energetic systems is monitored by a frequency of

UIS that is called Source Intelligence or the Universal Spirit Intelligence. This

Page 9
frequency absorbs, filters, and processes the communication between the fields of
vibration and distills them into packets of information suitable for utilization by First
Source. This is the manner in which the interactions between all dimensions of
existence are brought into coherence and applicability to the formation of new
worlds, species, and dimensional constructs. This is the conduit in which the
multiverse evolves and all life within it advances into higher dimensional
expressions.
UIS provides the structure behind the quantum fields and energetic systems that
yield form and the living systems that support form. The soul carrier is an outcome
of the master template that is energetically distributed to life-bearing planets upon
the multiverse vehicle of UIS. This template, which creates and interacts with the
morphogenetic field of the soul, defines the soul carriers’ limits of functionality and
expression—but only in the flow of time.
THE PRESENCE OF SOUL

The soul carrier is in a constant state of flux and development that is the result of
the dance between the master template, UIS and the DNA molecule present in
each cell. As the soul carrier of the species evolves, the DNA molecule increasingly
activates its antenna and responds to the higher dimensional, organizing
information field that enables the soul carrier to integrate soul consciousness more
fully.
As the soul consciousness enters the soul carrier with greater vibratory force and
integration, it vibrationally alters the soul carrier. It does this generally in three
distinct ways:
1. The energy centers of the soul carrier (sometimes referred to as

chakras) are the conduits of UIS energy to the soul carrier—at all
levels—physically, emotionally, and mentally. This increase in UIS
energy vibrationally shifts the soul carrier, causing it to have
greater access to the consciousness of soul.
2. As the frequency of soul is accessed, the soul carrier gains an

appreciation and growing realization that it is the carrier wave
expression of a God-Fragment interacting with the worlds of linear
time, crystallized matter, and three-dimensional space. This new
perception portends a transformative identity and value shift.
3. The DNA molecule is both an antenna that attunes to UIS and

the master template, as well as a transmitter of its transformations
that are a result of its further intimate contact with the soul
consciousness. This transmission is a vibrational frequency that is
communicable to the DNA molecules of all others within the

Page 10
species, even affecting related species.
The soul is attuned to UIS and operates therein because this is the vibratory field
that is native to its essence. As a greater percentage of the species embody their
soul consciousness, it becomes easier for the remaining members to do so as well.
DEVELOPMENTAL SHIFTS
There are four developmental shifts that precede the emergence of the Grand
Portal, and these generally occur within 3-5 generations of the discovery. They are
unfolded in the following order:
1. A physical shift is expressed in the planetary environment and

spatial surroundings. This physical shift is symbolic of the
momentous changes in the virtual structures that prepare the
species for the Grand Portal. The physical shifts generally take
expression through weather conditions, astronomical anomalies,
ethnic turmoil, technological dysfunction, and disease—all of which
impact on economic and planetary stability.
2. An emotional shift is expressed in the movement of the species

to more effectively manage their emotional center (heart) at an
energetic, non-physical level, enabling a higher bandwidth
connection between the heart and brain centers. This heart-brain
connection aligns the energetic centers of the soul carrier to
accept a more intense awakening of the intuitive powers innately
present in the genetic mind of the species.
3. A mental shift is expressed as the genetic mind of the species is

made more accessible to the species as a result of the previous
shift in heart-brain integration. The genetic mind—as the repository
of information defined by the species—operates independent of
horizontal time flows and can provide quantum leaps in knowledge
if its higher dimensional information packets are accessed.
4. A shift within the genetic mind occurs when the grid of the
genetic mind becomes discontinuous, forming into multiple
groupings. Members of the species will energetically reorganize
into resonant groups, each accessing different regions of the
genetic mind and evolving a discrete sub-genetic mind whose
resonant coupling is more closely fitted to each group.
These four phases occur sequentially, unfolding in time and informing and
catalyzing the next phase until it culminates in the discovery of the Grand Portal.
This progression operates in subtle, intricate, and meticulous processes, and

Page 11
despite the apparent surface chaos the deeper ordered systems prevail and entrain
the surface effects of time, space and matter.
At the end of the fourth phase the energy of UIS and the virtual structures of the
master template begin to “descend” within the planetary dimension of time and
space—attracted by the shifting consciousness of the species. Those members of
the species that are energetically attracted to the higher dimensional regions of the
genetic mind will—during this time—reveal the science of multidimensional reality
that has always been encoded into the master template, waiting for the resonance
of minds and hearts to uncover it.
The Grand Portal is holographic, emitting from First Source and extending to UIS,
embedded within the master template, conducted into the quantum fields of the
genetic mind, drawn into the energetic systems of the soul carrier, and finally coiled
within the DNA molecule of the species. This masterful interchange of energy,
information, and expression is orchestrated by the magnetic field that surrounds
the Grand Portal.
The Grand Portal is similar to a gravitational field that entrains all surrounding
matter to its presence. This presence is electromagnetically released into the 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.

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Page 1

..LYRICUS TEACHERS AND METHODOLOGIES

Within the galaxy is a Tributary Zone, which is a synthetic “planet” that is

This process can require 10,000 years, sometimes more, in order to

More Information: www.lyricus.org  2004 Lyricus, All Rights Reserved

resistance is generational and is always diffused over time. The impulse of

When the resistance to the Grand Portal discovery and/or propagation is

In more recent history, members of Lyricus are known only by their

More Information: www.lyricus.org  2004 Lyricus, All Rights Reserved

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As it pertains to the individual, Lyricus provides encoded sensory data

Lyricus is focused on assembling and coordinating select individuals who

1. Meeting with select individuals and catalyzing their

2. Activation of the higher centers of consciousness by

3. Providing access to the Lyricus knowledge system in the

4. Providing an exterial interface within the species through

More Information: www.lyricus.org  2004 Lyricus, All Rights Reserved

5. Protecting and defending the knowledge system as it

The members of Lyricus do not consider that they are teachers of a

In the knowledge of this reality, there is no need for a philosophical system

That which is offered by Lyricus through its outermost educational

More Information: www.lyricus.org  2004 Lyricus, All Rights Reserved

programs may seem like a philosophical system, or at least resonant with

Generally, as the species approaches the cusp of the Grand Portal

Each galactic Tributary Zone is different in terms of the knowledge system

The second facet of the knowledge system emerges as Lyricus members

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The third facet of the knowledge system is to introduce Lyricus more

The knowledge system is brought to the species gradually and in a manner

The knowledge system of transformation is encoded within the master

More Information: www.lyricus.org  2004 Lyricus, All Rights Reserved

Lyricus is focused on the entire entity of the individuated consciousness

Event strings are remarkably complex systems of interrelationships

Regarding the value to the individual. If anyone is involved in the study of

More Information: www.lyricus.org  2004 Lyricus, All Rights Reserved

It is vital to alert the communities that deal with consciousness,

There is general disagreement in every quarter about the scope, purpose,

More Information: www.lyricus.org  2004 Lyricus, All Rights Reserved

Lyricus could send representatives to humanity in its customary soul carrier

The discovery must be an integral process—woven into the fabric of

More Information: www.lyricus.org  2004 Lyricus, All Rights Reserved

The human-animal instinct of survival through power and domination co-

· Humanity is the apex intelligence of the planet, and in all

· Humanity is alone in the universe, and God, if one exists, is

· As a species, humanity must struggle selfishly in order to

· Dominion over nature and its resources is the innate result

Each of these fear-beliefs transform in the presence of the Grand Portal as

More Information: www.lyricus.org  2004 Lyricus, All Rights Reserved

humanity, it also drives science into a conundrum of competing purposes

The contemporary literature of humanity – as it relates to spiritual matters—

The primary frequency of the emotional realm is judgment, just as the

Conscious experience of the individuated consciousness is the antecedent

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More Information: www.lyricus.org  2004 Lyricus, All Rights Reserved

Lyricus could be likened to the Jesuits or Tibetan monks of the Central

WingMakers is an expression of an encoded sensory data stream that is

WingMakers is part of the mythological expression of Lyricus that typically

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to which it serves. WingMakers is the mythological expression of the

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..RELATIONSHIP OF LYRICUS TO HUMAN SPECIES

A life-bearing planet is carefully selected once it has proven itself

More Information: www.lyricus.org  2004 Lyricus, All Rights Reserved

Soul carriers are not infallible instruments of perception. They provide a

Lyricus Teachings Combined PDF's

Lyricus Teachings Combined PDF's