Learning Fundamentals

By
Roage

We generally operate from an assumption that we are taught by those around us and
that we start out being ignorant and our external teacher shows us and teaches us
how things are done and imparts to us information. As we grow more teachers appear
and feed us more information and we increase our knowledge of things. This is
largely based on the assumption that our brains are a storehouse of knowledge and
this organ is responsible for producing the mind. Upon those assumptions other
assumptions are based, in that, we are organic machines that evolved out of
organic goop and slowly became more refined as a function of random chance and
pressure to improve the success of the design that was pitted against the
variability of nature. This leads to a further assumption of the existence of
chance, chaos and luck being the ultimate driving force on our planet and
universe. This “scientific” approach operates on the premise that there is no
measurable universal intelligence at work and therefore no logical framework can
be used to establish purpose and meaning for our lives.

These are dangerous conclusions to reach which are based only on assumptions that
have no fundamental proof nor can we provide or establish any direct evidence to
support these assumptions. Neither can we, moving backwards from these
conclusions, establish any cogent logical link. The only thing that brings these
assumptions into our trust is simply the acceptance that these assumptions are
truth. Nothing, in my mind, could be considered more religious. It is merely faith
that is required in allowing one to accept these conclusions and the assumptions
upon which the conclusions are based. Why would one consider this “dangerous”? It
is dangerous because when one misjudges their environment then they are ill-
equipped to deal with their surroundings and become a danger to themselves. One
who is so encumbered makes incorrect choices and renders themselves impotent
against the fallacies they have so entrenched themselves within.

Once a fallacious assumption is incorporated into our perceptual model as truth

then we rarely question its validity. We find ourselves unable to overturn the
conclusions and it merely reinforces the perception. It then becomes impossible to
recognize our error and we unable to overturn by our own logic this enigmatic
conundrum. We cannot reason ourselves out of the cage we have created for
ourselves, as we cannot see the nature of the trap nor how it confines our
perception.

Current work in Plasma Electric Cosmology and Quantum Mechanics are overturning
these assumptions and we are having trouble accepting what these discoveries are
teaching us.

Where Did We Go Wrong?

The most entangling assumption that lies at the core of our confusion is that we
have allowed ourselves to be fooled by the purely left-brained appearance of
potent free will. That is to say: we believe that it is our will that allows us to
directly alter the course of our lives and make changes in the material and people
around us. We believe that when we speak that people around us learn from these
sound waves and we are the ones causing this to become manifest. Said another way
we make the assumption that we can teach another and that the Universe can teach a
child what it needs to know.

We think we can teach others and relate information contained within our mind to
the mind of others. Because we appear separate from one another we assume that
there is a separation. This is not correct. This has been an ongoing lesson that I
have been exploring since the time of my transcendence. This has been especially
hard for me as my inherent compassion had driven me to try and “help” bring others
to the realizations that I have made and I was having trouble understanding why a
few could follow and others could not.

Quantum Mechanics has discovered two important truths:

1. We are all entangled aspects of one entity

2. Virtual objects do not exist in a precise form and location unless one is
observing and the mere act of this observation interferes with the object being
observed locking it into a specific form and location.

This means that our conclusions about “we being separate” does not have any
support at the unified level and is merely an illusion. The barrier between us is
virtual perception so therefore what occurs, when we learn information from
another, cannot be as it appears to be. There is no support for separate
observers, separate minds, separate “selves” or separate egos. It is one observer,
one mind, one self and one ego. The separation serves only to compartmentalize
individual experiential experiments or observation of particular cause and effect
relationships.

I Cannot Teach You

Learning can only be accomplished when it is determined that a concept meets the
need of our experiment. It is not in my power to teach another. The only thing I
can do is answer a question. The “student” already knows everything but is not
conscious of it. When it is necessary that an individual know a concept, it is
given to them. This is purely inspirational. It merely opens up a channel or a
view to the one mind and the concept is then incorporated into their conscious
awareness. They are merely “reminding” themselves of things they already know. The
question is merely confirmation that the concepts have been received properly.

When a question is posed, I may be able to relate more than what was asked but
only the elements that are permitted (at the time they are permitted) are allowed
to enter the “student’s” awareness. There is principled governance over what we
become conscious of and information can either be constructive and purposeful in
the individuals experiment or it can be a distraction that leads one away or into
a different experimental paradigm. One cannot force teach another. The idea of
education only works when it is known by ego that what is being taught creates
negative reinforcement. This is allowed because confusion creates suffering. The
Ego is confusion and suffering generator. Its complement, which I refer to as the
Self, is what drives the life lesson for the observer. The Self uses the Ego to
manifest suffering through confusion. These are failure based or negatively
reinforced learning processes. Touch the hot stove once to learn that one does not
touch a hot stove; as an example. The Ego confuses the observer into not being
able to know the danger of touching the hot stove.

The Ego is left-brain and logical. It is the filter that creates separation and
disconnection from universal mind. That is its function and purpose.

We enter the world as Ego and perceive ourselves to be separate from others. Our
brains are merely a tool or a reality generator in three dimensions. As we
progress through our observation the Self reveals more and more information that
purposely creates a series of cause and effect learning milestones in our
experience. In this way objective experiments can be conducted and in this way our
lives feed experience back to the one observer. The purpose is experimentation and
learning the nuances of, not only reality, but principles that operate both inside
and outside of what we perceive as space and time. In short, one knows the answer
before the question is asked. The answer is merely confirmation of what is already
known.

As few make the leap out of Ego based material experience into right-brain Self
experience we largely operate in a materially-based perceptual cage. Ego
specifically generates the false perception of chance, luck and accident. Right-
brained Self empowered people are not trapped into this thinking. They are not
fooled by the appearance of separation. As they know we are merely one entity then
they are not burdened by suffering to the extent of left-brained Ego perception.

All things have a purpose and they learn without having to touch the hot stove.
They realize the complete management and control being expressed in their lives as
not being haphazard accident. They see the reason for the events that occur and
their ability to conceive more than “how” (Ego) but rather “why” things are
occurring.

A young child is jumping on the bed. Self has not revealed to the child observer
of the dangers of jumping on the bed. His mother tells the child do not jump on
the bed and scolds the child. She leaves the room and the child resumes jumping.
The Self is in full control of both the Ego that causes the child to be confused
and ignore his mothers teaching. The Ego allows for the fun to be experienced
while editing or filtering out the understanding of the potential danger. The Self
knows that there can be a life ending consequence but instead it allows the Ego to
initiate a less than life threatening “accident” to occur. The child’s foot slips
off the mattress and he falls off, landing on his head. It hurts, he cries and
learns why it is not a good idea to jump on the bed even though it is fun.

The child may conclude it is a matter of technique and then begins a refinement
process of his bed jumping skill. This occurs quite independently of his mother’s
attempt to teach the child as the child has been under the full control of the
Self and not under the control of his mother. It may take several attempts to
either learn that the fun is not worth the risk or how do jump and minimize the
risk.

This learning process is repeated over and over in our lives automatically and we
rarely take time to realize that it does not require a perceived external teacher
to manifest our “education”.

When one realizes that the external reality is an illusion and all that appears
outside of us is actually internal and inside of us then many of the assumptions
we hold, that come from a “scientific” perspective, are overturned. The
“accidental” fall off of the bed is no such thing. It is purposeful and meaningful
when viewed within its proper context. It is not our teacher that teaches us. It
is our Self that teaches us only when and we are ready. That readiness is not
under the Ego’s control. We learn only what is necessary for our particular
experiment either as direct lesson or a distraction that serves to contradict or
overturn through negative direct feedback false information already incorporated
into our awareness.

To a young woman an attractive scoundrel may be enticing and the Self may
determine that the lesson is best taught through bad experience. She falls for the
rouge and it turns out painful for her. The individual lesson may not be enough to
teach her so Ego is permitted to force a repression of the bad experience and
another attractive scoundrel enters her life with the same results. At some point
the Self determines the number of iterations has created sufficient suffering to
allow the woman to fully assimilate the lesson her experience has taught her. The
Self then reveals to her what the Ego was permitted to repress and she learns why
her choice was not in her interest even though it seemed proper at the time. The
mistake she will often make is that she will judge that she had been wasting her
life with the wrong kind of men. Nothing is further from the truth as her Self has
the duty to move her through the lessons her life was to teach her and not what
Ego decides it should have or want to have.

It is not a waste if one truly learns: “what not to do”. That is the true value of
the Ego. It sets up learning experience from a trial and error or scientific
perspective. From a material perspective a negative or a pain-based/failure-based
learning process is the most constructive way to manage an Ego-driven entity’s
learning experience.

Some conclude that this negative paradigm does not lead to bliss and rightfully
so. They begin entertaining alternatives to this type of existence. This comes
only when a man or woman does not wish to continue a negative existence. This is a
dynamic and risky time. Many look to spirituality and for them the Ego leads them
to Religion’s doorstep which ultimately leads them right back with only a
momentary false sense of relief and then on to more suffering. Some simply kill
themselves and then find that they must start over in a new life right back where
they left off. A scant few start looking inside for answers and realizing that
perhaps things are not as they seem.

When one realizes the interplay between Self, Ego and the Observer they discover
that they are not the material based Ego but something else. It is then they see
the suffering that is inherent in an Ego-based experience. This leads naturally to
overturning the assumptions they hold:

* They are not a material-organic machine

* Their brain does not limit the amount of knowledge they have access to
* There is no luck, chance, chaos or accidents
* There is purpose to their existence

Once a man or woman begins overturning these assumptions, that they incorporated
into their awareness with willing complete trusting acceptance, then that is when
really constructive learning begins. They find that learning is through an
internal exploration and nothing outside has anything to do with it. They learn
that suffering, in the pursuit of their life lessons, is not required unless they
choose to ignore what they are being shown.

They switch from their false expectation of “I’ll believe it when I see it” to “I
will see it when I believe it”. Ego cannot and will not allow one to make that
leap, as it is a logical serial processor that pins one conclusion on another. Ego
demands proof that meets its own set of principles including, logical, material or
physical evidence. Transcendent proofs are parallel and fall specifically outside
of Ego’s ability to understand and it cannot explain these proofs cognitively to
the observer within us. Ego may ask “why?” but it can only understand “how”. The
right brain has always understood “why?” but we seldom use right-brain intuition
to know the reason why nor is the Ego prepared to allow us to incorporate a
parallel, non-logical solution to our questions.

Once one transcends the Ego we make the mistake trying to “help” others by
attempting to “teach” them how wonderful it is to make such a profound realization
and perceptual leap. One finds that the other egos around them often label the
right-brained thinker insane and this learning principle becomes the first of many
transcendent lessons one learns. It is a problem, in that, one cannot even use
words, which are a product of left-brained, serial, illusory, separateness to
describe right-brain parallel unity. The mere mention of a purposeful, deliberate
and meaningful life experience, where all is wonder and bliss, is often met, by
the ego, with: “That’s great until someone decides to kill you!” One then
discovers that there is no answer that can be given to the ego, to respond to or
dispel that Ego-driven irrational fear. “Because it is impossible”, will not
satisfy the Ego even though it is the truth.