Northern Colorado TeaM, #56

Loveland, Colorado



Teacher: *Rayson* (TR, Daniel)



Topics: Mission update

New lesson plan begins with a tune-up

What are the steps of engagement with another?

Neuro-Linguistic Programming

Active consciousness

Various ways to practice TRing

Developing new skills

Rewards of conscious living

Soul growth

Radiation of soul energy

Being confident & competent

Emulate Jesus: become ?one? with his mantle

Dialog process to be used in new curriculum

Awareness of children

A question on the adjudication




October 3, 2004



RAYSON: Good afternoon. This is Rayson. (Welcome Back!) Thank you.
It is a pleasure to be here with you. I was here with you earlier and
heard one of you ask where I had been. I went on a tour?an updating
tour. We started at Jerusem and went to Edentia and Salvington. It is
what you might call a ?war correspondent going home to the
headquarters.? (Laughter. Is this recreation?) Yes, a brief respite
in the fray of Michael?s work, and the fray is actually not an
unraveling, but a ?raveling together.? We are in the fray, putting
things together. It is good for me to reconnect with friends, old
associates. You would be quite amazed my friends, how many in Nebadon
are aware of the goings on in the previous quarantine area and on the
World of the Cross. They ask, ?How is it progressing?? ?We hear the
broadcasts, but what is your personal take on it, what is your personal
impression of what is going on?? ?How is this grand scheme for
rehabilitating, making a new home of this old planet? How is it going??



I was pleased to report to them that there has been much progress, and
the progress is principally in the responsiveness of the minds of
mortals who are tuned into these efforts. It seems that those who
recognize, understand the Teaching Mission and the Correcting Time are
either ?in the camp? or out of it. Those who are in this camp are
receptive and open?eager to learn more about themselves and their place
in this world and how they personally can contribute to Michael?s
mission on this world, through the Correcting Time.



My friends and associates and those I related these incidents to, are
quite amazed that agondonters can appreciate these connections, when in
the main, they do not hear, do not see, do not perceive around them what
is going on, which is so rare to those who have an Avonal Son, or who
have gone through the normal operations of a developing, evolving world,
who had a successful, complementary Adam and Eve, a Planetary Prince,
and the arrival of an Avonal Son. In your terms, it would be as though
you were at a large conference where you would hear a speaker and you
would remark to each other, ?Well, how did they do that? That?s
amazing! This faith is very real, isn?t it?? To those who experience
the universe in its normalcy, with its guided, developed revelations, to
see you accept what you cannot see, what you cannot hear, what you
cannot feel, what is not given to you by a super-extraordinary mortal,
an Avonal Son, to say the same, is remarkable for them. It is the same
as you receiving, having a life among the super-mortal, descending
sons. The awe is equal for you and for them.



What does this mean to you? This should mean, dear friends that you are
being congratulated. Those on the morontial worlds are in great awe of
your faith. Your world has seen others arrive and who have been
disparaged and disputed and rejected, and now you accept. And you
recognize and we recognize that it is through the extraordinary
insightful, wise, sagacious guidance and insights of Christ Michael,
Michael of Nebadon, who has been the grand architect of the Correcting
Time in the realm of the quarantine, to the extent that you as
individuals have this developed faith to believe and know, when there is
no supportable evidence to know or to believe. Hope, we can understand,
but to believe, to trust, and know that Christ Michael?s work is
existent without hearing, without seeing is a truly, truly incredible
situation, position. You are much blessed, and you have blessed
yourselves by having such trust and faith in Christ Michael, when you do
not see and do not hear. So that is my news to you from those from far
away in the other morontial schools.



I reviewed the transcripts, the broadcasts of Sondjah and Mantutia, and
it pleases me that they stepped in and filled the gap for me, here.
Mantutia was an impromptu guest at the last minute, and I am very
pleased with his messages and his instruction to you. It is hard to
teach ?an old Melchizedek new tricks,? is it not? (Much laughter.) I
am perhaps a little bit impertinent for saying those things. (More
laughter. We got the humor!)



Would this one who speaks be willing, we would like to meet with you
every other week to continue a new lesson plan. This is acceptable and
it will be engaged. So, with that, let us begin today?s topic. This is
a ?tune-up,? so to speak for not only this group, but [for] every group
that has a TR. The following is not meant as a ?hand-slapping,? but
just kind of a ?pat on the back,? and ?look ahead and pay attention.?



Now, I am going to ask you a question and it is not a rhetorical
question, and I would like some brief discussion between yourselves in
these moments. When you engage another?a friend or a teacher outside a
classroom or before a class is held ?how do you do that? What is going
on between yourself and the teacher? Is this question direct enough for
you to engage? Someone? Please answer. Or would you like more
specifics? (Student #2: More specifics.)



Student #1: I think we generally have a question in mind or ask a
question. We are seeking knowledge or wisdom from this other being.



RAYSON: And would you be sleeping at the time that you are doing this?
(No.) And would you be your consciousness, your attention in those moments?



Student #1: You would be open and prepared to listen to that person.
You would focus on that person, probably ?.



RAYSON: How would you focus on them? What would you use to focus on them?



Student #1: Usually you would look them in the face, in the eye?(R:
Very good. Continue.) If you are a good listener, you would try to not
interrupt.



R: Continue. (Pause.) Anyone else?



Student #2: Concentrate.



Student #3: Are you specifically directing about contacting your
teacher, or individual mortals, or both?



RAYSON: I am speaking in terms of another mortal at this time?between
two mortals.



Student #2: Take notes?



Rayson: And if you didn?t have a pad of paper, you would take notes in
your mind? (Student #2: Yes.) And what would you be doing with the
instructions or the comments of the teacher? What would you be doing
with them in your mind?



Student #2: Trying to save and remember them, and trying to use them
after you are done with the lesson.



Rayson: Yes, and you would also, perhaps, probably be trying to
integrate that into the base of knowledge that you have at that time, do
you think? Anything else? So this would be an exchange between you and
this other mortal, this mortal teacher, correct? There would be a dialogue?



Student #1: You might ask for further clarification.



Rayson: Umm-hum. But you would be paying attention, is that correct?
You would be striving to understand what the teacher is saying and
integrating it into your base of experience and knowledge at the time?
You would be asking questions for clarification. You may ask for
examples, and illustrations. You might ask, ?How does this apply to me
and my life?? things of that sort. Is that correct? (Yes.) And you
would be looking that teacher in the eye and giving non-verbal cues of
your understanding or not understanding? Is that right? (Correct.)
And we would ask the same in this forum. (Pause.) Now, in your pause,
try to integrate that and understand and share with me how you
understand that?with myself being the teacher, this time.



Student #2: Pay attention to what you are saying.



Rayson: Do you understand what NLP is? Neuro-Linguistic Programming?
(Student #1: Slightly.) If you as mortals, when you listen to
instructions or directions or to an exposition, there is an association
between the position of where you place your eyes and the parts of your
brain/mind that you are accessing to integrate. So perhaps, when you
would be listening to me, even though this one has his eyes closed to
enhance and to make the TR process more capable and competent, you would
have your eyes open as you listen to these instructions. You may gaze
up to the upper right corner of your vision screen, or to the lower
left, or to center, or to one of those regions in your eye screen, and
when you do that, you are listening to the teacher, but you are also
storing away information, simultaneously accessing information in your
knowledge base to integrate what you are now hearing with your old
information, so that they become a whole, seamless part. Okay so far?



Student#4: What you are trying to explain? Is that similar to
visualization?



RAYSON: No. You would visualize?visualization would be a secondary or
tertiary aspect of this process. What I am getting at dear friends, is
that when you are in a TR session with a celestial teacher, a
Melchizedek, Christ Michael, Nebadonia?and this is a dialogue, a session
of learning?we would ask you to use all your faculties to participate in
this relationship, as student to teacher, teacher to student. There are
occasions?and this is differentiated from those occasions of meditation,
of directed prayer, of consciousness projected to another area where
there is a need?in meditation you would close your eyes and go within
and relax, and you would scan your body for tension, and scan your
emotional sphere for emotions that are running rampant or bothering you,
and still them. You come to peace; you come to centeredness, so that
you may facilitate the conversation, the unspoken dialog that exists
between your Thought Adjuster and you in the stillness. This is when
closure of eyes is useful.



However, some of you, in the learning situation in a classroom do close
your eyes, as part of your process of integrating information. It is a
way of stilling the outside stimuli, so that you can more thoroughly and
competently integrate what you are hearing, and then you may open your
eyes again, listen and go through this process a number of times during
the discourse. We would ask you to try this. I know, from personal
experience with you, that some of you do relax in your chairs and do go
into a low slumber. This is not a bad thing?I need to rephrase that
word?this does not inhibit you from receiving the information, but we
wish to have your consciousness, your conscious mind active during this
time.



Recognize that as you listen?and your intent is to register this
information?both of what you hear, and the information, which is not
heard on the morontial level. You want this to register in all levels
of your mind. When your attention is elsewhere, or to the side, or in
?slumber-land,? you are not available. It is much like teachers in a
classroom with children after lunch, and I have not slapped a ruler on
the desk to wake you, but I think you get my point. Now, has my lesson
or my delivery been too harsh or too subtle? Have you understood what I
have said? (Yeses from group. It seems very clear.) And I notice in
you dear friends, a much more conscious level. Your energy level, your
consciousness is much higher than it was five minutes ago. Thank you!
(Laughter.) Lesson given; lesson received. (Long pause.)



[This is Daniel: You?ve just got to love this Rayson! He is so
patient, so thoughtful, so organized, so?one thing after another! ]
Student #5: Yes we do love him; we are very fortunate to have him as
our teacher.



Student #1: I hope I am not interrupting the lesson, Rayson. Do you
have a suggestion that we might use during our stillness practice?I find
that I receive certain thoughts and I have a certain amount of dialogue
and I have some concern about whether or not I can remember this well
enough, long enough until I can go write it down, and some more good
thoughts come along while I?m in the process of recording, but I?m
sometimes concerned that some things slip away so quickly, and I tell
myself maybe I should have a recording device at hand during this time,
but that seems a bit awkward. Do you have any suggestions how those
pearls of wisdom can be better retained?



RAYSON: Yes, certainly. There are several approaches, and your use of
which depends upon your orientation and your best faculties that are
active within your mind. Let us say that you have an exceptionally good
visualization, a visualizing mind?what I would suggest is that you place
your consciousness and that of the one who is speaking to you in a
visualized classroom where there is you/yourself and your teacher. And
you have gone to the front of the classroom, and you are speaking with
the teacher, and you write down a question on a chalkboard and then the
teacher answers it by speaking to you. You may wish to use that
approach to record that in your mind.



You also may want to use this approach, this visualization, with
automatic writing, as you call it, with your eyes closed. You would
write out your question on your pad of paper, as though you were
speaking to the teacher in that visualized classroom, and as the teacher
gives you the answer, you continue your writing?your automatic
writing?below that question, and that is the response of the teacher.
You may do this with your eyes closed or open, but it would probably be
more effective with your eyes closed, though you would surely probably
go through much more paper. Does this help? (Yes



Or you could use another approach?you could use a tape recorder and you
could ask a question aloud of the teacher, or one whom you are talking
to, and then as the teacher gives the answer to you, you would have the
teacher speak through your voice, so that you record it on tape. In
effect, you are TRing for yourself. And this is an excellent way of
beginning the TR process, using a tape recorder. You also use the same
process by using a computer keyboard, with your eyes closed and with the
positioning keys marked so you could feel them with your eyes closed.
We have used this with numerous mortals, with great success. It is a
matter of the mortal becoming used to it, practicing it and becoming
accustomed to this process. Thank you for your question. (Thank you
for your answer.)



Now you may ask, dear friends, why does Rayson bring this to our table
now, after ten or twelve years of the Teaching Mission being in effect?
Have you thought about that today?



Student#5: Not everyone has been involved with the Teaching Mission
that long. We have new people frequently.



RAYSON: But what I said earlier today, maybe something is new to you.
The reason why this is brought to your attention, why your consciousness
is needed at this forum, at the conscious level to engage the topic is
because you will need your conscious mind active during the discourses
that follow, because we will be approaching your budding, your emerging
morontial soul, in developing with you, those skills within yourself
that you desire to develop, augment, evolve, while you are still a
mortal. Any questions?



Students: That?s exciting! Yes, I was thinking the same. I?m looking
forward to it.



RAYSON: We will not go into this greatly today, but I will give you a
preview. (Pause.) [This is Daniel: I get to see layers of his lesson
plan. I?m looking at about four layers right now.] You know that
mortals who do not believe in /The Urantia Book/, who do not read it,
but who believe in an afterlife, and who have a wish to engage that
after their transition from mortal living, you realize that and you know
that their decisions in life, affect the development of their souls, as
much as your own. This is also augmented by service. Yet we are
dealing with you, and sharing this with you, as a means of spreading the
word, but to let you know that conscious living has immense rewards in
this lifetime and in the next, and those thereafter. We are talking
about conscious living, consciously engaging your adventure as a mortal
in the decisions that you make, and in the services that you provide.



You recall from /The Urantia Book/ that souls grow through right, moral,
ethical, spiritized decisions and through unselfish service. Therefore,
the conscious being, the conscious mortal, who engages their life as an
adventure of making right decisions and providing right service, grows
immensely by the time they make their transition. A side benefit for
the Correcting Time is that you become spirit /enthused/ and spirit
/infused/ mortals, joyous about living and whose lives become examples
to others.



Jesus and Paul shared this with you by saying that your brothers and
sisters know you by the love that is in your heart, by the way that you
live. In this era, you are being guided to live consciously, with your
eyes open, aware, active participants with Michael and the Correcting
Time. You are needed. Your growth of soul radiates an energy to
others?call it confidence, call it assuredness, call it ?knowing? the
outcomes before the decisions are made. You have walked into a room, a
business, and you shop about the store and you pass various customers
and staff who work there. And there are some who carry an air of
competence, assuredness?without being arrogant or egocentric or
dominating?and you are attracted to them, and you want to engage them.
This is what we are speaking about. As you live your life, radiating
the example of Jesus? life in your own, making right decisions and being
of right service.



In this example, you think about the life of Jesus. Here is the
soon-to-be Sovereign Creator Son of Nebadon, leading mortals through
subtle ways. He appeared to be ?one of the fold,? ?one of the sheep,?
but he was a beneficent ram, guiding you, urging you on, leading you
forward. Some mortals think of Jesus and the other Masters as being
meek and passive, milquetoast philosophical leaders, but he was not. He
was neither passive nor indecisive, nor unsure of himself. He was
confident, competent, and knew what he was about. He was a leader among
you. He dressed as you, spoke as you, ate as you?he looked the same as
you, but he was a leader. He questioned authority, but he was proactive
in his questioning. He sought to bring change through his loving ways,
through his assertive rather than aggressive leadership. When you take
on these skills of right living, you will begin to emulate his way of
leading: Confidence, radiating love, a benign presence among others,
neither a victim nor a predator, but of a benign, loving leader. We ask
you to take on this mantle, this cloak?not only to wear it, but to
become ?one? with it.



Part of the dialogues for this process, this part of your curriculum, is
to ask questions, to engage this process. This is, perhaps, more
Socratic than you are used to, but it is part of the process of engaging
your conscious mind to ingrain these bits of wisdom and guidance into
your morontial level, your superconscious mind so that you live and make
these decisions more automatically, more easily. Adventures into the
wilderness are excursions of fright, if you know not the way, if you
have not confidence, if you do not understand what your journey is
about. But your adventure into the wilderness, the focus of your life
in the future is much more comfortable when you are operating at a
higher level, and you begin to understand and to see and to feel, to
intuit your environment, which is more than three-dimensional. You do
not have to use hallucinogens to achieve this level of appreciation of
your environment around you?and we do not suggest that you do.



So with that, we will begin our adventure in two weeks, and share with
you more about your budding, your evolving, developing, growing
morontial soul, and how to live with that, and how to feed it and enjoy
it in your life. Thank your for your conscious presence through this
monolog. Do you have any questions now?



[Ed. note: Daniel will be traveling this month. The next meeting will
not be until Oct. 31.]



Student: When little children look at you, can they see this process
happening?



RAYSON: Yes, for those young children who have not reached the age of
moral decisions, the entry of their Thought Adjuster, and in those
elderly individuals who are anticipating, looking forward to their
passage into the morontial, do see. They see in ways that you do not
recognize now. They see at a level of what you might call, intuition.
Those who have left, those who have recently come to this world?you as
you were when you were children?do see and remember far more than you do
now. It is quite an adventure to go from seeing as children, to being
ridiculed in what you see, and then becoming separate individuals to
strive to regain the faculty of intuitive-sight that you lost. This is
part of your conscious adventure, making decisions about your infinite
adventure, whether you want to or not.



The Creator could have made you so that you would live in this awareness
from birth and your infancy, but you would not have the developed the
evolving faculties to make conscious decisions, to participate in the
grand scheme, the grand adventure that is before you. And you are not
being taught and groomed as unconscious drones. That is conscious
living?creator-sons-becoming?and that requires expansion and development
of all your faculties as a mortal, within your mortal mind and your
evolving, developing morontial mind. It is our hope that you evolve
into finaliters with superior, developed capacities, through your
experiences of conscious living as agondonters.



It is not that Christ Michael is an over-achiever for you, setting
higher goals than other Creator Sons?no, certainly not?but he sees
within the quarantine worlds of incredible capacity within mortals who
decide to engage, to continue the adventure. He sees within them
immense potential for the completion of the universe when it becomes
settled in the days of Light and Life. This is your goal, for yourself,
is it not, to assist Christ Michael with the settlement of this world in
the days of Light and Life? So you see, there is a parallel between
your desires, your goals, and the goals of Christ Michael. Know that he
knows you are fully capable of this as agondonters. You are not so much
chosen, as /you have chosen/ to participate, and that is the criterion
for success. Good day.



Student: I had a question before he left, but I didn?t want to interrupt.



Daniel: Do you want to re-engage him?



Student: Yes, I do. This is, I suppose, a bit of a curiosity question
but we?ve been informed that the adjudication has taken place and that
Lucifer chose to no longer exist. I?m wondering if?what about Satan,
Caligastia and Daligastia? I would tend to guess that they probably
also have been adjudicated, but we haven?t, that I am aware of, have
heard of that, or what their choice was. Can you speak to that?



RAYSON: Yes. Let me give you a parallel. This is part of your world?s
history, it comes from the Japanese: An enlightened, honored, but
rebellious general has led his troops astray, along with his other
generals below him and the ranks on down to the foot soldiers. And he
sees the error of his way, and he comes before the emperor. He does not
recant. He does not admit his guilt, but simply commits hari-kari there
before the emperor. And his generals, seeing this, do likewise, and
those of lesser arrogance and lesser ego, recant, admit their
culpability, express their remorse, their guilt, and ask for
forgiveness; and they are forgiven. So too, in this situation, have
those generals, lieutenants gone the way of their leader, and the leader
of the rebellion has capitulated, without admitting guilt; they too, do
the same and have done so.



Now, I use this gruesome example to create in you the sorrow that is
felt in the heart, the consciousness of Michael, Gabriel, Immanuel, and
all of his hierarchy...(tape turned)?they feel the same at the loss of
these incredibly brilliant leaders, gone astray. If you can feel this,
then you feel the sorrow that Michael has felt in the position that
required these decisions to be made, these individuals to be brought
into custody, brought to adjudication, brought to the awareness that
they must have to remove themselves from the eternal, unending stream of
the development of the universe. Do not forget this feeling that you
have felt about these generals who committed hari-kari. Do not forget
these feelings that you have felt, and in the mirror of that ?the
feeling of immense joy, ecstatic gratitude that you have for being led
by such a magnanimous, merciful, and just being as your Creator Son,
Christ Michael. This too, will empower your decision-making and the
augmentation of your morontial soul. You see nothing is lost, even in
the lessons of evil. Does this answer your question?



Student: Thank you very much. It reminds me of what it must be like
when you have a brilliant son, with so much promise, only to see him go
astray and destroy himself.



RAYSON: Yes, you have many examples here on this world. Are there
other questions before we close?



Student: I have one. Both Sondjah and Mantutia focused on using our
minds and our personal energies to help balance the planet?s energy.
For someone like me, who does not sense or feel the energies that you
talk about, can I still have an effect on the healing of the planet with
just my desire to do so?



RAYSON: You most certainly do! Your intention for your life directs
your energy to fulfill that intent. Your commitment to those peaceful
ends is the measure of your intent to assist your world to be at peace,
to assist the elements to be at peace. Oh, most certainly, although you
do not see, you have a mind that is most capable. You are using your
mind to good, with the intents that you use and your commitments to
fulfill those intents. Mindal individuals, as yourself, can do great
things without seeing, without hearing, without visualizing the energy
that flows around them. You are contributing to the health and welfare
and balance of your world that is measurable. Be at peace about your
capabilities, dear sister. (Thank you, Rayson. That does help.) You
are welcome.



Student: I do have one other question, if you are willing? Concerning
the experimental session that we had with you on speculation, what was
the opinion on your side of the veil as to whether it was a success or a
failure?



RAYSON: This measurement of pass/fail is inadequate to express the
results that were forthcoming from that session. It would be less than
a genuine measure to say that it was inadequate or that it failed,
though the results could have achieved much more than they did. It is
like trying to say whether a color of orange is a pass/fail orange, from
the ruddy oranges to the brilliant yellow-oranges?it is a ?good?
orange. Thank you, and good day!