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Chapter XI  In process


Cultivating Communitas and Group Processes


  1. Investigate theater work done with mental patients by community project leaders or drama therapists.. as in the case of Western State Hospital in Lakewood, Seattle.  Describe the innovative elements of this therapy as introduced by Lori Yates.
  1. Investigate the Maitri study spaces of healing theatre as designed by the Tibetan lama Chogyam Trungpa: Tibetan Buddhist theater for members of the sangha, and particularly mentally disturbed visitors to the Naropa Institute,.  Describe how explorations of the gem-like qualities as well as the pathologies of each of the five Buddha families is explored and transformed into theater.
  1. Read on Agosto Boal’s Theater of the Oppressed, choose from his arsenal of theatrical exercises a practice that would bring to light the boundary edges of each member of the study group.
  1. Build community through a storytelling process. Help the people around you share stories, remember their mutual humanity and rekindle the joy of collaboration. Read about storytelling as group intervention.  Storytelling leading to dialogue and group intervention in the case of turf wars.  Learn from Anette Simmons work,  with support of group feedback, ways to find your story and principles of storytelling.

5.     Group storytelling for cooperative process modeling. The model needs to be shared in order to promote multiple perspectives. Describe a group storytelling approach as an alternative to the traditional individual interviews to elicitate processes. The form of information gathering is the stories told by processes’ performers, who describe their work, difficulties and suggestions.

6.     What is a team?  Explore basic process skills for project team members.

7.     What are the components of an effective meeting? 


  1. Gurdjieff’s question:  “What is the most important thing that we notice during self-observation?” That is the first knowing exercise.  Commentary:  “Not one of you has noticed the most important thing that I have pointed out to you,” he said. “That is to say, not one of you has noticed that you do not remember yourselves.” (He gave particular emphasis to these words.) “You do not feel yourselves; you are not conscious of yourselves. With you, ‘it observes’ just as ‘it speaks’ ‘it thinks,’ ‘it laughs.’ You do not feel: I observe, I notice, I see. Everything still ‘is noticed,’ ‘is seen.’ … In order really to observe oneself one must first of all remember oneself” (He again emphasized these words.) “..
  1. Gurdjieff’s second phase of self-observation: Try to remember yourselves when you observe yourselves and later on tell me the results. Only those results will have any value that are accompanied by self-remembering. Otherwise you yourselves do not exist in your observations. In which case what are all your observations worth?”
  1. Peter Brook’s theater exercises emphasized the communication between actors and the audience.   The Essentials Exercise: The actors played a scene and then labeled each beat with a single sentence describing the vital content.  They then repeated the scene playing only these sentences in sequence.  Sentences were progressively reduced to key words which were also played as a scene, and finally each key word was reduced to its most prominent sound.  At this point, the original scene … left… a short, essentialized and non-mimetic core.
  1.  Grotowski Theater Exercises were designed to reduce all to essence and to break down walls of theater.  To eliminate everything that was artificial, things the were not essential… to eliminate lighting effects, only enough to see, eliminate music, effects of so-called total theatre, circus effects, scenery, eliminate everything even characterization…to reduce wall from actors and audience… the division between stage and spectators…they enter and exit space, a common space of audience and actors…In Kordian the space was laid out like a mntal hospital, with the audience and patients of psychodrama all together… determining if Kordian is of sound mind or not…IN Forefather’s eve, a ritual celebrated and the actors called up the spirits, provoked their appearance so the audience were the spirits.  All sounds are thus amplified, becoming pure music, the stripped bare lightning, creates an amplifieation of bare actor in contact with audience as part of the scene… as interpersonal situation.


  1. Group Interactions: Some exercises are explicitly designed for group interactions. Such as “weaving” which involves walking around members standing in a circle with the aim of experiencing the subtle interaction that occurs when one’s body comes within proximity of another body. Other exercises for groups involve placement of objects or efforts to develop a sense of presence while participating within a group.
  1. Open Theater
  2. Living Theater
  3. Rajneesh practice for groups



This includes the Waking Dream

Principles, practices, history and purposes of lucid dreaming, out of body travel, dream yoga, soul retrieval, ceremonies for sacred sleep, hypnosis, creative visualization, observing the waking dream and the ancient art of augury

First Moon – Birch (Inception, Beginning)

1. Create a waking dream and night dream journal as an artist book that will include notes, drawings, photos, artifacts, deities, symbolist paintings, any material gathered in the study of waking and night dreams.

Second Moon – Rowan (Vision, Astral Travel)

2. After learning about Shamanism from Mircea Eliade, find a pole or branch and create your own symbolic axis mundi for travelling between worlds

Third Moon – Ash (Waters)

3. Make a magical bed chamber rigged with psychoacoustics equipment for experimenting with other states of consciousness after reading Taita Robert Monroe’s books (key: investigate materials produced by the Monroe Institute)

Fourth Moon – Alder (Utility, Efficacy, Self-Guidance)

4. Design and lead a bed-time ceremony for your friends and family to invoke sacred sleep

Fifth Moon  – Willow (Witches’ Moon – Balance)

5. Make ritual clothes and objects to assist with sacred sleep

Sixth Moon – Hawthorne (Restraint, Hindrance, Limitation)

6. Research and gather herbs conducive to induction of clear dreams.  Draw pictures of these

herbs, learn folklore of these herbs and medicinal attributes.

Seventh Moon – Oak (Strength, Security)

7. Make an altar with dream deities, gurus and buddhas.  Learn about wisdom traditions, deities and gurus of sacred sleep

Eighth Moon – Holly (Encirclement, Polarity)

8. Learn about scrying, and build equipment for scrying.  Begin the practice of scrying.

Or Learn about dowsing and begin the practice of dowsing.

Ninth Moon – Hazel (Wise Crone Moon)

9. Make a list of memorable dreams you’ve had, or dream places, or places where odd things have taken place and then paint these places onto a map, linking these places together.

Tenth Moon – Vine (Celebration)

10. Read about ancient dream temples in Egypt and Greece. Design and create outdoors a protected dream temple and bed for group dreaming and healing activities.

Eleventh Moon – Ivy (Buoyancy, Resilience)

11. Reference Tibetan dream yoga, look for the AH symbol and reproduce the AH symbol to

help you cultivate conscious awareness in your dreams

Twelfth Moon – Reed (Home, Hearth, Truth)

12. Locate striking images from art history, from the symbolist tradition and reproduce your favorites, enlarge them for your dream space or dream temple, Write a poem that matches the painting.

Thirteenth Moon – Thirteenth Moon – Elder (Completeness)

13. Locate teachers or family or experts who have strong dream practices or study of the dreaming and record an  interview them.  Write up the interview with summary thoughts.  Give it a title and think of who the interview could serve, what audience or publication might find it valuable.


First Moon – Birch (Inception, Beginning)

1. Begin your dream journal with your most memorable dream.  Write the dream in a manner that inspires your feelings.  Write it in the first person, present tense, as if it is happening now.

Second Moon – Rowan (Vision, Astral Travel)

2. Hum a tune or compose a song with a drone box (shruti box) or computer program or recording device..  Make a rhyming song that describes your dream in words and feelings.  Make sounds to match feelings of the dream.

Third Moon – Ash (Waters)

3. Take a long dream sequence, or make one up, and divide it into named episodes.  Or create episodes from a series of related dreams.  Assign movement to each part of the dream. Combine gestures with movement, orient these gestures with movement, orient these gestures and movement to locations in space.  Are these memories related to the closet, the window, the floor, the ceiling, the chair, the painting?  Are these dream images flighty, heavy, abrupt, flowing, deep and low, airy, secretive, shouting for help.  Orient these feeling states to locations in the space.  Make a dance of gestures that moves across space.

Fourth Moon – Alder (Utility, Efficacy, Self-Guidance)

4. Create a dance of your dream, and combine it with music.  Choose a piece of music or share the dream with a friend or family member with a big repetoire of songs.  Find the music that describes the dream and dance it in space while speaking the dream in portions.

Fifth Moon  – Willow (Witches’ Moon – Balance)

5. Turn your night night dream journal upside down and begin entries from the other side that detail the Waking Dream including odd omens, portents, unusual occurrences from your daily life.  Cultivate awareness for unusual experiences by watching your surroundings with fresh eyes ready to capture eccentric noises, idiosyncratic movements coming from entities in your environment.

Sixth Moon – Hawthorne (Restraint, Hindrance, Limitation)

6. Study the work of symbolist painters such as Fernand Khnopff, Morris Graves, Odilon Redon, Gustav Moreau, Gustave Klimt….  Choose a work of art and make a poem about it using found words/new words in descriptions, or find new words in symbolist poems by William Blake, Theophile Gautier, Alfred de Vigny, Victor Hugo, Charles Le Conte de Lisle, Charles Baudelaire etc.

Seventh Moon – Oak (Strength, Security)

7. Begin a music archive by titling names of different kinds of dreamstates.  Survey your favorite local people including family  who are music fiends, afficionados, ethnomusicologists and connoisseurs.

Eighth Moon – Holly (Encirclement, Polarity)

8. Kleidonism is the belief that the most casual and fleeting interactions, including the overheard remarks of passing strangers, hold important insights or clues for one’s own life.  Spend the coming weeks collecting pieces, whispers from the Universe seemingly meant for you.

Ninth Moon – Hazel (Wise Crone Moon)

9. Document the qualities of your feeling states on a daily basis, as if describing weather patterns, and notice how the night dreams relate or don’t relate to these feeling states.

Tenth Moon – Vine (Celebration)

10. Design a way to teach local or locked up far away  prisoners Out of Body travel, Lucid Dreaming and Soul Retrieval.  How would this be done.

Eleventh Moon – Ivy (Buoyancy, Resilience)

11. Design a program to teach quadropelegic and parapalegic adults these techniques.

Twelfth Moon – Reed (Home, Hearth, Truth)

12. Create an audiobiography of your waking dream by sampling the sound environments that you traverse daily

Thirteenth Moon – Elder (Completeness)

13. The philosopher Schopenhauer speculated that the whole context of world history may be one vast network of interlocking destinies, in which our diverse life dreams are so artfully interwoven that “while each experiences only what redounds to his own increase, he performs what the others require.” Would it not be, he goes on to ask, “an act of narrow minded cowardice to maintain it would be impossible for the life paths of all mankind in their complex interrelationships.  Make a survey of the dreams of your close friends and family and perceive them as a larger story


First Moon – Birch (Inception, Beginning)

1. Create rituals of ordinary activities, make prayers and dedications to life when climbing a stairway, putting on your belt, universalize and dedicate your activities of climbing, mending, searching, reaching, stooping, with little prayers for others and rememberances that “Life is but a dream…”

Second Moon – Rowan (Vision, Astral Travel)

2. Experience your emotions and the emotions of others as encounters with deities. Experience anger as the encounter with a wrathful deity, and bless the encounter.

Third Moon – Ash (Waters)

3. Begin to see your interactions with others as holy and magical encounters.  Look through your lowered lids, the eyelashes, to perceive the magical fringes and dream-like oddities of daily encounters with people and events.

Fourth Moon – Alder (Utility, Efficacy, Self-Guidance)

4. Ritualize with words and gestures the beginnings and endings, openings and closings of daily deeds, forays, comings and leavings from one realm to the other (from home to street to market to school to forest to field to road to vehicle to portal.)

Fifth Moon  – Willow (Witches’ Moon – Balance)

5. Take note of what catches your attention, unusual occurrences, oddities in newspapers, radio, conversations

Sixth Moon – Hawthorne (Restraint, Hindrance, Limitation)

6. Write three pages daily on your “sneaking suspicions…” about anything at all.

Seventh Moon – Oak (Strength, Security)

7. Collect images, tunes, poems, gestures, communications, movies that awaken and ignite your heart.

Eighth Moon – Holly (Encirclement, Polarity)

8. Train yourself to blink when hearing a lie.

Ninth Moon – Hazel (Wise Crone Moon)

9. As you traverse ordinary landscapes and man-made world, let your mind’s eye create striking, bizarre phantasms on roof tops, cartops, doorways, fire hydrants.

Tenth Moon – Vine (Celebration)

10. Listen to your body signals about others and make notes of the signals and thoughts connected to these.

Eleventh Moon – Ivy (Buoyancy, Resilience)

11. Make a running, daily inventory of the qualities of interactions and chance meetings.

Twelfth Moon – Reed (Home, Hearth, Truth)

12. Make a day journal of omens and unusual occurrences.

Thirteenth Moon – Elder (Completeness)

13. On the beach or forest or field pay attention to life forms that attract your attention.  Spend time with a living thing of your choice and let it teach you dance or sing in tongues.


First Moon – Birch (Inception, Beginning)

1. Begin to learn about Lucid Dreaming well enough to teach others a strong introductory lesson and answer their questions

Book: Lucid Dreaming: The Power of Being Awake and Aware in Your Dreams

by Stephan La Berge

Second Moon – Rowan (Vision, Astral Travel)

2. Begin to learn about Shamanism and Soul Retrieval well enough to present an introduction to the others and answer their questions from chosen chapter in Taita Mircea Eliade’s book: Shamanism: Archaic Techniques of Ecstasy and from Sandra Ingermann’s book on Soul Retrieval

Third Moon – Ash (Waters)

3. Learn about Out of Body Travel by Reading from Robert Monroe’s three books in this order:

Journeys Out of the Body; Far Journeys and The Ultimate Journey

Fourth Moon – Alder (Utility, Efficacy, Self-Guidance)

4. Learn about Remote Viewing well enough to present a teaching to others and answer their questions by investigating the work of Joseph McMoneagle, Remote Viewing Secrets: A Handbook and Memoirs of A Psychic Spy, the remarkable life of a US Government remote viewer.

Fifth Moon  – Willow (Witches’ Moon – Balance)

5. Learn to read the world and your daily life as a repository of hieroglyphic messages with all phenomena representing reflections of higher principles by reading: The Waking Dream by Ray Grasse: Unlocking the Symbolic Language of Our Lives

Sixth Moon – Hawthorne (Restraint, Hindrance, Limitation)

6. Read Homer’s description of bird omens at the palace of Meneleaus when Helen was restored after the victory at Troy.

Read Odysseus’ account of heavy thunder from a clear sky.

Seventh Moon – Oak (Strength, Security)

7. Read True Remarkable Occurrences* compiled by John Train in New York

Eighth Moon – Holly (Encirclement, Polarity)

8. Learn about Dream Yoga well enough to present on it and answer questions from Namkhai Norbhu’s book with that name, and from the dream yogi Tenzin Wangyal.

Ninth Moon – Hazel (Wise Crone Moon)

9. Learn about the Aboriginal dreamtime from Robert Lawlor’s class: Voices of the First Day

Tenth Moon – Vine (Celebration)

10. Learn about the nagual, dreamers and stalkers by reading Carlos Casteneda, A Separate Reality

Eleventh Moon – Ivy (Buoyancy, Resilience)

11 Discover the work of master alchemist, Jungian scholar Marie Louise Von Franz by discovering her interpretation of Myths.  Archetypal Patterns in Fairytales, Alchemical Active Imagination.

Twelfth Moon – Reed (Home, Hearth, Truth)

12. Read Jane Robert’s Seth Material in The Nature of Personal Reality.

Thirteenth Moon – Elder (Completeness)

13. Learn about Hypnosis and Guided Meditation well enough to present about it and answer questions.  If questions remain unanswered, make a group effort to locate answers and cross-reference.  Hypnosis: Questions and Answers by B. Zilbergeld, MG Edelstein, and DL Araoz

Transfiguration Chapter Twelve includes Siddhis and Astral Cities

(Note to focus this material in a utilizable way: to give a historic precedent to visiting dreamworld, the purpose of understanding the waking dream, and the dreamlike nature of existence, toward co-creating with the our Creator Self.)

(Life as a spiritual adventure.)

II. THE MYTHICAL LANDS are places that live on in other dimensions.  They have existed and continue to thrive for eons in various densities, both invisibly, at different elevations of the astral, as well as physical “silly-putty” lands with flexible and shape-shifting populations and structures.  The polar wanderer Admiral Byrd said, “I want to see that land beyond the North Pole, that land is the center of the great unknown.”  He proved this statement in a photo of himself holding a tree-branch aloft, he  found this floating tree branch on the treeless North Pole.  He imagined the branch had emerged from a mythical land within the Earth, just below the North Pole.

We have learned of these astral lands over the ages by pre-historic record-keepers such as Herodotus, Pliny the Elder, Seneca, as well as contemporary spiritual adventurers Rene Guenon and Madame Blavatsky and modern scholars such as Graham Hancock.  The astral cities were offhandedly described by ancient adventurers and philosophers over the millenia, who detailed their marvelous and strange histories and populations.  Much factual information is believed to be lost due to the burning of the Library of Alexandria, as well as cataclysmic ends of previous worlds due to poleshift.

The pharaohs with the skill of manifesting flesh from more ethereal substance, such as Seti I who traveled between the invisible Land of Amenti and London, were witnessed by contemporary historians such as recorded in the factual autobiography of the Egyptologist and hobo queen, Om Seti written by Jonathon Cott and edited by Jackie Onassis.  Om Seti was also known as Dorothy Eadey.  As a small child in London just prior to WWII, little Dorothy Eadey fell down the basement stairs hitting her head along the way…which resulted in total recall of a previous incarnation in Egypt.  She began her studies of Egypt as a child, spending her days after school in the British Museum and Library.  Her studies were fuelled by a passion for that era as well as a vivid and ageless memory of true love with the former pharaoh Seti I which resulted in a scandalous pregnancy and subsequent suicide circa 700 BCE.

At the age of fourteen, Om Seti was visited in her London bedroom by the former Pharoah who appeared beside her newly enfleshed from Amenti… In her account edited by the former Jackie Onassis, she declares she was not frightened by this visitation, only ecstatic to see her old love, though the former pharaoh had arrived somewhat embarrassed as he mistakenly  emerged first from the ether in the mummified form, his last memory of himself. This embarrassment didn’t detain him, so glad was he to see his long-lost love  after 3000 years of searching, that he tore apart her nightgown newly adorned by her stitched embroidery of hieroglyphics.  As a young adult, Dorothy Eadey found a willing Egyptian to be her husband and just shortly after WWII moved to Abydos where she became resident archeologist there, years before the road was paved. From the backwater of Abydos she became a local celebrity gaining funding for archeological digs and attracting scholarly travelers.  It was in Abydos that neighbors and family’s likewise witnessed the nightly visits of the Pharoah from the land of Amenti who upset the local dogs whose barking awakened the neighbors.  In Abydos Eadey renamed herself Om Seti,  which means mother of Seti, she named her son for the King… And as a resident scholar in Abydos her vision augmented the emerging scholarship of  her then- aspiring comrades  Wallis Budge and Walter Fairservice . Her past-life recall of ancient Abydos before it was covered by earth was many times proven by her accurate previews of crucial archeological sites of the temple compound of Seti I.  She detailed the lifeways and ceremonies of the archeologists and thereby guided the direction and decisions of obedient scientists responsible for selecting and financing viable archeological sites for long-term research projects.

The following is secondary material, found on the web when searching for mythical lands and hyperborea

Or: Mythical Lands have been described by Greek scholars including Hesiod, Homer, Pindar, Herodotus, Plato, Apollonius Rhodius, Callimachus, Strabo, Pausanias, Antoninus Liberalis, Aelian, Philostratus the Elder, Clement of Alexandria, and Latin scholars: Hyginus, Ovid, Vergel, Seneca, Pliny the Elder, Valerius Flaccus,  Statius and the scholar from Byzantium named Suidas who wrote in the 10th century.

The mythical lands are known by the names:

Aea, Land of the Far East; Aethiopia, Land of the Far South; Atlantis, Land of the Far West; Erytheia, Land of the Far West; Heliades, Land of the Far South; Hesperia, Land of the Far West; Hyperborea, Land of the Far North; Panchea, Land of the Far South; Thule, Land of the Far North;

We have records of Fantastic tribes of terra incognita and Mythical islands of Mare Incognita

Spiritual adventurers have visited these places and returned to tell of their existence, these include adepts contemporary as Madame HP Blavatsky and Rene Guenon. In the words of a visionary scholar about these studies by Guenon and Blavatsky:

The human race, in their view, did not struggle up from ape-like ancestors and continue to progress in knowledge and power up to its present level.  On the contrary, its origin was divine and its first state a non-physical one; only as the cycle proceeded did it enter as fully into the physical world as we find ourselves today.  It is not the “ascent of man” as Darwin put it, but a descent that is traced through these prehistoric phases.

We turn first to Blavatsky’s account of the lost epochs of Hyperborea and Atlantis.  For this it is necessary to sift and sort the remarks scattered in her masterwork of “initiatic science” The Secret Doctrine, which takes the form of a commentary on the cryptic “Stanzas of Dzyan” an otherwise unknown text of traditional cosmogony.  Blavatsky is not always consistent, whether through haste…

… But the main lines of her story of humanity can be reconstructed thus, as the sequence of seven Root-Races on seven continents.

1.    The first continent of this Manvantara (a period of many millions of years) was the “Imperishable Sacred Land.”  Although little can be said of it, it “capped over the whole North Pole like one unbroken crust…”  This was the home of the First Race of mankind, which “had neither type nor color, and hardly an objective, though colossal form>”  These our first ancestors, had ethereal, not physical bodies, and could not be injured or destroyed by death. 

2.   The second continent extended southward and westward from the North Pole, it may have included Baffin Bay, as well as a horseshoe shaped continent stretching from Greenland to Kamschatka.  On it appeared the Second Race, of monstrous, androgynous, semi-human beings; they were the “first attempts of material nature at building human bodies.” The bulk of them perished in the first great cataclysm, as Greenland and the other northern “Edens with their eternal spring” were transformed into “hyperborean Hades.”

3.    For the third continent, stretching from the Indian Ocean to Australia” Blavatsky borrowed a contemporary geologist’s term, Lemuria.  This was the time of the Third Race, a Golden Age, when the gods walked the earth and mixed freely with the mortals.  In the course of the Lemurian era, the first of the truly human races appeared, as they gradually developed from androgynous egg-layers into two distinct sexes.  This was the “fall of man”, and occurred about 18 million years ago.

4.   Lemuria was destroyed in its turn, and its survivors gave birth to the Fourth Race, whose home was Atlantis.  The Atlanteans divided from their earliest tribes into the righteous and unrighteous.  Their continent sank about 850,000 years ago.

5.    The Fifth, brown-white Race (Aryan) appeared in Asia.  Since then, many lands have appeared and disappeared, of which the last was Plato’s “Atlantis”, a fragment of the great continent which sank some 12,000 years ago.

6.    Two more races are to follow before the end of this Manantara.

Re-work as next task

Guenon on Hyperborea

One could scarcely choose two more different characters than the volatile Russian aristocrat, whose life is a web of intrigue and mystery, yet who work is a mine of esoteric wisdom; and the coolly intellectual Frenchman, who held in disdain Madame Blavatsky, all her followers, and all she stood for, while teaching in many instances exactly the same things.  Blavatsky got her knowledge through wide reading and through the oral teaching of Masters who have never been conclusively identified.  Guenon derived his from different but analogous sources; there are rumors of mysterious Hindu contacts in his early life.  He left his readers in no doubt that he spoke with authority derived from initiative teachings, and not merely from scholarship or personal philosophy.  In an article on “Atlantis and Hyperborea” Guenon says of another writer on the subject:

“We consider him as a seeker and that is in no way to denigrate him, who offers explanations according to his personal views, sometimes quite adventurous ones: which is his perfect right, since he is not attached to any currently living tradition and is not in possession of any data received by direct transmission.  In other words, we may say that he is doing archeology, whereas we ourselves are doing initiatic science, and those are two points of view which even when they touch on the same subjects, cannot coincide in any way.

Rene Guenon’s account of Hyperborea resembles Blavatsky’s in many ways, but is conceived on a far more restricted time-scale.  He concerns himself with epochs far anterior to any historical times, but nevertheless belonging to the same Mahayuga or series of four ages, as all of know history.  Guenon also calls this period a Manvantara, although usually that denotes a much longer period containing seventy-one Mahayugas.  Calculating on the basis of the numbers given in the Hindu Puranas, Guenon suggests that its duration bight by 64,800 years, corresponding well to the actual age of present earthly mankind.

This Adamic cycle, which Guenon believed to be now nearing its close, began in the Hyperborean land called Tula—the same name as the Greek and Latin Thule.  It was “the first and supreme center for the whole of the current Manvantara the archetypal sacred island, and its situation was literally polar at the origin.  What manner of beings lived there, Guenon does not say, but he gives one to understand that our cycle of humanity began there, under the primordial law and tradition given it by the Vaivasvata Manu or spiritual founder of the Manvantara (Tradition is used in a special sense by Guenon and his followers to denote the cocmplex of esoteric knowledge, symbolism, initiation, and ritual practice of which a religion constitutes the exoteric side.)

Later than this Hyperborean center, and quite distinct from it, according to Guenon, came Atlantis, the land now sunk beneath the waves of the Atlantic Ocean.  He surmises that the Atlantean civilization  might have lasted for a Great Year of 12,960 years, equal to half the period of the precession of the equinoxes.  As for our own post-Atlantean epoch, he says that it received its tradition from a dual source: first, directly from the Primordial tradition in the North; second, from the Atlantean in the West.  The first of these is at the origin of Hinduism, which Guenon regarded as the closest of all current traditions to the primordial one, while the second took root both in ancient Egypt and in America.  It seems from his essays on symbology that Guenon did not regard Meru as an actual mountain situated at the North Pole, but rather as a symbol of the earth’s axis that passes through the pole and points to the Arktoi, the constellations of the Great and Little Bears.

… One the whole, Guenon’s interest in this material was in expounding the symbolism and mythology of the Pole, to which we will return in Chapter Eleven.  It is important to realize the degree to which he was stepping outside the normal boundaries of his teaching in even mentioning such things as Hyperborea and Atlantis.  Most of his work is about symbolism and metaphysical doctrines, especially as transcending the boundaries between the different religions and as revealing their unanimity at the esoteric level.  Atlantis, it is true, was described by Plato and has been the subject of hundreds of books, is a marginally respectable topic, though geologists regard an Atlantic location for it is discredited idea.  Hyperborea is less acceptable, particularly in the interpretation Guenon gives of it.  For whereas there have been scholarly attempts, from Jean Sylvain Bailly to Jurgen Spanuth, to identify the legendary Atlantis with some actual territory in the far North,  Guenon does not do so: he makes it abundantly clear that Hyperborea is not the same as Atlantis, but an earlier continent situated fairly and squarely at the North Pole.

It is, admittedly, difficult for the present-day mind to imagine a purely ethereal First Race such as Madame Blavatsky places at the Pole; and the question will naturally arise of why the remains of her Second and Third Races have not been discovered by paleontologists.  Guenon, though he generally avoids such topics as too sensational, touches on them when he writes in The Reign of Quantity and the the Signs of the Tiems of the progressive solidification of the world and its inhabitants—adding, a propos modern science, that far from having pushed back the boundaries of the known world, it has shrunk them as never before by reducing trhe world and man to mere corporeal entities, ddeprived, by hypothesis, of the smallest possibility of communication with any other order of reality.  Earlier in the Manvantar, he explains, the descent into matter had not gone so far as it has today.  Some of his followers agree with the Tehosophyists in saying frankly that this is why we do not disinter the bones of our Hyperborean ancestors; their bodies were simply not materialized to the extent that ours are, and consequently have not been preserved.

This easily disposes of the objection based on the polar climate as being too cold and dark for human beings: As Blavatsky says:

“We men have learned to live in every climate, whether frigid or tropical, but the first two Races had nought to do with climate, nor were they subservient to any temperature or change therein.  And thus, we are taught, men lived down to the close of the Third Root Race, when eternal spring reigned over the whole globe. 

Jean Phaure has developed Guenons hints into a version of prehistory that brilliantly reconciles four disparate chronologies: Guenon’s 64,800 year cycle of our present humanity, due to end in the fairly near future: the Hindu system of four Yugas; the astrological ages and the Great Years of the Greeks.  His scheme is as follows:

Circa 62,800 to 36,880 BCE: Golden Age (Krita Yuga) duration 25,920 years (one full precessional cycle, beginning with the Age of Leo) Earthly Paradise before incarnation

36,880-17,440 BCE: Silver Age (Treta Yuga), duration 19,440 years (nine Astrological ages, Leo to Sagittarius) Fall into incarnation; Hyperborea. Possibly Mu and Lemuria. 

17,440 to 4,480 BCE: Bronze Age (Dvapara Yuga) duration 12,960 years (half a precessional cycle, Scorpio to Gemini) End of Atlantis circa 10,800 BCE: Atlantean colonies: Noah’s flood; beginning of writing

4,480 BCE to 2000 CE Iron Age (Kali Yuga) duration 6,480 years (Age of Taurus, Aries, Pisces) Classical history, birth of Christ marks the beginning of the Piscean Age. 

Millenium: Aquarian Age, Parousia, Judgement; Beginning of a new cycle of humanity.

In Phaure’s book, this scheme is preceded by very extensive documentation to bring it into line with scientific views of prehistory, which cannot possibly be summarized here.  But like Richard Thompson, he holds views broader than those of materialistic science.  While this first race is not even physical, Phaure is unperturbed by the consequences of incarnating his “Silver Age” humanity in the Arctic, in the middle of an Ice Age:

  • Hesiod, Catalogues Fragments – Greek Epic C8th-7th B.C.
  • The Homeric Hymns – Greek Epic C8th-4th B.C.
  • Pindar, Odes – Greek Lyric C5th B.C.
  • Herodotus, Histories – Greek History C5th B.C.
  • Plato, Charmides – Greek Philosophy C4th B.C.
  • Apollonius Rhodius, The Argonautica – Greek Epic C3rd B.C.
  • Callimachus, Hymns – Greek Poetry C3rd B.C.
  • Callimachus, Fragments – Greek Poetry C3rd B.C.
  • Strabo, Geography – Greek Geography C1st B.C. – C1st A.D.
  • Pausanias, Description of Greece – Greek Travelogue C2nd A.D.
  • Antoninus Liberalis, Metamorphoses – Greek Mythography C2nd A.D.
  • Aelian, On Animals – Greek Natural History C2nd-3rd A.D.
  • Philostratus the Elder, Imagines – Greek Rhetoric C3rd A.D.
  • Clement of Alexandria, Exhortations – Greek Rhetoric C2nd-3rd A.D.
  • Hyginus, Astronomica – Latin Mythography C2nd A.D.
  • Ovid, Metamorphoses – Latin Epic C1st B.C. – C1st A.D.
  • Virgil, Georgics – Latin Bucolic C1st B.C.
  • Pliny the Elder, Natural History – Latin Natural History C1st A.D.
  • Seneca, Phaedra – Latin Tragedy C1st A.D.
  • Valerius Flaccus, The Argonautica – Latin Epic C1st A.D.
  • Statius, Thebaid – Latin Epic C1st A.D.
  • Suidas – Byzantine Greek Lexicon C10th A.D.






Chapter Eleven:

Cultivating Communion and Group Process

A wandering crowd  encounters another crowd.  The individuals on both sides fan out so that each can see all  the others.    Facing off for two strange crowds spins a lather of feeling and the leader on one side begins to speak.  Or he begins to sing.  Or she begins to bait the others with mockery.  Or he begins to dance.  Or he begins the ballgame.  Or she offers a gift.  .  Or he begins a seduction.   Or they cry out with a joyous cheer of reunion.  Someone in the crowd has a pair of futuristic antennae.  The antennae man  says something so pure that turns every mind and heart inside out in awe of the Universal Tao and then a new creature, an entelechy emerges from this contact and life changes for all concerned in the newborn crowd. 

A crowd encounters something so mysterious or frightening  that all egos fall away and a state of One Heart and One Mind emerges.  The crowd spends the rest of its lifetime retelling the children about this event, they recreate this event as best they can in a rash of superstitious ceremonial forms invoking the heavens, with fervent wishes for  a revisitation of that Spirit, that event… and that ritual every year in commemoration, hoping to revisit this state of one mind and one heart.  (A summary of Victor Turner’s  theory of Communitas, the birth of ritual practices and processes.)

Emergencies ar e producing new tribes.  Earth changes are producing new collectivities of interdependent survivors.   How do people in a crowd during crisis time, access resources and masteries from one another…what is most necessary to gather together into functioning groups?   How do people access the hidden powers and resources of a crowd of new strangers?

In this chapter…We begin a study of group work, group process, group dynamics.  To track the  emerging dream of the group, to understand what the coalescence is producing through spacetime, or how spacetime is producing through the particulars of this unprecedented coalescence. .  We watch for what wants to be said by the larger body by tracking individual movements that are odd and out of synch with the flow.   Idiosyncratic movements are noticed and praised and in that way they grow monstrous and beautiful into a symbol or a key to new dimensions.  Idiosyncratic movements are praised and  they repeat themselves, in that way a living being emerges from the idiosyncrasies that has a voice and the voice is a key to a door opening a lively newborn field, another zone of beauty , another zone of existence.   

Arnold Mindell has made an art of watching the flow of an assembly of individuals in a group and has mastered the art of catching the motions that are out of synch with the flow. He spots the  out of synch movements produced by an individual, he praises this movement, he loves it, he appreciates it and it grows, he  pulls it from the rest, isolates it, repeats  it, pulls it into a sequence of self similar movements, a dance of iterations, to reiterate the out of synch idiosyncratic gesture till it grows a symbolic entity, a living entity with a voice of its own…It has its own tone, it has its own sound, it becomes a nest of metaphor, a living nest of transfiguring things… In this way it heals, it becomes a home of transformation with medicine for all members of the assembly.

Ervin Laszlo’s theory of punctuated equilibria…How the edge environments, the transition zones are the birth places of the evolutionary flowers, where hybridization and morphogenesis of lifeforms practice for the daywhen the dominating dinosaurs die out, vacate  the open field, allowing them to enter the field and populate the vacant niche… a future of species omniconsiderate of  the diversity of  traits and capabilities of the next generation.

Retribalizing neighborhoods.  We are seeking to inform new patterns on these neighborhoods.  All human design problems and problems of soul can be solved at the neighborhood level.    Neighborhood solar greenhouse, neighborhood elder house, neighborhood water catchment, neighborhood alcohol still, neighborhood trash into treasures house, neighborhood dream house, neighborhood renovation station,  neighborhood commiseration station, late night video house, early morning coffee house, costume house, teenage society cottage, necklace of children’s projects… etc.

These are patterns, but the subject is the retribalizing of neighborhoods.  How to animate the extroverts and appease the introverts… so that the neighborhood is a haven for both and all hidden gifts wanting to be shared are born into the field of community survival.  Off-the-grid, local self-reliance…








Maestro Star Nations Elders Teach Methods and Practices to Engage

Intellect, Heart, Intuition and Physicality


* Star Nations Elders Teach…

Principles, practices, history of Star Nations knowledge from contact with beings from other star systems


THINKING LESSONS ON STAR NATIONS STUDIES (Thirteen moon’s worth of crop circle studies)


First Moon – Birch (Inception, Beginning)

1. Begin to learn scientific approach to study of crop circles researching answers to complex questions such as: How does the biophysicist William Levengood investigate the formation of crop circles to conclude they are genuine?  What kind of plant analysis tests have been taken from crop circles and what does each show?

Second Moon – Rowan (Vision, Astral Travel)

2. Investigate and write an essay about how Dr. Franz Lutz  MD  used crop patterns in the process of healing of plants and animals through resonance.  Answer one of these questions in a short presentation: What patterns did he use?  Where else do we find these patterns in nature and/or man-made design?  How is his work used in Europe?

Third Moon – Ash (Waters)

3. Write on the characteristics which distinguish authentic crop circles from man-made crop circles.

Fourth Moon – Alder (Utility, Efficacy, Self-Guidance)

4. Find articles or writings that describe the spiritual meaning of three different crop circles and prepare a summary talk on the subject.

Fifth Moon  – Willow (Witches’ Moon – Balance)

5. Operation White Crow took place in the Devil’s  punchbowl in Cheesefoot Head, Winchester in the Hampshire in 1989 one year prior to Operation Blackbird.  What strange things happened to Pat Delgado during Operation White Crow?  Write your thoughts about this phenomena. Why do you believe or disbelieve this news story.  Why is Operation Blackbird important to the worldwide expert Colin Andrews?

Sixth Moon – Hawthorne (Restraint, Hindrance, Limitation)

6. Find a story about how the invisible makers of crop circles respond positively to people’s witnessed requests for patterns, as if in silent dialogue, they later produce crop circles requested.  How Busty Taylor commented that one day he would love to find all the previous crop circle designs wrapped up into one and how the next day just such a formation appeared precisely below where his aircraft had been.

Now investigate the co-creative science of Machaelle Small Wright’s collaboration with Nature on the creation of energy gardens.  Write about possible significance to crop circles.

Seventh Moon – Oak (Strength, Security)

7. Discover accounts told by counterfeiters or hoaxers who have made crop circles.  Fine tune this research to find accounts of how the strange experiences in the fields affected the skeptical hoaxers.  Circlemakers saw globes flying above their man-made designs. 

Eighth Moon – Holly (Encirclement, Polarity)

8. Locate the research of Zhang Hui, the research fellow of the Yinjiang Museum in Urunqi who saw the second crop circle appear in a short period of time.  Write about his work in China.

Ninth Moon – Hazel (Wise Crone Moon)

9. Find researchers accounts of how stone circles are markings of old crop circles. Why do they believe this?  What evidence do they use to substantiate their claims?

Tenth Moon – Vine (Celebration)

10. What are the subjects covered in Andreas Muller’s worldwide data-base on crop circles?  Choose your area of study.  What are the applications or significance of the various subjects of these data-bases?

Eleventh Moon – Ivy (Buoyancy, Resilience)

11 What is the role of psychics in crop circle studies?

Twelfth Moon – Reed (Home, Hearth, Truth)

12. Read Robert Lawlor’s book on Sacred Geometry.  Read native elders reports on Sacred Geometry.

Thirteenth Moon – Elder (Completeness)

13. Break a larger group into twos and investigate various indigenous Native elders stories on Star Nations knowledge.


Thirteen Moons (Weeks or Days of) Active Lessons for Heroic Doers and Fabricators

(and their friends)  pursuing studies led by Star Nations Elders

  1. 1.      First Moon – Birch (Inception, Beginning)

Study the images of extraterrestrial entities by Jose M. Fernandez

Then study the  typologies of extraterrestrial races by Alex Collier and Zulu witchdoctor Vusumazulu Credo Muttwa.  Draw your own images of these with descriptions of their knowledge.

  1. 2.      Second Moon – Rowan (Vision, Astral Travel)

Make dream-like costumes, hats, boots imprinted with crop circle designs

  1. 3.      Third Moon – Ash (Waters)

Make a crop circle tool or a tool with sacred geometric forms embossed in order to make

An ordinary tool into a prayer tool of power (hoe, planting stick, pogo stick, spoon)

  1. 4.      Fourth Moon – Alder (Utility, Efficacy, Self-Guidance)

Learn the Making of Sacred Space by studying lighting and geopathic energy lines by Charles Bolta

  1. 5.      Fifth Moon  – Willow (Witches’ Moon – Balance)

Choose a crop circle and design a garden that will empower or strengthen the surrounding area

  1. 6.      Sixth Moon – Hawthorne (Restraint, Hindrance, Limitation)

Create crop circle forms in other materials including mud, leaves, wax, cookie dough

  1. 7.      Seventh Moon – Oak (Strength, Security)

Study Beautiful Painted Arrow’s plans of  sound chambers to align people with Mother Earth and design and implement one with your group.

  1. 8.      Eighth Moon – Holly (Encirclement, Polarity)

Create objects from the sacred symbols that carry starseed vibrations of portals to the Universe as taught by Leandra Murray

  1. 9.      Ninth Moon – Hazel (Wise Crone Moon)

True prayer as means to reduce tribulations of impending shift by Annie Kirkwood, author of Mary’s Message to the World.

  1. 10.  Tenth Moon – Vine (Celebration)

Design a yantra for a ceremony and design a ceremony to invoke the energies of certain forms and the intelligence of the makers of crop circles.   Direct the ceremony.

  1. 11.  Eleventh Moon – Ivy (Buoyancy, Resilience)

Create and enact a debate on crop circles between believers and non-believers

  1. 12.  Twelfth Moon – Reed (Home, Hearth, Truth)

Make teaching poster of Crop Circles American Indian, Fractal and Mathematical Symbols by Adriano Forgione

  1. 13.  Thirteenth Moon – Thirteenth Moon – Elder (Completeness)

On Ancient Indigenous Cultures by Ricardo Gonzalez of Peru, taught by the beings behind Mission Rahma


Thirteen Moon’s worth, or Thirteen Week’s worth, or Thirteen night’s worth of

Lessons Awakening Compassion and Engaging Heart of Sensitive students of Star Nations Elders


First Moon – Birch (Inception, Beginning)

  1. 1.      Read on the relationship of ET and Earthling by spiritual elder of Iroquois, Lakota and Metis heritage, Robert Ghost Wolfand write an inspired poem or song

Second Moon – Rowan (Vision, Astral Travel)

  1. 2.      Study the sacred symbols that carry starseed vibrations of portals to the Universe as taught by Leandra Murray

Third Moon – Ash (Waters)

  1. 3.      Read ways of interdimensional contact taught by Paula Rich Greenwood and write a story or poem or make a dance about loving contact between beings of different dimensions/orientations.

Fourth Moon – Alder (Utility, Efficacy, Self-Guidance)

  1. 4.      Listen to talks by Rauni Kilde, ex-Surgeon General of Finland, travels throughout the world sharing her experiences about the Star Nations and other messengers who changed her life.  .

Fifth Moon  – Willow (Witches’ Moon – Balance)

  1. 5.      Read passage from Kunci Cistina (Little Grandmother), survivor of a long spacecraft abduction has discovered there is indeed sanity, encoded in universal and spiritual laws called The Laws of Insanity. Write a story that describes this ironic remark, what Kunci Cistina means by this.   Write a story of her abduction and her views of the world.

Sixth Moon – Hawthorne (Restraint, Hindrance, Limitation)

  1. 6.      Sonic Structure and Esoteric Geometry of the Dimensional Worlds by Chelsea Flor

Seventh Moon – Oak (Strength, Security)

  1. 7.      Introduction to True Transfiguration as taught by Almine Barton

Eighth Moon – Holly (Encirclement, Polarity)

  1. 8.      Introduction to True Ascension taught by Jeret Coldwell

Ninth Moon – Hazel (Wise Crone Moon)

9. True prayer as means to reduce tribulations of impending shift by Annie Kirkwood, author    of Mary’s Message to the World.

Tenth Moon – Vine (Celebration)

  1. 10.  What off-planet intelligences want us to know by Angela Browne-Miller taught through true UFO contactee  stories told by Susan Cerdean, Daniel Fry, Billy Meier, Sixto Paz Wells, Carlos Diaz, Howard Menger, Elizabeth Klarer, George Adamski, Truman Behrum

Eleventh Moon – Ivy (Buoyancy, Resilience)

  1. 11.  How the Pleaidians help Humankind by Jane Egan

Twelfth Moon – Reed (Home, Hearth, Truth)

  1. 12.  Messages Conveyed through Crop Circles as taught by Rod Bear Cloud

Thirteenth Moon – Elder (Completeness)

  1. 13.  On Ancient Indigenous Cultures by Ricardo Gonzalez of Peru, taught by the beings behind Mission Rahma



Thirteen Moon’s of Nightly Lessons to Awaken the Intuition

For Supersensitive Children of All Ages


First Moon – Birch (Inception, Beginning)

  1. 1.      Read on Consciousness and Energy: Ways of the Ancient Science of Initiation by Chelsea Flor/ Create a daily practice and apply it.

Second Moon – Rowan (Vision, Astral Travel)

  1. 2.      Seeing and hearing the “Other side” Full Time by Judy Goodman. Create a daily practice and apply it.

Third Moon – Ash (Waters) 

  1. 3.      Ways of interdimensional contact taught by Paula Rich Greenwood. Use symbols, songs, visualizations to bring contact closer.

Fourth Moon – Alder (Utility, Efficacy, Self-Guidance)

  1. 4.      True Remote Viewing, stories and methods taught by Ingo Swann

Fifth Moon  – Willow (Witches’ Moon – Balance)

  1. 5.      True prayer as means to reduce tribulations of impending shift by Annie Kirkwood, author of Mary’s Message to the World.

Sixth Moon – Hawthorne (Restraint, Hindrance, Limitation)

  1. 6.      What is Multi-dimensionality? Experiential lessons as taught by

Seventh Moon – Oak (Strength, Security)

  1. 7.      True Ascension taught by Jeret Coldwell

Eighth Moon – Holly (Encirclement, Polarity)

  1. 8.      True Transfiguration as taught by Almine Barton

Ninth Moon – Hazel (Wise Crone Moon)

  1. 9.      Spend each day with one of the twenty-two ET symbols, which represent the 11 Spiritual and 11 Universal Laws which the Star Nations observe throughout the galaxy, taught by Standing Elk. Record feeling states and visions when moving these symbols through the body..

Tenth Moon – Vine (Celebration)

  1. 10.  Making Sacred Space by knowing lighting and geopathic energy lines by Charles Bolta

Eleventh Moon – Ivy (Buoyancy, Resilience)

  1. 11.  Keys to DNA and remembering by Anna Hayes with the Guardian Alliance, the original humans from the future, Turanusiams. 

Twelfth Moon – Reed (Home, Hearth, Truth)

  1. 12.  Sacred symbols that carry starseed vibrations of portals to the Universe as taught by Leandra Murray

Thirteenth Moon – Elder (Completeness)

  1. 13.  Study, listen to and learn to play sonic Structure and Esoteric Geometry of the Dimensional Worlds by Chelsea Flor




13 Moons worth of Lessons On Power: The Right Use of Will

Thinking Lessons:

  1. Read The 49 Laws of Power to discover historical anecdotes about the world’s most powerful strategists… to discover historical socio-political approaches to power.Choose one power broker described in the book and write about the choices and character of the subject.  Create a character sketch based on this person’s life choices.
  2. Read Dr. David Hawkins MD: Power vs. Force to understand the difference between true power that comes through skillful means and a graceful heart, as opposed to Machiavellian power politics where the ends justify the means.
  3. Choose a political leader and read their biography.  Take notes on their qualities of character that opened their destiny.  Take notes on their choices made along the way and the consequences of those choices.
  4. Write an essay about abuses of power.  How is power abused?
  5. Read Voices of the First Day by Robert Lawlor and discover aboriginal ideas about power.  Write an essay about what aborigines think and feel about what true power is and where it comes from.
  6. Think about your classmates or your work associates and imagine that each has a distinct power.  Power isn’t always apparent but everyone has a unique power.  Write a list of the powers encountered in your closest associates, write their name and give them a power… maybe name them as a superhero of that kind of power.
  7. Watch a series of television programs and observe how power is used and abused.  Take notes about the ways power is used and abused by people every day.
  8. What kind of language or dialogue has subtle intimations of rank…How do people establish and maintain rank through their interpersonal communications?
  9. Read Arnold Mindell’s Sitting in the Fire and learn about skillful worldwork with diverse groups dealing with conflict and creativity.  Locate portions that most inspire you in this book.  How would you use this book.
  10. Choose a demagogue and read their words. (Adolf Hitler, Aimee Semple MacPherson,FDR, Winston Churchill,  Trotsky, Stalin, Lenin, Machiavelli.)  Study how they useWords and ideas to persuade people of the absolute truth of their statements.
  11. Locate or choose a historical figure who gained power even though their attitude was modest and graceful.  How did they attain their position?  (Robert Redford, Paul Newman, Buckminister Fuller, Lynn Twist, Archbishop Desmond Tutu, Nelson Mandela, Merce Cunningham,  Gloria Steinham, Jimmy Carter, Lillian Bonham Carter, Sissy Spacek, Frida Kahlo)
  12. Read about the education of Alexander the Great.  What did Aristotle teach him?
  13. How do different organizations and governments structure power?  How is power distributed within organizations like governments and corporations?  Choose a government or organization and research how it structures the flow of power through it.

Feeling Lessons on Power

  1. Choose a piece of powerful music.  Tell us in descriptive language, what gives it power?
  2. What  kind of power do you think you might have?  Can you feel it and describe it in a poem, song or drawing?
  3. Listen to dialogue around you or on Television… How does your body and feeling sense respond to how power is used or abused in human interactions?  Describe the effect on you of power abused.
  4. What is most powerful in your environment right now?  Is it a sound?  A smell? An activity?  What makes it powerful?
  5. Who is the most powerful person in your world these days?  What makes them powerful?  How do they act or demonstrate their power?
  6. Create a list of five animals from most powerful to least powerful.  Create another list of animals from least powerful to most powerful.  What kinds of animal qualities are powerful?
  7. Everything and everyone has distinct powers, though some of these are emphasized by our society, and others are not.  What does our society call weakness that another society might call powerful?
  8. Choose an event that hit you with power, a meeting with a person, place or experience.  Write a poem that tells us but doesn’t tell us what that thing was. Create a description of the feeling without letting us know what it was.
  9. Tell a true story about power or a story that seems true about power.  There once was a powerful man, or woman or event, or child… and they weren’t always that way…in the past, present or future… They hadsome difficulties and they made choices and acted this way and that way…
  10. If you wanted to capture an audience’s heart feelings… how would you openthe first scene of a movie or story?
  11. If you wanted to tell a story in which not only one person wins but many people win,What would the subject of your story be?
  12. What is the most noble mission you can imagine?  The most noble thing you couldattempt to do?
  13. If you wanted to describe something beautiful that has never happened before to a person or a group of people, what would the last scene of your movie or story be?
  14. If you had a lot of power, how would you distribute that power to many people?

13 Lessons on Knowing Power

  1. Sounds of power as music.  Choose music that empowers you.
  2. Expression of power.  Choose an expression of power that delight you.
  3. Gestures of the power of love.  Whose love has the most power?
  4. Vocal styles of power.  Whose voice at home or on television has great power?
  5. Power of concentration, focus on an image for a long time
  6. Power of concentration, focus on a repeated mantra for a long time
  7. Power of discernment: Listen to voices of friends and strangers and name their qualities and powers.
  8. Look for power in insentient things… like trees, rocks, animals…
  9. Look for powers in circumstances, events in your environment.  What makes it so?
  10. Listen for powerful stories in the news or in your environment, chcose one that returns to you.  Think about what it does to you, why are you drawn to it?
  11. What powerful person captures your heart?  What are their essential qualities?
  12. Identify an abuser of power in your environment and without disclosing their name, watch their actions and write about them.
  13. Identify someone in your environment who deals skillfully with abuses of power.

13 Powerful Making and Doing Lessons

  1. Write a speech about something that inspires you.  Work with the best helper you can find to make it stronger.
  2. Locate a place to deliver the speech and make a date to do so.  Practice the speech and deliver it, preferably with a mixed audience of friends, strangers and casual acquaintances.
  3. Identify a powerful person in your daily environment who inspires you.  Watch how they work. Determine what they need or how you might help them if you had all the power in the world.  Begin to befriend that person.
  4. Identify a person in your environment who feels unempowered.  Imagine what their hidden power might be.  Think of ways to befriend and empower that person.  Become that person’s champion.
  5. Design a survey of your classmates to determine their hidden gifts, skills and powers. Maybe they aren’t afraid of things others are afraid of, maybe they have a secret belief they can do something very well, maybe they have noticed they are good at something that others aren’t good at yet, maybe they have some kind of understanding that few others have into animals, vegetables, minerals, music, stars, ghosts, curing sadness…. After you make this survey, create a way of demonstrating the hidden powers of your classmates through enumerating a list of honors, or creating a list of honors as a poem, or a talent show.
  6. Design a project that uses everyone’s hidden powers.
  7. Do this with your neighborhood.  Survey your neighbors to learn their powers and skills.  If your neighborhood were to turn into a school or a market what kind of faculty would your neighbors be, what would they teach, what would they sell?
  8. Call a neighborhood meeting and introduce the powerful skills of your neighbors to each other.
  9. Discover what siddhis are, the magical powers that bloom in yogis and saints. Create an imaginative lecture based on the facts about these siddhis.  Convince your audience that these siddhis actually exist in history.
  10. Read Tales of Power by Carlos Castaneda.  Make a story based on the extraordinary gifts and powers described in this book.
  11. Learn about the healing powers of Adam, the Dream Healer, and John of God from Brazil.  Write a lecture on how healing power is different than political power and present it to a group.
  12. WB Yeats wrote in his poem A Second Coming: Buying and spending we lay waste our power.  What kinds of daily choices do you make each day that give power to others at the expense of yourself.  Take a daily log of powers each day given away to corporations and others who abuse power.  Make a poster of this log of Power Lost Daily.
  13. Making an offering to the Universe, a love offering to others, and ask the Universe to give you a message of wisdom from the Universe.  Listen for this closely in your daily activities and in your dreams.  Write your message from the Universe and deliver it to others.




Some thoughts on Power

For most human souls, a long succession of incarnations serves to clarify disturbed, undigested content with regard to power.

Over many incarnations, we explore all qualities and ways of life. When we intrinsically know all living conditions, all living conditions and ways of being, dualistic mind disappears. Experiencing all qualities, every way of being, from every perspective and position, we discover and realize that each and every Other self contains multitudes, that each and every Other self is a universe, a repository of different masteries.


Pendulating and polarizing mind reduces the observable universe into empty labels (good/bad, happy/sad, high/low, powerful and feckless, civilized/primitive).  Over lifetimes polarizing mind eventually dissolves into full-spectrum experiencing. We perceive the interstices and dimensions that  vivify the terrain between the polarized labels. The reductive mind eventually opens to meet a diversity and interplay of lifeforms and textural qualities without judgment, thereby liberating and expanding itself in all directions.


There are masters in disguise.  There are people who appear as beggars, as mentally defective, as emotionally unstable.  There are infant and baby souls who live their lives with greater fear of otherness, with greater aversion to perceived contamination.  Yet even infant and baby souls are secret djinn; they come to Earth as acorns of masteries from heaven, ready with offerings to pass along to their elders.  So-called retarded people are often exploring emotional mastery, the intellect superfluous to evolution of souls focused on the powers of the emotions.  These may be the aristocrats who have transcended personal pride, who are free to experience and study the gamut and run of various emotions purely without repression.  We need to recognize and honor the life experiment of other selves, especially the outsiders and the invisible ones.  (In a sick society, we find those most true to themselves living outside the norms.)


Eventually we experience our brothers and sisters as equals, each with different masteries.  As our propensity for dualistic or polarized thinking disappears, our eyes dilate and we receive information-rich experience through our senses.  With the dilated Eye of Horus we see the whole spectrum of qualities, the entire backstory that animates the apparent or surface behaviors of others thereby awakening compassion.  In alchemy the stage of this perceptual awakening is symbolized by the Peacock, with many eyes, opened and closed, on his fantail feathers.  It is said that when Hermes the god of Alchemy decapitated the giant Argus, a being with hundreds of eyes, half opened, and half closed in sleep, that Hera, the mother goddess gave the eyes to adorn her favorite bird, the Peacock. This spectral fan describes the end of polarized thinking, when the wayfarer sees the dream-like nature of existence, conditions and encounters as revelatory.  When dualistic mind drops away, when eyes are dilated by love to see the whole spectrum, the Holy Spirit peers out from our eyes.  And what the Holy Spirit seeks and finds looking through our opened eyes, is Itself peering out through other eyes.  Awakened love seeks and finds Itself everywhere.  As the Holy Spirit sees through our dilated pupils, we see the divine essence of others as reflections, we see the divine streaming through the eyes of others.  We no longer see things needing correction in others, we seek and find perfection everywhere.


Before we come to a place of unity, of seeing others as other selves, we encounter disturbance in relating to others.  Undigested content around power takes various forms.  When we incarnate from heaven, It’s embarrassing to find ourselves in separate, limited bodies.  We are more or less horrified to discover ourselves separate, riddled with desires and insufficiencies, unable to function alone.  We have to negotiate for everything, we have to arrange exchanges with other selves as if they are more other and less self.  It’s horribly awkward to our innate nature to negotiate with other selves as if they are other others.  We develop strategies to do this until we become adepts, we become smooth operators at negotiating for perceived needs and wants that isolate us.


This terrible shock that comes with our self-conscious separateness, this terrible awakening to the illusion of separation, imprints an internalized accusation as if there is something innately and secretly wrong with self.  We work to hide this accusation when we are in process of clarifying the disturbed elements of will. We often manage this internalized accusation by projecting it outwards onto other selves.  We speak to others in more or less subtle terms, letting them know there is something terribly wrong with themselves.  We speak about others who aren’t around in more or less subtle terms letting everyone know there is something wrong with other selves.  This is the Accusation.  We let others know there is something wrong with themselves in a multitude of ways: through acts of supervision, training and correction.  We think it is our job to correct or train other selves.  We forget that when we see things needing correction that it is a projection, that we are feeling ill at ease within ourselves and so we find the heinous or hideous thing we hate in ourselves everywhere we look.


The heinous or hideous thing that is everywhere we look is an undigested poison morsel that wants to be lifted to the light and clarified.  As we find ourselves despising offending elements in the others, we need to turn our hairy eyeballs inward to locate what’s up in the nest or hive off our buzzing head. Our first discovery of self as culprit is terribly embarrassing…  But even to the culprit we eventually return with love and compassionate humor to see the rotten aspect from above and send it blessings.  Like a mother with a tender spot for the dusty urchin running haywire around her kitchen, we send love light to the thing in ourselves and other selves we have been busy despising.  The dusty urchin running haywire is now running gracefully haywire. The dusty urchin running haywire is now turning the table in just the way it needs to be turned to adjust the others. With our loving emanations, the character of the despised thing begins to turn naturally. Everything becomes malleable, flexible, workable with the emanating assistance of this detached and loving power.


There comes a point in the procession of our incarnations when we stand purified of our previously undigested content around power.  It comes as we become delicately fascinated by our other selves, when we seek to cherish the treasures within them.  This holy curiosity about others comes with a relaxed attitude; it carries no need to correct or direct anyone.  At the point of our incarnations when we have purified our undigested content around power, we may cease to  attract or be recognizable to the sociopolitical or workaday world.  The hooks of the sociopolitical or workaday world sometimes may not perceive the value of these saddhus. The universe provides other contexts for these masters to dwell and work within. We no longer require the crucible of employment and sociopolitical environments which are designed to clarify and clean interpersonal power foibles through the attenuations of interpersonal roughage.  Those no longer in demand by sociopolitical world then must learn to come to peace with themselves for being nothing and nobody.  They then become the masters with inferiority complexes; the more they feel at odds in this condition of nothingness, the more they are misunderstood by other souls who are still busily projecting.  There are many people on Earth who, due to their mastery and purification of power issues over lifetimes, are no longer fodder for socio-political environments.  There are many people on Earth, who due to their mastery spend time unemployed and unemployable in visible ways as they work on humbling reconciliation with this apparently outsider status, the difficulty of rediscovering new purpose.


Those with polarized mind, those whose eyes select to verify black and white descriptions, are capable of expressing a great lode of accusatory power.  They believe power is maintained through positionality and the expertise developed to maintain positions.  They can be recognized by their hunting eyes, hungry for the game of accusation.  Often they make money diagnosing what needs correcting.  They become expert at this game; they wield power in the sociopolitical world through the power of polarizing and positionality.


Mother Nature is able to hold and understand all positions.  Those who become like Mother Nature by an ability to hold all positions and perspectives no longer lead with a fixed identity.  Mutable as shapeshifters, these masters live responsive to context, they respond to the needs and demands of their context.   In the spell of an emergency, these masters are the first responders; their toolbelts spontaneously spring tools appropriate to the needs of the moment.  These shapeshifters are sometimes hard to recognize.


(From Book of the Spirits: The soul of one who was at a pinnacle of earthly power may, in a subsequent incarnation, animate the humblest day-labourer, and vice versa; for the elevation of ranks among men is often in the inverse ratio of that of the moral sentiments. Herod was a king, Jesus was a carpenter.)


Issues of rank.  Experience of rank.  Awareness of rank.  Enforcement of rank.  Assertion of rank.  Insinuations of rank.  Stings of command.


A means to train one’s soul evolution is to reorient and revise one’s thoughts and feelings about rank, and one’s behaviors toward others.  One is called to elevate one’s experience of others, one’s reception of self in relation to others, one is called upon to bow to each and every with honor.


This sacrifice of rank is the foundation work intrinsic to the cultivation of fearlessness.  This creates a sense of safety or security amongst one’s kin or associates.  When we arrest the divisive troublemaker within, when we extend our warmth, when we create and maintain this bridge as daily practice… then we begin the growth of human tribe with ourselves situated at the center.