Student: I was
meditating this morning and found myself distracted by the sounds of
my fellow students. Is there a technique to block these distractions
so I can concentrate better on my meditation?
Teacher: What do you hope to accomplish with this improved
concentration?
Student: I’ll perform my meditations with greater clarity,
and this in turn will result in deeper insights.
Teacher: I see.
Does any of this deeper insight include the perception that the
outer world is not a distraction to the inner world, but rather a
catalyst for learning?
Student: So you’re saying that I shouldn’t
worry about distractions when I perform my meditations?
Teacher: Isn’t worry the
source of your distraction?
Student: I suppose it is. But if these
distractions—
Teacher: They are not distractions. They are phenomenon of the outer
world—vibrations traveling in the ethers from sources you have no
control over. That and nothing more.
Student: But these vibrations
influence my mind and my ability to concentrate. Isn’t concentration
a vital component of successful meditation?
Teacher: Again, what influences your mind is not external
vibrations, but your reaction to them.
Student: So how do I change
my reaction so I can be more successful in my meditations?
Teacher: Is this issue only relevant to your meditations?
Student: It’s during my mediations that I notice it the most.
Teacher: Do you notice the fear or stress that the external world
brings you as well?
Student: Yes.
Teacher: Isn’t this fear akin to a distraction?
Student: I suppose.
Teacher: Yet without it, wouldn’t you have the tendency to lapse
into complacency?
Student: I don’t think so.
Teacher: Fear, and
all the so-called negative emotions, can represent distractions, but
they are catalysts and instigators of action just as well. Are they
not?
Student: I see your point, but these distractions and fears are
leading me away from my spiritual studies and cause me to behave in
a manner not consistent with a spiritual person.
Teacher: And how
does a spiritual person behave?
Student: They are poised and
benevolent. They are tranquil in the face of distractions and fears.
They exude peace and exemplify compassion. They express divine love
to all.
Teacher: You have adequately described a mythological saint,
but you have not described a spiritual person. Even in total
darkness, a spiritual person can discover light. They are truth
seekers and they wear the countenance of a thousand different
personalities. They are not truth tellers. They are not truth
expressers. They are not saints. They are truth seekers.
Student: My definition is a little idealistic, I’ll admit to that,
but why is this important to the discussion around fear and
distractions?
Teacher: Isn’t your concern related to your view of what constitutes
a spiritual person’s behavior and your perceived shortcomings
relative to that image?
Student: You’re suggesting that all of this can be traced to this
fundamental misperception?
Teacher: Yes. It
is a significant part of what energizes your reaction to fear and
distractions. It is a form of self-judgment that defines your
response to the external world. As you cling to the image and
behavior of what you believe defines a spiritual person, so do you
adjudicate your comparative performance, and in this regard, you
will dependably fall short.
Student: But if I’m frustrated as a result of my idealistic image of
how I think I should behave, are you suggesting I only need to
temper my expectations and my frustration will end?
Teacher: Why should your frustrations come to an end? For what
purpose do you choose to experience contentment and calm? Did you
incarnate into this world for the purpose of composure and regal
repose?
Student: I’m only saying that I desire to demonstrate spiritual
values—of which peace and contentment—
Teacher: Spiritual values are as much about turmoil and stress as
they are about peace and contentment. Spiritual values are not
monotonic nor are they benign.
Student: But you speak like spiritual
values are undefined and encompass… anything.
Teacher: You started this dialogue with the opinion that you were
frustrated with external noise that prevented your successful
practice of meditation. I pointed out to you that the issue was not
noise or distraction, but your narrow perception of what behavior
constitutes spiritual conduct and what does not.
Student: Yes, and
I agree, but still spiritual behavior is not about anger, hatred,
and greed. You agree with this much don’t you?
Teacher: If you define too narrowly what actions and activities
constitute spiritual behavior, you will become not only a judge of
yourself but all others as well. You unwittingly close down your
interface zone.
Student: What is the interface zone?
Teacher: The interface zone is the aspect of your consciousness that
interacts with the species with which you share a common biology. It
is physically contained in your DNA, which acts as a node within a
vast network that is ultimately connected to First Source.
Student: And what is this vast network?
Teacher: DNA is both a
network within the individual body as well as a node within the
species’ collective “body” or genetic mind. The human species is
connected through this network, which is made possible through the
DNA.
Student: So you’re saying that what happens inside me is
transmitted to all other humans?
Teacher: The Interface Zone is like a computer on a network. You are
not aware of the network unless you are interfacing with your
computer. To access the network and retrieve and share information,
you must be present at your computer. Similarly, the Interface Zone
requires that you bring your attention to it in order to access this
network that spans the entire species.
Student: You’re
saying that I can communicate with everyone who is human?
Teacher: The Interface Zone is the originator of language – all
languages. Language is encoded into this aspect of the DNA and it
bubbles to the surface of human expression. This means that the
human DNA brings language to the species and receives language from
the species. It is a doorway that opens in both directions.
Student: Are you saying that I can communicate with my fellow
species—at the level of DNA—through words? Teacher: Yes.
Student: This is a little hard to believe.
Teacher: Isn’t this what
mantras and affirmations do within your body? Don’t these words and
frequencies alter you, even physiologically?
Student: Yes, I believe that based on my experience, but you’re
saying that these same words communicate beyond my body into the
species at large. This is a hard concept to understand let alone
believe.
Teacher: It does not automatically communicate to the DNA network
anymore than your thoughts are automatically communicated to the
computer network. On the computer network you must convert your
thoughts to words and enter them via a keyboard into your computer,
and then select the path to send your thoughts to the network.
Student: I
understand how this applies to the computer network, but how does
this work on the DNA network?
Teacher: The Interface Zone is the equivalent of
a computer node and it requires software and activation in order to
access the network.
Student: And what is the software and how do I activate it?
Teacher:
You desire to know this before you desire to understand why you
would want to have access to the DNA network?
Student: My curiosity leapt ahead of my logic. Can you tell me why I
would want to establish an Interface Zone?
Teacher: The Interface
Zone is the meeting place of the physical and energetic levels. It
is the transport of language between the two vibratory worlds. It is
the gateway from the individual to the species. It is highly
relevant in most biological species, but humans have sealed this
gateway through the expression of their individuality and the
pursuits of their ego.
Student: You’re speaking of group consciousness… like ants and bees?
Teacher: Yes, but there are countless species that have this
capacity and exercise it.
Student: If humans have sealed this gateway, there must be a reason.
Teacher: It is the act of polluting the genetic mind that has kept
this gateway sealed.
Student: Polluting the genetic mind?
Teacher: Thoughts
are the only real form of pollution to the human species. Beyond
purely instinctual expression, thoughts assemble language and
language assembles behavior. This behavior can be destructive to the
genetic mind of the species and can place severe limitations on its
capacity to discern the soul from the soul carrier.
Student: So
humans learn to identify with the soul carrier and not the soul?
Teacher: Yes.
Student: And who seals the gateway?
Teacher: Humans… subconsciously they know it is in their best
interest to close this doorway in order to prevent irreversible
damage to the genetic mind. Intuitively they know that a time will
come when it will be reopened and the Interface Zone will once again
be accessible to humanity.
Student: And how will it be unsealed?
Teacher: There are select individuals who will open this gateway for
the purpose of transforming the genetic mind of the species. These
individuals embody what is to come relative to the human species. In
a sense, they are time travelers who bring the future of human
capacities to the present-day. They transmit the future vision
first, and then the tools to activate others.
Student: I still don’t feel I understand the purpose of all this.
Teacher: It is
largely through the activation of the DNA network that humankind
will discover the Grand Portal because access to the genetic
mind is essential to this discovery, as is the extra-sensory
communication between those destined to assemble the discovery’s
component parts and piece together the seven-fold puzzle.
Student:
How does one gain access to the Interface Zone?
Teacher: Do you want
to know how to access it before you understand the effect this
access will have on you?
Student: Again my impatience gets the best
of me. I am interested in understanding what this access will mean
to me. Please explain.
Teacher: The Interface Zone is the access point to activating the
group consciousness of humanity. If humanity can operate as a
collective consciousness, while its members remain anchored in the
fullness of their individuality, humanity will be able to rebalance
the earth and operate as co-creators of a new earth with influence
that would extend to galactic levels.
Student: How? How does this
all happen? Teacher: The Interface Zone is an important component of
the Grand Portal discovery and it will become known as the
connecting element of the human species that unifies its genetic
mind, and in this unification, unleashes its power and capability to
create solutions to the natural challenges of planetary life.
Student: How does this relate to an individual like me?
Teacher: In
choosing to consciously access the Interface Zone, you tap into the
genetic mind with greater clarity. This results in more vivid
thought processes and enhanced intuition. It also improves extra-sensory
perceptions that enable remote healing and remote communication.
Student: What about the communication into the genetic mind? You
mentioned that the doorway opens in both directions.
Teacher: This is a far more sensitive disclosure and one that I will
not make until you have advanced further in your training. I think
we can begin with the receptive mode before we investigate the
transmit mode.
Student: How do I move into the receptive mode?
Teacher: It is
through natural language. As I said, the Interface Zone operates
within the constructs of language since it contains all language
archetypes.
Student: Then what words do I speak?
Teacher: First,
language is not necessarily constructed of words. It can be visual
and it can be musical as well, consisting of tempo, frequency,
modulation, etcetera.
Student: Which is more effective?
Teacher: The most effective is to begin with a clear conceptual
picture of the Interface Zone and how it can be activated to be more
receptive as a carrier wave of the genetic mind.
Student: How do I do this?
Teacher: Remember how I said the DNA could spontaneously configure
wormhole-like structures?
Student: Yes.
Teacher: These structures are extra-sensory, and do not conform to
three-dimensional constructs of spacetime. They rise and fall in
their configurations in spontaneous reaction to a variety of
stimuli.
Student: Like affirmations and mantras? Teacher: Yes. They are like
programming pods, in one sense, because the individual can reprogram
their cellular DNA in such a way that it enhances their intuition or
access to the genetic mind.
Student: How is this done precisely?
Teacher: The imagery of the wormhole structure, its impermanence and
spontaneity, the manner in which this occurs outside of
three-dimensional spacetime structures, the way in which the energy
exchange is reciprocal, the image of DNA as an inter-species
network—all of these elements enhance your picture of the process.
Student: I have a conceptual picture of this, but it’s by no means
clear.
Teacher: You cannot have a clear mental picture of something that
operates outside of spacetime structures. However, if you compare
the picture you have now with the one you had ten minutes ago, it is
infinitely more precise, wouldn’t you agree?
Student: I suppose,
since I didn’t have any picture before.
Teacher: Exactly.
Student: This
conceptual picture—vague as it is—is sufficient for me to begin?
Teacher: No. You need to picture it in your mind’s eye and
contemplate the wondrous mechanics of this process. How the DNA is
like tendrils of an enormously complex organism that energetically
lives outside of the human body, but also has three-dimensional
counterparts that communicate, store, and process information that
reside mostly in the intuitive structure of the body-heart-mind
system.
Student: But is there some specific word or sound I need to
make in order to activate or enhance my reception of the genetic
mind?
Teacher: If you have a computer that is not connected to the
network, what is required?
Student: A port or connection.
Teacher: And software?
Student: Yes, an interface of some kind.
Teacher: And you need a password.
Student: Sometimes.
Teacher: And why is a password required in some instances?
Student:
Because the information is confidential or only meant to be
accessible to certain individuals. Page 13
Teacher: So you can have a computer, a
connection, and a software interface, and if you want to get the
information you might need a password.
What about the information that is available to everyone without a
password. Is it useful?
Student: It could be.
Teacher: If everyone can get this information is it vital, potent,
and catalytic?
Student: I suppose not.
Teacher: Why?
Student: Because it’s not protected.
Teacher: I see. So the most vital and potent information would be
withheld from all people because it could not be protected from the
unscrupulous individuals who would pervert and use this information
improperly?
Student: Yes.
Teacher: Imagine that everyone within the human species,
independent of age or social status, had a computer. Each person
could access their computer, but only some had a connection to the
network. Of these, some had a software interface. Of this group, a
small percentage had developed content to place on this network, and
of these, a very small fraction had created content that could be
defined as inspiring to those who ventured onto the network. Now, a higher
authority—let’s call it God—inserts information onto this network,
but protects it with a password. Who do you think God will provide
the password to?
Student: The group that developed the inspiring
content and have access to the network.
Teacher: There is truth to this analogy and there is a gentle
deception as well. God is not interested in protecting the truth
about the DNA network. Humans do this themselves. All people have
the “password” as surely as they each can breathe, but most believe
they are in the group who lacks a computer connection to the
network, so they don’t even try to access the network. The small
fraction that knows of this network, believes it to be password
protected.
Student: But if we have the password, we don’t use it?
Teacher: We don’t know how.
Student: Why?
Teacher: As I said before, humanity has forgotten this capability
because it is more interested in the exploration of the individual
ego than the formation and evolution of the group consciousness.
Student: Can you tell me what this password is?
Teacher: You must
have the conceptual picture and you must hold the following
affirmation clearly in your mind and heart:
I am forever connected to my brothers and sisters of all time and
space. What is known by them I can know. What is found by them I can
find. What is to come from them I can be. In all that I do may the mind of many
hold sway over the mind of one.
Student: This is the password?
Teacher: It is an encoded affirmation. It activates the Interface
Zone within you. It stimulates the connection between you and the
genetic mind of humanity.
Student: But the password is something
else?
Teacher: You are looking for the key to turn the lock when you
haven’t yet found the door. Be patient. All matters of the spirit
are a process of interchange between the world of the
body-heart-mind system and the inner dimensions of the soul. The
Interface Zone is the connecting bridge between you and the species.
What you desire is to connect, not isolate. To step forward into the
group consciousness, not judge its imperfection. To offer your
talents to this consolidated being, not the God of your image.
The password is only a metaphor for accepting this basic attitude
and allowing it authority in your heart of hearts and mind of minds.
This attitude must hold primacy in your being.
Student: But doesn’t
it already?
Teacher: By the very nature of your first statements in this
dialogue, it does not.
Student: Why? What did I say that makes this so evident?
Teacher:
You looked upon your fellow students as distractions to your study.
Do you not remember?
Student: I see your point.
Teacher: The password is not a magic word or mantra or affirmation.
It is the construction, over time, of an attitude that becomes
intrinsic to your character. When you can cite the affirmation I
gave you and know in your heart and mind that you have truly lived
this for a period of months, perhaps years, you will have the
transparent access to the genetic mind that you seek.
Student: Thank you for your insight. I understand what I came to
learn this day. I have only one remaining question.
Teacher: What is
your question?
Student: The affirmation says that whatever I do may the mind of
many hold sway over the mind of one. Isn’t the mind of one a
metaphor for First Source? And if this is the case, why should I
place my trust upon the genetic mind instead of the ultimate Creator
of all life?
Teacher: The mind of one is you. First Source is neither the mind of
one nor the mind of many. It is the Mind of All… to the degree that
First Source can be referred to as a mind.
Student: So the mind of
many is a metaphor for the genetic mind of humanity?
Teacher: Yes. It is an ancient term that is encoded. Your
DNA actually “hears” this affirmation, and the “wormholes” of
connection spontaneously form as a result. First Source and those
concerned about the evolutionary path of humanity are encoding an
aspect of the genetic mind to be a tool useful in the discovery of the Grand Portal. This
particular affirmation is useful in accessing this specific part of
the genetic mind. It is not resonant with all aspects of the genetic
mind.
Student: I understand. Thank you.
Teacher: You are most welcome.
