The slots and marbles analogy is interesting.
Well, this is where gravity enters the picture. In order for learning to be possible, there must be a challenge, i.e. an obstacle to overcome. And what generates obstacles, what constricts the flow of truth? Evil, ego, self aggrandizement. Gravity does the balancing so that no student is permanently locked in a classroom full of bullies. These bullies, if they refuse to change their learning trajectories, become the pens and papers of the 'future' (which is not a temporal measure, but the result of many choices). Creation is like a balloon that is deflating and inflating at the same time.
As we learn our lessons, our marbles 'grow' and eventually overflow the slots. There is always 'someone' (gravity, the great organizer?) in each density to keep the school running. The C's cannot graduate to 7D until their mentees learn all their lessons. Once the student surpasses the master (a set of lessons), a new reality forms.Q: Okay, so consciousness energy directors are like a horizontal reality in relation to the perpendicular ones?
A: Slots, my dear, slots.
Q: Are these slots comparable to the appearing and disappearing of electrons in the shells of an atom?
A: Not the point. You are still trying to use 3rd density awareness to measure the reality parameters of all other density levels... Talk about your square peg and your round hole! Tell Arkadiusz to trust in gravity waves to be merely his pathway to higher understanding, not the means to an end.
Q: Now you have mentioned these 'slots.' What are these slots, and how does one move from one slot to another?
A: Picture this: you have 7 sizes of marbles. You have 7 widths of slots. Where do the marbles "fit in."
Q: Do the marbles represent units of consciousness?
A: Close. Or, divisions of consciousness level energy resonance profiles.
Q: Do these divisions of consciousness grow and change?
A: Yes.
Q: And they grow and change through acquiring knowledge, is that correct?
A: Basically.
Q: And acquiring knowledge is akin to acquiring energy? Or light? Light energy?
A: Not exactly. That would be like saying that "filling up" at the gas station is akin to acquiring speed.
Q: So, knowledge and light are like the gas for the car, but speed comes from utilization?
A: Yes.
Q: And utilization means...
A: Knowledge application which generates energy, which, in turn, generates light.
Q: So, when one of these marbles is in a slot, does it fill up with gas which then enables it to move to another slot?
A: What!?!
Q: Well, I'm using your analogy!
A: No, you are mixing analogies!
Q: Let me back up then, and regroup. We have marbles in slots...
A: What causes the marbles to go into the slots? Gas?!??
Q: Okay. Where do they get the gas from?
A: That was an entirely different analogy, used only as a retort to an erroneous assumption, nothing more!
Q: Let me back up again. Marbles in slots. What are the slots?
A: An analogy to depict realms for you.
Q: Do the marbles move from one slot to another?
A: When, and only when, they have acquired the proper fit.
Q: Oh. How do they acquire the proper fit?
A: How do you?
Q: I guess you grow?
A: Okay.
But what makes the C's the C's? Did they learn faster than us? What about plants and animals? Why are they 'behind' us in the learning curve? It doesn't make sense to track progress in terms of time (5 cycles behind or 10 cycles ahead, etc). A more representative unit would be the number of lessons learned. In this case, two beings get 'closer' to each other as they learn lessons—another concept of 'distance.'Q: (L) Of what is matter composed?
A: Atomic structure.
Q: (L) Of what are atoms composed?
A: Thoughts.
Q: (L) Whose thoughts?
A: Yours.
Q: (L) Everything?
A: Everything.
Q: (L) If I perceive something, and everything I perceive is composed of my thoughts, and V_ is perceiving, is everything her thoughts?
A: Yes.
Q: (L) What is the difference between her thoughts and my thoughts?
A: That is what binds you. You see, it is merely a program.
Q: (L) Is it merely a program that we think we are separate individuals?
A: Not the point.
Q: (L) What is the point? What binds us together? Where does the program come from?
A: Where do your programs come from?
Q: (L) 7th density? Ourselves? The Lizzies?
A: We are asking about the programs in your computer.
Q: (L) In my computer? Different places. I get them and load them in. Are programs made - do they exist like 'thought centers' - and do we just load them in ourselves?
A: Why have you forgotten? 309,000...
Q: (L) Oh. You are talking about the "takeover" by 4th density STS. But, still, the point I am trying to get to is - yes we have DNA - but you can't reprogram DNA if there is not DNA there to begin with. If there is not something to load the program into. What is the substance of this reality that we exist in?
A: You just answered.
Q: (L) I don't understand.
A: You can't load it into something if there isn't something there to begin with.
Q: (L) Fine! What is this something that is there to begin with?
A: Your previous DNA structure.
Q: (L) Where did the previous DNA structure come from?
A: The previous program.
Q: (L) Where did that program come from?
A: Review.
Q: (L) Well, you once said that it was necessary to be on a planet that had a star that was getting ready to go supernova in order to molecularize physical bodies. What I want to know is: what is this process whereby thought becomes manifest as matter?
A: This is too complicated for this medium. You need another method. Something that allows for greater word usage.
Q: (L) But, just a clue: how does thought become matter?
A: Bilaterally.
Q: (L) What do you mean by "bilaterally?"
A: Dual emergence.
Q: (L) Emergence into what and what?
A: Not "into what and what," but rather, "from what and to what."
Q: (L) What emerges from what?
A: The beginning emerges from the end, and vice versa.
Q: (L) And what is the beginning and what is the end?
A: Union with the One.
Q: (L) What is the One?
A: 7th density, i.e.: all that is, and is not.
But how do we reconcile the fact that each density is 'populated,' that there are seemingly no empty classrooms in the school? Some beings must have decided to 'forget' their lessons! So this means that there is a negative, fragmented pathway that is allowed to exist for the sake of learning. Therefore, a plant could be a being that has refused to see truth as it is; it is not in any way less important than us, as its resulting state was a matter of choice.(Galatea) What star or constellation are you closest to right now?
A: We ride the Wave and thus are much "closer" than you can imagine. At the same time, imagination is the most direct way to comprehend that we are only a thought away.
Q: (L) So, you're saying that distance is not a viable concept. Is that what we're getting at here?
A: Yes
Q: (Pierre) Thought transcends distance.
(L) Thought transcends distance, and we are quantumly entangled or something...
A: Yes
Q: (Chu) There's no time, there's no space...
But don't all beings learn their lessons in the end? Why doesn't darkness permanently turn into light?Q: (L) And the whole idea is to blend both pathways no matter which direction you come to it from?
A: Service to others provides the perfect balance of those two realities; service to self is the diametrical opposite closing the grand cycle in perfect balance.
Q: (L) So it is necessary to have a pathway of service to self in order for the pathway of service to others to exist?
A: Yes.
Q: (L) And those who are in the quorum and the illuminati ...
A: Blends in middle.
Q: (L) So it is necessary to have the darkness in order to have the light...
A: Yes.
Well, this is where gravity enters the picture. In order for learning to be possible, there must be a challenge, i.e. an obstacle to overcome. And what generates obstacles, what constricts the flow of truth? Evil, ego, self aggrandizement. Gravity does the balancing so that no student is permanently locked in a classroom full of bullies. These bullies, if they refuse to change their learning trajectories, become the pens and papers of the 'future' (which is not a temporal measure, but the result of many choices). Creation is like a balloon that is deflating and inflating at the same time.
Q: (L) Well, I am just trying to get a grip on some ideas here...
A: Then change the thought pattern. Gravity is the "stuff" of all existence, therefore it has an unchanging property of quantity.
Q: (L) So, gravity is not being "used," per se?
A: Close.
Q: (L) You said that light was an energy expression of gravity. Then you said...
A: You can utilize gravity, but you cannot "use" it. You cannot increase or decrease that which is in perfectly balanced static state.
Q: (L) So, gravity is in a perfectly "static" state. Yet, it can be "utilized." Can you make clear for me the transition from the static state to transition. What occurs?
A: There is no transition, just application.