[tmtranscripts] S.E. Idaho transcript

[Gerdean O Bowen]

        I think I have an inkling into what the teachers were trying to
convey, in this graduation thing.  

        We humans do have an idea of what success is, victory, mastery,
and the subsequent joy, release, happiness, celebration.  But when Jesus
said, "It is finished!" -- that wasn't exactly a Polaroid moment in his
life.  Still, it was a hallmark event that indicated he had graduated
from the human experience.
        
        Similarly, in our lives, if it is true that "some truths are not
felt except in adversity" ... that adverse moment may not be a real
confetti and horns hoorah, but if the light goes on, the insight is
driven home, and the Spirit of Truth prevails, then that is a graduation.

        And finally, if we are in one of those turning point moments and
we are called to make the supreme decision, if everything our human
aspect wants is to the left but the spirit in us wants us to go right, if
we are slogging in the mud confident we will eventually unearth a moment
of clarity, if we turn our back on what we want "more than anything else
in this world"  to follow where He would have us go, that is a real
graduation.  

        That is the kind of maturity level, it seems to me, that Christ
Michael and Minersia and Daniel and Aaron were talking about.  And I
don't doubt for one minute that the Southeast Idaho has that quality. 

        Congratulations!
        Gerdean

On Mon, 05 May 2003 20:14:14 -0600 Bill Kelly <billk at ida.net> writes:
> SE Idaho TeaM
> April 29, 2003
> 
> Opening prayer by unknown being (Bill): Lift up your hearts on high 
> to mix
> with the supernaphim of Paradise as they worship the Central Shining
> presence of God: Father, Son and Spirit.  You lowly mortal creatures 
> of
> animal origin have been given the highest divine gift there is, the 
> very
> presence of the Trinity within your lives, even with this far 
> distance from
> Paradise.  Tonight may the words that are spoken, but more 
> importantly the
> emotions that are shared, convey the reality of your status as son 
> and
> daughters of God, and the reality of your everlasting and loving, 
> perfect
> Parent and Creator.  Amen.
> 
> Daniel (Bob S): Greetings, friends, I am Daniel.  Welcome to 
> tonight's
> session.  I am not using our usual TR to give him a few moments to 
> himself,
> and using the #l substitute.  (Those are Bob's words, not mine.)  
> [Laughter
> and comments.]  Friends, this is a wonderful time when we are able 
> to be
> together and converse one on one, where your elder brothers and 
> sisters can
> assist you in growing in wisdom and in truth.  It is our greatest 
> pleasure
> to be your teachers, for we, having been where you sit, understand 
> almost
> completely what you are going through, and we are so empathetic.  We 
> can
> clearly put ourselves in your shoes, and that creates many 
> opportunities
> for us which we take great delight in.  
> 
> I am not the main speaker tonight.  That position is being taken by
> another, so with these words of welcome, I now hand the microphone 
> to our
> guest speaker.  One moment please.
> 
> Michael (Bob S): My children, this is your Father/Brother, Michael 
> of
> Nebadon.  My presence with you tonight is two fold.  I wish to 
> commend you
> on the growth you have demonstrated to your supervisors and guides, 
> who
> have, without exception, told me that you all are growing rapidly.  
> In fact
> r speed of attainment has cause difficulties in the staff's planning 
> of
> lessons.
> 
> My other point is this.  My friends, you are becoming more loving.  
> I hope
> you all can feel that quasi- emotion growing within yourselves, for 
> it is
> clear to us.  We, your elder brothers and sisters, particularly 
> those who
> have direct supervisory responsibilities, take great heart in seeing 
> your
> progress, and that is the reason for my words to you this evening.  
> It is a
> graduation of sorts.  We feel you are prepared for the next phase of
> teaching.  Some are calling it Phase III.  Those, however, are not 
> my
> characterizations, but let's use them for purposes of attempting to 
> explain
> where you now lie on your path to the Father.  Your teachers would 
> take
> great pride, if they were allowed such human emotion, but they have 
> grown
> beyond that. As Talacia has been explaining to you, trying to convey 
> to the
> immature human mind concepts which are difficult at best and 
> completely
> foreign for the most part, is most difficult.  So let's just call it
> entering a new phase, and taking our word for it, you are 
> graduating, and
> will be entering this new phase of your spiritual development.  And 
> it is
> my great pleasure to be the one chosen to give you your diplomas 
> this
> evening.  
> 
> This concludes my remarks.  Questions regarding my words will be 
> taken by
> your regular teaching staff.  Ladies and gentlemen, I commend you.  
> Good
> evening.
> 
> Daniel (Bob S): This is Daniel again. Friends, my congratulations 
> and those
> of the entire staff are with you this evening.  Now let's open the 
> session
> to questions or comments.  What have you to say for yourselves?  The 
> floor
> is open.
> 
> Bob D: When you speak about graduation, a thought that goes through 
> my
> minds is, gosh, I feel like I am going through a quagmire, going 
> through
> the muck, the mud, trying to survive each day.  So when you say it's 
> a
> graduation, my first thought was from what to what?  And then, of 
> course,
> you mentioned the new phase.  When you say that, of course, it peaks 
> my
> interest to knowing something about this new phase.  What change or 
> focus
> are we going into?  Any comments you can say about that would be 
> greatly
> appreciated.
> 
> Minearsia (Bob S): This is Minearsia.  Friends, brothers and sisters 
> all, I
> shall not go into any great details tonight about Phase III, but may 
> at
> another time give you more of an introduction to just where we plan 
> to take
> you next.
> 
> For tonight, it is my feeling that we should be in a more 
> celebratory mood,
> and focus on tonight, and congratulations on your recent past.  I 
> hope,
> Bob, that meets with your approval, and if there are no other 
> questions, we
> may perhaps later this evening get into Phase III.  For now, 
> however, let's
> focus on tonight's graduation, and remain with that topic for the 
> time
> being.  Bob, do you wish to pursue this, or does anyone else have 
> questions
> or comment regarding this graduation event?
> 
> Bob D: I guess I'll just have to wait and see what it is.  One of 
> the
> questions that I wanted to ask tonight really isn't on this topic.  
> So this
> may not be a question that you want to get into, but I have been 
> working on
> this synthesis of Aaron's lessons that could be presented in book 
> form.  I
> was going to ask Aaron tonight if he had any insight as to how he 
> feels
> about the process, because I am not being strictly literal.  I am 
> editing
> out a lot of the conversational stuff, trying to edit out and make a
> coherent synthesis of the core of what his message has been over the 
> past
> 10 years.  I have finished the rough draft and edited it to the 
> point where
> I can read the lessons and see the topics.  I feel some sort of 
> release
> from having gotten that far.  I felt that Aaron was actually 
> participating
> on part of the process, but I wanted to get his view of how he feels 
> about
> the process.  Is this part of our graduation on a personal level, or 
> is
> this totally a separate sideline thing for me?
> 
> Minearsia (Bob S): Understood.  This is Minearsia again.  Aaron is 
> here,
> and will respond to your questions later.  We wish to delay that to 
> again
> focus on the celebration event, although your work with Aaron's 
> words is
> part of our evaluation of your spiritual progress, and is one of the
> factors, perhaps the major one, regarding our assessment of your 
> spiritual
> development.  Aaron will respond to your questions later, if there 
> is time,
> and after we have fully discussed this graduation event.  I sense 
> there are
> other questions regarding our celebration this evening.  Are there 
> others
> who wish to state their concerns or questions?
> 
> Bill: This is Isaac.  I am taken back by the fact that we are in a
> graduation ceremony that none of us knew was going to happen.  That 
> doesn't
> mean it's not real or it isn't the way it is.  It's just so unusual. 
>  In
> terms of progress on the planet we all know that graduation is the 
> result
> of completion of certain things, and it's time related and all of 
> this.
> Can you alleviate my confusion at this time?  Maybe things don't 
> work this
> way in the spiritual realm, but it comes as a major surprise to me.  
> I also
> am in a mood similar to Bob.  I am taken back by the idea that we 
> have
> graduated.  I feel I am slogging it out in the mud too.  It seems 
> that when
> there's a race, there is a finish line.  I'm sorry if this sounds
> skeptical, but it is the way I feel.  What can you tell me to 
> readjust my
> thinking?
> 
> Minearsia (Bob S): This is Minearsia.  Isaac, my son, consider this.  
> What
> better time for a graduation than when one feels imbedded in the 
> quagmire
> of human life.  Graduation is not just a mark of progress, but as 
> you know,
> refers to one's status potential, if I can use that term.  The time 
> when
> one is ready for growth, when your senses are heightened, when your
> motivation is best, is when you are knee-deep in the alligators, as 
> they
> say.  Would you not agree?  [Ed. This characterization refers to the
> saying,"It's hard to remember you came to drain the swamp when you 
> are
> knee-deep in alligators".]
> 
> Bill: I just laughed, so I must have recognized some truth there.  
> Well, if
> graduation means getting out of the pond where the alligators are 
> swimming,
> I'm ready for that, but that might mean I have to hang up the mortal 
> life,
> and I'm not sure I really want to do that, so

> 
> Minearsia (Bob S): Let me interject here, that this is not high 
> school
> graduation, or junior high, or even grade school, friends.  It is 
> more like
> first grade to second grade.  (That makes more sense.)  And from 
> that
> perspective you are wise enough to know that you have a long way to 
> go, and
> the standards by which your soul growth is judged are not clear to 
> the
> human mind.  This too you know.  Therefore, trust us.  We, your 
> brothers
> and sisters of experience, know the bench marks.  We know where you 
> are.
> Therefore our judgment is, you are ready for the next stage.  Take 
> heart in
> that.  Take a moment to be proud of yourself, but don't get carried 
> away,
> as you have been advised.  Ego is not to be in control of your 
> lives, and
> if you become too prideful, you know that is not wise.  So take our 
> word
> for it.  Your diplomas are on the wall.  Your progress is valid and 
> clear.
> It is time for celebration.  And then it is time to go to work 
> again.  That
> concludes my response.  Isaac, do you have further questions or does 
> anyone
> else have any comments?
> 
> Bill: Well, since you changed it from college graduation to from 
> first
> grade to second grade, that reset the whole concept in my mind.  
> Second
> graders do not understand the tasks they have to accomplish.  Their
> teachers do, but they don't understand the tests and procedures.  
> They're
> just little kids.  They're just eager to get out of first grade and 
> into
> second.  (Comments.)  Having explained it that way, you've diffused 
> my
> shock at this announcement that you made, and I can accept that.  I
> certainly have to agree with you that, in my own experience, I have 
> a very
> hard time understanding progress, and I think I know these other 
> people
> here well enough to know they're not egotistical, and resist the 
> idea that
> they are making progress.  So let's all be humble, and say thanks 
> for the
> report card that says we're ready to go on to `the next thing.  What 
> are we
> going to have next, not just alligators, (comments) but sea 
> monsters, all
> at once?  (Laughter.)
> 
> Minearsia (Bill): Oh, my friends, that's the beauty of not knowing 
> what
> tomorrow might bring, for you would just worry your hearts to excess 
> if you
> knew what tomorrow had in store.
> 
> Bob D: Well, that makes me worry.  (Laughter.)
> 
> Minearsia (Bob S): I am going to ignore that.  (Laughter.)  My 
> friends,
> look at your kindergarten and first grade experience, and look at 
> how your
> worries were almost completely wasted.  Consider how wise your 
> angels were
> in the problems that they set before you?   Was not your experience
> helpful, strengthening, soul-enhancing, and joy building?  Really 
> now,
> friends, is that not the case?  What comments do you have to those 
> words?
> 
> Virginia: Minearsia, what I see when I experience a graduation is 
> very much
> like when teachers have insisted that kindergarten children have 
> black
> gowns and caps to move into the first grade.  They did not wait for
> significant growth, but just simply put the gown and the cap on them 
> and
> said, "You're in first grade."  I think it's demeaning in the sense 
> that
> the child really has no understanding of what the cap and the gown 
> meant,
> nor does the child have any experience of what it means to recognize
> personal growth and attainment in an honest graduation from junior 
> high,
> high school, or college, so I'm taken back too.
> 
> Minearsia (Bob S): Virginia, would you say those children took 
> considerable
> delight in that experience, and, from their point of view, was it 
> not
> positive rather than negative?
> 
> Virginia: I cannot speak for them.  I can only speak for myself
> 
> Minearsia (Bob S): Now, Virginia, you are an expert with children of 
> that
> age.  Do you not have some idea of their reaction?
> 
> Virginia: My question would be, is it a false delight without real
> understanding?
> 
> Minearsia (Bob S): Those children have so much faith in you, their
> teachers, that they believe everything you say.  Is that not true?  
> 
> Virginia: I don't believe that it's true.  I have been challenged a 
> lot by
> very smart first graders.
> 
> Minearsia (Bob S): Yes, there are examples to the contrary, but by 
> and
> large would you not agree that children take great delight in your
> approval, and when you say they have done well, they believe that?
> 
> Virginia: Yes, but it is much more important to me as a teacher to 
> have
> them evaluate themselves.
> 
> Minearsia (Bob S): But you are not the teacher here, Virginia.  You 
> are the
> student.  (I rest my case.)  And in some ways, all of you here 
> really two
> views of this.  There is the child-side of you, the spiritual side 
> that you
> know is growing, and there is the experience-side of you that, 
> having been
> in school for years and years, which gives you some degree of 
> experience in
> a point of view.  Of those two, which do you believe is the more 
> valid?
> Are you going to take your position as the student, and where you 
> believe
> you are, or are you going to put your faith in us, your elders, and 
> accept
> our definition of graduation, and prepare yourself to move on?  
> Friends,
> what have you to say to that?
> 
> Bob D: Well, I'm always ready to move forward.
> 
> Minearsia (Bob S): Yes, and I am too, to a certain extent.  This is
> Minersia again, playing devil's advocate here.  You clearly are in a 
> dual
> position here where you have some knowledge of where we are going, 
> but it
> is incomplete; it is immature; it is child-like compared to where 
> you will
> e a hundred years from now—a thousand years from now.  Your 
> experience
> with Talacia should open your eyes to this.  He said, did he not, 
> that it
> is impossible for him to explain to you what his experiences have 
> been on
> his road to finaliter status.  You are progressing well, but you, my
> friends, have a very long way to go.
> 
> So let us accept tonight as a period of congratulations, and as a 
> time of
> reflection, and pride, but do not get carried away, for as Virginia 
> knows,
> second grade is going to be tough.  Any other questions that we can 
> deal
> with this evening?  (Pause.)
> 
> Very well, let me turn the time over to Aaron.  One moment please.
> 
> Aaron (Bill): I am Aaron.  Be of good cheer, friends.  Everything 
> works out
> for the best.  I know you, Bob, specifically wish to ask some 
> question and
> wish some guidance from me, so proceed, please.
> 
> Bob D: My first question is on the record so I won't repeat it.  My 
> concern
> is basically this manuscript that I have been working on.  I've been 
> trying
> to take many years of lessons and find the meat, the core of what 
> you have
> tried to tell, and bring that into focus, and now I'd like to bring 
> you
> into the process of editing, wording of some things, and I wanted 
> your
> input on how I am doing.  Am I keeping true to the spirit of what 
> you were
> saying to the various groups you were talking to?  Have I been true 
> to
> allowing you to guide that process, not control it myself?  
> 
> Aaron (Bill): You have been a faithful friend, and hard working 
> brother.
> Your insight into the meat, as you say, of the lessons has been 
> profound.
> I, myself, have no hesitations or second thoughts about your 
> efforts.  The
> process of TRing, through which the material came to be, is 
> necessarily
> fraught with efforts that are required by the thought transfer and 
> the
> translation into English.  Therefore, your editorship has actually 
> refined
> the quality and the kernels of truth, you see, and, rather than 
> think that
> you may have cut carelessly at the meat and sliced it to the bone 
> and
> included the gristle, you have been very careful in your butchering,
> (laughter and thanks) if you follow my reasoning.  So that is my 
> answer, my
> friend.  I am pleased.
> 
> Bob D: Thank you.  I felt I had a recognition while you were 
> talking, a
> profundity, if that's a word, because, as I was reading back, 
> putting the
> titles, what the transmissions were about, I suddenly came across 
> what I
> felt, for myself, was a level of profundity, the simpleness of how 
> you
> work, slowly to become more complex, rather than trying to go over 
> our
> heads at the beginning.  It seemed there were some profound, simple 
> truths,
> and then, as we developed this truth, there were deeper and deeper 
> lessons.
>  It seemed quite interesting to me that they seemed to go on in 
> stages of
> lessons.  So I guess I had a joy moment when you said that word, 
> profound,
> and that is exactly what I felt as I was  reading through them, so

> 
> Aaron, (Bill): Excellent, for indeed, you have observed in action 
> the
> intended lesson procedure.  The basic ideas were first presented in 
> very
> simple forms, and then elaborated as time when on, because 
> experience makes
> for new levels of understanding, you see.  So, my last word to you 
> here is
> have no unnecessary hesitation about your project, my friend.  It is 
> a
> worthy one, indeed.
> 
> Bob D: Can I ask one more question? (Certainly.)  The one question I 
> have
> is that in the Spokane Group especially, there was such a combined 
> process
> of TRing among several TRs.    You came through pretty much 
> everybody, so
> there are multiple TRs involved.  And there were multiple teachers 
> involved
> that seemed to work on a growth emphasis.  I am planning to put in 
> an
> introduction where I will basically state that you were the 
> presiding
> person for the group, instead of naming each and every teacher as 
> they gave
> us a lesson.   I feel it is important for the reader to get the 
> focus on
> what the lesson is, rather than all these different names.  So I am
> planning on calling it the Aaron Group of Teachers as a spiritual 
> staff,
> rather than name each particular teacher.  Is that acceptable to do?
> 
> Aaron (Bill): (teasing)  No, our egos are so large that we require 
> all of
> us getting full credit! (Everyone laughs.)   Of course, we don't 
> need to
> have personal recognition.  
> 
> Give some thought to the title of this document.  (Yes, I have 
> several in
> mind.)  Yes, that is important in marketability; and yes, I fully 
> agree
> with your general direction.  An introduction is also essential so 
> that
> those who are curious as to how this could happen will have some
> satisfaction for their curiosity.  There are some who don't care who 
> the
> source is, and simply read the material for itself; but there are a 
> few,
> like Isaac, who would appreciate knowing how this came about.
> 
> Bob D: Yes, I've got it.  Thank you very much.
> 
> Aaron (Bill): My friends, our time is somewhat hampered by the 
> limitations
> of the tape, but also by your schedules, so we will conclude at this 
> point,
> unless there is someone who must ask one more question.  (Pause.)
> 
> Very well, let us unite our hands and our hearts.  Klarixiska will 
> lead us
> in prayer.
> 
> Klarixiska (Bill): O divine Father of mercies, Mother of blessings, 
> dearest
> Friend, greatest Companion: we worship You with our willingness to 
> share
> our lives and to be intimate with You, for we know You are our 
> highest
> goal, that we want to be like You.  And so we share with You that 
> you may
> teach us.  Sustain these, my friends, in the ups and downs of life.  
> May
> their stance on their surfboards not slip.  May their eyes behold 
> the waves
> without fear.  And may their intentions to ride the "big one" all 
> the way
> to Paradise be successful.  Amen.
> 
> 
> 
>
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