A Need-to-Know Basis

John: Last time (see The Big Screen) we spoke of an idea that came from the mystic Bhai Sahib, where he says that a person needs to be put into a state of disturbance in order to reach more deeply within themselves.

And this idea seems to have triggered your dream. In it there is the disturbance of too many video screens – more input than you can handle. The dream depicts you trying to manage this overload.

In our lives, when disturbances arise, we are meant to handle the process with dignity, in a way that leaves us open to get guidance on how to proceed from within. However, mostly we just crack from the strain. We go off and pout. We get into a certain a mood. We get angry. We cast blame.

Unfortunately, the world around us supports these behaviors, thinking they are a normal part of life. But they aren’t. They are a type of avoidance or denial of a very natural process. The result is that we keep ourselves sick with our own poisons, instead of intuitively finding our way to the best answer and evolving ourselves forward.

In your imagery you’re shown that if you’re able to allow yourself to fall back within, you have a depth and capacity inside that’s huge. But you have a limit, and that is what creates your “need to know,” which is what can help bring the guidance through.

There’s another statement from Bhai Sahib where he speaks about a human being conducting their lives in such a way to compel the teacher to always give them the next thing they need in order to cope.

That’s why spiritual journeys are often done as a part of a tradition: it prevents us from having to have all the answers ourselves – which, of course, we don’t. When we need to figure out something new – in a challenging or difficult situation – we compel further guidance to come to us. That can be in the form of a statement from a stranger, an inner knowing, or a direct recommendation from the teacher.

If we don’t put ourselves in the situation of needing the next thing, we won’t get it. When we do, we can have the ability to act in ways that are different from the norm, i.e., getting angry or upset.

So we have to have the audacity to put ourselves on the edge of the unknown. It may appear to others that we are being “unruly,” but that’s where the magic is. That’s what’s needed to reach the depth.

That’s why when something strange happens, when we do something outside the normal, the teacher can hear that. The teacher is aligned with the student more than the student ever realizes. The teacher knows and has the wisdom to see what is required.

Each human being is created in the image of God, and whether we have amnesia to it or not, we all have the innate potential to make these connections. When we form such linkages, they then become the vehicle upon which something is set in motion between the inner self and the outer self.

The student is inclined to think that this is a form of awakening consciousness, as if they’re going somewhere. Yet they’re not going anywhere, they’re just reaching a state where the inner potential awakens. That potential then sends a signal to receive what is the necessary next step.

In your dream, where you see the array of monitors, you are witnessing your vast capacity to hold, sustain, and maintain a kind of depth. But what portion of that depth are you able to realize?

Said another way, to what degree can you give to, and integrate, the masculine? Because it’s a type of forgiveness, or letting go, that you must do that will give, to the masculine in you, what it needs to open more screens up. On some level you are compelling what you need to cope to come through.

This can lead to further breakthroughs in which the teacher begins to see that the student has their own particular capacity, or thought-of-God quality. The teacher looks at the student and wonders how the student can best be used – because the teacher is bound to the student in an amazing way.

So the outer world of the student is changed and finessed and altered for this growth, and the teacher absorbs certain neuroses that stand in their way, feeding them back to the student at the appropriate time to keep the “letting go” controlled and safe. It is all a dance to get the student to a point where they can reach over the edge of themselves, and leave themselves on that edge, with the teacher available as a rescuing conduit if needed.

Leave a Reply