Explication Stratagies:
In order for anything to be learned, there are specific stages the consciousness in the learning process must go through. Not because or specific to what is to be learned but because of how the consciousness is designed to learn. It must adhere to specific laws, to ensure that the exploration of the particular learning stage has to offer, if it does not go through the stages it does not only not completely learn but also does not fully integrate itself into the ability of learning which it is capable. Learning is an evolution of consciousness and if it refuses to learn it also insists it has no need to exist anymore.
Even as a sleeping dream can assist you in realizing all life as a “dream”, too is the world full of small moments of learning. However, the world in its entirety is a lesson of learning for your eternal life. It is helpful to relate to these levels through your small lesson experiences, however you will one day remember the fact that all life has indeed also been only a moment of learning.
Stages of Achievement:
on stages of learning.
1. Awareness:
One must become aware of where they need learning or what it is they want to learn in order for the learning process to begin. Often without awareness a lesson seems to repeat itself until it is recognized that there is actually a lesson there to be learned. While this awareness can be brought to the consciousness’s attention by different means, it is always done so by a means which was already trusted by that particular consciousness. Whether person, object, or situation it always involves a discomfort. The trust in which the consciousness has put on it is one of belief that it exists. One surely would not accept a lesson from something it does not believe is real. While a person close to them might be given a greater amount of trust then others also are they given a greater trust in the attention they provide. Regardless when one accepts that a lesson is to be learned they begin to submit to the learning process with the situation or teacher offering the lesson.
2, Desire:
When one is aware of a lesson to be learned they must also desire to learn the lesson and the consciousness must recognize their ability to learn is an equal degree of the lesson offered, or the lesson will be abandoned and deemed currently impossible to learn. Desire cannot be given to a particular consciousness from any other seeming separate consciousness, it must be instilled within them or else it will feel contrived and forced. When learning seems forced it is subject to being established as strictly information learned, and not integrated as a transformation of being. Therefore there must be a personal inspiration motivating the learning process in order for the lesson to actually be received by that particular aspect of consciousness.
3, Participation:
Obviously in order to learn, the curriculum of the lesson must not be avoided. The event offering the lesson must be embraced, analyzed, and understood, in order for the consciousness to direct itself in the proper direction to allow its own transformation to occur. Understanding is required, for it is consciousness that must agree in order for it to surrender to the process. This is why it must analyze its curriculum, for there it begins the process of agreement by recognizing the lesson that is to be learned, even if it is learning to no longer analyze. Regardless of what it has concluded as the most noble actions for it to take in response to the curriculum, it must embrace the situation to even recognize they do indeed have actions to take within that curriculum. And it is by taking them that one can learn that they are ready and willing to transform.
4, Aggravation:
After one has believed they thoroughly understand the lesson, they will always feel a conflict between the transformation of what they are to learn, and what they currently believe themselves to be. This training requires that one adjusts their thinking in a fashion from where the lesson can be related to, where the lesson is learned. This adjustment can be frustrating as the struggle seems to involve a multitude of mistakes which are only now evident because this aspect of consciousness has become aware of what is to be learned compared to what it has previously learned. Rightfully this is a frustrating experience as what one is actually learning is how to adjust their mind to thinking differently.
5, Anticipation:
After one has found some success in learning the particular lessons, there is often a slowing down or stagnation as one doesn’t feel a need to push themselves more then they feel comfortable. Often deemed as complete or no longer necessary, the willingness to learn in the particular area is put aside. While they may admit they are yet masters in the subject, it is necessary to go through a form of respite while the mind solidifies the previous adjustments made.
6, Revisitation:
Usually put off til the curriculum seems to present that the discomfort remains, the consciousness is required to revisit every lesson till it is completely integrated. If there remains even an inkling of frustration in the area, then the lesson is not completely integrated. Therefore revisitation is often thought of as a test, where one is challenged by an additional scenario with similar curriculum offering the same lesson. If the learning has been accepted, this could be recognized as an opportunity to prove that the lesson has indeed been learned, or a humbling reverting back to the frustrating part of this process.
7, Integration:
When one has overcome the obstacles in the curriculum sufficiently, and confronts the lessons with absolute confidence. No longer having any amount of frustration, fear or confusion in the area it would seem that one has learned the lesson, however, there is a final polish necessary. This is the actual test, for when one passes, what was learned has become a natural response without hesitation. Therefore actual integration requires the consciousness to give up, with a complete surrender. Releasing all previous learning through what often feels like a hopelessness. For this time the curriculum has presented itself with a far greater challenge then they experience, demanding of them to not only officially learn the lesson but to expand beyond what it has taught them. Forcing the consciousness to not only go to the level learned but to become an example of it by bringing more to it then what was provided. Because they have officially learned it, they can now use it as a foundation for the growth beyond it.
7+, On to the next:
Often many of the curriculum for multiple lessons are overlapping and weaved in and out of each other. However when one is learned there is an adaptation of it to adjacent lessons. Usually influencing their ability to recognize the differences between them. While they all are supportive of each other, where there is still a frustration or disturbance in any of them one has yet to learn that they are. Therefore it is soon recognized that the sum of all lessons is a lesson in itself, for what is learned is perfectly applicable to every scenario.
