Finding A Bridge Between Teacher Student

Good evening, Bashar. I want to say thank you for your presence and for your state of being. Thank you for yours. You're welcome. I have a couple questions. It's a two-part question. All right. Does that mean you have a two-part question and then another question? No. Oh, all right. I have spent the last 13 years of my life as a teacher. Yes. And I teach high school, and I draw a great amount of, passion and joy from doing the work with teens who are inner city youth who deal with a lot of poverty and if that is your passion you are teaching high school by teaching school high thank you and and and I enjoy it and yet was that the pun you were looking for yes go ahead I deeply enjoyed and it gives me a great sense of joy. Yes. And I also see myself as a student of this work. So are we. We are teachers and students all. And I'm trying to find a bridge. You are what? I'm finding. Finding. Finding a bridge. Thank you. Thank you. Between myself as a teacher and the student self that I am. All right. Things have led me to your work. I have this. May I ask you a question before you continue? Yes. Oh, oh, I'm sorry. One moment. Teacher. Yes, Bashar. Oh, thank you. Why did you phrase the idea as if you are looking for a bridge between the teacher and the student, thus in that statement automatically assuming there's a chasm? Yeah. Because that's how I perceive it. And why do you perceive it that way instead of as a holistic idea? Well, because I teach curriculum and I have to sneak the spiritual into the classroom, sneak it. I can't be obvious. So I have to sneak, sneak it in and do it in subtle ways. And then as a student, I can immerse myself into the spiritual practices and spiritual study. All right, but what you have described doesn't necessarily in any way mean that you have to create a chasm in your definition between the two ideas. You are still teaching, you are still learning, and the ideas that whatever. way your imagination seeks to present it will be fine. Okay. But that methodology, that presentation, that expression, doesn't necessarily have to, in any way, should perform, intimate that there's a chasm there. Okay. You follow? Yes, I do. All right. So when you say, I'm looking for a bridge, what are you actually saying? Are you saying that you would like to do this in another methodology? You would like to express it more fully somehow, more outwardly somehow, rather than having to sneak around? Is that what you're saying? Maybe. Maybe. All right. Well, how does your imagination envision that that? could actually work for you. I am still trying to develop that. You are still what? I'm still developing my imagination.

bridge, what are you actually saying? Are you saying that you would like to do this in another methodology? You would like to express it more fully somehow, more outwardly somehow, rather than having to sneak around? Is that what you're saying? Maybe. Maybe. All right. Well, how does your imagination envision that that? could actually work for you. I am still trying to develop that. You are still what? I'm still developing my imagination. Sorry, we are selectively deaf to certain words. Indeed. Indeed. A part of my development in that has been a student in finding ways that I can approach that bridge. All right. Well, then as a student, your home fun assignment is to use your imagination to envision how you can create a scenario, a reality, in which you can express whatever is you wish to teach in the way in which you wish to teach it. Because remember, we said if you're acting on your excitement, but not acting on it in the way you wish to, where you wish to, how you wish to, with whom you wish to, you're not really fully acting on your excitement. Any component that is missing will not allow the excitement to actually be experienced by you in a holistic way. So how else can you do this? How else can you teach and be a student and teach in the way that you wish to where you would to, how you wish to, with whom you wish to. I am looking for that. I am. Looking for it. Well, if it doesn't exist, let's say hypothetically it doesn't exist on your planet at this time. Then what? What are you left with? Making my classroom as close to my imagination as possible. What else are you left with? Be bolder in your answer. Be bolder. Creating it myself. Thank you. Mm-hmm. So the idea. Again, is, if you understand the tool of excitement, and you know that excitement and acting on it leads to all other excitement. By taking and acting out the most exciting version, if there is another version that already exists, acting on whatever version is most exciting will lead you to it. Yes. You understand? I do. And then you don't necessarily have to create it in the way you think. If it exists, you'll be looking. led to it by your excitement and then you can know that in that sense you have created it in your reality by attracting yourself to it by using excitement as a tool to do that. Sure. Make sense? Totally. And if you don't find it, if you don't run into it, then yes. You can create it as you say in your language from scratch. Sure. It's up to you. But you must act on the most exciting version of it first. Okay. That will lead to all other excitement. That's the driving engine of excitement. That's the organizing. principle of excitement.

using excitement as a tool to do that. Sure. Make sense? Totally. And if you don't find it, if you don't run into it, then yes. You can create it as you say in your language from scratch. Sure. It's up to you. But you must act on the most exciting version of it first. Okay. That will lead to all other excitement. That's the driving engine of excitement. That's the organizing. principle of excitement. That's the complete kit of excitement. You must act on the highest excitement version first. Okay. Not because you expect that that version has to come to fruition, but the idea of acting on it will place you where you need to be placed one way or the other because that's the driving engine. Okay. Yes? Yes. Does that help? That helps. All right. Anything else? It is. I have one other question. is, as a student, I have been led to you through an affinity, intrigue of channeled material. And I started with the Seth material, and that led me to the Abraham material, and Oren and Dobbin, and then to you. Yes. And in this process, I wanted to see, because I said, why is this material still always coming across my path? And I made contact with an entity that revealed itself to me under the name Ants. A. All right. And gives me information, really on a personal level, a lot of encouragement, and I don't always access that state of being because of different belief systems. But I was wondering if you could, if you had information about any energy surrounding me or anything coming to you about this. You need to add the beginning to that word. It's given you part of the word. Right. You need to complete the rest of it. So it's anything that I can add to that adverb. adverb. So guidance? Not anything specifically. Okay. You are being given a t' ants to be yourself. Oh. You need to add the CH. You need to participate. You need to collaborate. You need to become who you truly are in order to give yourself a chance to experience it in your life. Wow. Thank you. You're welcome. Thank you. You're welcome. Thank you.