NEW LYRICUS PAPER
James, the creator of the WingMakers' Materials, has just released a new paper entitled, The Art of the Genuine: A Spiritual Imperative. You can download it for free in two different Adobe PDF formats, depending on your preference. The paper describes a specific technique of the Lyricus Teaching Order on how one can access their higher intelligence and express it through their emotional self-mastery.

http://www.wingmakers.com/whats-new.html

PDF FILES
The Art of the Genuine (dial-up version) 393KB
The Art of the Genuine (print version) 2.93MB

翻譯 by psiage

問題38 － 為什麼有一些個人會不依附於一些追求性靈的組織（spiritual organizations）呢？我覺得我似乎應該是一個教會或宗教團體的一部分，並且在那裡建立起我的真理之地（true place），但有一部分的我又覺得說，我去面對存在的方法（my existential approach）對於我的成長來說是必要的。

回答38 － 經驗豐富（或知天命）的存有們（Informed entities）不（與組織團體）結盟是有著一個十足充分的理由的。他們渴望自己在‘思想的進化’和‘對於一些新能量的吸收’這些方面是敏捷和流暢的。這是崇高的。這不是什麼要覺得不安或被輕視的事。反倒是，那是一個‘你重視你的意識的流動性勝於它的（被）教化’之徵兆。

你的“真理之地”完全不是一個地方、位置、口岸或場所，而是Sovereign Integral意識之態度或觀點的一種投射。讓我這樣來解釋它好了。你可以想像以下的情況：一束光，一個稜鏡，以及來自這光譜而投射在一面牆上的七種個別的光線。想像你自己在看著這種情況。那裡有著4個可識別的要素，不是嗎？

1. 光束
2. 稜鏡
3. 七種光線的光譜
4. 牆壁

現在，讓我們更深入地來檢視這個方案。那面牆是由物質材料所構成的，因此那面牆可以被分解成它的一些構成要素（石材，混凝土，泥漿，磚塊等等的）。那光譜，如我們都知道的，代表了上百萬種的顏色，雖然我們的 眼-腦 系統可以直接識別出來的只有七種。那光束有一個起源，一個波長，和一個目的地。因此，除了那稜鏡之外，每一個東西都有著一種多樣性。

那稜鏡一直都是單一的，並且是獨立的（sovereign）。它是那催化的力量，部分的原因是因為有了這種單一性。在這個時代裡的經驗豐富（或知天命）的存有們，正在轉變成催化劑或“稜鏡”，而那些“支流地帶”可以被比作是那束光。你可以開始把自己視為是‘把來自一個“支流地帶”的光束投射到你所選擇的那面牆上’的那個稜鏡。作為一個稜鏡，你就不再會在意你是屬於那一種顏色的光線的，也不再會在意那光線是落在那面牆的什麼位置上。

讓我們移到在這方案裡的一個新的探究點。稜鏡是什麼呢？稜鏡是一種透明的光學儀器，是被設計來要讓光轉折（轉變）的。因為一種物質材料的折射率會隨著波長的不同而變化，所以稜鏡有助於散發光的那些不同的波長。當光從空氣中進入到固體的材質裡時，光前進的速度降低了。光被減速或降慢了。如果光以一種非直角的角度進入，光的方向就會改變。光被折射到一個新的途徑，而能夠照亮那途徑。

細想一下這個方案，把它應用到你所謂的“地方”（真理之地）。注意那些斜體字，以及‘它們是如何轉移到你們自己所界定的使命和目的的’。同時要注意到稜鏡也可以被製造成非常多種不同的幾何形狀，並未也可以製造成 反-稜鏡（anti-prisms）。一個三角形的，等邊（60度角）的稜鏡，和一個六面體的稜鏡，把光散發和減速（的效果）是不一樣的。

如果知天命的存有們可以被比作是稜鏡的話，那麼所剩下的就只有以下的問題了：

‧ 我所要發散和減速（讓它變得可理解）的光束是什麼？
‧ 我要把那光譜散發在什麼牆上？
‧ 我的位置要處於那裡才能最理想地來處理那光束？
‧ 我選擇要成為那一種形狀的稜鏡？

你看到你的問題已經如何地被轉移或調整了嗎？實際上，對於你的問題來說，我已經是一個稜鏡了。既然你的問題已經被發散到一面新的牆壁上了，它就能被以一種新的見解來看到。在這種新的見解裡，它就不再是關於加入（團體）或結盟或停靠港的事了。它就是關於近似於選擇的那4個答案了。

為了要給你們有寬廣的詮釋餘地，我已經故意地不明確了，然而，那些催化劑是要做什麼用的呢？如果（我們的思考）要面面俱到的話。

還有一個附加的建議是我要與你們分享的。我們正在進入一個‘“摧毀舊的”加上“創造出新的”之能力，是一套價值無比的技藝’之年代。要察覺出一個人的作為之短處並且摧毀它，而創造出一種新的作為來取代它，需要異乎尋常的洞察力。光，當它通過稜鏡時，會隨著時間和物質而減弱。換句話說，知天命的存有們將會發散出一種更為明亮，更為清晰，更為可見的光之頻譜，如果那光源是屬於他們的時間，空間和物質的。

我的看法是，在那新的裡，力量是自我完備的（the power is self-contained in the new）。會有的只有因為要建構出連結與混合的模式而產生的稀釋效應。這工作是關於‘舊的之毀滅’就和它是關於‘新的之建造’一樣地多。這是不結盟的（存有）之另一種特徵－－樂意，甚至是渴望，要去沖洗掉舊的心智，為的是要把那新的吸引到一個人自己裡面。

問題39 － 有沒有一種必須的啟蒙會要求學生要去學習上升的大師們的那些玄秘的方法？

回答39 － 我是‘對於像是光的商（級）數，上升的順序，入門儀式，上升的位階等等的這些觀念，有著某種程度的不寬容’的那些老師們其中的一個。這些觀念是來自那些舊的“支流地帶”的，而它們被那些‘是為這些（舊的）“支流地帶”之稜鏡，而且已經被舊的“階級制度”之 老師-學生 等級所教化’的人所持續著。這種特殊的學生是一個在早年被灌輸了這些觀念而無法完全放下這些觀念的人。

當一個有著這種心態的學生，遇上了像我自己這樣的一個老師時，他們會時常感到不安，因為我將會撕裂那教化，就像某人會把一個木乃伊解開而讓它那易損壞的皮膚曝曬在陽光下一樣。如果那學生受得了這個，他們將會以不一樣的方式來看待他們的角色。他們將會步上一條建造在他們自己的內在智慧之上的獨立的通道（sovereign path），而那也許會和‘階級制度，或教派的修煉（ashramic work），或這種光和那種光’一點關係都沒有。那將會是關於‘存有的即時的表達（the entity’s expression in realtime）’以及‘那表達是如何在和那些他們的生命是複雜地連結在一起的人起共鳴的’。那是關於‘以Sovereign Integral 的生命原則來過生活’的。

讓我們回到有一個人，有一天他跑來告訴我他要離去的計劃。他感覺到他必需回到他（習慣）的教化（我的用字，而不是他的）那邊去已經有一段時間了，他感覺到他必需像個回頭的浪子般地回到他的大師那邊去。他感覺到我並沒有在繼續‘以言辭和行動來教授知識’之作為一個大師的傳統，我太迷戀於藉由美術，音樂，心理學等等的來教學了。對他來說，他需要的老師是一個能夠告訴他‘要做什麼，要往哪裡去，要如何去到那裡，以及一旦他到達那裡之後，他會是什麼’的人。

我對他的離去表示祝福，並且解釋我要創造工具而不要去教授我稱為是‘玄秘之學的細節瑣事’（the Minutia of the Esoteric，MOTE）之決心。但對這位學生來講，MOTE是他所要的。‘玄秘之學的細節瑣事’是支撐著他對於‘被稱為是神秘的知識之那種精英論的萬靈丹（that elixir of elitism called arcane knowledge）’之需求的鷹架。

‘體驗整體導航儀’在任何一方面都和MOTE沒有關係，而這種體驗就是我所要教的。‘體驗整體導航儀’的問題在於，對於有些學生來講，他們會發現他們自己本身無法成為老師，而這正是大部分的學生或初學者來跟我學習的目的。他們渴望要成為MOTE的老師，雖然他們化裝成為要追求性靈的學生（though they masquerade as students of spirit）。

為什麼呢？因為一旦成為一位MOTE的老師，他們馬上就會歸屬於“階級制度”了，期待能把他們自己像一枚上升的火箭般地發射到那些無所不能的天堂。那潛伏著的，潛意識的等式是： 對於MOTE的精通 ＋ 上升的大師 ＋ 傳授的程序＝ 控制。因此，當一個學生來到我這裡時，我會仔細檢查他們的那些意圖，過濾出他們真正的欲望是要‘體驗整體導航儀’或他們要的是‘引起了要去學習MOTE的那些教化的人為加工品（the indoctrination artifacts that create a leaning towards MOTE）’。

控制是引領許多學生到我這裡來的‘教化的人為加工品’，雖然一般來講他們並沒有覺察到它。我要請你們去仔細考量這件事。檢視你的那些意圖，看看你所渴望的是體驗或知識。它們並非是互不相容的，如果‘體驗整體導航儀’的價值被認為比‘控制’還高的話；並且如果對於‘整體導航儀的表達’之敬重勝過對於‘MOTE之獲得’的話。

我要暫時回到早先在這封信裡所提到的那個方案。如果你是那個在你的內心和理智裡引起共鳴之當代的“支流地帶”的一個稜鏡，而起共鳴的那一部分的你，被稱為是“整體導航儀”的，升起而成為你的老師的話，你將會看到，你不是一個有著特定形狀之定型的稜鏡，而是，你能變形成任何你想要的幾何形狀。

這就是‘體驗整體導航儀，以及，表達出它那些天生固有的能力’的美妙之處。你不會保衛或教授MOTE；你不會是一個想要執教和控制的初學者；你不會像鸚鵡般地重覆你的大師的那些言語；而是，你會清晰地把那些當代的“支流地帶”轉化給分散的人類群眾，這些人正在尋求被‘已經被減速到它們那些特定的需求之藝術與個人經驗的工具’所照明的一個新方向。

在結尾的地方，我希望你能知道，我並非在抨擊我所瞭解的那些教派團體（the ashramic missions）的價值，而是，你所瞭解的。你對它們的瞭解是透過了那些尚未察覺他們的“整體導航儀”之稜鏡的言語。你對它們的瞭解是透過了其他的學習者自那些廢棄的“支流地帶”所表達出來的MOTE。在“階級制度”裡的‘分化和專門化’比大家所認為的還要少很多（There is much less division and specialization within the Hierarchy than is acknowledged）。那些大師們對MOTE沒有興趣……有興趣的是那些初學者。

http://www.wingmakers.com/answersfromjames.html

大多是改變背景音樂而已

http://blog.webs-tv.net/skyutopia/article/769345 Wingmakers website Radio

http://blog.webs-tv.net/skyutopia/article/527818 能量的心

http://blog.webs-tv.net/skyutopia/article/348827 我的中心訊息

http://blog.webs-tv.net/skyutopia/article/787817  Song of Whales

Question 38 – Why do some individuals become unattached to spiritual organizations? I feel like I should be part of a church or religious institution and establish my true place, but there’s a part of me that feels my existential approach is necessary for my growth.

Answer 38 – Informed entities are non-aligned for a good reason. They desire to be facile and fluent in their evolution of thought and in their absorption of new energies. This is noble. It is not something to be restless of, or disrespectful to. Rather, it is a sign that you honor the mobility of your consciousness more than its indoctrination.

Your “true place” is not a place, position, port, or location at all, but rather a projection of the attitude or outlook of the Sovereign Integral consciousness. Let me explain it this way. Imagine the following scenario: a light beam, a prism, and seven individual rays from out of this spectrum cast upon a wall. Imagine yourself looking down on this scenario. There are four recognizable components, are there not?

1. The beam of light
2. The prism
3. The spectrum of seven rays
4. The wall

Now, let’s examine the scenario more in-depth. The wall is constructed of materials, thus the wall can be reduced to its component parts (stone, concrete, mortar, bricks, etc.). The spectrum, as we all know, represents millions of colors, though there are only seven that our eye-brain may immediately recognize. The beam of light has an origin, a wavelength and a destination. Thus, everything has a multiplicity, but the prism.

The prism remains singular and sovereign. It is the catalytic force, in part, because of this singularity. Informed entities in this time, are transforming into catalysts or “prisms”, and the Tributary Zones can be likened to the beam of light. You may begin to see yourself as this prism that projects the beam of light from a Tributary Zone against the wall of your choosing. As a prism, you are no longer concerned about what ray you are affiliated with, nor the location of where that ray lands upon the wall.

Let’s move to a new point of inquiry in this scenario. What is a prism? A prism is a transparent optic that is shaped to bend (transform) light. Since the refractive index of a material varies with wavelength, prisms are useful for dispersing different wavelengths of light. When light enters a solid material from air, the speed at which the light travels decreases. The light is decelerated or stepped-down. If the light enters at an off-normal angle, the direction of the light changes. The light is refracted to a new path and can illumine therein.

Consider this scenario as it applies to your “place”. Note the italicized words and how they transfer to your own definitions of mission and purpose. Note also that prisms can be fashioned into a wide variety of geometric shapes, and that there can be anti-prisms as well. A triangular, equilateral (60° angle) prism disperses and decelerates light differently than a hexahedral prism.

If informed entities can be likened to prisms, then the only questions left remaining are the following:

· What light beam do I disperse and decelerate (make intelligible)?
· Upon what wall do I disperse the spectrum?
· Where do I position myself to optimally process the light beam?
· What kind and shape of prism do I choose to be?

Do you see how your question has been shifted or restructured? In effect, I have been a prism for your question. Now that your question has been dispersed to a new wall, it can be seen in a new light. In this new light, it is no longer about affiliations or alignment or ports of call. It is about four answers that are akin to choice.

I have been purposely vague in order to furnish you with broad interpretative latitude, but then, what are catalysts for, if not to be incomplete?

There is one additional suggestion I would like to share with you. We are entering a time when the ability to destroy the old and create the new is a skill set of unparalleled value. It takes great insight to detect the weakness of one’s own work and destroy it, while creating a new work in its place. Light, as it passes through prisms, becomes degraded over time and matter. In other words, informed entities will disperse a brighter, bolder, more visible spectrum of light if the light source is of their time, space, and matter.

I am of the opinion that the power is self-contained in the new. There is only the effect of dilution by constructing bridges and hybrid models. This work is about the destruction of the old as much as it is about the construction of the new. This is yet another trait of the non-aligned – the willingness, even eagerness, to flush the mind of the old in order to attract into oneself the new.

Question 39 – Is there an initiation required for students to learn the esoteric ways of the ascended masters?

Answer 39 – I am one of the teachers who have some degree of intolerance towards concepts like light quotient, ascension schedules, initiations, ascension seats, etc. These concepts are of the old Tributary Zones, and they are continued by those who are prisms of these Tributary Zones who have become indoctrinated by the teacher-student ordering of the old hierarchy. This particular student was one who was impregnated by these concepts at an early age and couldn’t quite let go of them.

When a student of this mindset meets a teacher like myself, it can often be unsettling for them because I will rip apart the indoctrination like someone who unwraps a mummy, exposing its frail skin to the sunlight. If the student survives this, they will look upon their role differently. They will walk a sovereign path built on their own inner wisdom, and it may not have a thing to do about the Hierarchy, or ashramic work, or this ray or that ray. It will be about the entity’s expression in realtime, and how that expression is resonating with those whom its life is intricately connected. It is about living the Life Principles of the Sovereign Integral.

Returning to this individual, he came to me one day and announced his plans to leave. He had felt a need for some time to return to his indoctrination (my words, not his), and like the prodigal son, return to his master. He felt that I was not carrying on the tradition of being a master who teaches knowledge by words and deeds, that I was too enamored by teaching through art, music, psychology, etc. To him, he needed a teacher who could tell him what to do, where to go, how to get there, and who to be once he arrived.

I bid him farewell, explaining my resolution to create tools and not to instruct in what I refer to as the Minutiae of the Esoteric (MOTE). But for this student, this was what he needed. The minutiae of the esoteric was the scaffolding that supported his need for that elixir of elitism called arcane knowledge.

Experience of the Wholeness Navigator is not in any way related to MOTE, and this experience is what I teach. The problem with experiencing the Wholeness Navigator is that for some students they find themselves unable to become teachers themselves, and this is why most students or initiatives arrive to my door. They desire to be teachers of MOTE, though they masquerade as students of spirit.

Why? Because as a teacher of MOTE they suddenly belong to the Hierarchy, hoping to launch themselves like an ascending rocket to the heavens where all things are possible. The lurking, subconscious equation: Mastery of MOTE + Ascended Master + Initiation Process = Control. Thus, when a student comes to me, I scrutinize their intentions, filtering the authentic desire for experience of the Wholeness Navigator from the indoctrination artifacts that create a leaning towards MOTE.

Control is the indoctrination artifact that leads many a student to my door, though they generally are not aware of it. I would ask you to ponder this. Examine your intentions, and see if you desire experience or knowledge. They are not mutually exclusive, if experience of the Wholeness Navigator is prized above control; and if the expression of the Wholeness Navigator is honored above the acquisition of MOTE.

I will return momentarily to the scenario I mentioned earlier in this letter. If you are a prism of a contemporary Tributary Zone of resonance to your heart and mind, and that part of you, referred to as the Wholeness Navigator, arises as your teacher, you will see that you are not a concretized prism of a particular shape, but that you can shape-shift to any geometric shape desired.

This is the beauty of experiencing the Wholeness Navigator and expressing its innate abilities. You are not protecting or professing MOTE; you are not an initiate desirous of teaching and control; you are not parroting the words of your master; rather, you are transparently transforming contemporary Tributary Zones to the dispersed masses of humankind who are seeking a new direction that is illumined by the tools of art and personal experience that have been decelerated to their particular needs.

In closing, I want you to know that I am not impugning the value of the ashramic missions as I know them, but rather, as you know them. You know them through the words of prisms not yet aware of their Wholeness Navigator. You know them through the MOTE that other initiatives have expressed from obsolete Tributary Zones. There is much less division and specialization within the Hierarchy than is acknowledged. The masters are not interested in MOTE… the initiates are.

/...

這真是個很有趣的問題。
如果你研究科學有足夠長的時間...

足夠嚴肅，足夠深入...

而

如果你還不覺得有古怪的話...

那你什麼都沒學會。

...../

/.....

It's really an interesting question.

If you study science long enough...

and seriously enough and dig deeply enough...

if you don't come out feeling wacko about it...

you haven't understood a thing.
....../

很多 $%&# 當了教授好多年，卻不曾覺得奇怪 ... Orz

但有一小部分人卻在一開始就覺得很奇怪 .... 不得不 " 停 "下，

而且很懷疑 " 其他人 " 怎麼還能繼續讀上去卻不曾發出這樣的疑問 ... Orz

/ 如果你研究科學有足夠長的時間 / ...足夠長的時間？ 要多長 ... 不用很多年吧！

時間長到讓你把大學唸完，還不夠長嗎？

不懂那些拿到學位的或正在拿學位的...神經是有多大條 ？....

無意識的咀嚼，至少口香糖還有味道....

下次在路邊看到流浪漢，別太早下斷言....

因為...也許他比別人敏感多了...疑惑很久了..(早就覺得很奇怪）

說回來這齣片也太晚出現了，

不過為了融入大眾媒體，這齣片已經作了很多妥協 ...

其實它也不算是電影，算 Discovery 那種吧 ..

也許就是因為作了妥協，內容也被批評蠻多的..

http://www.whatthebleep.com/

http://www.imdb.com/title/tt0399877/

http://www.math.columbia.edu/~woit/blog/archives/000083.html

http://blog.lib.umn.edu/archives/shawx001/RelPsy/024978.html

http://efilmcritic.com/review.php?movie=10772

http://knowledgecenter.com/bleep/