PHASE II of the TEACHING MISSION
Greetings. This is Rayson. I'm delighted to see you here today, my friends. Today's lesson will be somewhat complex, for we shall be joining the threads of three separate subjects together, intertwining them. I shall be doing this increasingly in the remaining lessons, for my time with you grows short, regrettably.
[Later] S: One more question please, sir. You said your time was short. Does that mean another will follow you?
R: I am not at liberty to discuss this. As far as I know the plan is still being discussed.
S: Do we need to be at a certain level when you're finished with us in order to get another teacher?
Or is the question are we doing OK with your instruction?
R: You are doing extremely well. The original plan, as I understand, was for the students to grow into teachers, each and every one.
S: When you say your time is extremely short, can you give us a time concept of that?
R: Not at this point, but we are not quite there yet.
S: Rayson, this is (S). Is your limited time with us related to the August 21st millennium culmination of the rebellion, whatever's going to be happening, birthday party, I guess, yes?
R: No, it is more closely related to the extent of progress in spiritual growth that has occurred among the students of a given group. This group has done well, and it has been determined that the requirement for a teacher is becoming less and less as you proceed forward. Our goal is to help you along until you are sufficiently advanced to become an independently functioning unit in conjunction with your indwelling Adjuster. This is the way in which all of the universes function. It is the most efficient way. I sense regret.
R: But why be sad when you have something that so few others have been privileged to share?
S: It's to be in the dark for 350,000 years, then to meet a new friend, and then be told that this friend is leaving is a great, is a human emotion for sadness. That makes me want to cry.
S: But you're not leaving, are you, Rayson? You'll be with us individually?
R: Yes, of course, and I will be available for questions.
S: Oh, I feel better. (12/18/93)
Greetings, this is Rayson. I am delighted to see you, all of you, gathered here today. This is a special day for we have very few lessons remaining, and I would like to announce that we shall be allowed to continue a second phase in this particular group.
Originally, my plan was to give a set number of lessons to the body of this group, not constrained so much by time as by content considerations. We have nearly completed the course of study, so to speak. However, some in this group have expressed the desire for an extended period of work with this group and teacher; therefore I have been given permission to embark upon a higher level of study with this particular group. I am very excited and enthusiastic about this prospect and we believe that this group is well suited for a higher level study course. Are there any questions about this?
S: I wonder if this is also because we have several newer readers, newer members of our group?
R: That was a consideration, however not a major one, for, as you know, during the course of this mission many have come and gone and because of efforts at transcription of the lessons, the core content is available for review by new members of the teaching mission. The major consideration in allowing an extension with this group was more related to the fact that there is a great hunger for knowledge and a great willingness to participate in the business of incorporating these lessons into every day life on the part of the main body of participants in this particular teaching group. Does that answer?
S: Yes, I would also like to say that I am extremely happy that you are proceeding to a second phase. I'm looking forward to that.
R: It will be much hard work for you.
S: Rayson, I want to also say I'm so excited about the fact that you're willing to continue on. The hard work I think we'll welcome, so thank you very, very much. That's exciting.
S2: Rayson, I have one question that you may not be free to answer, but it is this: What is happening with Bertrand's group, too, that's being allowed to continue?
R: Yes. That group, too, has prospered and made good progress. Remember, my friends, that one of the goals of this teaching mission is to produce a core of human teachers, meaning yourselves and the others who are involved with other groups, who will go forth and continue this most difficult task of uplifting Urantia and disseminating not only these teachings but ongoing messages that each of you will be receiving through the universe circuits as transmitted to you by your indwelling Thought Adjuster.
S: Can you tell us, do you have any ideas about how long the second phase would last in terms of numbers of lessons or a time frame?
R: That has not yet been determined, but I would guess something like a year of your time, more or less, depending on the response of the group to a slightly different modality of interaction. There will be a requirement for greater participation among the members of the group than is presently the case.
S: Within the context of the session itself?
R: Yes. At first this will be difficult for you, but as you progress you will find it to be less so.
S: What sort of increased interaction would be required?
R: Well, as you are being prepared to become a teacher yourself, there will eventually be lesson preparation and presentation by the members of the group. Prior to that there will be mostly group discussions of a variety of topics. This is in keeping with the preparation of outstanding spiritual teachers on Urantia. (S: Sounds exciting.) (01/15/94)
R: Friends, today's session will be a bit different from the usual, for this will be our last formal lesson. In addition to the lesson, I am going to explain the next phase of this group's educational experience in the teaching mission. Do you have a preference as to whether you would care to hear the lesson first or second?
S: I prefer the lesson first.
R: Very well. (See LESSON: Work and Love)
I have used this last lesson as a model for our next phase of education. What we shall do beginning next session will be to start with basic concepts, and I will serve as the moderator while participants in the group offer components of the lesson. It will seem random to you at first, but your unseen helpers will be working with you during the interim periods between meetings in such a way that the final product of each session will fit together and form a cohesive unit as if uttered by one being.
This will serve many purposes. This will help you to see how a loving attitude enables you to cooperate together and produce something of real and lasting value. It also enables you to work at your own speed while you are alone preparing and set your own pace for spiritual growth. Additionally, you will be learning skills which will enable you to duplicate this teaching group when you go forth at a later stage in the mission and form your own separate groups among new members of the mission.
I sense that you are all excited and enthusiastic about this prospect. [Enthusiastic assents.) I will receive questions and comments now.
Q: Rayson, is there an intention as this second phase progresses to prepare us for transmitting and receiving in our future study groups?
A: You are already prepared. You need only to take that final leap of faith in order to function as a transmitter receiver. There is a publication circulating which will be helpful to you in this regard.
S: I look forward to seeing that.
S: Rayson, are we going to be assigned topics of homework so that we can all bring thought-out concepts to these sessions?
R: If you prefer, we can do that. Otherwise, one or are another member of the group may pick a topic and a consensus may be reached.
S: Should this consensus be reached in advance or are after we arrive?
R: In advance. For example, at the end of today's session.
S: We would simply agree on a topic for the next session? (Yes) I would prefer that we would do it in advance so that it would be something we are really interested in instead of trying to guess the things of interest.
S2: Maybe a combination would be nice.
S: No, our interest may be more in discussing earthly catastrophes right now than they might be three months from now.
R: That is fine.
Q: I understood you to say, Rayson, that we would be discussing basic concepts. So would we, then, in our preparation during the week, apply these basic concepts to whatever topic we choose? Is that the way you perceive the program?
A: Yes, that is one way of doing it. Some have suggested that the basic concept itself be the basis for discussion, but the other is appropriate as well. And during your period of preparation you will find yourself reflecting on basic spiritual concepts and values heavily which will be a very useful exercise for you and will assist in your growth and development as a teacher.
Q: So actually we could take any one basic concept and apply it to any topic and have a whole lesson on that, couldn't we?
A: Yes, certainly.
S: I did not mean to preclude other suggestions as to whether or not you should dictate the lessons or we should select them. I notice that there's been almost no comments on that or suggestions, either affirm or deny.
S2: I personally would like to see a mixture. I think it might be nice at times if we could say as a group that we would like to talk about something, but I also would like to think that Rayson would be contributing his ideas of what we might be covering. Also, if I'm perceiving this properly, we're going to end up more and more getting the advantage of our celestial contact to help us with our program through ourselves. It will be as though we begin to learn how a transmitter receiver actually works, that is, we'll get guidance mentally as to how we're going to say things and so on. Is that right?
A: Yes. You are exactly right. And you are also right in understanding that this will be a period of weaning from the previous situation in which I have done all the leading and you have done all the following. You will be learning to become leaders yourselves which you will find strengthening and gratifying.
Q: Rayson, does that mean eventually, as we go along, we'll basically have more or less a guide not unlike yourself - that would be available for each of us? Like, for instance, Rayson is very available and can work with (T/R) at this time. Would that mean that maybe, for instance, (Student), or myself, or any of us, would have someone not unlike yourself, as a teacher who would be present?
A: You already have those teachers, but you may not yet be consciously aware of their presence.
Q: Or conscious of them but not as conscious of them as (T/R) is of Rayson at this time - we're all very aware of you - but as real as that, right?
A: Yes, yes, you understand it exactly.
Q: Would it be appropriate for us to select one of our group to lead the way in the discussions from lesson to lesson so that we can get experience leading discussions of this sort?
A: Well, that would be one way that you could approach this process, however you would want to be certain that it would not always be the same few people leaving the others out. It would be in the best interests of the group to have a rotating schedule, if that were the way that you elected to proceed. However, the manner in which you all contributed to our lesson today was a useful and instructive experience which should show you, particularly on relistening, just how powerful it is to include all group participants in a general discussion working toward truth.
Q: Rayson, earlier when you started to describe this new phase you were saying that you would serve as the moderator while we would participate by offering components of the lesson. It sounds to me as though by having you serve as moderator while the participants in the group would offer various components of the lesson, we can learn how to be moderators. And so the suggestion that we take turns being moderator, while it has value and certainly is something to do later, it seems to me is one that we might wait a while on and have you be the moderator for a number of lessons first. Now I don't know how anyone else feels about that, or if you feel strongly about it. Could you comment on that?
A: My role as moderator and participant in the next phase of this educational exercise will be more as the relationship of mortar to stone in the building of a wall. You shall supply the stones, select the shapes, sizes, colors and other qualities, and I shall function as needed to help pull your contributions together. As you become more experienced however, this will be less and less necessary, and it is my sincere hope and wish that by the end of this phase there will be no real need for my presence, and you will be able to function by yourselves. Is this agreeable to you?
S: Rayson, perhaps, if people want to decide on a topic for next week we can do so now. If someone feels a need to talk about something they should say so. Or, if no one feels a need to name a topic, perhaps you could. Of course, waiting until next week to choose the topic is all right, too. Or at least, we should be willing to change next week. If someone has an experience during the week that needs to be addressed that is different from the topic but includes another topic, we need to be willing to be open to that, also. Those are three different options really.
If anyone has a need to assign one today, if someone feels a topic is dear to their heart, they should name it, and we can discuss it. If no one does then you could name it. And we could always be willing to be open next week, if there is another greater need. I'm comfortable with you moderating and with us all participating because I think we do all participate fairly well.
R: Are there any other comments in answer to this comment?
S: I'm perfectly willing to go with any format that is agreeable with everyone. I'm excited and interested and anxious to hear what I'm going to be taught during this week in preparation.
S2: I was thinking of a topic that might be of interest would be cooperation. (S3: Interesting.) Since we're all going to be in a new phase of cooperation and interdependence in a relationship, it might be a start. I mean that's just an idea.
S3: It's a really good idea. I like that.
S4: I like cooperation, too.
R: That certainly is an excellent first topic for this group. Since all seem to be agreed, we shall make this topic of cooperation the basis for discussion next week. I thank you all for your acceptance of me as your teacher and for your loving participation in the lessons to date, and I enthusiastically and excitedly look forward to our next set of experiences together.
S: Rayson, I feel some sadness at losing the wonderful lessons that Prince Melchizedek is writing and you are delivering so artfully. They will always be cherished by me. I ask your permission to make a publication to supplement Rayson and Friends which will terminate with this lesson and circulate it among the readers as the Rayson and Friends II. This seems to be an appropriate point to end it instead of January the first. Do you have any comments on that?
R: Yes. First, you certainly have permission to proceed with your publication. Second, whatever made you think that Melchizedek would be abandoning your group at this early time?
S: I don't think I thought that. I thought that He was writing the lessons. I've been so lazy that I really wanted to be spoon fed, and I think probably I'll be missing that now that I'm going to grow up a little bit.
R: You give me so little credit? (laughter)
S2: That's a joke, right?
S: I also feel that way about your delivery and your changes in the topics of the lessons that have been prepared. You've been very responsive to our needs. But I can sincerely say that I regret this losing you as a teacher and I'm excited to have you take over as a moderator.
S3: Rayson, I want to echo (S)'s comments and also want to thank you for putting him on the hot seat a little bit and see him squirm. (laughter) He's so articulate he squirms right out of those things. But thank you so much for everything you've done. These lessons have just been wonderful, and I'm so glad I'm continuing in this framework. I know I speak for everyone here, but I want everyone else to say something, too.
S4: Rayson, first I want to say we love you dearly and we hope we continue this relationship eternally. I really look forward to closer and long duration relationship.
S5: Rayson, I want to thank you personally for all the wonderful lessons, inspiring lessons that you've given us over the past two years. I'll never forget them, and hopefully will more diligently apply them. And I think that that's the way that we all are inspired to show our thanks for these lessons is to more diligently apply them in our lives.
R: Yes, yes, you are right. Remember that work is worship. Spiritual work is a very fine and much regarded means of showing your sincere love and worship for our Father, our dear Father, who created us all and who loves us very much.
S6: Rayson, I'd like to thank you for the opportunity to continue in the new format that will enable us to grow, to grow even more. Thank you.
R: You are welcome. Are there any other comments or are there questions?
S: Rayson, I imagine there are a few special visitors here today, this being our last lesson. Is there anyone visiting here who would like to say anything or are would you acknowledge their presence for us?
R: (S) you are correct in your perception that there are many present today, a huge gathering, in fact, including all of your personal teachers, as well as a high level emissary from your Planetary Prince who sends His love and greetings.
S7: Rayson, I'd like to thank you personally for all the lessons and the growth that I've felt over the last couple years of participating and reading the Urantia Book and being involved in the teaching mission. And I'd like to know if, now that we've made a decision concerning our topic for next week if there's anything we might be able to do to prepare other than cooperate, I suppose.
R: Some have found it useful to think much about the topic and apply it to all of one's interactions during the interim time. For example, should you go forth by means of your vehicle and make contact with another mortal in a vehicle, there will be opportunity to participate in a cooperative as opposed to an antagonistic interaction. That is just one example, but do you understand?
S7: Completely. (laughter) You've just nailed it, yes. You know my driving habits.
S8: Rayson, could you convey greetings to my personal teacher for me, please? Or are maybe I can just do that. Hi there! I'm excited. I want to get to know you better. And I really mean that. I don't mean to trivialize by acting goofy here, but I am excited and appreciate it if you could convey my greetings to my personal teacher.
R: Yes, of course, And you know, of course, that you are the best one to communicate with your teacher. In fact, you already have been in communication, although this may not yet be evident to you consciously.
Q: Rayson, does my teacher have a name that I know or would recognize?
R: The name has been given to you. (S: Ah, thank you.) (01/22/94)
© 11:11 Progress Group.
"Michael est toujours au Volant."
(Michael is always at the Steering Wheel.)