learn/teaching
learn/teach 7× · teach/learn 14× · teach/learning 27× · learn/teaching 32× · teachings/learnings 1× · learn/teachings 14× · teach/learners 9× · teach/learner 5× · learn/teacher 4× · learning/teaching 3× · learning/teachings 3× · teach/learnings 2× · teaching/learning 1× · learn/teachers 3× · learns/teaches 1×
Every use
Each line where Ra uses this term, kept in its own context, in chronological order.
appears 126×first used → 1.10
- 1.10…state that indeed it is the only activity worth doing: to …state that indeed it is the only activity worth doing: to learn/teach or teach/learn. There is nothing else which is of aid in… or teach/learn. There is nothing else which is of aid in…1.10
- 1.10…it is the only activity worth doing: to learn/teach or …it is the only activity worth doing: to learn/teach or teach/learn . There is nothing else which is of aid in demonstrating…. There is nothing else which is of aid in demonstrating…1.10
- 2.1…you in whatever supply of speakingness you may desire. To …you in whatever supply of speakingness you may desire. To teach/learn is the Law of One in one of its most elementary… is the Law of One in one of its most elementary…2.1
- 2.2…of the One Creator. It was our naïve belief that we could …of the One Creator. It was our naïve belief that we could teach/learn by direct contact, and the free-will distortions of… by direct contact, and the free-will distortions of…2.2
- 2.2…the proper method of performing the task of creating a …the proper method of performing the task of creating a teach/learning instrument. We are aware that you find our incarnate, as… instrument. We are aware that you find our incarnate, as…2.2
- 2.2…placed upon our experiences in your local space/time. The …placed upon our experiences in your local space/time. The teach/learning which is our responsibility is philosophical rather than… which is our responsibility is philosophical rather than…2.2
- 2.2…it does not come totally into alignment with the intended …it does not come totally into alignment with the intended teach/learning which was sent. This entity, Akhenaten, became convinced… which was sent. This entity, Akhenaten, became convinced…2.2
- 2.6…and may seem very distorted from a purposeful …and may seem very distorted from a purposeful teach/learning experience, these elaborations on the technique of trance… experience, these elaborations on the technique of trance…2.6
- 2.6…with regard to fatigue. We add only that if these …with regard to fatigue. We add only that if these teach/learning sessions are held during time/space during which your… sessions are held during time/space during which your…2.6
- 3.4…We appreciate your concern, for this will enable our …We appreciate your concern, for this will enable our teach/learning to proceed more easily. to proceed more easily.3.4
- 3.6…complex of your peoples. We wish now to fulfill our …complex of your peoples. We wish now to fulfill our teach/learning honor/responsibility by answering what is asked. This only… honor/responsibility by answering what is asked. This only…3.6
- 4.9I am Ra. It is possible. We must add that many systems of I am Ra. It is possible. We must add that many systems of teach/learning the healing/patient nexus are proper given various… the healing/patient nexus are proper given various…4.9
- 4.10…mind/body/spirit complexes. Each type must pursue its own …mind/body/spirit complexes. Each type must pursue its own learn/teaching in this area. in this area.4.10
- 4.19…specific exercises of mind, body, and spirit during the …specific exercises of mind, body, and spirit during the teach/learning process we offer. It is to be once again iterated that… process we offer. It is to be once again iterated that…4.19
- 5.2…the mass mind, and the infinite mind. The second area of …the mass mind, and the infinite mind. The second area of learn/teaching is the study/understanding of the body complexes. It is… is the study/understanding of the body complexes. It is…5.2
- 5.2I am Ra. We shall begin with the first of the three I am Ra. We shall begin with the first of the three teachings/learnings . We begin with the mental learn/teachings necessary for…. We begin with the mental learn/teachings necessary for…5.2
- 5.2…of the three teachings/learnings. We begin with the mental …of the three teachings/learnings. We begin with the mental learn/teachings necessary for contact with intelligent infinity. The… necessary for contact with intelligent infinity. The…5.2
- 6.1…is well with us. We proceed now with the third area of …is well with us. We proceed now with the third area of teach/learning concerning the development of the energy powers of… concerning the development of the energy powers of…6.1
- 6.1…complex is indeed the longest and most subtle part of your …complex is indeed the longest and most subtle part of your learn/teaching . We have considered the mind as a tree. The mind controls…. We have considered the mind as a tree. The mind controls…6.1
- 6.3…and their presence explained in your own words of …and their presence explained in your own words of teach/learning , for you have the proper attitude for the required results., for you have the proper attitude for the required results.6.3
- 9.3…limits is acceptable. To guide rather than …limits is acceptable. To guide rather than teach/learn is not acceptable to our distortion in regards to… is not acceptable to our distortion in regards to…9.3
- 9.3…is not acceptable to our distortion in regards to …is not acceptable to our distortion in regards to teach/learning . We instead can suggest a process whereby each chooses the…. We instead can suggest a process whereby each chooses the…9.3
- 9.3…we have not given a short or easy program of consciousness …we have not given a short or easy program of consciousness learn/teaching ..9.3
- 10.1…previous life-illusion complex. After this experience of …previous life-illusion complex. After this experience of learn/teaching , the group decision was to place upon itself a type of…, the group decision was to place upon itself a type of…10.1
- 10.6…been difficult to unify even with the aid of many of your …been difficult to unify even with the aid of many of your teach/learners ..10.6
- 14.10…pattern in order to have a fuller opportunity to …pattern in order to have a fuller opportunity to learn/teach the Laws, or Ways, of the primal distortion of the Law of… the Laws, or Ways, of the primal distortion of the Law of…14.10
- 14.11…and were used exclusively for the above purpose and the …and were used exclusively for the above purpose and the teach/learning of healers to charge and enable these processes. of healers to charge and enable these processes.14.11
- 14.28…of infinite intelligence through many messengers to …of infinite intelligence through many messengers to teach/learn those entities of your sphere. those entities of your sphere.14.28
- 15.13…rather than for any messenger to attempt in language to …rather than for any messenger to attempt in language to teach/learn for the entity, thus being teach/learner and… for the entity, thus being teach/learner and…15.13
- 15.13…density. We learn from you. We teach to you. Thus, we …density. We learn from you. We teach to you. Thus, we teach/learn . If we learned for you, this would cause imbalance in the…. If we learned for you, this would cause imbalance in the…15.13
- 15.13…in language to teach/learn for the entity, thus being …in language to teach/learn for the entity, thus being teach/learner and learn/teacher. This is not in balance with your third… and learn/teacher. This is not in balance with your third…15.13
- 15.13…teach/learn for the entity, thus being teach/learner and …teach/learn for the entity, thus being teach/learner and learn/teacher . This is not in balance with your third density. We learn…. This is not in balance with your third density. We learn…15.13
- 15.22…between love/light and light/love as there is between …between love/light and light/love as there is between teach/learning and learn/teaching. Love/light is the enabler, the power,… and learn/teaching. Love/light is the enabler, the power,…15.22
- 15.22…and light/love as there is between teach/learning and …and light/love as there is between teach/learning and learn/teaching . Love/light is the enabler, the power, the energy giver.…. Love/light is the enabler, the power, the energy giver.…15.22
- 16.48I am Ra. Picture, if you will, the increasing potential for I am Ra. Picture, if you will, the increasing potential for learn/teaching . At some point a sign will be given to indicate the…. At some point a sign will be given to indicate the…16.48
- 16.48…to indicate the appropriateness or importance of that …to indicate the appropriateness or importance of that learn/teaching . The entity itself, in cooperation with the inner planes,…. The entity itself, in cooperation with the inner planes,…16.48
- 17.2…by the self, for the self. Another self cannot …by the self, for the self. Another self cannot teach/learn enlightenment, but only teach/learn information,… enlightenment, but only teach/learn information,…17.2
- 17.2…Another self cannot teach/learn enlightenment, but only …Another self cannot teach/learn enlightenment, but only teach/learn information, inspiration, or a sharing of love, of… information, inspiration, or a sharing of love, of…17.2
- 17.17…estimation of the reaction of the entity, Jesus, whose …estimation of the reaction of the entity, Jesus, whose teach/learning was not oriented towards this distortion. This resulted in… was not oriented towards this distortion. This resulted in…17.17
- 17.20…experiences, the entity began to speak to other-selves and …experiences, the entity began to speak to other-selves and teach/learn what it had felt during the preceding years to be of an… what it had felt during the preceding years to be of an…17.20
- 17.20…and was learned enough to be a rabbi, as you call the …and was learned enough to be a rabbi, as you call the teach/learners of this particular rhythm or distortion of understanding,… of this particular rhythm or distortion of understanding,…17.20
- 17.25…this right/duty most often choose to move forward in their …this right/duty most often choose to move forward in their learn/teaching of service to self. of service to self.17.25
- 17.37…extremities to enlightened beings who become dedicated to …extremities to enlightened beings who become dedicated to teach/learning in the higher astral planes. In the devachanic planes, as… in the higher astral planes. In the devachanic planes, as…17.37
- 17.38…planes of existence becomes less, due to the intensive …planes of existence becomes less, due to the intensive learn/teaching which occurs upon these levels. which occurs upon these levels.17.38
- 17.43…a self-level, to bend mind, body, and spirit towards the …a self-level, to bend mind, body, and spirit towards the learn/teaching of these lessons, is given priority in order that this… of these lessons, is given priority in order that this…17.43
- 18.22…thoughts of the elite rather than concentrations upon the …thoughts of the elite rather than concentrations upon the learning/teaching of oneness. of oneness.18.22
- 20.13…this density, and given the harmonious development of the …this density, and given the harmonious development of the learning/teachings of this density, the life span of the physical complex… of this density, the life span of the physical complex…20.13
- 20.24…of catalytic action from which to distill distortions and …of catalytic action from which to distill distortions and learn/teachings than any other of the densities. Thus the learn/teachings… than any other of the densities. Thus the learn/teachings…20.24
- 20.24…learn/teachings than any other of the densities. Thus the …learn/teachings than any other of the densities. Thus the learn/teachings are most confusing to the mind/body/spirit complex which… are most confusing to the mind/body/spirit complex which…20.24
- 20.26…the appropriate polarizations and goals of third-density …the appropriate polarizations and goals of third-density learn/teachings ..20.26
- 21.24…and were thus of Lemurian background, continued their …and were thus of Lemurian background, continued their learn/teachings at locations ranging from your South America onward… at locations ranging from your South America onward…21.24
- 22.5…in practice. Without demonstrating the fruits of such …in practice. Without demonstrating the fruits of such learn/teaching the life span became greatly reduced, for the ways of… the life span became greatly reduced, for the ways of…22.5
- 22.26…therefore, until all traces of the distortions of our …therefore, until all traces of the distortions of our teach/learnings have been embraced by their opposite distortions and… have been embraced by their opposite distortions and…22.26
- 26.13…amount of entities who, by seniority, were incarnating for …amount of entities who, by seniority, were incarnating for learn/teaching purposes rather than for the lesser of the learn/teachings… purposes rather than for the lesser of the learn/teachings…26.13
- 26.13…learn/teaching purposes rather than for the lesser of the …learn/teaching purposes rather than for the lesser of the learn/teachings of those less aware of the process. This was our signal to… of those less aware of the process. This was our signal to…26.13
- 27.1…and succeeded in remembering in semi-distorted form the …and succeeded in remembering in semi-distorted form the learn/teachings of the Atlantean pyramidal experiences. Thus, this entity… of the Atlantean pyramidal experiences. Thus, this entity…27.1
- 28.6…state, the space/time realization being one of the …state, the space/time realization being one of the learn/teachings of this density of beingness. Thus we have difficulty… of this density of beingness. Thus we have difficulty…28.6
- 28.16…speak to you of our experiences and our understandings and …speak to you of our experiences and our understandings and teach/learn in limited ways. However, we cannot speak in firm… in limited ways. However, we cannot speak in firm…28.16
- 32.5…other-self, thus acting as catalyst for the continued …other-self, thus acting as catalyst for the continued learn/teaching of the other-self. Until an other-self reaches green ray,… of the other-self. Until an other-self reaches green ray,…32.5
- 39.10…integrated mind/body/spirit nature. The blue ray seats the …integrated mind/body/spirit nature. The blue ray seats the learning/teachings of the spirit in each density within the mind/body… of the spirit in each density within the mind/body…39.10
- 41.7…entire octave and is not that entity which experiences the …entire octave and is not that entity which experiences the learning/teachings of entities such as yourselves. of entities such as yourselves.41.7
- 42.2…observed, the entity is still using the catalyst for …observed, the entity is still using the catalyst for learn/teaching . The end result is that the catalyst is no longer needed.…. The end result is that the catalyst is no longer needed.…42.2
- 42.2…we say. The catalyst of experience works in order for the …we say. The catalyst of experience works in order for the learn/teachings of this density to occur. However, if there is seen in the… of this density to occur. However, if there is seen in the…42.2
- 42.8…is an appropriate response within the framework of your …is an appropriate response within the framework of your learn/teachings at this time which involve the growing sense of love for,… at this time which involve the growing sense of love for,…42.8
- 42.9…its use must be appreciated over a period of consistent …its use must be appreciated over a period of consistent learn/teaching ..42.9
- 42.11…and least of all its behavior are the signposts for the …and least of all its behavior are the signposts for the teaching/learning of self by self. In the analysis of one’s experiences of a… of self by self. In the analysis of one’s experiences of a…42.11
- 42.20…it, is not an instrument to be played. The appropriate …it, is not an instrument to be played. The appropriate teach/learning device of parent to child is the open-hearted beingness of… device of parent to child is the open-hearted beingness of…42.20
- 42.20…is the reason that some discipline is appropriate in the …is the reason that some discipline is appropriate in the teach/learning . This does not apply to the activation of any one energy…. This does not apply to the activation of any one energy…42.20
- 43.18…by fourth-density entities, and it, therefore, aids in the …by fourth-density entities, and it, therefore, aids in the teach/learning of patience. of patience.43.18
- 43.26…of your time as fourth-density beings need to spend their …of your time as fourth-density beings need to spend their learn/teaching space/time with their own density’s entities. space/time with their own density’s entities.43.26
- 46.14…but rather is part of the, shall we say, mechanism of …but rather is part of the, shall we say, mechanism of learn/teaching set up by the sub-Logos before the beginning of your… set up by the sub-Logos before the beginning of your…46.14
- 47.8…will be confusing, for various teachers have offered their …will be confusing, for various teachers have offered their teach/learning understanding in various terms. Thus one may name a subtle… understanding in various terms. Thus one may name a subtle…47.8
- 48.3…we did do. We would be, and we would offer our selves as …we did do. We would be, and we would offer our selves as teach/learners ..48.3
- 48.5…of vibration to a great extent. The audiences receiving …of vibration to a great extent. The audiences receiving teach/learnings without stimulus from publicity will be more greatly… without stimulus from publicity will be more greatly…48.5
- 48.6…In positive, the fifth-density complex uses sixth-density …In positive, the fifth-density complex uses sixth-density teach/learners to study the more illuminated understandings of unity,… to study the more illuminated understandings of unity,…48.6
- 48.6…has shrunk or compacted so that the dialogues with the …has shrunk or compacted so that the dialogues with the teach/learners are used exclusively in order to intensify wisdom. There… are used exclusively in order to intensify wisdom. There…48.6
- 48.7…space/time and time/space, at which time the healings and …space/time and time/space, at which time the healings and learn/teachings necessary shall be completed and further incarnation needs… necessary shall be completed and further incarnation needs…48.7
- 52.9…can make use of third-density catalyst to recapitulate a …can make use of third-density catalyst to recapitulate a learning/teaching which is adjudged to be less than perfectly balanced. This… which is adjudged to be less than perfectly balanced. This…52.9
- 52.11…In this unity lies love. This is a great …In this unity lies love. This is a great learn/teaching . In this unity lies light. This is the fundamental…. In this unity lies light. This is the fundamental…52.11
- 52.11…Let us remember that we are all one. This is the great …Let us remember that we are all one. This is the great learning/teaching . In this unity lies love. This is a great learn/teaching.…. In this unity lies love. This is a great learn/teaching.…52.11
- 57.26…and—after some study in time/space—for the purpose of …and—after some study in time/space—for the purpose of teach/learning . In the system created by us, schools were apart from the…. In the system created by us, schools were apart from the…57.26
- 57.29I am Ra. How does I am Ra. How does teach/learning and learn/teaching ever take place? and learn/teaching ever take place?57.29
- 57.29I am Ra. How does teach/learning and I am Ra. How does teach/learning and learn/teaching ever take place? ever take place?57.29
- 60.9…for this entity, which has been consciously aware of these …for this entity, which has been consciously aware of these learn/teachings for some of your years, but also true of each of the… for some of your years, but also true of each of the…60.9
- 60.16…complex atmosphere it was quite instructive to have this …complex atmosphere it was quite instructive to have this learn/teaching device, and we benefited without the distortions we found… device, and we benefited without the distortions we found…60.16
- 60.16…of Responsibility for the quickened or increased rate of …of Responsibility for the quickened or increased rate of learn/teaching . If this greater understanding, if we may use this…. If this greater understanding, if we may use this…60.16
- 69.11…in a thoroughly negative environment it must needs …in a thoroughly negative environment it must needs learn/teach the lessons of the love of self thus becoming one with its… the lessons of the love of self thus becoming one with its…69.11
- 71.6…self so that it may be in the proper configuration for …self so that it may be in the proper configuration for learn/teaching that which it has received in the space/time incarnation.… that which it has received in the space/time incarnation.…71.6
- 71.6…time which is used to review and re-review the biases and …time which is used to review and re-review the biases and learn/teachings of a prior, as you would call it, space/time incarnation.… of a prior, as you would call it, space/time incarnation.…71.6
- 73.16I am Ra. What is the purpose of I am Ra. What is the purpose of teach/learning if there be no learn/teachers? Those drawn to this entity… if there be no learn/teachers? Those drawn to this entity…73.16
- 73.16…Ra. What is the purpose of teach/learning if there be no …Ra. What is the purpose of teach/learning if there be no learn/teachers ? Those drawn to this entity were accepted by this entity…? Those drawn to this entity were accepted by this entity…73.16
- 74.4…of the nature of the archetypical mind. We may not …of the nature of the archetypical mind. We may not teach/learn for any other to the extent that we become learn/teachers.… for any other to the extent that we become learn/teachers.…74.4
- 74.4…and so forth. This is the work of the adept, not the …and so forth. This is the work of the adept, not the teach/learner . We may only suggest that there are systems of study which…. We may only suggest that there are systems of study which…74.4
- 74.4…not teach/learn for any other to the extent that we become …not teach/learn for any other to the extent that we become learn/teachers . Therefore, we shall make some general notations upon this…. Therefore, we shall make some general notations upon this…74.4
- 74.11…personality in the sense with which the adept begins its …personality in the sense with which the adept begins its learn/teaching . As the consciousness of the indigo ray becomes more…. As the consciousness of the indigo ray becomes more…74.11
- 74.16…is most important for the adept to feel its own growth as …is most important for the adept to feel its own growth as teach/learner . We may only say that you correctly surmise the paramount…. We may only say that you correctly surmise the paramount…74.16
- 75.10…instrument. This will enlarge itself as the practitioner …instrument. This will enlarge itself as the practitioner learns/teaches its healing art. Further, there is distortion in the… its healing art. Further, there is distortion in the…75.10
- 76.6…These forms were then made a regular portion of the …These forms were then made a regular portion of the learn/teachings of an initiate. The second influence is that of those… of an initiate. The second influence is that of those…76.6
- 76.8…of Ra are humble messengers of the Law of One. We seek to …of Ra are humble messengers of the Law of One. We seek to teach/learn this single law. During the space/time of the Egyptian… this single law. During the space/time of the Egyptian…76.8
- 76.8…this single law. During the space/time of the Egyptian …this single law. During the space/time of the Egyptian teach/learning we worked to bring the mind complex, the body complex, and… we worked to bring the mind complex, the body complex, and…76.8
- 76.8…the entity could contact intelligent energy and so become …the entity could contact intelligent energy and so become teach/learner itself that healing and the fruits of study could be… itself that healing and the fruits of study could be…76.8
- 76.12…system of distortions forming the conditions in which you …system of distortions forming the conditions in which you learn/teach . Therefore, we must invoke the Law of Confusion.. Therefore, we must invoke the Law of Confusion.76.12
- 77.23…grasp of each archetype. We may then comment. We cannot …grasp of each archetype. We may then comment. We cannot teach/learn to the extent of learn/teaching. Secondly, we request that… to the extent of learn/teaching. Secondly, we request that…77.23
- 77.23…may then comment. We cannot teach/learn to the extent of …may then comment. We cannot teach/learn to the extent of learn/teaching . Secondly, we request that it be constantly kept before…. Secondly, we request that it be constantly kept before…77.23
- 82.14…know the nature of historical teaching. At our level of …know the nature of historical teaching. At our level of learn/teaching we may expect little distortion. However, we cannot, with… we may expect little distortion. However, we cannot, with…82.14
- 83.3…unconscious to further utilize catalyst but were used to …unconscious to further utilize catalyst but were used to learn/teach from teach/learners within the inner planes, as well as… from teach/learners within the inner planes, as well as…83.3
- 83.3…further utilize catalyst but were used to learn/teach from …further utilize catalyst but were used to learn/teach from teach/learners within the inner planes, as well as those of outer origin… within the inner planes, as well as those of outer origin…83.3
- 83.16…mechanisms leading to adepthood and communication with …mechanisms leading to adepthood and communication with teach/learners which could pierce this veil. The various unmanifested… which could pierce this veil. The various unmanifested…83.16
- 85.16…and as transitional material, as the entity’s seat of …and as transitional material, as the entity’s seat of learn/teaching moves ever more fairly into the green ray. When it is… moves ever more fairly into the green ray. When it is…85.16
- 85.16…due to the free-will prohibitions upon information from …due to the free-will prohibitions upon information from teach/learners . To the student of the balancing process we may suggest…. To the student of the balancing process we may suggest…85.16
- 86.6…some thoughts with you without infringing upon your free …some thoughts with you without infringing upon your free learn/teaching experiences. The nature of the unconscious is of the… experiences. The nature of the unconscious is of the…86.6
- 86.7…to, the activity of dreaming reaches that potential of …to, the activity of dreaming reaches that potential of learn/teaching which is most helpful to increasing the distortions of the… which is most helpful to increasing the distortions of the…86.7
- 88.21…Ra. The same process was used. However, those which were …Ra. The same process was used. However, those which were teach/learners after us first drew these images to the best of their… after us first drew these images to the best of their…88.21
- 89.18…these archetypical concept complexes are a tool for …these archetypical concept complexes are a tool for learn/teaching . Thusly, if we were to offer information that were not a…. Thusly, if we were to offer information that were not a…89.18
- 89.18…upon the free will of the learn/teacher by being …upon the free will of the learn/teacher by being teach/learner and learn/teacher at once. and learn/teacher at once.89.18
- 89.18…student we would be infringing upon the free will of the …student we would be infringing upon the free will of the learn/teacher by being teach/learner and learn/teacher at once. by being teach/learner and learn/teacher at once.89.18
- 89.18…free will of the learn/teacher by being teach/learner and …free will of the learn/teacher by being teach/learner and learn/teacher at once. at once.89.18
- 89.25…avoidance of interpreting, for the first time, for the …avoidance of interpreting, for the first time, for the learn/teacher various elements of a picture upon a piece of pasteboard… various elements of a picture upon a piece of pasteboard…89.25
- 90.29…the relative importance of these concepts. We cannot …the relative importance of these concepts. We cannot learn/teach for any, nor would we take this opportunity from the… for any, nor would we take this opportunity from the…90.29
- 90.29…peoples was to manifest that which was requested by those …peoples was to manifest that which was requested by those learn/teachers to which we had come. We are aware that this particular… to which we had come. We are aware that this particular…90.29
- 92.7…do with the mythos of the culture to which Ra offered this …do with the mythos of the culture to which Ra offered this teach/learning tool. This is why we have suggested approaching the images… tool. This is why we have suggested approaching the images…92.7
- 93.16…Ra. To the student, the tarot images offer a resource for …Ra. To the student, the tarot images offer a resource for learn/teaching the processes of evolution. To any other entity these… the processes of evolution. To any other entity these…93.16
- 93.23…and ponder in this image. However, it is the nature of …and ponder in this image. However, it is the nature of teach/learning to avoid trespass into the realms of learn/teaching for… to avoid trespass into the realms of learn/teaching for…93.23
- 93.23…of teach/learning to avoid trespass into the realms of …of teach/learning to avoid trespass into the realms of learn/teaching for the student. We are quite agreed to comment upon all… for the student. We are quite agreed to comment upon all…93.23
- 94.14…and your confusion hopefully productive. We cannot …and your confusion hopefully productive. We cannot learn/teach for the student. We shall simply note, as we have… for the student. We shall simply note, as we have…94.14
- 99.6…principle which moves in accordance with the dynamics of …principle which moves in accordance with the dynamics of teach/learning with most efficiency is constancy. We could explore the… with most efficiency is constancy. We could explore the…99.6
Referenced in
Curated pages that discuss exchanges where this term appears.
- The Ra Cosmos — Beings & Worldsreference
- The Timeline of the Ra Cosmostimeline
- Energy Centers & Healingguide
- Meditation & the Disciplinesguide
- Catalyst & Incarnationguide
- Ra's Metaphor Systemreference
- The Law of Oneguide
- The Veil & the Archetypal Mindguide