Sunday, January 17, 2010

The Postal Carrier - By way of Introduction

May the truth of the will of the source of sources be fulfilled, rather than any other. May that living truth which cannot be tokenized in any fashion (and is always new) protect, nurture, inform, and liberate us all. These words and this style are not religious matters, but matters of direct experience. The scribe belongs to no group, nor tradition. Although some information in these posts pertains to certain religious stories, ideas, or scriptures, this is not precisely as it seems, and in fact, no form of ‘metaphysical’ belief or understanding is required in order to make sense of or make use of what is provided. One may consider it from whatever standpoint desired, and it should still make sense.

The intellectually capable reader may, however, find it useful to begin from one of these positions:

1. There is a single ‘being of transcendent unity’ which is akin to a family in some way as well as being ever-more-perfectly unified. This being is self-aware, and aware of each of its instances, indwelling in them as you might be said to indwell in the cells of your own body. It is likely that, had you been trained otherwise, you would have this experience of your own body, as well.

2. There is an accessible superposition to timeSpace (and dimensionality itself) which is self-aware. This must be so, for a superPosition must fail to exclude all qualities of its subpositions. Therefore, since self-awareness exists in timeSpace, it (or something far more powerful, yet vaguely similar) must exist in any superPosition.

3. Invent or adopt another model, however, a model which is purely mechanical all the way through is incoherent both with experience and with objective reality.

4. It is possible for human beings to have experience of these matters directly, without special training or techniques, since, indeed, we are living instances of them (at scale). In fact, it is impossible for them not to have such direct experience.

5. This experience may be a requirement for the acquisition of representational skills, but is certainly a requirement for the experience of what we refer to as ‘meaning’.

Free All Prisoners.

“;]P .~O~. *U{

Some will suspect (this one) of confusing fantasies with reality. This scribe’s reply is this: if we sum the entirety of human knowledge and fantasies, comparing this summation to reality, the result is analogous to comparing a charred matchstick to a galaxy.

Our models form the shell of an egg which has now cracked. What we shall learn, experience and become together as we emerge will surpass the wildest of human dreams, hopes, and expectations.

That emergence is happening now, and each of us is an instance of it.


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The purpose of this blog is to share understandings arising from (the scribe’s) own fervent inquiries into matters of great import which have for some years now affected us all, although we have either been unaware of this or have had no way to discuss or understand them ourselves, primarily because the models supplied by science, religion and philosophy are inadequate, each in their own unique ways. The hope of the scribe is that this humble vessel may serve to aid you in your own explorations. The scribe’s understandings will not suffice for you, therefore your own efforts shall certainly be required.

The scribe of this post belongs to no human tradition, religious, scientific or otherwise. Simultaneously, the scribe is familiar with these traditions, and makes of their ideas and knowledge a method in which he may trust — not because it is authorized, but because the scribe places (the genderless self of the scribe) in service to the source of authority and authorization. The scribe is not, therefore, an author. Nor is this one here to advise, and is no adviser. Kindly think of the scribe as a very tiny mail-carrier who becomes smaller with each letter of this text. Although the scribe has lived amongst the confusions of modern culture, and suffered them, this one is not in service to them, but to the source of sources. May it always remain thus.

Some will be curious how this one ‘learned’ these things. The answer is too complex to state simply. Yet there is a place where much of the basic schema of the answer is accessibly stored: in the (group)(history)mind of the Hive Insects. There are myriads of other such places. Do not mistake this for worship of Nature, it is not. Merely listening to Nature’s constituents — just as you do now.

The hive insects were amongst the most willing and skillful teachers encountered by the scribe. In return, this one offered my aid to their fallen, but even that was a gift; a sacred offering. Though few believe they ‘communicate’ with us — this is because we have, in fact, forgotten what communication IS.

An insect, particularly a Queen, can communicate more information in 10 seconds than the internet will ever collect, and will do so without hesitation to any who can remember how to LISTEN.

What has happened to the bees… is a microcosm of what is now happening in everything else. What happened in their guts, began to happen in ours some 50 years ago, and no one bothered to notice. The result has been wave after wave of invasion. Alas.

Yet the time has come to reverse this trend, and one senses this inversion is upon us even now.

[] . ~ o ~ . ].[

What is presented here is not fact but is far more valuable and alive. Facts comprise the skeletal remains of living questions, and in what faces us now, facts will be of comparatively little use in understanding the profound and radical changes that are now a part of our common experience. Because these are not facts, they must be tempered and activated with the understanding of your own heart; your child’s heart — not the heart of the adult. The adult’s heart is too much like science or organized religion: it –already claims to know- what phenomenon are and mean; a useless and possibly deadly approach to take in the face of novelty (whatever the character of this novelty may be.

For example, Science would be able to tell you nearly nothing about the scribe. The extent of science’s understanding would be akin to this: ‘this posting was probably written by a human person’. That might be slightly useful, but you already knew that. If you actually wanted to know something about the scribe (a useless goal), personally, you would have to contact non-experts who had direct personal experience of this one. In nearly every case these would be neither authorities nor adults. They would be children (in a manner of speaking) who are or have been this one’s close friends. Any other knowledge about the scribe, from doctors, priests, lawyers, corporations, etc — would be entirely superfluous, and yet would masquerade as being ‘very important’ and ‘factual’.

Similarly, a group of priests examining this post would comment on various possible or imputed memberships apparent in these writings: ‘Is this scribe Christian?’ they might ask, or ‘this person sounds as if they have had (insert some tradition here) training’. These statements or questions, while diverting, would have little or nothing to do with this one’s actual personhood, and might have even less to say about the actual character of depth of this one’s spiritual experience or understanding.

For this reason, and due to the specific and peculiarly changeable character of the situations we now face, we should not discard authorities entirely, but we must learn to draw their proclamations deeply into question within our own hearts and minds. To do this, we must re-activate the living gifts with which each of us is uniquely endowed. We will soon discover that raving throngs of experts wish to tell us ‘what phenomenon are or mean’ without them actually having even the slightest idea what they are talking about.

Let me explain this more clearly. No one actually knows what rain is. To know what rain is, one must know what the first moment of our universe was, and how every possible connection from that (and to that moment’s sources) is expressed as the phenomenon we call ‘rain’. Although we have many stories about rain, and a lot of scientific understandings about the processes involved in generating it, the ‘fact’ is that no person or group actually has any idea at all what rain is, or means. Neither do they understand how to ask the question in context, i.e. ‘what does THIS moment of raining mean in THE CONTEXT of this moment, history, the present, and the future.’

In fact, nearly every expert would say this: rain is a phenomenon, therefore it does not have and cannot have this dimension of meaning.

But every child knows otherwise, whether they can speak of this or not. And every adult authority stands between them and their innate capacities for learning and understanding (as well as those they might establish with their peers or as innocent groups trying to simply learn together).

Since I am learning while these documents are being composed, the scribe is utilizing a recursive ‘rewriting through’ method, where this one begins at the beginning document each time he begins to compose, and re-composes through all previous documents prior to beginning the assembly or correction of any document in this set.

You must employ the same reading method in order to gain the utmost benefit!

!: . ~ o ~ . •]

Your own heart (when intentionally placed in service to your unique personal connection to your source) is the only source of understanding. I do not mean the heart that pumps (though this is surely involved as well!), but the heart that senses/feels/intuits. We use this source to make even the smallest of decisions (shall I rise now? is something in my eye? what did that sound mean?). No experts are involved unless we bring them ourselves. Thus it has always been, and thus it shall remain.

A last proviso: we are taught a strange kind of learning which is to see a stone and pick it up and say ‘this is a stone’. We must then carry that with us. Over time this becomes a terrible burden, and, in fact, we become mistaken rather rapidly. You see, perhaps it was briefly akin to the 'con-cept' stone for a time when on the ground and for a moment as we noticed it. As a child might say: ‘I 'like' saw (pause) 'like' (pause) 'a stone'. In other words: I did something like what you call seeing, but it's more than that, and the result of my seeing and my evaluations revealed the object we are trained to call a stone, but it is at once more and less and nothing like this at all! Ergo: 'like'.

But once we decided what it was, it became something else, and once we picked up both the stone and our decision it became something else again, and with each step and each reflection off of every other aspect of our history, present and future, the stone and our decision transformed again — but our methods blind us to this so that we say: ‘What? Tis but a stone! Any can see this!’ This is the sign of blindness. As it turns out 'what anyone can see' is almost invariably what no one has paused to understand deeply.

Therefore be like children who learn what the stone is, and forget it. Then, when they next encounter it, they are fresh, and can tell, indeed, whether, in the intervening time, it remained a stone, became a world-eating monster, a treasure of snares, or a gift of precious understanding which leads to deeper and deeper learning, to fellowship, and to the abandonment of knowledge for its own sake. In this way, knowledge (like water, not stone) may serve even children. If you test this method within your heart, you will understand its value. You must use it with any person or child that you may meet, anyway. Now, learn to use it everywhere else as well. You may keep your facts if you wish. But keep them aside from the ways and means by which you learn within novel circumstances.

When immersed in novelty, facts will drag us down into helplessness and fear. To gain buoyancy, we must have fluid methods of fast relationally accurate learning again.


  1. I simply HAD to quote you on my Facebook... excerpted the italicized "Opposing ourselves..." Hit me like a brick! THANKS

  2. "But once we decided what it was, it became something else." I follow this, I see it when people choose to see each other as interchangable, like, a second grade teacher is a second grade teacher without pausing to consider that while a teacher or a dentist or a six year old does fall in that category, they are no more "a teacher" than a stone is a stone.
    Each part of the universe is unique. Kris Fowler


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