2002-09-15 Joy
Group: Northern Colorado TeaM Group #24
Topic: Joy
Teachers: Rayson and a New Teacher in Training (TR Dirk)
September 15, 2002
[Note: This is Dirk’s solo flight, his first TR session before a group.]
Dirk: We will take a few minutes to meditate. (Pause) It is our intention to receive teaching from our local teachers, from our unseen friends and all who would like to speak with us. We are doing this under the auspices of the Melchizedeks and Michael and Nebadonia. We are hooking to the Merkaba.
RAYSON: This is Teacher Rayson, good afternoon, students.
Students: Good afternoon, Rayson.
RAYSON: How are you all, this lovely afternoon?
Group: We are well, thank you.
RAYSON: Very good. We have been on a series of intentional community through Daniel, our other TR. This afternoon, we begin a series of training sessions for this TR and for our many teachers available on this side. We will be hearing from those who have declared themselves ready to begin this process. I will step back at this time, in order to begin the process for our new teachers.
Teacher: I too, want to wish you good afternoon.
Student: Good afternoon. Welcome.
Teacher: I am not sure my name is pronounceable in your English—no matter. I would like to begin with a question. Is there someone who would like to take a question?
Student: Yes.
Teacher: What is it that brings you joy?
Student: I would have to say that the thing that really brings me true joy, is the acknowledgement that I am doing the Father’s will, actually “knowing” that. It’s one thing to “think” that you are doing the Father’s will, but true joy is in the understanding that you “truly” are doing the Father’s will, acknowledgement from outside sources or from inside sources, however you want to look at it.
Teacher: I see. And can you describe how that “feels,” subjective, of course, internally?
Student: I’ll try. It’s a feeling of true peace and purpose and intentional communion with the Creator, and the Father of everything. It’s a harmony, I think that would be it.
Teacher: Now, can you give us an example of when that feeling has come to you? What were the circumstances that caused you to generate this feeling?
Student: An example? When listening to the inner voice, I’d like to say that it’s my Thought Adjuster—I hope that’s what it is—the inner voice that provided an opportunity to do God’s will in a situation. When I was riding my bike—this is just an example that I’m pulling out of the air—it’s a long winded kind of discussion because I am rather a verbose person, but I’ll try to make it as short as possible. An opportunity was presented to me to teach someone else on a bike, the value and reasoning behind following the law and obeying the rules. All I had to do was to do what I normally do and be conscious of it, and watch the reaction and kind of project to the individual, what it was that I intended him to understand, which was, “If you think you will get farther by breaking the rules, you’re not,” because he basically broke all the rules, ran the red lights, ran the stop signs and wound up in the same place that I did, even though I was following the law. And I think that I got through to him; it was amazing. It was just this acknowledgement transferred to me, an understanding that it did work. It wasn’t really what I would call a “pat on the back,” it was more like, “Job well done, my son!”
Teacher: I see. This experience is not new, gratification is similar. The joy that comes in “knowing” that you are alive in the morning. Do many of you wake up with that feeling?
Student: Yes. Oh yes, daily!
Teacher: Wonderful! We talk to so many who wake up with dread in their heart, for what they know is coming. Their job is tedious and boring and merely for money. They are afraid of people at work, of themselves in their situations. There are people who, are so dreadful, so dreading their day, that they can barely force themselves to arise. You have known these people; we will not dwell on those. Had they but the sunshine [or Son shine,] the light in their lives that our first student talks about, they would dispel those dark feelings of their mornings.
Would someone else like to answer this question? What brings you joy? And how does that joy feel in your life, your circumstances?
Student: That happiness from a new person, when I am teaching new skills. The joy within me comes from the happiness I see in others.
Teacher: I see. Is that…can you describe this joy as to its flavor, its dimensions, its place within your organism?
Student: It’s something I feel more within. I can’t describe its size or place, unless it’s in my heart, it’s throughout my body, and it surrounds me.
Teacher: It suffuses your cells? Would you say that?
Student: Yes. It’s not in any one place; it’s kind of all over.
Teacher: Yes, and is there a particular “sharp” feeling within your heart, that you speak of?
Student: No, it’s not a sharp feeling.
Teacher: Acute? Intense?)
Student: No, it’s more of a “soft” feeling.
Another student: Could it be described as warm?
Student: Well, it could be a “warm” feeling, just a “happy” feeling.
Teacher: Very good. It is a pleasure to deal with this, that my first group has at least known this joy! I am told by my companions that they have dealt with people who have never experienced this joy. I, of course, have never lived on your planet, but I am extremely curious as to your reactions to this joy. Even on my world, we were told that Michael said, “My joy I give to you!” And that was a very real, very palpable experience in our lives. It is difficult to think of a world and be on a world, helping a people from a world, where they may never have experienced joy.
Student: Teacher, why is joy such a sought experience? Do we not have our own levels and experiences in which we differ from one another?
Teacher: It is similar to the problem in language of sex and love, “Let’s go make love,” when what is meant is “Let’s go have sex.” There is a confusion of “joy” and “happiness.” “Oh, that new SUV would make me so happy!” Perhaps. But it is doubtful that you would receive joy in any way from this SUV or other objects; you cannot love an object, a thing, a house, a car. You may love ideas; “ideas about” can bring joy. Your question about joy—joy is alive and operating in a person who knows their Creator, who knows their place in time, that they fit, that they belong. There are many people who believe they belong somewhere else, physically, mentally, and emotionally. They are people who are displaced in time. You probably see them all the time; I am sure you do, they are the ones who remained behind in the “Good old Days.” The ones who speak of “You ought to’s” and “You should’s” and “You must’s” and “You have to’s,” and on and on and on. They are lost, lost to themselves and others in time. They cannot get “here now.” You can be “here now” and when you are “here now,” you are in the joy! It is joyful to be “here now.” You fit your skin, you fit your place, you fit your time, and you are able to be in joy. Have I completely missed your question?
Student: No, your response was appropriate.
Teacher: Who else has found joy, has joy in their life?
Student: I find joy in my grandchildren, watching them grow, and realizing that they are not “objects that we own” but that they are children of the Father, just as we are. They find their own joy in very simple things, sometimes. It makes me realize that there are a lot of little things in mortal life to be joyful about—sunsets and sunrises, flowers, birds, an afternoon rain storm, all sorts of things.
Teacher: You of course, have experienced getting children ready for school. (Yes. It’s easier with grandchildren, than it was with my own children.) Yes, you are experienced. Remember, the reluctant child who was very much involved in the joy of “here now” and what they were doing when you announced that it was time to prepare for school, to eat breakfast or to get dressed, or to get ready. You were asking the child to go from the “joy of now,” to an uncertain future; from the comfort and stasis and concentration on what they were doing, to an uncertain place, school, uncertain people…you get the picture?
Student: Yes.
Teacher: And so, children want to be in the joy of “now” and of course, we must make them aware of the joy of the future. “You will like school.” “You will learn a lot.” “You will have many friends to play with.” Children can live on that, they will move, they will abide by your decision to send them to school, make friends, find interesting subjects, and discover that the “now” is a portable thing, it goes with them. They can be in the “now” in their new school, with their new friends. The anxieties come mainly from the children who do not find that they can have their “now” with them. We build our anxieties early in most of our societies. We put them on the time clock, “Oh, we have to leave in fifteen minutes!” You must put away your “now” for a future time. The enjoyment of “now” is a moving dot.
You find that grandparents in nursing homes have such a floating “now” that they have lost their way. Their “now” floats and they are asking over and over, “What day is it?” at regular intervals. There is no sticking place for their “now” on today’s date. They have lost it; it is a floating point. These are the people who I am returning to, the people who have lost their place, their time, their way, their directions, their options. If you have to maintain what you are, maintain an image you wish to project, then you have lost your way. Your “now” becomes fixated in pleasing, in trying to provide what you “think” they want, your employers, your friends, your people at church. You are gauging, mentally, emotionally where you need to be now, and those people are the ones in the nursing home, who are still looking for their “now,” they have lost their joy, they’ve lost their savor. Remember the quote? “What good is a man who has lost his savor?” And so, JOY! Joy is the lubricant of living. Michael gave it to us freely, “My joy, I give to you.”
I believe this concludes my lesson for today. Thank you, students, for hearing me out.
Group: Thank you for coming!
Teacher: I have enjoyed this.
RAYSON: This is Teacher Rayson. And I believe that concludes our session for today. Thank you very much. Your attention, your love, your respect, we treasure. Good day.
Group: Good day, Rayson.
