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New Era Conversations #71
– Teaching the 6 Core Values
– Jun. 13, 2016
Machiventa Melchizedek, Planetary Manager
Topics:
A question on the 6 core values being innate in DNA
Report on giving the 6 core values to high school students
Teaching children to be self-observing
Male and female energies needed to raise balanced children
The 9 roles to teach to children
Introducing the 6 core values to a mixed group of people
Love of humanity
Understanding different meanings of equality
Interacting with inequalities
Question on current TR training
The ambiguity of “family values”
The difference between the mental and the intellectual spheres
The role of God in our Local Universe Administration
Questions that develop from the Urantia Book
Parting thoughts from Machiventa
TR: Daniel Raphael
Team members: Roxanne Andrews, Michael McCray, and a Student
Invocation
June 13, 2016
MACHIVENTA: Good morning, this is Machiventa Melchizedek. It is once again a delight to be here with you. Do you have questions?
A question on the 6 core values being innate in DNA
Student: This question has to do with the response that I got from a friend to whom I gave one of Daniel’s books, and his response to the fact that the 6 core values are innate in everybody’s DNA; he disagrees with that statement. He says that they are cultural assumptions. I didn’t argue with him, like I was told not to do, but I would like your opinion, please.
MACHIVENTA: Yes. He is right, of course, but it is native to the culture of humanity. This individual was thinking specifically of one culture, or maybe two, but if he were to go to Japan, and to the Northern Mountains of Hokkaido, he would find that these values are the same there. The same as if he went to Hanoi and asked those individuals, or went to Houston, or to any other city, or any culture—even into the far reaches of Tibet in the mountains—or to the native Bedouins in Africa and Saudi Arabia. These individuals express the same values as all other humans. We appreciate your restraint from arguing with this individual; it will eventually dawn upon him that these values are innate to everyone all over the earth. The point that you cannot prove is that these values are innate to your DNA. That would be a most remarkable scientific development, were these values to be seen as existent in the genetic structures of a chromosome. You can assume that this is universal to all people, and that it is innate to your DNA simply because you can validate their existence anywhere in the human society, anywhere on your planet.
Student: Thank you, Sir. In my own mind, I thought to myself that if I did have a discussion with him, it would be the fact, in my way of thinking, that as it being innate to your DNA, that it was there before cultural civilization actually became created, that it was there before culture.
MACHIVENTA: Yes. Let us take this a little bit further. You can accept that these values are a gift from God, that these are a part of you as a creator, that Christ Michael has invested these values in all sentient beings on all 10 million planets of his Local Universe, and that these values will be innate to those individuals on planets that do not have sentient beings yet, but they will have eventually. These values speak to the goodness of your Creator; they speak to the very essence of the Creator Itself. These values are from the beneficence of the central First Source and Center of the Universe, on through the Eternal Son Creator Sons, and Creative Daughter Spirits in the local universes. This is proof of the goodness of God, though no one can prove that they were created, just as though you cannot prove these are part of your DNA, the universal nature of these values in all people on your planet is indicative of the Creator’s plan for you.
Your God is a good God; Christ Michael is a great and good Creator—he would not create junk, he would not create violent individuals. Violence is a choice of every individual; people are innately good. Babies and children who grow up in a loving, supportive environment are good people; they think good thoughts and they react to others in benevolent ways. The violence that you see around your world that is so endemic to your cultures and your societies is a manifestation of choice, of preferences, the creation of hierarchies of need that were determined by individuals and by societies and by cultures. Therefore, you can amend this by your thinking, your thoughts, and your intentions for your life, and when you change your beliefs, you change what you see. By changing your mind, you change your beliefs and what you see and how you react in the world. Goodness is the only nurturing value that will give your civilizations social progress, emotional evolution, and spiritual unfoldment. These are part of the plan of each individual and of your civilization and of people. God is good and you are good! Know this and act accordingly.
Report on giving the 6 core values to high school students
Student: Thank you, Machiventa! Could I give a brief description about the class that I was going to talk to? We went and talked to a class of high school students; it was a small class. I had given the teacher one of Daniel’s books before and the teacher teaches sustainability. Unbeknownst to me—because I did not do my homework—the students had learned about material sustainability—they had not touched on the 6 core values, so that sort of threw me when I found out. And anyway, briefly to say it evolved and we did talk about the 6 core values and tied them in with material sustainability, and I think it went okay, but I really learned a valuable lesson of doing my homework properly beforehand. So, I just wanted you to know that.
MACHIVENTA: Thank you. Do you have another question?
Teaching children to be self-observing
Student: Yes, I do. Could you please talk about teaching children to be self-observing?
MACHIVENTA: (Laughing.) You are uncannily aware of the needs of your civilization, and it is so much appreciated. Teaching children about self-observation, we recommend to you that you either call, or write, or go to a library and find the Unity Christian Metaphysical Church or organization that is located in Unity Village, Missouri, and enquire about their “Wee wisdom program.” They have a teaching program about the “Little me and the Big me.” This is part of their educational program for children. It teaches children the self-observation of the “little me thoughts” and the “big me thoughts,” and how the “big me” assists the “little me” to grow up to also become a “big me,” so that the conscious child and the unconscious child are both thinking in moral and ethical ways that are loving and kind. You would find a great resource from these materials. This is the most pragmatic direct method by which I can assist in answering your question.
Male and female energies needed to raise balanced children
Student: Thank you, Sir; I will certainly do that. I have one more question, please. Would you please talk about the male and female energies needed to raise balanced children?
MACHIVENTA: Certainly. Your species is of two sexes; it is that there are females and males. Because of your racial, your genetic dual—sexuality of your species—there are men and women. Because there are men and women they have gained new information over the millennia, tens of thousands of years of imprinting on your DNA, such that males become more of the out-side of home and the females become more of in-home workers. The mother is the one who carries the child and births the child, suckles the child and nurtures the child, as it grows older to become a young child and eventually an adult. The clarity of roles is important to your species. As far as primitive cultures are concerned, however, in a developed and advanced society, males and females can take on either role, except for the childbearing responsibilities of the female.
The 9 roles to teach to children
It is important that children learn that these roles—both roles—sufficiently to enable them to understand their relationship to their mother and father and their siblings. As we have discussed earlier, there are 9 roles that the individual must learn during their lifetime, their early formative years, in order to become a balanced individual. Knowing these role differences and their relationship between these roles, or the individuals who have these roles is highly important for the individual to understand their placement in the family and in relationship to others, and eventually into their society and their relationship to their female or male friends, eventual lovers and spouses, and their relationship to their eventual children. This is an essential part of individual happiness.
[Note: The 9 roles are
father, husband, man;
mother, wife, woman;
sibling, self, child.]
The great difficulty in your contemporary societies across the world is that there is much blurring that has occurred regarding these 9 roles that need to be learned so that the individual can find and understand how to find happiness and meaning in their life as who they are. Those individuals who are transgender or bisexual, or who are cross-dressers, and so on, those individuals who were born male and who eventually choose to have surgery and become female, this causes great difficulty for the individual. Further, when their society does not know or understand the distinctions of the psychology or the genetic preferences that are involved in their body—their gender body—causes greater difficulty as well.
When individuals who have had these changes are persecuted by their society, then it creates tremendous anguish in the individual. It is important that children learn these 9 roles early on, before they are age 5 or 6, that they are instructed very clearly about these 9 roles so that they can find their way through society more easily. And if they do become a transgender individual, they would know how to respond accordingly, so they would be able to find happiness, peace more easily than those who do not know about those roles.
Does this answer your question?
Student: Yes, Sir, it does. It brings to mind when I think of it that there are some cultures in which the children are brought up and they spend the first few years with their mother, and then the mother hands them to the father to teach them things the father can teach them. Is this more in line with balancing these energies?
MACHIVENTA: Yes, yes, it is. That is the cultural recognition of the role differences and cultural differences between men and women, and assists the child, the individuals, to understand themselves more clearly. The only best step further that would assist that is to learn those 9 roles between individuals. Then the handing over of the child to the other parent would be a means of emphasizing the roles and the duties and the work ethic, and so on, of the child as they become an adult.
Introducing the 6 core values to a mixed group of people
Student: Thank you, Sir. That does help. The next question I’m going to ask you has to do with the upcoming talk I’m hoping to do. This talk will be amongst a mixed group of people, and it has to do with the 6 core values. Do you have any suggestions on how I can introduce the values to them?
MACHIVENTA: Yes. I thank you for your question, and it leads into the future development of your nations. You are there with a mixed group of individuals, adults, males, and females from perhaps different walks of life, and even different cultures in your community. What you are looking for are commonalities, rather than differences. The whole emphasis of teaching mortals about social sustainability is about your “oneness and your unity,” and that all acts of separation are ethnic, cultural, and racial are what you prefer to give emphasis to. A priority of “who’s on top,” so to speak.
In your discussion, you would want to point out that you are all equals, that you all have these same genetic structure, and you would want to—even before you present the values on the board or on paper—you ask them about their preferences in life. How many people in that group would prefer to give up their property and push a grocery cart down the street and live under the bridge or the viaduct? None would want to do that. On the other hand, you ask them, “How many of you would like to have an improved quality of life as you define it?” And almost every hand will be raised. Then you say, “How do you do that?” “How do you improve your quality of life?” Asking these questions will help you to lead them into developing their innate potential.
Each of these individuals is led to think of themselves as young adults who have tremendous vitality, tremendous curiosity, and a tremendous search to have a better life than what their parents gave them. What is needed to do that is the opportunity to grow into their potential. Parents who are able send their children to good schools, better schools, schools of opportunity that teach them skills and teach them how to use their innate preferences and predilections to grow into their potential.
And the last one that you would lead them into is equality. Most issues of equality have been stated culturally in terms of competition, and where does competition come from? It comes from the observations you make as you compare yourself to others; others who have less and others who have more; others who have worse, others who have better. And so the individual aspires to develop equally what others have as well, and they do that through their growth process. Some people have an early preference for money—they want to be wealthy, they want to be millionaires. Culturally they are missing the mark because, is it money that they want, or what money can buy? If they begin to shortcut that process, they can improve their lives without money, if they choose to. These three primary values have sustained your species and are responsible for the social progress, technological progress, and all other forms of progress that have occurred in your community and your species and your civilization.
Then you would want to demonstrate the 3 secondary values of your species, and that is your empathy, compassion, and the generalized “love” of humanity. These 3 secondary values emanate from the core value of equality. In the comparative process, you see that as you compare yourself to others, some have more, and so you would aspire to have what they have. Some have less and you have empathy for them; you have a sense of what that feels like to be deprived. It is a fact that the difficulties of life help you develop your secondary values of empathy, compassion, and love of humanity.
You will find that those individuals who have everything given to them from the early years of their life, and who have an inappropriate sense of entitlement are almost devoid of empathy. They have not been given the challenges of life to develop their secondary values that identify them as being human and humane. So it is important that when the individuals in your audience see themselves, to be self-observing—are you empathic? When you see someone who has less, someone who is perhaps in some dire situations after wars, there were men who had no legs, and who would sit on a wheeled dolly and shuffle themselves down the street panhandling for money to make their way through life. When your heart goes out to that individual in their dire situation, that is empathy.
And when you sense the love of a baby who is cooing and smiling and giggling and playing, that is empathy. You are reaching out to that child and you understand what it is like to be an infant, to be a happy, satisfied, cared for infant, and so that is empathy. In your compassion for yourself, you want to reach out literally and pick that child up and draw them close to you, and look in their shining face and their smiling eyes and be one with that joy. So to, when you see a person in dire circumstances, you would want to reach out in compassion and to assist them in some meaningful way to improve the quality of their life. This is true compassion; this is true humanity; this is who you are as a human. Being humane is part of what your species is all about.
Love of humanity
When you come into the role of a Planetary Manager, even in your own community and you see what is going on in your world, and you have this love and compassion and empathy for all of humanity in dire situations, this is truly the love of humanity. Love in this case is not an ethereal, familiar state of existence—it is real, and it is part of what makes you human. When you see these three secondary values in this case, and you realize that Christ Michael, your Creator God is the one responsible for all humans on your world and the Creation, then you realize what a loving, caring, compassionate individual Christ Michael is, and then through his seventh bestowal to come to your world and manifest himself as a mortal human being coming into his God consciousness, to finally recognize and realize who he was and his relationship to the First Source and Center, his Creator Father, then you understand why you were created with empathy, compassion and a love of humanity.
I have gone far astray from answering your question directly, but it is our hope that you could find some of this material useful to you.
Student: Oh, Sir, thank you so much! When you see this and feel this it makes you really aspire to become what Christ Michael is. Thank you!
MACHIVENTA: You are most welcome.
Student: I have no more questions.
MMc: Machiventa, how are you today, Sir?
MACHIVENTA: I am exceedingly well, thank you! I am joyful in great abundance.
Understanding different meanings of equality
MMc: Wonderful. Well known concepts that involve values and have complex internal structures like our 6 core values, typically have uncontested cores, central meanings that everyone agrees on, but they are also usually contested, that is different people have different understandings of what they mean. I have asked you several times in the past, questions about the core value of equality, and I am still not sure what specific meanings of that topic will lead to sustainable individuals, sustainable families, etcetera. Would you please help me understand what are the specific meanings of equality that will lead to a sustainable society?
MACHIVENTA: I would be glad to; it is very brief. It is that you have the same concerns for all others that you have for yourself, that you would want all others to have an equally improving quality of life as you would want for yourself; that you would want equal ability capacity to grow into one’s potential as others. Equality is seeing yourself as a brother or sister in the family of God, recognizing the Fatherhood of God and the Brotherhood of your fellow mortals as brothers and sisters. This is the deepest sense of equality, a sense of differences in separation having existed for all time among different peoples.
You recognize from anthropological studies, social anthropology from the earliest researchers that most indigenous peoples of the world called themselves “The People,” and that they separated themselves from all others as “The People” and those who were not “The People.” So, there was a lack of equality and there was in many cases, a shameless destruction of others because they were not “human.” It comes to the aspect of empathy, compassion, and a generalized love of humanity, equality goes out the window when you find that individuals do not express the humanity that those values give evidence to. In fact, you will find that social predators do not have these values at all, and that they see others as separate and see others as their source of prey, whether it is for child abuse or rape or any other activity that they have.
A sense of equality is what must pervade your societies to advance to “oneness.” How was it that the Emancipation Proclamation occurred in the 1800’s from President Lincoln? It was a sense of awareness of true equality among humans, regardless of their skin color. If you take the skin off of everybody, they all look the same without it. Therefore, the differences between individuals are only skin deep, literally. I hope this helps.
Interacting with inequalities
MMc: It does very much. When I encounter these inequalities and inequities around me, how should I react to them?
MACHIVENTA: How should you react? How would Jesus project that? Your question is difficult to understand. How would you want to react?
MMc: I do react to inequalities that I see around me. I think the answer I’m looking for is this is an opportunity for service. Very good; thank you.
Question on current TR training
It’s been a long time since I have heard anything about TR training. Would you update us on what is occurring in that area, please?
MACHIVENTA: From our awareness through This One, there is no TR training is taking place.
MMc: I was afraid of that. Is there any wish to inaugurate that TR training again?
MACHIVENTA: There is always the need to do that and we support TR training wherever there is a desire by individuals who wish to learn.
The ambiguity of “family values”
MMc: There is great disharmony between what people believe, what they say and what they do. Some say they believe in family values, and yet they vote in favor of legislation that limits women’s rights to make decisions about her family. Are there ways that we might come to some agreement about what we believe, what we say and what we do, and what might be the benefits of doing away with this ambiguity?
MACHIVENTA: Again, teaching the 6 core values early in life. Those preferences that exist, the differences are cultural and sometimes ethnic are amenable to what people learn. If you took an infant who was born into a Muslim family and raised the child in an egalitarian secular family in some other nation that was a democracy with equal rights, you would find that that child would probably become an equal rights advocate. Teaching children the values that are innate to your species, and how to interpret those values, and make choices for how you live and how you develop your own personal hierarchy of needs is core to the answer of what you seek.
[Note: Use the terms of “family values” as Christ Michael uses them.]
MMc: That’s all the questions I have at the moment. Thank you very much.
The difference between the mental and the intellectual spheres
Roxie: I have one that was sent in by a reader. He says, “I was intrigued by the 7 Spheres of Human Potential Development that Machiventa spoke of during the last session and I can see that a whole discourse could be explored on each of those spheres. However, I would be grateful if Machiventa would mind giving us a brief overview of the difference between the mental sphere and the intellectual sphere. Thank you in advance.”
[Note: The 7 Spheres of Human Potential Development: Physical, Emotional, Mental, Intellectual, Cultural, Social and Spiritual.]
MACHIVENTA: Certainly. The mental sphere has to do with your mental capacities for thinking and for your emotions and for your belief systems. Your mental capacity is the mental state of health that you are in. Though your psychiatric and clinical psychological practices are still very primitive, you know the differences between mental aberrations and good mental functioning.
The intellectual, however, is the capacity to process data and these abilities extend to various interests of the individual. Some individuals have an intellectual capacity for numerical computations that is uncanny and faster than even the fastest computers that you have. Some have intellectual capacities involved in writing music or writing software, or any of these other intellectual pursuits. The differences between the intellectual and mental are categorically very different and distinct. I hope that these examples that I have given you are sufficient for your question.
Let me go further with the intellectual: Your cultures and technologies have developed instruments for measuring the intellectual quotient or IQ of individuals. This is just one narrow measure of intellectual capacity. There are other measures of intellectual capacities that have not come into recognition or into prevalence. There is another called emotional intelligence, EQ, that is also as valid as IQ. It shows the differences and capacities of individuals to understand emotionally where they are and how they relate to others, and how others are relating to them.
The role of God in our Local Universe Administration
Roxie: These are some scattered questions on Part II of the Urantia Book. It says the Father does not function in the Administrations of Local Universes, but it seems to me that when we look at many of the transcripts that have come through the years that the Father is active in our world because of the difficulties we had with the Rebellion and the Default. Do you find that the Father is functioning in our local administration?
MACHIVENTA: It is a matter of observation. The First Source and Center has individual Thought Adjusters, fragments of the Father, manifest throughout the universe in all Father/Spirit oriented minds of sentient beings. You would see the presence of Thought Adjusters throughout the universe, and you would also see it in the mortals who have ascended into the morontial and spiritual and eternal realms. It is impossible to separate this presence from those who have begun, are on, and who have completed the ascendant journey. The Father is in some ways intimately involved in the administration of Local Universe and local affairs because of this, but on the other hand, the Father absents himself from interfering with the Administration of Local Universes and those hierarchies under the universes, either of the Son line or the Daughter line, as God has given these individuals full reign over the decisions of the universes.
However, there is the oversight that was mentioned earlier in this session through Reflectivity, the Union of Days, the Ancient of Days and the Administration from the Super Universe Capitals that are present in your Local Universe. Immanuel is there from the First Source, from the Central Universe, assisting and abiding with Christ Michael, who is the Sovereign of your Local Universe. The choice for the participation of the Creator in Local Universes rests upon the invitation of the Creator Son to have that source provide information and guidance and wisdom, as they require and request. This is a process that is by invitation, as it is to mortals who can invite the presence of God within them to become a more active agent in the guidance and doing God’s Will in their life.
But the overt influence of God over the affairs of the Local Universe is a “hands off policy” that is extended throughout all of the manifest created worlds and universes of Local Creator Sons. This factor is important to the development of self-initiation, of choice-making, of willful development, either good or evil, by individuals at all levels. The process of personal choice [as] an expression of will is in the end a process by which those who become aberrations of the Light and enter into a darkness, make themselves known and eventually through their own actions, remove themselves from the reality of Universal Light of the universe.
Roxie: It mentions that Gabriel is the “ideal of personality.” Can you explain what that means?
MACHIVENTA: I will avoid that question at the present, principally because personality is such an obscure and even obtuse concept to mortals and to your psychiatric fields.
Roxie: The Book says that the Infinite Spirit and the Universe Spirit possess “physical control of antigravity.” In what way is that expressed?
MACHIVENTA: We do not choose to answer your question. It is a curiosity question, which has no benefit to you, even if you could understand the answers. We offer this response not in condescension, but simply to assist you to retain clarity in your relationship with the Divine.
Roxie: Thank you. It looks like the rest of the questions would be considered curiosities also, so I guess that is all I have for today.
Questions that develop from the Urantia Book
MACHIVENTA: When the questions develop from the source of the Urantia Book, it is our central concern that our answers and the questions relate to the relationship of humans with the God presence within, and with each other, that mortals would begin to make decisions and want information about how to live more cohesively and patiently and peacefully with their fellow brothers and sisters, and how to aspire and how to become one with the Source within.
Parting thoughts from Machiventa
MACHIVENTA: We have covered a wide spectrum of thoughts and topics today. It speaks to the grand dimensions of the mind that you are given by the Infinite Spirit, through your Mother Spirit. It speaks to the capability of yourself to be curious enough to want to know more about your universe and your relationship to the Divine. Seeking God, seeking the Source, curiosity of what that is, the yearning to become “one” with that capability, that level of wisdom, that level of light and creativity is most important in you, to aspire to your greatness. Each of you has the capacity to become very great. Each of you has the capacity to provide services to your planet, to your civilization, which you had never contemplated.
When you expand yourself to that of a Planetary Manager, you become concerned in compassion for the welfare of all humanity, from individuals to large groups of individuals, to your whole civilization. Christ Michael is able to encompass all of you simultaneously in your anguish and your joys, your aspirations and your wish to become better people and better individuals, more loving and kind. Mother Spirit is here with her Angelic Corps to assist you to do that, through the circumstances of your world.
You may be in dire circumstances, but when you realize that you are in dire circumstances you begin to make choices that assist you to lift yourself up, and make choices that say, “I am worthy of better than this,” and begin to aspire to fulfill that. There are circumstances on your world that seem unfair, unkind, harsh, and punitive; these are not given to you by your Creator in any circumstances or any form. These were brought to you by choices that others made, and we ask you to insure that the decisions you make do not harm others, but in fact assist them to grow into their potential, to improve themselves both spiritually, socially, physically and otherwise. We thank you for the opportunity of addressing you today. Good day.
