Transcription
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Overview of psionic abilities. Right, that's what we're testing today. Cool, it's a fun one.
So, the fundamental basis of learning psionics is that once you develop some brain-body clarity—grounded, centered, shielded—you start shuffling around and scooping stuff into your brains. At some point, you get enough clarity to get amplitudes to which things around you and within you occur, which we basically define as the bending of matter and energy to our will.
That can include the perception of matter and energy around us in ways that we're not normally used to perceiving with the five normal senses. We have a whole other thing that we're going to talk about: psionic senses.
When your body and your brain get enough connection and clarity through diligent practice, then you can have amplitudes of things that start to affect what's happening inside, outside, and perceptions. These are all manifestations of psionics. Anything that one can do to affect or perceive using those psionic skills can be defined as a psionic skill.
We talk about psionics as the larger umbrella of everything, and then under that umbrella, there are all these different skills. Through some practice, discipline, and training, you can do these things consistently, regularly, and accurately. Any of the things that you can do specifically to accomplish a specific task is a skill.
Skills that we've covered include precognition. It's a skill, right? It's a thing that you practice and learn so you can do that thing. It also helps build and train your brain so that you can do other skills. Every skill that you spend time on will help your brain be able to do other skills because it strengthens the whole brain muscle, mind muscle thing that we talk about.
There are some, what I want to say, almost like skill trees, where there are places where you start and develop a skill in order to be able to develop another skill or a skill that's more advanced than that. Usually, there's a precursor of learning skills before you're going to be able to do that skill.
We often start with two different distinctions of types of abilities: two categories of psionic abilities, which we refer to as soft abilities and hard abilities. This is kind of the best definition that someone came up with. I don't know, sometimes I don't like it, but it's what we do at the moment. It's in the manual, and maybe I should make another suggestion for a change in the manual.
Basically, a soft ability doesn't mean that it's soft or easier necessarily. It just means that it's an ability with which there is not a tangible effect from what you can observe immediately. Therefore, it's a soft ability. An ability from which you can perceive an immediate tangible change of some kind or impact of some kind is considered a hard ability.
So, the defining line is really what is affecting reality. That's the definition of hard and soft. Something that's softly affecting reality isn't going to move. It can affect it, perceive it, understand it, read it, influence it, but that's not the same thing as moving it telekinetically, which is a hard ability.
Not that it's super difficult. I say that because even with dampeners, which make developing certain skills difficult here on Planet Terra right now—sorry, not sorry—when I taught in-person classes, I had no problem getting 100 percent of the students in the class to be able to do telekinesis on a tiny object in a trainer by the end of the class. No problem.
So, being able to teach, demonstrate, and have someone replicate it is not hard. It's not hard, right? It's easy enough to do that. In that sense, it's not hard to do. The way I learned it was much harder, but I won't go into that story right now.
I was also in a high-acceptance environment, which means I caught on more quickly. But that's also part of what the in-person class was about. By having a bunch of people in one room for several days, we can hammer on: here's what your left brain needs to understand, here's what your right brain needs to understand, bring it all together, do some stuff, ta-da! Now go replicate that.
The thing that I really liked about changing that to the online course, to be honest with you, is that the seminar model is super flawed. Regardless of what you're teaching or doing, people come to that event for a certain number of days, and they get an experience, knowledge, and information, but almost never get follow-through.
You go, "Wow, I learned that, and I did that. Cool! All right, go home and practice." Out of how many people go home at that point with no other guidance? Turns out, not a lot. Not a high percentage number of people.
It's part of why I developed this theory that I call the one percent model. Most teaching methods, especially for development—meditation development, any psionic development, improvement, self-mastery, whatever you want to call it—because people have all kinds of different things that they call different things, but they're using a lot of the same fundamental tools to do things in the brain, rewire the brain, connect the body and the brain, and get people to experience being able to feel and change matter and energy in their space.
The goal is to have an experience that you can do it too and try to get them motivated to be awesome. The problem is that when you have this model of instruction, you have about a one percent success rate. Of every 100 people that show up, one of them is going to actually be able to take what you've shown, done, and demonstrated, and run with it without more help.
That's a stupid model. I think that's a dumb, dumb, dumb, stupid model. Why would anybody teaching anything be able to look at not beyond the like, "Here's what I'm presenting. I'm presenting some information. I'm being a good teacher. There, I'm done."
How about taking it one more step? How many of these students are absorbing that information? How many of them are doing anything with that? How many of them are able to go one day, two days, three days with any kind of impactful change or changing what they're doing in their habits of reality or changing their meditative practice or changing their daily habits?
How many people do that? The numbers are so tiny when you start to actually look at those numbers and get that feedback. Who, as a teacher with any self-respect, wants to go beyond just like, "I came up with a good teaching model, and I taught something. I'm a good teacher. Yay!"
How about you're a good teacher when your students learn something? When more of your students can absorb the information and learn something? I feel like I'm fortunate. I had some great teachers when I was young to have as a good example of what it means to be a good teacher.
I feel like you have to go way beyond, "Here, I have something good for you, and I presented it well. There, I'm done." Teaching goes way beyond that point. Because people have questions, everybody's different. People have different obstacles to understanding things.
I have found more often than not, I can explain something one way, and a certain number of people will understand. If I explain it another way, a certain number of people will understand. Usually, if I explain it one way and I say, "Okay, questions," then I can make sure the people who didn't quite get it the way that I explained it can re-explain it in one of the other ways and hope that then the whole room starts to get it.
I'm learning as a teacher that there are certain ways certain people's brains hear and learn information. Sometimes, there are like five or six different ways in which you can say the same thing to make sure that 50 different people absorb it properly.
I want people to learn, and I don't want them to just learn. This is about practice. This is about something you do every day. This is about something that you take on in your life to be a better person, whatever that means for you.
I'm not trying to judge anybody's definition of what it means to be a better person, but having a better mind, having a stronger brain, having a better-connected brain-body-mind makes you a better whatever you are. Whatever that is makes you a better whatever.
So, I want people to learn stuff. We want people to learn stuff so they can be better at whatever they're doing. If that's the goal, then it goes beyond just like, "Here, I want to teach you. Good luck with that."
How about, "Let's learn some stuff. Let's walk through it." Changing the teaching model has been a huge benefit to people being able to actually do it. I'm way happy that we changed the model.
The only thing that I would like to be able to do is do the TK class again as an in-person class. It never fails for people who are having any struggle to go, "Okay, let me show it to you right now." Then you do it, and then, "Okay, we're going." Standing there doing that in a room full of people is just like dominoes.
It's so much more important to have everybody learn stuff. The one percent model sucks. We're way happier to have a system in which we can make sure questions get answered, and we can really walk through all the steps and stuff.
There's way more to learn than can even be imparted in a week-long seminar, two-week seminar, or month-long intensive. We would still have stuff to cover. This is a way better method, I think, for people to learn. The results of the feedback that we get from students confirm that.
Any skills that you start with are just like the base of your skill trees. You pick any soft or hard abilities, work on that, and develop more and more and more.
What we're going to talk about today is a little bit more of those abilities. I rambled for a minute or a few to talk about why I think it's important to teach a certain way, but there I got my soapbox about that.
Anyway, I had good teachers who felt like if students weren't learning or getting it, then that's why they were a bad teacher. They weren't a good teacher because they had a good lesson plan. They were a good teacher because the students understood that lesson plan.
They could answer the questions and give them an assignment that would make them understand it better. That's what being a good teacher is: helping your students learn. If you're not helping your students learn, what kind of teacher are you?
I'm just going to say that for any other teachers out there in the world who aren't helping their students learn and are expecting them to jump through all these crazy hoops or over these weird barriers. How about help your students learn so that everybody can learn and do it instead of making it stupid?
Anyway, now I'm done. Can I be done?
Skills. Have we done? We've done remote viewing. We've done precognition. We've done dowsing. What else have we done? We did animal communication. We talked about telepathy with animals. We talked a little bit about self-healing, programming your field, and your body stuff.
Right, okay, so let's talk about the easy ones. Telepathy—everybody knows that one, right? Telekinesis—that's another easy one. Everybody knows that one. Pyrokinesis, cryokinesis—those are two of my favorites.
So, telekinesis, you're learning to move energy. You start learning between your hands. It's not dependent on your hands once you learn it properly, but you start that way. You're using energy from your body to grab onto an impact of a physical object.
By learning that skill and developing some amplitudes with that, you can go another step with that same skill set of doing the same thing—focusing the same energy from your mind, body, and hands to have an extra impact. Instead of just trying to grab onto something, you want to spin the molecules, subatomic particles, faster and faster and faster.
That will heat it up, causing heat physics. We're not lighting it on fire by magic. We're setting something on fire using physics. How do things heat up? Molecules spin, and that heats up, causing things to boil and burn.
The more you can make something spin, the closer you can get to a flash point and cause ignition. I'm going to have to build a trainer for this one, and I'm probably going to have to build a bunch of trainers to show people how you can do these basic development things on them.
The PK trainer, pyrokinesis trainer, is a container of one cubic centimeter of water in which you have a digital thermometer attached to it so that you can see your hundredths of a degree change. You want a nice, super scientific one, again in a housing that is not being affected outside, so you can keep it at a stable room temperature.
When you're starting at a stable room temperature, whether you're trying to go up or down, you'll be able to notice those tiny, tiny, tiny movements of temperature up or down by using physics. So, heat it up, spin it around. You want to freeze it, cool it down, slow it.
That's slowing the molecules down until they don't move anymore. When they don't move anymore, then they get super cold. Most people, when they start this process, you know, it's basically all you're really doing is slightly warming and slightly cooling a cubic centimeter of water.
It's not much. It's not fancy. You're not going to impress anyone with a party trick, but it's physics at that point. You are making a tangible impact of something that is temperature change. It's only about making more of that faster to get to flashpoint or freeze point.
The easiest thing to start with when you really want to make something hot and try to set something on fire is a matchstick. You go for the match head, which has phosphorus in it, which is going to ignite faster than the wood itself.
So, make something with a slightly lower, easier flash point to hit. But again, like everything else, especially with the hard abilities, one of the reasons why I'm a super fan of them is because they push development in a way. You experience a tangible result instead of being like, "Did I do that? Did I really do that? Was I imagining that?"
Belief is a crazy thing, quite literally. You can have too much belief in what you're doing and have it not work because you believe more than you're being practical. So, belief is not the ultimate power. Don't let anybody tell you that it is. It's important, but it can also get in the way.
It can be something that's not rational. You want to be able to believe what's rational in this process. It will really help development. Doing hard abilities is like, "Oh yeah, okay, rationally I just did that. Cool, I can believe."
That will help stabilize the belief part of your brain because you can over-believe. You can over-believe and not have it actually do the thing that you want, and it can negatively impact what you're doing, especially if it's not grounded or rooted in something practical.
There are lots of people who believe that what they're doing works and that they can do things, and they can't. This is why we teach things in which you can prove, repeat, and verify.
Even the precognition skill, right? If you're flipping cards and you're seeing that you got it right, you know that's tangible. "Oh, I saw that. I got that. Something was happening there." The precognition skill occurred. I saw it through the evidence of my eyeballs that it happened.
These are things that will increase and strengthen development. Those are some easy ones. There are also some more subtle ones. Okay, we did remote viewing, right?
Now here's the fun part. What can be a psionic skill? The answer is anything in which you use psionic outputs to affect matter and energy around you to create a change. That's a wide-open book.
So wide open that people often don't realize how wide open that book is. Let's talk about a fun one, an old one, actually. If anybody ever wants to just have fun with this topic, see if you can dig up some stuff on the internet about ESP, which stands for extrasensory perception.
It's just an old terminology going back to the 40s, 50s, and 60s, 70s about psionic skill building or abilities. It kind of got taken over; psychic came in and took over as a term, like, you know, talking about their psychic power, psychic abilities. That kind of took over, but earlier on, it was ESP.
If you want to see if there's any fun stuff to dig up from the olden days about ESP, it's kind of a fun topic to see where some of the older thinking around it was. Something that old ESP people used to talk about was something called cloud busting.
By staring at a cloud—a low cloud, preferably—you want to start with the low ones instead of a super-duper high one just because it's easier to start that way. You are practicing a kind of pyrokinesis at a distance by telling the molecules in that cloud to move faster.
When a cloud's water vapor warms up, it dissipates. If you've ever watched clouds disappearing into nothing, that's what's happening. The vapor, water vapor, is getting warmed up from a condensed state into a gaseous state and disappears.
I've spent a few afternoons laying on the grass, messing around with that to some success sometimes and sometimes not. But like everything, it's physics. You can go the other way too. You want to tell water molecules to get colder and denser, slow down, and make more cloud. You can do that too.
With enough outputs and enough skill building, this skill becomes weather control—psionic weather control. Someone who's really good at that can make clouds, make them go away. That means you can make rain, thunder, hail, and all that stuff.
It's just about how cold and how dense you have to make a cloud to do the thing that cold, dense clouds do or to make them go away or to make hurricanes or tornadoes. These are all about a combination of adjusting temperature and pressure, which are telekinesis and pyrokinesis.
Affecting small things is one way of developing the skill. Trying to affect something that's larger and farther away is another way to develop the skill. You can start wherever you want on that one. We usually recommend people start small, but you never know when someone has a propensity for something.
We encourage people to try all kinds of stuff and see what works. If you find something that works, it's like, "Oh yeah, do that. Practice that thing." If it works for you, build that muscle.
Weather control, telekinesis—if you can move an object heavy enough, big enough, then you can lift yourself up off the ground. You can levitate or you can fly. Most of the really advanced, superpower skills are just about amplitudes—being able to do something enough to get enough amplitudes out of that.
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