Spiritual Classes

CLASSES DEDICATED TO LIFE SKILLS AND SPIRITUAL TOPICS

by Jan Hjalmarsson

In a spiritual school, classes can be formally dedicated to topics on what life is about, and to spiritual topics. The overall purpose of such classes is to help students in their spiritual growth. They can do this when they come to a new understanding about things that are relevant in life, and when they learn about the spiritual significance of life, for themselves, and in life in general. 

Their learning will be multi-faceted. At the most basic level, students can address and get a better understanding on issues that apply in their own lives, and they can thereby work with them more successfully. They can come to understand themselves better, which helps them make life choices that are relevant for themselves. When they learn about consciousness as a basis for action and behavior, they can learn to work with others more successfully as well.

When students are ready, they can address and increase their understanding of the spiritual side of life. This will increase their awareness of what is going on in their lives at a more fundamental level. They will sharpen their spiritual discernment so they can address situations with a higher understanding. They will thereby increase their awareness of the spiritual significance of what happens in their life, and in life in general. Better discernment will enable them to make higher choices for themselves, and it will help them understand how issues in their community and society can be approached in relevant ways. With awareness of the spiritual side of life, students can also become ready for the spiritual path, and apply themselves on this path.

This document primarily addresses spiritual classes for students at about the age of 12 or above. It takes into consideration that they are at an age when they begin to develop their discernment, and start to make choices in what to believe in and how to define themselves.

Foundational view of students as a basis for their spiritual education

Students are spiritual beings who grow spiritually by learning to make choices that are based on an increasing understanding of life, by embracing higher and higher principles and values of life, and by expressing these in action. Teachers serve the students' spiritual growth by providing a nourishing environment in the form of Christ Consciousness, and by meeting each student's and the group's spiritual needs. This environment includes guidance, inspiration and directions given by teachers, in topics and issues to address, and how to address them, as is appropriate for a group or specific students, at the same time as there is flexibility depending on students’ needs.

It is understood that students' own creative work and arrival at new understanding are important ingredients for their growth as well. In other words, the students learn from what they do and how they work with what is taught. They internalize their learning by taking ownership of what they learn. To help students with this, they are given the space they need to learn and to grow. This can happen when there is openness and room for students to be part of designing their classes and topics to work with, as are relevant to them, as long as this is still within the teacher's overall plan and vision.

Purpose of classes dedicated to spiritual subjects and life skills

* To serve the students' spiritual quest. For students to have addressed their existential questions about life, the purpose of life, and why things happen the way they do in life, and to have such questions answered, as they can be answered.

* Students learn to think about life in new ways that they haven't before. They learn that things are often not as they have believed they are. This is self-transcendence in the form of stretching one's mind to new understanding, and is an expansion, or growth, of consciousness.

* For students to increase their general discernment about life and life issues.

* For students to increase their understanding of themselves better: Man Know Thyself (as God). This is a path, starting with basic awareness of one's feelings, thoughts and beliefs, and going toward increasing awareness of oneself as a spiritual being in God. One important aspect of coming to understand oneself better comes from discovering and learning to freely express one's true and honest views and beliefs about life in class.

* For students to learn basic psychology on how the human psyche works in general interactions and relationships. These topics will not be addressed as a full structured course, but only in selected applications, and often as they come up from issues that students bring up.

* For students to resolve limiting conditions in themselves, which obstruct their spiritual growth. Students learn general ways to do this, however specific cases are usually not brought up by teachers in class, but are addressed, if appropriate, as students bring up such issues themselves.

* For students to learn to work with others in balanced and harmonious ways, regardless of how different others consciousness (thoughts, feelings, beliefs, opinions) may be from their own. For example, learning to respect others and any views and opinions they may have. Learning to communicate one's own true views and opinions in a balanced way, no matter how unconventional they may be.

* For students to learn what it means to be a responsible citizen of this world, and to get life skills needed to function successfully in this world. For students who are ready, this includes addressing the spiritual significance of various aspects of life as an adult, and of current commonly accepted standards that adults apply in life.

* For students to get started on the path of self-mastery, by learning how their consciousness affects their life, and by taking responsibility for their own consciousness.

* When students are ready, to learn what the spiritual path consists of. The spiritual path will only be taught to students who are open to the concept of a spiritual side of life, and to the extent that they are mature to apply this path for themselves.

General conditions for classes to be meaningful to students

For spiritual classes to help students, it is essential that they are meaningful to the students, and that the topics that are addressed are relevant to them. In other words, that topics, and the way they are addressed, are applicable to the students in their current state of consciousness, and for their spiritual path as to where they are right now. 

Topics may be relevant to students whether they are aware of it or not, and teachers address such topics as needed for their learning. However, it is also essential for students that they see meaning and relevance themselves in what they do, and teachers help them with this. The most obvious criterion that indicates whether students find activities or topics meaningful or not, is whether they engage themselves in them or not. If they engage themselves, it means that they find it relevant, that they understand it. Thereby they can also be open to see it from new perspectives, and gain new understanding on it. If they reject it, by not responding, or they find it boring, the reason is often that they don't understand it, or they find it irrelevant, as of their current understanding.

For classes to be meaningful to students, the following points are observed:

* All spiritual teachings are intended for a specific level of consciousness, in order to help those at that level to grow from where they are at. So, classes are adapted to the general consciousness of each group of students that are taught, in order to serve them best. If too high, or advanced teachings are given, they don't make sense to the students, in terms of applying them. If too simple or basic teachings are given, below the students' level, they find it boring, or disrespectful, to be taught what they already know.

* For students to learn best, they must be in a creative mode, in working with topics. This means to participate actively in reasoning, discussions, enactments, writings, or any way topics are worked with. They can not just be in a listening, or absorptive mode. So, classes are not designed where it is mainly the teacher who talks. On the other hand, participation by students is never forced on them, it is encouraged. If particular students are shy, or for any reason are not ready for active participation, this is something they have to grow into.

* Students have input on what to address in classes, as is relevant to them. For spiritual classes, the teacher has a vision of how a group and individual students can grow spiritually from where they currently are, and has a plan regarding what teachings to work with to accomplish this, in a general sense as well as specifically.

However, it is understood that spiritual growth is an active undertaking, and will to a large extent take place for students in the process when they bring their own questions and issues to the table, and they are addressed there and then. The teacher understands the significance of the process that takes place here: When something is coming up to conscious awareness for students from within, and they are ready to address it, they are usually also able to look critically at it and possibly be open to a higher understanding of it. That may not be the case if the same issue is brought to students' attention at another time from an outside source.

* In connection to the previous point, question and answer sessions are recognized as very important for learning. The principle used here has been called "Ask and you shall receive." When students get to the level of participation where they are asking questions, they are already demonstrating a considerable level of engagement and interest in the subject, and teachers work to stimulate interest by encouraging students to ask questions. When students ask questions they are receptive and open to learning.

* Another valuable tool for learning that is often used by teachers is to ask students questions. Questions stimulate to creative thinking, and if the right questions are asked, students can be helped to see things from a greater perspective, or higher level of consciousness. Questions are often more efficient in helping someone clearly see something than if they are just told plainly. In addition, a relevant question can invite students to stand for and affirm a view or principle that is addressed by the question. The reason for this is that by formulating the answer to the question themselves, the students have already made a choice to support this answer. This doesn't happen if someone else plainly tells them the answer.

Conditions for classes to serve the purpose of spiritual growth for students

The following points are aspects of Christhood for students to grow into in order to create a climate that can serve the purpose of spiritual growth:

* Students understand that the teacher supports them and their spiritual growth unconditionally, regardless of what state of consciousness they are in. A spiritual teacher serves as a representative of God, and by learning to trust the teacher, the students learn to trust God as well.

* Students feel safe in bringing up topics for discussion and resolution – meaning that there is respect for others regardless of what they share.

* Students feel that they are heard by others, and that they are welcome to share what they have to share, in terms of how they see things or how they feel about things. Both of these points – about being safe and being heard – are about learning to maintain a spiritually nurturing environment based on Christ Consciousness, which expresses and experiences Oneness with all life in God at all times.

* Students learn to express their true views and opinions, even if they differ from those of others. This has to do with overcoming fear of being who you really are, in God, instead of pretending to be something that serves some other purpose.

* Students receive feedback on their actions and consciousness. This is essential in order for them to learn about their current limitations, and how to transcend them to come up higher. However, being commented on in a true and honest way can often be a sensitive matter for beginners on the spiritual path, and therefore, permission is often asked for, before feedback is given.

* Students learn to respectfully and patiently listen to others and be open to their views and opinions, even if they may be different from their own, and even if they may challenge their own. This is a crucial skill on the spiritual path, to learn to be open to truth, wherever it may come from, and even if it challenges one's own current mental images of life.

* Students learn that they are respected and are still each others' friends even if they have different views. In this context students learn that Oneness in Christ is higher than outer sameness, or sameness in views or opinions.

* Students are able to have aspects of classes dedicated to topics that are important and relevant for them, and students have choices in this regard. This point is important in order for students to learn that the spiritual path is a creative path, and that their consciousness and life will be a result of their own making, that they are masters of their own destiny.

* The teacher leads and moderates discussions and activities to maintain balance in Christ. In this sense the teacher represents the law of God, or the law of cause and effect, which keeps life and the universe in balance, and in this case keeps the classes in balance as well.

Conditions for students to abide by in discussions and activities

It's important for students to learn that they are co-creators with God, and that things in their life will become as they make them. This includes their classes at school. In order for their classes to fulfill their intended purpose, the following points are expected to be upheld by students as a minimum. If not, their behavior will be addressed as needed. 

* Respect others' views and opinions, regardless of what they are. Understand that everyone has free will to have any view or opinion. That there is a reason for someone to have a particular view. And, if such a view is unrealistic, possibly see if there can be a way to help someone get a more realistic view.

* Not put value judgments on others because of their views or for any reason. This does not mean that there is not evaluation of what type of consciousness views or behavior may come from, which is important for learning. However, others' consciousness is accepted as their current reality, and then there may be suggestions on how to possibly help them raise it.

* Keep discussions balanced in harmony and let one person speak at a time. This is a minimum prerequisite in order for constructive interactions to take place.

Possible ways of addressing spiritual topics

* teacher gives explanations or lectures

* reading, study and research

* quiet contemplation of topics

* discussion/dialogue

* question-and-answer sessions

* teachers give students challenge questions

* students write down their own thoughts on principles or issues

* writing assignments on particular topics

* students give speeches or sermons on chosen topics

* role-playing, in the form of shorter expressions or skits, illustrating aspects of consciousness, by individual students, or more.

* performed interactions where students or groups of students address each other, and they take on pre-defined roles that represent particular states of consciousness or belief systems. 

NOTE: Any exercises involving role-playing will only be performed to the extent that students can still maintain balance, harmony, and a joyful approach in their performance, and that their roles will be appropriate for them. So, roles would not be chosen that may take students down in consciousness, or in other ways adversely affect them.

* for students who are ready, practicing how to address, from the reality of Christ consciousness, various belief systems students may encounter in the world, for example: atheism, scientific materialism, pleasure cult, Christianity, Islam, capitalism, communism, socialism, pacifism, dictatorship, anarchy, etc. 

The basic levels of these skills will consist of being able to support one's own points in a balanced way, even if the other party may not understand or may challenge their validity. At more advanced levels the main focus will be on seeking to help the other party see how they can benefit from looking outside of the limits of their current belief system, and consider higher understanding. 

* practical application of spirituality in the form of doing some action for a chosen worthy cause for other people or in the world.

Relevant focus of spiritual classes depending on students' spiritual development

Younger children up to about the age of 12 are in a general sense open to be taught by their parents, or others, without considering how it applies to them. They are in a general sense open to be formed by adults, peers, and their environment, and haven't yet started to actively define themselves by choice, in terms of their identity and preferences in what they want to believe in or not.

In spiritual education, we generally find it relatively easy to teach younger children about the spiritual side of life, at the level they can understand. They are usually open to, and find it interesting to learn about God, masters, Elohim, angels, and elementals, how they can help us and how we can help them. They enjoy learning about the seven rays, etheric retreats, reincarnation, the violet flame, the ascension, our I AM Presence, our Christ Self, and a wide variety of other topics from the Masters' Teachings. They often find stories from the Bible or other spiritual texts interesting and inspiring. They understand the concepts of good and bad, and are open to learning from us what these mean in life.

For students, these younger years are the right time to be given a broad foundation of knowledge about the spiritual side of life, including topics just mentioned. It is the right time for them to get a foundation in using spiritual tools and rituals in their life, as are appropriate for their age. So, we teach them to use prayer, decrees, songs, and other forms of devotion. We may take them to church services and to Sunday school. The spiritual education students get as young children will form an important foundation for them at the soul level for their life, even if they may choose to outwardly depart from a spiritual life as teenagers or adults.

At about the age of 12, students enter a phase in their life when they will begin to define themselves, in who and what they will be. They will learn to make their own choices in life, and develop their own discernment regarding what is relevant or not for them in life, and what they will believe in or not. They will become focused on being successful in outer, practical life, and will develop their intellect and logical thinking skills for this purpose.

As teachers or parents, we often find that it is not so easy anymore to teach our young adults about the spiritual side of life, as it was when they were younger. And, they may not want to follow us to church services or participate in devotions any longer. The main reason is that they are now thinking for themselves. During the first phase of developing logical thinking skills, for adolescents, there is primarily a focus on their personal world, and how it works, including their physical environment, people and relationships. During this phase, teenagers may depart from spiritual concepts that earlier were based on beliefs, since their logical thinking is now often focused elsewhere. Depending on maturity, often with age, this focus can extend to the spiritual side of life as well.

So, it’s important that spiritual education for older students, in order to be helpful for them, is about what they can see as useful for themselves. If not, if they are taught things they don't believe in, or feel that teachings are pushed on them, they will just distance themselves from it, and from those who try to teach them. On the other hand, if they are taught what can make sense to them, and they can see as valid, they can use it to broaden their understanding about the deeper and spiritual aspects of their life, and life in general, and they can use it for their spiritual growth.

The following considerations primarily address the spiritual path for adolescents or adults.

Regarding spiritual development, it's important to consider that the spiritual growth of any being largely is a voluntary process, as a result of making choices. Activities and experiences, as well as direction and guidance from teachers, can promote growth, and inspire students to take steps to grow spiritually. However, growth in itself can not be directed or forced by any external source. Therefore spiritual teachers have patience with students, and work with them at their own level for as long as they need, at the same time as they help students to come up higher.

1. Before students are aware of, or want to consider, the spiritual side of life, they have less conscious connection to God, which results in having a less solid sense of self at the soul level. To compensate for this, to maintain their sense of continuity, they are often very focused on themselves and what others think of them. They are often focused on satisfying certain desires. They often have personal issues that they may find difficult to deal with, and they often have certain fears about situations in life. 

At this level students may not be ready to consciously accept or take on spiritual principles or the spiritual path, labeled as such. They already have their minds full of other issues. Their first priority is to learn to deal with their situations and be helped to resolve them, in a loving and healing environment. For these students, it may be better to call these classes something like "classes about life" than spiritual classes. 

Such classes should obviously address any issues that are relevant to students, for their spiritual growth, but labeled in a terminology that they are comfortable with. Topics like what is fair and what is right and wrong, ethical and moral, guidelines for constructive behavior, consequences of one's actions, and how people's actions affect each other, are important to work with, at this level as well as later. With students at this level, the teacher maintains a strong presence and leadership, to keep the interactions in class at the level of Christ, and maintains strong personal connections with the students, to serve as their compass point, to represent God for them.

2. At the beginning stages of the spiritual path students start to consider the spiritual side of life, and spiritual principles, and become open to consciously dealing with these topics as such. They are starting to think about the deeper purpose of life and issues in life. This is the time in spiritual classes to start using terminology reflecting these topics, and to address them as spiritual topics, not before. 

At this level students become interested in the larger existential questions of what life is about, often in a philosophical and scientific context. They have a lot of questions about why life is as it is, and about the validity of things in a spiritual context. To satisfy the needs of these students, classes are to a large extent dedicated for students to have all these questions discussed and answered. One important aspect of this process is that they formulate answers in their own minds, thereby internalizing the concepts.

3. When students have more understanding of the spiritual side of life, it's purpose and meaning, along with having satisfied some of their curiosity and having their WHY questions answered, they may become more motivated to actively apply themselves on the spiritual path. There are 2 major phases in working with oneself in application on the path. The first of these is the outer path, consisting of learning right outer application and action in life. Classes about these topics address them in the light of the understanding students now have about the spiritual side of life. To improve themselves, students become motivated to use spiritual tools for this purpose. They will use tools like prayer, meditation, and the spoken word, by their own initiative and understanding.

4. The stage of focusing on outer applications on the path will last until the individual seeks more, or a deeper foundation for what appears or happens on the outer. This deeper foundation is the reality that consciousness is the underlying cause of all manifestations, in the universe as well as in peoples' personal lives, in the form of what they experience and do. Consciousness in this context includes motives, beliefs, opinions, views, philosophies, thoughts and feelings.

Spiritual classes about consciousness address many topics involving what type of consciousness lies behind various outer behaviors that students observe, in themselves, in others, or in the world. When individuals display various limitations in behavior or other expressions, there is more focus on understanding the consciousness behind such, and to help those involved rise to a higher level, thereby being able to express themselves in a higher way. It is understood that the only permanent way to address behavior is to resolve what consciousness is behind it.

On their spiritual path, when students take consciousness into account, they realize that the only way they can make further progress, is to raise their own consciousness to a higher level. They are now ready for the inner path, or the path of the Mystic, which consists of self-transformation from within. Their use of spiritual tools becomes refined for this purpose. In addition to tools they have used before, there will be more focus on attunement with their higher self and with God. Meditation and contemplation will often be used more than before. The spoken word will be used for purification of all aspects of one's being. Students may voluntarily add counseling sessions as a tool to resolve inner issues, even if they may seem completely "normal" by outer standards. They realize that they can only reach mastery of life, or enlightenment, or Christhood, by healing and resolving their own psychology completely, by replacing all illusions and limitations in their being with Truth and Reality. When students can establish conscious contact with their Christ Self, they can do their own counseling internally, without outer help.

5. At higher stages on the path, when students to a large extent have healed and resolved their psychology, they are experiencing a stronger conscious connection to God, to Truth and Reality, and they start to have conscious connection to the Spiritual Realm and the Ascended Hosts. Outer events, and how others see them or treat them, will affect them much less, and they experience a permanent inner blissful peace and joy. If they haven't before, students are now ready to seriously apply themselves on the path of Christhood. This will consist of attaining mastery of their consciousness, as well as their outer life. It will also consist of seeking Oneness with life, applied as service to life, for the purpose to raise up all life.

If they haven't before, students at this level are ready to find a mission in how to minister to life. They will often be actively looking for such a mission. Spiritual classes for these students usually focus on working for causes on helping others to come up higher or working on aspects of society to reflect higher values and principles. Superficially, the outer application of Christhood may be confused with the outer path, however, any actions and expressions of Christhood are creatively inspired, based on inner connection to God, and not on external conditioning and learning, which is the case on the outer path.

Students rarely reach this level on the spiritual path before adulthood, so the points below will be considered to apply for adults only.

Students at higher levels of Christhood become ready to consider and work with serious issues in life, as happen in society and the world. They can handle issues involving life and death, including various atrocities, in harmony, and still be centered in their inner Christ Peace. They can be ready to deal with the forces of this world that hold people back spiritually, and to help set others free from such forces. Spiritual classes at this level can involve practice in how to address all levels and types of consciousness, for the purpose of learning how to deal with such, without students being adversely affected. They can practice how to address entrenched fallen philosophies and practices used by the power elite in outer society. In so doing, students are proficient in using spiritual tools to maintain their connection to God, and to their inner Peace and Joy.

6. At the end of the path, when students have realized full Christhood, they don't need outer spiritual classes anymore for themselves, since they now have full conscious access to God's light from within, and to their teachers in the spiritual realm, in any moment. However, they may still participate in classes to assist others.

Possible areas of topics for classes dedicated to spiritual subjects

These topics are listed in no particular order, and the list doesn't indicate order they will be worked with in class. Topics will be worked with as are appropriate for each group of students. Students may not work with all topics, and topics not listed may be worked on.

PSYCHOLOGY AND HUMAN INTERACTIONS

* Identifying virtues, or qualities, in people, reflecting higher consciousness

* Understanding reasons for people's actions, what consciousness and beliefs are behind them

* Identifying motives for people's actions, for example: love, duty, obligation, responsibility, fear, egotism, compassion, selflessness

* Identifying consciousness behind language / expressions

* How to deal with how others treat oneself

* How to be oneself and at the same time accommodate to others

* How to stand for one's own opinions and at the same time be open to others

* How to say no in a respectful way

* Roles people assign themselves in life, or others assign them

* What can be learned from various roles in life one is taking

* Looking at possible degrees, or levels, of consciousness, from lower to higher, in how to act or respond to situations, and what beliefs, and view of oneself and of God, are behind each level

* Characteristics of collective consciousness, in cultures, life styles, religions, occupations, organizations, communities, age groups

* Looking at common principles of interaction accepted in current Western collective consciousness, and then present higher alternative teaching. For example: People allow themselves to make mistakes and then say they are sorry to justify the mistakes. Higher teaching: Learning to not make those mistakes so one doesn't have reason to be sorry.

STUDENTS' OWN PERSONAL PATH

* Sharing personal spiritual lessons one has learned

* Spiritual significance of what choices the students themselves make in school and in their life

* Students learn to evaluate what consciousness is expressed in some of their own expressions

* Looking at situations in life when we may act in a role, vs. being oneself

* Looking at possible scripts we may be using in life

* What is the highest you want to get out of this life?

* What is the highest you want to do in this life?

* What is the highest you want to become in this life?

* Significance of taking responsibility for one's outer actions and to take responsibility for one's consciousness, or internal conditions.

* Using spiritual tools: reading, contemplation, discussion, the spoken word, rituals

* Identify positive vs. negative desires in oneself. Positive desires = desires based on positive inspiration or joy that one already has. Negative desires = desires intended to fill a lack of joy.

* Resolution of unresolved issues for students as are suitable to resolve in a group

OUTER SOCIETY AND THE WORLD

* Spiritual significance of various events, conditions and decisions in society and in the world

* Discuss and arrive at possible solutions to issues in society

* Students learn to evaluate what consciousness is expressed in what is offered in the world in art, entertainment, culture, literature, news media, music, movies, toys, computer games, etc.

* If you were the President, how would you solve the issue of ...

* How can the Golden Age happen (inside  outside)?

EXISTENTIAL AND PHILOSOPHICAL QUESTIONS

* Students share their belief, or non-belief, in God, and reasons why.

* Who or what is God?

* Assignment: Describe (one's view of) God.

(If students are non-believers: Describe why everything was created.)

* What are God's law(s), and what are their purpose?

* What is (the nature of) life/death?

* What/who are you?

* Why does the universe exist?

* Why do we exist?

* Why are we on Earth?

* Why did we come into our present conditions?

* Why are things on Earth as they are?

* Free will vs. God’s Will

* Where is ... located? 

ex. beauty, struggle, difficulty, comfort, etc.

* What causes ... ?

ex. joy, fear, happiness, disappointment, satisfaction, etc.

* Assignment: Students find the 10 hardest unresolved philosophical questions for mankind

* Students seek to find resolution to these questions.

ETHICS, MORALE AND VALUES

* What function do ethics and morale have for people?

* Examining various issues where there are different views from the point of ethics and morale

* Spiritual significance of various inventions from an ethical perspective

* To what extent Science should be used in manipulating life

RELIGIONS AND SPIRITUAL TEACHINGS

* What is religion vs. spirituality?

* The Teachings of the Ascended Masters

* Knowledge about various religions and spiritual teachings

* Limitations in various religious belief systems

* What points in the Bible Christians tend to avoid to consider

* What aspects of present Christianity would Jesus endorse vs. denounce?

* What kingdom did Jesus speak about?

* How has Christianity interpreted the biblical statement that Jesus is the Son of God?

* What characterizes true vs. false teachings?

* What is the significance of progressive revelation?

* How Science and Spirituality can be united in the world

THE SPIRITUAL SIDE OF LIFE

* Our constitution as spiritual beings

* The components of our total being

* Genius and its origin

* What is the purpose of life on Earth

* What is the purpose of life in other planes of matter

* What is life like in non-physical planes

* What happens after the death of the physical body, depending on one's consciousness

* Spiritual energies/light/qualities of God, and their perversions

* How spiritual energies affect people in daily life

* What (types of) activities help people raise their consciousness vs. not

* Various evolutions of spiritual beings, and their missions in the universe

THE SPIRITUAL PATH IN GENERAL

* Conscious vs. unconscious learning for individuals in life

* Using discernment regarding energy in interactions and expressions

* Using discernment regarding consciousness behind interactions and expressions

* The outer and the inner path

* The purpose of the law of karma, or cause and effect

* The law of free will, its purpose and consequences

* What forgiveness is and its purpose

* Essence/purpose/need of spiritual healing

* Integrating/balancing a spiritual life with a practical outer life

* Self-government vs. being governed

* Purpose of spiritual teachers

* How spiritual teachers help / don't help people in life

* How the ascended masters help / work with unascended people

* Requirements for the Ascension

* The role and function of beings in spiritual / physical planes of matter

* Spiritual significance of rituals people use in life

THE INNER PATH OF CONSCIOUSNESS

* Choices, actions and behavior are based on one's consciousness

* Intuition vs. logical thinking on the spiritual path

* Attunement to what is the essence of things

* What determines how we experience life?

* Taking ownership and responsibility for what goes on in one's consciousness

* Seeing “mistakes” as / turning them into learning experiences

* Being open to consider limitations in one's current views of life

* Being open to consider higher views and understanding than one's current

* Being open to learning from others without taking offense

* If you do something to another, haven't you already done this to yourself (in consciousness)?

THE PATH OF CHRISTHOOD

* What is Christ consciousness and its purpose?

* What is Christhood?

* Balance/harmony in all aspects of life

* Transcending the duality consciousness consisting of conflicting polarities

* Complete vision/discernment of what is of God vs. not of God

* Resolving/transcending life's paradoxes, for example: 

Individuality/Oneness, Independence/Connection, Creativity/Service, Structure/Change, Responsibility/Freedom, Free Will/God’s Will

* Are there more paradoxes in life?

* Mission in life/divine plan

* Essence/purpose of service to life

* Mastery/total responsibility of one's 4 lower bodies  outer mastery

* Take dominion over the Earth (outpicture Earth’s divine blueprint in the physical)

* Represent the sword (sacred word) that divides reality from unreality

Important activities for students on their path of Christhood

NOTE: These activities are only for students who are ready for them spiritually.

* Write and give speech or sermon about subject they feel is important

* Conduct a class activity of spiritual significance

* Take a stand and do work for some cause students feel is important

* Voluntary contribution and taking responsibility for aspects of school

* Help others raise their consciousness

* In general, show initiative to do more than required for the common good

STAGES OF THE SPIRITUAL PATH

1. Experiencing life and performing in life.

* before the spiritual path: main focus on experience and performance of outer life

* relationships, family, occupation are not consciously spiritually motivated

* enjoyment of life with others has selfish components

* learning about life and life's lessons happens to a large extent unconsciously

2. Understanding the purpose of one's life, and of all life.

* questions on reason, purpose, relevance and validity of life arise

* the quest for more than a good outer life starts

* answers to new questions are often sought in religions or spiritual teachings

* religious or spiritual teachings are studied or learned from outer sources

* there is focus on WHY to live life

* desire arises to learn life's lessons consciously

* relationships, family, occupation often become consciously spiritually motivated

3. Becoming a better person outwardly. The outer path.

* desire arises to apply spiritual principles for oneself

* desire arises to become a better person in action

* desire to purify one's actions

* focus on the outer path of right action; teachings are followed for this purpose

4. Becoming a better person inwardly as well. The inner path.

* consciousness is seen as the foundation for outer manifestations and actions

* desire to purify and raise one's consciousness arises, as basis for right action

* resolving and healing one's psychology is the first need for this to happen

* motivation for the spiritual path is still to some extent selfish

5. Ministry to life. Christhood. Knowing God. Becoming one with God.

* when one's psychology is healed, sense of oneness with life arises

* from this oneness, one has direct access to truth from within

* from this oneness, more attention to and compassion for others arises

* focus on mission to minister to others and to life

* motivation for the spiritual path becomes selfless

* longing to know God, one's source, consciously, and for oneness with God