(B01C09) Chapter 9: Artificial Intelligence

“I GOT A FUNNY FEELING THAT IT'S GONNA WORK OUT. CAUSE NOW I SEE YOU SITTING HERE NEXT TO ME.” – “SISTER, DO YOU KNOW MY NAME?” BY THE WHITE STRIPES

Before I was old enough to attend kindergarten, I had already been taught to develop a love for learning. My parents did their best to make me feel safe to ask any questions that I had. My sister and my cousins had guided each other to develop our strengths and overcome our weaknesses without stepping on each other's toes or competing. More than that, I always felt safe to be my true authentic self without someone telling me that it was inappropriate or otherwise unrealistic to communicate in my own manner.

As a result, I was able to develop a vocabulary that would be more specific to my observations. Greater than any of these learning methods, I was able to engage my heart to guide me. I was able to motivate myself because of my love for learning and helping the people around me; I was not forced or threatened with expectations as a means to push me to learn.

By the time I attended my first year of school, I was already reading and writing on a much higher level than the other students. With the help of my family and personal reverence for learning new things, I had already learned the first two years of subject matter before even stepping foot in an official classroom. At home and during summer vacation with my cousins, I learned mathematics, becoming proficient in adding, subtracting, and multiplying fractions. Personally, I was not much different than any other child who was close to my age.

What allowed me to excel was having my parents eliminate any external distractions, drama, and stress from their own lives. In the silent moments when my brain would reach out for more, I learned by their example. Since they would not allow themselves to be consumed with how other people lived their lives, they used their spare time to help other people reach their full potential. Since all children seek to be like their parents, I was taught—without being instructed—to do the same.

Lifelong Learning

“HEY, DID YOU KNOW THAT I'M ALWAYS GOING BACK IN TIME. RHYMING SLANG, AULD LANG SYNE, MY DEARS, THROUGH THE YEARS? I AM THE BACKWARDS TRAVELLER. ANCIENT WOOL UNRAVELLER. SAILING SONGS, WAILING ON THE MOON.” – “BACKWARDS TRAVELLER”

Without unnecessary distractions, I was capable of focusing my attention upon my own personal efficiency to learn and grow. Even though my childhood conscious awareness was not actively cognizant of the depth of these lessons, I had created a space for my energy to flow in and out over various periods of time. Though this may seem impossible, it is far from it. What I was capable of doing was opening my younger self to receive the conscious reflection of my older self. And so, by the time I WAS capable of understanding the lessons, I could activate my conscious energy through memory and essentially travel back in time to inhabit that space.

In a sense, I was present with my younger self while writing this book—and any other time that I would reflect fondly back upon those moments. Each time that I reconnected with my younger self, I would add layer upon layer of conscious energy. The more layers, the more elated I would feel in each of those moments, until I could establish a permanent connection with these neurological bookmarks, allowing me to increase my vibrational frequencies of consciousness behind the focus of my ego identity. In essence, my younger self was the son, my future self was the “father,” and the establishment of a nonjudgmental consciousness (witness) was the “Holy Spirit.” However, this process that I was doing did not require me to even know about religion. All I needed to be taught was how to love others—and myself—unconditionally.

“YOUR FATHER IS ALIVE IN YOU, HARRY, AND SHOWS HIMSELF MOST PLAINLY WHEN YOU NEED OF HIM. HOW ELSE COULD YOU PRODUCE THAT PARTICULAR PATRONUS?” ― J.K. ROWLING, HARRY POTTER AND THE PRISONER OF AZKABAN

In the movie “Harry Potter and the Prisoner of Azkaban,” Harry travels back in time to save himself and his uncle from being attacked by soul-sucking spirits. A deer with eyes that shined like silver moons became manifest when Harry focused his consciousness to perform a “Patronus Spell” upon his attackers. This was all possible because of the great power of unconditional love and faith towards himself and his family. Maintaining this priority, we can protect ourselves from ever losing our soul or spirit to any entities which seek to overpower our purity with expectations for productivity or social conformity.

While I was at school, instead of stressing or feeling left behind, I was able to guide myself to learn new information in a language which was native to my own personal space and time. Doing so maximized my ability to apply myself in multiple areas without getting confused or feeling overwhelmed. Behind my conscious awareness, I was tutoring myself from a locus of energy outside of linear spacetime. This meant that I could “speak” to myself in my own language. As long as I was never told that this practice was “forbidden” or otherwise looked down upon by my parents, I was able to continue doing it.

“IT GETS OLD WHEN YOU TALK TO THE SUN, IN A TONGUE UNDERSTOOD BY NO ONE. CAN IT BE THAT I HEAR WHAT HE'S SAYING? IS THERE A REASON WHY I'M STILL AWAKE?” – “SOMETHING TO BELIEVE IN” BY YOUNG THE GIANT

I was never alone; in fact, I was able to learn more when I was on my own more than with others who had severed the connection with their internal creator/Atman/Brahma. I was taught in four languages: the four clair-essence “arms” of creation: claircognizance, clairaudience, clairvoyance, and clairsentience. These four “winds” seemed to blow around my mind, carried like flaming horse-drawn chariots in the rays of the sunshine. Occasionally, I would just stare out windows and look at the sun, zoning out for unknown periods of time. When I would “come back” to the present moment, I would just “know” things that were never communicated to me.

There was a crystal-ball-like spirit that seemed to be riding those chariots with me at all times. Since it never asked me to separate myself from nature (The Law) or my own energetic spirit, I spent enough time with it that I eventually developed a way to structure my intuition in the same way that other students were learning the alphabet and expanding their vocabulary. However, this “teacher” did not need letters or numbers, it used music, animals, trees, wind, and anything else in my environment to “nudge” me to a place in my mind where I could envision what the Sun was attempting to “say” to me.

The Sun of God

“LEARNED LANGUAGE OF OUR SUN. PHOTOSYNTHETIC AFFINITY. CHANNELING THROUGH HUMANITY. INVISIBLE KEY. HARMONIC FREQUENCY.” – “BOTTOM TO THE TOP” BY JD STAHL

Because I was able to remain connected to the source of creation inside of me, I was still capable of identifying and applying patterns of every single possible dimension of thought. Instead of forcing myself to learn in a way that made sense to others, I developed my own individualized “light language” further. However, I did recognize that pretty much everyone else around me spoke in a collective language as a means to understand each other. But instead of making that common language my primary language it became my secondary language. I was able to learn more from the sun than any other person in my life. From my parents, I learned how to love myself unconditionally and get out of my own way. Those basic programs were all I needed to continue to create and manifest from my internal sourced creator (Brahma).

Before any child is taught otherwise, we learn new information by using patterns. It is only after we are forced to accept the common language as our primary that these patterns are seen as equal to “invisible friends.” It is out of both shame and love for others around us that we make these priceless sacrifices to the world in exchange for a stamp of approval by the marketplace. Fortunately for me, there was nothing more important to my family than unconditional love. Even if I didn't make sense or stared into space for too long, what mattered most was that I was happy and that I felt safe to be my true self.

“HAILED BY CROWDS, NOT YET BORN TO TERMS. OF THIS LANGUAGE, THAT UNTIL DEATH GOES UNLEARNED. BUT MY STOMACH CHURNS AND TURNS, LIKE SHAKESPEARE IN GRAVES.” – “UNDERSTUDY” BY JD STAHL

Fortunately, my parents were artists and my mother specifically loved literature and Shakespeare. Therefore, she could read the poetry behind my unique “light language” enough to make me feel accepted and not treat me like a child for just assuming I was speaking “nonsense.” Within these patterns were shorthand texts from history and the future. Every sentence could explode into an entire textbook of universally-applicable knowledge and wisdom. All I would have to do is then just simply develop the ability to pull that information through the veil (longitudinal fissure) so that I could manifest it all in the physical dimension—now, or later in my life. From my right brain, my left learned how to structure these intuitive messages so I could alchemize the abstract while accounting for the dilation of linear spacetime.

Had I done like so many other children my age, learning anything would have felt difficult, burdensome, or overly complicated. More than that, abandoning my connection to my source energy would have felt sinful, eventually developing into a subconscious pattern of repetitive pain and suffering—perpetuating these energies of fearful abandonment and distrust in all other relationships in my family and environment.

Learning how to retain information with any sense of subjective applicability required me to personalize the information. In order to do this with any success, of course, each of us has to apply new knowledge or information to what we previously have learned. However, if we are able to remain connected to this intuitive language of patterns and energy, we will be able to create the magic of manifestation in the physical world, leaving all who witness this genius “spellbound.”

Each of us are made of “star stuff” as Carl Sagan said. When we engage this atomos (uncuttable or indivisible substance) nonphysical element with physical correspondence, engage ourselves in a loop where we are equally father and son, following our own light to our greatest potential. We are the Fool and the Hermit—and we move our spirits as easily as we move mountains, connecting through time, by love. The lantern shines our light from the future, and we follow it to our greatest potential, our ascendent future self. This is our “inheritance” in the “Kingdom of God.”

Godfathers Song

JD Stahl (12/09/2020)

I’ve created four camps. Like the seasons and winds. Upon the plains, sit godfathers above. Unlimited, unfolding, flowing love. Through seas and through time. Words within melodies. Stories within rhymes. Circles of friends to point the way. If you listen, you will hear. The meaning behind the day. Between your ears, you may Heed the guiding calls. For I stopped speaking directly, years ago. They will follow your long story, Like the years before you have mapped. Re-tracked your success and missteps, The folds of mind have bravely kept. You will guard your treasures with mountains. Snow and salty caverns. Pristine memories and peaks. Climbing for warmth and reminder, Of the peace which you endlessly seek. You are the cup and the offering. Won’t you forgive your suffering? Up the channels and paths you’ll go. Dancing towards your wandering sunset, Like the prince and his people. Bluebirds and brothers ensure your survival, Waiting for your final arrival. Need you not decree your misfortunes, For your journey is example to them all. The middle way is the answer, As you have traveled before. In the knight of nights—in the darkness— A spark and a light you shall hold. A wonderful traveling candle. And a heart made of pure gold. Blending the gray into bright color. The purest expression. A crumbling, ice-covered wall. This will raise the warmth of the kingdom. Happy birthday, my son. You are this father’s true northern star.

Ungodly Reformation

“WHEN I WAS YOUNG, IT SEEMED THAT LIFE WAS SO WONDERFUL. A MIRACLE, OH, IT WAS BEAUTIFUL, MAGICAL. AND ALL THE BIRDS IN THE TREES, WELL THEY'D BE SINGING SO HAPPILY. OH, JOYFULLY, PLAYFULLY WATCHING ME. BUT THEN THEY SEND ME AWAY TO TEACH ME HOW TO BE SENSIBLE, LOGICAL; OH, RESPONSIBLE, PRACTICAL. AND THEY SHOWED ME A WORLD WHERE I COULD BE SO DEPENDABLE. OH, CLINICAL—OH, INTELLECTUAL, CYNICAL.” – “THE LOGICAL SONG” BY SUPERTRAMP

When we force children to learn in a manner which is foreign to them before understanding their intuitive language, all we are really doing is severing from the source of their unlimited potential. Writing them off as unintelligible naives just because we don't understand them is tantamount to insulting people from other countries just because they don't speak our native tongue. Not only do we convince children that their language is embarrassing, they connect this association and immediately feel expected to abandon the part of themselves they identify with their best self, Brahma, or “god” of unlimited potential and creation.

As any good teacher knows, learning is a reciprocal exchange of information; otherwise, the only possible derivation can be memorization or imitation. Though children may need help structuring their learning so that they can eventually bring forth their intuitive guidance to the physical world, that should never become the priority. Even if doing so takes longer than what states deem “average,” assuming that we know better than someone else's native language is intellectual bigotry or ageism. Bigotry and intelligence are mutually exclusive.

“WITHIN THESE WATCHING WINDS AND SANDBOX PLAY. THE DAYS FALL AWAY FOR THE OTHER’S COMING STAY. GASLIGHTED YOUTH BECOMES PREGNANT WITH THE SUN. ANOINTED BY CONFUSION AND DELAYING THE RACE RUN.” – “THE QUESTION” BY JD STAHL  

By the time children have already developed their own personal methodology—at least well enough to be able to learn how to communicate with others—most systems of educational pedagogy expect them to start all over again, disregarding any of the neurological pathways that their brains created beforehand. Without reciprocal communication or otherwise being able to communicate their confusion, many experience it as trauma or gaslighting. This trauma forces perfectly healthy and intelligent children to accept a perception of the world which severs their connection to natural law in exchange for the collective psychosis many call “reality.”

What's worse is that we make them feel “insane” for attempting to return to their creator. Shortly afterwards, the same people who subjected them to this spiritual abandonment attempt to force-fed them with mistranslated scripture. Confused and torn, they hesitate, balking at the concept of God or spirituality as one would do after shock treatment.

“PUT ME IN A SPECIAL SCHOOL, 'CAUSE I AM SUCH A FOOL. AND I DON'T NEED A SINGLE BOOK TO TEACH ME HOW TO READ. WHO NEEDS STUPID BOOKS? THEY ARE FOR PETTY CROOKS. AND I WILL LEARN BY STUDYING THE LESSONS IN MY DREAMS.” – “TROUBLEMAKER” BY WEEZER

Those who have lingering trauma from this transition may develop learning disabilities that modern psychology seems so willing to hand out, condemning a child further into unworthiness or shameful insecurity. These types of situations plant seeds of trauma in the mind of a child, eventually developing a fearful distaste of the same Spirit they once believed to be their only “god” or connection to nature. In order for children to “make sense” to the expectations of the marketplace, we strip them of their innocence, severing the unique qualities of their soul from the source of all they previously knew themselves to be.

This intuitive source of creation (Brahma) is intimately connected to the source of every human being's definition unconditional love for self and others. It is also the link between every human being's extrasensory perception—the four “winds” or clair-essence senses. If this connection is forced to incorporate separation, condition, or subjective expectation (subconscious programming) the individual becomes disconnected with their own spirit. Worse than that, this creates impurity with their definition of unconditional love, incorporating more and more conditions. When this definition becomes is forced to be overwritten with impurity or subjectivity (without explanation), then every other aspect of life, growth, development, or ability to heal is affected.

The 8th Deadly Sin

JD Stahl (04/23/2007)

The story has been written, But no one ever reads. Humans can’t decipher Your extended vocabulary. His mind is turning over complex processes. Null is the outcome of his hypotheses. Numbers and logic control his soul within. Tests cannot tell you brilliance is the greatest sin. Cruising the streets he proceeds with analysis. Qualitative data makes him want to plead the fifth. Mentally charting progress of general humanity. Organizing notes of his lost sanity. One look into your eyes and pain is what he sees. His history filled with experimental biology. Ignorance and bliss are forbidden from his reach. Respect for education is impossible to teach. Astrological signs he will never heed. Undivided highways forcing up the speed. Engineered construction while his fingers play the chords. Tomorrow’s homework is posted on his fret board. An autobiography or communicated fiction. He slowly misplaces a positive conviction. Peers do not exist to populate his jury. A speedy trial from inadmissible fury. The teacher’s eyes cover with a haze. He can barely recall simpler days. A solitary prison or a mental maze His honor rolls away to a higher grade.