Classrooms

 

 

Any gathering of souls outside a classroom setting, including the large assembly halls, indicates it is a time of general socializing and recreation. This doesn’t mean serious discussions are not taking place in these areas, only that soul activities are not directed as in study areas. Here is a typical description from a subject who is moving into a classroom setting (see figure 4):

My guide takes me into a star-shaped structure and I know this is my place of learning. There is a round domed central chamber which is empty now. I see corridors going off in opposite directions and we move down one of these halls where the classrooms are located. They are offset in such a way that no two classrooms face each other. This is so we will not bother another room of souls. My room is the third cubicle on the left. I never see more than six rooms to a hallway. Each room has an average of eight to fifteen souls working at desks. I know this sounds ridiculous, but that’s what I see. As I pass down the hall with my guide, I notice in some rooms souls are studying quietly by themselves while others are working in groups of two to five. A different room has the students watching an instructor lecturing at a blackboard. When I enter my room everyone stops what they were doing and gives me a big smile. Some wave and a few cheer as if they were expecting me. The ones nearest the doorway escort me to a seat and I get ready to participate in the lesson. The whole time I have been gone seems like a brief trip down to the corner grocery store to buy a carton of milk.

Most of my subjects visualize the structures of their spiritual classrooms as being single story, although there are exceptions, such as the next case, with an intermediate level soul called Rudalph.

Figure 4: Spiritual Learning Center

This classroom design is visualized by many souls as having a central rotunda A, with primary cluster group rooms B down adjacent corridors. Usually there are no more than six rooms per hallway. These round rooms are offset from each other. The number of reported corridors varies.

 

Case 28

Dr. N: After your last station stop, Rudalph, describe to me what you see as you approach your destination—the place where you belong in the spirit world.

S: As I come near my pod, there is a park-like atmosphere where the countryside is so quiet and peaceful. I see clusters of bubbles that are smooth and transparent with souls inside.

Dr. N: And do you recognize your own pod?

S: Oh . . . yes . . . although my . . . references . . . take some getting used to again. I’m doing fine. I could have done this myself but my guide Tahama (who appears as an American Indian) came to escort me on this trip because she knew I was tired after a long, hard life. (subject died at age eighty-three in 1937) She is so considerate.

Dr. N: All right, describe your pod for me.

S: I see my pod as a large bubble—which is a school building— divided into four floors. Inside the bubbles there are many bright, colorful points of soul energy.

Dr. N: And all this is transparent from the outside to you?

S: Semitransparent . . . milky.

Dr. N: Okay, now go inside and describe how you see these four floors and what they mean to you.

S: The four floors are transparent and look like glass. Each level is connected by a stairway with a compartment for study at one end. On each floor there are groups undergoing instruction. I enter on the first floor where a beginning level group of eighteen souls is listening to a visiting lecturer called Bion. I know her—she is very aware of the pitfalls of young people. She is strong but tender.

Dr. N: Do you know all the teachers in this school?

S: Oh, sure. I’m one of them—just starting, of course. Please don’t think I’m bragging, I’m just a student teacher, but I’m very proud.

Dr. N: As well you should be, Rudalph. Tell me, does each floor have one primary cluster group?

S: (hesitates) Well, the first two do—there are twelve working on the second level. The upper floors have souls from other groups working on their individual specialties.

Dr. N: Rudalph, is this the same thing as an independent studies program?

S: That would be accurate.

Dr. N: All right, what happens next to you?

S: Tahama tells me where I need to be—reminding me that I belong on the third level but to take as much time as I want. Then she leaves me.

Dr. N: Why does she do that?

S: Oh, you know . . . our guides maintain a teacher-student relationship with us in this center. They try not to be real familiar with us . . . in a social way, because of their . . . professional status. I don’t mean for this to sound as though they act like some pompous professors on Earth. This is different.

The master teachers, such as my other guide, Relon, keep a little distance from the students when not engaged in teaching to give them space and allow for individual expression among themselves. They feel it is important for the student’s growth not to be hovering around them all the time.

Dr. N: That’s most interesting. Please continue, Rudalph.

S: Well, Tahama says she will see me later. To be honest, I’m not completely tuned into this place yet. It’s just the way I am when I come back. It always takes me awhile to acclimatize, so I’m going to relax and enjoy the children on the ground floor.

Dr. N: Children? You call these first level souls children?

S: (laughing) Well, now I’m sounding a bit pompous myself. It’s just how we describe the beginners, who can be rather childlike in their development.

This group is really just starting. They acknowledge me, because I have been active with them. I know the ones who are repeating the same mistakes because of a lack of self-discipline. They are not making much effort to move up in development. I don’t stay too long because I don’t want them to be distracted from Bion’s lesson.

Dr. N: What is the teacher’s attitude about the slow ones?

S: Frankly, the teachers of the first level do get tired of certain students who almost refuse to progress, so they leave them alone a lot.

Dr. N: Are you saying the teachers stop pushing those students who are difficult?

S: You have to understand that teachers have infinite patience because time is meaningless. They are content to wait until the student is disgusted with treading water and offers to work harder.

Dr. N: I see. Please continue with your tour of this school.

S: I am looking up through the glass ceiling to the second level. That’s where I’m headed next. These souls have a fleecy, gauze appearance from here. I don’t really need a stairway but it represents a means of passage in my mind. As I climb to the second floor I see the adolescents. They are like super-active teenagers . . . full of restless energy . . . sponges absorbing a lot of information fast and trying to act on that knowledge. They are learning to get a grip on themselves but many don’t know yet how to give back to others in effective ways.

Dr. N: As a teacher, would you say that these souls are self-absorbed?

S: (laughs) That’s normal, along with a constant need for outer stimulation. (more seriously) I am not yet qualified to teach on this level. Enit is in charge here—a disciplinarian with a big heart. Right now they are on a break. I find them fun to be around because they all pump me for information about the manner in which I have learned to accomplish things on Earth. Soon it’s time for me to go to the third level.

Dr. N: What would happen if one of these students followed you up into the third level?

S: (smiles) Once in a while a curious one will wander into more advanced areas. It’s similar to a third grader walking down the hall into a sixth-grade class. The kid would be lost. They might be teased a little on Earth but someone would quietly take them back to their own classroom. It’s the same here.

Dr. N: Well, I guess you are ready to take me up to the third level. May I have your impressions of this place?

S: (brightly) This is my area and we are like young adults. Many of us are training to be teachers. The mental challenges here are more constant. Now we are working on resourcefulness, not just reacting to situations. We are learning to protect and inform, to keep our eyes open, and to see the spirit of others through the light in their eyes on our earthly rotations.

Dr. N: Do you recognize people you know?

S: Oh, I see Elan. (husband in both past and current life, a primary soulmate) He appears to me as we were in our last life. Elan sparks up my tired energy with his love—like lighting a fire in a cold stove. I was a widow for a long time. (tearfully) We are sucked up into a pool of happiness together for a few moments.

Dr. N: (after a pause) Anyone else?

S: Everybody! There is Esent (mother in current life) and Blay (a best girlfriend in her current life). (subject is suddenly distracted) I want to go up briefly to the fourth level to see my daughter Anna. (also in current life)

Dr. N: Tell me what you can about the fourth level.

S: There are only three souls there and from below they appear as shapeless shadows of goldish and silver blue. There is such warmth and love with these souls growing into full adulthood. They are becoming very wise in helping souls really make use of their human bodies. I sense they feel more touched by a divine essence. They are in tune with their existence. When they come back from a physical life they don’t need adjusting as I do.

Dr. N: Where are the older adults, such as the senior guides, the Elders and others like them?

S: They are not in this bubble, but we see them elsewhere.

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