[tmtranscripts] FW: Monjoronson Session #82 on Jan 06, 2010

[Tom Newbill]

PR
 Monjoronson - Love - Education - Jan 06, 2010 - Audio Session #82
Subject: Monjoronson Q&A  Session #82
Teacher: Monjoronson
T/R: Jonathan
Moderator: Mary Rogers
January 06, 2010


Questions Appear in 2 Categories This Session:
  
1) Love
2) Education

 
 

Monjoronson (Jonathan TR): I salute all of you who look to Michael for the
guidance that you may receive and give to your world. I accept your
dedication and your pledge to promote truth. Let us continue these ongoing
sessions wherein my fellows provide their questions that will assist them in
their own spiritual unfoldment. I am happy to be of assistance and will do
what I can to make these responses relevant to the questioner as well as to
others who may observe these exchanges. Let us now begin.

LOVE
 
Mary: The personalized Adjuster of Jesus, Sananda, once said this, ³Child,
you are the lesson, we all are the lesson. Do we not learn from each other?
Are we not all in this together? Love, dear child, is the only lesson. So be
assured that you will learn this lesson of love.²

How Is Love and Education?
 Question #1: Our knowledge of love is quite limited. Could you help us
interpret this statement that love is the only lesson? How is love a lesson?

Monjoronson: You have stated that our knowledge of love is quite limited,
and this speaks directly to the point of the question of how we can know,
how we can learn what this love is. Love isn't knowledge, it isn't a string
of understandings. It doesn't reside in the mind; it is an experience of the
soul. The way to learn love is to be love and give love. This is how the
experience occurs, and in this way you may ³know² love. You will not find it
through understanding. That is why each one of us is a lesson in love, for
we do not stand before another like an open textbook that can be read
wherein the other could comprehend love. But in our lovingness the other
experiences the exchange of love and thereby awakens to it if not
experienced previously. God is love, and in time and space the movement of
the Supreme is love, and this movement of the Supreme is each personality.
You are love, you are the lesson. Thank you for this question.


EDUCATION 

 Mary: The next series of questions are all on the subject of education.

 Specialty Schools?
 Question#2: Besides the Magisterial Mission and Melchizedek classrooms, are
there other or higher educational organizations [such as pure research
facilities] that you may wish to introduce to Urantia during your tenure
here?

Monjoronson: At this point it is sufficient that you know of this
Magisterial Mission and likewise of the schools of the Melchizedeks. As yet
you have seen but little before your own eyes which would place upon you
much to be reckoned with. If I were to also reveal other agencies that are
at work, both on this planet and across this system, that are engaged in the
Correcting Time and the restoration of the fallen planets, you would merely
have intellectual nomenclature, merely names that you would not be able to
interface with. Nor would you be able to derive benefit or assist with your
energies. At this time except for a few individuals most of you will have
enough with which to apply yourselves in fostering my mission to this world
and what you can come to comprehend by way of the teachings of the
Melchizedeks. Again, I thank you for this question.

Degrees in Social Cooperation?
 Mary: This question assumes you had said there would be other schools or
organizations for education that you would introduce here because the
question is:

Question #3: Could these be specialty schools that would help us get degrees
in civics, diplomacy, social cooperation, or perhaps in improving
technologies for things such as the treatment of biological waste? This
brings up the suggestion that we could use more education, places to get
educated, along those lines.

Monjoronson: I will address the question, for it well illustrates that
progress toward Light and Life occurs on all fronts in human development and
the development of civilization. We have discussed the lesson of love and
many who aspire to the golden age of Light and Life on this world and wish
to develop that and establish that on this world view love as the peak
experience. But for love to be lasting and to impact all of mankind there
must be refinements in these other social and civic avenues as you have
indicated. These endeavors of the human race have been and will be fine
tuned across the centuries, for such experiences as harmony and cooperation
do not exist without the development of the skills that make for a truly
civil society. Peace and harmony are more than feelings; they are functions,
and these functions occur smoothly when mind is intelligent and conscious
and skilled in the interworkings of a social order and of the political
engagements.

You have been informed of the master seraphim and have been told about their
various categories of focus and function. These illustrate what your
celestial brothers and sisters are offering to mankind. There are many
across your world, human beings, who are directly associated with these
ministers. While I have not spoken of other departments of revelatory
application, your question does illustrate the various avenues whereby these
high ministers approach the needs of the peoples of Urantia. Your next
question?

Work of Trinity Teacher Sons?
 Question #4: Does the Trinity Teacher Son, Margul, in our case, I guess,
work in other areas of education which arent addressed by the Melchizedeks
or the Magisterial Mission? For example, subliminal education to mortal
minds.

Monjoronson: The primary focus of any Teacher Son of the Trinity is to usher
in the ages of Light and Life, of which there are several stages. What they
do in any age prior to Light and Life is counsel with those like myself and
the Melchizedeks, even the Life Carriers to assist each one of us in our
projects that we may clearly understand what they perceive to be the
necessary prerequisites for bringing this particular world or any other
specific planet into Light and Life. They are of the perspective of Trinity
and therefore can perceive with greater detail what is necessary.

Their effect upon the human mind in the manner you refer to by way of
subliminal teaching is not by way of direct contact. These Teacher Sons have
the ability to make direct contact with the Father's Presence in each one of
you. It is in this interface that they receive the authority from the Divine
Presence and the clearance by this Divine Presence to present in your
superconscious things which you may benefit from as you unfold in your
awareness. These presentations are done by the Divine Spirit. It is through
the spirit that the Trinity Teacher Son indirectly makes this contact. Again
I thank you for this question.

Education in Reserve Corps?
 Question #5: Could you indicate if the reserve corps of destiny are not so
much schooled as they are .. what? This question assumes that education is a
school but that the destiny organizations are facilitators. Are we wrong in
that thinking? What exactly are the reserve corps of destiny if not schools?
Perhaps facilitators?

Monjoronson: Those individuals who are enlisted in the reserve corps are
willing human beings, and that is perhaps the most important element to
their qualifications. This willingness allows spirit personalities to
rehearse in the deep levels of the mind actions, reactions, propositions,
and responses that may emerge should events present themselves in one¹s
daily life that would benefit from these individuals bringing forth those
deep trainings.

No human being is granted knowledge that is not gained by way of experience
-- nor wisdom, for that matter. These are not bestowed without you having
earned them. But adjustments can be made within you as a reservist, if you
are willing, whereby you will be capable of taking action, of responding to
situations wherein the master seraphim may infuse the human conditions with
a higher spiritual counterpart and stimulate evolutionary growth with their
infusion. Often a destiny reservist will be shocked or humbled as they
perceive their behavior, for they often do not realize that they have been
so trained and are capable of such function and that the passage of
revelation is even new to their own minds. Any individual so enlisted in the
reserve corps is one who is allowing, willing. They become an open conduit
for the passage of revelation, of luminosity, and upliftment. While this
corps is a specialized group, it is increasing in numbers, and those who are
enlisted are pulled from the ranks of those who declare that they are
willing.
Again I thank you.

Work of Morontia Liaisons?
 Question #6: Are the recently personalized morontia liaison individuals who
are to work with mortals in the Magisterial Mission and the Supreme really
working to bring education to us in a way that we can assimilate it better?
That is, we are not just absorbing facts, but making the education personal
and motivational.

Monjoronson: Education as you largely know of it entails the gathering of
facts and the organization of these facts into meaningful concepts and the
association of these concepts into higher understanding. Through this
understanding you become capable of applying yourself, of using your
education to better your way in the world, and to better those about you in
this world. This is education on the level of mind. In the application you
gain wisdom, and wisdom is the adjustment of your knowledge and your
understanding to the conditions of the world on which you are living at the
given time. If perchance you were in another time on your world the same
knowledge, the same facts, the same understanding would be associated in a
different form of wisdom. When the planetary staff was upon your world their
wisdom was presented in living experience in a modified manner which held
back much of their knowledge, for the cultures about them were not capable
of assimilating that degree of factual understanding.

Morontia realities, while they do entail the acquirement of facts and the
association of concepts, they also -- and more highly so -- are engaged in
relational association. Morontia is the transition to spirit, and spirit is
relationship, which again brings us back to our first question, that of the
lesson of love. These morontia beings assist the soul of the individual in
deepening contact, of enlarging embrace.

I may summarize my statements by bringing forward a line in the Urantia
Papers which says it is not he who has heard the words of Jesus who has
heard the Father, but he who has seen him has seen the Father. This
illustrates the difference between education in the mind and education in
the soul. I hope this assists you.

Mary: I understand that education is not just about what we can know with
our minds. Spirit beings on our road to Light and Life are helping us, which
has less to do with educating our minds as awakening our souls to spirit
within, so things we know with our minds can be applied in ways that will
lead us to Light and Life because we are inspired through our spirit
education.

Monjoronson: Indeed.

Educational Systems Greatest Need To Teach?
 Question #7: What is the opinion of those on high of what America¹s
greatest failure is in regards to subject matters that are taught? I might
restate the question: Is there any one subject you would encourage us to
teach which we are neglecting at this time?

Monjoronson: In order to foster the well-being of this planet and to allow
it to move peacefully and expediently toward Light and Life the greatest
teaching that can be offered is cooperation, a willing assistance toward one
another. You ask this in the context of the United States, and this nation
you speak of internally has established political structures which allow
cooperation even among differences, and there is peace within to some
degree. But before the world there is still too much of the competitiveness
that would make for those who dominate and those who are downtrodden.

For another nation to trust a model nation it must feel that it is in
brotherhood, that there is a loving hand to help, free of any underlying
disposition to extract advantage .... Yes, cooperation is the biggest lesson
for Urantia to learn in this era.

 Good Curriculum?
 Question #8: The educational system here is not very good but we have
little idea of what an educational system ought to do and how to do it. Have
you or your staff planned to introduce a good education curriculum?

Monjoronson: We do have plans on improving the techniques whereby people on
Urantia are educated, but we must follow closely to the mandate of evolution
which must allow for the discovery within the human races of the best
techniques. We are ever on the watch for those forward-looking souls who are
developing better techniques. We are doing everything within our power to
create favorable conditions in which their techniques may take root and grow
and spread. We cannot overlay upon you a planned program, for that would
strip you of the liberty of personal discovery, but we do have an outline,
and we note when any one of you is contributing to filling in that outline
from top to bottom over the course of time. That is when we act.

When you arrive on the worlds of mansonia you will be provided with a
ready-made curriculum, for that educational system is of an architectural
order. While you evolve through that system, it did not in itself evolve.
But on Urantia the system itself must grow. So we will assist you as you
discern higher methods.

Age Limit To Mortal Education?
 Question #9: Is there a reason why on Urantia we educate formally to the
age of eighteen? Is it because it takes that long to do it? Or is it better
to not place someone out in the world until he or she reaches a physical age
of maturity that produces a more stable citizen? Can you speak to the age at
which we finish our formal education?

Monjoronson: The age of the completion of formal education upon Urantia has
risen over the century. In early times a young individual was, as you might
say, ³out in the world² with little education, for the demands of life
required their immediate engagement for survival. As your civilization has
developed it has allowed for greater freedom from survival among your
younger people. Also as your civilizations have developed the accumulation
of knowledge, the development of your various academics, has grown to the
point that more time is yielded to education. Your societies have discovered
that the better prepared its youth, the better the function of the society
in the years to come.

You speak of eighteen as the end of formal education, but it has become more
common in your recent years for that formal education to extend two, four,
and even six or eight years longer. This is that expansion that comes when
the knowledge of civilization is greater and the opportunities for youth to
acquire that knowledge are present.

I will add however, that your youth would benefit greatly from being able to
apply the formal education far sooner than a post-graduate phase of life,
for therein would be witnessed the value of acquiring the education, the
immediate rewards; the feedback of one's application will further stimulate
the desire to know more. Once upon a time for the youth of a tribe, its
primary education was how not to be killed and how to acquire food. That
became immediately applied and the rewards were felt. So today with your
refinement in academics, you likewise would reward your young folk with
immediate applications of their training. I hope this addresses your
question.

Thought Adjuster Aid to Education?
 Question #10: The final question is about Thought Adjusters. How do they
educate us? Or do they primarily act as integrators of what we learn
elsewhere?

Monjoronson: My short response is that you are correct; they are
integrators. Therefore it behooves the human being to go about collecting,
that is, educating oneself in, all manners on the level of soul and the
level of mind that you may provide the material that the Thought Adjuster
may use to enlarge your morontia presence, to configure your morontia self.
This divine entity is primarily focused on who you will be in your
resurrected form. Your primary focus is who you are now and what you are
becoming.

Thank you for all these questions. I discern in them a thirst for greater
understanding. I provide what I can, but I must also allow you the
opportunity to evolve into a higher state of enlightenment. I am not here to
give that enlightenment, but I am here to assist. Thank you.

TR100106 1 Hayden, Idaho







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