7.6 - Clairvoyance & Lab Experiment #11

Clairvoyance is another form of telepathy. Instead of going from one human mind to another human mind, it involves a bond between the human mind and the Eternal Mind within.

This Eternal Mind knows everything. As mentioned before, every temporal mind has established internal communication symbols (perceptions). The Eternal Mind will talk in the symbols that the human mind relates to. It will talk in whatever symbols that have been set up in the programming, based on perceptions. It will become known in a way that is familiar. Because the Eternal Mind will talk in the symbolism that the human mind uses, this allows for constructed systems like Tarot and I Ching as vectors for clairvoyance.

A system has been set up. The operator is talking to this system/construct, and working through this system. This whole symbol system is accepted, and the operator is letting the symbol system speak back. However, the ideal level of clairvoyance is communion with the Universe with no constructs.

As with telepathy and other exercises, this clairvoyance exercise requires motivational analysis. "What is it I want from doing this? What am I doing this for? What do I want from the exercise and from life?" The idea is to be clear, to have only one desire. The student should not think about the outcome. We don't know the outcome. We are trying to get information. Doing this clears the perceptual lens.

Have a passive attitude and an open mind, and again, a disinterested interest when doing these exercises. Having a disinterested interest in the forms of communication can improve your success. Do not become attached to what is happening.

Lab Experiment #11: Clairvoyance

• The class meditates as a group for fifteen minutes.
• On two pieces of paper, everybody writes down two questions about their lives on each paper. Don't sign it. Fold the paper up so the question inside the paper can't be seen. Make a mark on the outside of the paper, one that you would recognize.
• All the papers go in a hat. When it comes time to take paper out of the hat, you won't take your own question.
• Next, each student constructs a communication image. The image you create should be one you feel comfortable with. The image can be anything. It can be a flower, a blackboard, a tree, a star, a ketchup bottle. It doesn't make any difference.

Or a mayonnaise jar sitting on Funk and Wagnall's front porch with envelopes in it. Hermetically sealed.

• After each individual has chosen their image, pass the hat around with the questions. Each person picks a paper out of it. Don't pick your own mark. When all this is set up, everybody should be sitting there with a piece of paper in front of them, not written by them, with two questions on it.
• Then, sit with the paper in front of you, breathe and still your thoughts. Breathe; still the thoughts, while cultivating a disinterest or zero attachment to the outcome. Then create your construct or image in your mind with the eyes closed. Ask the construct some questions.
• After the student generates a construct, they ask questions and write down what the image says, or what they see. Everybody will be doing this in the lab. Each person is doing this without any communication with anybody else.
• When everybody's done, we come back together and look at some of the questions and the answers. The person who wrote it can say whether they feel the answer is accurate or not. It's up to them how far they want that discussion to go, because the question can be personal. Some people may not want to admit they even wrote the question. It may be just enough for them to hear someone say an answer without them having to respond.

Annie Armstrong, a teaching psychic, had a very common sense down-to-earth way of saying how to do it, how to get in touch. Almost always, it involved being empty and still, having a disinterested interest, and meditating. Her favorite image was the flower example, I mentioned earlier.

She would have the students first plant the flower, then watch the flower grow. Watch the flower grow until it is in full bloom. When the flower is fully-grown in its beauty, the student asks it the question.

When I first started playing with this and used the black mirror or blackboard, I'd get pictures, like a slide show. These pictures flashed momentarily on the blackboard. Whereas with Annie Armstrong's exercises, there is a dialogue going. Whatever communication form it is, whether it's visual, words, images, feelings, or whatever, write down the questions and write down the answers.

When the student starts working with this construct that they have generated in their mind, they not only ask the original question (the one on the paper), they also ask what is this question about. It may be important to ask what is behind this question also. How does the person who wrote down this question feel about this question?

So the individual is now asking more than one question about the question. There is the original question. There is also the question of what is it about this question that concerns the writer. Ask how does the writer feel about this question. The student then writes down the answers that they get, from the image.

Don't be afraid to ask the image more questions if the things that are coming to you are not clear. Remember the thing about truth: it can be questioned. It won't hurt, especially when you're trying to learn. Be quiet, listen to what the image has to say, then do the next question.