The Importance of “Why?” Mike Wright Answers PRS Students’ Questions

Why? That was the biggest question from students for Mike Wright during his visit to the Phoenix Rising School. “Why do we have to do the Neighborhood Walk®?” “Why do we make the sign of the triad before C&E®?”  “Why do we wear blinders?” And by the way, how? . . .does your brain work? . . . does our brain take us to our card in Fieldwork®? . . .much do you know?

The Ramtha’s School of Enlightenment (RSE) teacher was sent questions from all of the different grade levels before his visit. “It was important to give the children an opportunity to ask questions beforehand so that they didn’t get shy and genuinely and freely got to ask what they wanted to know,” says Resource Coordinator and RSE Liaison Sonya El Debssi. According to Sonya, Mike’s visit was invaluable for both students and teachers.  “It gave us an insight into the students’ level of understanding of the activities that we do daily. There were gaps in their knowledge and understanding of why we do certain things.”

When it came to ‘why’, Mike acknowledged the students for their questions. “The greatest question you can ever ask is WHY,” he told them.  “I asked that question a long time ago, and I still ask that question a lot. And I don’t always get an answer right away, so I just keep asking the question. If you don’t find my answers helpful today, keep on asking.”

In order to answer many of the questions about why we do certain disciplines, Mike used the analogy of driving a car. “How many of you know how to drive a car, yet?” he asked the students. “Why do people drive cars?”  The students responded with, “To get to places, to go to places further away than when you’re walking, to get home again, to get groceries to eat”, etc. He reminded them that cars allow you to go places, to go places faster and farther, and to take more people and things with you.

“The answer to a lot of these questions about why we do the Walk®, why we make the sign of the triad, why we sit up, why we wear blinders, and why we do C&E® is similar to why we learn to drive a car,” he explained. “Sometimes you do things in this school so that eventually you can do other things and go farther than if you didn’t practice the skill. We do the Walk® to practice exercising our brains to think bigger thoughts. We sit up straight in the C&E® so that the energy moves up the body instead of staying down in the lower part of the body. And we wear blinders so that we can focus on what we want to make happen that hasn’t already happened. It’s like learning how to drive a car.”

When one kindergartener, Jacob Bertelsen, asked him specifically, “What about how I do my Walk®?” he responded, “It’s the same with the Neighborhood Wal®. The Walk® exercises a part of your brain to get you ready to do things that you can’t do right now, like getting ready to learn to drive a car. You get to practice with the Walk®, then your brain and your body are able to do things that you couldn’t do without that.”

Another child, Bellaluna Delaen de, wanted to know how our brains work.  “When you have an idea, there are cells in your brain that fire together and they light up. They let you have the idea,” he told her. “If you hold on to the thought, you keep focusing on it with all of your attention, then that connection in the brain becomes fixed. It’s like you twisted them together. And then they send messages into the body to get your body ready to do what the idea was.”

“Like workers building buildings,” said Genoa Loertscher.  Yes, Mike confirmed, like workers building buildings.

When Mike asked the kindergarteners if they had any more questions, he got a few unusual ones.

“How do peas grow?” asked Aris Haraga. Mike answered him.

“Do you have any pop-up books?” asked Genoa. “How do planets get made?”

After answering the pop-up question, Mike explained that planets get made just like peas. “They’re like giant peas.”

Other questions were more focused on technique.

“Why do you put your hands on your knees for candle focus?” wondered seven year old Wisdom Taylor.

“When I put my hands on my knees, it helps me sit up straight, and that means I will be more awake and have more attention for my focus,” explained Mike. “Since that’s what I wanted to train, that’s why I do it now, because it lets me drive this body better and that’s even better than being able to drive a car.”

Nine year old Vincent Criscitello wanted to know how focus worked to send something, i.e. information, to another person.

“First, you don’t have to see them as a separate person from you,” Mike told him.  “The mind is not stuck in the brain.”

“It’s like shooting an invisible wire to them and it’s telling them,” said Vincent.

“Yes it’s like that, because our mind and our thought are not limited to our head. If you focus on somebody, if you remember their face, your mind is making a connection with them just as if you were texting or sending a message via cell phone,” said Mike. The kids were intrigued by that analogy, and decided to test Mike by sending him mental messages, which he endeavored to remote view.

A core questions many students seemed to have was why they “had” to do disciplines. In response to one such question about the Neighborhood Walk®, Mike spoke directly about relevance and empowerment.

“To begin with, you don’t have to. Why would we want to do the Walk®? One reason is because it works. If you Create Your Day®, if you do the Walk®, if you do Fieldwork®, if you do C&E®, and you do it with purpose – like wanting to be able to drive a car and get your license when you’re sixteen – then what you are focusing on happens. You get results. You get greater results than if you have to rely on somebody else to do things for you.”

“One reason to do the Walk®, and C&E® and Fieldwork® –  when you want to – is because you gain the freedom from being dependent upon other people to do things for you, or to having to do things their way because you can’t do them yourself. Each of the disciplines is learning how to drive this vehicle – our bodies and our brains.”

“The reason I talk about cars is because doing the disciplines is like learning to drive a car. It can be difficult in the beginning because it is new or because you don’t think you can do much, but if you keep practicing, eventually you get the freedom and the power to go farther, do more, and bring back more cool stuff from your adventures,” Mike explained.

At the middle school level, many students had questions about candle focus.

“This is what I have learned from doing candle focus: I have a better ability to mold my environment, to change my environment, because of focusing on the candle. I have a better ability to separate and get out of this vehicle [pointing at his body]. For example, today I drove my car here. I drove it here, and then I got out of it, because I know I’m not my car, right? Candle focus, of all the disciplines for me, gives me the ability to get out of my body without falling asleep. And when I’m detached from my body, I know I’m not body, so I’m not limited to one personality, or one chemistry, or one experience of the reality that my body is in. And that gives me a great ability to alter it. So I love candle focus.”

“But why do we have to look at a candle?” asked Astroleah Kadow. “Why don’t we look at, I don’t know, glue?”

“Actually, you don’t have to look at a candle,” said Mike, “but why do we? The light of the candle flame is very soft, so it allows us to relax, and it brings back a chemical reaction in the body very similar to right after Thanksgiving dinner. It’s a state of chemistry in which there is no stress. The candle flame and our focus on it actually create a change in chemistry in the brain and in the body. It lets the body relax so it is easier for us to move into a trance or what Ramtha® calls analogical focus. In the analogical state, it is easier to detach from the environment, therefore it is easier to create the next experience or the new reality.”

Next, Astroleah asked, “Why don’t we use a light bulb?”

“You can,” said Mike, “but you would probably want it to be a very soft light bulb, so it doesn’t hurt your eyes. You can really use anything you want. The idea is that you hold your gaze on a single point. The training is that singular fixed gaze of the eyes. That’s what helps us change brain states.”

“You know what would really help me focus is if, instead of the candle, it was a big lollipop. That would be really easy,” said Astroleah, clearly intrigued by the concept.

“Or a giant doughnut,” chimed in Kaylyn Winkler.

“There’s a trend here,” commented Mike. “One thing about the candle flame that you probably don’t know about is that inside the glow of the flame there is a dark region. The region that is oxidizing the liquid wax – which the release of energy that produces the visible light – is a dark region in the center of the flame. It’s not the wick. Before you start to focus on the candle the next time, light the flame and look for the dark area inside the bright area. That’s the other side of the light.”

“Here’s a challenge, a mystery. Maybe you will be intrigued to want to try this in your next candle focus. If you focus your gaze through the light part, to begin to see the dark region, you are opening up a door to dimensional perception. You’re opening up an area in your brain that is not open right now. And you will start to see stuff. Cool stuff! There are way more things that your brain is able to perceive than what you’re seeing right now. In the candle flame, especially when you start to focus on the door, the door opens.”

“I remember when we were focusing on JZ’s dog LeCute,” said Kaylyn, “and I could see a rainbow from the candle to the picture. Is that real?”

“That was real!” said Mike.

“I saw that, too,” said Astroleah. “That’s weird!”

“So, it would practically work on anything,” commented Galeon Dugan, “Like even if it was a Justin Bieber picture, when you stare at it?”

“Sure!” replied Mike.

“I do that all the time,” Galeon declared.

“Well, cool!” said Mike. “Has he called yet? Or texted you?”

“No,” admitted Galeon. “Well, he answered my friend’s phone call.”

“That’s close. Keep focusing on it. All focus creates something,” advised Mike.

Another Middle School student, Natasha Lukosh, asked, “What’s the most powerful discipline?”

“The most powerful discipline is the one that you really, really, really want to do in the moment that you choose to do a discipline,” said Mike.

Others were more interested in the out-of-body concept. “Can you go out of your body and see how many fingers I’m holding behind my back?” asked Evan Hawkins.

Mike stopped and focused on him.

“It’s too easy,” he told Evan. “You’re holding all eight fingers and two thumbs behind your back.”

“Oh my God!” cried Kaylyn. “It’s true!”

She had another question. “What does it mean when you’re in C&E® and you feel like you’re in the air?”

“It means you are no longer in your body as much as you were before. You’re starting the transition to out-of-body awareness. That’s super cool,” Mike told her.

“It only happened like once,” she said.

“Once is enough. That’s how it starts.”

The visit ended with an experiment based on a question from Chambolion Fairley.

“Have you ever gone out-of-body in the air?” she asked Mike. “Say you were jumping and went out-of-body, did you freeze in the air?”

Mike replied, “No. I haven’t tried that. Would that be like levitating?”

“You’d be frozen in air!” said Chambolion.

“Do it now,” insisted Kaylyn. “Jump up in the air and see if you can leave your body right then and there.”

“I’m thinking about this,” Mike responded. “I’m considering what the consequences of that would be, because I haven’t had much experience with levitating. I know I can jump the body up into the air, and I know for a moment I can dissociate me out of the body, but I’m pretty sure the body would come back down, in which case I wouldn’t be there to land. So, it’s either going to land on its own, or –“

“Try, try, try!!!” shouted the kids.

“OK,” Mike agreed. “When we’re all done in here and we’re headed outside, I’ll do it out there. We’ll see what happens. Let’s try it and find out!”

Outside, Mike gamely made the attempt, much to the delight of the assembled students. Although he did achieve a bit of hang time, in the end there was a somewhat abrupt meeting with the ground. His openness to answering questions and trying things out, whether it was remote views, going out of body or attempting to do so mid-air made a lasting impression on the students. “He addressed them with such respect and was so genuine,” says Sonya.

Thank you, Mike! We’ll keep asking questions and if we can’t answer them, we’ll call you.

Ramtha®, C&E®, Fieldwork®, Neighborhood Walk® and Create Your Day® are trademarks of JZ Knight and are used with permission.

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4 Comments

  1. Judi Flanders
    Posted 01/10/2012 at 1:09 am | Permalink

    The questions and answers were great, so different from public school where I was a teacher.

  2. Rory Sagner
    Posted 01/12/2012 at 6:44 pm | Permalink

    A wonderful article and interesting timing! I have been asking myself why there is resistance at times to doing disciplines, or only certain disciplines? I’d love to hear Mike’s answer to that question. I have experienced doing a particular discipline nearly daily for 2 or 3 years, then suddenly stopped and had great resistance to that one, but still love doing other disciplines. It would be great if Mike would do a question and answer session for the grown ups too, lol!

    • heidi
      Posted 01/26/2012 at 10:31 pm | Permalink

      That’s a good point! I’m sure you aren’t the only one that thinks that would be helpful.

  3. Gail
    Posted 02/01/2012 at 6:06 am | Permalink

    Wow, thank you Phoenix and Mike, I so loved reading this, it was very illuminating for me to hear, it answered some of my questions too. These children are brillant. Thank you! Love to all Gail

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