G says much about the forms involved with contact with master, variously called objective reason and higher mental/thinking center, in Chapter Fourteen of In Search of the Miraculous. Whatever method one uses to contact master there are certain things that must be kept in mind. Central to this is the concept of symbols. Symbols are the language of higher mental center, or master, and the translation necessary to bring this knowledge to ordinary life/speech is a major concern for anyone teaching these ideas or using them for the benefit of others.

As is suggested in the Tales, associations are what we are working with in this translation. We must have adequate material in our associations as well as sufficient organization to access the material. This is explained in the form and sequence chapter. Pondering and Active Mentation in regard to our results from work on all three lines will provide us with material for "logical-confrontation" which in turn will create the organization necessary for access. Prior to this, however, we must have sufficient material to organize.

G speaks of knowledge "evaporating": we must re-enter this data. Let me give a practical example. If one were to go through the list of practical exercises provided by the Kesdjan School it would become evident that many experiencings have been forgotten; at the very least, many have partially evaporated. Reviewing this material, fighting with it from your current (hopefully) higher vantage point, which is logical-confrontation, will create understanding, that is, permanent storage and organization of this important material.

I well remember in AA a friend stating that once something has been assigned to a sponsee (student), the sponsor (teacher) is confronted with the same issue and is forced to use the same tool personally. This is, so to speak, a law, and a law that will serve us well. Fortunately, the work tells us that we may pay in advance; if we are sly we will do the exercise prior to giving it to a student and save ourselves a shock in the process. In following this course of action, one organizes and understands the exercise. This is certainly useful in making an exact transmission to the student. In other words, we do not give instruction from a manual, but from experience. Being even more exact, we must not teach mechanically; we must teach from direct knowledge. This does not include everything necessary for teaching objectively but is a good start.

Even if we are not teaching externally, we are teaching ourselves internally by contacting master, so the same principles apply. This is part of why guidance from a teacher who knows is indispensable during the learning process. Misconstruing symbols because of lack of proper data is very common when master is contacted prematurely and without adequate guidance. This will lead to permanent damage to the machine. Please do not take this lightly; I do mean permanent.

KSR 2/15/00