[Fayebelle]

A friend of mine (loveregardless to you past Yackers) sent me this and I thought it was a novel idea. What do you think?


Maybe after we learn love we move on to Creation 101 where we learn how to create our own world. In one book, it might have been Journey of Souls, I recall there being classes on elementary creation. Souls begin creating things on a small scale before they get to work with larger ones. Maybe we learn to create small islands, then small creatures, then larger ones and soon we get to experiment with our own world. Hmmm….maybe Earth is like a Ph D. dissertation from a being who finished Love 101 on Earth and related realms and then moved on and finished all the Creation classes.


That’s quite an idea…maybe even one outside the box! Can you imagine a group of teachers evaluating the student’s project…and the student’s name is God. God is, of course, quite nervous about the review. He fidgets while the project is examined and questioned:


God’s Defense of his Dissertation:


Professor 1: So, God, you say you created a world in which learning unconditional love is the fundamental lesson?


God: Yes sir.


Professor 2: Why did you pick this emotion in particular? Wasn’t your master’s thesis about free will?


God: Yes sir, that’s correct. Free will has been my primary focus in school. My goal is to create a self-developing being that evolves from the reptilian brain to a highly functioning world-creating colleague. The Earth lesson involves the use of the heart brain and frontal cortex working together to learn the concept of love. The vision for this planet is to create a world in which sentient beings, and that includes animals, learn to live together harmoniously.


Professor 1: And how did you deal with the time issue?


God: I created Earth in three dimensions but inserted a frontal lobe in the brain of the humans. This brain allowed them to connect to the higher dimensions of time and space.


Professor 3: Essentially you kept the higher realms separate from normal day-to-day functioning and made it an exercise in emotional and mental development.


God: Yes sir, that’s basically correct.


Professor 2: Basically?


God: Well, honestly, that’s where a few of the problems occurred. By keeping the reptilian brain and trying to merge it with the mammalian brain and frontal cortex I think I may have overloaded the humans. In retrospect I think I should have put a regulator or governor on the reptilian brain so it wouldn’t be so reactive. With the strong human memory and developing personality, the reptilian brain soon became dominant and overshadowed the frontal cortex.


Professor 1: So these humans never developed the ability to understand time and space and these higher realms to which you refer?



God: Again, that’s basically true.


Professor 2: Didn’t you try to teach them?


God: Yes I did. I created what I called prophets and sent them to Earth with a specific message.


Professor 1: And how did that work?



God: Not well…


Professor 3: Specifically.


God: Well, the humans killed them.


Professor 3: Killed them…as in they terminated their lives in the three-dimensional experimental world of yours?


God: Yes.


Professor 3: And you couldn’t stop them?


God: No, I gave them free will to see if they could develop without my intervention.


Professor 2: Free will…that’s a novel idea. Haven’t others tried that and failed?



God: I believe that’s true, sir. But, the idea came to me during one of your classes. I don’t remember exactly what you said but I realized that even though no one had successfully developed a free willed self-developing being, it was still a possibility. That’s when I began working on this Earth project.


Professor 3: And the reptilian brain? Why don’t you eliminate it?


God: I can’t do without it because that portion of the brain is essential in the early development of the human being. But, I haven’t learned how to let the human develop a personality that isn’t based on fear.


Professor 1: But I thought your Ph. D. project was teaching love. Isn’t fear your opposite emotion?


God: Yes and that’s where the problem occurs.


Professor 3: So, basically, as you say, your project was to create a planet where sentient beings learned love and how to live together harmoniously but instead you created a planet on which fear is the dominant lesson.


God: I’m afraid that’s true.


Professor 3: Hmmm…so, in essence your project is a failure?


God: Not entirely. There are several thousand people who are experimenting with the higher realms. It’s just taking more time than I thought it would.


Professor 1: How much time?


God: I’ve actually been working on this project for about a year. But in Earth time, which I condensed into a fraction of a second, the human beings experience this year of development as about several million years of their time.


Professor 3: You gave this project several million years of compacted time and these sentient beings of yours still have not understand the basic lesson of love…and instead have developed a planet of fear. You do know, God, that other students have developed projects that are observing yours and they are not pleased. Abullah completed his project two years ago…the one in which he condensed time for his planet…and in only a thousand years of their time he has them functioning as Intergalactic observers.


God: Yes I know.


Professor 3: And Abullah says that your planet Earth is becoming unstable. Is that true?


God: Well, yes. The humans continue their practice of killing one another in wars. And soon they may destroy themselves.


Professor 1: You created a planet with war! I thought that was abandoned…well, in fact forbidden. God, I would say your project is a dismal failure.


God: It’s the free will factor, sir. No one else has allowed their experiment to evolve and grow of its own accord. They created their planets with a known result. I wanted to see if sentient beings could learn all the steps and eventually evolve to become our equals.


Professor 1: That’s absurd, God!


God: I realize it’s only an experiment. If you could look ahead another million years of their time I think you might see a different picture.

Professor 2: Look ahead? You haven’t done this yourself?


God: As part of my project I gave them a fictional time lime that ends in their year 2012. This was “prophesized” by one of the first civilizations I created.


Professor 3: And even knowing the project ends in that year they have still not learned love?


God: Well, most of the inhabitants don’t believe in the time line.


Professor 1: This free will idea again?


God: Yes, that’s part of it. But, you see, even after several million years the most developed beings on the planet learned and began using different measuring sticks for the success of their planet.


Professor 3: And what are they?


God: Money, greed, possessions, land.


Professor 2: So as part of this free will exercise they haven’t learned about the abundance of the universe and that they can learn to create their own worlds as they evolve.


God: No, that idea hasn’t become part of the mainstream. I confess the humans are more interested in material possessions and even killing one another for them.


Professor 3: Killing for possessions? God, if I had my say you would fail the project and we would destroy it immediately. This has gotten out of hand! You may contaminate the entire universe.


God: I’m sorry, sir. But free will was such an interesting experiment.


The professors dismiss God and discuss the project. God is then told to return.


Professor 1: We have decided to let your project continue until your date of 2012. If there isn’t more progress made quickly, your project will be terminated. I’m concerned, frankly. What do you see as the main obstacle in your project and how will your correct this in your next one?


God: I’ve been thinking about that a lot. As I said previously, I must somehow get the more highly evolved sentient beings to use the frontal cortex of their brain and connect it with their heart brain rather than relying on the instinctive reptilian one. I think this will neutralize the development of a self-protective ego personality. And I must somehow assist them in learning that prophets enter their world with advance knowledge…and they should not kill them.


Professor 3: That is one area that troubles me. Why are they so quick to kill one another?


God: Well, pertaining to the prophets, some beings realize this advanced knowledge can be helpful. They kill the messenger, subvert the message so they gain power of the population, and then use it to extort money in the name of the prophet. It is very clever but has led to the destruction of millions of people.


Professor 2: So, essentially, every time you attempt to inject a hint of your desired goal of learning unconditional love, they corrupt the message and use it to advance their primary goal of fear.


God: At this point in their development that is true.


Professor 1: And you won’t interfere and correct them before they destroy themselves.


God: That would ruin the goal of the project…to see if self-developing organisms with free will can develop into our colleagues and eventually learn to create worlds of their own.


Professor 1: I will give you credit, God, that was an ambitious project.


God: Thank you, sir.


Professor 3: But you only have until 2012. Either you have a successful progress report or you must terminate your project and complete one with a known result. Otherwise you’ll fail your dissertation.


God: Thank you professors.


God is dismissed.


Professor 1: These idealistic students.


Professor 2: Go figure. I don’t think I’m going to tell him I experimented with free will about four million trillion years ago and could never make it work.


Professor 3: No, let’s give him the chance. The worst that can happen is he has to end this project and begin another. He’s a bright student, just a little naïve.