Dialogue between a teacher and their student

Student: How does one discern their inner voice from the
voice that has been learned from this world?

Teacher: The voice of this world can be traced to the egopersonality,
while your original voice whispers and nudges
from the depths of your heart.

Student: But the voice of my heart is not necessarily formed
of words, but rather feelings. And these feelings are subtle
and constantly changing. Hope can turn to despair, or love to
hate in a mere flash of time.

Teacher: Like the universe, the heart is multi-leveled. The
heart of which I speak is adept at expressing intuitive
intelligence in the spirit of compassion and understanding.
When you hear a voice within that strikes this balance, you
have found your inner voice.

Student: Does everyone have this inner voice and the ability
to express it?

Teacher: No.

Student: Why is this limitation bestowed on human nature?

Teacher: It is simply an outgrowth of the imperfections of the
human instrument colliding with the imperfections of the
three-dimensional environment.

Student: And these imperfections subdue the heart’s
expression and diminish its voice?

Teacher: No more than the clouds control the sun and lessen
its warmth.

Student: So the inner voice continues to express itself even
though the imperfections make its voice inaudible?

Teacher: Yes.

Student: Using your analogy, how does one eliminate the

Teacher: You can’t eliminate imperfections, but you can
achieve supremacy over them for periods of time. Imagine if
the sky were always shrouded in clouds. The telescope would
not exist, would it?

Student: I suppose not.

Teacher: Suppose that the clouds would disappear, but for
only one day each year, and it was only on this day that you
could see the vastness of the universe. Do you suppose the
telescope would be invented?

Student: Perhaps…

Teacher: The answer is, yes . The moment the human spirit
understands the depths and heights of its universe, the will to
apprehend it—to study it—is engaged.

Student: But how does this relate to the heart’s inner voice?

Teacher: The imperfections of the human instrument and the
three-dimensional world are like clouds that obscure the
depths of the heart. If you can see beyond these clouds, if
only for a short time, you will try to access and understand
your inner voice and express it fully in your life despite the

Student: Again, using your analogy, what is the “telescope”
as it relates to the heart’s deepest expression?

Teacher: They are the techniques of the intuitive intelligence.

Student: Can you explain them to me?

Teacher: There is a component of the human instrument
known poetically as the Heart’s Scribe. Your emotional
history—every nuance—is recorded and inscribed within the
circuits of your heart. This, in large measure, is the source of
the “clouds” we spoke of earlier.

Student: And they need to be cleared. How do I do that?

Teacher: First and foremost, it is vital to understand the
heart. The heart is so much more than a physical muscle
pumping blood. This is only the surface manifestation of
nothing less than the source of your intuitive intelligence. The
energetic heart is the source template of the physical heart.

Student: The source template?

Teacher: As the physical heart distributes life-giving oxygen
to the body, so does the energetic heart distribute intuitive
intelligence to the mind. The energetic heart is the source
template for the formation of the physical heart, and more
than this, it is the point of connection to the highest form of
consciousness from which your inner voice arises.

Student: My physical heart is based on an energetic heart,
and this energetic heart is what I want to have access to?

Teacher: Think of it this way. The heart is dimensional and
multi-faceted. It expresses emotional currents; regulates
physiological functions; activates certain brain chemistry;
communicates throughout the body and mind; receives
precognitive impressions from your future environments; and
connects you to all other states of being.
The heart is also the gateway to the compassion frequency of
love—the purest force of the multiverse.
Student: I’ve never heard of this before. What do you mean
by the compassion frequency of love?
Teacher: Love, like all things dimensional, can be separated
into a spectrum of frequencies—each frequency a part of the
wholeness, but each possessing a different intelligence.

Student: Intelligence?

Teacher: Are all forms of love the same?

Student: Of course not.

Teacher: Love imbued with compassion and understanding is
different from love that is stubborn and selfish, is it not?

Student: Yes… but I don’t think of it as a difference in
intelligence in the love itself, but rather the person
expressing it.

Teacher: That is because you don’t understand that emotions
have an embedded intelligence based on their frequency and
how the frequency resonates with the higher circuits of the

Student: I don’t understand.

Teacher: Think of the multiverse as eleven holographic
spheres of consciousness, each interpenetrating the one that
is more inward. Only the outer sphere contains all spheres,
and this is the consciousness of First Source, while the
innermost sphere is the consciousness of inanimate objects
like a stone or seashell. Love is separated into frequencies
that resonate in harmony with each of these “spheres” or
domains of consciousness. Similarly, the heart itself consists
of different layers of consciousness, and each “layer” has an
intelligence of perception and expression. This intelligence is
linked to the brain and higher mind, so that the human
instrument is capable of expressing from any dominant
frequency or sphere of the multiverse.

Student: Including the level of First Source?

Teacher: Yes.

Student: So the heart is the multiverse inside each of us?

Teacher: It is the gateway to the multiverse because of its
ability to decode emotional frequencies from the highest
levels of the multiverse and express them into threedimensional
environments through a human instrument.

Student: I thought the brain was the supreme organ of the
human instrument. The crown chakra, the third eye… aren’t
these associated with the brain and the higher mind? Aren’t
these more closely connected with the First Source vibration
than the heart?

Teacher: The heart operates at the highest frequency within
the human instrument. Emotions are even faster than the
speed of thought. They operate outside of time/space when
they are in resonance with the higher circuits of the
Student: If the heart operates at the highest frequency then
emotions are more certain to be the catalysts that awaken us
to our true selves?

Teacher: Yes, this is why the most profound spiritual
experiences are woven from the textures of the heart’s
emotions rather than the thoughts of the mind.

Student: Okay, so how does this all relate to clearing the
emotional debris that’s been inscribed upon my heart?

Teacher: It is not the heart itself that it has been inscribed
upon. The emotional debris is passed from the heart to the
brain and the neural network that surrounds it. Thus the
clearing takes the same route and is a process, not an event.

It begins with the compassion frequency of the emotion called
forgiveness. This frequency can be evoked within your heart
through this command:
As the light of my heart brightens, so does my capacity to
forgive. As forgiveness flows into my heart it moves upwards,
filling my entire head with the most delicate and refined light
imaginable, and from this light, a compassion for my past
settles in, and all that has occurred is rewritten in this light.
While this invocation is being said, you can listen carefully to
the words and allow them to form visual pictures in your

Student: That’s interesting. I’ve always been taught to form
pictures in my mind, but never in my heart.

Teacher: Visualization is not confined to a specific position in
the body or head. It can be placed anywhere by projection.
Simply project the pictures to the area in the center of your
chest. The one who views the projection can be outside of
your body watching from a distance of a few meters.

Student: Who is watching outside my body?

Teacher: You are.

Student: Is this one of the techniques you referred to as
techniques of the intuitive intelligence?

Teacher: Yes, but this technique has additional facets to it.
When you have completed this first step, three remain.

Student: What are they?

Teacher: The second step is to allow this light to settle in. It
requires that you perceive the light as a very, very refined
mist of yellow-gold, suspended, yet moving at a level beneath
perception. It is important to sense that this movement of the
light inside your head possesses intelligence—capable of
rewiring, rewriting, adapting your emotional history.

Student: And by performing this technique I can begin to
clear the “clouds” of my emotional history?

Teacher: Yes, but visualization and imagination are vital
elements of this process. Again, I want to stress that this is a
process that requires a consistent practice for a period of
time—typically thirty days or more.

Student: Why are visualization and imagination so important
to this process?

Teacher: They engage the heart’s core intelligence and the
brain’s receptivity is the result.

Student: You’re saying that the brain interprets the heart’s
signals based on their… clarity?

Teacher: The higher brain is designed to “read” the heart’s
signals based on how well defined they are in terms of their
visual energy and emotional authenticity.

Student: Visual energy?

Teacher: Whatever images are projected upon the heart
region, they are energized. To the degree you can visualize
the image clearly, project it to your heart area and imbue it
with your heart’s core emotions, you will send a more potent

signal to your higher brain. It is this potency that the higher
brain responds to.

Student: In what way?

Teacher: In the context of this dialogue, it facilitates the
course of action to rewrite your emotional history in the
frequency of compassion and understanding.

Student: So the heart and brain are partners, but ultimately
the brain decides whether to act on the signal… or the
directives from the heart?

Teacher: Just as the physical heart has an energetic or
quantum counterpart, so does the brain. These two organs
and their peripheral systems—at both the physical and
quantum levels—are completely integrated, in a manner which
science is only now beginning to understand.
It is not that the heart transmits an order to the brain, and
the brain, detecting the potency of the directive elects to act
on it or not. The heart and brain are a unified system that
cycles and recycles energy, information, and intelligence
within the human instrument. This system operates with
greater effectiveness, in terms of expressing its innate
intelligence in three-dimensional environments, when it is
entrained to the core heart energy of compassion and

Student: You speak about compassion and understanding, but
isn’t unconditional love the core heart frequency?

Teacher: I choose to refer to these core frequencies in terms
that are not so misunderstood, as is the term unconditional
love .

Student: You also mentioned emotional authenticity was a key
element in how the brain responds to this technique. Can you
expand on this?

Teacher: When you see a piece of cloth from a distance of
twenty meters, what distinguishes it?

Student: Its color.

Teacher: And when you are able to hold this same cloth and
examine it closely, what then?

Student: I suppose texture becomes more important… how it

Teacher: And the subtly of the design?

Student: Yes, I suppose at twenty meters one would not be
able to see any subtle designs that had been woven into the

Teacher: Emotions are imbued with texture and subtlety. The
higher brain system is designed to scan the emotional data
incoming from the heart system and determine if the textures
and subtleties of the data are derived from the core heart
frequencies, or are derivatives of the three dimensional
environment and/or emotional history.

Student: The higher brain makes this determination? How
does it know?

Teacher: Have you noticed my use of the word “Designed”?

Student: Yes, but I’m not sure I interpreted it the way you
meant it.

Teacher: The heart and brain systems were designed to
enable those who were able to apply their imaginations from
the core heart frequencies to access the higher frequency,
higher intelligence of the genetic mind. This access made
them the prophets and philosophers of humanity—the wisdom
bearers that elevated all of humanity.

Student: So only those who had this knowledge would be able
to access this higher state?

Teacher: No. Everyone is able to.

Student: Everyone?

Teacher: Should anyone be excluded?

Student: What about those who knowingly practice evil?

Teacher: A lifetime of 4000 weeks to explore and understand
the infinite cosmos is the explanation of evil.

Student: I don’t understand?

Teacher: We are good, spiritual beings, not by the expression
of our behaviors, but by our intrinsic nature—our origin. We
are each allowed access to this higher knowledge not by how
we act, but by simply being what we are.

Student: Okay, I think I understand, and on some level, I’m
relieved to hear this. However, all my life I’ve lived with the
conviction that divinity is something earned. Those who were
weak and easily led astray by the dark forces were not
allowed access to the techniques that would empower their
greed, hate, or evil tendencies. What you’re now telling me is
that the techniques of the intuitive intelligence are available
to any and all.

Teacher: They are. This conviction you speak of is an artifact
of the mystery schools and the esoteric practices that use
techniques of liberation as rewards of loyalty.

Student: But won’t some people abuse these techniques,
using them for selfish or even evil purposes?

Teacher: I just explained that the heart and brain are an
integrated system designed to activate, access, and express
the higher frequencies of compassion and understanding, and
that the brain serves the role of assessing the emotional
authenticity of the heart. This skill, intelligence, insight
whatever you choose to call it, is absolute and inborn within
all higher life forms. No one can utilize the techniques of the
intuitive intelligence if their heart is passing data to their
brain that is derivative of emotional distortions common to
three-dimensional environments.

Student: I still don’t understand how the brain knows how to
do this, but let’s move on.
Can we review the technique you started to explain?

Teacher: There are four steps to this particular technique. Its
purpose is to help the practitioner to recast their emotional
history into the compassion frequency, and by so doing, gain
a deeper access and more fluent, on-demand expression of
their inner voice or intuitive intelligence.

Student: Does this technique have a name?

Teacher: Only if you give it one.

Student: And you’ve disclosed only two of the four steps thus

Teacher: Yes, the first two we have covered: the invocation
and imagination steps. The third step is to release .

Student: How is this accomplished?

Teacher: When you fine-tune your imagination and you see
the refined light frequency within your head area and you
allow this—in a sense—to take up residency, you must adopt
the inner attitude of surrender and release.

Student: To what?

Teacher: To the results of the technique. To the fact that the
emotional history that you have stored in your neural and
quantum network called the human instrument, may undergo
change or modification.

Student: But if I’m practicing the technique haven’t I already
surrendered to the results? I mean, why would I be practicing
it if I weren’t sincere?

Teacher: Your desire for the end benefit, in this case, a more
profound connection to your intuitive intelligence, can
overshadow your willingness to see the wisdom in the process
and delay gratification for the thing you desire.

Student: You mean that I may become impatient?

Teacher: It is more likely that you will be less inclined to
allow the first two steps in this process to unfold organically—
in their own time—for the purpose of recasting your emotional
history. This is why this third step is designed into the

Student: How do I perform this release as you call it? Is there
a specific technique?

Teacher: It is simple, and yet difficult at the same time. To
release is to trust. To trust is to believe in the intelligence of
both your innermost self, as well as the origin from which it
arises. This is the simple part. The difficult part is to
understand that the judgment of the ego-personality is
impaired, and in some measure antithetical to the intuitive

This stage of the technique is to release judgment of your
progress within the bounds of the process.

Student: How do you mean this? I’m not sure I understand.

Teacher: If by clearing the clouds of your emotional history
you improve access to your intuitive intelligence or inner
voice, the ego will search for evidence of your progress in
order to satisfy its innate hunger for achievement.
The ego is not something to be banished, ignored or faulted
for this attitude, but rather it is to be refined.

Student: Is this part of the release technique?

Teacher: Yes.

Student: How?

Teacher: Release is a psychological imperative when an
individual aspires to access and express their intuitive
intelligence. Your ego is adept at operating within the lower,
outer forces, in much the same way as your heart is adept at
operating within the higher, inner forces.
As you seek to align to these inner forces, your ego will
perceive the effort and the process therein as a trivial
distraction to the real world problems that press upon you.
The instinctual response of the ego-personality, in this case,
is to perceive the focus on your core heart frequencies as

Student: Why?

Teacher: Because the ego resides within the lower mind and
its attachment to the physical body is mainly through the eyebrain’s
perception of its dominant reality—the threedimensional
world. To the pure ego, the heart is simply a
bothersome appendage of the physical body that displays

Student: Okay, I think understand the reason that release is
the third step, but how do I specifically perform this step in
the process?

Teacher: Breathing through your heart region is the method
to intermix the desires of the ego with the capacities of the
heart, and this is the method of release.

Student: How do I do this?

Teacher: After you have completed the first two steps, center
your attention on your breathing. Imagine that your in-breath
brings the desires of your ego into an interior chamber of
your quantum heart. Then, imagine this desire for
achievement—in the form of an in-breath—is suspended within
this interior chamber by holding your breath. As you do so,
your breath is intermixing with the inflow of compassion that
arises from your quantum or energetic heart. Now, expel this
newly energized breath back through your heart area, and
each time, as you exhale, repeat the phrase: “Leave it in the
mystery to shine of its own light .” Do this six to eight times.

Student: That’s all?

Teacher: Yes.

Student: I was expecting the release part to be more
complicated and difficult.

Teacher: The difficult part is when you lack the technique for
release, or you practice the technique without emotional
authenticity and visual energy.

Student: What is the fourth and final step of this process?

Teacher: It is sometimes referred to as light distribution ,
though I prefer to think of it as light connection .

Student: How does it work?

Teacher: Just as the physical heart distributes oxygen via the
blood to the periphery of the physical body, the quantum
heart distributes light via visual energy and emotional
authenticity to the borders of the human instrument. The light
distribution technique is to imagine light circulating—
unimpeded—throughout the expansive you.

Student: I’m not sure what that means.

Teacher: The human instrument consists of the physical body,
emotional system, and the facets of the mind. The grid that
interconnects these elements and causes them to operate
efficiently as a system is similar to the veins and arteries of
the physical body. This grid conveys light that in turn unifies
a quantum field and allows it to operate independently of the
multiverse. We sometimes refer to this individuated grid as
the expansive you .

Student: So I am this loose confederation of light particles
that somehow manages to coalesce into a body and mind, and
to this I need to visualize light being distributed without
blockages or interruptions. Is this the idea?

Teacher: You simply need to place your attention on the
reality of what you are. It only takes a few moments, but it is
critical that you practice this technique frequently and in a
specific manner.

Student: How frequently?

Teacher: That is up to you, but you cannot do it too much.

Student: Why do I even need to be conscious of this? It
seems that the light flows just fine without my direction.

Teacher: It does, but you are not directing it, you are
accessing it, touching into this holographic gridwork of light
that is the fundamental structure of your existence in the
three-dimensional environment.

Student: Maybe you should just explain the technique, and I’ll
stop asking questions.

Teacher: If you could concentrate this grid of light—make it
brighter, more intense; what do you think the result would

Student: More energy?

Teacher: No. It can actually have the opposite effect in the
sense that the body is fatigued and weakened.

Student: So distributing light is not about concentrating it?

Teacher: No. It’s balancing the light quotient within the
human instrument and ensuring it is coherent, rhythmic, and
free flowing.

Student: It sounds like you’re describing the physical heart

Teacher: This is the natural state of the heart and the entire
human instrument, but in the day-to-day interactions with the
three-dimensional environment, the human instrument can
lose this balance and slip into an incoherent, arrhythmic, and
entangled state of existence.
The heart perceives this state and, without knowledge of the
proper techniques, responds in kind, fueling the mental
dysfunction and physiological inefficiency with its energy.

Student: More “cloud” cover?

Teacher: Precisely. This is why this step in the process is
important because it helps the heart to synchronize its energy
with the deeper, sub-quantum structures upon which you

Student: What do I do?

Teacher: Can you visualize your heart beating in your chest
distributing oxygen to your body and brain system?

Student: Yes.

Teacher: Imagine this same function is occurring in your
quantum or energetic heart, and that instead of veins and
arteries, there are filaments of light that diverge from your
quantum heart and connect you to a broader grid. This grid is
the source of your existence as a physical being.
Now, you can think of these filaments as both roots and
wings. Roots in the sense that they anchor and ground your
existence; and wings in the sense that they provide uplift and
expansion to your life.
Throughout the day, simply feel the energy structure that
surrounds you. When you do this, imagine that your heart is
“plugging in” or connecting to this structure, even if you
cannot visualize it, feel its presence like a primordial soil of
life-giving energy. Feel this connection as a rhythmic pulsing
of light, flowing from the grid into your heart system and then
flowing out from your heart to the rest of your body.

Student: I felt this just listening to you.

Teacher: That is the technique for the fourth and final step.

Student: Should this fourth step be performed in concert with
the other three techniques?

Teacher: It is not necessary to perform this when you act
upon the other three steps. This fourth technique can be
performed throughout the day and only takes a matter of
seconds. It can be performed twenty times each day for the
rest of your life. It is a technique to rebalance and replenish
your core heart frequencies and to ensure they are being
distributed throughout the human instrument. It activates the
inner currents.

Student: What are those?

Teacher: When a river loses its current what happens?

Student: It slows down and becomes stagnant.

Teacher: Clarity and tempo are related, are they not?

Student: I think this is true as it relates to rivers, but I
assume you’re talking about the human system as well.

Teacher: Correct.

Student: So the techniques of the intuitive intelligence are
really multi-faceted in what they bring to the individual?

Teacher: If you can access your intuitive intelligence, in a
sense, increase the bandwidth of your connection to the light
energy grid that supports you, a single word can catapult you
into understanding, when before a hundred books left you in
Intuitive intelligence is the potency of the quantum heart
trickling into the three dimensional world. It is the key to the
knowledge that matters. For this knowledge changes
everything in the dimensions of the past, present and future.

Student: I will faithfully practice it. Thank you for sharing this
with me.

Teacher: It is my honor.
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