1 result for (book:tps5 AND heading:"delet session novemb 12 1979" AND stemmed:exercis)

TPS5 Deleted Session November 12, 1979 4/47 (9%) Wonderland play Michelangelo masterpiece artist
– The Personal Sessions: Book 5 of The Deleted Seth Material
– © 2016 Laurel Davies-Butts
– Deleted Session November 12, 1979 8:49 PM Monday

[... 9 paragraphs ...]

(Pause.) Because of his beliefs he considered himself somewhat of a failure, and the rich, evocative nature of his own stories did not meet with the approval of his academically attuned mind. Despite himself, however, he was stretching the dimensions of his own consciousness, exercising his consciousness in different directions, expanding the scope of his abilities—and in so doing contributing a small masterpiece to the world.

(9:00.) I want here to stress the basic playful exercising aspects of creativity. When a child indulges in physical play, it exercises its muscles and its entire body. No one has to tell a child to play, for playing comes naturally. Playful games in childhood, not dictated by teachers or parents, often give clear indications of a child’s abilities and leanings. You can sense by watching a child’s play the future shape that his or her life can most productively take. The child does not consciously exercise his or her legs so that they will be strong, but simply joyfully follows the inner impulse to do so.

All children exercise, though relatively few end up, say, as specialists in sports, so the end result of such physical play is the future development of a healthy, strong body. The end result, then, is not a product, but a more completed kind of being.

Now: creativity is basically a mental proposition, a mental or psychic activity. It is also, like physical exercise, an energizing phenomena, one that expands and extends the mental and psychic properties as surely as physical exercise develops the body’s being. (Pause.) What you are dealing with, then, in creativity is a continuing kind of psychic play, an activity that probes into the nature of inner reality and explores it with as much sheer vitality as that with which the child explores physical reality. The child runs, falls down, skips, spins, climbs, swings, tries out its body in as many ways as possible, and naturally explores the body’s relationship with its environment. Then the child explores the environment itself.

[... 33 paragraphs ...]

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