“Seth material” search engine (Jane Roberts)

(Jane said that she’d felt like having a session several times recently, but that obviously I didn’t since I’d fall asleep on the couch, and so forth. But tonight, when we wanted to have one to get back on the ball, she said she didn’t have any feeling for a session at all.

(Pause.) He considered himself to be excellent at his work. It gave him a professional respectability, a feeling of worth and merit. He found it—his occupation—to be a responsible one, befitting an adult. The occupation filled many of his needs and expressed some of his abilities. In his spare time, however, for a lark, simply because he wanted to, he wrote his Alice in Wonderland—a book that is a masterpiece at many levels. What a shock when he discovered that the world was ignoring what he thought to be his important contribution to mathematics. He believed (underlined) that he should devote all of his time to his work, and could hardly forgive himself for his regrettable lapses into writing—and he was writing, after all, not even for adults, and not for young males either.

(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.

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.

Beside this, the child, almost from its first moment of clear awareness, begins to play with its own consciousness, and in the same fashion. What can its thoughts do? Where can its thoughts go? Where do its thoughts go? How long can it hold a thought? And later—can a thought be held mentally as an object can be physically? Long before a child learns to place one playblock on top of another, it has already learned to mentally stack one thought upon another, so to speak.

(9:15.) It learns that in a fashion sounds are “stacked” inside the mind before, say, words are spoken. (Pause.) That kind of mental and psychic expansion in one way or another constantly occurs. In conventional art you end up with a product on many such occasions—a book or painting or whatever—as you attempt to define in physical terms the reality of an inner existence with which you have always been familiar, and to leave in physical reality some evidence, however slight, of inner visions that flicker within all consciousness.

You are aware of the nonsense connected with artists and poets and so forth—that they are too sensitive for the world, that great talent brings spiritual desolation, and that a man’s genius more often destroys him than fulfills him. Add to that list the belief that the great artist or writer concentrates upon his or her art so intensely and single-mindedly, and single-heartedly, that the focus itself forces the artist or poet to use those abilities to their utmost, or that great genius demands one-sided vision and a denial of the world.