“Seth material” search engine (Jane Roberts)

This does not mean that you learn what in larger terms you already know; as for example, if you learn a skill. Without the triggering desire, the skill would not be developed; but even when you do learn a skill, you use it in your own unique way. Still, the knowledge of mathematics and the arts is as much within you as your genes are within you. You usually believe that all such information must come from outside of your self, however. Certainly mathematical formulas are not imprinted in the brain, yet they are inherent in the structure of the brain (intently), and implied within its existence. Your own focus determines the information that is available to you. I will here give you an example.

If you are gifted, and want to be a musician, for example, then you may literally learn while you are asleep, tuning in to the world views of other musicians, both alive and dead in your terms. When you are awake, you will receive inner hints, nudges or inspirations. You may still need to practice, but your practice will be largely in joy, and will not take as long as it might others. The reception of such information facilitates skill, and operates basically outside of time’s sequences.

It seems almost heresy to suppose that such knowledge is available, for then what use is education? Yet education should serve to introduce a student to as many fields of endeavor as possible, so that he or she might recognize those that serve as natural triggers, opening skills or furthering development. The student will, then, pick and choose. The Cézanne material was from the past, yet future knowledge is quite as accessible. There are, of course, probable futures from the standpoint of your past. Future information is theoretically available there, just as the body’s “future” pattern of development was at your birth — and that certainly was practical.

Of Master Magicians
whose conjurings
feature the amazing tricks
of space and time,
produced so skillfully
and fast
that we’re dazzled with
the effects,
and miss the magical
slights of hand
beneath
the flashy gestures
of the days and nights.

Producing
from it’s magical bag
of tricks,
one marvelous form
of life after another,
fish,
bird,
monkey,
man
(not just one dove
or rabbit)
with a skill and swiftness
so astute
that our wise men think
one turns into the other!

JANE’S SKILL AS ANCIENT AS MAN IS.

[...]

Now: Ruburt’s skill is as ancient as man is, and indeed all of your arts, sciences, and cultural achievements are the offshoots of (pause) spontaneous mental and biological processes.

[...] There, I hope, you will work at developing skills, in terms of the dream-art scientist (for instance; see Session 700 in Volume 1 of ‘Unknown’ Reality), and learn other professions than the ones you now know.”

Knowledge through experience is not considered a practical-enough method of learning, so that the skills and understanding that come with age are seldom taken into consideration.

[...] The girl said something about Jane and “skilled nursing care,” but I didn’t really understand her, and let that go. [...]

[...] I think that my appreciation of wildlife has grown considerably since we’ve encountered so much trouble physically in our own lives: the sheer ability to move with nature’s grace and skill has gradually become very important, and to me the animals express this quality perfectly: the ‘coons, the deer, the dogs, cats, rabbits, mice, chipmunks; the birds, and yes, even the insects....)

[...] You face your first day upon the planet with skills and abilities already built in, though they may or may not be used; and they are not merely the result of heredity as you think of it.

[...] But he was a neurologist, and we saw less and less of him as it was determined that his special skills wouldn’t be of continuing help in Jane’s situation. [...]

[...] I found my evident lack of skill at planning quite depressing. [...]

(The furnace, knocked out in last June’s flood, hasn’t been repaired yet because of a shortage of skilled workers in the area. [...]

The implications of such statements for education are astonishing: Besides teaching rote information, our schools and universities should acquaint us with as many fields as possible; for these act as exterior triggers, bringing forth natural inner knowledge, sparking skills which are waiting for activation by suitable stimuli in the exterior world.

[...] As much as possible, then, think in terms of Ruburt not so much as having certain symptoms, but as being simply out of condition and trying to reestablish certain physical skills. [...]

[...] On the other hand, the game itself is becoming too real, getting out of hand, and it has prevented him from learning ordinary skills, say, which seem to be mundane and too ordinary and beneath him. [...]

[...] At that point in your lifetimes you had no skills. [...]

[...] Each physical body — in its own way, now, following its own individual peculiarities — would develop whatever skills it chose and found comfortable. [...]

[...] We’d made the conscious, joint decision during a time of crisis to seek certain kinds of help from skilled practitioners in the medical field, and we were willing to learn from them, even if those people were pretty certain to have belief systems very different from ours. [...]

[...] In it we visit other levels of existence, and even gain needed skills. [...]

I’ll digress a moment to note that it’s quite obvious that when conducted by skilled therapists past-life regression has proven to be of great benefit to certain individuals. [...]

[...] They are an aid in the development of skills. [...]