“Seth material” search engine (Jane Roberts)

(Pause.) The intellect has been taught to divorce itself from its source. [...]

My art teacher in high school, Miss Bowman, had taught Tom Lantini also — and as she had loaned me money to go to commercial art school in New York City, so had she given Tom financial aid so that he could attend the same school. [...]

[...] His indispositions taught him this is a way that he will not forget. [...]

[...] To some extent they are taught by others, practice teachers if you prefer. [...]

Without going into background information again, and regardless of the reasons, people in your time have been taught to regard their natures with suspicion. [...]

[...] You did help transmit the information also in highly stylized drawings, and to a much lesser extent through highly stylized voice patterns that were taught to students.

(In the same average voice she began: “In the shadow of the image organized religion [at the same time my hands want to fly up], after it has been set up, has always been afraid of revelationary knowledge; to protect itself; and the Catholic Church in particular cast it in the form of a devil, which I was taught: the sin of pride, wanting to learn.”

This is the lesson that All That Is had to learn, and that could not be taught. [...]

Ruburt’s grandmother taught him to sleep with his hands above the coverlets, so that the child would not even begin subconsciously to feel its own parts while it slept (again intently). [...]

[...] You are taught that to be practical is to expect the worst. [...]

[...] (Pause.) In following this particular line of development, Ruburt for example will be taught to free inner cognition from the recognized verbal patterns enough so that any future work with speakers manuscripts will not be stereotyped out of all proportion. [...]

[...] No matter what you have been taught, you must understand, for example, that basically speaking, perceptions are not physical in the way the term is usually used. [...]

Because of your educational framework, the individual is taught to be wary of the inner self, as mentioned earlier (in the 614th session in Chapter Two, for instance), so unfortunately the ordinary man or woman looks for the solutions of personal problems outside of the self, where they can least be found. [...]

(At break I told Jane I also had a teacher named Miss Prince, but am unsure now of the grade she taught.

[...] To some extent they are taught by others—practice teachers if you prefer. [...]

In such situations you are taught that the self you have is not only flawed, but a facade—a fake self that cannot be trusted, and whose expression must be largely denied. [...]

Instead of such procedures, children are often taught to believe that any situation or illness or danger will worsen, and that the least desirable, rather than the most desirable, solution will be found. [...]

[...] It was not a conclusion based upon fact, but a conclusion based upon a reason that applied to one probability only, one series of probable acts — or based upon the probable act of a disclaimer being used to begin with.¹ So again, what we are dealing with is an overall lesson in the way in which the reasoning mind has been taught to react. [...]

[...] Children have to be taught, because the abilities of consciousness in human terms cannot be held to such dictates.

[...] You have been taught not to trust your impulses. [...]

[...] You have been taught to believe in the existence of an artificial barrier between the two that does not in fact exist. [...]