Transcripts of DaBen's Light Body Seminar
April 2017
Seminar Journeys (J) and Talks (T)
We are providing these transcripts as a way to assist you in understanding DaBen's instructions. The spoken word is different than when it is presented in writing, and these are not intended to take you into the light body spaces. We do not guarantee that these are perfect transcriptions of the journeys, nor are they intended to be. The journeys and talks given at the seminar will be posted as transcribed by our transcriber. Transcripts when complete will be put into PDF format several months after the seminar, and can be downloaded so you can read it on your computer or print it out.
Directory of Friday Programs
Program 01 LB969QE_01T Duane: Talk
Program 02 LB969QE_02J DaBen
Program 03 LB969QE_03T Duane: Talk
Program 04 LB969QE_04J DaBen
Program 05 LB969QE_05T Duane: Talk
Program 06 LB969QE_06J DaBen
Program 01 LB969QE T Duane: Talk
Program 02 LB985E_02J DaBen Why are You Teaching the Light Body Courses, Personality to Guide?
DaBen: Welcome.
It is our pleasure to be with you in this time and space to explore the process of creating opportunities for shifts in human consciousness, to explore those opportunities, human consciousness, earth plane consciousness. To begin to look at that from a variety of levels, and to recognize that in this process there are great opportunities for your growth and recognizing more of the energies as well.
So let us explore the first part in this journey, creating those opportunities, why it is that you teach, what potential growth might you expect, or have you realized.
So connecting with your guide if you would like, finding the light body, the light body cocoon. And using a frequency of precision, perhaps those vertical lines moving very smoothly, tightly with one another very rapidly, opening a pure frequency and energy there, just to give you a frame of reference.
At a personality level what have you gotten that you enjoy out of teaching, or what do you hope to get out of teaching? A sense of contribution Really look at that in as much detail as you can. Be as specific as you can.
You enjoy working at this level, at this subtle energy level with people that are drawn to you. You enjoy seeing their shifts and growth, hearing of their shifts and growth. You enjoy the process. The process of teaching opens a part of you that you have not been able to access in any other way.
Be specific, possible reasons. It needn’t be one, it needn’t be a few. Be specific. Not just something general. Don’t let your personality slide with giving you a general “I want to make a contribution” answer. Get the personality to really look in depth. Well, what about the contribution do you enjoy making? What contribution are you making?
Given that if you have taught for any period of time you recognize that a part of teaching is developing extreme patience, developing the longer view, as it were.
So what excites your personality about teaching, about opening the opportunity, about using the light body to open that opportunity for your students to shift and grow?
Good. And now, let us move to this space that we have been exploring in the main seminar, luminous light and this space, out on that calm or seemingly calm energy.
And now look at the most exciting answer you gave to that question as to why you are teaching at a personal level and look again at that. How much depth and breadth does that answer have? How would you enhance upon that? Or would you throw that answer out entirely? Are there other reasons that your personality doesn’t immediately identify with? Really look at that.
Good. And staying at this space, playing with this space, this consciousness.
Now, within this space and from this light body level what answers would you give to the question as to why you are teaching the light body? What value is there for your students, for you, for the earth plane? However you might choose to answer. And be as clear about the energy as you can. Not in words necessarily, words if you easily can make that translation, but at an energy level why are you teaching the light body.
And from this level now as well ask your guide why you are teaching the light body.
Good. And just letting that go now, coming back to the light body, the light body cocoon, and just notice your experience of your energy now, just as a point of reference. And letting the precision frequency go if you have not already, letting the cocoon boundary dissolve, enjoying this space and expanding out. Notice the dynamic nature of this energy and your ability to find stability in these dynamic areas.
Good. And just letting that go now, enjoying this space, the essence of the light body so to speak.
And letting that go, coming back to the time and space of the earth plane, having thanked your guide, coming back smoothly and easily to the time and space of the earth plane.
And with that, we bid you most pleasant journeys for now.
Program 03 LB985E_03T Duane: Talk
Duane: Looking at shifts that you create as a teacher and how to use those shifts in your own growth or your own consciousness, and hopefully one of your main answers as to why you teach the light body is for your own increase in consciousness.
So let us look at ways there are that you could capitalize on that and notice the energy. It starts in part with noticing the energy. And noticing the energy does not necessarily have to be at the time the shift occurred. It may be at a much later time.
You can notice those energies. Not at their source per se, but there starts to be a sort of way that you recognize the energy that is there that you can play with. It will be energy that you can easily move out on. It will have a different sort of character to it.
DaBen did an interesting journey today in the main seminar where he had you look at the shifts that you had created in others, and the shifts that they had created from their shift in others, and following that pathway out.
In teaching it is similar, but more intense as an opportunity, because you have in many ways a less solid connection with students, and in some ways a more substantial connection with students than you might with other people in your life that you in a random moment made a comment to that created a shift, and so on. So we will look at those opportunities and play with the ways that you might recognize it.
Now, be inventive here. In part in the beginning you are using your imagination, sort of a pretend following that energy. As you begin to develop some skill hopefully it will turn into imagination as a sense, so that you are able to notice those qualities of energy, so that you have that back and forth in the energy.
We have now a great advantage. You have a great advantage in the gridwork in noticing, collecting, following that energy. So we will play some with noticing that, using that, so that you are back and forth in that.
It is something that we played a lot with a long time ago as we were first starting the light body, is to create that gridwork, to fill that gridwork out. It has been very complete for a long time. There are always refinements that are happening.
But you can reach into those high spaces now and go almost anywhere in any direction without having to detour around places where there is no consciousness or there is no energy there. So we will take advantage of that as we explore ways to capitalize on, to utilize the shifts that you create for your students and use in your own life then.
As you use it in your own life the energy that you then use that came from a shift starts that process of oh, it came back to you, and then you use that shift. So it begins to amplify, to multiply as it moves between individuals, it moves between personalities and light bodies, that you can begin to notice.
And as you begin to notice some of the back and forth then it is something that you can use in your actual teaching, because now you have more insights into students in general, but even those students in particular. As they start creating a shift and you start utilizing that shift it creates opportunities for you to open that energy even more for those students because you have insight.
As you are teaching you have feedback as to what spaces they are in, and you can adjust your energy and your journey to match that feedback. This is similar. But it is using your skill with no time that you can then say ah, okay, here is this student, here is this energy, here is my back and forth. You now know a lot about that person as an individual, as the group of students they are in.
I would imagine all of you have the skill now that I have seen in this class and many other classes with you that you have the ability to find each student as an individual, so that you can watch their energy as an individual.
If you cannot yet, then spend a little time working on that. It is really just a matter of allowing your focus to spread, to soften initially, and then allowing it to move in. So that you are watching this whole energy field, but you can identify individual parts of that energy field.
And those of you who are teaching with some students remotely or remote part of the time, that is of essential value, so that you develop your skill in that regard. And it will greatly increase your consciousness to do that. It makes it so that the element of no time becomes a part of your nature.
As you play in that way, as you are in the remote, the issue for me has become to remember as I come back and deal with personality that I have to sequence things. That it has to be in no time or people don’t understand. You start saying well, oh, we’re not there yet, okay, back here. And just keep that process going.
So you are starting to be more and more, or you are recognizing that you are noticing energies not in a time sequence per se. Little episodes here, and little episodes that you are pulling out.
As you are finding individuals, your students as individuals, then you have that opportunity. And you know a lot about them. You probably don’t know, unless you have personality interactions you probably don’t know a lot about how they are holding it at a personality level. You have some hints by watching that feedback. You have some hints as to whether it is flowing. Even students that are remote you have some hints from the feedback as you are doing a journey as you are tuning in when they are going to be doing it, you have some hints at a personality level.
Those hints are opportunities for you then to say the right thing, or the thing that helped push that shift over. Much as you played with the beings today where they were assisting you in noticing ah, okay, there is potential right there. So that you open that potential for them. You open their awareness of that potential so that they can then capitalize on that themselves.
So you are connected in lots of ways, so use that connection. Use that to open and an opportunity for shifts. You will be connected whether you do it or not, so it is another case of you are connected and not acting is also acting. So choosing to act on that is of value for you and for your student and for the shifts that are happening.
Okay. Now, in this journey be creative. That is a skill that you as a teacher will be exercising. Just consciously even remember, be observant and be creative. Be inventive, so that you are using these energies.
As you do this journey use that creativity to really push your boundaries on the edge of what you think you can experience and where you think you can find energies.
At the level of the light body now you are not really constrained by what ordinary reality tells you that you are constrained by. Time is now possible to be no time for you. We have accomplished that with the light body. All of us have accomplished that.
We have opened that space so that now when we talk about no time very few of you, none of you I would imagine, very few students when we talk about no time have any problem with it. Their mind does not go right away to well, but this happened first. They are able to overcome that paradox.
So just recognize that you have that opportunity with your students as well, that you can use that. That it may be a while before they can get to that place that no time has a quality to them that they can overcome that paradox, but you certainly can, and you can use it to assist them and you in creating shifts for them.
Another opportunity we have not played with much but that you can as a teacher, not necessarily to share with your students, but as a place to gain more insights, is we played a while with fourth spatial dimension to open up some of that energy.
I do not recommend it for an awakening class or your basic class at all. But if you get into some of the more building consciousness classes, if you’re teaching at that level, then occasionally you might want to get them to experiment in that way.
But in an awakening class you as a teacher can begin to notice what might be happening in that fourth spatial dimension. So you’ve got no time, and then you’ve got the opportunity to say oh, what is going on outside of that. It is being brought into, not quite the right word but almost, it is being forced into three dimensions. So what would it be, what would the opening be like if we could let that fourth spatial dimension, if I could see that what would that opening look like.
It often gives you a greater insight. I used it a couple of times today as we were building a couple of the journeys, or building into a couple journeys. And a few of you were finding it difficult to make that finesse, or to hold that finesse once you had made it into that space.
Just watching from the fourth spatial dimension I was able to see that if I shift it just a little bit right at the level of upper light body then the problem went away, the issue went away.
So just play with that, whatever insight comes. Use your guide. They have great experience with making those transitions. So listen to your guide in that regard as well.
Now, as you teach make sure your guide really enjoys the process of teaching, of that opening, because it is a different level than just assisting you. It’s a greater opportunity, but it is also a different sort of energy. So make sure that you are in alignment with that.
Okay, get comfortable for a journey.
Program 04 LB985E_04J DaBen Capitalizing on Shifts Your Students Make for You and Your Students’ Growth
DaBen: Welcome.
Let us look in more depth at first outside the context of teaching, and then in depth in the context of teaching.
When we talk about shifts, what are we really saying? What energies are behind that? Begin to look at shifts that you have recognized in yourself that you have made.
Was it moving into a higher energy? Was it releasing a lower energy? Was it just recognizing that the potential for your consciousness was right then, right now? That the draw of evolving, of following that consciousness was just so strong that it overcame any impediments, that it erased or shifted belief systems, that it re-wrote your entire history, that it re-wrote your entire future? And from the level you are experiencing now, no time, that would not be a particular issue, but you rearrange all of the energy.
So think of a recent shift, a significant shift, one that was big enough for you to notice even at a personality level perhaps. Not a personality problem that was shifted necessarily, not a thought form that shifted necessarily, and it could be, but an insight that you gained, and not at a personality or mental level or thought form level necessarily, but it could be. But a shift in the way you were able to experience the energy.
These are really tricky, because once you have experienced the energy in a new way you almost do not remember that it was ever experienced any other way. So it becomes a bit of a difficult exercise to recall. But perhaps a recent one.
If there weren’t events in a personality level you would not recall who you were before you became more conscious, or conscious enough to anticipate opportunities and anticipate difficulties.
Good. And at the light body level as you find some of these energies notice that there are areas that you can almost experience but not quite. Find some patterns and begin to let those patterns in the light body become more and more intricate.
At some point you will find that there is a limit to your ability to hold the degree of intricacy or the volume or just the sheer activity. You have to compensate or reduce in size, or reduce in natural pace, something so that you can stay with that energy. Those are areas that you have an opportunity to shift at an energy level, and those will shift at other levels as well, but certainly at this light body energy level.
Good. And now, noticing that this can be carried on in a whole variety of ways and opportunities. And we will look at this in some more depth in the field of play course in the next few days. We will call it seeking stimulus.
So right now connect with your guide if you haven’t already at the light body level, and shifting now to your students, perhaps a recent class or a recent opportunity for noticing shifts that your students might be making at the light body level. Let us start there, just at the light body level, whether those shifts be skills that they are learning, or skills that they are gaining mastery of.
Good. And as you notice the feedback from a student or a group of students, if you are noticing a difficulty there go to the gridwork and find a pattern from where they are at to all the ways that you can go from there on the gridwork, and shift your resonance, your no time interaction with your students to go there, where it was easy to go on the gridwork, where the pattern is already established, a pathway is already established.
So that as you hold that space, as you resonate that space, that you are able to open that skill. Not from your own experience necessarily, but from all the experiences available to you on the gridwork. And noticing that shift then, having done that, having been creative, having witnessed the shift creates an opportunity for you to increase your consciousness, for you to acquire the ability to notice how to increase your consciousness, both and more.
So as you notice the shifts from your students, and our example was more a feedback in a real-time sort of setting, let us now assume that you have a class with a student that was having difficulty. The student probably will not remember that they ever had that difficulty, but you might remember.
Notice that now they are not having the difficulty there was a shift. You do not know its nature necessarily, you do not know how it happened in a timeframe, but you recognize that shift, you recognize the nature of that student’s energy.
That is available to you to say, ah, this happened. Not to take credit, not to use it in any left-brain way, but to just recognize that this shift, this opening was there, and you are able now to move into that opening. You are able to become a part of that opening at that level, at that unique breadth of experience.
For as your students create this shift, as they are in this shift, they have a different, unique set of experiences and energies, and ways they use the energies that is unique to them that you do not have easy access to. But by noticing their shift you have access to it. Yon can increase your range, your breadth of being in and experiencing this energy by noticing that shift, by noticing that opportunity.
And even though you may never consciously use that particular way of being in the energies or on the earth plane necessarily, it will be something that you could call on if you chose and it would not require a conscious memory. It only requires that you look at the energies available to you and be inventive and observant.
So take an experience now that you have had with a student, one that was memorable enough either because it was a great opening, one that came earlier than you might have predicted, that was surprising, something that triggered your noticing it in an active way, or finally a breakthrough from a student who was creating difficulty for themselves, hanging on to personality in ways that prevented them from making those shifts that you somehow opened the space for.
Taking one or both of those types and just noticing the shift from that now.
Good. And recognize now as you play in this way that you can engage fully in these energies, finding the energy at a gridwork level, finding it at a light body level, finding an opportunity to open these energies of luminous light, finding an opportunity to translate some of the energy back to even your personality level, so that you have a resource, a variety of ways to be at a personality level even that might not occur to you otherwise. So that you have the opportunity to use that energy.
So let us look now with these two areas as background, with students and individual shifts, let us look at a larger level, at a group level. And we will be very nebulous about group. Let us just make a group a definition of any assemblage of individuals on the earth plane that at that energy share a commonality of skill, of approach to working with the energy, of opportunities for shifting, opportunities for growth.
That could be individuals that you could identify. Probably most of them you will not be able to identify. But individuals that are working on or in that energy. And use that group opportunity then, because one of that group, or several, will initiate a shift, and the shift will ripple through the entire group, a sort of group consciousness that then gets to each individual.
So that you have the opportunity at this level to discover. And you may find that some of your students will form a group, and you can get one to shift and many will shift. You may find that as you work in these inner higher dimensions that your student is part of a bigger group, and those opportunities as we have defined group, and it may be that you could create an opening for one member of the group and have it ripple through the entire group, including to your student.
So be inventive about the ways that you use and approach this energy. You are not limited. You can find these individuals perhaps through the gridwork, or just by following the energy, just by expanding out, by letting no time and letting space be whatever you choose it to be.
Now, being fully engaged, making teaching and capitalizing on the shifts your true field of play where you can be fully engaged, where the outcome is mildly uncertain. You know you will eventually create that opportunity for a shift, and the student will take advantage of it or not, but you will have created that opportunity.
And the challenge is then how to do that, how to create that opening, and you can be engaged fully in the process, and engaged with every student, engaged with past students and future students. So that it becomes a part of your process this engagement, a part of your taking advantage of those shifts in your own life by being engaged.
Good. It seems that we have given enough opportunities for now, that you have these ways of playing and experience this energy to capitalize on it for your growth, your consciousness.
Be inventive. Play with creating your consciousness here. For your students stay with as pure a light body energy as you can transmit or resonate that pure energy.
But as you are being creative in your resonance or transmission, and as you are reviewing your skills afterward or holding the space for your students, be as inventive and creative as you can. For often a lot of the shifts happen not in the formal journeys but at other times as integration happens or as bringing those energies together happens for each student. You need not know the time that that happens. Just recognize that it has happened.
Good. Now, just letting yourself come back to the light body, the light body cocoon, thanking your guide, and then coming back to the time and space of the earth plane.
And with that, we bid you most pleasant journeys for now.
Program 05 LB985E_05T Duane: Talk
Duane: We are going to look at this space, this space we have been playing with, conscious of consciousness, and we are going to look at that in regard to your connection with other people, students in this case. We may explore that more in other contexts in particularly the field of play class. But let us look at it here in regard to students.
Often an opportunity you have in creating a shift for your students is an example of the way they perceive your life working. So begin to notice what spaces you are in, what spaces you are projecting, and so on.
And some of the questions that you may get particularly in basic will be around how to make their life work. That is the beginning of most people’s spiritual growth. And somewhere along that they will have discovered, ah, the light body may solve my problem. That is where most of our spiritual growth began, is a problem. A problem that needed a solution, that life wasn’t very good without it, or something was missing without it, or whatever.
So they are looking for their life working in some way, or at least out of pain or out of discomfort or filling a void that they have discovered. Just recognize that that is a part of growth. That for your students may be the first priority, maybe the only priority that they have related to their spiritual growth.
You have an opportunity there, a potential, to shifting that to include, ah, spiritual growth really produces. Look who this person is, look who my teacher is. So that you have that as an opportunity to get them not only to use the light body to solve this problem that brought them into growth in the first place, but to keep them on that path.
Now, once they become interested in spiritual growth, whether it’s just to solve a problem or not, as you know they cannot quit. You have to continue your growth. You can take long pauses, but the difficulties will build up again. You started a growth process, and you can do it through joy or through struggle. And some of us occasionally still get caught in struggle. It’s just part of the growth process.
We will play in field of play with seeking stimulus to anticipate not only those problems but more importantly the next areas to acquire consciousness in. So that the opportunity is not even to anticipate issues that might happen, those little annoyances that you know someday are going to become intolerable, but to really look at okay, what is next, what do I look at next at a conscious level, where do I seek that stimulus for growth. We will play some with that. So recognizing that this is the path your student is on to take an opportunity to open these spaces up for your students.
Every once in a while, in fact it has happened probably in three or four cases that I know of in the past few weeks, students will come back and pick up a light body course, and we will look at the last time they did a light body course, and it will have been 10 years ago. So they solved their immediate problem, and now they want to resume their growth.
So recognize that students come and go. That it is their choice. You create an opening and opportunity, a constancy of being able to teach if you can, so that they have the opportunity to pick it up again at their timing, at their choice.
So as students come and go as they pick it up or leave it or whatever, for whatever reason. And for many of you the pattern that you’ve had in pursuing your spiritual growth I think out in the world in general is unusual. For many of you, you have been on the spiritual growth path for many, many years, and you have been using the light body as a part of that path for 20-30 years. I think that is unusual. So you should not expect that out of most of your students. That they will come and go in that process.
Okay. Let us look at using this conscious of consciousness space, and us use that now to explore some of this nature of consciousness coming and going.
And I encourage you in using this space that when your students have questions of you that you use the highest space, right now this is probably it, in which you could find an answer. And answer it from a level that they could understand, but the way you answer it being true to the highest energies that you have an experience of.
What is most important in dealing with your students is that you are coming from your experience, that what you are sharing with them is your truth, your experience. That you can recreate the truth of what you are saying experientially for yourself. It is not something you have learned, or something that you believe, but your experience. They will know that. It will ring true to them.
Okay, get comfortable for a journey.
Program 06 LB985E_06J DaBen Exploring Opening from Conscious of Consciousness Space
DaBen: Welcome.
We have enjoyed watching your energy as we have explored student interactions and teacher skills, and all the areas we have covered and opened. And we are hoping that we have given you a way in which to hold energies that may be perhaps new or open opportunities for you to create a shift, or for you to shift.
We encourage you to do what you are encouraging your students to do, to be observant and to be inventive. To be your experience.
And as a part of your experience now there is this space that gives you an opportunity of stability and insight that you have not had before, that we, you included, have opened for all of us.
And that is recognizing that you are conscious. That you are in consciousness, that you are of consciousness, that you are conscious of being consciousness, and you are conscious of the consciousness that you are a part of. You have that space that we have been playing with.
So let us move to that space now with your guide. And moving to the light body or the luminous body at your choice. But moving to that space, an experience of that space, that calmness, that moving out.
And that calmness as you notice more and more detail will stay as calmness, but it will be now a very dynamic and active calmness.
So from this space now look at the opportunities that you have explored with teaching, with students, or that perhaps you wish to explore with students. Opportunities for you, for your growth, for your consciousness in this space, from this space.
Notice that it is a part of this space that your experience fits here. You are not expecting nor will you find big shifts or changes at this level. But you will find something even more valuable. You will find a way to hold your consciousness, your presence on the earth plane, your presence as a teacher, your presence and responsibility of opening opportunities for students, the clarity, the recognition of opportunity.
The operating from this level, the choosing opportunities from this level, not from a personality, an opportunity that your guide can assist you in translating to personality, or that it will just come naturally to you from this level, just the right words at just the right time.
Letting your students have every opportunity to grow and discover on their own with only the slightest hints from you in the beginning, for them discovering solutions, consciousness, shifts for themselves is the most powerful way in which to grow. Even though you know, and they probably know, that the opportunity was created by an opening that you were a part of.
Celebrate those shifts from this level, from this level of constancy, from conscious of being, of conscious of consciousness. And that shift becomes a part of a larger consciousness on the earth plane, and to recognize that that consciousness is not lost.
Every shift becomes a part of earth plane consciousness, a part of consciousness in general, must be incorporated in this energy of which you will be a part. As you capitalize on their shifts, on your students’ shifts, it makes it even more a part of that general consciousness, makes the opportunity for earth plane to expand.
And recognizing these opportunities, in some ways cherishing the potential that you see all about you, that you have an opportunity to let that potential become manifest, to become realized consciousness.
As you play in this way, as you experience this energy, as you spend time in this energy, we know that you will become more and more magnetic to students, just the right students for you. It becomes a process of creating a shift, becomes a process of opening.
And as you play in this way look for those opportunities for you to bring about a shift for you as an individual, as a teacher. That you as an individual can become inseparable from you as a teacher. Or if you are drawn to teaching the light body you are already creating and enjoying creating shifts for those about you, or at least the opportunity for shifts, more accurately.
Good. Now, just returning to as clear an experience of this space, conscious of consciousness, being conscious, and experience this as fully as you can, as fully absorbed in your experience as you can.
Good. Now, just letting that go, being your experience, coming back to the light body, thanking your guide. Knowing that you will discover what is next for you in whatever way you choose to experience your growth, through teaching, through other activities, through combinations of activities, through teaching the light body, through a whole possibility of ways to experience, to reach a stimulus for your growth, and to realize that, to be a part of that consciousness.
Good. And now just letting that go, slowly and smoothly coming back to the time and space of the earth plane.
And with that, we wish you all of the best opportunities for growth and shifts and opening as you come back to the time and space of the earth plane. And with that, we bid you most pleasant journeys for now.