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Posts Tagged ‘funny’

Early Childhood Progress Report

Posted by Amanda Gray on August 9, 2014

Alright… movin’ on…

Here I am, in this paradise city they call Vancouver, British Columbia, surrounded by massive luscious gorgeousness of every kind; a boundless shining city offering more opportunity than I dare fathom with my pretty little head.  And in this new cornucopia of plenty, I’m conducting a serious reassessment (sigh… again???) about who I am, and whittling down what I really want to do with the narrowing years of my life.  I’m carefully weeding out extraneous self concepts and interests where my motivation is limited, or where the realities become severely diminished at my age.  For example: I’m not going to be a Rock Star.  I can’t even play an instrument.  I tried.  I’m terrible.  Please, give it up, Amanda… your time is OVER… please, just… STOP.  And, as much as my intentions have been earnest to relearn some computer programming, after applying myself to a course of study on two separate occasions, and both times experiencing my interest completely vanish shortly along, I have to concede that this activity doesn’t float my boat as much as I might wish it did.  Curses!  Foiled again!

It’s quickly becoming a precarious position, as I attempt to reconcile myself with the genuine motivations of my heart, and yet, secure an actual paying position.  I’ve always been interested in many things.  I’ve amassed a vast wealth of experience in applying myself to many functions and roles.  And, because I’m smart and resourceful, I’m capable of doing exceedingly well at these many things too.  But I’ve been like a canon that fires balls in all directions.  It’s really not the most useful contraption!  And employers don’t like it, because they can’t easily classify me into a tiny, miniscule, microscopic box.  So, I have to learn to fire my canon in ONE direction.   There’s some job ads I look at and think, “Yeah, I could do that, and I’d probably enjoy it too,” and I apply.  No problem.  And there’s other job ads, things I could definitely do, but, my heart recoils into the bitter cage of my chest, and I feel like I’d rather kill myself than apply!  Crap!  I mean, I NEED A JOB!!!  This is getting REAL here, people!!  I can’t continue to be this picky… can I????  Not for long, as my financial condition is fast transforming into a stuttering, stumbling, black-blooded zombie – no pulse, no life, no hope!  ACK, BLECK, &%%$** slobber **&*%^^%$, GLOOT!!!

This morning I came across some report cards from my early childhood.  Hmmm…  what did others say about my young, most natural, being?  Might they reveal some clues as to my most dear personal leanings?  I’ve transcribed the reports completely, for posterity, but I’ll highlight the most positive points in red.  Also, note that I was called ‘Ann’ back then.

Edmonton Public Schools

Early Childhood Progress Report

School – Delton

Grade – 01

Principal – G. E. Eliasson

Teacher – Miss J. Hawkins

First Report Date – Nov 20, 1975 Second Report Date – March 12, 1976 Third Report Date – June 23, 1976
Social and Emotional Development: Ann is a cooperative and capable student.  She behaves responsibly towards school rules and gets along well with others.  Ann puts forth a commendable effort on all her projects.  [Yes, of course.  I still do.  Potential employers: please read.] Social and Emotional Development: Ann continues to show persistence in her work habits.  She participates actively and has made commendable progress.  Ann is developing good work habits. [Potential employers: please read.] Social and Emotional Development:  Ann has been a capable and cooperative student.  She has put forth her best effort throughout the year.  Ann has been an asset to our class.  Good luck to her in her grade two year.
Language Arts – Listening, Speaking, Reading, Writing:  Ann is developing good speaking and listening skills.  She has made very good progress in the reading program.  Her printing is neatly done. Language Arts – Listening, Speaking, Reading, Writing:  Ann enjoys reading.  She has learned her sounds and basic vocabulary well.  Her oral reading could be more fluent.  Ann continues to work carefully on her written projects. Language Arts – Listening, Speaking, Reading, Writing:  Ann has made commendable progress in word attack skills and reading comprehension.  Her oral reading has good expression.  She can use her spelling vocabulary to compose simple stories.  [Expression… yup.  Still true.]
Mathematics:  Ann is learning the numbers to thirty.  She is developing a good problem solving ability.  [All the better to computer program with, my dear!] Mathematics: Ann knows her numbers to 100.  She is learning her basic facts to 8.  We are now practicing the counting of money.  [Yay – money!] Mathematics:  Ann works quickly and accurately with numbers.  She has had no difficulties in the grade one arithmetic program.
Social Studies – Science – Health:  Ann is a very good participant in group activities.  [Collaboration is important to me.] Social Studies – Science – Health:  Ann shows much initiative in her independent projects.  She enjoys group work but could show more maturity when working with others.  [Note that I was an only child.] Social Studies – Science – Health:  [Blank]
Physical Education:  Ann participates willingly.  She is a good sport during these activities. Physical Education:  Satisfactory participation. Physical Education:   Satisfactory progress.
Art – Drama – Music:  Ann has made very good progress.  She enjoys these subjects and puts forth her best work.  [Naturally.] Art – Drama – Music:  Satisfactory work. Art – Drama – Music:  Satisfactory progress.

 

Edmonton Public Schools

Early Childhood Progress Report

School – Delton Elementary

Grade – 02

Principal – G. E. Eliasson

Teacher – Mrs. M. Kaastrup  [I called her Mrs. Ketchup!]

First Report Date – November 26, 1976 Second Report Date – March 11, 1977 Third Report Date – June 30, 1977
Social and Emotional Development: Ann is becoming much more responsive to reason while still maintaining that great sense of individualism she possesses.  She has proven herself capable of producing very neat and presentable work when she so chooses.  Although, Ann accepts the responsibility for completing her assignments, she should concentrate on using her free time more constructively and minimizing the tendency to socialize.  [Haha!  Nothing ever changes!] Social and Emotional Development: Ann’s vivacious and enthusiastic disposition are most refreshing.  She possesses the courage to speak her mind.  Ann is very pleased with her increased effort to respect the rules of the classroom more conscientiously in the past few weeks. Social and Emotional Development:  Lately Ann has taken considerable more pride in the appearance of her work.  She has also displayed better judgement as to which projects should have priority at a given time.  Her greater willingness to co-operate has been much appreciated, not to mention her vitality.
Language Arts – Listening, Speaking, Reading, Writing:  Ann is developing an effective speaking vocabulary.  She shows determination in reading a library book.  Her recall of sounds is acceptable but when attacking a word she is not always as conscious of the letters involved causing her to say ‘was’ for ‘has’, or ‘his’ for ‘this’, or ‘cops’ for ‘cop’.  Ann could improve the accuracy of her comprehension by attending to details. Language Arts – Listening, Speaking, Reading, Writing:  Ann takes great pleasure in reading expressively.  She has made great strides in distinguishing the long and short vowel sounds.  As well she has become much more accurate in word attack and less inclined to confuse words similar in structure (example – went for want).  Her comprehension skills and ability to follow written directions are maturing very acceptably.  Ann is capable of producing printing of a fine quality when she chooses to exert the effort; however frequently she does not take enough care with slant. Language Arts – Listening, Speaking, Reading, Writing:  Since the beginning of the term Ann has made a marked improvement in her accuracy in word attack through the development of very respectable decoding skills as well as greater concentration.  Her ability to make inferences and read critically are up to par.  She can capably interpret literal meaning.  Ann’s effective use expression makes her oral reading pleasant to listen to.  As of late, Ann has improved her printing considerably.  She delights in new words. [YES!]
Mathematics:  Ann capably handles ordering series of numbers, supplying numbers missing in a sequence & counting by fives & tens to 100.  Her rate of recall for addition facts to 10 is acceptable. Mathematics:  Ann has mastered the properties of addition and subtraction studied, the concepts covered in hundreds, tens and ones, as well as the types of problems she has encountered.  She can readily tell time on the hour and the half.  Ann could make an effort to increase her rate of recall for addition facts to 18 (example 5+8=13, 7+9=16 etc.) Mathematics:  Ann has a sound grasp of the concepts covered in grade two mathematics.  Encourage Ann to form the habit of starting in the ones column when adding or subtracting 2 or 3 digit numbers as this will be essential for success in grade three when she will be confronted with ‘borrowing’ and ‘carrying’.  Her accuracy of recall for facts to 18 is good, but she should strive to increase her rate. [I still, most naturally, add & subtract backwards.  And, yes, in grade three I was completely lambasted in math!]
Social Studies – Science – Health:  Ann has developed an acceptable understanding of the concepts of change that result in various forms of life with the advance of fall.  Although she was active in the related projects, her enthusiasm for becoming involved in discussions tended to fluctuate from day to day.  Science: Ann participates well in class activities.  She does, however, find it difficult to remember the task at hand.  She has an excellent knowledge of living/not living, symmetry, names of shapes, measurement and negative numbers. Social Studies – Science – Health:  Ann has done excellent work in our units on information, magnets and balance scales.  She did good work with our weather, volume, measurement, color change and graph units.  In Social Studies Ann has been studying People and Their Feelings. [I imagine I enjoyed that.] As well she has had the opportunity to gain greater experience in co-operating as a group member, still thinking for herself, but at the same time, respecting other people’s opinions. Social Studies – Science – Health:  Ann showed great enthusiasm in our units on shadows, angles, time and area.  She has a good knowledge of those concepts.  Ann gained some experience in written and oral reporting in connection with the unit on Fables.  She enjoyed writing book reports on fables she had studied on her own.  Ann could have accepted more responsibility for bringing in material on the Supermarkets so that she could have participated more effectively in the unit.
Physical Education:  Ann enjoys participating in phys ed.  She has been active in solving tasks in gymnastics as well as refining her skill in handling balls. Physical Education:  Ann has developed reasonably good control in dribbling balls. She has applied herself diligently in solving tasks in gymnastics and obviously has much increased body awareness as is evidenced in the various combination of body parts she uses in travelling and balancing.  Ann should make an effort to develop more sportsmanship with regard to who her partner is. Physical Education:  Ann delighted in communicating ideas through body movements.  [Oh, yes, always love expressing IDEAS!]  She developed considerable skill in the paddle bat activities.  As well Ann has been involved in track and field events.
Art – Drama – Music:  Ann displays a tendency to overlap colors both while painting and crayoning which in many cases makes her work more realistic.  As well she enjoys experimenting with the development of various textural effects in both mediums.  [I still LOVE color and texture!!] Art – Drama – Music: Ann is in her element when she can be involved in art projects.  She is beginning to depict more detail in her work and to use facial features to convey emotion.  In modelling Ann showed an awareness of the great textural possibilities.  In drama, Ann is most expressive and a natural at providing appropriate dialogue.  Music – Ann appears to enjoy music.  She is progressing very well. Art – Drama – Music:  Ann continues to plan her work ever more consciously utilizing more realistic proportions, and introducing more than one baseline where she deems necessary.  Music – Excellent.

 

SUMMARY:

Hasn’t it been said that we learn everything we need to by Grade 2?  Or something like that?  I wonder if this would get me a job if I transcribed these reports word-for-word on my resume?  LOL!

It’s no surprise that I had lots of interest in reading, speaking, art, drama and music.  I enjoyed being independent, studying on my own, and communicating ideas.  I enjoyed working with color, shading and texture.  These qualities are all still applicable for me.  So, it must be true that people rarely change much over a lifetime.  I thought I did, but perhaps I’ve just become more conscious of traits that have always been.

There’s a couple more reports that are relevant to this discussion.  These are from my teenage acting classes:

 

The Citadel Theatre Drama Classes

Final Report

Age Group: 13 – 14 Beginners

General Remarks: An outgoing and exuberant girl.  A natural ‘clown’ but must learn to discipline herself and concentrate.

Attitude: Good – very interested – as she gets older she will I think understand what I have tried to tell her all the season – the importance of discipline in the art.

Ability: A natural performer – if interested enough will develop well.

Recommendation: Advanced class next season.

 

Citadel Theatre School Student Evaluation

Class/Level: 2B

Voice:  You have the ability to achieve great heights Amanda.  Very insightful and moving work was accomplished.  I am so sorry you have decided to side-step an acting career, I know you’d be successful.

Improvisation: A good talent. Watch the trap of being caught impressing the class – work for yourself – develop knowledge and understanding.  Term 1 was unfocused and more work in term 2 would have allowed greater benefits.  Keep up the journey!

Movement:  You actually made some remarkable progress in movement, Amanda!  You move well when you allow yourself to do so, because you seem to have convinced yourself that you can’t do it!!  That makes you undermine your own work with lack of focus & concentration – but you DO have the ability!!  Hope you use it in the future.

 

SUMMARY:

A natural CLOWN – haha – no JOKE!!  It’s true – but humour can also be used as a defense, or to ‘people please’ (impressing the class) – so I have to be conscious when it’s going that way.  It’s also interesting to note that while my participation in phys ed was completely normal in Grades 1 and 2, I installed a block about it by my teen years.  And you’d think that all that good work with balls and dribbling in Grade 2 would have made it easier to learn to juggle – but it didn’t!  So… boo… whatever.

Today, I was considering applying for Cirque du Soleil (they’re auditioning in town soon), but because their shows are so physical, I don’t consider it a realistic path.  As much as I’m happy to stretch myself into more physical expression as much as I can, and while I’m generally relaxed with facial and upper body movement… I’m not likely to roll on the floor, do somersaults, go to an aerobics class, or shovel gravel anytime soon.  And that’s just how it is.  I think I’m more interested in expressing myself with words and ideas.  Or with color and texture!  🙂

I have a fondness for thinking of myself as an ‘actor’.  This is a self concept I’m pretty attached to.  Yet, several times in my life, apparently including my Citadel 2B class, I decided to ‘side-step’ an acting career.  As much as it calls me, it also seems to repel me.  My recent 12 year gap from acting has impacted greatly.  Even while I dip my toes in the possibility by doing some background film work, overall,  it’s not coming easily or naturally.  Ultimately, I feel like I lost my best chance, and now I’m too old and fat, and it’s too late.  And now I’m afraid in ways I never was before.  Like when I do improv – I’m good, and relaxed, and I’m in it — and then, suddenly, a wall comes down in my mind and I get totally shy!  I’m letting go of the limited idea that the only work I’ll be happy with is ‘acting’.  I could happily communicate in many occupations.  In fact, everything I do in this world can accurately be called acting.  We all take on various roles in our lives: parent, teacher, mother, child, etc.  Grocery store clerk, blackjack dealer, blogger, data manager, etc.  And I’m pretty sure my ego is simply attracted to the role of ‘actor’ as a method of ‘specialness’.  Fame as a method of world domination – lol – no, but of being ‘loved’.  It’s the ‘seek but do not find’ routine.  And, this, I have to weed out.

EDITED:  Yet, here’s where I’m most deeply conflicted.  It feels like this is the very thing my heart most wants.  ARGGGGGG!  Again, when I go back to my earliest childhood, I pretended at characters all the time.  Coloring, Barbie’s, and acting out characters.  So what if everyone on the planet wants to be an actor too.  So what if my ego has come in and bastardized an entirely natural drive.  So what if it’s so obviously an attempt at making a body ‘special’.  But I CAN’T STOP MYSELF!!!!  No matter how much I try to surrender the desire, it comes back.  And here’s something I learned about desires that won’t go away – sometimes you just have to LIVE THEM OUT.  Allow them to EXPRESS.  The only way out is THROUGH.

So… maybe I can’t get a job.  Maybe I can just do what I want.  *BOINK*  *blink*  *blink*  I tried doing some of the audition they want for Cirque du Soleil in my mirror last night… and it surprised me.  And inspired me.  Hmmmm….

A few days ago, I was watching Jerry Seinfeld in Comedians in Cars Getting Coffee.  He was interviewing Jon Stewart and he asked, “Do you think actors can play comedians?”  The both agreed that they couldn’t.  And I see their point.  There’s people who can be funny (like me, once in a while, usually by accident) and then there’s FUN-NY PEO-PLE.  They’re a particular breed.  They think in an entirely particular way.  And if you’re not on that level, well, you’re not.  So that’s another one of those things I’m weeding out – I’m, clearly, not going to be a comedian.  Or a clown.  For real – it’s an unnatural stretch.  I’m glad I took the clown class, and there’s lots that I’ll be keeping forefront in my mind (like playing!), but clowning’s not going to be my whole thing.  I always get excited about stuff at the beginning, like it’s finally the thing that’ll save my life, finally DEFINE WHAT I AM, but then it never does.  I have to quit looking for that.  It’s not going to happen.

So, OK.  Weeding out and weeding out.  Eventually, I’ll have a direction to aim my cannon.  Then, look out!

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Reversing Effect & Cause – INTERACTIVE Video

Posted by Amanda Gray on March 22, 2013

Here’s my latest video creation – an INTERACTIVE video.  YOU choose how you want the story to go!

I began with an interest in exploring cause and effect ideas from A Course in Miracles.  It was, simply, the topic that was showing up with the inspiration for a film.  I also wanted the project to be light, fun and easy to video.  The interactive aspect arose because I’ve always loved old school text adventure games, like Zork, and  the next generation graphic interface games, such as Myst.  For EVER, I’ve wanted to create something along those lines.

In my last post, I said that the project encompassed more sides of my abilities than I ever thought possible.   The plot, acting, filming, editing… sure… but then, as the simple 4 part story expanded to 22 parts (ACK!), I referred to my past programming experience to flow chart the scenes.  It’s been a long time since I put on my programmers thinking cap!  But it was SO MUCH FUN!  I forgot how much I love solving logic problems!

I don’t claim to have ‘figured out’ the ACIM passages I contemplated for the film.  I looked long and hard at:

  • Chapter 2: The Separation and the Atonement, VII. Cause and Effect, and
  • Chapter 28: the Undoing of Fear, II. Reversing Effect and Cause

I got a few extra tips from David Hoffmeister and Adyashanti along the way too.  (I love how the dream witnesses to whatever’s bouncing around in consciousness.  It was apropos for the project, that’s for sure!)

As far as I can understand the theory:  the ego view is that there’s something that happens out in the world that’s interpreted as a ’cause’, and then a correlating reaction – emotions, thoughts, etc. –  that would be the ‘effect’.  Reversing the ego viewpoint for the Holy Spirit view would recognize the ’cause’ as the MIND (fear thoughts or love thoughts) and the ‘effect’ as the witness (to fear or love) that’s projected out to the world.   So this is the understanding I worked with in the film.

The Course also says:

Actually, ‘Cause’ is a term properly belonging to God, and His ‘Effect’ is His Son. 

This is, currently, outside of my experience.  I include this quote in the film, because it’s such a clear, absolute statement, and somewhat startling to the ego, but I doubt one could develop much of a story around it.   That, or it would be a very different film from the one I made.  Haha!

So, here it is!  Click the link below, watch, click your choices in each section, and enjoy the journey!  (And keep an eye out for the hidden Easter egg too!)

Oh, one other thing – you can’t use the links from your tablet or phone – they only work on your PC or laptop. Sorry!

http://youtu.be/bHJe0IXS9Yw

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A Night at the Improv

Posted by Amanda Gray on June 8, 2011

Act I

I’ve been on retreat as much as possible this week. On Monday, June 6, I experienced a lot of generalized anxiety throughout the day, although it abated in meditation. As I got into bed that night, I addressed the anxiety. I asked it:

What are you afraid of?

It answered:

I’m afraid of myself.

Hmmm… that didn’t make any sense to me. Perhaps I heard wrong, or asked the wrong question. I tried asking different questions, but I was only getting confused, so I gave up and went to sleep. Around two in the morning, I woke suddenly with the thought:

…because I did it to myself.

Then I understood (speaking as the fear/ego):

I’m afraid of myself because I did this to myself – but I don’t know how I did it and I don’t know how to stop doing it.

I got up, wrote in my diary for a while, and went back to bed.

Act II

In the morning, I woke from a significant dream:

  1. It’s afternoon, and I’m visiting the Varscona Theatre in Edmonton, Alberta. I meet The Improviser Guy and we chat for a bit. Suddenly, he has a big idea and asks if he could use me in his improv skit that evening. I agree. He says that we need a third person, and runs off. He returns shortly with another talented actor, I’ll call him ‘George’, who asks me why we chose him to work with. I tell him enthusiastically, “You were hand picked, baby!”
  2. It’s evening and the actors are gathering at the theatre for the Improv show. I meet The Improv Guy downstairs and sit next to him at a long table. I whisper something in his ear. His wife suddenly comes around the corner. She lunges in, sits down almost on top of me, and asks jealously, “Do you even know who his two favourite teachers from school were?” I genuinely want to assure her that I have no designs, whatsoever, on her husband. I reply, “No, I have no idea. Really, I never listened to a word he said when we went out.” The Improv Guy is completely unconcerned with the interaction between his wife and I.
  3. It’s time for the show, and the actors line up backstage in order of their skits. I stand anxiously with The Improv Guy. It’s been a long time since I’ve done any improv and I’m not sure I’ll be able to do it. I ask The Improv Guy how he wants to start. He says, “Just go onstage and walk around. Walk like you’ve been walking forever. Then I’ll come out.”
  4. There’s a family of guinea pigs backstage. They’re more like guinea ‘teddy bears’. The mom is taking care of her babies, licking them. I pet the mom guinea.

Interpretation:

  1. I’m at the improv. This means that I’m surrendering the idea that I should have some sort of script for my waking life and I’m willing to get involved in the moment-to-moment ‘improvisation’ of the journey again. ‘George’ is someone I did improv with, once upon a time. I had difficulty working with him, and I found myself regularly blocking his suggestions onstage. It was this experience, partially, at least, that led to a loss of confidence in my improv abilities. Ohhh… wait, I remember now… I was also angry with this guy for making me uncomfortable to attend the improv as an audience member. I haven’t attended a Theatre sports show since. So, it’s a forgiveness issue, and that’s why he was ‘hand picked’ for the ‘dream team’. (Sigh… letting that go now.)
  2. I understand that The Improv Guy character represents the ‘Holy Spirit’. The ‘me’ character in the dream is willing to work with him, so it means I’m interested and willing to work with the HS in my waking life. I understand that the wife character represents my ‘Shadow’ or ‘ego’ side. The ‘me’ character doesn’t have any meaningful relationship to the wife, so it indicates that, while I’m not preoccupied with the shadow-ego of my consciousness, I’m still sensitive to its various difficulties. The attitude shown here is one of compassion. In my experience, a dream shadow is usually annoying to the dream ‘me’ character, so it’s curious that this wasn’t the case in this dream. The shadow-wife thinks she loves the HS-husband, but really, she just wants to own and control him. She’s totally terrified of losing him and she immediately jumps to conclusions and projects guilt. It’s my understanding that a dream shadow character generally shows up to indicate aspects of self that have been repressed. So, I gather that there’s a desire to possess the HS and use it for selfish/narcissistic ends – or fears that it could happen. The dream puts the shadow-ego and the HS in a married relationship, which indicates a move in consciousness toward whole being. (The wife asks about ‘teachers’, but I’m not getting any specific understanding about that bit.)
  3. So, here’s the ‘me’, about to go onstage with The Improv Guy-Holy Spirit. I’m completely willing to go forward, even though he’s giving me very little guidance, I’m facing the complete unknown, and I’m worried that I’m not as capable as he thinks I am. I’m willing to face my fear and do it anyway! Gung HO! I’m also willing to play the ‘straight’ role, allowing the HS to swoop in, land all the punch lines, and get all the glory (indeed, as it should be). I’m told to ‘walk like I’ve been walking forever’. Well, that pretty much sums up most of my existence to this point, now, doesn’t it? Ha ha. Funny guy.
  4. About that guinea family… well, it was later discovered to be prophetic. During my day, I visited a pet store and, completely unexpectedly, got to pet some guinea pigs (one that was the exact colour of the one in the dream – reddish-brown) as well as petting a mom cat and her brand new litter of kittens. Awe! (Dreams have a tendency to moosh things together in weird ways.) But, see, that’s the thing with prophetic dreams, at least the ones I have – I don’t know they’re prophetic until the event plays out, and it’s usually rather meaningless anyway. So what’s the point of them? Hmmm… perhaps that’s a good question to pose to spirit.

So that’s an example of the way in which dreams can provide information into the development of conscious awareness. I didn’t make any effort to remember the dream, or to analyze it intellectually, I simply asked the HS to show the meaning to me. I sincerely love the truth and anytime I’m allowed to glimpse it, in whatever way, I’m extremely grateful and happy.

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The Riddle of the Chicken and the Road – Part 1

Posted by Amanda Gray on May 18, 2011

I’m sure that most people have heard this riddle, often asked by a child:

Why did the chicken cross the road?

I might, at first, take the question literally, and answer with the first thoughts in my mind:

  • Because there was food over there. 
  • Because it was going to get hit by a truck.

If I know it’s a riddle, and that the answer is often obscure, perhaps I’ll stretch my mind a little farther:

  • To go bock, bock, bock in time.
  • To get away from the Disco Duck.

But by then, I’m tired of the mental exercise.  I give up, and ask my young friend to reveal the answer:

To get to the other side.

The obvious.  Boo.  How disappointing.  I could’ve come up with that.  Ha ha ha, so funny… NOT.  The child, on the other hand, is delighted, and goes off to find more inane questions with which to bother people.

Rarely does anyone look more deeply into this riddle.  Don’t be deceived by the elegant simplicity of the ‘question’ or the obviousness of its ‘answer’.  It’s a riddle with two parts, and they are inseparable.  The riddle, as a whole, is asking to be completely seen:

Why did the chicken cross the road?  To get to the other side.  

Dismiss it as a silly joke, or, hold it, lightly, in the mind.  Percolate upon it, and perhaps it will reveal a truth at the heart of human experience.

Give up?  At a later date, I’ll post Part 2, and discuss the solution as it was revealed to me.

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