understand the evolutionary intricacies of personal development, while
Lynn V. Andrews and Carlos Castaneda‘s books made this knowledge
physically and personally relevant from the male and female perspectives,
within their cultural interpretations.
"What subjects do you teach?" Meaghan asked.
"My fondness is for the arts of living," Kha- lib replied.
"What has that got to do with us?" Gerri said.
"It is said that the teacher arrives when the student is ready. Implied,
is that the meeting furthers a purpose of which the student is unaware,
because foreknowledge of the encounter would taint the preparation
period in which willingness must meet its demise. Is it possible that you
are ready?"
"Hold on," Rachel said. After a less than inconspicuous glance
toward her friend, she said, "Students live for a purpose that can‘t be
achieved if they know what it is, because they wouldn‘t want to do it?"
"Knowledge of one‘s quest would affect how they engaged
challenges that are purposefully designed to be encountered from a
particular point of view. Therefore such knowledge is counterproductive."
"Blindsiding them isn‘t?" Elani said, with a sardonic chuckle.
"You cannot be blindsided if you are facing the proper direction."
"We‘re paying attention to the wrong things?" Gerri said.
"Hang on." Pulling back one finger after another, Meaghan played
catch-up. "If we knew what we were supposed to do, we wouldn‘t do it
right, because doing it wrong shows us how to do it right?"
"Teacher‘s of The Way To Live know this is a student‘s predicament
by design, because changing fundamental views is a threat to the core of
their being. For this reason, teachers arrive in disguise to probe their
student‘s personalities, before formal lessons begin."
"Probe for what?" Elani said.
"To learn which core illusions they must deal with, and to what
degree they need attention, in order to bring all aspects of the personality
along at a similar pace. The teachings are so difficult that without a
balanced approach the student has less opportunity to succeed than would
otherwise be the case." Apparently addressing a common thought, he said,
"All apprentices must have doubts, otherwise their preparatory
indoctrination has not been effective; it is one of the first issues addressed
by a teacher."
"That qualifies us," Josh quipped.
"We‘re apprentices?" Meaghan said with anticipatory delight.
"Then why don‘t you deal with us like you do Bonnie?" Rachel said
before Kha-lib could respond, meaning one on one.
