Stalking the Average Man HTML version

-Crashing cymbals would make me take them seriously from day one, | I insisted.
Feigning fatigue, Bonnie sighed and said, -They don‘t make anyone do anything. Mind
you, | she softened her tone, -depending on the agreement they have with a potential student, the
Universe might make their presence known in an undeniable way. As I said, the ramifications of
that are further reaching than you can begin to imagine; you're far better off uncovering their
benevolent teaching presence in your life before anything else happens. |
-Else?" |
Like a surgeon removing a splinter from my cornea—absorbed by something connected to
me but as if I weren't there—Bonnie said, -I've spent the morning telling you what I learned
about the nature of reality to help you realize how and where the Universe may have helped you,
even though you know they have. Come on. | She stood up and brushed the back of her jeans.
-Your words may deny the source of the help you received, but your actions say you've accepted
an inexplicable source of guidance as not only functional in your life , but necessary to your
survival. You fight that knowledge because you fear it, and your only recourse is to challenge it
through me, by thinking I‘m a victim of groundless faith. |
It took me a moment to catch up mentally. Still sitting, I said, -What about me tells you
that? |
-Why else would you have acted on your awareness of impending danger when there was
none apparent to others? By your own admission, you're not a strategic thinker. |
-I trusted my senses in those situations. |
-If that‘s true, why is learning the source of your senses at issue now? |
-Maybe flying out of my body would change that. |
-Be careful what you ask for. |
-After my flight. | I stood up, and together we started walking.
-Queasy feelings in tricky situations are normal for most people, and there's nothing
mysterious about the average soldier being a piss-poor shot. It also makes more sense that an
experienced non-combatant would survive than it does to make magic out of falling down
stairs. |
-In which case, a student would want to know why an otherwise intelligent teacher would
make a claim she apparently can‘t support. |
-That crossed my mind. |
-The teacher would speak about unusual events in their own lives, to awaken memories of
similar experiences their student has had but forgotten, because the student had no reference
point from which to assess the source or value of the experience. It wouldn‘t resolve anything
right away, but it would be the proper time to lay the foundation for a student‘s epiphany. |
-Why wouldn‘t it resolve anything? |
-The student would think the teacher is trying to secure their self-image in the student‘s
eyes, because that's what students are doing when they tell their intimate tales and reveal
vulnerabilities. They are competing instead of comparing, so the underlying point is obscured. |
-Competing for what? |
-For power and control. In our case, getting me into the sack has been your prize since you
first saw me, more-so now because it represents a conquest over threatening ideas. Ironically, all
of the progress you‘ve made would be lost if you won that competition. |
-Just get into bed—after all of the time I've spent trying to pry a story line from you? |
-Your prying has always been aimed at undermining my views. |
-Arguing is a method of investigation. Do I have to agree with a premise to write about it? |