Another way to look at this concept is as somewhat like a 'virtual-reality' video game, except one built entirely on the laws of physics and the resulting infinite number of potential 4D universes (branes) comprising the universal QWF (Quantum Wave Function). 5D consciousnesses can project a small slice of themselves into a 4-dimensional avatar, for the purpose of 'learning', in a way that would be impossible for them in their 5D universe. Depending on the physical, mental, societal, political circumstances your 'ticket' drops you into, you may play an equivalent of Pong, the Sims, Grand Theft Auto or Guitar Hero, etc.; i.e., healthy, affluent, white American is Pong on low difficulty levels or first grade. AIDs-ridden Biafran orphan is a graduate class or a high-level of Age of Empires.
No Further Assembly Required
A related thought to this analogy, the technology of creating universes filled with likely billions or trillions of different potential avatars/school uniforms (intelligent life forms), does not require some new creationist-like, micro-design capability. We know from observation that if you can begin a white-hole event (big bang) with the right initial conditions and the right physical-constant values, a 4D universe with suns, and galaxies and planets and myriad intelligent life forms will evolve.
If Wheeler's "It from Bit" is correct, it is even technically easier to imagine. Our 5D consciousness simply "reads" the mathematical solutions of the "Cosmic QWF" and experiences one potential track on one specific Brane. The reason we all experience the same universe/Brane is because some version of string theory must be embedded in the QWF math for the conditions we experience to exist in the "model". Because this potential universe/Brane is composed of fermionic matter (hence comprised of open strings) we are all "stuck on" (experiencing) the same universe/Brane.
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Maintaining the 'created' school program and the school grounds (our universe) could require various functions. In this school, there may need to be teachers monitoring individual students/slices' progress. In our 4D universe, these 'teachers' might be perceived as supernatural apparitions; eg., angels, spirit guides, etc. Further, there could be some form of visiting lecturers or coaches working hands on in the school with groups of students, and modifying the curriculum as needed; we may have named some of these 'lecturers' Jesus, Buddha, etc. Maybe there are alumni groups, meeting at the end of the tunnel of light, which have been heard from, in occasional phone calls, through certain students with smuggled psychic-cell phones in their rooms. And, of course, there would need to be janitors tending the shrubbery, washing the bathrooms and maintaining the genetic viability of the 4D "school uniforms"/consciousnesses (us). I tend to suspect that these 'janitors' are the greys and maybe all beings associated with the UFO phenomenon. This context makes The Watchers (and others') view re co-evolved/been here forever with us seem more reasonable to me.
Love thy Neighbor is thy Self
What our 5D higher selves (players/students) are intended to learn certainly appears to include loving one another, while perched upon the hindbrain of a reptile (perhaps like wearing ankle and wrist weights increases strength development, by increasing resistance and degree of difficulty or the very nature of a higher-dimensional, time-free existence may make the experience of individual consciousness and love of another impossible). This seems to be a prime directive of all major religions in one way or another.
In the original book Flatland, the 3D (plus time) character tries to convince the 2D (plus time) protagonist (A Square) that a 3rd spacial dimension exists, by describing what is inside the square, a feat impossible in 2 dimensions. Analogously, in 5D, perhaps it is impossible to see each other as separate entities from ourselves, making "love" a meaningless term equivalent to how I feel about my own elbow or trying to love my right cerebral hemisphere with my left.
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