 All the things about the hypnotic, the right to vote, and all the different things. And it's interesting, the ego, it's pure for it, it's to compensate and go the other way. And develop pride in your particular separate sense. Identity is if you can compensate and overcome the victimhood. But again, something that came good on the Holocaust, at least I think so, Dr. Frankel and how he saw that regardless of what people did to him and did to his body, they couldn't touch his mind. And he could maintain whatever he chose and he could choose his response regardless of what came on or added from the screen. And that's quite inspiring. And that's some of the stuff that leads you to see that there are other people that understand what this stuff's about. We do. We apply it. We apply it. This perception of the universe as God created it, it would be impossible to think of him as loving. Who has decreed that all things pass away, ending in dust, disappointment, and despair, can but be feared? He holds your little life in his hand but by a thread, ready to break it off without regret or care, perhaps today or if he waits, but yet is the ending certain. Who loves such a God that is not of love because he has denied that life is real? Death has become life's symbol. His world is now a battleground for contradiction reigns and purposes make endless war. Where there is death is peace impossible. It almost sounds funny when you read that language then again. The thing that people say, you know, God's not ready for me yet or God will take me when it's my time or that those are just said so casually is the way it is. Life is part of death and that's the thing I've been hearing a lot. Life is just part of death and that's the part of life is the natural way of nature. You can't get out of life alive. So here's this thing that's guaranteed in the world's eyes and so our whole world is based on preventing it, avoiding it, delaying it, living one day at a time because if this is all I have, boy I am going to live it to the hilt, denying it, softening it, softening it. Eat, drink, and be married for a different day to die. That's great. Right, pass away. I'll never forget Michael was in nursery school and his teacher called and said, did somebody die in your family or something going on about death? And I said, no I didn't because Michael said, it's the whole day they were reading their Oreo cookies and milk, all these little kids are smiling and happy and Michael said, I'm going to die. You're going to die. You're going to die. And all these kids are eating their Oreo cookies, you know, and it's like, God, and he called me up and I said, oh no, I said, you know, we just talked about death. We had talked about death very openly and Michael just took it as, you know, he's just gonna go and share. Over cookie time in nursery school, you know. Like little Buddha when he comes back and shares for the dead, you're going to die. I thought I'd tell you guys. Both Mandy and Matthew went through stages where they talked about it a lot. And they would just bring it up like that. You know, but yeah, there's this feeling and people look at little kids talking about that. It's like weird. And of course the kids don't know what they're talking about. No. That's what's so neat about this is we're going to try to really lift it and pull it back now to see it in the mind because it just doesn't make any sense when you look at it out there on the screen. It is important though for children to realize that I work at a grief center for children and they, you know, have lost someone significant in their family. And here they are, you know, not knowing how to deal with that. And, you know. They put a heavy burden on us with death period. As we see right now, as we're talking about it, our culture has put that heavy burden on us so to speak as the concept of death. But does the concept of death come from the culture? Does it come from the concept of death? We have to go real deep because otherwise then we can get upset. Why can't I live in a more open culture? You see that? I'm back to affection again. You know, even the thing about the common thing that I hear a lot and I've said it myself is that I've lost, you know, that somebody has been lost. And that's something that, I mean, if it's even talked about in that way, I've seen that that's backwards too. But that is the experience for a child, you know, when they come in. It seems to be, but only if they see it that way and if they're being encouraged to continue to see it that way. Right. And that's the whole purpose of talking about it so that they can see it differently. It's to see the big death. Anything. But they feel that there is a lot. They perceive it. And adults too. Right. If you go around and look at the adult, is there lost? Yes. Is there grief? Yes. And is there death? You know, it's the learning of the world. What I'm hearing in this too, a little bit from you Linda, is that like you gotta help them understand. And see that's the point that like I as a person can't make David understand anything that I can't fix it. But I can have the Holy Spirit come through me and give him the picture and do whatever is necessary to do that. Right. And that's the point, you know. And I don't see it as a loss. Yeah. And I'm clear. Exactly. I don't have to say that to somebody else. Oh, you can lose your husband, you know, really easily. But I can just be coming through. Yeah. Yeah. And because of that clear space in where you're at, I think there's an understanding in that. Not maybe an understanding as we understand it, like fragment, like I understand it because, you know, this is true about the mind and all these other things, but it comes in that wholeness of right-minded perception. It's just, you know, it's a, uh-huh, I'm not a kind of understanding or linear type of thing. And what we've discussed before about not seeing children is any different. You know. And we've been thinking that the way you relate to them is any different. It gets back to it like you were saying right-mindedness coming to that. Because it's, you know, you can't teach something until you get clear on it yourself, no matter how you work with it. And you really don't want to even join with someone, so to speak, in a false concept and then try to say, well, I'll do that first. And then later on, I'll turn it right-side up. And that's the error of a lot of psychology where they teach, you know, let the children develop a healthy ego, learn how to function in this world, and then, at some point, turn it around. But it sounds like you're saying that this is not good for them. And that would be like saying 12-step programs are not good. You know, nothing where you come and share information or feelings is not good. And I don't see that as any different than this that we're doing. Yeah, that would be an interpretation of what I'm saying. I really have to take this in and be clear about it. Again, the way it really comes back to is that it's always my lesson. So in other words, to even break it out into parts and say 12-step groups or grief work or this or this or that, and to start judging which events and systems are more helpful or less helpful, or if they're not, that's not what I'm saying. But I am saying that it's always my own lesson and that I'm always teaching myself. And so it's pulling it away from the distracting kind of argument that tries to break it apart in terms of persons and groups and situations because that's a distraction in saying, oh gee, until I get clear about life, how can I teach life? We've had the discussion even with education. You know, it seems as if in this world that education is a very helpful thing. There's no doubt. There's a lot of money that's been put in. There's a lot of reforms that take place. Has education ever helped change anything? Is there less war because of education? No. Is there less disease because of education? No. Is there less conflict because of education? Is there more peace? Is there more peace because of education? And I was trained in education. I was trained as a teacher educator. I had student teachers that would come into my class and I was a teaching assistant and I was in graduate school before I got into psychology and teachers' education. And what I had to do was really come to see that education, as we call it education in this world, is not the solution. But there is an education that I call the Holy Spirit's curriculum that is the answer to the end of conflict, the end of war, the end of peace. And it's very different than the curriculum of education in this world. You know, there was poetry once for us, a book, everything I needed, really needed to know. I learned in kindergarten. And if you follow the basic thinking of that book, you know, treat each other with respect and clean up everything. You know, he was simplifying things, but there was something real that struck a chord when people read that because it was like all this learning that they learned, all this specialization and everything that they learned in their years. And for me, it's interesting to speak about this because somebody can say, well, you make me sounds like you're down on education. I said, hey, I was in education, formal education for 22 years, 22 and a half years. It's not like I haven't really tried it. I gave it a big shot, you know? And it was helpful. Some of the skills have been helpful. Yeah, it seems. I mean, even that, it's like that's where it is, but I really, the skill that I really want to learn is healing. And so all of those things... That can be done with an eighth grade education. Yeah, right. It doesn't have to do... Yeah, no education. You understood the concept. You know, for me in a practical way, which is what I hear you talking about, you know, where I am with it is I'm really questioning education. I happen to have, you know, Matthew and Matthew who are, you know, in public schools and I'm seeing what it is they're learning and as I look more and more closely at that, I'm seeing that it's really not, doesn't have anything to do with anything. And yet, for me, it's not to get all worried about trying to fix the school system or yanking them out of school and putting them into an alternative school or any of that, or all things I thought of, but for me it's coming back and saying the healing has to take place in my mind. That's the only place for me to focus my attention. That's where the healing has to be. And then from that place, whatever happens out here on the screen with those two people will come from that. It'll just be a natural out-picturing of where I am with healing of my own mind. So it's like whenever I get worried about Mandy and Matthew learning or being taught to conform or buying into the game of the world or building up their egos or any of that, I just have to say pull it back. This is where the healing has to take place. And I am not of any help to them at all with an unhealed mind. It wouldn't matter if they were in the best school setting at all if I'm not at peace if there's conflict in my mind or confusion in my mind then I'm not going to be of any help. So that's how I look at anything that I'm doing like anything I'm involved in or anywhere I'm seeing to others it's like oh bring it back to my mind this is where the healing has to take place. Then if I feel guided to go and be with this group or that group or another group then great but it will be from a whole different place. Does that make sense? Because then it's like there's nothing right or wrong or good or bad about any of these groups they're helpful, great. If somebody finds them of value great, go with 12 staff or group counseling or whatever it is but for me I have to really focus on my own healing. It's also the purpose too in the sense that I've always had a real positive connotation of talking about feeling because from experience of keeping things in and repressing and everything you can see there's a lot of destructive things that seem to come from those defense mechanisms. However the positive connotation I have in talking about feelings has to be questioned as well because a lot of times even in a little I would always in teacher observation