CTL2 · Class 22

Parent, child and adult: completing the training

The idea at the heart of this classRoses

RosesA person seen from the front stands inside an aura of two sea-green petal rings, split down the middle like the field, on a lilac earth. First a large rose blooms in front of them at the aura's front edge: rings of rounded pink and salmon petals around a gold heart with a spiral, its stem running down into the earth; light comes in from outside to the rose and runs down the stem. Next dull lumps land on the rose until it is covered; it is blown away and a new rose blooms in its place, and smaller roses bloom at each side, on the aura's edge. Then the rose glows gold as light gathers into it from the body; it is sent up and away to the corner, blown up into flying petals, and another rose blooms in front. Next a pale ring is traced round the rose and lines go out to three words, color, quality and tone; the rose is left as it is. Last, dark specks fall from the rose down its stem, the same rose cleaner, the word washed beside it; in the corner a small picture is blown away and a new one appears, the word new above it. colorqualitytone washednew

This class’s practice

Parent, child and adult roses

5 steps, playing in turn. Choose a number to hold one.

Create three roses on the screen: the parent, the child and the adult within yourself, not your own parent or child.

CTL2 Class 22, supplement recording, 10:43 to 24:26

Look at each one's colors, folds, quality and texture, and notice which rose has the most validation.

CTL2 Class 22, supplement recording, 10:43 to 24:26

Ask which rose holds the most fear, how long it has been there and whose it is, then ask the same about pain.

CTL2 Class 22, supplement recording, 10:43 to 24:26

Staying neutral, ask in which rose most of your memories live and which has the most fun.

CTL2 Class 22, supplement recording, 10:43 to 24:26

where you would like to put energy, be validated and be free of fear and pain; then you blow up the roses.

CTL2 Class 22, supplement recording, 10:43 to 24:26

All 5 steps: Parent, child and adult roses
  1. ICreate three roses on the screen: the parent, the child and the adult within yourself, not your own parent or child.CTL2 Class 22, supplement recording, 10:43 to 24:26
  2. IILook at each one's colors, folds, quality and texture, and notice which rose has the most validation.CTL2 Class 22, supplement recording, 10:43 to 24:26
  3. IIIAsk which rose holds the most fear, how long it has been there and whose it is, then ask the same about pain.CTL2 Class 22, supplement recording, 10:43 to 24:26
  4. IVStaying neutral, ask in which rose most of your memories live and which has the most fun.CTL2 Class 22, supplement recording, 10:43 to 24:26
  5. Vwhere you would like to put energy, be validated and be free of fear and pain; then you blow up the roses.CTL2 Class 22, supplement recording, 10:43 to 24:26

CTL2 Class 22, supplement recording, 10:43 to 24:26

The same imagined rose does different jobs: catching, clearing and being read.A rose: one neutral image The aura, its edge Colors only tell parts apart; they are not the color a rose or an aura should be. In step IV a reader describes the rose's own color, quality and tone and leaves it as it is.
Catching and clearingThe rose is usedIt stands at the edge, or gathers energy and is blown up.
ReadingThe rose is left aloneIts color, quality and tone are described, not made nicer.

Use the rose for the job shown in the frame: boundary, replacement, clearing, reading or comparison with picture work.

A closing exercise comparing the parent, child and adult within yourself, then thanking the body, cutting energetic ties to classmates and teachers, and making the course's tools your own.

Only the supplement recording is available; the main Class 22 recording is absent.

Review where attention has been; choose today's energy mixture

Ideas hereAttention and resistanceAura and layersEarth and cosmic energyGroundingGrowth periodsRoses

Completion begins by returning attention to your own space. Ground with a new cord, release old energy and breathe from the diaphragm. Before changing anything, notice what is already stimulated and where attention has been operating.

Attention may have been in survival, feeling, action, connecting or disconnecting. It may have been caught in one aura layer. Clear the screen, see the body seated and grounded, and look at the aura as colors, vibrations, pictures and shapes. Then bring attention back to the center of the head.

The energy mixture is chosen for today. Open the feet and bring in a light earth energy. Open the crown and bring in cosmic energy. Try more earth, more cosmic, or half and half. Watch on the screen how each mixture affects the body and space.

Roses keep the energy moving. Notice the back of the aura, where effort or resistance may be stuck. If something is extra stuck, create an amusement rose and let it illuminate the space. Amusement is available as a tool, especially when revelations and growth have shaken up the field.

The end of level two does not end growth. Say hello to the changes already experienced and to the current growth period that is still active.

Parent, child and adult are aspects of self

Ideas hereNeutralityRoses

Create three roses on the screen: the parent, the child and the adult. These are aspects of you. They are not your literal parent or child.

Look at each rose from all sides. Notice color, folds, vibration, quality and texture. If judgment starts, blow a rose and return to the center of the head. If the throat closes or the body reacts, include that information without leaving your space.

Ask which rose has the most validation. The answer may or may not match how you see yourself now. It may be what you want, or only what has been familiar.

Then ask which rose holds the most fear. Notice whether the fear is yours or someone else's, how old it is, and whether a past experience is preventing future experience from that aspect of you. Return to center whenever judgment appears.

Ask which rose holds the most pain. Look for the color, texture, movement and picture around the pain. Stay neutral so there is clarity. Ground, breathe and let the earth and cosmic energies keep moving while you look.

Finally ask where most of your memories live, and which aspect has the most fun. No answer is prescribed. The child does not have to hold the fun, and the adult does not have to hold the validation. The practice shows what is present.

Everything seen can change. Choose where you want to place energy, where you want validation, and where you want freedom from fear and release from pain. Then destroy the roses.

Thank the body and release classroom connections

Ideas hereChakrasGrowth periodsMock-upsOwnershipRoses

After the three roses are destroyed, say hello to the body. Thank it for carrying you through 22 weeks, for getting you to this point, for remaining healthy through growth periods and for lining up with you as spirit. Let it know about the mockups on their way and the life still to share with it.

Scan all seven chakras for cords to classmates, staff, teachers, guides, other levels and people you have read or received readings from. Cut those cords so your chakras are yours and their chakras are theirs.

This is energetic unmatching, not a rejection of ordinary connection. You can keep friendships, gratitude and communication while releasing shared training-space energy. Each person gets to have their own space.

Review the semester and update commitment without retaining teacher authority

Ideas hereAkashic recordsChakrasCreative energyGoldMediumship and controlMemory banksOwnershipSymbolsThe analyzerThe cosmic copThe genetic entityValence

Say hello to the tools gained or brushed off during level two. Move Envision's energy off each tool so it can fit your needs and become yours.

Greet the analyzer, the picture-making machine, the screen and the three creative rings. Greet the chakras and their levels, dichotomies, memory banks, genetic entity and mediumship. Greet erasure, valences as a deeper protection, the relationship with cosmic cops, the Akashic records, and gold for karma and forgiveness.

Update commitment to the body, to life, to the organs and to having a divine experience in the body. Ask whether the dedication is current or whether something needs to change.

Move the teachers and school energy out of your space. Ownership of the tools means they no longer depend on teacher authority. They can be tailored through your own body-spirit relationship.

Look at the seventh layer and choose a symbol for the next big step. Let it give a glimpse of where the experience is headed without prescribing what comes next.

Replenish before releasing the whole course representation

Ideas hereBeing and body: the two clocksCreating and destroyingGoldOwnershipRoses

Bring the gold sun above the body and fill body and space. Let life force be validation, celebration and growth. The completion is not an emptying out. It is a fuller return to your own energy.

Place the whole level-two training into one large rose, including unfinished business. Send it far out and destroy it. The rose holds the representation of the training, not the value of what was learned.

Tell the body the meditation is ending, open the eyes when ready and return. Completion means keeping the tools as your own, releasing the shared container, and continuing from a sharper, more personal space.

Recording notes

Back to the lesson

Recordings

  • CTL2_22_Spmt_.mp3 (supplement)

The times show where each part of this lesson comes from in the class recording. Each recording file starts at 0:00.

Where each section comes from

About this account

Editing note: only the supplement recording is in the source inventory for Class 22, so the lesson text covers that recording alone. Its references to "this week's class" cannot be filled in from a main recording.

Practice scope and return

Each guided practice is listed below. Do it whole, from the preparation through the return.

Unresolved wording, meaning and missing context

  • No Class22 main transcript is selected in inventory; the supplement's references to this week's teaching remain unfilled.
  • Parent/child/adult are source labels for self-aspects; no equivalence to an external psychological model is asserted.

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