Now, we’ll start dealing with the basic techniques and methods of dowsing in the next lesson, but, for this lesson, I wish to get you considering the topic of improvements and development.
We’ve raised the issue of potential problems in the last lesson (i.e., interferences), but problems occur in other areas of life, and solutions are often found.
As an example, consider the challenge of learning to ride a bicycle as a child. Often, falling too frequently can reduce the child’s self confidence and dissuade them from persisting, so using training wheels, which permit a small amount of lean but no fall, enables practice until one is riding without using the training wheels, and then they can be taken off.
This could be said to be an analogy for using tools to improve psychism, albeit one that could extend over several lifetimes.
Another example is competitive swimming: coaches work with swimmers to improve their techniques, and, in some cases, develop new techniques. To illustrate that, a child being taught freestyle may be taught to kick once for each stroke of the arm, but competitive swimmers kick several times for each arm stroke. Competitive swimmers also move their arms / body in a particular way to exert better pressure against the water.
Thus, psychic development classes or lessons can potentially teach you techniques to improve your psychism, or coaches/teachers (BPM Guides count in that category) could work with your to invent new techniques. Just as competitive athletes need to find the coach that is most effective for them, so too may you need to find the teacher who is most effective for you: psychic development problems don’t mean you can’t be psychic, it more likely means you need to find a teacher who is more effective for you. Note that there may be nothing wrong with your current teacher - other than communication / harmony not being there: they maybe perfectly effective for other people, so don’t badmouth teachers without a valid reason.
A third example is learning to read. There is considerable debate in the education field at the moment about which techniques to use to teach children. The attitude is, however, flawed - in my opinion - as it seems to be focused of finding the technique which is most effective for the greatest number of children, whereas the focus should be on working out how to determine which technique to use for which child.
To take that example a little further, consider dyslexia. Initially, the problem could be described, but there was nothing that could be done. With research, that has changed (I’ve seen how it changed as various friends had children with dyslexia over the years) and management is now highly individualised and largely quite effective.
An example of an exercise that can improve dowsing that I’ve used is this:
- the person doing the dowsing leaves the room, while their assistant chooses several identical glasses, and places in one or a few varying amounts of water, and then covers the glasses with a tea towel;
- the dowser comes back in, and tries to determine
which glasses (if any) have water in them, and how much. There are
techniques to try, such as different pendulums, dipping the pendulum in water,
and changing the length of the cord between hand and pendulum, but the main
thing is to learn to recognise the vibration of water as you experience
it. Some people have an intuitive feeling, others may get a sensation (vibration
or sense of wetness), but, for dowsing, it is often a different way that
the pendulum moves.
On that, some people find yes/no questions can be best answered with a pendulum moving in straight lines (e.g., back and forth for yes, sideways for no - or vice versa), or circles for no, a line for yes - or vice versa, or movement for yes and still for no - or vice versa.
The point is, try different options, see what works for you, and allow others to find what works for them.
One of the first things to resolve is often how to hold the pendulum, and there are a range of options. I’ve even heard of people holding the cord of the pendulum against a table edge, and getting results.
I also have no doubt that future developments and new options will occur over time.
Be prepared to “play” - to have fun with your learning. The sky won’t fall down if you use your pendulum “wrong” a couple of times, and, just as others have made improvements and developments, so too can you - and you probably have, as you have matured.
So, to sum up these foundation lessons given under the element of Earth:
- ensure you have adequate evidence to convince yourself of the reality of psychic sensing;
- you likely can develop your psychic potential, and one of the ways to do so is to use various tools;
- there are cautions to take into account when working with tools - such as the risk you become dependent on what should only be an aid, or that you abdicate responsibility (particularly for accuracy), or that you fail to be objective enough to detect problems (especially actual and potential inaccuracies);
- consider potential interferences, and how to potentially manage those;
- be patient and persistent, and prepared to experiment with your technique(s) and/or tool(s) and/or teacher(s). No getting the results you want generally does not mean you can’t do it: it just means you haven’t found the circumstances / techniques that work for you as yet.
Past Lessons
Earth: First principles:
- Lesson 01: Introduction, and the reality of psychic sensing;
- Lesson 02: Overcoming Personal Blocks;
- Lesson 03: Considerations around Tools;
- Lesson 04: Interferences.
