Section 3B

Energy Work

In this section of The Twin Powers core curriculum we build on and use some of the awareness' and skills covered in Section 3A: Core Spiritual Elements to 'go beyond physical/phenomenal reality'. Doing so is inherently challenging as when it comes to both awareness of and working with subtler energies we are dealing with 'things' that are not only very difficulty to qualify, they are ones we cannot objectively quantify. We may be able to do this at some time in future but have not been able to do so yet. As a result, the essays in this section, and the exercises linked to some of them, are to put you in a position to be able to do this for yourself.

Whether we intend to or not, when we start to become more 'spiritual' we open ourselves up to a whole new world. I have touched on this, at least in part, in the previous section with the essays related to spiritual growth and paths and even more so in Developing Our Spiritual Foundation. Further, when we start to work on becoming more spiritual and step deeper into the 'spiritual world' we tend to not be aware of or realize the potential for issues that can arise. Usually we also have to wade through a plethora of notions related to 'energy'.

The aforementioned factors guided what content I have included in this section. Hence, in this section you will find essays and links to exercises that will aid you into both developing your awareness of and sensitivity to 'subtler energies' and give you some skills to be able to protect yourself from external energy influences.

At this point it is important that I include a warning regarding the use of ones ability to work with and use subtler energies. I have written about this in various essays and included a comment on this in the lead in essay to this section on Spiritual Development. I am speaking of the abuse of the 'power' to work with energy.

Everyone, whether aware of it or not, works with energy all the time though the vast majority are unaware of it. For instance, when we think about others we direct some energies towards them regardless of whether our thoughts are 'positive or negative'. Key factors in how much energy we direct at or towards them are our ability to focus our attention, our intent and the nature of our thoughts we have about them.

We are NOT to use our energy to influence manipulate others regardless of the nature of the energy even if we believe we are helping them or that they could or will do so. This leads to karma and the more power we have the greater the karma we acquire for doing so. We are allowed to help others with their permission; however, even then we must ensure that we are not doing so based on subjective intent/volition and always act in a manner that is not just for their best interests and highest good but both of these for All.

I cannot overstate the importance of this. Admittedly, it is a very grey area. What I do know is that unless we are completely centered/equanimous, which takes subjectivity out of our acts, it is neigh impossible to know for sure whether what we intend to do is in the best interests of and for the highest good of All rather than what we would like, desire, want or hope for. Even an apparently benign act like sending healing energy at someone and into their auric field can lead to karma for us and 'harm' for the person it is directed to. An example of why would be that an illness someone has taken on could be intended and/or needed as a vehicle for their learning a lesson. If we take away the illness we can be robbing them of this opportunity and the lesson remains, which can lead to even more serious challenges for them in the future.

Bear all of the above in mind as you begin to go through the essays and work on the exercises.

NOTE:

Below is a list of essays in this section that should be read in the listing order with a link to them. If there is an exercise to go with the essay it will be listed indented under the essay. You cannot access the exercises listed on this page directly from here. The links to them are found in the essay they're associated with.

Red bolded text indicates that an essay or exercise is member content.