Description

One-time lectures are 1 to 4 hour events in the form of either commercial undertakings or free introductory lessons that aim to recruit groups of paying students. This type of training session is suitable not only for small groups (or even just a single student), but also for thousands of people in enormous auditoriums. This kind of training session may be used to popularize your services at various personal development centers, esoteric bookstores, and even schools and universities for the public at large. This is more an introduction to the phenomenon than instruction in it, and therefore the audience will be much wider than usual.

It’s best to hold such sessions on Friday evening or during the day on weekends. How often you hold the lessons depends on the size of the groups. If the group size is small (i.e. up to 50 people), you might hold sessions on a monthly basis in small cities and on a weekly basis in large ones. However, it’s not worth it to gather hundreds of attendees together more frequently than once every few months, even in cities of over a million people.

Since for the majority of attendees it will be only a one-day session, there’s no way to track the success rate or really teach anything in full. The only person who can force an attendee to sit down and learn or find out more about the subject is the attendee himself. Therefore, the main task of the instructor is not so much to impart methods for mastering out-of-body travel and lucid dreaming as it is to motivate people to take up its practice. It goes without saying that the public will demand the revelation of the most basic methods, but that should not be your main focus. It’s best to spend the majority of your time inspiring and astounding people, as well as opening their eyes to the possibility of living in two worlds and how they can apply it in various areas of their everyday lives.

These instructions were created so that the phenomenon of out-of-body experiences and lucid dreaming (out-of-body experience) could even be successfully explained in practical terms by a person who, for one reason or another, has no experience at all. That is to say, if a person with no experience gets a group of students together and works with them in strict adherence to these instructions, then they will not only succeed at entering out-of-body experience state, but will do so on a regular basis. These instructions were written with inexperienced instructors in mind for the simple reason that the aforementioned scenario is quite common.

In pursuit of their desire to make money or earn some authority, many adhere to the principle that a swimming instructor doesn’t necessarily have to know how to swim. In the past, such opportunists would have simply discredited the phenomenon itself or disappointed society’s hopes in it. Until this book came out, they simply had nowhere to find a real methodology for teaching phase states – there were no books, there was no such profession, and there weren’t even any abridged instructions. As a result, the role of instructional material was filled by run-of-the-mill books on the topic written by people who weren’t specialists in the field, nor even practitioners themselves 90% of the time.

However, the more real practical experience the instructor has, the better. To obtain such experience, one should follow the OOBE Research Center instructions for individual practice that are described in detail in the book out-of-body experience, which is available as a free download in every major world language.

Any kind of primitive or even spontaneous experience will lend authority and add credence to an instructor’s words. On the other hand, if an instructor is an average practitioner able to enter out-of-body experience in at least one of ten indirect attempts, this will allow him to field many unique and specific student questions, as well as explain the methods more clearly by referring more to his own experience than these instructions.

An instructor should ideally be an advanced practitioner, i.e. someone who is successful at using the indirect method at least one third of the time (not counting spontaneous experiences). Considering that it’s completely realistic to achieve a success rate of 90% and above using the indirect method, this is not an overly difficult requirement. It’s just the opposite. This level of personal experience will allow the instructor to thoroughly explain methods and techniques, give more examples from his personal practice, find answers to the most unique and specific questions that students ask, and make fewer mistakes when explaining finer points regarding techniques. If this is the case, it will allow for instruction of the highest quality and level of effectiveness.

If the instructor wants to be included on the official list of School of Out-of-Body Travel instructors, he will have to comply with strict requirements regarding having a steady and regular practice, which is to be described and substantiated in his application. On the other hand, if someone’s aim is to be become an independent instructor or use these instructions for some personal goal or another, then he might be at any level in his practice. The most important thing is to follow the instructions.

Nonetheless, any self-respecting person should at least strive to master what he teaches others. It’s not possible to be a true professional in this field without doing so, and the instructor’s actual level of practical knowledge will sooner or later be brought to light by the large number of real practitioners who will often be among his students. You can’t achieve great heights in this field without a real personal practice of your own.

When to Perform Analyses Regardless of the instructional format, the beginning of every lesson besides the first should usually be devoted to analyzing attempts and teaching the students how to do so.

The Analysis Procedure Analyzing indirect-method attempts always takes the most time. Start off from the following procedure to facilitate the search for mistakes made during both successful and unsuccessful attempts (separation upon awakening is understood to have occurred but has been left out so that the uninterrupted sequence remains intact):

1. Attempt

2. Technique successful (start of out-of-body experience)

3. Separation

4. Deepening

5. Plan of action

6. Maintaining

7. Secondary separation from the body

This procedure is different for the direct method:

1. Lapses in consciousness

2. Lapse in consciousness of the necessary depth (start of out-of-body experience)

3. Separation

4. Deepening

5. Plan of action

6. Maintaining

7. Secondary separation from the body

The procedure for the dream-consciousness method is as follows:

1. Creating desire

2. Falling asleep

3. Becoming conscious while in a dream (start of out-of-body experience)

4. Deepening

5. Plan of action

6. Maintaining

7. Secondary separation from the body

You can easily find mistakes by using these sequences. For example, if some technique started working with the indirect method, then there’s no reason to look to the techniques for the reason behind a lack of success, as the next item on the list is separation. That’s where your problem is if a technique upon awakening worked, but out-of-body experience did not come. Simple things like this will be clearer to the group if you display a visual of the procedure at the beginning of each post-experience “debriefing”.

One of primary rules of rhetoric is that the audience should move together with the orator towards the specific aim of his speech. However, teaching out-of-body travel and lucid dreaming means more than simply giving speeches. It means teaching a full-fledged skill. The aim is not only to impart certain knowledge, but also to instill certain procedures into the conscious and subconscious mind. To that end, this rule of rhetoric can be fine-tuned and made even more effective: have the audience independently discover the necessary steps and their sequence.

At first glance, this approach might seem unrealistic. However, not only is it possible, but it also makes the lessons truly interesting for all. Nearly every procedure for mastering out-of-body experience makes sense at an intuitive level. They are by and large easy to guess if you are given the right hints. The instructor’s job is to give people those hints and point them in the right direction. Thus, don’t simply rephrase the contents of the practical modules in this book. Doing so makes little sense and will hardly sink in for the average person. Say "A" and wait until somebody says "B". Say "C" and wait until somebody guesses "D", and so on.

To illustrate, let’s go through several specific examples of playing this game with the audience. Example one: at the very beginning of the lesson, you need to lead students to the conclusion that indirect techniques are best performed in the morning when the body is in less need of non-REM sleep and enters REM more often, which is just what is necessary for out-of-body experience. To accomplish this, start by asking, "What time of day is best for making indirect attempts? Why?" Someone is sure to know or guess the answer. If not, then (and only then) may you give the answer. But before you do so, give people the opportunity to discuss it and come up with as many ideas as possible. That’s the whole idea – TO FORCE PEOPLE TO THINK!

Example two: "We have the greatest chances of entering out-of-body experience while we are awakening, as that’s when we are already in out-of-body experience or are practically already in it. If this is the case, what action should you start an attempt to enter out-of-body experience with?" The answer is seemingly simple: you should separate. However, the audience will put forward all kinds of conjectures if they haven’t read our Research Center’s book. Even if the correct answer is given right away, don’t let you face show it. Let people keep on thinking and come up with other ways. Of course you’ll eventually say the correct one, but by then the audience will already be wound up and fully enthralled with the process of opening doors to a parallel world.

Example three: "What will happen if I come to a halt while in out-of-body experience and start thinking?" After a bit of discussion, the right answer will be hit upon: a return to the body is what will happen. That’s when you should ask the next question, i.e., "Right, so you need to always be active. But what then do you always need to have or do so that you never come to a stop?" – hint at "plan of action".

Questions can sometimes be asked sequentially so that people starting from a "blank state" are able to arrive at the answer using their intuition and logic alone. For example: "How do you think it’s possible to obtain information in out-of-body experience?" Even a group of 10 people will find three primary methods on its own, and all that it remains for you to do is write them on the board. The same holds true for self-healing and other matters where people can arrive at answers by simply going through various possibilities.

There’s no sense in making the game too complicated. Make the hints clear and quickly elicit opinions from the room. As soon as you hear the right answer, praise the person who gave it and move right on ahead. Don’t drag out the process forever. The end result should be that the audience comes up with the correct procedure on its own without you giving it to them.

Of course, it’s not always possible to play such games with the audience. Responsiveness will occasionally be lacking. Unresponsive students make for quite boring lessons since you will have to resort to giving lectures on the methods.

– What does it mean if I cannot stand firmly on my feet in out-of-body experience?

It’s a sign of insufficient deepening.

– I get tunnel vision in out-of-body experience. Is that normal?

Although normal, it’s a sign of an out-of-body travel that’s not full-fledged. Your sense of sight should be at least that of everyday reality.

– I rolled out of my body, got stuck in the wall, and almost couldn’t breathe. What should I do in such situations?

What happened was deepening inside the wall via the sensations of going through it. It’s no big deal. You need to try to breathe anyway, as the shortness of breath is purely psychological. Also, try to gradually get out of the wall or return to your body and roll out of it towards the other side.

– What should I do if various beings constantly attack me?

The most important thing is to never run away. Accommodate them instead, and their aggression will disappear. Also keep in mind that they are your own materialized fears.

– out-of-body experience ends quickly for me when I’m flying. How do I solve this problem?

Try to employ procedures for maintaining while you’re flying. For example, rub your hands together and look at them periodically. It’s also beneficial to not merely fly about, but to fly from place to place with a destination firmly in mind.

– An irrepressible sexual attraction arises when communicating with objects. How do I solve this problem?

Allow yourself to indulge such weaknesses, but only on the condition that you first accomplish your previously-determined objectives.

– When I jump in out-of-body experience in order to fly out of the window or from some other height, I am often tormented by doubts as to whether or not it’s in real life. Could I actually jump out of a window in real life having thought that I was in out-of-body experience?

From a purely theoretical standpoint, it’s possible. It’s therefore best for novices not to jump from windows when entering out-of-body experience. It’s best to do a reality check if doubts arise in other cases.

– Should every exit from the body be accompanied by vibrations?

No. Vibrations don’t have to be there, and this is especially true for experienced practitioners. For many practitioners, they never occur.

– What actually are the vibrations?

Science has yet to determine the nature of this phenomenon.