Aim

Teach techniques for finding objects in out-of-body experience and ways to translocate throughout it. This will help practitioners to fully employ the phenomenon to various practical ends instead of being confined to the space they find themselves in at the beginning of the experience.

Key Concepts

Mandatory: Definition, translocation techniques, and object-finding techniques.

Non-Mandatory: The basic property of out-of-body experience space, simulations of translocation and object-finding techniques, and examples.

Lesson Plan

Definition Techniques for translocating and finding objects consist in the ability to use the properties of out-of-body experience space for the purpose of translocating throughout it to any place one wishes and finding any desired animate or inanimate object in it. These skills will come in handy for your students on multiple times during practically every phase experience. They will also allow them to use out-of-body experience for productive and practical applications.

– Should I record my analysis of my attempts in the journal I keep for my practice?

If you keep a journal of phase experiences, then you should record all of your mistakes in it.

– Is it possible to do everything right but still not obtain success?

Only in exceptional cases. If the practitioner does everything right, he should be successful. Actually, success will be practically unavoidable.

– Does out-of-body experience of the moon or the position of the body relative to due north affect the quality of out-of-body experiences or lucid dreams?

It doesn’t, as a matter of fact. However, it may have an influence if you believe that it will.

– Although I see and realize all of my mistakes when analyzing my attempts, I still repeat those mistakes afterwards. What should I do?

This is normal in case of irregular practice, at the beginning stages, or after long breaks. Performance of all of the actions involved with the techniques should become automatic. This will come with practice and regular attempts. The most important thing is to continue to analyze them and note your mistakes each time.

– Can the conclusion I come to regarding my mistakes differ from those suggested by the instructions and still be right?

It may be, considering that it’s impossible to describe every possible situation and every variation thereof. However, you should try to keep to the tried-and-true procedures.

– When is it best to analyze attempts: immediately after an attempt or later on during the day?

The sooner, the better. You can recall the details later, especially if you fall asleep after out-of-body experience. However, in that case you’ll have to go back over everything in order to come up with a good analysis.

– I don’t remember my OBEs well, and that makes it difficult for me to analyze them later on. How do I resolve this issue?

You are most likely falling asleep immediately after out-of-body experience or during it. Meanwhile, out-of-body experience itself often arises while in a drowsy state, or from becoming conscious while dreaming. All of these factors are on par with insufficient deepening in their ability to cause significant memory loss (and sometimes complete amnesia) regarding an out-of-body travel experience. If this problem is recurring, then it’s best to record all one’s recollections on paper or commit them to memory immediately after each phase experience, and then go back to sleep.

Day 1:

Module No. 1: Introduction: General theory and motivation

– Break

Module No. 2: The indirect method

Day 2:

Module No. 11: Analysis

– Break

Module No. 6: Deepening the state

Module No. 7: Maintaining the state

Module No. 8: Primary skills

Day 3:

Module No. 11: Analysis

– Break

Module No. 9: Translocation and finding objects

Module No. 10: Practical applications

Day 4:

Module No. 11: Analysis

– Break

Module No. 3 The direct method

Day 5:

Module No. 11: Analysis

– Break

Module No. 4: Becoming conscious while dreaming

Module No. 5: Non-autonomous methods

Day 6 (1)

Module No. 11: Analysis

– Break

Module No. 2: The indirect method

Day 7 (2)

Module No. 11: Analysis

– Break

Module No. 6: Deepening the state

Module No. 7: Maintaining the state

Module No. 8: Primary skills

etc.

Include your students on various mailing lists so that they obtain periodic updates with news, new techniques, and new lessons. This will allow you to not only keep them up to date, but will also allow them to make real use of the training you’ve given them and not forget about it as soon as it’s over.

Description

Besides being a classic, the three-day seminar is also the most well-honed training format. With success occurring for 50 to 80% of the group within only 48 hours, it allows you to achieve the most pronounced results within the shortest period of time. Fast results and effectiveness make recruitment for this out-of-body experience and lucid-dreaming training format a breeze. Meanwhile, the training sessions themselves are easy and fun to conduct. The three-day seminar is therefore the most recommended training format.

In order to allow personal contact with each attendee, the optimal group size is between 30 and 40 people, though these are by no means upper or lower limits. The best time to hold a three-day seminar is to have Day 1 on Friday from 7pm to 10pm and Days 2 and 3 on Saturday and Sunday from 2pm to 6pm. Depending on the size of the groups and the city itself, you might hold such seminars at least once every four to six weeks.

If need be, the information given to students over 3 days of lessons can be compressed into 2 days. This might be necessary at certain retreat seminars or when working together with other organizations that are unable to provide you with more time for one reason or another.

There is also a more advanced, hybrid version of the three-day seminar that involves full immersion: at the end of the agendas for Days 2 and 3, add in a break and then tack on an hour’s worth of practice of the indirect techniques (Day 2) and direct techniques (Day 3). As a result, all three days of lessons will conclude with real practice, which should be performed with the students lying down and listening to soft background music. The room you’re in should allow for this.