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  • Gil Silverbird

    ckaricai


    [Excerpt from Michael Speaks: August 2008]


    [Question] I would like to ask for the overleaves for the musician/performer/writer Gil Silverbird. He is also clairvoyant or channeling, I think, and if convenient maybe you could tell if he is channeling his higher self or something else.


    [Michael Entity] The fragment now known as “Gil” appears to us to be an Early Old Sage-cast Priest with an Artisan Essence Twin and a Goal of Growth; a Spiritualist in the Moving Part of the Emotional Center with Passion Mode and Chief Negative Features of Arrogance and Impatience from Cadre 1, Entity 5. When this fragment is “channeling,” he appears to be working with a group of astral fragments who have strong agreements with him to revitalize discarded or seemingly-outdated contexts, perceptions, and modes of expression. The Essence Twin has a strong influence through this fragment. This is a lively bunch of creative fragments who seem to truly enjoy this lifetime being lived by the Priest and all of its adventures. Despite the spiritual bent of this fragment’s work, there is a general “party” or celebratory atmosphere of joy that we believe might shine in the life of this fragment due to this strong astral network.

     


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      QUESTION: I would like to ask for the overleaves for the musician/performer/writer Gil Silverbird. He is also clairvoyant or channeling, I think, and if convenient maybe you could tell if he is channeling his higher self or something else.
       
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      The analogy above and our response might have shed some light on your question.
       
      QUESTION:
      My questions are referencing education with regards to instruction geared to best meet the needs of students based on their overleaves or role in essence. Obviously, I, as a teacher, cannot explicitly use the overleaf system as a basis for instruction, but I have found that there are similarities between Michael's overleaf system and Dr. David Keirsey's temperament theory (which has its roots in the Myers-Briggs and Jung archetype systems). It seems that there are parallels between Keirsey's Temperament Types: Artisan, Guardian, Idealist, and Rational to Michael's polarities within the overleaves: Expression, Action, Inspiration and Neutral axes respectively.
       
      My questions are: Are these parallels valid and if so, do these parallels correlate to specific overleaf types, such as, but not limited to, goals or modes for example? Would it be helpful for students to learn according to these temperament types (while all the while keeping in mind these parallels to Michael's system)? In short I am looking for an effective method to differentiate my instruction to meet the diverse needs of my students in a way that accounts for their innate differences.
       
      MEntity:
      There are parallels among all valid Personality interpretations. Though the parallels may not be exact, one can use each to complement or "flesh out" the other. There is a way that we can correlate the Essence and Overleaves system to Keirsey's Temperament Types and we have done so. We will include this for the final transcript as it is an extensive exploration.
       
      (NOTE FROM TROY: I will be posting a separate article regarding this)
       
      Yes, it would be tremendously helpful for students to learn according to "temperament type" or Role and Overleaves. While there is no official system of analysis in place for our teaching to help you with your differentiation, you can either invite this analysis through open dialog with your students and offering simple or complex testing (which we can provide for you), or you can use your sense of observation to intuit the dominant inclination of a student. If one is to use the method of intuition, then one would determine which aspect of our Overleaves system feels most relevant, personal, and comprehended, and then interpret the students through that observation.
       
      If a teacher chooses to interpret students through Personality traits, we can say that comprehending the Attitudes can bring about the most effective means for helping a student to learn, since a classroom will tend to bring to the "front" of a Personality the Attitude, or the dominant philosophy of the student. If the classroom is intimate (7 or less), then the Mode would be the most meaningful method for helping a student to learn.
       
      Understanding the Role and Casting are the most deeply effective, but if one is to use observation and intuition during this transition in educational systems, then one might be dependent on Personality Traits for how to help a student to learn.
       
      Keirsey, Jung, and Myers-Briggs are Personality-based and quite effective in helping to direct a student to more relevant methods of learning, but we are the only teaching we know of that accounts for the soul as being a vital part of the learning process and classroom.
       
      QUESTION: Based on my studies I would agree with that...which is why I am looking for a method to make the overleaf system more "digestible" to the "public" via incorporating it with the Keirsey system.
       
      MEntity:
      Each of those systems has an elaborate means for a student to self-analyze and we find each to be valid and meaningful. We are working with a few of our channels to provide the same methods for self-analysis, but while we have shared the basics of our teaching, we now work with our channels to help bring these basics up from the simple, stereotypes to the dynamic and alive definitions that we can now share.
       
      Until the stereotypes have been reduced, we cannot provide an effective self-analysis method. We are working on this, as it is part of our overall point of teaching in the first place.
       
      We will keep you close to that process, if you choose to be.
       
      We see no other questions in the queue. Good day to each of you. We will conclude here. Goodbye.
       
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