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  • Gil Silverbird


    [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to be working with a group of astral fragments who have strong agreements with him to revitalize discarded or seemingly-outdated contexts, perceptions, and modes of expression.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.
      MEntity: 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to be working with a group of astral fragments who have strong agreements with him to revitalize discarded or seemingly-outdated contexts, perceptions, and modes of expression.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.
      QUESTION: My question relates to the energy report: is there any easy way to recognize the difference in the "careening" discussed there, and random physical plane happenstance?
      The "careening" we discussed in our report is not based in any randomness, but in a deep openness within the fragment to be exposed to alternatives and directions that are not consciously anticipated. This "careening," then, is Essence-driven. This "careening" is simply the result of your figuratively holding open your arms and asking, "okay, what have I missed?" When the sense of careening happens, it can feel disturbing and disruptive, but most of you would be able to perceive rather quickly that the experience is one that is "better for you" than if it had not happened. Even if the sense of its being "better for you" is not obvious, then we could say that the resources and skills that one has at one's disposal are aplenty for MAKING the experience better for you than might have been otherwise.
      True "random physical plane happenstances" are rare, but from the Personality's perspective, they can seem rather common since this is a matter of relative perception. When an experience seems random and happenstance, it is usually only a matter of effort that can turn that randomness and happenstance into the same thing we've described as the careening effect of this month.
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      We do not say that there is NO randomness and happenstance in the universe. We do not say that, nor do we imply it, but we do say that it is rare when looking at it from the whole perspective of a life that involves the co-creativity of the Personality and Essence. In fact, it would be "safe to say" that any disruptive event in the life can be interpreted as an opportunity to co-create with Essence and that the disruption is a result of asking for help and guidance at some point in the life.
      It is not uncommon to hear rave reviews about a community's coming together during times of catastrophe that would never have happened, otherwise. This is the same case on an individual basis. Often the only time you will help yourself, your life, and your loved ones is when a "wrench" has been thrown into the works.
      We mentioned the emphasis of careening during August because it is an opportunity to experience this to a conscious degree in a way that would allow for many of you to alleviate this feeling of "random" redirection from your life. While the overall effects of this careening or "randomness" can eventually be seen as "good," it is still "not fun" for many of you.
      Many fragments become dependent on this method of careening and random awareness, much like the snooze on an alarm clock that you, yourself, have set. Eventually you learn as a soul and Personality to "wake up" before the alarm.
      To answer your question more specifically: it can be difficult to differentiate between those events that Essence has anticipated and what Essence did not anticipate (true randomness). But when Essence did not anticipate an event or circumstance, the experience can often, in retrospect, be remembered as having been processed on a kind of auto-pilot as you profoundly turn over the life to Essence for navigation. When one can look back at an event and say, "I really don't know how I survived that," it was most likely an unanticipated event that Personality then turned over to Essence for navigation and we are not speaking of looking back and not giving oneself credit for having participated in the navigation. Most of you will be able to sense the difference.
      QUESTION: So the life is pre-planned? I thought most of the learning in life was based on how we respond to random events.
      The life does have a general plan, but only in the same way that one might plan a vacation, or plan the building of a house, which requires constant choice, creativity, and awareness during the implementation of those plans so that one can alter them, stick to them, or replace them. One can plan a vacation and the building of a house, but not have anticipated the raging storm that might arise during those plans. To the Personality this storm can seem to have been random, but to Essence the storm was seen brewing long before Personality gained awareness of it and is therefore not truly random. We define "random" here as no level of your Being having had the chance to anticipate the impact of an anticipated event. As long as Essence can anticipate probabilities for a Personality, then nothing is truly random in the life, but this does not mean it was pre-planned. True randomness is rare because when one plans a life, for instance, one KNOWS that there is built into the fabric of the life the potential for storms. All of the features and natures of the Physical Plane are duly noted.
      The analogy above and our response might have shed some light on your 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.
      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.
      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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