By Valdir Aguilera
School-worlds or worlds of schooling are concepts covered in the Christian rationalist philosophy. Do you know what these worlds are? Do you really know? Let's start at the beginning, as it should be.
The Universe is composed of Force and Matter. The Force is in constant and imperious evolution. Only after passing through the mineral, plant and animal kingdoms does the Force have the necessary attributes to act in a human body. From then on, it is called Spirit and ceases to be part of the physical world and now belongs to the spiritual worlds. A spirit does not, therefore, belong to the planet Earth, but to the spiritual world appropriate to its degree of evolution.
The evolution of the spirit takes place in school-worlds. It is in these school-worlds that spirits find opportunities to promote the exchange of intellectual, moral and spiritual knowledge among themselves.
We already knew that. Christian Rationalism has been teaching us that for a long time. Is there anything to be added? Yes, let's see.
There are qualities, predominantly of the intellect that cannot be acquired on Earth. Since evolution is a mandatory condition, it is fair to infer that worlds of schooling are not just the school-worlds of the physical plane.
It should be noted that although the book Christian Rationalism does not explicitly mention, it seems wise to us to conclude that there are also worlds of schooling in Space. It is in those worlds that the Spirits of the Superior Astral evolve developing quite complex tasks of an unimaginable order. An important difference with respect to the school world Earth is that in those superior worlds of schooling there are neither the intrinsic disturbances of the school world Earth, nor the need for a physical body.
The above mentioned book, in the chapter Space, teaches us that the worlds of schooling are of the same nature as our planet. In our understanding, identical nature does not mean that they are worlds of the physical plane, such as the school world Earth, but rather, worlds where the spirit carries out activities commensurate with its degree of evolution. Did it get complicated? Let's illustrate the idea with a familiar situation.
We know that a university is a school of the same nature as an elementary school, that is to say, in one and the other, appropriate teachings are given to the students who attend them. However, there are differences between these schools, although they are both of the same nature. One of the differences is the degree of knowledge of the pupils who attend them. Another difference is what the students learn from them.
So are the school-worlds. Spirits leave their internship (spiritual) worlds to continue their improvement in worlds which offer them what they need. Spirits from the dense, opaque and intermediate internship-worlds leave for physical worlds, such as Earth, where they begin to animate a physical body. Spirits from the diaphanous worlds and of pure light no longer need a physical body to continue their gradual journey in search of further evolution.
Our conclusions will always be more comprehensive and richer if we do not limit ourselves to reasoning based on our experience and knowledge obtained in a physical world. That is, it will be much more productive to reason from a universal, rather than an earthly perspective. In other words, our reasoning should be based on, that is, they should take into account the spirit in its own nature and not on its temporary condition as incarnated. It is a tendency, even understandable, to develop our analyses from the perspective of incarnations and reincarnations. However, they are only temporary stages of the long evolutionary trajectory to be traveled.
Let us remember: we are all students, but this school is not our home.
No comments:
Post a Comment