What type of channeling agreements do you have with students?

[Excerpt from TT: 2007-12-02]

[Question]: We’ve had discussion threads about the different feel to different Channels of You. Is the primary difference due to different fragment groups being accessed within You?

[MEntity]: We have elaborated on this question in the past, and will include it with Troy’s edited transcript of this session. This may shed a great deal of light on your question. [Note: see excerpt added at end of full transcript]

We can say to you now, however, that the accessing of various groups of fragments among us through different channels has the least significance in what you experience as differences. This is often used to explain the differences, but it has little, if no bearing.

We are a reunited entity and speak as one, regardless of the representative speaking for us. We are not fragmented into groups and we do not run our communications among us from separate “cubicles” that do not interact or share the same perception. We do not have various personalities and we do not have different things to say from among us. These explanations are conveniences created from various levels of understand of the process of channels as a means to explain discrepancies and variations of feel and expression, but they are not valid.

The primary differences are found in the level of agreement with us for communicating our teaching and the level of presence from the personality conveying our energy, whether verbally or non-verbally.

ADDITIONAL CHANNELING:

[Question]: Please elucidate on the type of channeling agreements you have with students, Michael?

[MEntity]: We have three tiers of Agreements with fragments who work with us in the form of “Channeling.”

“Primary Students” are those fragments with whom we share Agreements that extend across many lifetimes and, of course, from before birth for this current lifetime. Our teaching is used by these students as one of their primary philosophies, if not their only philosophy.

“Primary Channels” are those fragments with whom we share Agreements that extend across lifetimes and, of course, from before birth for this lifetime to use our teaching as a primary philosophy, and to help impart our teaching as a primary philosophy by giving us a medium of expression into the physical plane to our Primary Students.

“Secondary Students” are those fragments with whom we share no original Agreement, but we develop an Agreement to accommodate their experimental exposure to our teaching. These fragments will most likely take only parts of our teaching as needed and not use it at a primary philosophy.

“Secondary Channels” are those fragments with whom we share no original Agreement to act as our channel, but we develop an Agreement to accommodate these fragments who feel a strong drive to build their own teaching upon our philosophy. (note: Michael has said that most of their channels come from this category)

“Tertiary Students” are those fragments with whom we share no original Agreement and the student may never find valid contact with a channel, but we develop an Agreement to help guide in the use of our teaching as they might choose to use it as a guide for a period of time.

“Tertiary Channels” are those fragments with whom we share no original Agreement, and these fragments do not have valid verbal channeling skills, but we develop an Agreement to help build those skills, even as he or she may grossly misrepresent himself, herself, or our teachings. In other words, anyone claiming to channel us will automatically find a connection to us, though their ability to hear or convey us may be severely limited, despite their eagerness and sense of connection to us. These channels are most often noted for the valid and powerful “energy work” that is felt from us when working through them, even as the verbal channeling is lacking in clarity or accuracy.

“Regulators” are those fragments with whom we have Agreements (which may or may not have been generated before birth) to not only gather tangible records of all works offered by our Primary and Secondary Channels, but to help question, authenticate, and validate (and invalidate) this material.

In some cases, there are overlapping Agreements, such as an Agreement to be a Regulator while also being a Primary Channel or Student.

Ultimately, we come to all who ask. Our teaching is accessible to anyone.