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3rd Kids Knowledge Seekers Workshop Oct 22 2014. Subtitles.

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    Okay welcome everybody to
    the kids Knowledge Seekers Workshop
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    euh...my name is “Rick Crammond”, I'm
    would be one of the co-hosts today with
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    “Keyvan Davani” and we’ll be talking
    with Mr. Keshe of the Spaceship Institute
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    and he’ll be showing us things...euh...
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    the wonders of the universe, euh...
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    brought to us with the eyes
    of a child basically.
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    And we’ll continue on with what
    we learned last week with...euh...
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    how... things are created in the universe
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    and how the magnetic plasma
    and fields interact.
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    Euh...I think we’re ready to go.
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    Keyvan would you like
    to say something to
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    add to this workshop at this point ?
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    As for myself, is that I learned
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    because you know Mr. Keshe said something
    really, really fundamentally important,
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    he said that all is interconnected.
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    And...Well...
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    I learned you know how magnetic fields
    either repel or attract to one to an other.
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    ...Of course, I would be more,
    you know be more and more curious
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    about knowing why
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    but, you know, it's the beginning
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    so its really hard, you know, from a matter
    based scientific perception to a non-matter.
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    And I think that's the problem
    a lot of people have.
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    This is I thing what Mr. Keshe
    means when he says
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    you know people cannot
    accept their own existence.
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    So. Yeah maybe we can go
    along those lines.
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    But thank you very much Mr. Keshe.
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    Oh you’re welcome.
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    See if we can enlighten you
    a little bit further today,
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    I received some emails that
    the adults learn more from the children
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    You’re breaking up Mr. Keshe, hello?
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    Okay for the folks on live stream
    we seem to have a bit of a problem
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    with the connection at
    the Spaceship Institute.
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    We just lost them temporarily.
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    Hum...As long as Mr. Keshe
    is not online again,
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    I mean, would you have a position
    on that what I just said Rick?
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    I mean. Do you agree with me with,
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    with the fundamental questions
    that's a rise for a lot of people ?
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    What are the questions?
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    Oh, hi Mr. Keshe.
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    Yeah, could you repeat that Keyvan ?
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    We are lost but we are still
    on planet earth.
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    (Laugh)
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    No I’m expecting like, you know, a state of
    evolution any minute or any second right now
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    but, and it's happening, you know
    when I listen to all these workshops,
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    not only this one but the other
    one I told previously Rick,
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    its that you know there is,
    its going faster and faster.
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    This is really what you mean
    probably by saying
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    never in the history of mankind has been,
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    you know so much knowledge and science
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    and technological understanding
    be transferred, you know, it’s amazing.
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    Yeah but the thing is,
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    your generation and my generation
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    and maybe in some cases our
    parent's generation,
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    are the only generation in mankind
    who speaks about current and voltage
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    and... all sorts of things.
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    So if you had spoken to
    our great grandfathers,
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    they would have said, atom what ?
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    Or they would have said, nothing is there.
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    It’s just a fantasy and is all lies.
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    It's our generation
    who has come to see more
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    and understand more with
    a new line of communication.
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    I’ve said this before, its what we can
    accept according to our own understanding.
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    When I was in Tehran 5 years ago,
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    a guy said to my father when he came
    from Moscow about 50, 60 years ago plus,
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    and he said in Russia they
    have metal which flies.
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    And everybody said, you are crazy,
    this is impossible, you’ve gone mental,
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    going to Russia and coming back.
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    And after a few couple of years,
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    they saw that metal bird,
    we call it an airplane, appear in Tehran.
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    So, it's what we have accepted,
    which is the difficult part to reject,
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    cause otherwise we, we, we...
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    we have to admit in our own shortcoming
    and not understanding the totality.
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    And this is one of the reasons we
    do these programs for children,
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    is that, we put the right seed
    of understanding of the creation,
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    physics, chemistry, biology.
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    That, when they are taught other lines,
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    they become judges
    of the knowledge themselves.
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    And this is the whole thing,
    you said to just...at the beginning,
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    how the fields interacts,
    what is gravity and what is not.
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    If we look at this set of magnets.
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    These are magnets put together to make
    like a field of... magnetic field.
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    So what happened in this thing.
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    One of the the reason he shake's
    is because his brother is near here
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    so he is trying to play with it.
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    So what happened is that the fields,
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    this is looks like elongated plasma,
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    it's more like a ray of light,
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    because a ray of light is a plasma too.
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    So what happened, this ray of magnetic field
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    coming out of this plasma,
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    goes with a higher speed in
    the direction of the arrow, the head,
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    but as it moves, it comes in touch
    with other magnetic fields
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    and in the center there are
    other magnetic fields.
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    If you have two similar magnets,
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    you see, if their sizes is the right way,
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    they, what they do,
    they attract each other.
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    What is this? What this attraction is ?
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    The attraction is like a tunnel.
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    You have a tunnel and what goes in
    the tunnel has to come out of the tunnel.
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    So if you have a one way tunnel
    in your place, in your city,
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    you find out the cars cannot go through
    opposite way because its one-way.
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    And this is how the magnetic fields are in
    any shape or form in plasma condition.
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    So what comes out in interaction
    with the other fields in the environment,
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    because the universe,
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    there is nowhere in the universe
    that we can find no magnetic fields.
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    They’re there,
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    different strengths, different powers
    that they show themselves.
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    So as the magnetic field
    comes out of this ring,
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    he has to interact with the magnetic
    field which is going in here.
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    So it's a one way system, a tunnel.
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    A car comes out of the tunnel
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    and it has to go in another tunnel.
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    He has no other choice
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    because that's how is been set.
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    So, what happens?
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    So many fields come in
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    from here to here
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    and they have two choices.
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    If this one is in the same direction,
    so they can go in.
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    So when they go in wathever
    comes out of this one…
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    Broke off, hello?
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    Oups, Yes, Rick?
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    Yes we seem to have lost the Spaceship
    Institute again there for a brief time,
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    I’m sure they will reconnect.
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    This is thrilling.
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    Okay, we get to carry on our conversation
    from before I guess Keyvan.
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    [muttled voices]
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    Oops, here he comes again.
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    Are we back?
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    Yeah, every time Keyvan and I
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    try to get a conversation going here,
    you keep interrupting.
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    Ah, ah, ah do you want us to go back
    and come again tomorrow morning ?
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    No, that's okay, we’ll go of somewhere else.
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    Yeah no problem, have a nice coffee.
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    Thank you.
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    So, what happens is that the fields
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    attract each other
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    and what comes out of one has…
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    Okay well, we just go with the flow here and they...
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    they might keep fading in and out,
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    we only may get parts of this
    transmission as it comes out.
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    Yeah might be a few minutes here
    in the meantime maybe we can...
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    carry on our conversation
    that we began earlier or some other one.
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    Okay you were saying Keyvan,
    could you explain the situation.
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    I don’t mean to interrupt
    your guy’s conversation there.
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    (Laugh)
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    Thank you, we’re having a heck of a time
    trying to get your point across here.
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    Yeah. I have to apologize
    for the technical delays.
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    Okay, so let’s try it again and...
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    Keyvan, your question or situation
    that you’re laying out there,
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    maybe you can put it in
    an even more simple way
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    so that the children can all understand
    as well as the children in us.
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    Can you lay it out once again there while
    we have this interlude here ?
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    Well, this line of thought I had is that,
    you know, when Mr. Kesh said,
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    “All is interconnected”
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    it made totally logical sense.
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    Because, you know, a lot,
    for a lot of people,
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    ...we know we still as a lot of people it
    still don't you know take it as granted
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    that you know we are not
    the only creations of the universe.
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    And I think people are having
    a really hard time grasping
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    the idea that you know we are not you know
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    alone in this universe
    or any other universe.
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    And....you know
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    it makes sense, you know, when
    Mr. Keshe said, you know, it's time...
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    “The time is over for all and any kind of
    religion you know, for any kind of dogma”
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    I think it's really about
    peace and abundance
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    and these were like the thoughts that
    somewhat comforted me the last few days.
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    It’s like in plain sight, everything,
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    but I’m just thinking why is it so hard
    to accepting you know
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    the very core of our existence, you know,
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    the scientific core of our existence.
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    So I thought maybe you might have
    some thoughts on that you know.
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    When M. Keshe, you know,
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    repeats and repeats over and over again
    that everything is plasma,
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    euh... this is, you know,
    this is the reason why you know,
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    why I think that it's a really good idea
    you know to start with kids because
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    they are the only ones who are
    still open minded with their....
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    you know with their creative
    thinking and consciousness
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    and understanding that everything
    is made of... of fields, you know,
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    let’s just call them, you know, for the
    sake of easy-ness, just magnetic fields.
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    Is that, is that, I mean is that, the,
    the very, you know the very...
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    the very essence that you know,
    kids can understand that?
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    Magnetic fields that are
    all interconnected.
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    Well, I think...hum...
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    it was in the previous workshop that
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    Mr. Keshe showed the little connects doll,
    is that what its called ?
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    With the various joints that
    move and so on
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    and each joints and even in between
    the joints there’re these little balls
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    that connect everything together
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    and he was giving the analogy
    that these balls were like ...
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    the plasma fields that were...
    that were atoms essentially,
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    but they were, the fields, were inside
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    these round ball shaped sort of atoms
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    that were attracted
    to each other and so on.
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    And that seemed like
    a good way to explain it.
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    I think that if I was a kid
    and had of those...
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    one of those dolls, I would go,
    Oh, oh yeah that makes sense,
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    everything’s connected,
    the same as these are connected,
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    except they’re little tiny wee ones
    instead of these big ones you know.
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    So I definitely could...
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    ...could identify with that…
    Can you hear us?
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    Yes, we hear you Mr. Keshe.
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    Oh, we muted everything
    and we muted ourselves. (Background)
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    Just give us a few seconds.
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    You see, you’ve got to realize,
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    as long as we are on I can explain,
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    and when we fall of,
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    we go, euh, we go back laterly on.
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    Is that children have totally different
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    view about the creation
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    and the created.
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    And the fields.
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    So for us to be able
    to reach children to understand,
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    It's to try to see and
    understand in what language
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    we speak to them.
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    And that’s why I try to use toys and...
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    different things that
    children will define association.
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    It’s very much like
    the video you showed last week.
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    It reaches children
    in a very, very easy way,
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    and in fact,
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    there should be
    no difference for the child
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    between a plasma
    of whatever we call plasma
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    and orange,
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    or that's why I brought an orange
    we will look at it lately on.
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    Then we see that the... the reality,
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    so in front of our children, that they
    have forgotten what they see in reality
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    and what they would like to understand.
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    So, in so many ways....
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    we... express ourselves...
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    in the, in the, we express ourselves
    in a wrong way. (echo) (background noise).
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    So we have to find and speak
    the language of a child,
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    and this will be [mumbled] (background).
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    So the child can understand
    what you are talking about.
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    Is not useful talking about the creation
    of the universe and how things came,
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    when a child cannot relate itself to it.
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    A child plays with a magnet,
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    sees a magnet on the fridge
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    and he says :
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    “Oh in the world this is not this way,
    in the universe its not this way."
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    And in so many ways we see even today,
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    when you explain the logic
    and values of the man,
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    the man will be defend it
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    because he understands
    what he understood is correct.
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    We have a very serious situation
    at the moment
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    with such a thing.
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    Where we explained the technology
    in detail fundamental
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    to the scientists and when the…
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    Can you hear me?
  • 16:42 - 16:43
    [muffled]
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    Can you hear me?
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    Yep! (background sound)
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    We can talk about the scientists
    at the highest level,
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    when the government tries to lie to them,
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    they immediately refuse to accept
    the position of the government.
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    Because they understood
    what they understood Is correct
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    and it's the opposite
    of what they’ve been taught.
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    And now they stand to defend it,
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    would explain this in the coming days
    because we have accepted to,
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    stand certain kind of how do you call it ?
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    withholding information
    until the time is right,
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    so we have to do the same with the children.
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    We have to teach them
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    the basic understanding
    of the creation of magnetic fields.
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    In reality...
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    what we said from the begining,
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    magnetic fields are not the way this is.
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    This is how they see magnets.
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    We have to explain, in the universe,
    fields like this does not exist.
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    Fields exist in the universe
    in a round shape but up and rotating.
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    In fact, a plasma, to a child,
    should be an orange in rotation,
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    but it rotates all the time.
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    Then a child understand,
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    and if you can explain, this is the bottom
    where you see there is a hole.
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    When there is a hole
    we can put something in it
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    So in the hole-end,
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    the field goes through
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    and on the top end, or we will say on
    the head, that's where the field comes out.
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    So, a child should understand,
    this is it, if I put it like this,
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    if I put the arrows which we showed earlier,
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    on one end,
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    then the child understands
    this is the shape of amagnetic field.
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    The field goes in
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    and it has to come out.
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    What goes inside this orange as energy,
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    has to be able to come out of this orange.
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    And whatever is kept inside,
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    is the energy that is the child
    by eating it, absorbs into his body.
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    Then it makes sense
    to children they understand.
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    They can explain a plasma
    in the way it is in reality in the life.
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    So we see this and we have to explain this way.
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    For us to speak about creation
    and children in that level,
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    even at 17 or 18 years old,
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    its too far fetched.
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    But if they understand
    the principle of the physics,
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    undersatand the principal of the rotation,
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    They understand in a simple way,
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    if you have a magnetic ball,
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    this ball has to interact
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    and this ball has to show some effect
    in respect to another magnet.
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    And then we see what happens.
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    Armen was playing with some magnets
    this afternoon, with the...
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    can I have those because he was
    showing in a very nice way
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    how magnets play with each other.
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    Can I have the tisch please.
    Then you are safe.
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    You see, this is what it is and how
    magnetic fields set to be. Yeah
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    This...
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    This is the shape of a plasma
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    (background) black we can see easier.
  • 20:11 - 20:14
    So... this is the shape of a plasma
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    and what it does,
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    Armen uses a very simple trick.
  • 20:21 - 20:22
    And that is,
  • 20:22 - 20:24
    he has decided,
  • 20:24 - 20:26
    in his way,
  • 20:27 - 20:33
    what is going to be going in
    and what is going to be going out.
  • 20:33 - 20:40
    And what he decides, dictates
    the direction that the plasma will flow.
  • 20:41 - 20:43
    If we get this here,
  • 20:43 - 20:45
    you see the plasma
  • 20:45 - 20:50
    will start rotating totally
    in a different direction and motion.
  • 20:50 - 20:55
    (background sound)
  • 20:55 - 20:57
    So, what happened?
  • 20:57 - 20:59
    The field comes out of one end,
  • 20:59 - 21:01
    it has to attract,
  • 21:01 - 21:06
    if the field of the plasma is rotated,
  • 21:07 - 21:08
    you can see,
  • 21:09 - 21:11
    if you see my hand,
  • 21:11 - 21:13
    I don’t need to do anything
  • 21:14 - 21:17
    and I can get it to turn as many fast as you like,
  • 21:17 - 21:19
    as much as you like.
  • 21:20 - 21:21
    In so many ways,
  • 21:22 - 21:25
    there is no petrol, there is no fuel,
  • 21:25 - 21:28
    there is just the interaction of the fields
  • 21:29 - 21:31
    and you see how easy it is.
  • 21:32 - 21:33
    We can rotate,
  • 21:34 - 21:35
    we can jump,
  • 21:36 - 21:42
    we can see how the fields
    can play with each other.
  • 21:42 - 21:47
    (background sound)
  • 21:47 - 21:50
    So you see you can create motion
  • 21:50 - 21:52
    and then the child understands.
  • 21:53 - 21:55
    Call this in the middle,
  • 21:55 - 21:57
    Earth,
  • 21:57 - 22:00
    call this in the middle the sun,
    call this an atom, .
  • 22:00 - 22:04
    so the child understands there is no motor in the plasma
  • 22:05 - 22:07
    It's the fields which are inside it,
  • 22:07 - 22:11
    when it interracts with other fields, it makes it to move.
  • 22:11 - 22:17
    So now, you try to tell the student or child, at any age,
  • 22:17 - 22:20
    you need a fuel tank and you need a motor,
  • 22:20 - 22:24
    he sais I can move because plasma moves
    without the motor, I can do the same.
  • 22:25 - 22:27
    I can decide I’m going back,
  • 22:27 - 22:29
    I can push, I can attract.
  • 22:30 - 22:32
    you can do anything you like with it.
  • 22:32 - 22:38
    So this is, you can roll it, you can
    roll it back, you can roll it forward,
  • 22:38 - 22:45
    so a child has to understand, that... magnets,
  • 22:45 - 22:49
    like what you see on the fridge
  • 22:49 - 22:54
    is made to be very much,
    as we said,
  • 22:54 - 22:58
    for a toy, not the reality in the universe.
  • 22:58 - 23:01
    So they see this as a magnet
    and it stays in their head
  • 23:02 - 23:06
    and they always associate a magnet
    with a flat sticking kind of metal.
  • 23:06 - 23:08
    This is what we have to teach.
  • 23:08 - 23:12
    If it we start showing them the
    alternative to this,
  • 23:12 - 23:14
    this is very much...This is a ball,
  • 23:14 - 23:20
    they have, all of the children nowdays,
    get these balls free or in different toys.
  • 23:20 - 23:22
    To them, this is a ball,
  • 23:22 - 23:26
    but if they understand that
    this ball if you open it,
  • 23:26 - 23:28
    has nothing in it,
  • 23:28 - 23:32
    then this is very much
    the structure of the plasma.
  • 23:33 - 23:36
    You see, the child
    understands automatically,
  • 23:37 - 23:38
    the same is inside....
  • 23:38 - 23:43
    but where the field comes
    to slow down enough,
  • 23:43 - 23:50
    it becomes matter, egg, a hand, the feet,
    but millions and millions of them.
  • 23:50 - 23:55
    So we have to clarify this
    for the children first.
  • 23:57 - 24:01
    The video you made animation
    last week was so precise,
  • 24:02 - 24:05
    it was so exact and so easy.
  • 24:05 - 24:07
    ????
  • 24:07 - 24:10
    ...And then the children have to understand,
  • 24:10 - 24:14
    after a while, when
    this plasma is rotating,
  • 24:16 - 24:17
    it looses its energy.
  • 24:17 - 24:21
    Its like when you are eating your food,
  • 24:21 - 24:24
    when the food is finished you feel hungry.
  • 24:24 - 24:26
    You have two things, you have to eat more,
  • 24:26 - 24:30
    or you have to share
    your food with somebody
  • 24:30 - 24:32
    or somebodies food
    so that you can survive.
  • 24:32 - 24:37
    So what the plasma does, it actually
    spreads open, that's all it does.
  • 24:37 - 24:42
    The plasma, in a very funny way,
    it breaks up into pieces.
  • 24:42 - 24:45
    It totally breaks up, it opens up,
  • 24:45 - 24:47
    but in the process of opening up,
  • 24:48 - 24:51
    this is what happens to it,
    fragments pieces,
  • 24:51 - 24:54
    and more pieces and then more pieces
  • 24:54 - 24:57
    and then there is nothing left but pieces.
  • 24:58 - 25:01
    Then these pieces come together again,
  • 25:01 - 25:03
    so this is what you’re going to get.
  • 25:03 - 25:05
    And when these pieces come together,
  • 25:06 - 25:11
    they come in two different sizes,
    one bigger and one smaller.
  • 25:11 - 25:14
    So what you’re going to get
    is very much,
  • 25:15 - 25:17
    very similar to this position.
  • 25:17 - 25:19
    You had a very big one,
  • 25:19 - 25:25
    now you have a little bigger one,
    a little smaller one.
  • 25:25 - 25:28
    Then this is what we call becomes the atom.
  • 25:28 - 25:32
    When this blows up,
    it does looses his balance,
  • 25:32 - 25:34
    then it becomes a bigger and a smaller.
  • 25:34 - 25:36
    But what happens now?
  • 25:37 - 25:40
    Is exactly the same,
    is excatly the same process.
  • 25:40 - 25:43
    Now you have two magnets,
  • 25:43 - 25:45
    which is like this,
  • 25:47 - 25:51
    one bigger, one smaller, but now don't
    have the small one shown it as the same.
  • 25:51 - 25:55
    But these two will have a connection
    with each other.
  • 25:56 - 25:59
    They are connected because
    they are brother and sister.
  • 26:00 - 26:03
    I rotate this, the other one has to rotate,
  • 26:03 - 26:06
    I rotate this,
    the other one has to rotate.
  • 26:06 - 26:09
    And then the one which is bigger
    becomes the boss.
  • 26:10 - 26:13
    So as this rotates around,
  • 26:14 - 26:17
    the other one has to rotate with it,
    but in a different formation.
  • 26:17 - 26:20
    And then this, in this formation,
  • 26:21 - 26:22
    this is what we call,
  • 26:23 - 26:26
    in terms of physics,
  • 26:26 - 26:29
    we call it: "an atom".
  • 26:29 - 26:35
    So when a big plasma splits
    into a smaller and a bigger plasma,
  • 26:35 - 26:37
    slightly smaller and bigger,
  • 26:37 - 26:40
    now we become from 1 plasma to 2 plasmas
  • 26:41 - 26:42
    and then this is the atom.
  • 26:42 - 26:47
    And now we come from
    plasma science into physics.
  • 26:48 - 26:51
    Because there’s a huge difference
    in the world of science.
  • 26:51 - 26:55
    There’s a big difference, as much as
    there is between biology and chemistry,
  • 26:55 - 27:01
    there is a difference between
    plasma technology and atomic physics,
  • 27:01 - 27:03
    or what we call physics.
  • 27:04 - 27:06
    Plasma is plasma,
  • 27:07 - 27:12
    physics as we call it physics,
    is a structure between atoms.
  • 27:12 - 27:17
    And then when you put
    more of these atoms together,
  • 27:18 - 27:24
    in a way, now you become in the realm
    of biology, sorry chemistry.
  • 27:24 - 27:30
    So you come from plasma, to physics,
  • 27:30 - 27:33
    now four of them becomes chemistry,
  • 27:34 - 27:40
    and then when you add two more to it,
    you become biology.
  • 27:41 - 27:45
    So a child can see, in the parameter,
    what is what.
  • 27:46 - 27:54
    So you never talk about physics
    with the biology, how they are connected.
  • 27:55 - 27:57
    So it's the same.
  • 27:57 - 28:03
    You never speak about plasma and physics.
  • 28:03 - 28:06
    Plasma has to be spoken on its own terms
  • 28:06 - 28:08
    because it has its own properties,
    its own behavior
  • 28:08 - 28:13
    which when 2 plasmas come together
    show behavior of interaction,
  • 28:13 - 28:17

    and then you find what we call physics.
  • 28:17 - 28:20
    Then as we said, when you get 2 of them,
  • 28:20 - 28:23
    2 small and 2 big ones coming together.
  • 28:24 - 28:30
    Now the 4 make what we call chemistry
  • 28:30 - 28:34
    because they have to interact
    with each other chemically.
  • 28:34 - 28:36
    In a way, they have to share each other.
  • 28:36 - 28:41
    What happens in chemistry is that the
    little plasmas says ok you can have mine
  • 28:41 - 28:44
    I have yours and then
    we are all connected.
  • 28:45 - 28:49
    And then when you add a third one too it,
  • 28:49 - 28:54
    an other atom, lets say this is what
    we call oranges and these are apples,
  • 28:54 - 28:57
    now when we add a coconut,
  • 28:57 - 28:59
    and with a smaller coconut,
  • 29:02 - 29:05
    and he says okay, you give me that one
    I’ll give you this one,
  • 29:05 - 29:07
    and everybody gets mixed up.
  • 29:07 - 29:10
    And now you come to biology.
  • 29:10 - 29:15
    There is a further addition, which
    then becomes what we call intelligence
  • 29:15 - 29:17
    but it is too much
    for children to understand.
  • 29:17 - 29:19
    So in fact,
  • 29:20 - 29:21
    first thing we have to do,
  • 29:21 - 29:24
    we have to clarify to the child
    what we are talking about,
  • 29:24 - 29:27
    we spoke about the plasma last time
  • 29:27 - 29:29
    and now we see the number of plasmas.
  • 29:29 - 29:34
    When they interact, they, we,
    as human beings
  • 29:34 - 29:36
    over time giving them different names,
  • 29:36 - 29:40
    one is called Suzie, one is called Julie,
    one is called Alan,
  • 29:40 - 29:43
    but in fact when we say Susan,
    it means there is a girl,
  • 29:43 - 29:45
    because we know Alan is a boy.
  • 29:45 - 29:49
    Now in a plasma technology in the physics
    and chemistry and biology is the same.
  • 29:50 - 29:56
    Then, the interaction between
    the plasmas decides where we go.
  • 29:56 - 29:59
    This is one of the biggest problem
    in the world of science.
  • 29:59 - 30:02
    Because plasma is something
    which we have come across
  • 30:02 - 30:06
    in the past maybe 30, 40 years,
  • 30:06 - 30:12
    we have not had the understanding
    to give it its own house.
  • 30:12 - 30:15
    And this is where most of the problem
  • 30:15 - 30:18
    with technologies like us
    comes into operation,
  • 30:18 - 30:20
    because people cannot understand
  • 30:20 - 30:24
    what is the plasma and what is atom.
  • 30:24 - 30:27
    Because plasma is on its own technology.
  • 30:30 - 30:35
    Physics is a technology
    of mixing of 2 plasmas.
  • 30:35 - 30:39
    Chemistry is an interaction
    of at least 4 plasmas,
  • 30:39 - 30:40
    2 big ones, 2 small ones.
  • 30:40 - 30:42
    If you have 2 hydrogen,
  • 30:42 - 30:44
    we call it a molecule
  • 30:44 - 30:46
    because that's the terminology.
  • 30:46 - 30:49
    And then if you add
    another dimension to it,
  • 30:49 - 30:54
    that all of them mixed up and nobody knows
    who it is but together we are 1 cell,
  • 30:55 - 30:57
    this is what we call biology.
  • 30:58 - 31:06
    And usually in biology,
    we see at least minimum 4 atoms,
  • 31:06 - 31:08
    because, there is a reason for it.
  • 31:09 - 31:12
    When you have an atom,
    4 of them in biology.
  • 31:12 - 31:15
    One needs to hold everybody together,
  • 31:15 - 31:17
    so the heavy one goes in the middle,
  • 31:17 - 31:20
    says okay, I’m heavier
    I can hold all of you with hand.
  • 31:21 - 31:26
    One says okay, I want to communicate
    with the others that we see here we are.
  • 31:26 - 31:28
    So that becomes the communicator.
  • 31:29 - 31:33
    One says : "I know how to bring energy".
  • 31:33 - 31:35
    Then becomes an other element.
  • 31:35 - 31:37
    And one says oh I have enough energy,
  • 31:37 - 31:40
    if you shake me
    I can shake and everything falls off.
  • 31:40 - 31:45
    So now we make what we call a molecule
    of the human race,
  • 31:45 - 31:47
    What we call amino acid.
  • 31:47 - 31:51
    So, in reality, this is how simple this is
  • 31:51 - 31:55
    but as we understood
    the science over centuries,
  • 31:56 - 32:00
    and a lot of people who understood it
    wanted to make it really complicated
  • 32:00 - 32:03
    to show that they were really intelligent
    they made it more and more complicated.
  • 32:04 - 32:06
    And now we make it simple.
  • 32:06 - 32:13
    You have a plasma and that plasma
    is a very, very very simple thing.
  • 32:13 - 32:18
    It holds, as we said, inside it
    last time if you remember...
  • 32:20 - 32:21
    magnetic fields.
  • 32:21 - 32:26
    So the other version of what you see
    as a colored balls,
  • 32:26 - 32:28
    is this.
  • 32:28 - 32:30
    So what happens,
  • 32:30 - 32:35
    there we are, if you can see this,
    or I bring it more in that you can see it,
  • 32:35 - 32:41
    this is now, this inside
    with the magnetic fields, curling fields.
  • 32:41 - 32:45
    And then these curly fields
    has to interact,
  • 32:45 - 32:51
    now this is the smaller one,
    and this one is a bigger one.
  • 32:51 - 32:55
    So it needs to interact with the big brother
  • 32:55 - 32:58
    that is there it came
    from the same mother.
  • 32:58 - 33:05
    So now you see it's a big
    and a small as you saw in the atom.
  • 33:05 - 33:06
    There is no difference.
  • 33:06 - 33:11
    This way, when we look at it
    with the white balls,
  • 33:11 - 33:13
    we call it physics,
  • 33:14 - 33:18
    when we see it in the clear balls and we
    know what’s going on inside of the ball,
  • 33:18 - 33:20
    we call it plasma technology.
  • 33:21 - 33:25
    And then these fields inside each other
    has to connect up.
  • 33:26 - 33:32
    Then this becomes plasma as gravitation
    and magnetic because as you saw,
  • 33:32 - 33:37
    magnets do two things, they come together
    or they go away from each other.
  • 33:37 - 33:42
    In terminology, we call them,
    because to look very clever
  • 33:42 - 33:45
    we have created a name for them
    we call them gravity.
  • 33:45 - 33:48
    Gravity is when you hold each other,
  • 33:48 - 33:51
    you gravitate towards each other,
    you come together.
  • 33:51 - 33:54
    So if the magnets come together,
  • 33:54 - 33:57
    you see it, now it's gravity.
  • 33:58 - 34:00
    And this is the simplicity of it.
  • 34:00 - 34:04
    So now we have a bigger brother
    and a smaller brother,
  • 34:04 - 34:06
    if you can see it,
  • 34:06 - 34:10
    they gravitate towards each other
    and if I can show you with this,
  • 34:11 - 34:12
    Ourgh,
  • 34:12 - 34:16
    Now you see a big and a small,
    and you see how they come together.
  • 34:17 - 34:23
    So... let's now we spoke, we’ve explained
    the plasma in the passed programs,
  • 34:23 - 34:27
    now we understand the plasma.
    What is plasma.
  • 34:27 - 34:34
    When plasma reaches interaction, that
    he has to interact with another plasma,
  • 34:35 - 34:41
    you enter at the point of tangibility,
    world of physics.
  • 34:43 - 34:47
    And then it becomes totally different
    ball game, it becomes all understood.
  • 34:47 - 34:51
    Plasma is the way the universe works.
  • 34:52 - 34:56
    Matter and physics is the way
    the man works.
  • 34:57 - 34:59
    And in the universe,
  • 34:59 - 35:04
    we don't see... very much matters,
  • 35:04 - 35:05
    unless small fractions,
  • 35:05 - 35:10
    this slow down enough,
    that they show themselves.
  • 35:12 - 35:18
    Very, very small amount of plasmas,
    slow down enough, that can be seen.
  • 35:18 - 35:21
    Its like when you play hide and see,
  • 35:22 - 35:26
    as long as you can run and
    cannot be caught, and you can hide,
  • 35:27 - 35:29
    you are plasma.
  • 35:29 - 35:30
    Once you are discovered,
  • 35:30 - 35:32
    you become matter,
    you become physics,
  • 35:32 - 35:38
    and this is where a lot of children go
    wrong and physics becomes complicated.
  • 35:38 - 35:44
    Then we can see the world of science
    finds new ways to teach,
  • 35:44 - 35:48
    to learn and to share knowledge.
  • 35:48 - 35:53
    But one of the biggest problems with
    our children at the moment in the schools
  • 35:54 - 35:58
    is from the first day they go to nursery
    to come out as,
  • 35:58 - 36:01
    even professors out of the university,
  • 36:02 - 36:02
    is that...
  • 36:04 - 36:09
    they have to protect what they have
    been taught, even if it's a lie and wrong.
  • 36:10 - 36:13
    Because once they’ve accepted it,
    they have to defend it.
  • 36:16 - 36:19
    Because otherwise they’ll say you are
    stupid you accepted the wrong thing.
  • 36:20 - 36:24
    And then this is what we find dogmas
    of fear reviewing and people saying
  • 36:24 - 36:28
    what we say's is correct and the rest of
    what we see in the world of science
  • 36:28 - 36:30
    for the past 2-300 years.
  • 36:30 - 36:34
    And then knowledge finds value
    because you have to protect it.
  • 36:35 - 36:37
    Then people find out
  • 36:37 - 36:42
    knowledge has value as long as
    it is within the plasma of the earth.
  • 36:44 - 36:45
    You cannot sell a Mars bar
  • 36:45 - 36:49
    or you cannot sell a bar of chocolate
    to the man in space.
  • 36:49 - 36:52
    Because sweetness has no taste
    to the man in space
  • 36:52 - 36:55
    it's only for man who has his physicality.
  • 36:56 - 36:59
    We cannot say to somebody
    from an other planet,
  • 36:59 - 37:01
    I’ll give you a can of Coca-Cola.
  • 37:01 - 37:04
    To him, it is meaningless because
    he cannot drink liquid
  • 37:05 - 37:07
    because his fields are different.
  • 37:08 - 37:11
    His fields are more into the center
    than on the edge.
  • 37:11 - 37:16
    If his fields become further out then
    become use then he can drink a Coca-Cola.
  • 37:17 - 37:18
    That’s all it is.
  • 37:18 - 37:25
    This is where children have to be brought
    in to understand and not be confused.
  • 37:25 - 37:28
    And the people who teach physics
    in the school,
  • 37:28 - 37:30
    because they were taught the wrong way,
  • 37:30 - 37:32
    they still carry on with the same thing,
  • 37:32 - 37:36
    because what we say I am the teacher
    I know better puts everything in jeopardy
  • 37:36 - 37:39
    and then we see what’s going
    on and what the process is.
  • 37:39 - 37:42
    In time, then we understand,
  • 37:42 - 37:44
    we come to understand where
    the magnetic fields come from,
  • 37:44 - 37:46
    what is the creation,
  • 37:46 - 37:50
    because now we understand
    the simple structure of the plasma.
  • 37:52 - 37:56
    A single plasma is plasma technology,
    plasma physics.
  • 37:56 - 38:00
    When plasmas interact,
    they interact totally different way
  • 38:00 - 38:02
    than when the matter interacts.
  • 38:03 - 38:07
    Because when you are
    in one of these wires here in the middle,
  • 38:07 - 38:09
    you haven’t become a sphere yet,
  • 38:09 - 38:13
    so you will behave different way,
    you behave like the wires,
  • 38:13 - 38:17
    but when you have become
    a totality sphere at the end
  • 38:17 - 38:21
    you have behave what the plastic
    does because that's the end.
  • 38:21 - 38:23
    according to yours.
  • 38:23 - 38:29
    So we try to open the world of science
    in a very, very simple way.
  • 38:29 - 38:32
    You look into the ball,
    there is nothing in it
  • 38:32 - 38:37
    because that's a plasma and when it
    becomes weak enough that it can be seen,
  • 38:38 - 38:42
    then at that point it becomes matter.
  • 38:42 - 38:47
    And the whole understanding
    goes that how matter goes.
  • 38:47 - 38:53
    I brought you something which been
    years and years in the foundation
  • 38:53 - 38:57
    and we started showing it a few years ago
    and a lot of people see
  • 38:57 - 38:59
    and they don't understand.
  • 38:59 - 39:03
    And that is,
    this is a very simple explanation,
  • 39:03 - 39:06
    this is how a plasma is.
  • 39:06 - 39:12
    It's a ball, and I don’t know
    if you can see the water liquid inside it.
  • 39:12 - 39:17
    From the little black things,
    I’ll bring it forward if we can be seen,
  • 39:18 - 39:21
    Hum, you see little, little sticks.
  • 39:22 - 39:25
    These little sticks are the fields
    which are coming out
  • 39:26 - 39:29
    and then in the water
    to they get to the wall,
  • 39:29 - 39:31
    and at the wall they become matter.
  • 39:31 - 39:34
    So this is a plasma
  • 39:34 - 39:37
    but we play with it
    in a different way in adult sport.
  • 39:38 - 39:41
    And we feed it
    because it's a magnetic field,
  • 39:42 - 39:46
    he can joining up with some
    and the ones who doesn’t like he rejects.
  • 39:46 - 39:49
    Its very much like in the classroom.
  • 39:49 - 39:51
    The children you like to play with,
  • 39:51 - 39:52
    you play games with,
  • 39:52 - 39:56
    and the ones you don’t like,
    you reject and you don’t play with.
  • 39:56 - 40:00
    The same thing happens with the...
  • 40:00 - 40:03
    the same thing happen
    in the plasma technology.
  • 40:04 - 40:09
    The ones who want to join up are the same,
    then they join up and they play.
  • 40:09 - 40:13
    And the ones who are not the same or
    they don’t like to be in that position,
  • 40:13 - 40:15
    they reject each other.
  • 40:15 - 40:20
    And this is exactly what you do
    in your classrooms with your friends
  • 40:20 - 40:22
    and your people you don’t like
  • 40:22 - 40:24
    is the behavior of the plasma.
  • 40:24 - 40:30
    And if you have more and more people
    around you, the stronger team you become,
  • 40:30 - 40:32
    it's exactly the same,
  • 40:32 - 40:35
    when the plasma absorbs more and more,
    the stronger it becomes.
  • 40:35 - 40:37
    That's all it is.
  • 40:37 - 40:43
    And then the whole start
    of the creation and creating starts.
  • 40:43 - 40:46
    Then you don’t ask the question what...
  • 40:46 - 40:50
    what is the magnetic field and
    where was it created.
  • 40:51 - 40:55
    It's a bits of all the fields, which come together and they can play.
  • 40:55 - 40:57
    Is like if you are in the second class,
  • 40:57 - 41:00
    you play with your mates and sometimes
  • 41:00 - 41:04
    you go and play maybe with one friend
    from the third class or the fourth class
  • 41:05 - 41:09
    because he understands that he has
    some strength or understanding your level.
  • 41:09 - 41:13
    Even though he was at your level before.
  • 41:14 - 41:17
    A year ago, when you in second class,
    he was in second class,
  • 41:17 - 41:21
    now he is a bit older he goes to third
    class but you still can play with both.
  • 41:21 - 41:24
    Your mates and ones up.
  • 41:24 - 41:29
    So if you want to understand
    the structure of plasma,
  • 41:29 - 41:31
    look at your classroom.
  • 41:32 - 41:34
    The ones you like to play with,
  • 41:34 - 41:37
    you come together to play together.
  • 41:37 - 41:40
    So we call it gravity,
    you gravitate to each other.
  • 41:40 - 41:41
    The ones you don’t like,
  • 41:41 - 41:45
    because they don’t think about the same
    or don't play the same toys
  • 41:46 - 41:49
    and they don’t watch the same cartoons
    as you, they are nothing in common,
  • 41:49 - 41:53
    you refuse to play with them because there
    is nothing in common between you and them.
  • 41:53 - 41:59
    Then they become magnetical field
    which means you reject.
  • 41:59 - 42:01
    And the fields are the same.
  • 42:01 - 42:04
    You play or you reject.
  • 42:05 - 42:06
    And that's all it is,
  • 42:06 - 42:11
    this is the plasma, this is the way
    scientists have to teach us,
  • 42:11 - 42:13
    have to start teaching children,
  • 42:13 - 42:17
    and then when you speak
    when you think in the future,
  • 42:17 - 42:20
    we won’t think about the fish
  • 42:22 - 42:25
    because fish is a flat.
  • 42:25 - 42:28
    You think about an orange,
  • 42:29 - 42:32
    which can rotate on its axis.
  • 42:33 - 42:37
    So this is how we end off this session
  • 42:37 - 42:42
    and I hope we opened your eyes
    furthermore, a little bit more,
  • 42:42 - 42:45
    in the world of reality and creation.
  • 42:45 - 42:49
    But as time goes in the future programs
    we will teach you more
  • 42:49 - 42:54
    that hopefully within the year you know
    as much as your parents do.
  • 42:55 - 42:57
    So. Any questions?
  • 42:59 - 43:02
    Keyvan is there any questions
    from your end there with,
  • 43:02 - 43:06
    have there been any questions
    from kids or mothers
  • 43:06 - 43:10
    or other people in the universe
    or from yourself perhaps?
  • 43:10 - 43:15
    Well no, I just want to thank you,
    it really makes me understand.
  • 43:15 - 43:19
    Beginning to understand and that's, I think
    that that's the most important thing to,
  • 43:19 - 43:23
    because, you know as you said yourself
    Mr. Keshe we are all children,
  • 43:24 - 43:26
    so, yeah.
  • 43:27 - 43:29
    I don’t have any questions. Thank you.
  • 43:30 - 43:34
    And how do you see it
    continuing Mr. Keshe?
  • 43:34 - 43:37
    Would be along similar lines
    with... carrying on
  • 43:37 - 43:40
    from where we left off I guess, with the...
  • 43:41 - 43:44
    maybe we’ll have an apple
    instead of an orange next time.
  • 43:45 - 43:47
    ...We evolved
  • 43:47 - 43:51
    Yeah, the next time I’ll bring
    a watermelon, it will be big enough
  • 43:51 - 43:55
    (Laugh) ok
  • 43:56 - 44:00
    That will be the sun I guess, the big sun.
  • 44:00 - 44:07
    (background sound)
  • 44:07 - 44:11
    Children have a line of teaching
    to children is through their stomach.
  • 44:11 - 44:15
    And orange or fruits
    is something they play with
  • 44:15 - 44:17
    so we try to choose different fruits.
  • 44:17 - 44:19
    The first time I brought an egg
  • 44:19 - 44:22
    and this egg has been here for nearly
    two weeks, three weeks now,
  • 44:22 - 44:25
    soon there will be a chicken coming out
    of it, with a chick.
  • 44:26 - 44:32
    So we have to be reachable
    for the children to understand.
  • 44:32 - 44:35
    Don’t forget the forces outside
    are very strong
  • 44:35 - 44:38
    that will say to the children you are wrong.
  • 44:38 - 44:43
    But if we saw the seed
    of the correct technology and science,
  • 44:44 - 44:47
    then we’ll see what happens
    as you’ve seen in the past 24 hours.
  • 44:48 - 44:51
    We have shown some amazing
    performances from plasma
  • 44:52 - 45:00
    and we’ve seen how weights
    and masses can change with little.... ???
  • 45:00 - 45:02
    Because you have
    to show things to children,
  • 45:02 - 45:06
    children want to see to believe ,
    in a way they can play with.
  • 45:06 - 45:12
    And just to remind people that will be
    at the Spaceship Institute...
  • 45:13 - 45:18
    live stream which is on the same
    Spaceship Institute live stream channel
  • 45:18 - 45:21
    as this Kids Knowledge Seekers Workshop.
  • 45:21 - 45:28
    So people can tune in to
    the live feed from the lab...
  • 45:28 - 45:33
    with the reactors going on there now,
    its quite exciting for those of us
  • 45:33 - 45:36
    who are following that.
  • 45:38 - 45:42
    So we will see each other at
    8’o clock tomorrow morning.
  • 45:42 - 45:43
    Right
  • 45:43 - 45:45
    Yes
  • 45:45 - 45:50
    ...If we sleep in nothing exciting happens in the lab…
  • 45:50 - 45:53
    Some of us are having
    a hard time sleeping
  • 45:53 - 45:55
    because there is so much excitement,
  • 45:55 - 45:57
    but that's okay.
  • 45:58 - 46:00
    From all of us, thank you very much,
    thank you all of you.
  • 46:00 - 46:04
    Thank you, Mr. Keshe! Thank you Keyvan!
  • 46:04 - 46:06
    Thank you Rick, thank you Vince, bye-bye.
  • 46:06 - 46:09
    Thank's everybody on livestream.
  • 46:09 - 46:13
    And this the end of this
    Kids Knowledge Seekers Workshop.
Title:
3rd Kids Knowledge Seekers Workshop Oct 22 2014. Subtitles.
Description:

Sous titré en français

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Video Language:
English
Duration:
46:25

English subtitles

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