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

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Showing Revision 3 created 12/01/2016 by KF SSI Education.

  1. Okay welcome everybody to
    the kids Knowledge Seekers Workshop

  2. my name is “Rick Crammond”, I'm
    would be one of the co-hosts today with
  3. “Keyvan Davani” and we’ll be talking
    with Mr. Keshe of the Spaceship Institute
  4. and he’ll be showing us things...
  5. the wonders of the universe,
  6. brought to us with the eyes
    of a child basically.
  7. And we’ll continue on with what
    we learned last week with...
  8. how... things are created in the universe
  9. and how the magnetic plasma
    and fields interact.
  10. I think we’re ready to go.
  11. Keyvan would you like
    to say something to
  12. add to this workshop at this point ?
  13. As for myself, is that I learned
  14. because you know Mr. Keshe said something
    really, really fundamentally important,
  15. he said that all is interconnected.
  16. And...Well...
  17. I learned you know how magnetic fields
    either repel or attract to one to an other.
  18. Of course, I would be more,
    you know be more and more curious
  19. about knowing why
  20. but, you know, it's the beginning
  21. so its really hard, you know, from a matter
    based scientific perception to a non-matter.
  22. And I think that's the problem
    a lot of people have.
  23. This is I thing what Mr. Keshe
    means when he says
  24. you know people cannot
    accept their own existence.
  25. So. Yeah maybe we can go
    along those lines.
  26. But thank you very much Mr. Keshe.
  27. Oh you’re welcome.
  28. See if we can enlighten you
    a little bit further today,
  29. I received some emails that
    the adults learn more from the children.
  30. You’re breaking up Mr. Keshe, hello?
  31. Okay for the folks on live stream
    we seem to have a bit of a problem
  32. with the connection at
    the Spaceship Institute.
  33. We just lost them temporarily.
  34. As long as Mr. Keshe
    is not online again,
  35. I mean, would you have a position
    on that what I just said Rick?
  36. I mean. Do you agree with me with,
  37. with the fundamental questions
    that's a rise for a lot of people ?
  38. What are the questions?
  39. Oh, hi Mr. Keshe.
  40. Yeah, could you repeat that Keyvan ?
  41. We are lost but we are still
    on planet earth.
  42. (Laugh)
  43. No I’m expecting like, you know, a state of
    evolution any minute or any second right now
  44. but, and it's happening, you know
    when I listen to all these workshops,
  45. not only this one but the other
    one I told previously Rick,
  46. its that you know there is,
    its going faster and faster.
  47. This is really what you mean
    probably by saying
  48. never in the history of mankind has been,
  49. you know so much knowledge and science
  50. and technological understanding
    be transferred, you know, it’s amazing.
  51. Yeah but the thing is,
  52. your generation and my generation
  53. and maybe in some cases our
    parent's generation,
  54. are the only generation in mankind
    who speaks about current and voltage
  55. and... all sorts of things.
  56. So if you had spoken to
    our great grandfathers,
  57. they would have said, atom what ?
  58. Or they would have said, nothing is there.
  59. It’s just a fantasy and is all lies.
  60. It's our generation
    who has come to see more
  61. and understand more with
    a new line of communication.
  62. I’ve said this before, its what we can
    accept according to our own understanding.
  63. When I was in Tehran 5 years ago,
  64. a guy said to my father when he came
    from Moscow about 50, 60 years ago plus,
  65. and he said in Russia they
    have metal which flies.
  66. And everybody said, you are crazy,
    this is impossible, you’ve gone mental,
  67. going to Russia and coming back.
  68. And after a few couple of years,
  69. they saw that metal bird,
    we call it an airplane, appear in Tehran.
  70. So, it's what we have accepted,
    which is the difficult part to reject,
  71. cause otherwise we...
  72. we have to admit in our own shortcoming
    and not understanding the totality.
  73. And this is one of the reasons we
    do these programs for children,
  74. is that, we put the right seed
    of understanding of the creation,
  75. physics, chemistry, biology.
  76. That, when they are taught other lines,
  77. they become judges
    of the knowledge themselves.
  78. And this is the whole thing,
    you said to just...at the beginning,
  79. how the fields interacts,
    what is gravity and what is not.
  80. If we look at this set of magnets.
  81. These are magnets put together to make
    like a field of... magnetic field.
  82. So what happened in this thing.
  83. One of the the reason he shake's
    is because his brother is near here
  84. so he is trying to play with it.
  85. So what happened is that the fields,
  86. this looks like elongated plasma,
  87. it's more like a ray of light,
  88. because a ray of light is a plasma too.
  89. So what happened, this ray of magnetic field
  90. coming out of this plasma,
  91. goes with a higher speed in
    the direction of the arrow, the head,
  92. but as it moves, it comes in touch
    with other magnetic fields
  93. and in the center there are
    other magnetic fields.
  94. If you have two similar magnets,
  95. you see, if their sizes is the right way,
  96. they, what they do,
    they attract each other.
  97. What is this? What this attraction is ?
  98. The attraction is like a tunnel.
  99. You have a tunnel and what goes in
    the tunnel has to come out of the tunnel.
  100. So if you have a one way tunnel
    in your place, in your city,
  101. you find out the cars cannot go through
    opposite way because its one-way.
  102. And this is how the magnetic fields are in
    any shape or form in plasma condition.
  103. So what comes out in interaction
    with the other fields in the environment,
  104. because the universe,
  105. there is nowhere in the universe
    that we can find no magnetic fields.
  106. They’re there,
  107. different strengths, different powers
    that they show themselves.
  108. So as the magnetic field
    comes out of this ring,
  109. he has to interact with the magnetic
    field which is going in here.
  110. So it's a one way system, a tunnel.
  111. A car comes out of the tunnel
  112. and it has to go in another tunnel.
  113. He has no other choice
  114. because that's how is been set.
  115. So, what happens?
  116. So many fields come in
  117. from here to here
  118. and they have two choices.
  119. If this one is in the same direction,
    so they can go in.
  120. So when they go in wathever
    comes out of this one…
  121. Broke off, hello?
  122. Yes, Rick?
  123. Yes we seem to have lost the Spaceship
    Institute again there for a brief time,
  124. I’m sure they will reconnect.
  125. This is thrilling.
  126. Okay, we get to carry on our conversation
    from before I guess Keyvan.
  127. [muttled voices]
  128. Oops, here he comes again.
  129. Are we back?
  130. Yeah, every time Keyvan and I
  131. try to get a conversation going here,
    you keep interrupting.
  132. Ah, ah, ah do you want us to go back
    and come again tomorrow morning ?
  133. No, that's okay,
    we’ll go of somewhere else.
  134. Yeah no problem, have a nice coffee.
  135. Thank you.
  136. So, what happens is that the fields
  137. attract each other
  138. and what comes out of one has…
  139. Okay well, we just go with the flow here and they...
  140. they might keep fading in and out,
  141. we only may get parts of this
    transmission as it comes out.
  142. Yeah might be a few minutes here
    in the meantime maybe we can...
  143. carry on our conversation
    that we began earlier or some other one.
  144. Okay you were saying Keyvan,
    could you explain the situation.
  145. I don’t mean to interrupt
    your guy’s conversation there.
  146. (Laugh)
  147. Thank you, we’re having a heck of a time
    trying to get your point across here.
  148. Yeah. I have to apologize
    for the technical delays.
  149. Okay, so let’s try it again and...
  150. Keyvan, your question or situation
    that you’re laying out there,
  151. maybe you can put it in
    an even more simple way
  152. so that the children can all understand
    as well as the children in us.
  153. Can you lay it out once again there while
    we have this interlude here ?
  154. Well, this line of thought I had is that,
    you know, when Mr. Kesh said,
  155. “All is interconnected”
  156. it made totally logical sense.
  157. Because, you know, a lot,
    for a lot of people,
  158. you know, we still as a lot of people it
    still don't you know take it as granted
  159. that you know we are not
    the only creations of the universe.
  160. And I think people are having
    a really hard time grasping
  161. the idea that you know we are not you know
  162. alone in this universe
    or any other universe.
  163. And....you know
  164. it makes sense, you know, when
    Mr. Keshe said, you know, it's time...
  165. “The time is over for all and any kind of
    religion you know, for any kind of dogma”
  166. I think it's really about
    peace and abundance
  167. and these were like the thoughts that
    somewhat comforted me the last few days.
  168. It’s like in plain sight, everything,
  169. but I’m just thinking why is it so hard
    to accepting you know
  170. the very core of our existence, you know,
  171. the scientific core of our existence.
  172. So I thought maybe you might have
    some thoughts on that you know.
  173. When M. Keshe, you know,
  174. repeats and repeats over and over again
    that everything is plasma,
  175. this is, you know,
    this is the reason why you know,
  176. why I think that it's a really good idea
    you know to start with kids because
  177. they are the only ones who are
    still open minded with their....
  178. you know with their creative
    thinking and consciousness
  179. and understanding that everything
    is made of... of fields, you know,
  180. let’s just call them, you know, for the
    sake of easiness, just magnetic fields.
  181. Is that, is that, I mean is that, the,
    the very, you know the very...
  182. the very essence that you know,
    kids can understand that?
  183. Magnetic fields that are
    all interconnected.
  184. Well, I think...
  185. it was in the previous workshop that
  186. Mr. Keshe showed the little connects doll,
    is that what its called?
  187. With the various joints that
    move and so on
  188. and each joint and even in between
    the joints there’re these little balls
  189. that connect everything together
  190. and he was giving the analogy
    that these balls were like ...
  191. the plasma fields that were...
    that were atoms essentially,
  192. but they were, the fields, were inside
  193. these round ball shaped sort of atoms
  194. that were attracted
    to each other and so on.
  195. And that seemed like
    a good way to explain it.
  196. I think that if I was a kid
    and had of those...
  197. one of those dolls, I would go,
    Oh, oh yeah that makes sense,
  198. everything’s connected,
    the same as these are connected,
  199. except they’re little tiny wee ones
    instead of these big ones you know.
  200. So I definitely could...
  201. could identify with that…
    Can you hear us?
  202. Yes, we hear you Mr. Keshe.
  203. Oh, we muted everything
    and we muted ourselves. (Background)
  204. Just give us a few seconds.
  205. You see, you’ve got to realize,
  206. as long as we are on I can explain,
  207. and when we fall of,
  208. we go... we go back on it later on.
  209. Is that children have totally different
  210. view about the creation
  211. and the created.
  212. And the fields.
  213. So for us to be able
    to reach children to understand,
  214. It's to try to see and
    understand in what language
  215. we speak to them.
  216. And that’s why I try to use toys and...
  217. different things that children
    with it they find association.
  218. It’s very much like
    the video you showed last week.
  219. It reaches children
    in a very, very easy way,
  220. and in fact,
  221. there should be
    no difference for the child
  222. between a plasma
    of whatever we call plasma
  223. an orange,
  224. or that's why I brought an orange
    we will look at it earlier on.
  225. Then we see that the... the reality,
  226. so in front of our children, that they
    have forgotten what they see in reality
  227. and what they would like to understand.
  228. So, in so many ways....
  229. we... express ourselves...
  230. in the, in the, we express ourselves
    in a wrong way. (echo) (background noise).
  231. So we have to find and speak
    the language of a child,
  232. and this will be [mumbled] (background).
  233. So the child can understand
    what we are talking about.
  234. Is not useful talking about the creation
    of the universe and how things came,
  235. when a child cannot relate itself to it.
  236. A child plays with a magnet,
  237. sees a magnet on the fridge
  238. and he says :
  239. “Oh in the world this is not this way,
    in the universe its not this way."
  240. And in so many ways we see even today,
  241. when you explain the logic
    and values of the man,
  242. the man will be defend it
  243. because he understands
    what he understood is correct.
  244. We have a very serious situation
    at the moment
  245. with such a thing.
  246. Where we explained the technology
    in detail fundamentally
  247. to the scientists and when the…
  248. Can you hear me?
  249. [muffled]
  250. Can you hear me?
  251. Yep! (background sound)
  252. We can talk about the scientists
    at the highest level,
  253. when the government tries to lie to them,
  254. they immediately refuse to accept
    the position of the government.
  255. Because they understood
    what they understood Is correct
  256. and it's the opposite
    of what they’ve been taught.
  257. And now they stand to defend it,
  258. We'll explain this in the coming days
    because we have accepted to,
  259. stand certain kind of how do you call it ?
  260. withholding information
    until the time is right,
  261. so we have to do the same with the children.
  262. We have to teach them
  263. the basic understanding
    of the creation of magnetic fields.
  264. In reality...
  265. what we said from the begining,
  266. magnetic fields are not the way this is.
  267. This is how they see magnets.
  268. We have to explain, in the universe,
    fields like this does not exist.
  269. Fields exist in the universe
    in a round shape but up and rotating.
  270. In fact, a plasma, to a child,
    should be an orange in rotation,
  271. but it rotates all the time.
  272. Then a child understand,
  273. and if you can explain, this is the bottom
    where you see there is a hole.
  274. When there is a hole
    we can put something in it
  275. So in the hole-end,
  276. the field goes through
  277. and on the top end, or we will say on
    the head, that's where the field comes out.
  278. So, a child should understand,
    this is it, if I put it like this,
  279. if I put the arrows which we showed earlier,
  280. on one end,
  281. then the child understands
    this is the shape of a magnetic field.
  282. The field goes in
  283. and it has to come out.
  284. What goes inside this orange as energy,
  285. has to be able to come out of this orange.
  286. And whatever is kept inside,
  287. is the energy which the child
    by eating it, absorbs into his body.
  288. Then it makes sense
    to children they understand.
  289. They can explain a plasma
    in the way it is in reality in the life.
  290. So we see this and we have to explain this way.
  291. For us to speak about creation
    and children in that level,
  292. even at 17 or 18 years old,
  293. its too far fetched.
  294. But if they understand
    the principle of the physics,
  295. undersatand the principal of the rotation,
  296. They understand in a simple way,
  297. if you have a magnetic ball,
  298. this ball has to interact
  299. and this ball has to show some effect
    in respect to another magnet.
  300. And then we see what happens.
  301. Armen was playing with some magnets
    this afternoon, with the...
  302. can I have those because he was
    showing in a very nice way
  303. how magnets play with each other.
  304. Can I have the dish please.
    Then you are safe.
  305. You see, this is what it is and how
    magnetic fields set to be. Yeah
  306. This...
  307. This is the shape of a plasma
  308. (background) black we can see easier.
  309. So... this is the shape of a plasma
  310. and what it does,
  311. Armen uses a very simple trick.
  312. And that is,
  313. he has decided,
  314. in his way,
  315. what is going to be going in
    and what is going to be going out.
  316. And what he decides, dictates
    the direction that the plasma will flow.
  317. If we get this here,
  318. you see the plasma
  319. will start rotating totally
    in a different direction and motion.
  320. (background sound)
  321. So, what happened?
  322. The field comes out of one end,
  323. it has to attract,
  324. if the field of the plasma is rotated,
  325. you can see?
  326. If you see my hand,
  327. I don’t need to do anything
  328. and I can get it to turn
    as many fast as you like,
  329. as much as you like.
  330. In so many ways,
  331. there is no petrol, there is no fuel,
  332. there is just the interaction
    of the fields
  333. and you see how easy it is.
  334. We can rotate,
  335. we can jump,
  336. we can see how the fields
    can play with each other.
  337. (background sound)
  338. So you see you can create motion
  339. and then the child understands.
  340. Call this in the middle,
  341. Earth,
  342. call this in the middle the sun,
    call this an atom, .
  343. so the child understands there is no motor in the plasma
  344. It's the fields which are inside it,
  345. when it interracts with other fields,
    it makes it to move.
  346. So now, you try to tell the student
    or child, at any age,
  347. you need a fuel tank and you need a motor,
  348. he sais I can move because plasma moves
    without the motor, I can do the same.
  349. I can decide I’m going back,
  350. I can push, I can attract.
  351. you can do anything you like with it.
  352. So this is, you can roll it, you can
    roll it back, you can roll it forward,
  353. so a child has to understand,
    that... magnets,
  354. like what you see on the fridge
  355. is made to be very much,
    as we said,
  356. for a toy, not the reality
    in the universe.
  357. So they see this as a magnet
    and it stays in their head
  358. and they always associate a magnet
    with a flat sticking on a metal.
  359. This is what we have to teach.
  360. If it we start showing them the
    alternative to this,
  361. this is very much...This is a ball,
  362. they have, all of the children nowdays,
    get these balls free or in different toys.
  363. To them, this is a ball,
  364. but if they understand that
    this ball if you open it,
  365. has nothing in it,
  366. then this is very much
    the structure of the plasma.
  367. You see, the child
    understands automatically,
  368. the same is inside....
  369. but where the field comes
    to slow down enough,
  370. it becomes matter, egg, a hand, the feet,
    but millions and millions of them.
  371. So we have to clarify this
    for the children first.
  372. The video you made animation
    last week was so precise,
  373. it was so exact and so easy.
  374. (?And it goes on the true form?)
  375. ...And then the children
    have to understand,
  376. after a while, when
    this plasma is rotating,
  377. it looses its energy.
  378. Its like when you are eating your food,
  379. when the food is finished you feel hungry.
  380. You have two things, you have to eat more,
  381. or you have to share
    your food with somebody
  382. or somebodies food
    so that you can survive.
  383. So what the plasma does, it actually
    spreads open, that's all it does.
  384. The plasma, in a very funny way,
    it breaks up into pieces.
  385. It totally breaks up, it opens up,
  386. but in the process of opening up,
  387. this is what happens to it,
    fragments pieces,
  388. and more pieces and then more pieces
  389. and then there is nothing left but pieces.
  390. Then these pieces come together again,
  391. so this is what you’re going to get.
  392. And when these pieces come together,
  393. they come in two different sizes,
    one bigger and one smaller.
  394. So what you’re going to get
    is very much,
  395. very similar to this position.
  396. You had a very big one,
  397. now you have a little bigger one,
    a little smaller one.
  398. Then this is what we call
    becomes the atom.
  399. When this blows up,
    it does looses his balance,
  400. then it becomes a bigger and a smaller.
  401. But what happens now?
  402. Is exactly the same,
    is excatly the same process.
  403. Now you have two magnets,
  404. which is like this,
  405. one bigger, one smaller, but now don't
    have the small one shown it as the same.
  406. But these two will have a connection
    with each other.
  407. They are connected because
    they are brother and sister.
  408. I rotate this, the other one
    has to rotate,
  409. I rotate this,
    the other one has to rotate.
  410. And then the one which is bigger
    becomes the boss.
  411. So as this rotates around,
  412. the other one has to rotate with it,
    but in a different formation.
  413. And then this, in this formation,
  414. this is what we call,
  415. in terms of physics,
  416. we call it: "an atom".
  417. So when a big plasma splits
    into a smaller and a bigger plasma,
  418. slightly smaller and bigger,
  419. now you become from 1 plasma to 2 plasmas
  420. and then this is the atom.
  421. And now we come from
    plasma science into physics.
  422. Because there’s a huge difference
    in the world of science.
  423. There’s a big difference, as much as
    there is between biology and chemistry,
  424. there is a difference between
    plasma technology and atomic physics,
  425. or what we call physics.
  426. Plasma is plasma,
  427. physics as we call it physics,
    is a structure between atoms.
  428. And then when you put
    more of these atoms together,
  429. in a way, now you become in the realm
    of biology, sorry chemistry.
  430. So you come from plasma, to physics,
  431. now four of them becomes chemistry,
  432. and then when you add two more to it,
    you become biology.
  433. So a child can see, in the parameter,
    what is what.
  434. So you never talk about physics
    with the biology, how they are connected.
  435. So it's the same.
  436. You never speak about plasma and physics.
  437. Plasma has to be spoken on its own terms
  438. because it has its own properties,
    its own behavior
  439. which when 2 plasmas come together
    show behavior of interaction,
  440. and then you find what we call physics.
  441. Then as we said, when you get 2 of them,
  442. 2 small and 2 big ones coming together.
  443. Now the 4 make what we call chemistry
  444. because they have to interact
    with each other chemically.
  445. In a way, they have to share each other.
  446. What happens in chemistry is that the
    little plasmas says ok you can have mine
  447. I have yours and then
    we are all connected.
  448. And then when you add a third one too it,
  449. an other atom, lets say this is what
    we call oranges and these are apples,
  450. now when we add a coconut,
  451. and with a smaller coconut,
  452. and he says okay, you give me that one
    I’ll give you this one,
  453. and everybody gets mixed up.
  454. And now you come to biology.
  455. There is a further addition, which
    then becomes what we call intelligence
  456. but it is too much
    for children to understand.
  457. So in fact,
  458. first thing we have to do,
  459. we have to clarify to the child
    what we are talking about,
  460. we spoke about the plasma last time
  461. and now we see the number of plasmas.
  462. When they interact, they, we,
    as human beings
  463. over time given them different names,
  464. one is called Suzie, one is called Julie,
    one is called Alan,
  465. but in fact when we say Susan,
    it means there is a girl,
  466. because we know Alan is a boy.
  467. Now in a plasma technology in the physics
    and chemistry and biology is the same.
  468. Then, the interaction between
    the plasmas decides where we go.
  469. This is one of the biggest problem
    in the world of science.
  470. Because plasma is something
    which we have come across
  471. in the past maybe 30, 40 years,
  472. we have not had the understanding
    to give it its own house.
  473. And this is where most of the problem
  474. with technologies like us
    comes into operation,
  475. because people cannot understand
  476. what is the plasma and what is atom.
  477. Because plasma is on its own technology.
  478. Physics is a technology
    of mixing of 2 plasmas.
  479. Chemistry is an interaction
    of at least 4 plasmas,
  480. 2 big ones, 2 small ones.
  481. If you have 2 hydrogen,
  482. we call it a molecule
  483. because that's the terminology.
  484. And then if you add
    another dimension to it,
  485. that all of them mixed up and nobody knows
    who it is but together we are 1 cell,
  486. this is what we call biology.
  487. And usually in biology,
    we see at least minimum 4 atoms,
  488. because, there is a reason for it.
  489. When you have an atom,
    4 of them in biology.
  490. One needs to hold everybody together,
  491. so the heavy one goes in the middle,
  492. says okay, I’m heavier
    I can hold all of you with hand.
  493. One says okay, I want to communicate
    with the others that we see where we are.
  494. So that becomes the communicator.
  495. One says : "I know how to bring energy".
  496. Then becomes an other element.
  497. And one says oh I have enough energy,
  498. if you shake me
    I can shake and everything falls off.
  499. So now we make what we call a molecule
    of the human race,
  500. What we call amino acid.
  501. So, in reality, this is how simple this is
  502. but as we understood
    the science over centuries,
  503. and a lot of people who understood it
    wanted to make it really complicated
  504. to show that they were really intelligent
    they made it more and more complicated.
  505. And now we make it simple.
  506. You have a plasma and that plasma
    is a very, very very simple thing.
  507. It holds, as we said, inside it
    last time if you remember...
  508. magnetic fields.
  509. So the other version of what you see
    as a colored balls,
  510. is this.
  511. So what happens?
  512. There we are, if you can see this,
    or I bring it more in that you can see it,
  513. this is now, this inside
    with the magnetic fields, curling fields.
  514. And then these curly fields
    has to interact,
  515. now this is the smaller one,
    and this one is a bigger one.
  516. So it needs to interact with the big brother
  517. that is there it came
    from the same mother.
  518. So now you see it's a big
    and a small as you saw in the atom.
  519. There is no difference.
  520. This way, when we look at it
    with the white balls,
  521. we call it physics,
  522. when we see it in the clear balls and we
    know what’s going on inside of the ball,
  523. we call it plasma technology.
  524. And then these fields inside each other
    has to connect up.
  525. Then this becomes plasma as gravitation
    and magnetic because as you saw,
  526. magnets do two things, they come together
    or they go away from each other.
  527. In terminology, we call them,
    because to look very clever
  528. we have created a name for them
    we call them gravity.
  529. Gravity is when you hold each other,
  530. you gravitate towards each other,
    you come together.
  531. So if the magnets come together,
  532. you see it, now it's gravity.
  533. And this is the simplicity of it.
  534. So now we have a bigger brother
    and a smaller brother,
  535. if you can see it,
  536. they gravitate towards each other
    and if I can show you with this,
  537. Now you see a big and a small,
    and you see how they come together.
  538. So... let's now we spoke, we’ve explained
    the plasma in the passed programs,
  539. now we understand the plasma.
  540. What is plasma.
  541. When plasma reaches interaction, that
    it has to interact with another plasma,
  542. you enter at the point of tangibility,
    world of physics.
  543. And then it becomes totally different
    ball game, it becomes all understood.
  544. Plasma is the way the universe works.
  545. Matter and physics is the way
    the man works.
  546. And in the universe,
  547. we don't see... very much matters,
  548. unless small fractions,
  549. they slow down enough,
    that they show themselves.
  550. Very, very small amount of plasmas,
    slow down enough, that can be seen.
  551. Its like when you play hide and see,
  552. as long as you can run and
    cannot be caught, and you can hide,
  553. you are plasma.
  554. Once you are discovered,
  555. you become matter,
    you become physics,
  556. and this is where a lot of children go
    wrong and physics becomes complicated.
  557. Then we can see the world of science
    finds new ways to teach,
  558. to learn and to share knowledge.
  559. But one of the biggest problems with
    our children at the moment in the schools
  560. is from the first day they go to nursery
    to come out as,
  561. even professors out of the university,
  562. is that...
  563. they have to protect what they have
    been taught, even if it's a lie and wrong.
  564. Because once they’ve accepted it,
    they have to defend it.
  565. Because otherwise they’ll say you are
    stupid you accepted the wrong thing.
  566. And then this is what we find dogmas
    of peer reviewing and people saying
  567. what we say's is correct and the rest of
    what we see in the world of science
  568. for the past 2-300 years.
  569. And then knowledge finds value
    because you have to protect it.
  570. Then people find out
  571. knowledge has value as long as
    it is within the plasma of the earth.
  572. You cannot sell a Mars bar
  573. or you cannot sell a bar of chocolate
    to the man in space.
  574. Because sweetness has no taste
    to the man in space
  575. it's only for man who has his physicality.
  576. We cannot say to somebody
    from an other planet,
  577. I’ll give you a can of Coca-Cola.
  578. To him, it is meaningless because
    he cannot drink liquid
  579. because his fields are different.
  580. His fields are more into the center
    than on the edge.
  581. If his fields become further out then
    become use then he can drink a Coca-Cola.
  582. That’s all it is.
  583. This is where children have to be brought
    in to understand and not be confused.
  584. And the people who teach physics
    in the school,
  585. because they were taught the wrong way,
  586. they still carry on with the same thing,
  587. because what we say I am the teacher
    I know better puts everything in jeopardy
  588. and then we see what’s going
    on and what the process is.
  589. In time, then we understand,
  590. we come to understand where
    the magnetic fields come from,
  591. what is the creation,
  592. because now we understand
    the simple structure of the plasma.
  593. A single plasma is plasma technology,
    plasma physics.
  594. When plasmas interact,
    they interact totally different way
  595. than when the matter interacts.
  596. Because when you are
    in one of these wires here in the middle,
  597. you haven’t become a sphere yet,
  598. so you will behave different way,
    you behave like the wires,
  599. but when you have become
    a totality sphere at the end
  600. you have to behave what the plastic
    tells you because that's the end.
  601. according to yours.
  602. So we try to open the world of science
    in a very, very simple way.
  603. You look into the ball,
    there is nothing in it
  604. because that's a plasma and when it
    becomes weak enough that it can be seen,
  605. then at that point it becomes matter.
  606. And the whole understanding
    goes that how matter goes.
  607. I brought you something which been
    years and years in the foundation
  608. and we started showing it a few years ago
    and a lot of people see
  609. and they don't understand.
  610. And that is,
    this is a very simple explanation,
  611. this is how a plasma is.
  612. It's a ball, and I don’t know
    if you can see the water liquid inside it.
  613. From the little black things,
    I’ll bring it forward if it can be seen,
  614. you see little, little sticks.
  615. These little sticks are the fields
    which are coming out
  616. and then in the water
    to they get to the wall,
  617. and at the wall they become matter.
  618. So this is a plasma
  619. but we play with it
    in a different way in adult sport.
  620. And we feed it
    because it's a magnetic field,
  621. he can join up with some
    and the ones who doesn’t like he rejects.
  622. Its very much like in the classroom.
  623. The children you like to play with,
  624. you play games with,
  625. and the ones you don’t like,
    you reject and you don’t play with.
  626. The same thing happens with the...
  627. the same thing happen
    in the plasma technology.
  628. The ones who want to join of the same,
    then they join up and they play.
  629. And the ones who are not of the same or
    they don’t like to be in that position,
  630. they reject each other.
  631. And this is exactly what you do
    in your classrooms with your friends
  632. and your people you don’t like
  633. is the behavior of the plasma.
  634. And if you have more and more people
    around you, the stronger team you become,
  635. it's exactly the same,
  636. when the plasma absorbs more and more,
    the stronger it becomes.
  637. That's all it is.
  638. And then the whole start
    of the creation and creating starts.
  639. Then you don’t ask the question what...
  640. what is the magnetic field and
    where was it created.
  641. It's a bits of all the fields,
    which come together and they can play.
  642. Is like if you are in the second class,
  643. you play with your mates and sometimes
  644. you go and play maybe with one friend
    from the third class or the fourth class
  645. because he understands that he has
    some strength or understanding your level.
  646. Even though he was at your level before.
  647. A year ago, when you in second class,
    he was in second class,
  648. now he is a bit older he goes to third
    class but you still can play with both.
  649. Your mates and ones up.
  650. So if you want to understand
    the structure of plasma,
  651. look at your classroom.
  652. The ones you like to play with,
  653. you come together to play together.
  654. So we call it gravity,
    you gravitate to each other.
  655. The ones you don’t like,
  656. because they don’t think about the same
    or don't play with the same toys
  657. and they don’t watch the same cartoons
    as you do, and have nothing in common,
  658. you refuse to play with them because there
    is nothing in common between you and them.
  659. Then they become magnetical field
    which means you reject.
  660. And the fields are the same.
  661. You play or you reject.
  662. And that's all it is,
  663. this is the plasma, this is the way
    scientists have to teach us,
  664. have to start teaching children,
  665. and then when you speak
    when you think in the future,
  666. we won’t think about the fish
  667. because fish is a flat.
  668. You think about an orange,
  669. which can rotate on its axis.
  670. So this is how we end off this session
  671. and I hope we opened your eyes
    furthermore, a little bit more,
  672. in the world of reality and creation.
  673. But as time goes in the future programs
    we will teach you more
  674. that hopefully within the year you know
    as much as your parents do.
  675. So. Any questions?
  676. Keyvan is there any questions
    from your end there with,
  677. have there been any questions
    from kids or mothers
  678. or other people in the universe
    or from yourself perhaps?
  679. Well no, I just want to thank you,
    it really makes me understand.
  680. Beginning to understand and that's,
  681. I think that that's the most
    important thing to,
  682. because, you know as you said yourself
    Mr. Keshe we are all children,
  683. so, yeah.
  684. I don’t have any questions. Thank you.
  685. And how do you see it
    continuing Mr. Keshe?
  686. Would be along similar lines
    with... carrying on
  687. from where we left off
    I guess, with the...
  688. maybe we’ll have an apple
    instead of an orange next time.
  689. We evolved.
  690. Yeah, the next time I’ll bring
    a watermelon, it will be big enough
  691. (Laugh) ok
  692. That will be the sun I guess, the big sun.
  693. (background sound)
  694. Children have a line of teaching
    to children is through their stomach.
  695. And orange or fruits
    is something they play with
  696. so we try to choose different fruits.
  697. The first time I brought an egg
  698. and this egg has been here for nearly
    two weeks, three weeks now,
  699. soon there will be a chicken coming out
    of it, with a chick.
  700. So we have to be reachable
    for the children to understand.
  701. Don’t forget the forces outside
    are very strong
  702. that will say to the children
    you are wrong.
  703. But if we sow the seed
    of the correct technology and science,
  704. then we’ll see what happens
    as you’ve seen in the past 24 hours.
  705. We have shown some amazing
    performances from plasma
  706. and we’ve seen how weights
    and masses can change with little.... ???
  707. Because you have
    to show things to children,
  708. children want to see to believe ,
    in a way they can play with.
  709. And just to remind people that will be
    at the Spaceship Institute...
  710. live stream which is on the same
    Spaceship Institute live stream channel
  711. as this Kids Knowledge Seekers Workshop.
  712. So people can tune in to
    the live feed from the lab...
  713. with the reactors going on there now,
    its quite exciting for those of us
  714. who are following that.
  715. So we will see each other at
    8’o clock tomorrow morning.
  716. Right
  717. Yes
  718. If we sleep in nothing
    exciting happens in the lab…
  719. Some of us are having
    a hard time sleeping
  720. because there is so much excitement,
  721. but that's okay.
  722. From all of us, thank you very much,
    thank you all of you.
  723. Thank you, Mr. Keshe! Thank you Keyvan!
  724. Thank you Rick, thank you Vince, bye-bye.
  725. Thank's everybody on livestream.
  726. And this the end of this
    Kids Knowledge Seekers Workshop.