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

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    Rick Crammond (RC):
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    Okay! Welcome everybody
    to the Kids Knowledge Seekers Workshop.
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    My name is Rick Crammond, I'll
    be one of the co-hosts today with
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    Keyvan Davani (KD) and we’ll be talking
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    with Mr Keshe (MK)
    of the Spaceship Institute
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    and he’ll be showing us things...
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    the wonders of the Universe...
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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...
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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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    I think we’re ready to go.
    Is Keyvan would you like to ...
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    say something to add
    to this workshop at this point ?
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    (KD): As for myself, is that I learned ...
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    because, you know,
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    Mr Keshe said something real,
    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 one another.
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    Of course, I would be more,
    you know be more,
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    more curious about knowing why.
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    But, you know, it's the beginning,
    so I'm ...
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    Its really hard, you know,
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    from a matter based scientific perception,
    to a, 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 think, 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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    (MK): Oh you’re welcome. See if we can
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    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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    (KD): You’re breaking up Mr Keshe. Hello?
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    (RC): 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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    (KD): 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,
    you know, that arise for a lot of people?
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    (MK): What are the questions?
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    (KD): Oh! Hi Mr Keshe.
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    (chuckles)
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    (RC): Yeah, could you repeat that Keyvan ?
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    (MK): It seemed we are lost but
    we're still on planet earth.
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    (laughter)
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    (KD): No I’m expecting like, you know,
    a state of evolution any minute
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    or any second right now but, and ...
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    and it's happening and it's, you know.
    when I listen to all those workshops,
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    not only this one but the other
    ones. I told previously Rick,
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    is that, you know, there is ...
    it's going fast and faster.
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    This is... 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
    and technological understanding
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    be transferred, you know, it’s amazing.
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    (MK): 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 would 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. It’s just a...
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    It's... it's 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 communications.
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    I have said this before, it's what we can
    accept according to our own understanding.
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    When I was in Tehran 5 years ago,
    a guy said...
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    My father when he came from Moscow,
    about fifty, sixty 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",
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    " You're, you know, you've gone mental.
    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, appeared in Tehran.
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    So, it's what we have accepted,
    which is the difficult part to reject,
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    because otherwise 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 thought 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 a series of 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 reasons he shakes
    is because his brother is near here
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    so it's trying to play with it.
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    So, what happened is that the fields,
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    this looks like elongated Plasma,
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    it's more like a ray of light,
    because a ray of light is a Plasma too.
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    So, what happened, this ray of
    magnetic field, coming out of this Plasma,
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    goes with a high 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 size 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, different strengths,
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    different powers, that they...
    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, whatever
    comes out of this one…
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    (KD): Broke off, hello?
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    (RC): Oops, Yes.
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    (KD): Rick?
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    (RC): Yes! We seem to have lost the
    Spaceship Institute again there
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    for a brief time.
    I’m sure they will reconnect.
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    (KD): This is thrilling.
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    (RC): Okay, we get to carry on our
    conversation from before, I guess Keyvan?
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    ... (inaudible) ...
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    (RC): Oops, here he comes again.
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    (MK): We are back?
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    (RC): Yeah! Every time Keyvan and I
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    try to get a conversation going here,
    you keep interrupting.
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    (laughter)
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    (MK): Ah, ah, ah....
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    Do you want us to go back and come again
    tomorrow morning at eight...?
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    (RC): No! That's okay,
    we’ll go of somewhere else.
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    (MK): Yeah, ...have a nice coffee.
    (RC): And you.. Thank you.
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    (MK): So, what happens is that the fields
    attract each other
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    and what comes out of one has…
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    (RC): Okay well, we just go with
    the flow here and they'll...
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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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    Vince (V): I don’t mean to interrupt
    your guy’s conversation there.
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    ... (laughter) ...
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    (RC): Thank you, we’re having a heck of a
    time, getting your point, across here.
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    (V): Yeah! ...I have to apologize
    for the technical delays.
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    (RC): 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... can lay it out once again there
    while we have this interlude
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    here?
    (KD): Well, this line of thought I had
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    is that, you know, when Mr. Keshe 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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    it's you know, we still...
    there's a lot of people that
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    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. And...
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    ... And 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",
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    you know, for any kind of dogma.
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    And, I think it's really about
    peace and... abundance.
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    and these were, like the thoughts that
    somewhat comfort 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 Mr Keshe, you know,
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    repeats and repeats over and over again
    that everything is Plasma.
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    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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    with their....you know, with their
    creative thinking and consciousness
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    and understanding that everything
    is made of... of...
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    of fields, you know, of...
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    let’s just call them, you know, for the
    sake of easiness, 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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    (RC): Well, I think...
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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 it's called?
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    With the various joints that
    move and so on
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    and then each joint and even in between
    the joints,
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    there’s these little balls, 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,
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    they were inside 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.
    (MK): Can you hear us?
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    (RC): Yes, we hear you Mr. Keshe.
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    (MK): Ah! We muted everything
    and we muted ourselves.
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    So...
    Armen (A): Yeah but now we're back on.
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    (MK): Just give us a few seconds.
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    You see, you've got to realize,
    as long as we are on I can explain,
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    and when we fall out, we go...
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    ... we go back on it later on.
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    Is that children have totally different
    view about...
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    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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    (A): We put a camera here later.
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    Is to try to see and
    understand,
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    in what language 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,
    with it, they find 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 a child
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    between a Plasma of...
    whatever we call Plasma,
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    an orange,
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    or.... That's why I brought an orange,
    we will look at it earlier 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...
    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.
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    (echo)
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    You're there? Okay, so do nothing.
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    So, we have to find and speak
    the language of a child,
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    and this will be....
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    Is that Livestream on? Okay!
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    So, the child can understand
    what we are talking about.
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    It's no use 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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    The child plays with a magnet,
    sees a magnet on the fridge
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    ...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 it even today,
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    when you explain the logic
    in the language 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, fundamentally
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    to the scientists and when the…
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    Can you hear me?
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    (A): You can't hear?
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    (MK):Can you hear me?
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    Yep! (background sound)
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    So, that 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 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,
  • 17:06 - 17:09
    and now they stand to defend it,
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    We'll explain this in the coming days
    because we have accepted to,
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    stand through a certain kind of..
    What 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... in reality...
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    ...what we said from the beginning,
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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, and if he..
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    You can explain, this is the bottom
    where you see there is a hole.
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    When there is a hole you can put
    something in it. 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,
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    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, on one end,
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    then the child understands,
    this is the shape of a magnetic 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 sphere... this orange.
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    And whatever is kept inside,
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    is the energy which the child
    by eating it, absorbs to his body.
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    Then, it makes sense to children,
    they understand.
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    They... They can explain a Plasma in the
    way it is in reality, in their life.
  • 19:07 - 19:10
    So, we see this and we have to
    explain this way.
  • 19:10 - 19:14
    For us to speak about creation,
    and children in that level,
  • 19:14 - 19:16
    even at seventeen, eighteen years old,
  • 19:16 - 19:18
    it's too far fetched.
  • 19:19 - 19:21
    But, if you understand
    the principle of the physics,
  • 19:21 - 19:23
    understand the principal of the rotation,
  • 19:23 - 19:26
    They understand in a simple way,
  • 19:26 - 19:29
    if you have a magnetic ball,
  • 19:29 - 19:32
    ...this ball has to interact
  • 19:32 - 19:38
    and this ball has to show some effect
    in respect to another magnet,
  • 19:39 - 19:41
    ...and then we see what happens.
  • 19:41 - 19:45
    ...Armen was playing with some magnets
    this afternoon, just with the...
  • 19:45 - 19:46
    Can I have those?
  • 19:46 - 19:50
    Because he was showing, in a very nice way
  • 19:50 - 19:52
    how magnets play with each other.
  • 19:52 - 19:56
    Can I have the dish please?
    Then you are safe.
  • 19:56 - 20:01
    You see, this is what it is and how
    magnetic fields said to be.
  • 20:01 - 20:03
    Yeah!
  • 20:03 - 20:04
    This...
  • 20:05 - 20:07
    This is the shape of a Plasma
  • 20:07 - 20:11
    If we can go on a black,
    they can see it easier.
  • 20:11 - 20:14
    So... this is the shape of a Plasma
  • 20:14 - 20:17
    and what it does,
  • 20:17 - 20:20
    Armen uses a very simple trick.
  • 20:21 - 20:22
    And that is,
  • 20:22 - 20:23
    he has decided,
  • 20:24 - 20:26
    in his way,
  • 20:26 - 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 - 21:07
    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 - 21:14
    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 - 21:29
    it's 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 - 21:36
    we can jump,
  • 21:36 - 21:42
    we can see how the fields
    can play with each other.
  • 21:42 - 21:47
    This is good a new assistant, the ...
    finger of Armen and my fingers.
  • 21:47 - 21:50
    So, you see you can create motion
  • 21:50 - 21:52
    and then the child understands.
  • 21:53 - 21:56
    Call this in the middle, 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 is 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
    a child, at any age,
  • 22:17 - 22:20
    you need a fuel tank and you need a motor.
  • 22:20 - 22:24
    He says, "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.
  • 22:33 - 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 she sees or he sees on a...
    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
  • 23:01 - 23:06
    and they always associate a magnet
    with a flat we're sticking on a 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
    it's empty 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.
  • 23:56 - 24:02
    The video you made animation
    last week was so precise,
  • 24:02 - 24:05
    it was so exact and it was so easy,
  • 24:05 - 24:07
    and it brought a lot of truth home.
  • 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've eaten your food,
  • 24:21 - 24:23
    when the food is finished you feel hungry.
  • 24:23 - 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,
    that you can survive.
  • 24:32 - 24:37
    So what the Plasma does, it actually
    splits 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 - 24:58
    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 - 25:06
    And the, 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,
  • 25:14 - 25:17
    very similar to this position.
  • 25:17 - 25:18
    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, loses his balance,
  • 25:32 - 25:34
    then it becomes a bigger and a smaller.
  • 25:34 - 25:36
    But what happened now,
  • 25:37 - 25:40
    is exactly the same,
    is exactly 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.
  • 25:55 - 25:59
    They are connected because
    there is a brother and sister.
  • 26:00 - 26:02
    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,
  • 26:13 - 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 - 26:23
    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 - 26:41
    Now you become from one Plasma
    to two 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 - 27:04
    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 - 27:18
    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 - 27:41
    and then, when you add two more to it,
    you become biology.
  • 27:41 - 27:46
    So, a child can see, in a parameter,
    what is what.
  • 27:46 - 27:54
    So, you never talk about physics with the
    biology how... and 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 two 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 you said,
    when you get two of them,
  • 28:20 - 28:23
    two small and two big ones
    coming together.
  • 28:24 - 28:30
    Now, the four 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 - 28:39
    What happens in chemistry is that
  • 28:39 - 28:41
    the little Plasma says,
    "Okay 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
    another atom, lets say this is what
    we call oranges and these are apples.
  • 28:54 - 28:56
    Now, when we add a coconut,
  • 28:57 - 28:59
    and with a smaller coconut,
  • 29:02 - 29:06
    and he says, "Okay, you give me that one
    I give you this one and everybody gets
  • 29:06 - 29:07
    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 a 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 given them different names,
  • 29:36 - 29:39
    one is called Susan, one is called Julie,
    one is called Alan,
  • 29:39 - 29:43
    but in fact when we say Susan,
    it means there is a girl,
  • 29:43 - 29:45
    we call it a Alan we know it's a boy.
  • 29:45 - 29:49
    Now, in a Plasma technology, in physics
    and chemistry or biology, it's 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 thirty, forty 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 - 30:28
    Because Plasma, is on its own technology.
  • 30:30 - 30:35
    Physics is a technology
    of mixing of two Plasmas.
  • 30:35 - 30:39
    Chemistry is an interaction
    of at least four Plasmas,
  • 30:39 - 30:40
    two big ones, two small ones.
  • 30:40 - 30:42
    If you have two 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 - 30:55
    that all get mixed up and nobody knows
    who it is, but together we are one cell,
  • 30:55 - 30:57
    this is what we call biology.
  • 30:58 - 31:06
    And usually in biology,
    we see at least, minimum four atoms,
  • 31:06 - 31:09
    because, there is a reason for it.
  • 31:09 - 31:12
    When you have an atom,
    four 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 - 31:21
    Says, "Okay, I’m heavier
    I can hold all of you with hand".
  • 31:21 - 31:25
    One says, "Okay, I want to communicate
    with the others that we see where we are".
  • 31:25 - 31:28
    So that becomes the communicator.
  • 31:29 - 31:33
    One says, "I know how to bring energy".
  • 31:33 - 31:34
    Then becomes an other element.
  • 31:34 - 31:36
    And one says, "Oh! I have enough energy".
  • 31:36 - 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 - 31:56
    but as we understood
    the science over centuries,
  • 31:56 - 32:00
    and a lot of people who understood it
    wanted to make it very complicated
  • 32:00 - 32:04
    to show them they are very intelligent
    they make 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...
  • 32:19 - 32:21
    magnetic fields.
  • 32:21 - 32:26
    So, the other version of what you see
    as a colored ball,
  • 32:26 - 32:27
    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, curly fields.
  • 32:41 - 32:45
    And then, this curly field
    has to interact.
  • 32:45 - 32:50
    Now, this is the smaller one,
    and this one is a bigger one.
  • 32:50 - 32:55
    So, it needs to interact
    with the big brother
  • 32:55 - 32:58
    that is there, became
    from the same mother.
  • 32:58 - 33:05
    So, now you see it's... it's the 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 - 33:31
    Then, this becomes Plasma
    as gravitation and magnetic
  • 33:31 - 33:34
    because as you saw, magnets do two things,
  • 33:34 - 33:37
    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,
  • 34:12 - 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 - 34:35
    When Plasma reaches interaction, that
    it 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 - 34:57
    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 - 35:11
    they 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 - 35:20
    It's like when you play hide and see,
  • 35:21 - 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 - 35:32
    Once you are discovered,
    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
    be it from the first day they go
    to nursery, to come out as a...
  • 35:58 - 36:01
    even professors out of the university,
  • 36:02 - 36:03
    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".
  • 36:19 - 36:24
    And then this is what we find; Dogmas
    of peer reviewing and people saying,
  • 36:24 - 36:28
    "What we say is correct" and the rest of
    what we see in the world of science
  • 36:28 - 36:30
    in the past two-three hundred years.
  • 36:30 - 36:34
    And then, "Knowledge finds value
    because, we 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 - 36:46
    You cannot sell a Mars bar
  • 36:46 - 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 - 37:14
    If his fields become further out
  • 37:14 - 37:17
    then become yours,
    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 - 37:27
    And the people who teach physics
    in the school,
  • 37:27 - 37:29
    because they were taught the wrong way,
  • 37:29 - 37:31
    they still carry on with the same thing.
  • 37:32 - 37:34
    Because, "What we say, I am the teacher,
    I know better",
  • 37:34 - 37:36
    puts everything in jeopardy,
  • 37:36 - 37:39
    and then we see what’s going
    on and what the process is.
  • 37:40 - 37:42
    In time, then we understand...
  • 37:42 - 37:46
    we come to understand where the magnetic
    fields come from, what is the creation,
  • 37:46 - 37:51
    because now we understand
    the simple structure of the Plasma.
  • 37:51 - 37:55
    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 - 38:16
    But, when you have become
    a totality, sphere at the end
  • 38:16 - 38:21
    you have to behave, what the plastic tells
    you because that... 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 - 38:30
    You look to the ball,
  • 38:30 - 38:33
    there is nothing in it,
    because that's a Plasma
  • 38:33 - 38:37
    and when it becomes weak enough,
    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 matters 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 it can be seen,
  • 39:19 - 39:21
    ...you see little, little sticks.
  • 39:22 - 39:25
    These little sticks are the fields
    which are coming out
  • 39:25 - 39:29
    and then in the water till
    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 - 39:38
    but we play with it
    in a different way in adult sport.
  • 39:38 - 39:42
    And we feed it,
    because it's a magnetic field,
  • 39:42 - 39:47
    he can join up with some
    and the ones who doesn’t like he rejects.
  • 39:47 - 39:49
    Its very much like in the classroom.
  • 39:49 - 39:52
    The children you like to play with,
    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 - 40:10
    The ones who want to join of the same,
    then they join up and they play.
  • 40:10 - 40:13
    And the ones who are not of 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
    and that's all it is.
  • 40:37 - 40:43
    And then, the whole start of
    the creation and created starts.
  • 40:43 - 40:46
    Then you don’t ask the question
    what was I...
  • 40:46 - 40:51
    what is the magnetic field
    and where was it created?
  • 40:51 - 40:55
    It's ...bits of all the fields,
    which come together and they can play.
  • 40:55 - 40:57
    It's 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 - 41:12
    even though, he was at your level before.
  • 41:14 - 41:17
    A year ago, when you're 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 - 41:43
    The ones you don’t like because
    they don’t think about the same
  • 41:43 - 41:45
    they don't play with the same toys
  • 41:46 - 41:48
    and they don’t watch
    the same cartoons as you do,
  • 41:48 - 41:50
    and have nothing in common.
    You refuse to play with them
  • 41:50 - 41:53
    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 - 42:07
    and that's all it is,
    this is the Plasma.
  • 42:07 - 42:10
    This is the way
    scientists have to...
  • 42:10 - 42:13
    and teachers have to
    start teaching children,
  • 42:13 - 42:17
    and then when you speak,
    when you think in the future,
  • 42:17 - 42:19
    we won’t think about the fish
  • 42:22 - 42:24
    because fish is ...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 up 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'll 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
    (RC): ...Keyvan is there any questions
    from your end there with...
  • 43:03 - 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?
  • 43:11 - 43:14
    (KD): Well no, I just want to thank you,
    it really makes me understand.
  • 43:14 - 43:17
    You know, beginning to understand
    and that's, I think that,
  • 43:17 - 43:19
    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 - 43:33
    (RC): And how do you see it
    continuing Mr Keshe?
  • 43:33 - 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 evolve.
  • 43:47 - 43:50
    (MK): Evolve Yeah! The next time I’ll
    bring you a watermelon,
  • 43:50 - 43:51
    it'll be big enough.
  • 43:51 - 43:54
    ... (laughing) ...
  • 43:54 - 43:55
    (RC): Okay.
  • 43:56 - 44:00
    That'll be the Sun I guess, the big Sun?
  • 44:00 - 44:04
    (MK): ...we were talking about to be
    an orange like an electron..
  • 44:04 - 44:07
    ... (inaudible) ...
  • 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
    It soon will be chicken and
    coming out 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 do say to the children,
    "You are wrong".
  • 44:38 - 44:43
    But if we sow the seed
    of the correct technology and science,
  • 44:43 - 44:47
    then we’ll see what happens as you've
    seen in the past twenty four hours.
  • 44:48 - 44:51
    We have shown some amazing
    performances from Plasma
  • 44:52 - 44:57
    and we've seen how weights
    and masses can change with little,
  • 44:57 - 44:59
    than one gramme and ten grammes.
  • 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 it.
  • 45:06 - 45:12
    (RC): And just to remind people that
    will be at the Spaceship Institute...
  • 45:13 - 45:18
    Livestream which is on the same
    Spaceship Institute Livestream channel
  • 45:18 - 45:21
    as this Kids Knowledge Seekers Workshop.
  • 45:21 - 45:27
    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... who've been following that.
  • 45:38 - 45:42
    (MK): So we see what happens, see
    each other at 8 o'clock tomorrow morning.
  • 45:42 - 45:43
    (RC): Right!
  • 45:43 - 45:45
    (V): Yes!
  • 45:46 - 45:50
    (MK): Sweet dreams, if we go to sleep
    and nothing exciting happens in the lab…
  • 45:50 - 45:53
    (RC): Yeah... Some of us are having
    a hard time sleeping
  • 45:53 - 45:57
    because there is so much excitement,
    but that's okay.
  • 45:57 - 46:00
    (MK): All the best and thank you very
    much, thank you all of you.
  • 46:00 - 46:02
    (RC): Okay! Thank you, Mr Keshe.!
  • 46:02 - 46:03
    Thank you Keyvan!
  • 46:03 - 46:06
    (KD): Thank you Rick, Vince,
    thank you Mr, bye-bye.
  • 46:06 - 46:09
    (RC): Thank's to everybody on Livestream.
  • 46:09 - 46:13
    That's 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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