-
Rick Crammond (RC):
-
Okay! Welcome everybody
to the Kids Knowledge Seekers Workshop.
-
My name is Rick Crammond, I'll
be one of the co-hosts today with
-
Keyvan Davani (KD) and we’ll be talking
-
with Mr Keshe (MK)
of the Spaceship Institute
-
and he’ll be showing us things...
-
the wonders of the Universe...
-
brought to us with the eyes
of a child, basically.
-
And, we’ll continue on with what
we learned last week with...
-
how... things are created in the Universe
-
and how the magnetic Plasma
and fields interact.
-
I think we’re ready to go.
Is Keyvan would you like to ...
-
say something to add
to this workshop at this point ?
-
(KD): As for myself, is that I learned ...
-
because, you know,
-
Mr Keshe said something real,
really fundamentally important.
-
He said that, all is interconnected.
-
And...Well...
-
I learned, you know, how magnetic fields
either repel or attract one another.
-
Of course, I would be more,
you know be more,
-
more curious about knowing why.
-
But, you know, it's the beginning,
so I'm ...
-
Its really hard, you know,
-
from a matter based scientific perception,
to a, to a non-matter,
-
and, I think that's the problem
a lot of people have.
-
This is I think, what Mr Keshe means
when he says,
-
you know, people cannot
accept their own existence.
-
So, Yeah!
Maybe we can go along those lines.
-
But, thank you very much Mr Keshe.
-
(MK): Oh you’re welcome. See if we can
-
enlighten you a little bit further today,
-
I received some emails that
the adults learn more from the children...
-
(KD): You’re breaking up Mr Keshe. Hello?
-
(RC): Okay, for the folks on live stream
we seem to have a bit of a problem
-
with the connection at
the Spaceship Institute.
-
We just lost them temporarily.
-
(KD): As long as Mr Keshe
is not online again,
-
I mean, would you have a position
on that what I just said Rick?
-
I mean. Do you agree with me with ...
-
with the fundamental questions, that,
you know, that arise for a lot of people?
-
(MK): What are the questions?
-
(KD): Oh! Hi Mr Keshe.
-
(chuckles)
-
(RC): Yeah, could you repeat that Keyvan ?
-
(MK): It seemed we are lost but
we're still on planet earth.
-
(laughter)
-
(KD): No I’m expecting like, you know,
a state of evolution any minute
-
or any second right now but, and ...
-
and it's happening and it's, you know.
when I listen to all those workshops,
-
not only this one but the other
ones. I told previously Rick,
-
is that, you know, there is ...
it's going fast and faster.
-
This is... this is really what you mean
probably, by saying
-
Never in the history of mankind has been,
-
you know, so much knowledge and science
and technological understanding
-
be transferred, you know, it’s amazing.
-
(MK): Yeah but the thing is...
-
Your generation and my generation
-
and maybe in some cases our
parent's generation,
-
are the only generation in mankind
who speaks about current and voltage
-
and... all sorts of things.
-
So, if you would had spoken to
our great grandfathers,
-
they would have said, "Atom what ?",
-
or they would have said,
"Nothing is there. It’s just a...
-
It's... it's a fantasy and is all lies."
-
It's our generation
who has come to see more
-
and understand more with
a new line of communications.
-
I have said this before, it's what we can
accept according to our own understanding.
-
When I was in Tehran 5 years ago,
a guy said...
-
My father when he came from Moscow,
about fifty, sixty years ago, plus.
-
And he said, "In Russia they
have metal which flies".
-
And everybody said, "You are crazy,
this is impossible",
-
" You're, you know, you've gone mental.
Going to Russia and coming back".
-
And after a few couple of years,
-
they saw that metal bird, we call it
an airplane, appeared in Tehran.
-
So, it's what we have accepted,
which is the difficult part to reject,
-
because otherwise we...
-
we have to admit in our own shortcoming
and not understanding the totality.
-
And this is one of the reasons we
do these programs for children,
-
is that, we put the right seed
of understanding of the creation,
-
physics, chemistry, biology.
-
That, when they are thought other lines,
-
they become judges
of the knowledge themselves.
-
And this is the whole thing,
you said to just...at the beginning,
-
how the fields interacts,
what is gravity and what is not.
-
If we look at this set of magnets.
-
These are a series of magnets put together
to make like a field of... magnetic field.
-
So, what happened in this thing.
-
One of the the reasons he shakes
is because his brother is near here
-
so it's trying to play with it.
-
So, what happened is that the fields,
-
this looks like elongated Plasma,
-
it's more like a ray of light,
because a ray of light is a Plasma too.
-
So, what happened, this ray of
magnetic field, coming out of this Plasma,
-
goes with a high speed in
the direction of the arrow, the head.
-
But, as it moves, it comes in touch
with other magnetic fields
-
and in the center there are
other magnetic fields.
-
If you have two similar magnets,
-
you see, if their size is,
the right way,
-
they... what they do,
they attract each other.
-
What is this? What this attraction is?
-
The attraction is like a tunnel.
-
You have a tunnel and what goes in
the tunnel has to come out of the tunnel.
-
So, if you have a one way tunnel
in your place, in your city,
-
you find out the cars cannot go through
opposite way, because its one-way.
-
And this is how the magnetic fields are in
any shape or form in Plasma condition.
-
So, what comes out in interaction
with the other fields, in the environment,
-
because the Universe...
-
There is nowhere in the Universe
that we can find no magnetic fields.
-
They’re there, different strengths,
-
different powers, that they...
they show themselves.
-
So, as the magnetic field
comes out of this ring,
-
he has to interact with the magnetic
field which is going in here.
-
So, it's a one way system, a tunnel.
-
A... car comes out of the tunnel
-
and it has to go in another tunnel.
-
He has no other choice,
-
because that's how is been set.
-
So, what happens?
-
So many fields come in,
-
from here to here
-
and, they have two choices.
-
If this one is in the same direction,
so they can go in.
-
So, when they go in, whatever
comes out of this one…
-
(KD): Broke off, hello?
-
(RC): Oops, Yes.
-
(KD): Rick?
-
(RC): Yes! We seem to have lost the
Spaceship Institute again there
-
for a brief time.
I’m sure they will reconnect.
-
(KD): This is thrilling.
-
(RC): Okay, we get to carry on our
conversation from before, I guess Keyvan?
-
... (inaudible) ...
-
(RC): Oops, here he comes again.
-
(MK): We are back?
-
(RC): Yeah! Every time Keyvan and I
-
try to get a conversation going here,
you keep interrupting.
-
(laughter)
-
(MK): Ah, ah, ah....
-
Do you want us to go back and come again
tomorrow morning at eight...?
-
(RC): No! That's okay,
we’ll go of somewhere else.
-
(MK): Yeah, ...have a nice coffee.
(RC): And you.. Thank you.
-
(MK): So, what happens is that the fields
attract each other
-
and what comes out of one has…
-
(RC): Okay well, we just go with
the flow here and they'll...
-
they might keep fading in and out,
-
we only may get parts of this
transmission as it comes out.
-
Yeah! Might be a few minutes here
in the meantime maybe we can...
-
carry on our conversation
that we began earlier or some other one.
-
Okay, you were saying Keyvan,
could you explain the situation?
-
Vince (V): I don’t mean to interrupt
your guy’s conversation there.
-
... (laughter) ...
-
(RC): Thank you, we’re having a heck of a
time, getting your point, across here.
-
(V): Yeah! ...I have to apologize
for the technical delays.
-
(RC): Okay, so let’s try it again and...
-
Keyvan, your question or situation
that you’re laying out there.
-
Maybe you can put it in
an even more simple way?
-
So that, the children can all understand,
as well as the children in us.
-
Can you... can lay it out once again there
while we have this interlude
-
here?
(KD): Well, this line of thought I had
-
is that, you know, when Mr. Keshe said,
-
“All is interconnected”
-
...it made totally logical sense.
-
Because, you know, a lot,
for a lot of people ...
-
it's you know, we still...
there's a lot of people that
-
still don't, you know,
take it, as granted.
-
That, you know, we are not
the only creations of the Universe.
-
And, I think people are having
a really hard time grasping
-
the idea that, you know,
we are not, you know
-
alone in this Universe or any
other Universe. And...
-
... And it makes sense, you know, when
Mr Keshe said, you know, it's time...
-
“The time is over for all
and any kind of religion",
-
you know, for any kind of dogma.
-
And, I think it's really about
peace and... abundance.
-
and these were, like the thoughts that
somewhat comfort me the last few days.
-
It’s like in plain sight, everything,
-
but I’m just thinking why is it so hard
to... Accepting, you know,
-
the very core of our existence, you know,
-
the scientific core, of our existence.
-
So, I thought maybe you might have
some thoughts on that, you know,
-
When Mr Keshe, you know,
-
repeats and repeats over and over again
that everything is Plasma.
-
This is, you know,
this is the reason why, you know,
-
why I think that it's a really good idea,
you know, to start with kids because
-
they are the only ones who are
still open minded with their....
-
with their....you know, with their
creative thinking and consciousness
-
and understanding that everything
is made of... of...
-
of fields, you know, of...
-
let’s just call them, you know, for the
sake of easiness, just magnetic fields.
-
Is that, is that, I mean is that, the,
the very, you know the very...
-
the very essence, that you know,
kids can understand that?
-
Magnetic fields that are
all interconnected.
-
(RC): Well, I think...
-
it was in the previous workshop, that ...
-
Mr Keshe showed the little
"Connects doll". Is that what it's called?
-
With the various joints that
move and so on
-
and then each joint and even in between
the joints,
-
there’s these little balls, that
connect everything together.
-
and he was giving the analogy
that these balls were like ...
-
the Plasma fields that were...
that were atoms essentially,
-
but they were, the fields,
-
they were inside these round,
ball shaped sort of atoms
-
that were attracted to
each other, and so on.
-
And that seemed like
a good way to explain it.
-
I think that if I was a kid
and had of those...
-
one of those dolls, I would go,
"Oh! Oh yeah that makes sense,
-
everything’s connected,
the same as these are connected,
-
except they’re little tiny wee ones
instead of these big ones", you know.
-
So, I definitely could...
-
could identify with that.
(MK): Can you hear us?
-
(RC): Yes, we hear you Mr. Keshe.
-
(MK): Ah! We muted everything
and we muted ourselves.
-
So...
Armen (A): Yeah but now we're back on.
-
(MK): Just give us a few seconds.
-
You see, you've got to realize,
as long as we are on I can explain,
-
and when we fall out, we go...
-
... we go back on it later on.
-
Is that children have totally different
view about...
-
the creation...
-
and the created...
-
and the fields.
-
So, for us to be able
to reach children, to understand,
-
(A): We put a camera here later.
-
Is to try to see and
understand,
-
in what language we speak to them.
-
And that’s why I try to use toys and...
-
different things that children,
with it, they find association.
-
It’s very much like
the video you showed last week.
-
It reaches children
in a very, very easy way,
-
and in fact,
-
there should be
no difference for a child
-
between a Plasma of...
whatever we call Plasma,
-
an orange,
-
or.... That's why I brought an orange,
we will look at it earlier on.
-
Then we see that the... the reality,
-
So, in front of our children, that they
have forgotten what they see in reality
-
and what they...
they would like to understand.
-
So, in so many ways....
-
we... express ourselves...
-
in the, in the... We express ourselves
in a wrong way.
-
(echo)
-
You're there? Okay, so do nothing.
-
So, we have to find and speak
the language of a child,
-
and this will be....
-
Is that Livestream on? Okay!
-
So, the child can understand
what we are talking about.
-
It's no use talking about the creation
of the Universe and how things came,
-
when a child cannot relate itself to it.
-
The child plays with a magnet,
sees a magnet on the fridge
-
...he says :
-
“Oh in the world this is not this way,
in the Universe its not this way."
-
And, in so many ways,
we see it even today,
-
when you explain the logic
in the language of the man,
-
the man will be defend it
-
because he understands,
what he understood is correct.
-
We have a very serious situation
at the moment,
-
with such a thing.
-
Where we explained the technology
in detail, fundamentally
-
to the scientists and when the…
-
Can you hear me?
-
(A): You can't hear?
-
(MK):Can you hear me?
-
Yep! (background sound)
-
So, that the scientists
at the highest level,
-
when the government tries to lie to them,
-
they immediately refuse to accept
the position of government.
-
Because, they understood
what they understood is correct
-
and it's the opposite
of what they've been taught,
-
and now they stand to defend it,
-
We'll explain this in the coming days
because we have accepted to,
-
stand through a certain kind of..
What do you call it ?
-
Withholding information
until the time is right.
-
So, we have to do the same
with the children.
-
We have to teach them
-
the basic understanding
of the creation of magnetic fields.
-
In... in reality...
-
...what we said from the beginning,
-
magnetic fields are not the way this is.
-
This is how they see magnets.
-
We have to explain, in the Universe,
fields like this does not exist.
-
Fields exist in the Universe
in a round shape but up and rotating.
-
In fact, a Plasma, to a child,
should be an orange in rotation,
-
but it rotates all the time.
-
Then a child understand, and if he..
-
You can explain, this is the bottom
where you see there is a hole.
-
When there is a hole you can put
something in it. So, in the hole-end,
-
the field goes through
-
and, on the top end,
or we will say on the head,
-
that's where the field comes out.
-
So, a child should understand,
this is it, if I put it like this,
-
if I put the arrows which
we showed earlier, on one end,
-
then the child understands,
this is the shape of a magnetic field.
-
The field goes in
-
and it has to come out.
-
What goes inside this orange as energy,
-
has to be able to come out of
this sphere... this orange.
-
And whatever is kept inside,
-
is the energy which the child
by eating it, absorbs to his body.
-
Then, it makes sense to children,
they understand.
-
They... They can explain a Plasma in the
way it is in reality, in their life.
-
So, we see this and we have to
explain this way.
-
For us to speak about creation,
and children in that level,
-
even at seventeen, eighteen years old,
-
it's too far fetched.
-
But, if you understand
the principle of the physics,
-
understand the principal of the rotation,
-
They understand in a simple way,
-
if you have a magnetic ball,
-
...this ball has to interact
-
and this ball has to show some effect
in respect to another magnet,
-
...and then we see what happens.
-
...Armen was playing with some magnets
this afternoon, just with the...
-
Can I have those?
-
Because he was showing, in a very nice way
-
how magnets play with each other.
-
Can I have the dish please?
Then you are safe.
-
You see, this is what it is and how
magnetic fields said to be.
-
Yeah!
-
This...
-
This is the shape of a Plasma
-
If we can go on a black,
they can see it easier.
-
So... this is the shape of a Plasma
-
and what it does,
-
Armen uses a very simple trick.
-
And that is,
-
he has decided,
-
in his way,
-
what is going to be going in
and what is going to be going out.
-
And, what he decides dictates,
the direction that the Plasma will flow.
-
If we get this here,
-
you see the Plasma
-
will start rotating totally
in a different direction and motion.
-
(background sound)
-
So, what happened?
-
The field comes out of one end,
-
it has to attract.
-
If the field of the Plasma is rotated,
-
You can see?
-
If you see my hand,
-
I don’t need to do anything
-
and I can get it to turn
as many fast as you like,
-
as much as you like.
-
In so many ways,
-
there is no petrol, there is no fuel,
-
it's just the interaction of the fields
-
and you see how easy it is.
-
We can rotate,
-
we can jump,
-
we can see how the fields
can play with each other.
-
This is good a new assistant, the ...
finger of Armen and my fingers.
-
So, you see you can create motion
-
and then the child understands.
-
Call this in the middle, Earth.
-
Call this in the middle the Sun,
call this an atom.
-
So, the child understands
there is no motor in the Plasma
-
It's the fields, which is inside it,
-
when it interracts with other fields,
it makes it to move.
-
So now, you try to tell the student
a child, at any age,
-
you need a fuel tank and you need a motor.
-
He says, "I can move because Plasma moves
without the motor, I can do the same".
-
I can decide I’m going back,
-
I can push, I can attract.
-
you can do anything you like with it.
-
So this is, you can roll it, you can
roll it back, you can roll it forward.
-
So, a child has to understand,
that... magnets,
-
like she sees or he sees on a...
on the fridge
-
is made to be very much,
as we said,
-
for a toy, not the reality
in the Universe.
-
So, they see this as a magnet
and it stays in their head
-
and they always associate a magnet
with a flat we're sticking on a metal.
-
This is what we have to teach.
-
If it we start showing them the
alternative to this,
-
this is very much...This is a ball,
-
they have, all of the children nowdays,
get these balls free or in different toys.
-
To them, this is a ball,
-
but if they understand that
this ball if you open it,
-
has nothing in it,
-
then this is very much
the structure of the Plasma.
-
You see, the child
understands automatically,
-
it's empty inside....
-
but where the field comes
to slow down enough,
-
it becomes matter, egg, a hand, the feet,
but millions and millions of them.
-
So, we have to clarify this
for the children first.
-
The video you made animation
last week was so precise,
-
it was so exact and it was so easy,
-
and it brought a lot of truth home.
-
...And then the children
have to understand,
-
after a while, when
this Plasma is rotating,
-
it looses its energy.
-
Its like when you've eaten your food,
-
when the food is finished you feel hungry.
-
You have two things, you have to eat more,
-
or you have to share
your food with somebody
-
or somebodies food,
that you can survive.
-
So what the Plasma does, it actually
splits open, that's all it does.
-
The Plasma, in a very funny way,
it breaks up into pieces.
-
It totally breaks up, it opens up,
-
but in the process of opening up,
-
this is what happens to it,
fragments, pieces,
-
and more pieces and then more pieces
-
and then there is nothing left but pieces.
-
Then these pieces come together again,
-
so this is what you’re going to get.
-
And the, when these pieces come together,
-
they come in two different sizes,
one bigger and one smaller.
-
So, what you’re going to get
is very much,
-
very similar to this position.
-
You had a very big one,
-
now you have a little bigger one,
a little smaller one.
-
Then this is what we call,
becomes the atom.
-
When this blows up,
it does, loses his balance,
-
then it becomes a bigger and a smaller.
-
But what happened now,
-
is exactly the same,
is exactly the same process.
-
Now you have two magnets,
-
which is like this.
-
One bigger, one smaller, but now don't
have the small one shown it as the same,
-
but these two will have a connection
with each other.
-
They are connected because
there is a brother and sister.
-
I rotate this, the other one
has to rotate.
-
I rotate this,
the other one has to rotate.
-
And then, the one which is bigger
becomes the boss.
-
So, as this rotates around,
-
the other one has to rotate with it,
but in a different formation.
-
And then this, in this formation,
-
this is what we call,
-
in terms of physics,
-
we call it, "an atom".
-
So, when a big Plasma splits
into a smaller and a bigger Plasma,
-
slightly smaller and bigger.
-
Now you become from one Plasma
to two Plasmas,
-
and then this is the atom.
-
And now, we come from
Plasma science into physics,
-
because there’s a huge difference
in the world of science.
-
There’s a big difference, as much as
there is between biology and chemistry,
-
there is a difference between
Plasma technology and atomic physics,
-
or what we call physics.
-
Plasma is Plasma.
-
Physics as we call it physics,
is a structure between atoms.
-
And then when you put
more of these atoms together,
-
in a way, now you become in the realm
of biology... sorry chemistry.
-
So, you come from Plasma, to physics,
-
now four of them becomes chemistry,
-
and then, when you add two more to it,
you become biology.
-
So, a child can see, in a parameter,
what is what.
-
So, you never talk about physics with the
biology how... and how they are connected.
-
So, it's the same.
-
You never speak about Plasma and physics.
-
Plasma has to be spoken on its own terms,
-
because it has its own properties,
its own behavior
-
which when two Plasmas come together
show behavior of interaction,
-
and then, you find what we call physics.
-
Then as you said,
when you get two of them,
-
two small and two big ones
coming together.
-
Now, the four make what we call chemistry,
-
because they have to interact
with each other chemically.
-
In a way, they have to share each other.
-
What happens in chemistry is that
-
the little Plasma says,
"Okay you can have mine,
-
I have yours and then
we are all connected".
-
And then when you add a third one too it,
-
another atom, lets say this is what
we call oranges and these are apples.
-
Now, when we add a coconut,
-
and with a smaller coconut,
-
and he says, "Okay, you give me that one
I give you this one and everybody gets
-
mixed up",
-
and now, you come to biology.
-
There is a further addition, which
then becomes what we call intelligence
-
but it is too much
for children to understand.
-
So, in fact...
-
first thing we have to do,
-
we have to clarify to a child
what we are talking about.
-
We spoke about the Plasma last time
-
and now we see the number of Plasmas.
-
When they interact,
they, we, as human beings
-
over time given them different names,
-
one is called Susan, one is called Julie,
one is called Alan,
-
but in fact when we say Susan,
it means there is a girl,
-
we call it a Alan we know it's a boy.
-
Now, in a Plasma technology, in physics
and chemistry or biology, it's the same.
-
Then, the interaction between
the Plasmas decides where we go.
-
This is one of the biggest problem
in the world of science.
-
Because Plasma is something
which we have come across
-
in the past maybe thirty, forty years,
-
we have not had the understanding
to give it its own house.
-
And this is where most of the problem
-
with technologies like us
comes into operation,
-
because people cannot understand
-
what is the Plasma and what is atom.
-
Because Plasma, is on its own technology.
-
Physics is a technology
of mixing of two Plasmas.
-
Chemistry is an interaction
of at least four Plasmas,
-
two big ones, two small ones.
-
If you have two hydrogen,
-
we call it a molecule
-
because that's the terminology.
-
And then if you add
another dimension to it,
-
that all get mixed up and nobody knows
who it is, but together we are one cell,
-
this is what we call biology.
-
And usually in biology,
we see at least, minimum four atoms,
-
because, there is a reason for it.
-
When you have an atom,
four of them in biology.
-
One needs to hold everybody together,
-
so the heavy one goes in the middle.
-
Says, "Okay, I’m heavier
I can hold all of you with hand".
-
One says, "Okay, I want to communicate
with the others that we see where we are".
-
So that becomes the communicator.
-
One says, "I know how to bring energy".
-
Then becomes an other element.
-
And one says, "Oh! I have enough energy".
-
"If you shake me, I can shake
and everything falls off".
-
So, now we make what we call a "molecule
of the human race",
-
what we call "amino acid".
-
So, in reality, this is how simple this is
-
but as we understood
the science over centuries,
-
and a lot of people who understood it
wanted to make it very complicated
-
to show them they are very intelligent
they make more and more complicated,
-
and now we make it simple.
-
You have a Plasma and that Plasma
is a very, very, very simple thing.
-
It holds, as we said, inside it,
last time, if you remember...
-
magnetic fields.
-
So, the other version of what you see
as a colored ball,
-
is this.
-
So, what happens?
-
There we are, if you can see this,
or I bring it more in that you can see it,
-
this is now, this inside
with the magnetic fields, curly fields.
-
And then, this curly field
has to interact.
-
Now, this is the smaller one,
and this one is a bigger one.
-
So, it needs to interact
with the big brother
-
that is there, became
from the same mother.
-
So, now you see it's... it's the big
and a small, as you saw in the atom,
-
there is no difference.
-
This way, when we look at it
with the white balls,
-
we call it physics.
-
When we see it in the clear balls and we
know what’s going on inside of the ball,
-
we call it Plasma technology.
-
And then, these fields inside each other,
has to connect up.
-
Then, this becomes Plasma
as gravitation and magnetic
-
because as you saw, magnets do two things,
-
they come together or
they go away from each other.
-
In terminology, we call them,
because to look very clever
-
we have created a name for them
we call them gravity.
-
Gravity is when you hold each other,
-
you gravitate towards each other,
you come together.
-
So if the magnets come together,
-
you see it, now it's gravity.
-
And this is the simplicity of it.
-
So, now we have a bigger brother
and a smaller brother,
-
if you can see it,
-
they gravitate towards each other,
and if I can show you with this,
-
now you see a big and a small,
and you see how they come together.
-
So, let's... now we spoke, we've explained
the Plasma in the passed programs,
-
now we understand the Plasma,
what is Plasma.
-
When Plasma reaches interaction, that
it has to interact with another Plasma,
-
you enter, at the point of tangibility,
world of physics.
-
And then, it becomes totally different
ball game, it becomes all understood.
-
Plasma is the way the Universe works.
-
Matter and physics
is the way the man works.
-
And in the Universe,
-
we don't see... very much matters,
-
unless small fractions,
-
they slow down enough,
that they show themselves.
-
Very, very small amount of Plasmas,
slow down enough, that can be seen.
-
It's like when you play hide and see,
-
as long as you can run and
cannot be caught, and you can hide,
-
you are Plasma.
-
Once you are discovered,
you become matter, you become physics,
-
and this is where a lot of children go
wrong and physics becomes complicated.
-
Then we can see the world of science
finds new ways to teach,
-
to learn and to share knowledge.
-
But one of the biggest problems with
our children at the moment in the schools
-
be it from the first day they go
to nursery, to come out as a...
-
even professors out of the university,
-
is that...
-
they have to protect what they have
been taught, even if it's a lie and wrong,
-
because once they've accepted it,
they have to defend it.
-
Because otherwise they’ll say, "You are
stupid. You accepted the wrong thing".
-
And then this is what we find; Dogmas
of peer reviewing and people saying,
-
"What we say is correct" and the rest of
what we see in the world of science
-
in the past two-three hundred years.
-
And then, "Knowledge finds value
because, we have to protect it".
-
Then people find out
-
knowledge has value, as long as
it is within the Plasma of the Earth.
-
You cannot sell a Mars bar
-
or you cannot sell a bar of chocolate
to the man in space.
-
Because sweetness has no taste
to the man in space
-
it's only for man who has his physicality.
-
We cannot say to somebody
from an other planet,
-
I’ll give you a can of Coca-Cola.
-
To him, it is meaningless because
he cannot drink liquid,
-
because his fields are different.
-
His fields are more into the
center than on the edge.
-
If his fields become further out
-
then become yours,
then he can drink a Coca-Cola.
-
That’s all it is.
-
This is where children have to be brought
in to understand and not be confused.
-
And the people who teach physics
in the school,
-
because they were taught the wrong way,
-
they still carry on with the same thing.
-
Because, "What we say, I am the teacher,
I know better",
-
puts everything in jeopardy,
-
and then we see what’s going
on and what the process is.
-
In time, then we understand...
-
we come to understand where the magnetic
fields come from, what is the creation,
-
because now we understand
the simple structure of the Plasma.
-
A single Plasma is
Plasma technology, Plasma physics.
-
When Plasmas interact,
they interact totally different way
-
than when the matter interacts.
-
Because, when you are in one of
these wires here in the middle,
-
you haven’t become a sphere yet.
-
So, you will behave different way,
you behave like the wires.
-
But, when you have become
a totality, sphere at the end
-
you have to behave, what the plastic tells
you because that... that's the end.
-
according to yours.
-
So, we try to open the world of science
in a very, very simple way.
-
You look to the ball,
-
there is nothing in it,
because that's a Plasma
-
and when it becomes weak enough,
it can be seen,
-
then at that point it becomes matter.
-
And the whole understanding goes,
that how matters goes.
-
I brought you something which been
years and years in the foundation
-
and we started showing it a few years ago
and a lot of people see
-
and they don't understand.
-
And that is,
this is a very simple explanation,
-
this is how a Plasma is.
-
It's a ball, and I don’t know if
you can see the water, liquid inside it?
-
From the little black things,
I’ll bring it forward, if it can be seen,
-
...you see little, little sticks.
-
These little sticks are the fields
which are coming out
-
and then in the water till
they get to the wall,
-
and at the wall they become matter.
-
So, this is a Plasma
-
but we play with it
in a different way in adult sport.
-
And we feed it,
because it's a magnetic field,
-
he can join up with some
and the ones who doesn’t like he rejects.
-
Its very much like in the classroom.
-
The children you like to play with,
you play games with,
-
and the ones you don’t like,
you reject and you don’t play with.
-
The same thing happens with the...
-
The same thing happen
in the Plasma technology.
-
The ones who want to join of the same,
then they join up and they play.
-
And the ones who are not of the same or
they don’t like to be in that position,
-
they reject each other.
-
And this is exactly what you do
in your classrooms with your friends
-
and your people you don’t like
-
is the behavior of the Plasma.
-
And if you have more and more people
around you, the stronger team you become,
-
it's exactly the same,
-
when the Plasma absorbs more and more,
the stronger it becomes,
-
and that's all it is.
-
And then, the whole start of
the creation and created starts.
-
Then you don’t ask the question
what was I...
-
what is the magnetic field
and where was it created?
-
It's ...bits of all the fields,
which come together and they can play.
-
It's like, if you are in the second class,
-
you play with your mates and sometimes
-
you go and play maybe, with one friend
from the third class or the fourth class,
-
because he understands that he has
some strength or understanding your level,
-
even though, he was at your level before.
-
A year ago, when you're in second class,
he was in second class.
-
Now he is a bit older he goes to third
class, but you still can play with both.
-
your mates and ones up.
-
So, if you want to understand
the structure of Plasma,
-
look at your classroom.
-
The ones you like to play with,
-
you come together to play together.
-
So we call it gravity,
you gravitate to each other.
-
The ones you don’t like because
they don’t think about the same
-
they don't play with the same toys
-
and they don’t watch
the same cartoons as you do,
-
and have nothing in common.
You refuse to play with them
-
because there is nothing in common
between you and them.
-
Then, they become magnetical field
which means you reject.
-
and the fields are the same,
-
you play or you reject,
-
and that's all it is,
this is the Plasma.
-
This is the way
scientists have to...
-
and teachers have to
start teaching children,
-
and then when you speak,
when you think in the future,
-
we won’t think about the fish
-
because fish is ...flat.
-
You think about an orange,
-
which can rotate on its axis.
-
So, this is how we end up this session
-
and I hope we opened your eyes
furthermore, a little bit more,
-
in the world of reality and creation.
-
But as time goes in the future programs
we'll teach you more
-
that hopefully, within the year you know
as much as your parents do.
-
So, any questions?
-
(RC): ...Keyvan is there any questions
from your end there with...
-
Have there been any questions
from kids or mothers
-
or other people in the Universe
or from yourself perhaps?
-
(KD): Well no, I just want to thank you,
it really makes me understand.
-
You know, beginning to understand
and that's, I think that,
-
that's the most important thing to...
-
Because, you know, as you said yourself
Mr Keshe, we are all children.
-
So, yeah.
-
I don’t have any questions. Thank you.
-
(RC): And how do you see it
continuing Mr Keshe?
-
Would be along similar lines
with... carrying on
-
from where we left off
I guess, with the...
-
Maybe we’ll have an apple,
instead of an orange next time?
-
We evolve.
-
(MK): Evolve Yeah! The next time I’ll
bring you a watermelon,
-
it'll be big enough.
-
... (laughing) ...
-
(RC): Okay.
-
That'll be the Sun I guess, the big Sun?
-
(MK): ...we were talking about to be
an orange like an electron..
-
... (inaudible) ...
-
Children have a line of teaching,
to children is through their stomach.
-
and orange or fruits
is something they play with
-
so we try to choose different fruits.
-
The first time I brought an egg
-
and this egg has been here for nearly
two weeks, three weeks now,
-
It soon will be chicken and
coming out with a chick.
-
So, we have to be reachable
for the children to understand.
-
Don’t forget the forces outside
are very strong
-
that do say to the children,
"You are wrong".
-
But if we sow the seed
of the correct technology and science,
-
then we’ll see what happens as you've
seen in the past twenty four hours.
-
We have shown some amazing
performances from Plasma
-
and we've seen how weights
and masses can change with little,
-
than one gramme and ten grammes.
-
Because you have to show
things to children,
-
children want to see to believe ,
in a way they can play with it.
-
(RC): And just to remind people that
will be at the Spaceship Institute...
-
Livestream which is on the same
Spaceship Institute Livestream channel
-
as this Kids Knowledge Seekers Workshop.
-
So, people can tune in to
the live feed from the lab...
-
with the reactors going on there now,
its quite exciting for those of us
-
who are... who've been following that.
-
(MK): So we see what happens, see
each other at 8 o'clock tomorrow morning.
-
(RC): Right!
-
(V): Yes!
-
(MK): Sweet dreams, if we go to sleep
and nothing exciting happens in the lab…
-
(RC): Yeah... Some of us are having
a hard time sleeping
-
because there is so much excitement,
but that's okay.
-
(MK): All the best and thank you very
much, thank you all of you.
-
(RC): Okay! Thank you, Mr Keshe.!
-
Thank you Keyvan!
-
(KD): Thank you Rick, Vince,
thank you Mr, bye-bye.
-
(RC): Thank's to everybody on Livestream.
-
That's the end of this
Kids Knowledge Seekers Workshop.