The Upbringing
- आँ Marilyn | FIGU USA INC
- 3 days ago
- 7 min read
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With regard to upbringing, it must be absolutely clear that neither can upbringing by parents etc. ever occur, nor can the character and behaviour of human beings be brought about by the upbringing of those with educational authority etc. Upbringing also has nothing to do with the personality lived in former times, because the false doctrine of rebirth can and must never be observed in order to understand anything. It must therefore be completely clear that every thought, every form of character, behaviour, attitude and action, etc., is neither inherited nor predetermined in any way, because every newly born personality develops according to its own thinking, behaviour and actions, as well as according to its own character, which it forms itself. Every new personality, i.e. every human being, forms itself accordingly through self-education, according to how and what it accepts from its direct and indirect surroundings and therefore shapes and forms its thinking, decisions, actions and behaviour. This makes it clear that it is always and in every case the absolutely personal self-education that determines whatever thinking, deciding, acting and behaving, as well as the attitude and – if no illness prevents it – the rationality and intellect of the human being, and what becomes his/her character and behaviour. Therefore, any education by parents or other persons with educational authority is pure fantasy, because it is absolutely impossible to educate a human being, because in every case he/she educates him/herself and thus forms his/her character and behaviour entirely on his/her own. This happens in every single case and therefore equally in every human being, absolutely certainly and inevitably in such a way that, according to his/her own choosing and will, he/she acquires for him/herself, in terms of character and behaviour, what he/she hears, sees or experiences in his/her life. In this way, he/she shapes him/herself through his/her thoughts, his/her attitudes, his/her actions and behaviour, etc., and indeed in accordance with the most diverse influences that effect him/her.
These influences, which come from other human beings, etc., and have an “educational” effect and are intended to be so – normal, compelling, anxiety-inducing or even violent, threatening or loving, etc. – from parents or grandparents as well as from other so-called persons with educational authority, from acquaintances, friends or strangers, affect every human being equally in every single case. This is because, through his/her own free will or judgement, he/she accepts or rejects them, and consequently adapts him/herself to something that is commanded, simply demonstrated or “taught” to him/her. Ultimately, however, it is through his/her own decision that he/she strengthens or rejects, in terms of character and behaviour, what is brought to him/her in an “educational”, indoctrination, hearsay, anxiety-inducing, neutral, normal, loving, threatening or violent way. Whatever he/she accepts or rejects, and whether he/she adapts his/her character and behaviour accordingly or rejects it, he/she shapes his/her self-education according to his/her own choosing, over which an “educator” has no influence whatsoever. This means that every human being implements self-education in his/her life according to what he/she perceives from the outside through his/her hearing and all his senses of perception, in which case everything outside him/her serves as a role model if he/she aligns his/her senses accordingly, through which one develops one's character and behaviour in a self-educational manner. This is simply the case when self-education is indoctrinated in terms of character and behaviour according to a role model and is sustainably shaped by what emerges according to the role model. However, if this role model self-education does not come to fruition, but is effectively rejected, then the human being fulfils a form and manner of self-education that is chosen in a positive or negative way, depending on how the human being consciously builds up his/her mentality and his/her entire behaviour. Every role model self-education, whatever its form, as well as self-education in the positive or negative sense, means that the human being shows a certain characteristic and develops a format that determines his/her Gemüt and its form, as well as his/her entire character, his/her nature or his/her kind of inner nature and the form of his/her personality, as well as his/her temperament and his/her penchant, his/her Wesen resp. his/her Wesenheit and the kind of his/her inner nature, resp. his/her entire profile.
The influences of other people, their modes of thinking, deeds and behaviour, etc., are factors that absolutely influence and shape the thinking, penchants and forms of decision-making, action, character formation, wishes and behaviour of the developing human being – or not. Indeed, this happens according to what he accepts or rejects for himself. Thus, it is determined whether he evaluates what is “brought” to him from outside in a self-educating positive or negative way and whether he determines and shapes his character, his behaviour and his attitude, etc., towards what is right or wrong, normal or degenerate, positive or negative.
So it is never the education of the parents, grandparents or other persons with educational authority, etc., but always and in every case – unless it is an illness or pathological degeneration – always the self-education of the human being himself, however he may degenerate or Ausartung. All other “scientific” and “psychological” explanations are and remain nothing but senseless claims, which could not be more ignorant and stupid, as Sfath explains.
Human beings as such should educate themselves in every form and manner to become true human beings and develop effective integrity in their consciousness, so that they are able to live and act in such a way that they can express themselves personally through their behaviour in accordance with all the standards of their value definitions. Developing personal integrity against everything negative is to be understood as faithfulness to oneself and to one's own righteousness, whereby the person of integrity lives honestly in his consciousness and acts in such a way that he is always able to express his measuring sticks and value-definitions honestly in all his personal correct thoughts, in all his life, behaviour and actions. Thus, absolute personal integrity is characterised by faithfulness to oneself, proving that absolute blamelessness and unbribability apply to him. Furthermore, integrity also stands for the decency and honesty of human beings, as well as for their fairness, trustworthiness, absolute reliability and deep trust. These are the values of true and effective humanity, whose high values also mean true love, peace and freedom, which must be nourished and cherished. Effective true humanity should be learned from the ground up, starting in early childhood; however, it is often only learned by people in an arduous and compelling manner during their lives – if it is learned at all – because this is what the harsh reality of life demands. Namely, that everything negative is rethought and a change to the positive must take place, and indeed this in particular to honest and true human being. This, in which case true human being includes extremely valueful qualities, which are expressed when a human being understands another human being and feels with him what is going on in him and what moves him. In particular, these values are primarily attentiveness and empathy, which must always be formed by respect and tolerance. Furthermore, honest respect, consideration and care must be brought to another human being, because these are the absolute core values of what constitutes true humaneness, which, like true and profound love, true peace and effective freedom, must be nourished and cherished in all honesty and steadfastness of character.
When we speak of true and genuine humaneness, then this naturally also includes humanity, which shows a broader and narrower significance, namely that in the whole of true humaneness and humanity shown towards a fellow human being, everything that belongs to or is unique to human beings and is received by them is respected. Hereof, these are all high values that distinguish humans from animals and other creatures and all other life forms, through which the truthful attitude of humaneness as well as the mentality is defined, as well as the human wrong attitudes and weaknesses. Unfortunately, this is also connected with the fact that human beings as such commit errors, for it is said that ‘to err is to be human’, which, however, must not and never mean that they characterise and behave themselves in an inhuman manner, think and also act wrongly in such things.
All these values mentioned, as well as many other behavioural values, are the practical subjects of the Nokodemion teaching, which is the “Teaching of the Truth, Teaching of the Creation-Energy, Teaching of the Life”, which is to be learnt by the human beings of the Earth and which they are to concern themselves with and thus let themselves grow within themselves in order to become true human beings. Hereof, the human being shall become a truer human being and cultivate his true humanity, as he shall also appreciate and honour Creation in the existence of all its energy and power of nature and its fauna and flora, everything existing in Creation, as well as its endless - endlessly permanent existence.
by "Billy' Eduard Albert Meier
April 21st 2025 (Reproduction of April 1949)
ORIGINAL GERMAN SOURCE: Plejadisch-plejarische Kontaktberichte 910
Ausartung: have very badly got out of the control of the good human nature
Gemut: The spirit's counterpart to the material body's psyche
Wesen/Wesenheit: Nature, Kind, Form / Inner-nature, Inner core-nature, Inner natural form (A Wesen is an independently existing life form with its own individuality and personality in an impulse-based, instinct-based or conscious consciousness-form with evolution-possibilities that are specifically directed towards everything, and with its own physical, psychical (relating to the psyche), conscious, part-conscious, unconscious, impulse- or instinct-based development-forms (human being, animal, creature and plants)
This is an authorized translation of a FIGU publication. This translation contains errors due to the insurmountable language differences between German and English. The British-English language has been specifically elected by the Plejaren as being the most suitable English language variation for the translation of all German FIGU publications.
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