Make the Audience Think

One of primary rules of rhetoric is that the audience should move together with the orator towards the specific aim of his speech. However, teaching out-of-body travel and lucid dreaming means more than simply giving speeches. It means teaching a full-fledged skill. The aim is not only to impart certain knowledge, but also to instill certain procedures into the conscious and subconscious mind. To that end, this rule of rhetoric can be fine-tuned and made even more effective: have the audience independently discover the necessary steps and their sequence.

At first glance, this approach might seem unrealistic. However, not only is it possible, but it also makes the lessons truly interesting for all. Nearly every procedure for mastering out-of-body experience makes sense at an intuitive level. They are by and large easy to guess if you are given the right hints. The instructor’s job is to give people those hints and point them in the right direction. Thus, don’t simply rephrase the contents of the practical modules in this book. Doing so makes little sense and will hardly sink in for the average person. Say "A" and wait until somebody says "B". Say "C" and wait until somebody guesses "D", and so on.

To illustrate, let’s go through several specific examples of playing this game with the audience. Example one: at the very beginning of the lesson, you need to lead students to the conclusion that indirect techniques are best performed in the morning when the body is in less need of non-REM sleep and enters REM more often, which is just what is necessary for out-of-body experience. To accomplish this, start by asking, "What time of day is best for making indirect attempts? Why?" Someone is sure to know or guess the answer. If not, then (and only then) may you give the answer. But before you do so, give people the opportunity to discuss it and come up with as many ideas as possible. That’s the whole idea – TO FORCE PEOPLE TO THINK!

Example two: "We have the greatest chances of entering out-of-body experience while we are awakening, as that’s when we are already in out-of-body experience or are practically already in it. If this is the case, what action should you start an attempt to enter out-of-body experience with?" The answer is seemingly simple: you should separate. However, the audience will put forward all kinds of conjectures if they haven’t read our Research Center’s book. Even if the correct answer is given right away, don’t let you face show it. Let people keep on thinking and come up with other ways. Of course you’ll eventually say the correct one, but by then the audience will already be wound up and fully enthralled with the process of opening doors to a parallel world.

Example three: "What will happen if I come to a halt while in out-of-body experience and start thinking?" After a bit of discussion, the right answer will be hit upon: a return to the body is what will happen. That’s when you should ask the next question, i.e., "Right, so you need to always be active. But what then do you always need to have or do so that you never come to a stop?" – hint at "plan of action".

Questions can sometimes be asked sequentially so that people starting from a "blank state" are able to arrive at the answer using their intuition and logic alone. For example: "How do you think it’s possible to obtain information in out-of-body experience?" Even a group of 10 people will find three primary methods on its own, and all that it remains for you to do is write them on the board. The same holds true for self-healing and other matters where people can arrive at answers by simply going through various possibilities.

There’s no sense in making the game too complicated. Make the hints clear and quickly elicit opinions from the room. As soon as you hear the right answer, praise the person who gave it and move right on ahead. Don’t drag out the process forever. The end result should be that the audience comes up with the correct procedure on its own without you giving it to them.

Of course, it’s not always possible to play such games with the audience. Responsiveness will occasionally be lacking. Unresponsive students make for quite boring lessons since you will have to resort to giving lectures on the methods.

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