(566.5) 49:5.17 While the three-brained peoples are capable of a slightly higher planetary evolution than either the one- or two-brained orders, all have the same type of life plasm and carry on planetary activities in very similar ways, much as do human beings on Urantia. These three types of mortals are distributed throughout the worlds of the local systems. In the majority of cases planetary conditions had very little to do with the decisions of the Life Carriers to project these varied orders of mortals on the different worlds; it is a prerogative of the Life Carriers thus to plan and execute.
(566.6) 49:5.18 These three orders stand on an equal footing in the ascension career. Each must traverse the same intellectual scale of development, and each must master the same spiritual tests of progression. The system administration and the constellation overcontrol of these different worlds are uniformly free from discrimination; even the regimes of the Planetary Princes are identical.
(566.7) 49:5.19 3. Spirit-reception series. There are three groups of mind design as related to contact with spirit affairs. This classification does not refer to the one-, two-, and three-brained orders of mortals; it refers primarily to gland chemistry, more particularly to the organization of certain glands comparable to the pituitary bodies. The races on some worlds have one gland, on others two, as do Urantians, while on still other spheres the races have three of these unique bodies. The inherent imagination and spiritual receptivity is definitely influenced by this differential chemical endowment.
Mara, what you have presented can be considered true by many and yet there would be some or many who would have a different viewpoint or opinion.
Having mentioned that everyone may have different perceptions of truth which is expressed as opinions and or viewpoints, not everything read literally in the UB will be understood by all the same way. Thereby, being steadfast as to one interpretation of the narrative, versus another interpretation would follow along the lines of forced indoctrination and influencing an individuals understanding thereof. This is what can be considered as being taught what to think, in lieu of how to think, based on ones experience.
Education provides tools to students and it does not end when the school door closes.
This may be true, Mara but, from my experience this is not always true. Many years back I had the opportunity to manage a small, old time hardware store, where we hired students to help out after school. One of these students, who was in his senior year of high school, was hired and required to perform simple math in order to help checkout customers. On one occasion, this senior, had made an error in his calculations and when asked later, what 10 times 10 was, he answered 110. At this time I was surprised and not surprised because having taken the time to evaluate this situation, I was told that these students were taught how to use calculators instead of being taught simple math tables to memory. This might be funny to some but it is really a sad thing when we are graduating students from high school who are not prepared for life’s simple challenges. So could one say that this person was taught what to think or do rather than how to use basic knowledge in formulating more complex theories which require additional thought to solve problems?
Every will creature is wired, so to speak, to the seven adjutant mind-spirits and their ministry (36:5:0).
This also may be true, but being wired for something does not always mean that there is an ability to use the wiring to its full potential. In this case would every person need to know how this wiring functions before it can be used, if so they would need to read the UB in order to take full advantage of these “mind-spirits” and, then there is the need for correct interpretation to be able to understand these functions.
All of us have a role to play sooner or later in the role of a pupil-teacher. We learn by doing, and then by giving back to others what we experientially learned.
What if the pupil is not taught by someone who is considered a teacher? We as parents have learned by doing for the most part and as pupil-teachers should recognize when we are pupils and then teachers. I had personal experience with just such an issue, where through specific genetic paring my three sons were born hydrocephalic, but through medical testing developed chemical meningitis of the brain, resulting in various disabilities where learning was difficult. Now, the point which I hope to make is that their mother found it necessary to do everything for these boys which included normal daily activities like dressing, washing, and other activities which were within their capabilities to perform. She did these things because it was easier and faster for her to do this rather than teaching them to be more self sufficient. It became so difficult that I insisted that the eldest boy go to live with his grandparents who at that time were custodians of a private school in Canada. Now my mother was a taught kindergarten teacher in the old country but was never certified once immigrating to Canada. My mother had worked for the owner of this school in the beginning when she started a nursery school in her basement and latter when her own grandchild was born with extreme disabilities she, the owner of the school, insisted on a special training method for all her teachers in this special school having 750 students who were normal achievers. Nevertheless, my son was enrolled in this school along with all the other kids and over a period of about two years, learned to partially speak more than one language, ran in the school athletic programs and overall showed that he had the ability to perform above what was considered his abnormal mental ability. Not being able to afford this school for a long period of time, we brought him back home, where over a short period of time, of having everything done for him again, he lost much of this ability. So in this case he was taught how not to do things and then taught how to do things, which even though might not have improved his ability to think, it proved that he could be taught how to think or do out side of what others thought.
My question is: Who wants to think outside the box of the currently accepted views of one’s family and friends. It takes courage and daring to develop a cosmic philosophy of living.
I’m not sure of your leading statement and its implication to thinking outside the box, where thinking would be internal and, expressing one’s thoughts would be external, and subject to challenge by others who thought differently and possibly indoctrinated to one philosophy of living? Standing up for what one believes is their philosophy of living is truly courageous, but only if they attempted to force that philosophy on others.
