Transcription is made from simultaneous translation which leaves a possibility for differences in the audio

Part 2:

Questions on the topic: Studying with friends.

Connecting the World in the Last Generation - Selected Excerpts from the Sources. #13.

Reading excerpt number 13. “The benefit of each and every person within his Collective..”

Friend intro: In the last 2 months it so happened that a few times we were leading the morning lesson and also next week Rav will be absent because of a medical treatment that’s planned, so we wanted to ask you a few questions.

1. S. (01:39) How do you see the lessons when you're not here? R. I will probably not be here Tuesday, Wednesday, maybe Thursday, Friday but Tuesday and Wednesday for sure. What to do, how to study? The usual, just like you regularly study. There are excerpts, there’s study materials, there are enough articles that we haven't yet touched from Shamati, from all kinds of books. The main thing is as much as it’s close to our topic, how to advance towards the purpose of creation, that’s it.

2. S. (02:38) More than once you mentioned when we study without Rav it's called a study among friends, what does that mean to study with the friends?

R. That the reader reads and you scrutinize what you've heard until you reach a state that it's clear to everyone, that it's heard by everyone and it's accepted by everyone. It's preferable that it be this way, that the reader reads and then a few people listen, actually everyone listens. A few people ask, scrutinize the questions, are the questions on topic? They have to be according to what we read, and then we repeat the same excerpt that we read in the beginning to scrutinize how it has become clearer what we've heard.

3. S. (03:52) What's the spiritual benefit of studying with the friends?

R. We've always learned this. We’ve always learned that the teacher would give some spirits and explanation, we’d read a new page, a new topic and then the students would sit and talk about it, scrutinize and summarize it.

4. S. (04:31) Today in the lessons when you teach us there is a spiritual portion you give us on a daily basis in the morning lesson, it's also in the afternoon lesson. So our question is, why not keep on listening to recorded lessons by you?

R. No, you need to also study yourselves and I would make very sure that all the friends are in the lessons, women included. Usually if I'm not around there is some kind of drop in the number of participants and that's not good at all, that’s against the principle that attaining the Creator is through connection among the friends.

5. S. (05:34) So how do you see the division of the lesson if we're looking at what's going on in it?

R. I don't think I'll be away for more than two or three days so don't prepare for some extended time. Let’s say you need to continue just like we are continuing today.

6. S. (06:13) We want to understand the way we should behave both now and in general. For instance during the lesson we take an article by Rabash, we read it, first all of it then parts of it and then we're scrutinizing it in a workshop? We're sitting together and scrutinizing it in the ten?

R. Yes, scrutinize like that.

S. And if there are questions what should we do with our questions?

R. Also scrutinize them, is it correct or incorrect, where is it written, what is it based on and so on. Start and you will see how from your attitude, from your experience you can organize the study. Eventually, I'm also not eternal and let's hope that sometime the Creator will take me. That's a sign that you need to continue yourselves, so do it, start now and start thinking about how you can do it so that you will continue on your own.

7. S. (07:38) There are friends that would only like to hear the recorded lessons from the archive when you're not here.

R. No, it's good that it's like that but we need both this and that. In recorded lessons we won’t unite but specifically in these lessons where everyone reads and hears and discusses, in them there’ll be greater connection. All the seven days of the week we have lessons so make them at least part of every lesson, that it will be recorded from the archive and partly you are reading alone and discussing.

8. S. (08:55) It's written that I've learned a lot from my teachers, more from my friends and the most I've learned from my students. So what am I supposed to learn from my friends, how can I practically learn from my friends?

R. From us connecting and having different opinions and changing each one towards the others by that we reach this closeness, we reach this friction between us, that's what's important. All in all to the extent we want to annul towards each other, towards the friends; it's not who's right or who's wrong or what topic but it's important to what extent each one annuls himself just like Rabash writes. His articles are the foundation to the entire work.

9. S. (10:08) Again let's talk about the procedure of the lesson, we have the reader who reads it and then we he sends us to a workshop. Is that how we should do it? R. If you're learning from the archive it's the same lesson for everyone. If you're not learning from the archive but in tens then try it this way, try it differently, you need to determine something on your own also.

S. What about that daily dose that we receive from the Rav? Will we receive it from the connection between us?

R. I think you'll get more. If each and everyone will have to invest more strength, more forces in order to be connected to his friends so you'll get more.

S. And you say that when we read an article and we have disagreements they can awaken. What can awaken if each one reads an article and says what they understand? What’s new here, where's our advancement here, with what?

R. Where does it happen when I am here?

S. We ask you questions, you answer, you renew.

R. So you ask questions.

S. Ask who, ourselves?

R. Yes. Ultimately through questions and answers I have to connect to others so there’ll be a network between us. And in this network we’ll catch the Creator.

S. So the reader is sending us out to lessons?

R. The reader is just the organizer of things.

S. So what about the content, who's leading the content?

R. They’re leading the content when they read it, there is someone that reads and there's someone who is the manager of the questions. And there are people that you point out to and they can answer in every lesson, there should be like two or three of them, they may sit together, by each other and this is how it is, What's complicated here, you're not little children.

S. What is the role of the friends that are managing the lesson? I understand there’s a reader.

R. You should listen to it if it's from the archive or maybe it's from the reader. Give some sign or mark for someone to ask a question and you give a mark for someone to answer, when to answer. These are like ushers, the managers of the lesson.

S. Maybe we can open up the questions from the World Kli and the Israel Kli, anyone who wants to ask.

10. S. (14:22) It’s not really clear. Now you just gave a new role as I understand. There are friends who are answering friends’ questions?

R. Why not?

S. Because in the beginning you answered the friend that there's an usher who is reading and is giving relevant questions from some article. And they're talking among themselves, asking questions among themselves and answering among themselves. Now there's something new here which is that friends are asking questions and there are two or three friends who are sitting close and they're answering the questions that awaken in the ten?

R. Yes, yes, this is one type of lesson.

S. Okay because today the primary part of the lesson is Q&A review so what will replace the Q&A?

R. The questions will come from everyone whether from the world or the internet and the answers will come from these two or three that are in charge of the answers.

S. And how will we choose these friends and why them and how should we treat them?

R. We know who knows how to answer more or less and who knows less to answer so we choose out of them.

S. And how should we relate to the answers of friends?

R. I accept them as the truth, it doesn’t matter to me if it’s really the truth or not because what I’ll ultimately receive is connection. And in this connection I will get an illumination from above and accordingly, I’ll advance.

S. It's not really clear, Rav is answering from attainment, he's answering questions, he's renewing things. Where will these friends bring these qualities from?

R. From what they know. It’s written, ‘I have learned much from my teachers, more from my friends and the most I've learned from my students.’

S. How do we choose the friends, you say we know. Who knows? The Rav knows, the friends know?

R. More or less you know who's in our system that usually takes part and participates and does all kinds of work, connections between the tens, between the different groups etc.

S. Yes, there are friends that have a lot of experience in teaching but it's one thing teaching students, it's a very, very, very different thing teaching our friends.

R. We're not teaching our friends, we are making a connection between the friends. Anyone who has a clear view about what we're now discussing, you can express it.

S. What is the type of answer that these friends need to give?

R. The type of answer is to soften the friends’ hearts.

S. Practically speaking, can we come and discuss with the Rav regarding the friends who are permitted to give the lesson and to answer the friends questions?

R. No, you know better than me the friends who are suitable for this and for that.

S. They're sitting there two or three and they need to discuss between them, answer together or what?

R. They may talk about the answer they want to give etcetera, yes they can do that.

11. S. (18:56) You talked about three models here. One is a recorded lesson, two is friends instructing and you also mentioned us reading text or listening to something recorded and then scrutinizing in the ten. I'm asking about this state of reading text and scrutinizing the tens. You said to scrutinize by having questions to the point. Can you give us guidelines on what are questions that are to the point, what should be in such questions?

R. First of all, the question itself has to be clear to everyone, that there’s no question about the question, it's clear. And then there is an answer, there may be a few answers and then we can discuss this or that but it has to be really practical and time-limited.

S. You said that you like getting questions or questions that are practical so that questions also lead to something practical in the ten, maybe an inner action. But can it also be a scrutiny which is more intellectual or what? Should it be a question?

R. Both can be suitable. I don't have an example but it has to be very short and clear.

12. S. (20:26) We're talking about the questions, that the goal of them is that we will connect. Can there be such a format that tens ask questions, the narrator collects the questions, chooses a question and then the tens can also put together answers? Then we can hear all kinds of different questions and different answers from the tens. Because tens can also provide answers and some opinions in relation to these questions, can we do this format?

R. I think we can just make sure it's compact and you're not doing it too long.

13. S. (21:21) You mentioned the study is to be that the teacher gives the direction and scrutinize between them but now we spoke of the importance of the study among the friends, and when you are in the lesson in the lesson usually is Q&A, we're asking questions and you're answering them there's less scrutinizing the ten?

R. Yes and in this case, instead of me there are two or three who are willing to answer.

S. I'm talking about a lesson that you are, once we studied more workshops and their questions, you used to between us and in the last two years the lesson became more Q&A and most of us are in listening mode, there isn't scrutiny in the ten during the lesson.

R. I don't understand the question, oh that there are no workshops, yes that is correct, we are missing that and this is probably what, maybe this is what you should do when I'm not there, as well.

14. S. (22:58) I think what the friend and many friends are trying to scrutinize, I don't know how to phrase it, but the lesson got a format in the two or three years a different form: once we used to do a lot of workshops together with you, you used to ask questions and we used to workshops in the tens and there was a focus group. And now most of the lesson is the questions of friends and answers from you that most of the vessel is working in inclusion with these things. How can the spirit that you want to pass on to us in the way that you're building the lesson, how can that spirit, how can that be continued in the best possible way even when you're not around?

R. There only for two or three days, don't make of it something, if we're talking about in general about the different ways of behavior, the conduct of the lessons, that's what we're talking about.

S. You said before that we need the lesson from the archive but in the lesson in the archive you're not connecting.

R. Yes.

S. But the lesson in the archive is like, now, we're asking questions and you’re answering, why is it when it's live and when we're connecting and when it's recorded, we're not?

R. That's how I feel, you are all connected to me, and also to a certain extent between yourselves, a little bit. And if it's simply from the archive, it's from the still, something still, it's not from a live person and that's something else, that's something else.

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