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← 3rd Kids Knowledge Seekers Workshop Oct 22 2014. Subtitles.

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Showing Revision 6 created 12/29/2016 by KF SSI Education.

  1. Rick Crammond (RC):

  2. Okay! Welcome everybody
    to the Kids Knowledge Seekers Workshop.
  3. My name is Rick Crammond, I'll
    be one of the co-hosts today with
  4. Keyvan Davani (KD) and we’ll be talking
  5. with Mr Keshe (MK)
    of the Spaceship Institute
  6. and he’ll be showing us things...
  7. the wonders of the Universe...
  8. brought to us with the eyes
    of a child, basically.
  9. And, we’ll continue on with what
    we learned last week with...
  10. how... things are created in the Universe
  11. and how the magnetic Plasma
    and fields interact.
  12. I think we’re ready to go.
    Is Keyvan would you like to ...
  13. say something to add
    to this workshop at this point ?
  14. (KD): As for myself, is that I learned ...
  15. because, you know,
  16. Mr Keshe said something real,
    really fundamentally important.
  17. He said that, all is interconnected.
  18. And...Well...
  19. I learned, you know, how magnetic fields
    either repel or attract one another.
  20. Of course, I would be more,
    you know be more,
  21. more curious about knowing why.
  22. But, you know, it's the beginning,
    so I'm ...
  23. Its really hard, you know,
  24. from a matter based scientific perception,
    to a, to a non-matter,
  25. and, I think that's the problem
    a lot of people have.
  26. This is I think, what Mr Keshe means
    when he says,
  27. you know, people cannot
    accept their own existence.
  28. So, Yeah!
    Maybe we can go along those lines.
  29. But, thank you very much Mr Keshe.
  30. (MK): Oh you’re welcome. See if we can
  31. enlighten you a little bit further today,
  32. I received some emails that
    the adults learn more from the children...
  33. (KD): You’re breaking up Mr Keshe. Hello?
  34. (RC): Okay, for the folks on live stream
    we seem to have a bit of a problem
  35. with the connection at
    the Spaceship Institute.
  36. We just lost them temporarily.
  37. (KD): As long as Mr Keshe
    is not online again,
  38. I mean, would you have a position
    on that what I just said Rick?
  39. I mean. Do you agree with me with ...
  40. with the fundamental questions, that,
    you know, that arise for a lot of people?
  41. (MK): What are the questions?
  42. (KD): Oh! Hi Mr Keshe.
  43. (chuckles)
  44. (RC): Yeah, could you repeat that Keyvan ?
  45. (MK): It seemed we are lost but
    we're still on planet earth.
  46. (laughter)
  47. (KD): No I’m expecting like, you know,
    a state of evolution any minute
  48. or any second right now but, and ...
  49. and it's happening and it's, you know.
    when I listen to all those workshops,
  50. not only this one but the other
    ones. I told previously Rick,
  51. is that, you know, there is ...
    it's going fast and faster.
  52. This is... this is really what you mean
    probably, by saying
  53. Never in the history of mankind has been,
  54. you know, so much knowledge and science
    and technological understanding
  55. be transferred, you know, it’s amazing.
  56. (MK): Yeah but the thing is...
  57. Your generation and my generation
  58. and maybe in some cases our
    parent's generation,
  59. are the only generation in mankind
    who speaks about current and voltage
  60. and... all sorts of things.
  61. So, if you would had spoken to
    our great grandfathers,
  62. they would have said, "Atom what ?",
  63. or they would have said,
    "Nothing is there. It’s just a...
  64. It's... it's a fantasy and is all lies."
  65. It's our generation
    who has come to see more
  66. and understand more with
    a new line of communications.
  67. I have said this before, it's what we can
    accept according to our own understanding.
  68. When I was in Tehran 5 years ago,
    a guy said...
  69. My father when he came from Moscow,
    about fifty, sixty years ago, plus.
  70. And he said, "In Russia they
    have metal which flies".
  71. And everybody said, "You are crazy,
    this is impossible",
  72. " You're, you know, you've gone mental.
    Going to Russia and coming back".
  73. And after a few couple of years,
  74. they saw that metal bird, we call it
    an airplane, appeared in Tehran.
  75. So, it's what we have accepted,
    which is the difficult part to reject,
  76. because otherwise we...
  77. we have to admit in our own shortcoming
    and not understanding the totality.
  78. And this is one of the reasons we
    do these programs for children,
  79. is that, we put the right seed
    of understanding of the creation,
  80. physics, chemistry, biology.
  81. That, when they are thought other lines,
  82. they become judges
    of the knowledge themselves.
  83. And this is the whole thing,
    you said to the beginning,
  84. how the fields interacts,
    what is gravity and what is not.
  85. If we look at this set of magnets.
  86. These are a series of magnets put together
    to make like a field of... magnetic field.
  87. So, what happened in this thing.
  88. One of the the reasons he shakes
    is because his brother is near here
  89. so it's trying to play with it.
  90. So, what happened is that the fields,
  91. this looks like elongated Plasma,
  92. it's more like a ray of light,
    because a ray of light is a Plasma too.
  93. So, what happened, this ray of
    magnetic field, coming out of this Plasma,
  94. goes with a high speed in
    the direction of the arrow, the head.
  95. But, as it moves, it comes in touch
    with other magnetic fields
  96. and in the center there are
    other magnetic fields.
  97. If you have two similar magnets,
  98. you see, if their size is,
    the right way,
  99. they... what they do,
    they attract each other.
  100. What is this? What this attraction is?
  101. The attraction is like a tunnel.
  102. You have a tunnel and what goes in
    the tunnel has to come out of the tunnel.
  103. So, if you have a one way tunnel
    in your place, in your city,
  104. you find out the cars cannot go through
    opposite way, because its one-way.
  105. And this is how the magnetic fields are in
    any shape or form in Plasma condition.
  106. So, what comes out in interaction
    with the other fields, in the environment,
  107. because the Universe...
  108. There is nowhere in the Universe
    that we can find no magnetic fields.
  109. They’re there, different strengths,
  110. different powers, that they...
    they show themselves.
  111. So, as the magnetic field
    comes out of this ring,
  112. he has to interact with the magnetic
    field which is going in here.
  113. So, it's a one way system, a tunnel.
  114. A... car comes out of the tunnel
  115. and it has to go in another tunnel.
  116. He has no other choice,
  117. because that's how is been set.
  118. So, what happens?
  119. So many fields come in,
  120. from here to here
  121. and, they have two choices.
  122. If this one is in the same direction,
    so they can go in.
  123. So, when they go in, whatever
    comes out of this one…
  124. (KD): Broke off, hello?
  125. (RC): Oops, Yes.
  126. (KD): Rick?
  127. (RC): Yes! We seem to have lost the
    Spaceship Institute again there
  128. for a brief time.
    I’m sure they will reconnect.
  129. (KD): This is thrilling.
  130. (RC): Okay, we get to carry on our
    conversation from before, I guess Keyvan?
  131. ... (inaudible) ...
  132. (RC): Oops, here he comes again.
  133. (MK): We are back?
  134. (RC): Yeah! Every time Keyvan and I
  135. try to get a conversation going here,
    you keep interrupting.
  136. (laughter)
  137. (MK): Ah, ah, ah....
  138. Do you want us to go back and come again
    tomorrow morning at eight...?
  139. (RC): No! That's okay,
    we’ll go of somewhere else.
  140. (MK): Yeah, ...have a nice coffee.
    (RC): And you.. Thank you.
  141. (MK): So, what happens is that the fields
    attract each other
  142. and what comes out of one has…
  143. (RC): Okay well, we just go with
    the flow here and they'll...
  144. they might keep fading in and out,
  145. we only may get parts of this
    transmission as it comes out.
  146. Yeah! Might be a few minutes here
    in the meantime maybe we can...
  147. carry on our conversation
    that we began earlier or some other one.
  148. Okay, you were saying Keyvan,
    could you explain the situation?
  149. Vince (V): I don’t mean to interrupt
    your guy’s conversation there.
  150. ... (laughter) ...
  151. (RC): Thank you, we’re having a heck of a
    time, getting your point, across here.
  152. (V): Yeah! ...I have to apologize
    for the technical delays.
  153. (RC): Okay, so let’s try it again and...
  154. Keyvan, your question or situation
    that you’re laying out there.
  155. Maybe you can put it in
    an even more simple way?
  156. So that, the children can all understand,
    as well as the children in us.
  157. Can you... can lay it out once again there
    while we have this interlude
  158. here?
    (KD): Well, this line of thought I had
  159. is that, you know, when Mr. Keshe said,
  160. “All is interconnected”
  161. made totally logical sense.
  162. Because, you know, a lot,
    for a lot of people ...
  163. it's you know, we still...
    there's a lot of people that
  164. still don't, you know,
    take it, as granted.
  165. That, you know, we are not
    the only creations of the Universe.
  166. And, I think people are having
    a really hard time grasping
  167. the idea that, you know,
    we are not, you know
  168. alone in this Universe or any
    other Universe. And...
  169. ... And it makes sense, you know, when
    Mr Keshe said, you know, it's time...
  170. “The time is over for all
    and any kind of religion",
  171. you know, for any kind of dogma.
  172. And, I think it's really about
    peace and... abundance.
  173. and these were, like the thoughts that
    somewhat comfort me the last few days.
  174. It’s like in plain sight, everything,
  175. but I’m just thinking why is it so hard
    to... Accepting, you know,
  176. the very core of our existence, you know,
  177. the scientific core, of our existence.
  178. So, I thought maybe you might have
    some thoughts on that, you know,
  179. When Mr Keshe, you know,
  180. repeats and repeats over and over again
    that everything is Plasma.
  181. This is, you know,
    this is the reason why, you know,
  182. why I think that it's a really good idea,
    you know, to start with kids because
  183. they are the only ones who are
    still open minded with their....
  184. with know, with their
    creative thinking and consciousness
  185. and understanding that everything
    is made of... of...
  186. of fields, you know, of...
  187. let’s just call them, you know, for the
    sake of easiness, just magnetic fields.
  188. Is that, is that, I mean is that, the,
    the very, you know the very...
  189. the very essence, that you know,
    kids can understand that?
  190. Magnetic fields that are
    all interconnected.
  191. (RC): Well, I think...
  192. it was in the previous workshop, that ...
  193. Mr Keshe showed the little
    "Connects doll". Is that what it's called?
  194. With the various joints that
    move and so on
  195. and then each joint and even in between
    the joints,
  196. there’s these little balls, that
    connect everything together.
  197. and he was giving the analogy
    that these balls were like ...
  198. the Plasma fields that were...
    that were atoms essentially,
  199. but they were, the fields,
  200. they were inside these round,
    ball shaped sort of atoms
  201. that were attracted to
    each other, and so on.
  202. And that seemed like
    a good way to explain it.
  203. I think that if I was a kid
    and had of those...
  204. one of those dolls, I would go,
    "Oh! Oh yeah that makes sense,
  205. everything’s connected,
    the same as these are connected,
  206. except they’re little tiny wee ones
    instead of these big ones", you know.
  207. So, I definitely could...
  208. could identify with that.
    (MK): Can you hear us?
  209. (RC): Yes, we hear you Mr. Keshe.
  210. (MK): Ah! We muted everything
    and we muted ourselves.
  211. So...
    Armen (A): Yeah but now we're back on.
  212. (MK): Just give us a few seconds.
  213. You see, you've got to realize,
    as long as we are on I can explain,
  214. and when we fall out, we go...
  215. ... we go back on it later on.
  216. Is that children have totally different
    view about...
  217. the creation...
  218. and the created...
  219. and the fields.
  220. So, for us to be able
    to reach children, to understand,
  221. (A): We put a camera here later.
  222. Is to try to see and
  223. in what language we speak to them.
  224. And that’s why I try to use toys and...
  225. different things that children,
    with it, they find association.
  226. It’s very much like
    the video you showed last week.
  227. It reaches children
    in a very, very easy way,
  228. and in fact,
  229. there should be
    no difference for a child
  230. between a Plasma of...
    whatever we call Plasma,
  231. an orange,
  232. or.... That's why I brought an orange,
    we will look at it earlier on.
  233. Then we see that the... the reality,
  234. So, in front of our children, that they
    have forgotten what they see in reality
  235. and what they...
    they would like to understand.
  236. So, in so many ways....
  237. we... express ourselves...
  238. in the, in the... We express ourselves
    in a wrong way.
  239. (echo)
  240. You're there? Okay, so do nothing.
  241. So, we have to find and speak
    the language of a child,
  242. and this will be....
  243. Is that Livestream on? Okay!
  244. So, the child can understand
    what we are talking about.
  245. It's no use talking about the creation
    of the Universe and how things came,
  246. when a child cannot relate itself to it.
  247. The child plays with a magnet,
    sees a magnet on the fridge
  248. ...he says :
  249. “Oh in the world this is not this way,
    in the Universe its not this way."
  250. And, in so many ways,
    we see it even today,
  251. when you explain the logic
    in the language of the man,
  252. the man will be defend it
  253. because he understands,
    what he understood is correct.
  254. We have a very serious situation
    at the moment,
  255. with such a thing.
  256. Where we explained the technology
    in detail, fundamentally
  257. to the scientists and when the…
  258. Can you hear me?
  259. (A): You can't hear?
  260. (MK):Can you hear me?
  261. Yep! (background sound)
  262. So, that the scientists
    at the highest level,
  263. when the government tries to lie to them,
  264. they immediately refuse to accept
    the position of government.
  265. Because, they understood
    what they understood is correct
  266. and it's the opposite
    of what they've been taught,
  267. and now they stand to defend it,
  268. We'll explain this in the coming days
    because we have accepted to,
  269. stand through a certain kind of..
    What do you call it ?
  270. Withholding information
    until the time is right.
  271. So, we have to do the same
    with the children.
  272. We have to teach them
  273. the basic understanding
    of the creation of magnetic fields.
  274. In... in reality...
  275. ...what we said from the beginning,
  276. magnetic fields are not the way this is.
  277. This is how they see magnets.
  278. We have to explain, in the Universe,
    fields like this does not exist.
  279. Fields exist in the Universe
    in a round shape but up and rotating.
  280. In fact, a Plasma, to a child,
    should be an orange in rotation,
  281. but it rotates all the time.
  282. Then a child understand, and if he..
  283. You can explain, this is the bottom
    where you see there is a hole.
  284. When there is a hole you can put
    something in it. So, in the hole-end,
  285. the field goes through
  286. and, on the top end,
    or we will say on the head,
  287. that's where the field comes out.
  288. So, a child should understand,
    this is it, if I put it like this,
  289. if I put the arrows which
    we showed earlier, on one end,
  290. then the child understands,
    this is the shape of a magnetic field.
  291. The field goes in
  292. and it has to come out.
  293. What goes inside this orange as energy,
  294. has to be able to come out of
    this sphere... this orange.
  295. And whatever is kept inside,
  296. is the energy which the child
    by eating it, absorbs to his body.
  297. Then, it makes sense to children,
    they understand.
  298. They... They can explain a Plasma in the
    way it is in reality, in their life.
  299. So, we see this and we have to
    explain this way.
  300. For us to speak about creation,
    and children in that level,
  301. even at seventeen, eighteen years old,
  302. it's too far fetched.
  303. But, if you understand
    the principle of the physics,
  304. understand the principal of the rotation,
  305. They understand in a simple way,
  306. if you have a magnetic ball,
  307. ...this ball has to interact
  308. and this ball has to show some effect
    in respect to another magnet,
  309. ...and then we see what happens.
  310. ...Armen was playing with some magnets
    this afternoon, just with the...
  311. Can I have those?
  312. Because he was showing, in a very nice way
  313. how magnets play with each other.
  314. Can I have the dish please?
    Then you are safe.
  315. You see, this is what it is and how
    magnetic fields said to be.
  316. Yeah!
  317. This...
  318. This is the shape of a Plasma
  319. If we can go on a black,
    they can see it easier.
  320. So... this is the shape of a Plasma
  321. and what it does,
  322. Armen uses a very simple trick.
  323. And that is,
  324. he has decided,
  325. in his way,
  326. what is going to be going in
    and what is going to be going out.
  327. And, what he decides dictates,
    the direction that the Plasma will flow.
  328. If we get this here,
  329. you see the Plasma
  330. will start rotating totally
    in a different direction and motion.
  331. (background sound)
  332. So, what happened?
  333. The field comes out of one end,
  334. it has to attract.
  335. If the field of the Plasma is rotated,
  336. You can see?
  337. If you see my hand,
  338. I don’t need to do anything
  339. and I can get it to turn
    as many fast as you like,
  340. as much as you like.
  341. In so many ways,
  342. there is no petrol, there is no fuel,
  343. it's just the interaction of the fields
  344. and you see how easy it is.
  345. We can rotate,
  346. we can jump,
  347. we can see how the fields
    can play with each other.
  348. This is good a new assistant, the ...
    finger of Armen and my fingers.
  349. So, you see you can create motion
  350. and then the child understands.
  351. Call this in the middle, Earth.
  352. Call this in the middle the Sun,
    call this an atom.
  353. So, the child understands
    there is no motor in the Plasma
  354. It's the fields, which is inside it,
  355. when it interracts with other fields,
    it makes it to move.
  356. So now, you try to tell the student
    a child, at any age,
  357. you need a fuel tank and you need a motor.
  358. He says, "I can move because Plasma moves
    without the motor, I can do the same".
  359. I can decide I’m going back,
  360. I can push, I can attract.
  361. you can do anything you like with it.
  362. So this is, you can roll it, you can
    roll it back, you can roll it forward.
  363. So, a child has to understand,
    that... magnets,
  364. like she sees or he sees on a...
    on the fridge
  365. is made to be very much,
    as we said,
  366. for a toy, not the reality
    in the Universe.
  367. So, they see this as a magnet
    and it stays in their head
  368. and they always associate a magnet
    with a flat we're sticking on a metal.
  369. This is what we have to teach.
  370. If it we start showing them the
    alternative to this,
  371. this is very much...This is a ball,
  372. they have, all of the children nowdays,
    get these balls free or in different toys.
  373. To them, this is a ball,
  374. but if they understand that
    this ball if you open it,
  375. has nothing in it,
  376. then this is very much
    the structure of the Plasma.
  377. You see, the child
    understands automatically,
  378. it's empty inside....
  379. but where the field comes
    to slow down enough,
  380. it becomes matter, egg, a hand, the feet,
    but millions and millions of them.
  381. So, we have to clarify this
    for the children first.
  382. The video you made animation
    last week was so precise,
  383. it was so exact and it was so easy,
  384. and it brought a lot of truth home.
  385. ...And then the children
    have to understand,
  386. after a while, when
    this Plasma is rotating,
  387. it looses its energy.
  388. Its like when you've eaten your food,
  389. when the food is finished you feel hungry.
  390. You have two things, you have to eat more,
  391. or you have to share
    your food with somebody
  392. or somebodies food,
    that you can survive.
  393. So what the Plasma does, it actually
    splits open, that's all it does.
  394. The Plasma, in a very funny way,
    it breaks up into pieces.
  395. It totally breaks up, it opens up,
  396. but in the process of opening up,
  397. this is what happens to it,
    fragments, pieces,
  398. and more pieces and then more pieces
  399. and then there is nothing left but pieces.
  400. Then these pieces come together again,
  401. so this is what you’re going to get.
  402. And the, when these pieces come together,
  403. they come in two different sizes,
    one bigger and one smaller.
  404. So, what you’re going to get
    is very much,
  405. very similar to this position.
  406. You had a very big one,
  407. now you have a little bigger one,
    a little smaller one.
  408. Then this is what we call,
    becomes the atom.
  409. When this blows up,
    it does, loses his balance,
  410. then it becomes a bigger and a smaller.
  411. But what happened now,
  412. is exactly the same,
    is exactly the same process.
  413. Now you have two magnets,
  414. which is like this.
  415. One bigger, one smaller, but now don't
    have the small one shown it as the same,
  416. but these two will have a connection
    with each other.
  417. They are connected because
    there is a brother and sister.
  418. I rotate this, the other one
    has to rotate.
  419. I rotate this,
    the other one has to rotate.
  420. And then, the one which is bigger
    becomes the boss.
  421. So, as this rotates around,
  422. the other one has to rotate with it,
    but in a different formation.
  423. And then this, in this formation,
  424. this is what we call,
  425. in terms of physics,
  426. we call it, "an atom".
  427. So, when a big Plasma splits
    into a smaller and a bigger Plasma,
  428. slightly smaller and bigger.
  429. Now you become from one Plasma
    to two Plasmas,
  430. and then this is the atom.
  431. And now, we come from
    Plasma science into physics,
  432. because there’s a huge difference
    in the world of science.
  433. There’s a big difference, as much as
    there is between biology and chemistry,
  434. there is a difference between
    Plasma technology and atomic physics,
  435. or what we call physics.
  436. Plasma is Plasma.
  437. Physics as we call it physics,
    is a structure between atoms.
  438. And then when you put
    more of these atoms together,
  439. in a way, now you become in the realm
    of biology... sorry chemistry.
  440. So, you come from Plasma, to physics,
  441. now four of them becomes chemistry,
  442. and then, when you add two more to it,
    you become biology.
  443. So, a child can see, in a parameter,
    what is what.
  444. So, you never talk about physics with the
    biology how... and how they are connected.
  445. So, it's the same.
  446. You never speak about Plasma and physics.
  447. Plasma has to be spoken on its own terms,
  448. because it has its own properties,
    its own behavior
  449. which when two Plasmas come together
    show behavior of interaction,
  450. and then, you find what we call physics.
  451. Then as you said,
    when you get two of them,
  452. two small and two big ones
    coming together.
  453. Now, the four make what we call chemistry,
  454. because they have to interact
    with each other chemically.
  455. In a way, they have to share each other.
  456. What happens in chemistry is that
  457. the little Plasma says,
    "Okay you can have mine,
  458. I have yours and then
    we are all connected".
  459. And then when you add a third one too it,
  460. another atom, lets say this is what
    we call oranges and these are apples.
  461. Now, when we add a coconut,
  462. and with a smaller coconut,
  463. and he says, "Okay, you give me that one
    I give you this one and everybody gets
  464. mixed up",
  465. and now, you come to biology.
  466. There is a further addition, which
    then becomes what we call intelligence
  467. but it is too much
    for children to understand.
  468. So, in fact...
  469. first thing we have to do,
  470. we have to clarify to a child
    what we are talking about.
  471. We spoke about the Plasma last time
  472. and now we see the number of Plasmas.
  473. When they interact,
    they, we, as human beings
  474. over time given them different names,
  475. one is called Susan, one is called Julie,
    one is called Alan,
  476. but in fact when we say Susan,
    it means there is a girl,
  477. we call it a Alan we know it's a boy.
  478. Now, in a Plasma technology, in physics
    and chemistry or biology, it's the same.
  479. Then, the interaction between
    the Plasmas decides where we go.
  480. This is one of the biggest problem
    in the world of science.
  481. Because Plasma is something
    which we have come across
  482. in the past maybe thirty, forty years,
  483. we have not had the understanding
    to give it its own house.
  484. And this is where most of the problem
  485. with technologies like us
    comes into operation,
  486. because people cannot understand
  487. what is the Plasma and what is atom.
  488. Because Plasma, is on its own technology.
  489. Physics is a technology
    of mixing of two Plasmas.
  490. Chemistry is an interaction
    of at least four Plasmas,
  491. two big ones, two small ones.
  492. If you have two hydrogen,
  493. we call it a molecule
  494. because that's the terminology.
  495. And then if you add
    another dimension to it,
  496. that all get mixed up and nobody knows
    who it is, but together we are one cell,
  497. this is what we call biology.
  498. And usually in biology,
    we see at least, minimum four atoms,
  499. because, there is a reason for it.
  500. When you have an atom,
    four of them in biology.
  501. One needs to hold everybody together,
  502. so the heavy one goes in the middle.
  503. Says, "Okay, I’m heavier
    I can hold all of you with hand".
  504. One says, "Okay, I want to communicate
    with the others that we see where we are".
  505. So that becomes the communicator.
  506. One says, "I know how to bring energy".
  507. Then becomes an other element.
  508. And one says, "Oh! I have enough energy".
  509. "If you shake me, I can shake
    and everything falls off".
  510. So, now we make what we call a "molecule
    of the human race",
  511. what we call "amino acid".
  512. So, in reality, this is how simple this is
  513. but as we understood
    the science over centuries,
  514. and a lot of people who understood it
    wanted to make it very complicated
  515. to show them they are very intelligent
    they make more and more complicated,
  516. and now we make it simple.
  517. You have a Plasma and that Plasma
    is a very, very, very simple thing.
  518. It holds, as we said, inside it,
    last time, if you remember...
  519. magnetic fields.
  520. So, the other version of what you see
    as a colored ball,
  521. is this.
  522. So, what happens?
  523. There we are, if you can see this,
    or I bring it more in that you can see it,
  524. this is now, this inside
    with the magnetic fields, curly fields.
  525. And then, this curly field
    has to interact.
  526. Now, this is the smaller one,
    and this one is a bigger one.
  527. So, it needs to interact
    with the big brother
  528. that is there, became
    from the same mother.
  529. So, now you see it's... it's the big
    and a small, as you saw in the atom,
  530. there is no difference.
  531. This way, when we look at it
    with the white balls,
  532. we call it physics.
  533. When we see it in the clear balls and we
    know what’s going on inside of the ball,
  534. we call it Plasma technology.
  535. And then, these fields inside each other,
    has to connect up.
  536. Then, this becomes Plasma
    as gravitation and magnetic
  537. because as you saw, magnets do two things,
  538. they come together or
    they go away from each other.
  539. In terminology, we call them,
    because to look very clever
  540. we have created a name for them
    we call them gravity.
  541. Gravity is when you hold each other,
  542. you gravitate towards each other,
    you come together.
  543. So if the magnets come together,
  544. you see it, now it's gravity.
  545. And this is the simplicity of it.
  546. So, now we have a bigger brother
    and a smaller brother,
  547. if you can see it,
  548. they gravitate towards each other,
    and if I can show you with this,
  549. now you see a big and a small,
    and you see how they come together.
  550. So, let's... now we spoke, we've explained
    the Plasma in the passed programs,
  551. now we understand the Plasma,
    what is Plasma.
  552. When Plasma reaches interaction, that
    it has to interact with another Plasma,
  553. you enter, at the point of tangibility,
    world of physics.
  554. And then, it becomes totally different
    ball game, it becomes all understood.
  555. Plasma is the way the Universe works.
  556. Matter and physics
    is the way the man works.
  557. And in the Universe,
  558. we don't see... very much matters,
  559. unless small fractions,
  560. they slow down enough,
    that they show themselves.
  561. Very, very small amount of Plasmas,
    slow down enough, that can be seen.
  562. It's like when you play hide and see,
  563. as long as you can run and
    cannot be caught, and you can hide,
  564. you are Plasma.
  565. Once you are discovered,
    you become matter, you become physics,
  566. and this is where a lot of children go
    wrong and physics becomes complicated.
  567. Then we can see the world of science
    finds new ways to teach,
  568. to learn and to share knowledge.
  569. But one of the biggest problems with
    our children at the moment in the schools
  570. be it from the first day they go
    to nursery, to come out as a...
  571. even professors out of the university,
  572. is that...
  573. they have to protect what they have
    been taught, even if it's a lie and wrong,
  574. because once they've accepted it,
    they have to defend it.
  575. Because otherwise they’ll say, "You are
    stupid. You accepted the wrong thing".
  576. And then this is what we find; Dogmas
    of peer reviewing and people saying,
  577. "What we say is correct" and the rest of
    what we see in the world of science
  578. in the past two-three hundred years.
  579. And then, "Knowledge finds value
    because, we have to protect it".
  580. Then people find out
  581. knowledge has value, as long as
    it is within the Plasma of the Earth.
  582. You cannot sell a Mars bar
  583. or you cannot sell a bar of chocolate
    to the man in space.
  584. Because sweetness has no taste
    to the man in space
  585. it's only for man who has his physicality.
  586. We cannot say to somebody
    from an other planet,
  587. I’ll give you a can of Coca-Cola.
  588. To him, it is meaningless because
    he cannot drink liquid,
  589. because his fields are different.
  590. His fields are more into the
    center than on the edge.
  591. If his fields become further out
  592. then become yours,
    then he can drink a Coca-Cola.
  593. That’s all it is.
  594. This is where children have to be brought
    in to understand and not be confused.
  595. And the people who teach physics
    in the school,
  596. because they were taught the wrong way,
  597. they still carry on with the same thing.
  598. Because, "What we say, I am the teacher,
    I know better",
  599. puts everything in jeopardy,
  600. and then we see what’s going
    on and what the process is.
  601. In time, then we understand...
  602. we come to understand where the magnetic
    fields come from, what is the creation,
  603. because now we understand
    the simple structure of the Plasma.
  604. A single Plasma is
    Plasma technology, Plasma physics.
  605. When Plasmas interact,
    they interact totally different way
  606. than when the matter interacts.
  607. Because, when you are in one of
    these wires here in the middle,
  608. you haven’t become a sphere yet.
  609. So, you will behave different way,
    you behave like the wires.
  610. But, when you have become
    a totality, sphere at the end
  611. you have to behave, what the plastic tells
    you because that... that's the end.
  612. according to yours.
  613. So, we try to open the world of science
    in a very, very simple way.
  614. You look to the ball,
  615. there is nothing in it,
    because that's a Plasma
  616. and when it becomes weak enough,
    it can be seen,
  617. then at that point it becomes matter.
  618. And the whole understanding goes,
    that how matters goes.
  619. I brought you something which been
    years and years in the foundation
  620. and we started showing it a few years ago
    and a lot of people see
  621. and they don't understand.
  622. And that is,
    this is a very simple explanation,
  623. this is how a Plasma is.
  624. It's a ball, and I don’t know if
    you can see the water, liquid inside it?
  625. From the little black things,
    I’ll bring it forward, if it can be seen,
  626. see little, little sticks.
  627. These little sticks are the fields
    which are coming out
  628. and then in the water till
    they get to the wall,
  629. and at the wall they become matter.
  630. So, this is a Plasma
  631. but we play with it
    in a different way in adult sport.
  632. And we feed it,
    because it's a magnetic field,
  633. he can join up with some
    and the ones who doesn’t like he rejects.
  634. Its very much like in the classroom.
  635. The children you like to play with,
    you play games with,
  636. and the ones you don’t like,
    you reject and you don’t play with.
  637. The same thing happens with the...
  638. The same thing happen
    in the Plasma technology.
  639. The ones who want to join of the same,
    then they join up and they play.
  640. And the ones who are not of the same or
    they don’t like to be in that position,
  641. they reject each other.
  642. And this is exactly what you do
    in your classrooms with your friends
  643. and your people you don’t like
  644. is the behavior of the Plasma.
  645. And if you have more and more people
    around you, the stronger team you become,
  646. it's exactly the same,
  647. when the Plasma absorbs more and more,
    the stronger it becomes,
  648. and that's all it is.
  649. And then, the whole start of
    the creation and created starts.
  650. Then you don’t ask the question
    what was I...
  651. what is the magnetic field
    and where was it created?
  652. It's ...bits of all the fields,
    which come together and they can play.
  653. It's like, if you are in the second class,
  654. you play with your mates and sometimes
  655. you go and play maybe, with one friend
    from the third class or the fourth class,
  656. because he understands that he has
    some strength or understanding your level,
  657. even though, he was at your level before.
  658. A year ago, when you're in second class,
    he was in second class.
  659. Now he is a bit older he goes to third
    class, but you still can play with both.
  660. your mates and ones up.
  661. So, if you want to understand
    the structure of Plasma,
  662. look at your classroom.
  663. The ones you like to play with,
  664. you come together to play together.
  665. So we call it gravity,
    you gravitate to each other.
  666. The ones you don’t like because
    they don’t think about the same
  667. they don't play with the same toys
  668. and they don’t watch
    the same cartoons as you do,
  669. and have nothing in common.
    You refuse to play with them
  670. because there is nothing in common
    between you and them.
  671. Then, they become magnetical field
    which means you reject.
  672. and the fields are the same,
  673. you play or you reject,
  674. and that's all it is,
    this is the Plasma.
  675. This is the way
    scientists have to...
  676. and teachers have to
    start teaching children,
  677. and then when you speak,
    when you think in the future,
  678. we won’t think about the fish
  679. because fish is ...flat.
  680. You think about an orange,
  681. which can rotate on its axis.
  682. So, this is how we end up this session
  683. and I hope we opened your eyes
    furthermore, a little bit more,
  684. in the world of reality and creation.
  685. But as time goes in the future programs
    we'll teach you more
  686. that hopefully, within the year you know
    as much as your parents do.
  687. So, any questions?
  688. (RC): ...Keyvan is there any questions
    from your end there with...
  689. Have there been any questions
    from kids or mothers
  690. or other people in the Universe
    or from yourself perhaps?
  691. (KD): Well no, I just want to thank you,
    it really makes me understand.
  692. You know, beginning to understand
    and that's, I think that,
  693. that's the most important thing to...
  694. Because, you know, as you said yourself
    Mr Keshe, we are all children.
  695. So, yeah.
  696. I don’t have any questions. Thank you.
  697. (RC): And how do you see it
    continuing Mr Keshe?
  698. Would be along similar lines
    with... carrying on
  699. from where we left off
    I guess, with the...
  700. Maybe we’ll have an apple,
    instead of an orange next time?
  701. We evolve.
  702. (MK): Evolve Yeah! The next time I’ll
    bring you a watermelon,
  703. it'll be big enough.
  704. ... (laughing) ...
  705. (RC): Okay.
  706. That'll be the Sun I guess, the big Sun?
  707. (MK): ...we were talking about to be
    an orange like an electron..
  708. ... (inaudible) ...
  709. Children have a line of teaching,
    to children is through their stomach.
  710. and orange or fruits
    is something they play with
  711. so we try to choose different fruits.
  712. The first time I brought an egg
  713. and this egg has been here for nearly
    two weeks, three weeks now,
  714. It soon will be chicken and
    coming out with a chick.
  715. So, we have to be reachable
    for the children to understand.
  716. Don’t forget the forces outside
    are very strong
  717. that do say to the children,
    "You are wrong".
  718. But if we sow the seed
    of the correct technology and science,
  719. then we’ll see what happens as you've
    seen in the past twenty four hours.
  720. We have shown some amazing
    performances from Plasma
  721. and we've seen how weights
    and masses can change with little,
  722. than one gramme and ten grammes.
  723. Because you have to show
    things to children,
  724. children want to see to believe ,
    in a way they can play with it.
  725. (RC): And just to remind people that
    will be at the Spaceship Institute...
  726. Livestream which is on the same
    Spaceship Institute Livestream channel
  727. as this Kids Knowledge Seekers Workshop.
  728. So, people can tune in to
    the live feed from the lab...
  729. with the reactors going on there now,
    its quite exciting for those of us
  730. who are... who've been following that.
  731. (MK): So we see what happens, see
    each other at 8 o'clock tomorrow morning.
  732. (RC): Right!
  733. (V): Yes!
  734. (MK): Sweet dreams, if we go to sleep
    and nothing exciting happens in the lab…
  735. (RC): Yeah... Some of us are having
    a hard time sleeping
  736. because there is so much excitement,
    but that's okay.
  737. (MK): All the best and thank you very
    much, thank you all of you.
  738. (RC): Okay! Thank you, Mr Keshe.!
  739. Thank you Keyvan!
  740. (KD): Thank you Rick, Vince,
    thank you Mr, bye-bye.
  741. (RC): Thank's to everybody on Livestream.
  742. That's the end of this
    Kids Knowledge Seekers Workshop.