Kesdjiana

The 'intiation' was not 'taught'- as beings

sufficiently sensitive to aid others, when they are
ripe for such initiation, to undergoe it.
The 'teaching' does not 'teach' this, it 'teaches'
techniques in the aid of fuelling being-coherence,
between the multiple brains, that when
implemented accordingly can ensure minimal
risk of damage, or maximum health, in respect of
the Kesdjian 'birthing' itself and the physical
body brains etc.

The sensitivity to the prosperous moment with

which to undergoe the 'initiation' cannot be
'taught', hence the nature of the 'teacher'
presence being in aid of added sensitivity to such
moment, to give best potential results, removing
as able the hazard involved in such process itself,
and its results.

The 'organs' of the Kesdjian body, embedded 'in'

the physical body in 'seperatized' form require
individual feeding and growth, as also their
systems of 'substance' exchange, such that they
may undergoe, firstly, the process of their
'movement' from 'seperatized localization'
towards their 'place' of 'gathering', 'in' which the
fusion process may occur that forms the whole
'embryo'- that may then undergoe the birthing
process, involving the shift of relation between
itself and the physical body, creating a 'placenta'
for its further maturation.

The 'teaching' only corresponds to the feeding of

the 'seperatized' embedded 'organs' of the
kesdjian, which is dependant upon the degree of
intergration of the physical body brains, or
triadic elements, and their components, which
function in respect of feeding particular kesdjian
'organs' and their systems of exchange.

The first and second aspects of the kesdjian

birthing cannot be 'taught', and a being, having
endured such process themselves, can only aid
such process in another via first recognizing
when the time is ripe for such, and secondly in
aiding the creation and maintenance of a 'sterile'
atmosphere, or field, for both aspects, and thirdly
in giving a quality of 'energy', acting in similar
fashion to forceps in physical birth- which are
known to have 'negative' consequences in
varying degrees of ailment that may, and must,
be remedied later.

In comparison to the physical birth process, the

kesdjian is much more delicate with
corresponding risks of damage and death, and
the potential aid of a 'midwife' equally so. A
'teacher' is not necessary, in common form, in
this process. The 'teacher' cannot perform the
birth or ensure the health of the embryo, but only
aid as above, which itself causes certain
complications leaving residue in the embryo
requiring remedy- which may or may not come to
complete fruition, or only compensatorily
requiring continous regulation.

The whole point is not the necessity of a 'teacher'

in this particular context, of birthing, but the
presence of the intelligence required to be
sensitive to the time of ripeness for the birthing
process, such that the risk of damage is reduced
as can be.

Most in this line of teaching do not know the the

form of the birthing process, and hence have not
undergone its 'initiation' which is natural,
inherent, to them and the birth rite of man, itself
dependant on no other 'being' and available to
them at any time.
Ofcourse the ripeness itself is dependant upon the
implementation of the techniques conforming to
the intergration and coherence of the physical
body brains.
The 'time' of birthing does not come 'of itself' in
initiation like the physical does. This is the point,
where the 'teacher' is the sensitive intelligence
relative to the most prosperous moment for
birthing- dependant on recognition of such by its
degree of intelligence.
Nature does it's best with the given conditions, in
this case man, who is himself responsible in
significant part to the result of the birthing
process and embryo condition,
The being may miss the most ripe time, or may
initiate whilst the embryo is not sufficiently
formed, or whilst the physical body is yet to be
able to bear such birthing, hence potential
'malformed' births, as also 'miscarriages' etc.