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He was the first to introduce the Knowledge and Teachings of Impersonal Life (also known as the "I AM" Teaching) to the world in his first book, The Impersonal Life published in 1914. His other works were The Way Out , The Way Beyond , Wealth , Teacher , Brotherhood , The Way to the Kingdom , Papers (65 Lessons), etc.
The "I AM" Activity was founded by Guy Ballard (pseudonym Godfré Ray King) in the early 1930s. Ballard was well-read in theosophy and its offshoots, and he claimed to have met and been instructed by a man who introduced himself as "Saint Germain" while hiking on Mount Shasta looking for a rumored branch of the Great White Brotherhood known as "The Brotherhood of Mount Shasta". [14]
The members of The Bridge to Freedom claim that a Dispensation and Sponsorship was given by the Ascended Masters for this Ascended Master Activity to be an outer organization representing the "Great Brotherhood of Light", and a continuation of previous efforts by the Ascended Masters to bring Illumination to mankind through Theosophy, Agni Yoga, and the "I AM" Activity.
Robert Adams (January 21, 1928 – March 2, 1997) was an American Advaita teacher. In later life Adams held satsang with a small group of devotees in California, US. [1] He mainly advocated the path of jñāna yoga [note 1] with an emphasis on the practice of self-enquiry. [2]
The Master Hilarion is considered a saint within the I AM movement, one of the "Masters of the Ancient Wisdom", and in the Ascended Master Teachings is one of the Ascended Masters (also collectively called the Great White Brotherhood). [1] He is considered to be the Chohan (Lord) of the Fifth Ray (see Seven Rays). [2] [3] [4] [5]
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In I Am That there is a brief description of meditation. Q: What is meditation and what are its uses? M: As long as you are a beginner certain formalized meditations or prayers may be good for you. But for a seeker for reality there is only one meditation—the rigorous refusal to harbour thoughts. To be free from thoughts is itself meditation.
Benton-Banai manages to incorporate many traditional teachings into his story about the Seven Grandfather Teachings. He succeeds in showing how an Anishinaabe Traditional Teacher can borrow from traditional teachings and recombine and change them to make them relevant to contemporary issues faced by Anishinaabe people.