Validating through One's *I* Filter

When I went through the graduate library science program at the School of Library Information Sciences, Madison WI, a major emphasis focused on terminology and vocabulary -- how much it varied from person to person, based on combination of factors, such as age, gender, socio-economic background, cultural background, religious background, etc. Indexing and cataloging is based on it, as is collection development, and the Reference Desk must take it into consideration, as the next major rule was, "The question one asks from the universe of information is based on the knowledge one already possesses." It is up to the librarian to tune into that knowledge level and figure out what the patron wants to know.

Few patrons use language with much precision or dictionary-level of definitions. Slang dominates daily speech. Plus, one must factor in how in depth does the patron want to explore the topic? An obvious 6th or 7th grader most likely would be uninterested in a PhD candidate's dissertation on the topic of silk worm pheromones when researching for a class assignment on the life cycle of silk worms.

Studying Michael isn't a whole lot different, other than each student must jump in at approximately the same place, beginning knowledge level, unmastered terminology, imprecise use of definitions, other religious and spiritual teachings, and of course all of the differences listed above -- age, gender, cultural background, etc. It doesn't take long to figure out that Michael has some highly specific meanings for many of the words they use in overleaves, and throughout their teachings, that do not equate to whatever meaning any of us might have been using. Not all of these definitions have been given in a public manner likely to reach all students.

Meanings and terminology have a huge bearing on whether or not one can even begin to validate the material.  There was sufficient controversy over some original word choices by the MFM group that the Role in Essence of Slave was changed to Server, and the Goal of Rejection was replaced by Discrimination. Few were willing to consider a set of teachings that listed them as a Slave for all of their incarnations. And Rejection was deemed too negative and judgmental to have as one's goal.  There are more subtle nuances throughout the teachings, but it is imperative that each student eventually learn what Michael means for at least the definitions that most affects their own profile. If the definition is too "educated," learn more so that you can understand what it means.

Meanwhile, it's up to all students to work with the widest possible variety of terminology that gets used and work towards a median level of mutual understanding. There are students all over the world, some with English as a second language, some with a totally different set of slang words, from ages 18 to 90, from minimally educated to some with PhDs. Some have never read a single book or tract on the subject of spirituality and others have thrown off oppressive religions and cults. Each is attempting to validate Michael through the filter of what they already know.