Themes and Insights
Birthright – Passage 3 of 7
Limits of Learning: Learning from others involves receiving what is within their domain. However, one cannot genuinely incorporate something that doesn't belong to them, emphasizing the idea that true growth must come from within.
Entering Others’ Domains: We can enter another's domain or invite others into ours, akin to visiting someone’s home. This analogy underscores the need for mutual respect and understanding when engaging with another person’s experiences and beliefs.
Misguided Expectations: Children are often pressured to adopt others’ beliefs and concepts, leading to a potential loss of their own integrity and identity. This can cause confusion and disservice in their development.
Respect for Individual Integrity: The passage stresses that while parental and societal guidance is essential, it should not come at the expense of a child’s individual truth and integrity. This respect is crucial for healthy emotional and spiritual growth.
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Birthright – Passage 3 of 7
Here is where we can get lost.
So Imagine that your domain is a circle.
All inside that circle is what you truly are.
Everyone else has their own circle.
Then, when learning,
people give to you what is in their circle,
and hope for you to add it to yours.
The problem is this…
you cannot add to your own circle
what does not belong to you.
You can only pretend to be
what you think you are supposed to be,
but you are not that thing that wasn’t already yours.
Likewise someone cannot give you
something that is in their circle
otherwise they will lose it
for it is no longer in their circle.
What we can do though
is to enter into someone elses circle or domain
when invited to do so.
We can also allow others into our domain
when we invite them in.
It is no different then opening the door of your house
and allowing someone to enter it.
But when we try to do what we believe is right by how we are taught,
we have actually left our own house
and entered the house of someone elses spirit, talent, gifts, ideas and concepts of life.
When entering someones home,
we see their furnishings,
their walls,
their pictures on the wall,
their living rooms,
kitchen, bedrooms,
and the results of their own life.
This is the same as when we enter another’s domain.
We know in the home
that these people
have far far greater knowledge about their possessions
then we do.
We would not presume to tell another
what their photograph of their father means to them.
We already know that they are much more aware
of their relationship to that picture then we could ever image.
And so when in others home,
we learn from them what their possessions mean to them
by their input. T
o try and tell them what is right
and what is wrong
about their own possessions
would quickly get us thrown out of their home.
If we say
everything in this house is evil
for it goes against me
would land us in the grass outside.
Yet this is precisely what happens to us as children.
We are expected to enter into another’s domain,
learn of their concept,
comply with that concept
and all that is within our domain
that is deemed unacceptable by our parents, our churches, our schools
and our environment is ridiculed and cursed or condemned.
The purpose of childhood is awesome,
and indeed our parents are to offer us the wisdom of their experience
but when there is the loss of our own integrity
and the removal of ourself from our domain
then our experience has done us a dis-service.
Ryan o0o
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Birthright – Passage 3 of 7
Here is where we can get lost.
So Imagine that your domain is a circle.
All inside that circle is what you truly are.
Everyone else has their own circle.
Then, when learning,
people give to you what is in their circle,
and hope for you to add it to yours.
The problem is this…
you cannot add to your own circle
what does not belong to you.
You can only pretend to be
what you think you are supposed to be,
but you are not that thing that wasn’t already yours.
Likewise someone cannot give you
something that is in their circle
otherwise they will lose it
for it is no longer in their circle.
What we can do though
is to enter into someone elses circle or domain
when invited to do so.
We can also allow others into our domain
when we invite them in.
It is no different then opening the door of your house
and allowing someone to enter it.
But when we try to do what we believe is right by how we are taught,
we have actually left our own house
and entered the house of someone elses spirit, talent, gifts, ideas and concepts of life.
When entering someones home,
we see their furnishings,
their walls,
their pictures on the wall,
their living rooms,
kitchen, bedrooms,
and the results of their own life.
This is the same as when we enter another’s domain.
We know in the home
that these people
have far far greater knowledge about their possessions
then we do.
We would not presume to tell another
what their photograph of their father means to them.
We already know that they are much more aware
of their relationship to that picture then we could ever image.
And so when in others home,
we learn from them what their possessions mean to them
by their input. T
o try and tell them what is right
and what is wrong
about their own possessions
would quickly get us thrown out of their home.
If we say
everything in this house is evil
for it goes against me
would land us in the grass outside.
Yet this is precisely what happens to us as children.
We are expected to enter into another’s domain,
learn of their concept,
comply with that concept
and all that is within our domain
that is deemed unacceptable by our parents, our churches, our schools
and our environment is ridiculed and cursed or condemned.
The purpose of childhood is awesome,
and indeed our parents are to offer us the wisdom of their experience
but when there is the loss of our own integrity
and the removal of ourself from our domain
then our experience has done us a dis-service.
Ryan o0o
Themes and Insights
Birthright – Passage 3 of 7
Limits of Learning: Learning from others involves receiving what is within their domain. However, one cannot genuinely incorporate something that doesn't belong to them, emphasizing the idea that true growth must come from within.
Entering Others’ Domains: We can enter another's domain or invite others into ours, akin to visiting someone’s home. This analogy underscores the need for mutual respect and understanding when engaging with another person’s experiences and beliefs.
Misguided Expectations: Children are often pressured to adopt others’ beliefs and concepts, leading to a potential loss of their own integrity and identity. This can cause confusion and disservice in their development.
Respect for Individual Integrity: The passage stresses that while parental and societal guidance is essential, it should not come at the expense of a child’s individual truth and integrity. This respect is crucial for healthy emotional and spiritual growth.
Birthright – Passage 3 of 7
Here is where we can get lost.
So Imagine that your domain is a circle.
All inside that circle is what you truly are.
Everyone else has their own circle.
Then, when learning,
people give to you what is in their circle,
and hope for you to add it to yours.
The problem is this…
you cannot add to your own circle
what does not belong to you.
You can only pretend to be
what you think you are supposed to be,
but you are not that thing that wasn’t already yours.
Likewise someone cannot give you
something that is in their circle
otherwise they will lose it
for it is no longer in their circle.
What we can do though
is to enter into someone elses circle or domain
when invited to do so.
We can also allow others into our domain
when we invite them in.
It is no different then opening the door of your house
and allowing someone to enter it.
But when we try to do what we believe is right by how we are taught,
we have actually left our own house
and entered the house of someone elses spirit, talent, gifts, ideas and concepts of life.
When entering someones home,
we see their furnishings,
their walls,
their pictures on the wall,
their living rooms,
kitchen, bedrooms,
and the results of their own life.
This is the same as when we enter another’s domain.
We know in the home
that these people
have far far greater knowledge about their possessions
then we do.
We would not presume to tell another
what their photograph of their father means to them.
We already know that they are much more aware
of their relationship to that picture then we could ever image.
And so when in others home,
we learn from them what their possessions mean to them
by their input. T
o try and tell them what is right
and what is wrong
about their own possessions
would quickly get us thrown out of their home.
If we say
everything in this house is evil
for it goes against me
would land us in the grass outside.
Yet this is precisely what happens to us as children.
We are expected to enter into another’s domain,
learn of their concept,
comply with that concept
and all that is within our domain
that is deemed unacceptable by our parents, our churches, our schools
and our environment is ridiculed and cursed or condemned.
The purpose of childhood is awesome,
and indeed our parents are to offer us the wisdom of their experience
but when there is the loss of our own integrity
and the removal of ourself from our domain
then our experience has done us a dis-service.
Ryan o0o
Themes and Insights
Birthright – Passage 3 of 7
Limits of Learning: Learning from others involves receiving what is within their domain. However, one cannot genuinely incorporate something that doesn't belong to them, emphasizing the idea that true growth must come from within.
Entering Others’ Domains: We can enter another's domain or invite others into ours, akin to visiting someone’s home. This analogy underscores the need for mutual respect and understanding when engaging with another person’s experiences and beliefs.
Misguided Expectations: Children are often pressured to adopt others’ beliefs and concepts, leading to a potential loss of their own integrity and identity. This can cause confusion and disservice in their development.
Respect for Individual Integrity: The passage stresses that while parental and societal guidance is essential, it should not come at the expense of a child’s individual truth and integrity. This respect is crucial for healthy emotional and spiritual growth.
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