Now there are classes indeed where the newly dead are instructed. I used to teach some of these. - Jane Roberts

In schools, for example, there are courses in the criticism of literature, art criticism, and so forth. The arts are supposed to be 'not real.' It is quite safe, therefore, to criticize them in that regard -- to see how a story or a painting is constructed, or more importantly, to critically analyze the structure of ideas, themes, or beliefs that appear, say, in the poem or work of fiction. When children are taught science, there is no criticism allowed. They are told, 'This is how things are.' Science's reasons are given as the only true statements about reality, with which no student is expected to quarrel. Any strong intellectual explorations or counter versions of reality have appeared in science fiction, for example. Here scientists, many being science-fiction buffs, can channel their own intellectual questioning into a safe form. 'This is, after all, merely imaginative and not to be taken seriously.'

The projected form does make some impression upon the physical system. It is possible for it to be detected. It is a kind of pseudo-image, materialistically speaking, but it has definite electromagnetic reality and chemical properties. Animals have sensed such apparitions. They react to the chemical properties and build up [the perception] from these. These chemical properties are more diffused in such an apparition than in a physical form, however.

Each identity has free will and chooses its environment as a physical stance in space and time. Those involved in a given century are working on particular problems and challenges. Various races do not simply 'happen,' and diverse cultures do not just appear. The greater self 'divides' itself, manifesting in flesh as several individuals, with entirely different backgrounds, yet each embarked on the same kind of creative challenge.