"PSYCHIC Program!" - Neuroscientist on Remote Viewing, STARGATE & Telepathy | Julia Mossbridge • 415

Julia Mossbridge's Multifaceted Career 00:12

"I usually sigh deeply... If I really, really don't want to get into a conversation with this person, I'll be like, 'Oh, I'm a scientist.'"

• Julia Mossbridge describes the complexity of her professional identity, mentioning that her extensive resume complicates how she introduces herself. When needing to keep things simple, she often refers to herself as a scientist to avoid deeper questioning.

• She emphasizes the importance of deciding how much she wants to engage in conversations about her work based on the context and audience.

Current Projects and Initiatives 01:38

"I always have about five or six projects at once that mostly take all my time."

• Mossbridge shares that her work is multidimensional, involving multiple projects simultaneously. She reveals that a significant part of her work occurs during the night while she dreams, allowing her a fluid approach throughout the day.

• One noteworthy project she highlights is a startup called American Electronamics, where she serves as both chief science officer and president, currently operating in stealth mode.

• Additionally, she founded a nonprofit called Tilt, recently rebranded to Applied Love Labs, that focuses on creating technology aimed at helping individuals experience unconditional love as a transformational healing experience.

Engagement with the Intelligence Community and Comedy 02:46

"I volunteer... to provide some kind of insight from outside of the intelligence community."

• Julia mentions her involvement with the intelligence community, where she offers insights based on her understanding of cognitive neuroscience and human performance.

• She also talks about an upcoming conference in Montana that bridges the intelligence community and Hollywood, indicating a creative venture in comedy, although details are scarce due to confidentiality.

• Through her interactions, she expresses optimism about people within the community working toward positive outcomes, as she highlights the nuanced dynamics of those striving for good amidst skepticism.

Exploration of Exceptional Human Performance 04:08

"All these fringes... kind of come together in this space of UFOs, UAP, psionics... I call it all exceptional human performance."

• Mossbridge discusses her research interests in exceptional human performance, connecting fringe communities related to phenomena like UFOs, UAP, and psionics.

• Her dedication to studying these areas for over 20 years reflects an ongoing effort to explore human potential, particularly in how it intersects with cognitive abilities and consciousness.

• She is particularly keen on exploring the impact of her work on understanding non-speaking autistic individuals, aiming to advocate for and protect their communities from exploitation.

Understanding Teacher Credibility and Knowledge 09:23

"If they're good teachers, they acknowledge what we don't know, and are willing to explore."

• The discussion centers around the importance of teacher credibility, identifying that effective educators admit the limits of their knowledge while emphasizing a willingness to learn together with their students. In contrast, less effective teachers claim to have all the answers but falter when pressed for deeper understanding. This contrast highlights the value of humility in teaching and the collaborative journey of knowledge exploration.

Backgrounds of Julia Mossbridge and Julian Dorey 09:52

"My background is in neuroscience, and hers is in psychiatry."

• Julia Mossbridge comes from a background in psychiatry, focusing on one-on-one patient care, while Julian Dorey has expertise in neuroscience, particularly in conducting experiments with psychology students. The conversation explains how their different backgrounds contribute to their perspectives on cognition and understanding of complex phenomena, such as remote viewing. Dorey emphasizes that this scientific approach aids in framing their discussions and experiments effectively.

Discussion on Experimental Controls and Methods 12:26

"Sensory leakage is when information about the answer can get to the person who's answering."

• In their experimental designs, they address the concept of sensory leakage, which occurs when participants inadvertently receive cues about answers from the experimenters or their environment. Dorey highlights the critical importance of maintaining strict controls to minimize such leaks, ensuring that results accurately reflect genuine cognitive abilities rather than external influences. They discuss designing experiments that mitigate these risks, including the use of complex stimuli beyond simple letters and numbers to better evaluate exceptional human performance.

Theories of Telepathy and Consciousness 16:08

"One of the theories about consciousness is the radio theory, where the brain acts as a receiver."

• The dialogue presents theories about consciousness, specifically the "radio theory," suggesting that the brain might receive signals akin to radio waves. Dorey and Mossbridge explore the possibility of different types of telepathy, such as proximity telepathy, where mental signals are exchanged among nearby individuals, and distance telepathy, where individuals are separated by significant distances. The conversation seeks to understand the implications of these concepts for their experiments and the broader realm of cognitive science.

Experimental Setup for Telepathy Research 16:41

"We could have one person in one room and someone watching a video in the other room."

• Dorey describes the innovative setup used for their telepathy experiments, where one participant watches a video while another, isolated in a separate room, attempts to report on it without any access to technology or communication. They explain the rigorous controls established in this setup, emphasizing the reliability of the results and the commitment to exploring the potential for telepathic communication beyond traditional boundaries.

Remote Viewing Protocols and Challenges 17:53

"We had this protocol where we would give multiple choices because this is when I was still scared that they weren't telepathic."

• The protocol involved recording a student participating in remote viewing from a distance while ensuring no one had prior knowledge of the video being presented. This was to prevent any potential sensory leakage that could skew the results.

• The student was assisted by a speech and language pathologist, Maria, who facilitated the use of a letter board for communication.

• Initially, the protocol included providing multiple-choice questions regarding the video's content, but there were complications with the software. Instead of sending the questions to Maria, they were mistakenly sent to Jeff in Oregon, leading to a moment of confusion.

• Despite the lack of multiple-choice options, the student successfully articulated that the video depicted "art in the sky," demonstrating the effectiveness of the remote viewing process even when expectations were not met.

Insights on Telepathy and Communication 21:42

"If telepathy really exists, it would be like that."

• The conversation explored the nature of telepathy, suggesting it might function similarly to one half of a conversation, where individuals can pick up on cues without direct verbal communication.

• The student demonstrated an ability to associate and build upon information received during the experiment, highlighting how non-verbal communication can convey ideas succinctly.

• This was likened to the synchronizing of heartbeats when two people share an emotional connection, raising questions about how such physiological responses might indicate a form of non-verbal communication or telepathy.

• The discussion concluded that our societal understanding of reality often limits our perceptions about the capabilities of human communication and the potential existence of telepathic connections.

Implications of Expanded Consciousness 24:31

"The biggest implication is that there are no secrets."

• The conversation led to contemplating the ramifications if telepathy were to be a recognized phenomenon. There was a suggestion that this could mean thoughts are not entirely private and could eventually lead to a universal sharing of ideas.

• The notion of a larger, interconnected reality that goes beyond the physical dimensions commonly understood encourages a reevaluation of how individuals perceive their experiences and interactions.

• Additionally, the importance of exploring unconventional ideas about consciousness and communication is underscored, inviting a more open-minded approach to understanding phenomena such as telepathy and the interconnectedness of human experiences.

The Nature of Information and Consciousness 26:30

"If you could get information about someone's spiritual essence, it would be easy to determine their motivations without guessing."

• This segment discusses the concept that people often assume they cannot access the inner thoughts, motivations, or essence of an individual from the outside. The dialogue suggests a deeper understanding of consciousness where one may tap into this information.

• The speaker introduces an idea likening consciousness to a radio frequency, implying that all experiences arise from a vast information substrate that transcends traditional notions of space and time.

• The idea promotes the belief that while our current experiences feel real, they may stem from an informational layer that does not conform to our usual perceptions of reality.

• The conversation reflects on how non-speakers perceive information, noting that they seem to believe all knowledge is accessible, suggesting an intuitive grasp on picking up information based on intention.

The Relationship Between Good and Evil 29:15

"Contrast makes meaning; a world without evil would not help us appreciate the good."

• The speaker explores the paradox of good and evil, emphasizing that the existence of negative experiences enhances our understanding and appreciation of the positive ones.

• By using the analogy of weather, the speaker argues that without experiencing the cold, one would not fully understand the joy of a sunny day, implying that both experiences contribute to the realization of beauty in life.

• They stress that while evil should not be pursued, the struggles of life contribute to personal growth and understanding.

• The essence of human experience is tied to discernment; understanding good and evil is part of navigating life’s complexities, suggesting that meaning arises from these contrasts.

Self-Transcendence versus Self-Actualization 31:30

"Self-transcendence can pull you up from anywhere, unlike self-actualization, which generally requires safety and basic needs to be met."

• The discussion transitions to Maslow's hierarchy of needs, highlighting a shift in understanding the importance of self-transcendence, which is the act of reaching out towards a greater good beyond oneself.

• Self-actualization is traditionally seen as the peak of personal growth, where individuals feel a sense of achievement and significance in the world. However, it is noted that this requires fulfillment of safety and relational needs first.

• In contrast, self-transcendence allows individuals to find meaning and motivation even in difficult circumstances, underscoring its role as a more profound and accessible form of fulfillment.

• The speaker argues that serving a greater cause fosters a sense of community where individuals realize they are part of a larger puzzle, moving beyond their individual egos to collaborate for the common good.

The Psychological Impact of War 35:16

"Wars that clearly communicate a fight for freedom see significantly less PTSD among soldiers."

• The perception of war can greatly influence the psychological aftermath for soldiers. When military conflicts are framed as fights for good, such as "good versus evil," the resulting psychological issues like PTSD are considerably lesser.

• The understanding of sacrifice and a belief in the greater good can create a sense of purpose that mitigates mental health struggles after the war. Soldiers feel they're part of something significant and transcendent rather than questioning the morality of their actions.

• In stark contrast, wars that are based on dubious premises, such as the presence of weapons of mass destruction that do not exist, tend to leave soldiers grappling with moral injury. Moral injury arises from the inability to reconcile the actions taken during the war with personal beliefs about right and wrong, often leading to deeper psychological scars.

Narratives of Trauma and Redemption 38:01

"The narrative of contamination states that a traumatic event leaves a person feeling broken, while a narrative of redemption allows for personal growth and healing."

• Julia Mossbridge discusses two contrasting narratives experienced by trauma victims: one of contamination and one of redemption. A contamination narrative leads individuals to feel irreparably damaged by their experiences, often trapping them in a cycle of victimhood.

• Conversely, a redemption narrative allows individuals to reframe their trauma as a catalyst for personal strength and resilience. This shift enables them to view themselves as survivors who have overcome adversity, significantly improving their mental well-being and life satisfaction.

• Mossbridge emphasizes the transformative power of storytelling and how shaping one's trauma into a redemptive narrative can promote healing and coping.

Personal Background and Insights 40:00

"I was observed from first grade onward and tested for psychic abilities and IQ."

• Mossbridge shares insights into her upbringing, highlighting how her unique experiences and background in an academically inclined family influenced her perspective. She notes that her family’s history, coupled with personal experiences, contributed to her insights into human psychology and trauma.

• She describes her upbringing in a family marked by significant challenges, including her mother's family's struggles during WWII. This context shaped her understanding of how background influences personal development and resilience in the face of hardship.

• Mossbridge reflects on the curious nature of her intelligence assessments, mentioning the numerous IQ tests she underwent and the implications they had on her perceptions of intelligence and access to information. She believes that intelligence should be viewed through a broader lens that goes beyond traditional measures.

The Nature of Intelligence 44:44

"People are always trying to pin down what intelligence is; there are more than a hundred different kinds."

• The discussion highlights the complexity of intelligence, noting that many researchers, including Marvin Minsky, have proposed various types beyond the traditional analytical intelligence.

• One type discussed relates to psychic abilities, which may be associated with the right hemisphere of the brain.

• The right hemisphere tends to be low in verbal skills, and damage to the left hemisphere can lead to enhanced intuitive and psychic capabilities.

Insights from Neurology 44:44

"He noticed that people who had left hemisphere frontal strokes are somehow more intuitive, more psychic."

• Morris Friedman, a neurologist, conducted tests that suggested individuals with left frontal strokes displayed greater intuitive abilities.

• In his experiments, participants were able to mentally move an arrow on a screen more accurately if they had experienced such strokes, indicating a link between brain damage in a specific area and enhanced psychic skills.

• This suggests that normal waking consciousness might inhibit our innate psychic capacities due to how our brains typically function.

The Debate on Measuring Intelligence 49:50

"The effort to measure intelligence is generally misguided because it fails to account for the variety in human natures."

• The conversation reveals frustration over the traditional methods of measuring intelligence, leading to the concept of Emotional Quotient (EQ), which has been acknowledged but is still not widely accepted.

• There’s a recognition that intelligence cannot simply be quantified or boxed into categories, and that different people possess various strengths and forms of intelligence.

• The argument is posited that rather than focusing on measuring intelligence, it might be more constructive to appreciate the diversity in human capabilities and the need for different types of people in society.

Experience with the Program 54:00

"By the time I was in that program, they didn't ask for consent at all... My parents didn't know I was in that program until I came home and told them."

• The narrator recounts their experience in a program where consent was not sought, indicating a lack of awareness and moral obligation from the administrators.

• They mention that their parents were oblivious to their involvement in the program until they disclosed it themselves, reflecting on how such secrecy can impact trust within a family unit.

Weekly Counseling Sessions 54:20

"Every week on Friday, I believe, I walk down the hall... As soon as I close that door, I don’t remember anything."

• The individual describes a weekly appointment with a counselor that felt unnecessary since they were excelling in school and even teaching math to peers.

• A peculiar sense of dread accompanied these sessions, marked by a gap in memory once they entered the counselor's office, hinting at unsettling experiences within the room.

Feelings of Dread and Confusion 56:00

"That was the contamination part... there's a feeling that you can get if you're being ... there's abuse of some kind going on."

• They express feelings of dread related to the sessions, suggesting an underlying fear or threat that they could not fully understand or articulate at that age.

• The speaker mentions a sensation of their memory being manipulated, which created a sense of awareness that something secretive and potentially harmful was happening during those interactions.

Connections to Abuse Psychology 58:10

"You feel like you have a choice. You can be a victim or you can be a perpetrator."

• The narrator reflects on the psychological dynamics of abuse, feeling caught between wanting to align with the authority figures and being drawn into a victim-perpetrator dichotomy.

• They describe an internal struggle with understanding their position in the program, which they liken to feelings experienced by victims of abuse.

Unusual Activities in the Program 59:10

"Every week or every other week, people from outside of the school would come... This is what smacks of some weird intelligence community."

• In describing the frequent visits from people in suits conducting what were disguised as "hearing tests," the individual notes the oddity of the experiences, recognizing them as atypical activities for a school program.

• The tests involved sounds that did not align with conventional hearing assessments, suggesting the possibility of experimental or covert intentions behind these gatherings.

Engaging in Psychic Activities 01:01:10

"We would play with psychic Zener cards... it was just one of the games that we would play around with."

• The speaker recalls engaging in activities using Zener cards, which are commonly associated with telepathy and psychic exploration.

• This element of their education highlights the unusual nature of the gifted program, as they engaged in exercises designed to test or develop psychic abilities, with many students having ties to the government or military.

Early Education and Memory Techniques 01:02:15

"They would give us this weird drink. It was like pink for us."

• The conversation reveals an early educational experience where a special program labeled "sore" or "SOAR" identified gifted students. The participants described receiving a peculiar pink drink during this program, sparking curiosity about its contents and purpose.

• Julia reflects on her memory capabilities, indicating that she possesses an auditory photographic memory, which allows her to remember what people say with extreme accuracy. This kind of memory is often coupled with experiences of hypervigilance, where one is highly alert and mindful of details.

Gender and Memory Perception 01:04:00

"I think you guys remember things."

• The discussion shifts to gender differences in memory. Julia mentions a study where her female colleagues observed that their male partners often struggled to find items, suggesting a different way of processing information. They theorized that men might not look beyond the first item in sight, a hypothesis tested through a setup where men and women were timed on finding hidden objects.

• Although there were no significant differences noted in the results, the implication was that men might tend to "outsource" memory of locations for items to their partners who typically handle organization in the household.

The Mystery of the SOAR Program 01:09:00

"Oh yeah, they were studying you."

• Julia discusses her inquiry into the SOAR program she participated in during seventh grade, where her mother confirmed that it involved being studied, likely by the CIA or a similar agency. This revelation opens a dialogue about the various intelligence organizations that might be involved in such programs, reflecting both a fascination and concern over governmental involvement in educational settings.

• The conversation suggests a lack of clarity concerning the goals and nature of programs like SOAR, with Julia expressing a need for deeper understanding of the "redacted" records from her school days. The lack of accessible information fuels her curiosity and connects to broader conspiracy theories surrounding government programs and their secretive nature.

The Role of Women in Intelligence and Research History 01:10:38

"It makes me want to talk with you about how this stuff was handled."

• The conversation begins with a focus on the contributions of women in the intelligence community, setting the stage for a broader discussion about the handling of sensitive topics related to intelligence and psychic phenomena.

• The speaker acknowledges their research on the history of the SOAR program and mentions discovering relevant links through obituaries of past teachers and counselors.

Historical Context of the SOAR Program 01:11:27

"I found a bunch of old newspaper articles that actually started back there in that location."

• The speaker uncovers that the SOAR program, which was focused on psychic phenomena, began in the late 70s in a specific geographical location that has historical ties to significant military operations and research facilities.

• They mention the role of DuPont in the Manhattan Project, emphasizing its connection to nuclear facilities that produced essential materials during World War II.

Personal Experiences with Surveillance and Psychic Abilities 01:13:40

"I've been shown in various ways that I was being watched and studied still."

• The narrative shifts as the speaker shares personal experiences of feeling observed and studied, noting that these feelings persisted into recent years.

• They convey the emotional complexity of such experiences, discussing the potential for grandiosity in feeling like one is being monitored by intelligence agencies.

Dreams and Precognition 01:15:26

"I have some decent psychic capacities. One of them is precognition and one of them is telepathy."

• The speaker transitions into discussing their psychic abilities, particularly precognition, explaining it as "using means other than the usual ones to predict future events that shouldn't be predictable."

• They also mention how their dreams can serve as a source of precognitive insights, discussing the nuances of remembering dreams and the significance of those that come true.

Examples of Precognitive Dreams 01:16:49

"The exciting definition of a precognitive dream has to have multiple independent verifiers."

• An example is given illustrating that true precognitive dreams are those which have multiple independent confirmations that occur in real life.

• The speaker notes the difficulty in determining whether a dream was precognitive versus an unconscious processing of information, highlighting the intricate nature of psychic phenomena.

The Nature of Deja Vu and Precognition 01:19:41

"If you think of the brain as having one of its main jobs to put events in time like a story that makes sense, it can lead to experiences of deja vu or precognition."

• The conversation centers on how the brain processes events, constructing narratives that make sense to us. When the brain mismanages this storytelling process, it can create feelings of deja vu or even precognitive experiences.

• Deja vu occurs when the brain fails to correctly place a sensory experience within a temporal context, causing a sense of familiarity when encountering a situation for the second time.

• Conversely, precognition might occur if the brain inadvertently accesses future information due to errors in information processing, resulting in predictions or foresight.

Julia Mossbridge's Personal Experience with Precognition 01:22:10

"I had a dream about a bridge in San Diego, and I told myself I would inform someone if I had one of these dreams, even if it seemed foolish."

• Julia shares an anecdote about a dream she had regarding a specific car and an FBI badge, detailing how she felt urged to report her dream, indicating her trust in the validity of her precognitive dreams.

• In her dream, she experiences an interaction with a man in a convertible who instructs her to "call the office," suggesting a communication she wasn't entirely comfortable with.

• After waking, she investigates a phone number her dream provided, discovering its historical connection to a branch of the federal government involved in studies on the effects of radiation on humans.

Historical Significance of the Dream's Phone Number 01:24:30

"Turns out the same department of the federal government has that phone number in DC and Bethesda but at different times in history."

• The investigation into the phone number reveals it had been associated with significant governmental research regarding radiation exposure in humans, spanning decades.

• The discussion suggests that the legacy of projects from the 70s and 80s, such as the Stargate project, may hold ties to the topics discussed in Julia's dreams, showcasing the intertwining of personal experiences with historic events.

Radiation and Its Potential Psychic Effects 01:28:10

"One of the effects of radiation, whether ionizing or non-ionizing, might be extended capacities like psychic abilities."

• The dialogue shifts to the potential impact of radiation exposure and its correlation with extraordinary capabilities, including psychic phenomena.

• Julia posits that research might seek to explore both the harmful and beneficial outcomes of radiation, potentially influencing cognitive and psychic development across generations.

• The discussion highlights the importance of understanding both physiological and metaphysical consequences of radiation exposure, especially considering effects on future generations and their psychic abilities.

Dream Trigger and Job Recruitment 01:29:03

"I got a phone call saying, you know, this is a job that I had submitted my resume for back in like February."

• Julia Mossbridge shares an intriguing experience where a dream prompted her to explore connections with a government program that studies phenomena like remote viewing. After receiving a dream that hinted at related correspondence, she coincidentally got a call about a job she had applied for months prior.

• Just four days after sending a FOIA request regarding the SOAR program, she received direct interest from a recruiter, leading her to reflect on the synchronicities between her actions and the responses she was getting from the government.

Reflections on Personal Experiences 01:31:05

"I just have to say what's true for me and what I experienced."

• Mossbridge emphasizes the importance of sharing her personal truths and experiences, acknowledging that they could be subjective or even self-fabricated. This notion of self-disclosure allows her to piece together her own narrative while staying true to her feelings and interpretation of events.

• She notes how her long scientific career has been intertwined with explorations in areas tangentially related to her experiences and dreams, indicating a persistent quest for understanding her relationship with science and the mind.

Influence of Family Background on Interest in Science 01:32:25

"Seeing him in the space where he was doing his equations… he was free."

• Mossbridge discusses her father's work as a theoretical physicist and how his severe obsessive-compulsive disorder affected their family dynamics. Despite his struggles, she observed that he entered a fluid state while solving physics problems, which captivated her and motivated her interest in science.

• She recounts moments of connection with her father, highlighting how discussions about physics provided a venue for bonding, even amidst the chaos of his compulsions.

The Impact of OCD on Family Dynamics 01:34:20

"One of his rituals was about flossing our teeth. And he would floss our teeth for 45 minutes to 90 minutes a night."

• Julia reflects on the severe impact of her father's obsessive-compulsive disorder, which led to unhealthy behaviors that affected her and her sister. She describes how he would conduct lengthy rituals, including excessive teeth flossing, illustrating the intense hold OCD had over him.

• These experiences, while harmful, sparked her fascination with the human mind and behavior. She recounts her efforts to confront him about the negative effects of his disorder, revealing a personal narrative of resilience and empowerment amidst a challenging upbringing.

Confronting the Past and Understanding the Mind 01:36:21

"He broke into tears and he just was like, 'I was weak. I didn't know how to control my mind.'"

• During therapy, Mossbridge brought her father into the conversation about his past actions, allowing for a moment of vulnerability where he acknowledged the pain he had caused due to his inability to manage his OCD. This experience not only deepened their relationship but also fueled her ongoing investigation into the complexities of the human mind.

• She notes how this exploration led her to ponder the intricate connection between mental health, personal history, and scientific inquiry, positioning her experiences as both a catalyst for her professional journey and a profound source of personal growth.

Healing Through Imagination 01:37:59

"You know what? You're going to thrive someday. I know it doesn't feel like it, but she's telling me these things."

• Julia Mossbridge shares an experience from her childhood where she envisioned a woman who offered her healing words during a difficult time with her father. This imaginary character reassured her that despite the trauma, she would one day thrive.

• The conversation highlights the concept of using imagination as a therapeutic tool. In her later years, Mossbridge encountered time travel narrative therapy, which allows individuals to revisit their past selves with the wisdom and love they have acquired.

• Mossbridge emphasizes the significance of this process by stating that whether the imagined character truly existed or not does not matter; the healing effect remains profound and transformative.

The Role of Disassociation in Healing 01:40:04

"Disassociation can be a really powerful and important defense mechanism."

• The discussion turns to the nature of disassociation, particularly in childhood trauma. Mossbridge reflects on how disassociation can serve as a defense mechanism, enabling individuals to cope with distressing experiences.

• She draws parallels to the movie "Silence of the Lambs," describing how the character uses her identity to maintain a sense of reality in a threatening situation. This illustrates her understanding of remaining grounded despite traumatic experiences.

• Mossbridge acknowledges the complexities surrounding disassociation, recognizing that while it can be crucial for survival during trauma, it complicates the healing journey later in life.

Creativity and Trauma 01:45:44

"All of creativity can be seen as a disassociation in that way."

• The conversation extends to the connection between creativity and trauma, with Mossbridge arguing that creative acts may often arise from disassociative states. Many creative individuals process their past through artistic expression as a form of healing.

• She notes that her experience mirrors those of many creatives who have faced difficult circumstances, suggesting that trauma often shapes the narratives people choose to express artistically.

• The discussion frames creativity within a redemptive narrative, where individuals channel their hardships into forms of expression that foster understanding and connection with others who might have similar experiences.

The Impact of Childhood Experiences on Creativity 01:47:23

"There's always been something to that because maybe it affects their vibe."

• The conversation highlights the emotional baggage that many creative individuals carry, often stemming from traumatic childhood experiences. Creative people tend to be open about their past, sharing moments of pain that contribute to their artistic expression.

• It is suggested that these traumas may influence their emotional well-being and lead to feelings of depression, yet they often create beautiful art, be it music or visual works.

• Julia mentions data supporting the notion that creativity can be linked to personal struggles, framing it as a common narrative among artists.

Self-Awareness and Healing Through Therapy 01:48:32

"It took... at least a decade and a half."

• Julia discusses her journey toward self-awareness and healing, which involved extensive therapy lasting over a decade. This process allowed her to confront and understand her childhood experiences on a deeper level.

• Throughout her healing journey, she engaged in various practices such as meditation and singing, indicating how these modalities assisted in her self-exploration and expression.

• She recounts her experience with a vocal coach who specialized in trauma, illustrating the connection between vocal expression and emotional healing.

The Connection Between Body and Trauma 01:51:07

"Your mind has come to peace... but in your body, there it is."

• A significant theme in the dialogue is the physiological impact of trauma, suggesting that the body retains emotional scars despite mental healing.

• Julia references the book "The Body Keeps the Score," reinforcing the idea that unresolved trauma manifests physically, indicating an important intersection between mental health and bodily awareness.

• This realization prompted her to reclaim her voice, emphasizing the importance of being authentic in order to express her true self without physical constraints or discomfort.

The Search for Authenticity and Self Definition 01:53:00

"Your past does not define you."

• The discussion shifts towards the idea of self-identity and authenticity, positing that individuals often become trapped in roles dictated by societal expectations.

• Julia emphasizes that one's essence or true self is not confined to past experiences or anticipated futures; rather, it's larger and more resilient than those moments.

• By understanding that both past events and future expectations do not shape who they truly are, individuals can access a more authentic version of themselves that transcends trauma and societal pressures.

The Nature of Consciousness 01:56:37

"We get confused about consciousness because it's confusing."

• The discussion explores the two dimensions of consciousness: individual consciousness and cosmic consciousness. Individual consciousness refers to personal, daily experiences like waking up in the morning or regaining consciousness after anesthesia, which is unique to each person.

• In contrast, cosmic consciousness is described as a collective awareness, where individual minds are likened to trees with intermingling roots, suggesting a connection among all consciousness.

• The participant explains that while individual experiences help survival, cosmic consciousness encompasses a shared awareness that transcends personal experience.

Intuition and Information Sources 01:57:06

"You only know the base layer based on the information that we as a species have made available."

• Intuition plays a crucial role in how individuals understand and perceive reality. It is posited that knowledge comes not just from empirical evidence, but also from an intuitive grasp of information.

• The sources of this information are described as residing in a conceptual "etherosphere," reflecting a collective pool of human knowledge.

• The challenge is highlighted in trying to pinpoint this information spatially, emphasizing that while individual knowledge can be located, the broader understanding cannot be easily indexed or defined by traditional measures of space and time.

Cosmic vs. Individual Consciousness 01:58:53

"There's a different level to how a saber-tooth tiger processes information versus how a human processes that."

• The video discusses the differences in processing between species, noting that while humans may pride themselves on intelligence, animals like saber-tooth tigers are exceptionally adept at processing relevant sensory information.

• It underscores the notion that intelligence is contextual; animals have evolved to fit their environments and their forms of consciousness serve distinct survival purposes.

• The contrast between individual and cosmic consciousness is elaborated upon, explicating that individual consciousness deals with everyday survival, while cosmic consciousness connects us to a larger, profound awareness.

The Informational Substrate and Its Role 02:03:56

"The informational substrate is a field of information that doesn't have any space or time."

• The concept of an "informational substrate" is introduced, defining it as a timeless and spaceless field of knowledge accessible through intention and consciousness.

• This substrate allows individuals, especially those skilled in accessing deeper forms of awareness such as remote viewers or certain non-verbal communicators, to tap into information unlinked by conventional time or space.

• It is argued that intention plays a critical role in retrieving knowledge from this substrate, suggesting a connection between individual will and universal understanding.

The Interconnection of Consciousness and Reality 02:05:44

"God is constantly creating the universe."

• The conversation wraps up by linking cosmic consciousness and what is referred to as "God" or universal love, implying that they share a foundational identity in the fabric of reality.

• The idea presented is that the universe is in constant creation, a flow that signifies the interconnectedness of consciousness and existence.

• This framing invites a deeper exploration of how consciousness relates to the nature of existence, ultimately advocating for a collective understanding of interconnectedness and love as the core of reality.

The Connection to God and Love 02:05:48

"I have conversations with God all the time. Sometimes I get feedback through feelings."

• Julia Mossbridge shares her personal belief in a direct relationship with God, where she often feels as though she is having one-sided conversations with the divine.

• She describes an instance where, during an overwhelming experience on a bus, she felt a profound message come to her heart: the idea that those who express anger are often the ones who need love the most.

Hurt People Hurt People 02:07:35

"Hurt people hurt people."

• This phrase suggests that those who inflict pain on others often do so because of their own unresolved hurt, although not all individuals who have been hurt will act in this way.

• Mossbridge emphasizes that this statement should not be seen as a condemnation of those who have faced trauma; rather, it points to a common human struggle.

• It's highlighted that our behaviors stem from our experiences, emphasizing the necessity to process personal pain to avoid projecting it onto others.

Creativity and the Flow of Ideas 02:10:30

"In order to get to the beautiful, sparkling water, you have to go through the dirty flow."

• Julia discusses the process of creativity, describing it as a journey where one must first navigate through less refined ideas before finding those that are truly impactful.

• She references the artistic journey, stating that to create something good, one often needs to produce many less successful attempts.

• This principle applies broadly, suggesting that practice and perseverance are essential to yield fruitful creativity.

Defining Love as Connection 02:12:40

"Love is that which connects."

• Mossbridge posits that love serves as a fundamental connective force in the universe, acting as a bridge or adhesive that brings people and ideas together.

• She challenges the notion that anger is the opposite of love, arguing instead that anger, too, involves a connection but one that is more destructive in nature.

• This perspective encourages a deeper understanding of interpersonal relationships and emotional responses, suggesting that at the core of conflict often lies the need for connection and love.

The Complexity of Love 02:14:16

"I think people think of love as an emotion, but I think it's much bigger. It's more basic than space and time."

• The discussion highlights different dimensions of love, suggesting it's not merely an emotion but something deeper and fundamental to human experience.

• There is an acknowledgment that common perceptions of love are often oversimplified; love includes spiritual and metaphysical elements that transcend physical interactions.

• The speaker shares personal insights about falling in love, suggesting a connection must have developed before the experience of love itself can be felt.

Two Layers of Love 02:15:14

"There's always been a step before I fall in love."

• The speaker identifies two layers to love: a relational connection developed over time through deep conversations, and a more instantaneous connection, often referred to as "love at first sight."

• In the latter experience, a profound and inexplicable connection may occur, leading to strong feelings of commitment and protection for the other person.

• The difference between these layers emphasizes the complexity and depth of human relationships.

Defining Love and Time 02:20:54

"So, I had to figure it out."

• The conversation shifts toward the speaker's nonprofit initiative focused on love and time, suggesting a connection between the two concepts that often goes unexplored.

• The term "that which connects" serves as a simple yet profound definition of love, aimed at making the concept more relatable and actionable for people.

• The discussion reflects on the importance of clarity when explaining concepts that hold significant personal meaning, such as love.

The Time Machine App 02:18:38

"That's an app that allows you to connect with yourself at different times in your life."

• The speaker introduces a unique app titled "Time Machine," designed to allow users to engage with their past selves through audio recordings and messages.

• This tool is aimed at promoting introspection and connection with personal growth, as it sends reminders or messages from the past back to the user.

• A focus on community support within the app allows users to share hopes and dreams while maintaining privacy, ensuring a safe space for emotional expression.

The Nature of God and Love 02:22:18

"God is love, right? What better definition do we have of God?"

• The conversation begins with a reflection on the nature of God, suggesting that defining God as love encompasses all aspects of existence, including both good and evil. The argument posits that a creator must inherently possess love to create and sustain all that exists, including the darker elements of humanity.

• The discourse highlights the difficulty in reconciling the idea of a loving God with the existence of beings capable of great harm, exemplified by referencing controversial figures. It poses a philosophical challenge regarding how we can understand divine love while recognizing the complexity of human actions.

The Poetic Perspective on Divine Forgiveness 02:23:10

"What kind of God would I be if I created you to do your work and did not love you?"

• A significant point made in the dialogue revolves around a poem found in "Love Poems from God," where a metaphorical sword questions God about forgiveness despite its violent actions. This metaphor emphasizes God's unconditional love and capacity for forgiveness, even in the face of wrongdoing.

• The dialogue elaborates on how forgiveness does not negate accountability; instead, it suggests a more nuanced understanding of divine compassion. The implication here is that everyone, regardless of their actions, is offered the opportunity for forgiveness.

The Challenge of Universal Love 02:25:10

"How are we going to learn that we are loved by God and forgiven for all the stuff that all of us do?"

• The discussion delves into the difficulties in accepting universal love and forgiveness, especially regarding those who have committed heinous acts. It suggests that if we hold onto the notion that divine love is exclusive, we undermine our understanding of God's love for all creation.

• The conversation also explores how societal systems must contend with harmful individuals. In this context, removing dangerous beings from society is necessary not only for the safety of others but can also be done compassionately, as exemplified through the notion of "locking up" individuals like Epstein with an understanding rooted in love.

Philosophical Reflections on Evil and Accountability 02:27:01

"Do I think hell exists? I'm Jewish. There's not a really good concept of hell in Judaism."

• The dialogue brings forth an intricate discussion about the existence of evil and the implications of personal responsibility. The speaker, identifying as Jewish, points out that traditional Jewish beliefs about the afterlife do not emphasize hell in the same way other religions might, which leads to a conversation about the innate complexities of human nature.

• By referencing historical figures like Hitler, the conversation underscores the tension between understanding the roots of evil and recognizing societal influences and choices. The point is made reflecting on the environments and experiences that contribute to individuals' paths in life, questioning the broader systemic issues that enable such behaviors.

Personal Experiences and Academic Dynamics 02:29:51

"It’s strange to read your name in those emails with them."

• The speaker shares personal experiences related to academic circles and troubling individuals in those networks, highlighting how academic reputations can be entangled with harmful actions. This serves as a reflection on the influence of powerful figures in academia and the ethical implications of association with those individuals.

• The conversation also critiques the misogynistic attitudes in academic discussions, particularly in the context of conferences aimed at discussing significant topics like artificial intelligence and consciousness, revealing the continued presence of discrimination even in scholarly pursuits.

The Paradox of Feelings and Love 02:32:06

"I get to feel loved for my anger, my frustration with a situation. It's this weird paradox."

• Julia Mossbridge expresses the complex interplay of emotions she experiences, indicating a blend of frustration and acceptance in her life and career.

• She emphasizes that acknowledgment and support are present even when feeling rejected or disconnected from societal influences, such as wealthy elites manipulating careers behind the scenes.

• Mossbridge uses this emotional landscape as a prelude to perform a song that articulates her feelings on these contradictions, highlighting the conflicting nature of personal experiences versus external narratives.

Protest Through Art 02:32:56

"This turns into an actual protest song that is really timely and poignant."

• The discussion shifts to Mossbridge's song, underscoring its relevance as a protest against current societal issues.

• The song embodies a call for transparency regarding the Epstein files, aiming to unite people across different divides, suggesting this is a point of collective agreement amidst societal discord.

• The sentiment captures the urgency of acknowledging various injustices while simultaneously aiming for harmony among those with differing perspectives.

Acknowledging the Real Enemy 02:34:45

"The fight isn't horizontal; it's vertical."

• The conversation points out that societal divisions often distract individuals from the real issues at play, which are rooted in the manipulations of a small, powerful elite.

• Mossbridge articulates a shared desire for life, liberty, and happiness, suggesting that despite different opinions on solutions, a common goal unites the masses against the elite.

• The notion of "fist bumping" signifies solidarity among those who feel marginalized, advocating for a collective recognition of their shared struggles against the controlling class.

Finding Power in Adversity 02:35:58

"There's a very small, select elite, uber wealthy group of people who have decided that everyone else is just a useful idiot."

• The discussion highlights the perspective that the elite view the broader population merely as pawns or "filler people" in their narratives, an idea that resonates throughout society.

• Mossbridge stresses the importance of recognizing these dynamics and changing the narrative from one of division to one of empowerment and love.

• The intent here is to reclaim agency from those in power and to transform personal and collective suffering into a force for positive change.

Embracing Diversity and Freedom of Thought 02:38:01

"What makes this country special is we're about the diversity."

• The dialogue addresses the notion of diversity as a cornerstone of empowerment, emphasizing that differing opinions and perspectives contribute to a rich societal tapestry.

• Mossbridge contrasts the American ideal of free thought with other countries that may not uphold the same values, reinforcing the importance of being vocal and engaged in societal discourse.

• This idea advocates for individuals to express themselves freely, encouraging a culture of creativity and collaboration rather than repression.

The Illusion of Power 02:39:44

"The ones we think are powerful don’t feel powerful."

• The conversation delves into the psychology of power, suggesting that those who seem dominating often actually feel insecure or inadequate.

• Mossbridge references Epstein as an example of this dynamic, proposing that people's behaviors can reveal their insecurities rather than their actual strength.

• This perspective challenges perceptions of authority, leading to an understanding that the supposed powerful elite are often driven by a need for validation rather than true power or control.

The Passion for Music and Creative Process 02:41:34

"I feel music very viscerally. It's just some things that happen."

• The speaker expresses a deep connection with music, describing how their auditory experiences shape their existence. They convey that although they are not a musician in this life, they have a strong appreciation for the art form and a visceral understanding of music.

• The creative process is highlighted, with the speaker discussing their dedication to crafting short clips from podcasts. Despite their obsessive-compulsive tendencies, they invest significant time and effort—up to 35 hours on a 33-second clip—to perfect every detail.

• They reflect on their past creative work, sharing an experience of re-engineering a song for a project. This anecdote illustrates the intricate understanding of musical structure and the innate talent they possess. The speaker describes how they explicitly orchestrate music elements to elicit satisfying emotional responses.

Time as a Concept and Landmark Events 02:43:52

"Another way to think about time is there are these landmark events that are going to happen."

• Julia Mossbridge introduces a conceptualization of time where certain events act as significant milestones, influencing the course of history. She contrasts seemingly trivial events with profound global occurrences, illustrating that both exist simultaneously in the timeline.

• She gives examples of major events, such as 9/11 and the fall of the Berlin Wall, to explain how they function as reference points in time. While the paths to these events can vary greatly, their occurrence is suggested to be inevitable.

• The discussion evolves into the idea that creativity can also reach a "landmark" moment. The speaker’s work on a music clip signifies a pinnacle in their creative journey, likened to a landmark as it holds potential meaning and impact in the larger scope of their artistic expression.

The Nature of Possibilities and Collective Influence 02:47:40

"The future has a bunch of predetermined possibilities, and the way we act on the road there determines those possibilities."

• The dialogue shifts towards the nature of the future, where it is suggested that while it is not predetermined, it encompasses numerous possibilities shaped by collective actions and decisions at both micro and macro levels.

• The concept emphasizes that while specific outcomes may be fixed, the journey toward those outcomes hinges on the choices made along the way. This idea is compared to the paths taken from one major event to another, demonstrating that human agency and creativity play a vital role in shaping reality.

• They discuss the interconnectedness of actions, indicating that individual creative expressions, despite being personal in nature, contribute to broader social impact. The conversation recognizes the role of collaboration and team dynamics in the creative process, affirming that success is seldom a solitary achievement.

Acknowledging Collective Contributions 02:50:09

"You don't realize who's on your team."

• The conversation highlights the importance of recognizing the various people who contribute to our lives in ways we often overlook. This includes everyone from delivery drivers to factory workers who produce the items we use daily.

• Acknowledging this network of support reinforces the idea that our achievements are not solely our own, but rather the result of a collective effort.

The Nature of Remote Viewing 02:51:50

"Remote viewing is a mix of psychic capacities that includes precognition, telepathy, clairvoyance, and psychokinesis."

• Julia Mossbridge introduces the concept of remote viewing, defining it as a broad spectrum of psychic abilities. These abilities allow individuals to gather information about distant events or objects beyond the conventional limits of time and space.

• The discussion touches on her personal experience with remote viewing, revealing that her interest began while writing her book, "The Premonition Code." She aims to train individuals in precognitive remote viewing, which focuses on gaining insights about future events.

Background on Project Stargate 02:54:05

"Ingo Swann was a New York artist who started Project Stargate."

• Mossbridge discusses the origins of remote viewing within the context of the intelligence community, specifically mentioning Project Stargate initiated by the CIA in 1978 and concluding in 1995.

• Project Stargate aimed to explore the potential of psychic phenomena for intelligence purposes and was reportedly successful enough to lead to its eventual closure on a high note, despite ongoing debate about the efficacy of remote viewing.

The Challenges of Teaching Remote Viewing 02:55:30

"There is no science of how to teach it."

• Mossbridge admits that teaching remote viewing lacks a standardized scientific methodology. Different practitioners adopt various teaching styles and approaches, with little formal study to back them up.

• She reflects on how the intelligence community may not have made advancements in understanding remote viewing, contrasting her initial assumptions with her current belief that they may not be as ahead as previously thought.

The Stargate Program and Its Objectives 02:58:38

"The Stargate program was an attempt to meet Russia halfway. They were creating psychic spies that could get information without leaving the room."

• The Stargate program aimed to utilize psychic abilities for intelligence gathering, particularly during the Cold War, as a way to compete with similar efforts by Russia.

• This program began in the late 1970s, with the intent of establishing a method of espionage that did not endanger lives.

Remote Viewing and Its Potential 03:00:20

"About 95% of people are capable of doing it to some extent. It's kind of like musical ability."

• According to Julia Mossbridge, remote viewing involves tapping into intuitive abilities that most people possess to varying degrees.

• Just like how 95% of people can carry a tune, a similar distribution applies to the ability to engage in remote viewing, with only 5% of people lacking this capability altogether.

Training Remote Viewing Skills 03:02:14

"Training remote viewing is about just getting a student to practice."

• Effective training in remote viewing encourages students to practice regularly, helping them discover their unique methods of accessing information.

• Different trainers have various techniques for achieving this state, such as meditation, dancing, or listening to specific music, emphasizing the importance of personal preference in accessing psychic insights.

The Role of Unconditional Love in Remote Viewing 03:06:13

"Unconditional love is the human response to that connection."

• Mossbridge highlights that individuals engaged in remote viewing often report feeling a deep sense of unconditional love or connection when approaching targets.

• This emotional state, characterized by the ability to love without conditions or expectations, may enhance their accuracy and effectiveness in remote viewing exercises.

Unconditional Love and Remote Viewing Accuracy 03:07:43

"If they lied, then maybe lying about feeling unconditional love... fake it until you make it really helps."

• Julia Mossbridge highlights the importance of feeling unconditional love in relation to one's accuracy in pre-cognitive remote viewing tasks. Participants ranked how they felt in relation to a definition of unconditional love before performing tasks, and results indicated that those who scored high had significantly better accuracy than those who scored low.

• The experiment involved a self-administered survey that required participants to evaluate their feelings towards themselves and others, indicating that perceptions of self-love correlated with remote viewing performance. This introduces the idea that cultivating unconditional love could potentially enhance one's remote viewing skills.

Practical Applications of Remote Viewing 03:09:11

"If you could figure out where a person is in a building that you're about to attack, it would be really nice to know exactly what's going on."

• Mossbridge discusses how the military, particularly special forces, could benefit from remote viewing capabilities. Knowing troop locations or potential threats before missions could inform strategic planning.

• The conversation indicates that accurate remote viewing may not provide precise coordinates but can still offer valuable information, such as identifying potential danger zones within a location.

The Nature of Pre-Cognitive Remote Viewing 03:12:50

"Pre-cognitive remote viewing... is the most useful."

• Mossbridge emphasizes the effectiveness of pre-cognitive remote viewing, which allows individuals to gain insights about future events. This can provide a significant advantage in various scenarios, including intelligence and military operations.

• She refers to declassified CIA documents related to the Stargate program, detailing previous remote viewing sessions that aimed at predicting future events. These references establish a historical context for the potential value of remote viewing.

The Complexity of Time and Future Events 03:13:26

"There might be a little cadre of people... whose job is to figure out what the landmarks in time are."

• The discussion shifts to the philosophical implications of time travel and pre-determining future events. Mossbridge suggests that while some may think they can predetermine the future, it is actually about recognizing important moments that could influence outcomes.

• The complexities of time and its non-linear nature are highlighted, posing the question of whether events can truly be altered or simply observed across different possible timelines.

Theories on Time Travel and Multi-Universes 03:15:09

"If we have time travel, we wouldn't even know it because it would be creating a new tributary of the river."

• The conversation touches upon the theories of time travel, where changing past events generates alternate realities rather than affecting the one currently experienced. Mossbridge critiques the many-worlds hypothesis, suggesting a preference for a singular timeline influenced by retrocausal effects.

• This introduces a different perspective on causality and the events that shape our reality, positing that influences from the future may inform present circumstances without changing their essence.

The Influence of the Future on the Past 03:16:40

"The past is pretty malleable and it feels to me like it can be influenced from the future."

• The speaker discusses the idea that events in the past are not fixed, suggesting instead that they can be shaped by future influences. This is demonstrated through the example of a project which was initially intended to have one tower but eventually resulted in the creation of two towers due to future influences.

• The concept that individuals often approach their goals with a mindset anchored in the past is highlighted. For instance, students might hope to perform well on an exam, focusing on their past experiences rather than envisioning their future success.

• The speaker advocates for a mindset shift, encouraging individuals to "pull" from the future by imagining their desired outcomes and connecting with their future selves. This method is proposed as a more effective strategy than merely "pushing" from the past.

The Power of Positive Self-Talk 03:17:34

"You can actually create a mindset that influences your future; your thoughts become who you are."

• The discussion shifts to the notion that positive self-talk and intent can have a tangible impact on a person's life and well-being. It is emphasized that science supports this idea, challenging the notion that it is merely "woo woo" spiritual thinking.

• An example from the research of a Dr. Masaru Emoto is presented, which examines how the way individuals interact with themselves can influence them at a cellular level. His work is known for its focus on water crystals and the effects of language and emotion on their structures.

• The speaker notes that positive thoughts and intentions can create harmonious energy, while negative intentions can result in chaotic patterns, drawing a connection to how human emotions interact with water, which constitutes a large part of our bodies.

Intentionality in Affirmations 03:19:31

"It doesn't do anything because the emotion and the feeling of actual gratitude is not there."

• The conversation emphasizes that simply reciting affirmations or positive phrases is insufficient without genuine emotion behind them. The act of stating gratitude or positivity in a performative manner lacks real impact if it does not come from a place of true feeling.

• The speaker points out the importance of intentionality when expressing gratitude or positive thoughts. A deeper emotional connection is necessary to foster the changes and benefits associated with positive self-talk.

• The importance of visualizing an ideal version of oneself as a tool for self-improvement is also discussed, encouraging listeners to create a mental image of their future selves that can guide them toward their goals.

Closing Thoughts and Future Engagement 03:20:20

"We've been flowing; thank you for sharing your insights and being vulnerable with your experiences."

• After an engaging discussion, the speakers express gratitude and appreciation for the insights shared, suggesting that the conversation was both enriching and enjoyable.

• Future collaboration is hinted at, with enthusiasm for continued discussions and the possibility of sharing further insights in subsequent episodes.

• Listeners are encouraged to explore the accompanying links for more information on the guest's work and contributions, highlighting the ongoing nature of the conversation and engagement with the audience.