# Hypnosis > Rhythmic hypnosis in Bashar's teaching creates shared imaginative states for experiential learning through synchronous daydream while treating imagined content as real to the degree it is relevant to life. - Canonical: https://sassani.app/topic/hypnosis # Hypnosis *A grounded abstract seated figure notices one repeating ripple pattern across a shallow pool* Hypnosis appears in Bashar's corpus as a specific teaching device rather than as a clinical practice. The clearest description is the Atlantean drum-and-heartbeat method, which Bashar explicitly calls "a kind of hypnotic state … a kind of hypnosis teaching system": a shared, rhythmic shift of state that invites synchronous daydream, used so that learners can imagine themselves into a subject and retain it through the feeling of direct participation. In a second, shorter exchange he treats hypnosis as one example of the broader rule that anything you can imagine is real in some way, and that the practical question is not is it real but is it relevant. ## The Atlantean hypnosis teaching system The technique is described in concrete steps. The children gather as a class and a drum begins to beat at a tempo representing the waking state. The beat is then slowed toward the heartbeat of the dream state; as the children let their own heartbeats slow to match the drum, they enter a synchronous daydream. In that daydream they are given verbal scenarios to visualize and to become: a child learning to sail is invited to be the ship, the masts, the rigging, the sails — and by identifying with each component, learns everything about the sail and, in conjunction with the rest, everything about ships and sailing. Bashar labels that state a hypnotic teaching system: information is retained through direct experiential identification rather than through abstract study. The same rhythmic method can be turned backward in time. By mimicking the heartbeat and periodicity the child felt in the mother's womb, the resonance becomes a cue for very early memory — clear recollection of the birthing process and everything from that point forward. The mechanism is the same: a rhythmic physiological cue opens an experiential, imaginative state that gives access to material abstraction does not reach. ## Reality, dream, and relevance under hypnosis Asked directly how to tell whether a hypnotic depiction is a reality or a dream, Bashar declines the binary. Anything you can imagine is, in some way, shape, or form, a reality. The practical question is not "is it real?" but "is it relevant to your reality?" — deciding what degree of relevance the information has for you and applying it in whatever way is relevant for your life. This relevance criterion reframes the typical hypnotic question (did the subject really experience a past life, or invent it?) as a question of usefulness rather than metaphysical status. ## Practical implications Treat rhythmic, focused state-shift as a learning tool: the value is the experiential identification it makes possible, not the trance state for its own sake. When imagery or memory arises in such a state, sort it by relevance and applicability to your life rather than by an external verdict on whether it is objectively real. These descriptions are Bashar's account of an ancient technique and a metaphysical criterion; they are not instructions for, or endorsements of, clinical hypnotherapy. Therapeutic use of hypnosis, regression, or work with early memory belongs to qualified practitioners and is not a substitute for medical or psychological care. ## Representative passages Slowly, the beat is slowed down to be more representative of the heartbeat in what you call the dream state. When the drum is slowed down and when all the children allow their heartbeats to slow down to match the drumbeat, they all go into a synchronous kind of daydream. … It's a kind of a hypnotic state. It's a kind of hypnosis teaching system.— Bashar, Atlantean Learning Technique Drums Heart Beat (atlantean-learning-technique-drums-heart-beat#qa-1) You are the ship. You are the masts. You are the rigging. You are the sails. And the children can actually begin to identify their consciousness with those reflections. In such a way that simply by becoming the sail in the daydream, they learn everything there is to know about the sail.— Bashar, Atlantean Learning Technique Drums Heart Beat (atlantean-learning-technique-drums-heart-beat#qa-2) Once the heartbeat sound is mimicked and mirrored, and you can take that resonance and the periodicity of the beat to the idea of the heartbeat that the child felt in the mother's womb, you can actually allow the child to have very clear memories of the entire birthing process.— Bashar, Atlantean Learning Technique Drums Heart Beat (atlantean-learning-technique-drums-heart-beat#qa-3) Anything you can imagine is in some way, shape, or form a reality. The question is not, is it real; the question is, is it relevant to your reality? You have to decide what degree of relevance the information has for you and apply it in whatever way is relevant for your own life.— Bashar, In Hypnosis What Is The Difference Between Reality And A Dream (in-hypnosis-what-is-the-difference-between-reality-and-a-dream#qa-1) ## Related - [Learning](https://sassani.app/topic/learning) - [Visualization](https://sassani.app/topic/visualization) - [Memory](https://sassani.app/topic/memory) - [Relevance](https://sassani.app/topic/relevance) Markdown twin of https://sassani.app/topic/hypnosis. The HTML page is the source of truth.