By the way, you may be wondering why [brackets] are used to emphasize words in my posts; the answer to that is, again, 999, the video game I introduced in my first blog post. Certain important names and words in the game that came up as the story proceeded were either in [brackets] or was written in bold. I am not normally inclined to use bold letters, though, and so I stuck with using the [brackets]. Plus, I feel that [brackets] are more fun to use. Anyway, I suppose this is a continuation of my Origins post…
[epiphany] and [danger]
Two words – coming from the same game where I learned the terms [morphic resonance] and [morphogenetic field].
Nothing new, nothing creepy or flashy. Just your regular English words.
But how are they related to this website, you say?
((WARNING: Spoilers ahead!))
The [morphogenetic field] is an intangible place of storage which is unknowingly accessed by systems of a later generation containing information/memories/habits of an earlier generation. A file for patterns, you can say. Patterns that are never taught, but become [inherent].
In the game 999: Nine Hours, Nine Persons, Nine Doors, as you are able to unravel the mysteries surrounding each character you are with, a certain young girl you call Clover discloses a secret that could reveal her identity. She was a part of a [Nonary Game] played nine years prior to the setting of the video game.
This girl shares much of what she knows about the [experiment] done on her and seventeen others during that first [Nonary Game]. Slowly, but surely, she tells you of the role of the game in inspiring humans to [transmit] and [receive] information from the [morphogenetic field].
The [Nonary Game], the first, was played by 18 children who were observed to access the [morphogenetic field] much easily than most. Nine of them, who were [transmitters] or can store memories in the [morphogenetic field], were put in a building made to look exactly the same as the inside of a ship called [Gigantic]. In the building they have to solve puzzles in order to escape the “ship” and return home.
Meanwhile, the real [Gigantic] ((Titanic’s sister ship)) carried the remaining nine children who were, supposedly, the [receivers]. These were the children who could retrieve information that was sent by the [transmitters] to the [morphogenetic field]. In the [Gigantic], the [receivers] were not oriented on how to escape because the [experiment] wants them to [receive] the escape solution in order for them to return home.
This [experiment] took advantage of two seemingly large factors that, hypothetically, can [amplify] a person’s ability to [transmit] to or [receive] from the [morphogenetic field].
[Epiphany], or the sudden realization of a solution or an answer pushes the [transmitter] to store the answer in the [morphogenetic field]. On the other hand, the [danger] felt by the [receivers] push them to access the [morphogenetic field], too.
As you may have observed, both factors affect the [adrenaline level] of the person feeling it. In line with that, I would like to be able to use the [adrenaline rush] from my very own moments of [epiphany] and from hints of [danger] to write in this space, my [morphogenetic field].