Excerpts About Teacher
Pearl Beyond Price, p. 195 • discuss »
Inner Journey Home, p. 368 • discuss »
Inner Journey Home, p. 369 • discuss »
The Unfolding Now, p. 213 • discuss »
Diamond Heart Book V, p. 68 • discuss »
Diamond Heart Book V, p. 226 • discuss »
In this particular stage of maturation of practice—when we recognize that our process is largely determined by an underlying force that is emerging in various qualities and dimensions—what makes reality emerge in those ways has to do with our involvement with the logos of the teaching. Different traditions have different logoi, which impact how true nature might emerge in experience. Being involved with the logos of a teaching is a complex thing. Part of the involvement is understanding the logos, being attuned and devoted to it, feeling aligned with it, feeling it speaks to us, and, as a result, having our own interest in and commitment to it. But it also requires an active engagement with the particular teaching, in terms of direct involvement with the transmission of the teaching. Receiving transmission means being in the presence of a teacher, whether in a large or small group setting or in one-on-one work. As we interact with the teacher, the teacher’s presence and understanding powerfully impacts what actually arises in us. Even though we might show up because of a challenging life situation or because of certain issues we want to work through, the teacher, simply by being what he or she is, has an impact and an influence on us. In other words, if we go with the same issues to a teacher from another tradition or a therapist or a coach, the result will be different, what we experience will be different.
Runaway Realization, p. 130 • discuss »
Many people involved in the paths of inner realization believe that if any teacher is realized or enlightened then he can understand every student. This is not true. Almost all teachers are specialized in one or more aspects of essential reality. Such teachers can at best understand all
students from the teacher's own perspective. The teacher centered in cosmic consciousness can understand all students, but he can understand them only from the perspective of his own state—that of cosmic consciousness. His understanding is accurate, but as we have already shown, it might not be the kind of understanding most effective for the student. Understanding the student from the perspective of the essential aspect that he happens to be dealing with is far more effective for him than any other kind of understanding. This is because it will speak to him directly in a most immediate and personal way, and only the complete teacher, one who has resolved all the sectors of his personality and who can embody any aspect of essence whenever it is needed, will be able to understand each student from the perspective that is most useful to him.
Essence with the Elixir of Enlightenment, p. 37 (Elixir) • discuss »
In fact the central function of the teacher is that he be the embodiment of essence. Because he is essence, he can transmit it to the student who is receptive to him. Then the presence of essence in the student will bring about the transformation. True, the mind must respond, must see and understand, for there to be a transformation. Otherwise it will block the force of essence. The mind does part of the work, but cannot do the whole work. The other half of the work, the more fundamental half, is done by essence itself, by its very presence. Essence is the transformative agent. Essence is a relentless teacher. It does not stop at any aspect. After one aspect is understood and realized, it starts manifesting another aspect. This aspect in its turn now pushes into consciousness the particular sector of the personality connected to it, and makes it imperative for us to understand and resolve it. The emerging aspect makes us feel the lack of its quality. It makes us long and yearn for it. Gently but consistently, intelligently and knowingly, it puts pressure on us to start longing for it. Then it provides us with the insights, the intuitive knowledge that help us understand our disharmony. And finally it shows itself, culminating our experience by manifesting itself as a complete and absolute resolution for our conflicts. Essence is then the teacher. Essence is then the taught. Essence is then the freedom. Essence is then the realization. Essence is then the fulfillment. Essence is then the being. Essence is then the very nature and substance of the individual. Essence is then the experience, the experienced and the experiencer. Essence is then the truth. Essence is then the nature of all reality.
Essence with the Elixir of Enlightenment, p. 45 (Elixir) • discuss »
To truly deal with the narcissistic issues one must go through the shell in a very specific way. It is not enough to experience only the narcissistic emptiness; understanding the shell is an important part of the process of understanding and working through the narcissistic constellation. The most important part of this work, the part where a school and a teacher are almost indispensable, is that of exposing to consciousness the narcissistic situation. Most people are not aware of the narcissistic nature of many of their expressions; in fact, they resist such awareness. The student needs to experience directly that her sense of identity is not real, that what she takes to be her identity is really nothing but an empty shell. Most people do not have this awareness; they walk around taking their normal sense of self to be real, that it is who they truly are. They do not question their normal sense of self in the conventional dimension of experience. So a major body of work, which in some sense begins the whole process, involves inquiries and practices which lead to the realization that what one is taking oneself to be is not the real thing, but an empty thing. When a person arrives at this understanding the process begins.
The Point of Existence, p. 223 • discuss »
The relationship between teacher and student can change as our practice matures. At the beginning, there is often an asymmetry of realization between teacher and student that needs to be acknowledged. This asymmetry is part of the truth and it’s the reason why the student comes to the teacher in the first place. In time, as the student learns and matures, the asymmetry can decrease, but even when there is symmetry between student and teacher, the reverence continues. Both the student and the teacher need to recognize the teacher as the teacher, and the teacher needs to relate to the student as a student, even though they might feel more like friends. This is a subtle dynamic that requires a great deal of realization and understanding in order to unfold in an optimizing way.
The Alchemy of Freedom, p. 81 • discuss »