By George A.
Boyd © 2003
There
are several different stages of the disciplic relationship with a Master
or Initiate. These are described below.
- Imaginary
Discipleship based on "faith" and blind belief,
one claims to be a disciple of a Master when no connection has been
formed. Justification for this establishment of this purported disciplic
relationship may be based on interpretation of scriptures.
- Dream
Communion a spiritual teacher, when beginning to work with
an aspirant, may appear in the aspirants dreams. Here the content
is contaminated by productions of the aspirants unconscious mind,
and the teaching appears in a veiled, symbolic form.
- Inspirational
Attunement a spiritual teacher may make an attunement with
the individuals Superconscious mind to awaken innate gifts or
abilities. The aspirant may experience this as a sudden illumination
or peak experience. This state cannot be replicated by the aspirants
own effort, so it is perceived as a supernal infusion from on high.
- Formal
Initiation (diksha) here the individual is granted attunement
in the presence of an Initiate, marked by transference of Light and
spiritual energies (Shaktipat) and induction of a state of spiritual
illumination (samadhi). This immersion in Light may also be accompanied
by instruction in esoteric spiritual methods.
- Communion
with the Guide here the aspirant is led to commune with a
radiant astral form of the guide (nuri swarup), who leads and counsels
the attentional principle and/or the spirit of the aspirant.
- "Wheel
Attunement" here the Initiate builds a bridge of Light
between the Soul of the Master and the Soul of the disciple. This establishes
a permanent connection between the disciple and the Master. This is
the state of formal accepted discipleship in many traditions. This bridge
of Light may be severed at the Masters whim.
- Union
with the Beloved here the disciple ascends spiritually to
the same level as the Master. This ultimately leads to the state of
being able to initiate, guide and make attunement with others. Here
the disciple has become an Initiate.
Severing the Disciplic Link
As
mentioned before, the Wheel Attunement of accepted discipleship can be
broken at the Masters whim. This is normally done when the disciple
has committed rather grievous offenses in the eyes of the Initiate. These
can include:
- Breaking
of spiritual or monastic vows.
- Revealing
esoteric secrets or techniques given under an oath of secrecy when it
is not appropriate to do so.
- Defaming
or reviling the Master, speaking ill of the Master to others, trying
to deceive the Master, betraying the Master.
- Disobeying
a direct command of the Master (Agya).
- Failing
to meet the Masters standards in carrying out a project directed
by the Master.
- Voluntarily
leaving the Path by the disciples choice, usually done with formal
notification to the Master.
- Inability
of the disciple to maintain a connection with the Master for karmic
reasons, e.g., the disciples addiction to drugs or alcohol, sexual
behavior in violation of the Masters commandments, or the disciples
inability to meditate from deterioration of psychic integrity or personality
decompensation (resulting in psychosis).
Testing by the Master
It
is pointed out that the Masters standards or requirements may be
higher than the disciple can live up to at any given time. The disciple
may be discouraged by this experience and leave the Path or may redouble
his/her efforts with an aim to please the Master doing whatever
is required to fulfill the Masters wish. These standards, moreover,
may not seem reasonable or rational, but may actually be the Master testing
the disciples loyalty and love.
This
continual testing of the disciple is viewed in many traditions as a means
of purifying the disciples character and perfecting the disciples
ability to selflessly serve the Master. The task, from this perspective,
is only a vehicle through which the Master can work on the disciple to
spur greater dedication and devotion.
The
Master, appearing to be never satisfied with whatever the disciple does,
may seek to challenge the disciple to do more, to do better, to push the
envelope of what the disciple believes is possible. In this way, through
the metaphor of the task, the Master stimulates the disciples growth
and reformation.
However,
the disciple must use discernment to discriminate between the manipulation
of a spiritual charlatan and the genuine spiritual teaching and command
of a God-inspired Master. Both may be seen to resort to "spiritual
theater" (Lila), but their motivation is vastly different. It is
vitally important to determine exactly what motivates the Initiates
behavior and whether or not you are being exploited. Consider this before
and after carrying out the task.
Ecstatic Caprice
The
on-again, off-again love and affirmation of the Master, coupled with episodes
of chastisement and seeming abandonment, is disconcerting to the disciple.
When the disciple is sincere about making progress on the Path, loves
the Master, and serves the Initiate selflessly, it is hard to understand
and accept this capriciousness of the Initiate.
The
breaking of the Wheel Attunement (which can be voluntarily re-established
by the Master at any time) can be especially disconcerting and upsetting.
From the disciples standpoint, this may not seem justified, when
the disciple has been devoted and loyal. In some cases, when an individual
has been traumatized in early life by abandonment by a parent or a loved
one, this spiritual abandonment is doubly painful because it re-awakens
old wounds.
Where We Stand
This
tradition of spiritual game playing, "spiritual theater," "Divine
Sport," or Lila, as it has been called, is not embraced by the Mudrashram®
Lineage. We believe that spirituality and growth is best sustained by
unconditional love and appropriate support, and steady encouragement of
the aspirants progress. We also believe that the disciplic relationship
does not need to be dramatic and capricious; instead, we see that it exists
to help the disciple to grow and mature personally and spiritually.
For
this reason, we advocate being clear about our expectations to those who
study with us and to help the aspirants understand what we communicate
to them. We show the aspirant gratitude for whatever they do in service.
We certainly seek to avoid re-traumatizing aspirants by playing with their
minds and hearts, but instead offer them tools by which they can rehabilitate
their abilities and overcome the wounds of the past. Furthermore, we attempt
to match tasks with the disciples ability, and if the disciples
effort is nonetheless unsatisfactory, then we attempt to point out a way
that correction can be made. We believe it is in this climate of steady
affirmation that the disciple can best make progress, and avoid both trauma
and exploitation.
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