Spiritual Apprenticeship is the path of training under the guidance of spiritual teachers to achieve inner awakening, enlightenment or realisation of the Self ——– a state of pure consciousness or spacious awareness that is transpersonal, non-egoistic and beyond the boundaries of the individual self.
(1) Stage one, CHOOSING A TEACHER : a look at what impels us to search for a genuine teacher, and how we know we have found one.
(2) Stage two, INITIATION : the prerequisites and transformative power of initiation ; the link to a lineage of awakened beings.
(4) Stage four, TEXTING : examination of the student’s character, motives and purity of thought and action ; the exposure of one’s imperfections.
(5) Stage five, GRACE & GURU YOGA : the mysterious infusion of blessings experienced in the company of some teachers ; balancing grace with self-effort, contemplation of the teacher’s qualities and state of consciousness.
(6) Stage six, AT THE THRESHOLD OF AWAKENING : achieving the goal of spiritual apprenticeship, the experimental knowledge of the real, Self-realisation in moments of illumination.
(7) Stage seven, SEPARATING FROM A SPIRITUAL TEACHER : re-establishing an independent life ; resolving emotional conflicts of discipleship ; unhealthy merging, facing a teacher’s shadow side ; individuation from the teacher.
(8) Stage eight, FINDING THE TEACHER WITHIN : accessing inner source of guidance, such as dreams, symbols and disembodied teachers.
(9) Stage nine, TEACHING OTHERS : with appropriate intention and ethics, sharing what we know ; tests of character for teachers ; guidelines for spiritual teachers.
Stages one, two and three describe the process of entering into a relationship with a teacher. Stages four, five and six describe the ways we begin to be transformed within the relationship. And stages seven, eight and nine describe the process of integrating the relationship and internalising the teacher. These aren’t linear stages. These stages often intersect, blend together and unfold concurrently. Nevertheless, taken as a whole, they describe the full style of the student-teacher relationship in all of its complexity. .
—————– Greg Bogart.