As a Reiki Teacher, I feel I have a duty to my students to be open and transparent in the way I teach, and deliver the content of my classes, be it level one, or Master/Teacher level, in such a way as to make the practical, theory, and concepts easy to process and understand. If I can’t, then I believe I shouldn’t be teaching the subject matter.
I encourage my students to challenge me, in as much as my classes are never about the student simply accepting everything I say as gospel. I want them to take personal responsibility for their learning, and that requires them to ask difficult questions and to put me on the spot — to back up or prove what I’m saying is true.
The empowerment/attunement process and the use of symbols work through the power of attention and intention. This is a prime example, and I’m regularly asked to demonstrate the power of intention in a visual and practical demonstration in front of the class that proves beyond doubt the power of intention in relation to energy, life, and their Reiki practice.
The aim of the following exercises is not to demonstrate the power of my intention, but, to make my students aware of the power of their own intention and how this impacts their daily life, even when they are totally unaware of the energetic processes taking place around them.
To prove the point, I use a small laminated business card which has written on it:
“By reading this card you can now do Reiki.”
I select a student who has no prior knowledge or training in Reiki, and I simply ask them to read the content of the card to themselves silently, then hand it back to me without saying anything. I then ask them to give Reiki to every other person in the class, by simply standing behind them, with their hands resting gently on their shoulders. Within a couple of minutes, the energy begins to flow and invariably gets stronger as they move from student to student.
To end the demonstration I explain what I did and why, and discuss intention in further detail if necessary.
The second exercise is to move people in a line up simply using focused intention to do so. This requires two people standing a distance apart facing each other. One acts as a sender, and the other as a receiver of the energy in the form of directed intention. In between these two people are two other students who are both facing the same direction (direction isn’t all that important, it’s just to simplify the instructions).
The secret to the success of this exercise is relaxation, so laughter is an excellent way of getting people to relax and not take it too seriously. The sender visualises sending energy, their intention to the other person, and with practice anyone standing between them will involuntarily move. Space isn’t empty, distance has no meaning on an energy level and the sender is simply creating a powerful ripple effect which then impacts the person’s energy field (aura) which then in turn moves the physical body. I place spotters to the side of the line up, as they can often see the person moving before they are aware of it themselves. I ask the spotters to raise their hand as soon as they see/sense movement.
Once the class relaxes and starts to enjoy the process the distances can be increased as well as the number of people in the line up. Where space allowed (in a sports hall) the distance was extended to 150 feet with 20 people in the line up with little or no delay between the sender and the receiver, with everyone in the line up moving to one degree or another.
Note: On several occasions, we had military personnel in the line up who were highly skeptical and determined they wouldn’t be moved, but once they relaxed they moved like everyone else.
Energy and vibration is the language of the universe, and good health and illness begin at an energy level and must find expression as a physical symptom or condition. Once you realise this you begin to think in terms of attention and intention. What you focus on, its value, as in what it means to you, and what you choose to do about it, are the three steps of creation on an energy level.
Article by Phillip Hawkins
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A Reiki practitioner since 1999, Phillip started teaching Reiki in 2000 and using those skills and abilities he has spent the majority of the last seventeen years working with a wide range of social and educational needs including Autism and ADHD. Working with addicts dependent on alcohol and drugs, people whose lives were extremely violent and abusive, and others who had to deal with severe mental health issues. This has enabled him to work extensively in the private sector, schools, colleges, education and care in the community, the prison service and psychiatric units.
In 2016, Phillip decided to semi-retire from full-time employment to concentrate on developing his career as a published author and the setting up of his Reiki personal development programme at the Chilton Community College.
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